Ruyton Girls' School Annual Report 2020

ruyton girls’ school

Annual Report 2020

Heading ruyton girls ’ school 12 Selbourne Road Kew VIC 3101 Australia

Tel +61 3 9819 2422 www.ruyton.vic.edu.au ABN: 86 004 162 261

contents

Section 1: Governance and Finance 4 Section 2: Empowering Girls

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Section 3: Powerful Learning

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Section 4: Ruyton Staff

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Section 5: Engaged Community

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mission

As an independent, forward thinking girls’ school we are committed to preparing girls for a lifetime of learning, leadership and engagement in our global community.

vision

Inspire girls to be bold. Educate girls to live lives of impact and purpose.

values

Our values shape and define the Ruyton woman and the way she leads her life.

• Character

to be resilient and to act with confidence and compassion.

• Citizenship to effect positive change through civic and environmental action.

• Endeavour

to be curious, creative and courageous learners seeking to achieve personal best.

• Integrity to live a life with honesty and virtue.

The Ruyton community lives by these values, providing support, role models and a sounding board for our girls as they make their mark in the world.

Annual Report 2020

1

Welcome

The Ruyton community entered 2020 with great plans for events, occasions, milestones and journeys. Our dreams were quickly dashed as the pandemic descended and we spent much of this year in our homes; together apart as staff, students and families lived through extended lockdowns and negotiated lengthy periods of distance learning. A year when we came to understand the true value of connection, community and realistic optimism.

A year when gratitude and resilience took on greater meaning.

In the midst of this rapidly changing landscape we welcomed Ms Lauren Perfect as Deputy Principal and Head of Senior School along with staff, students and families who joined our community. A challenging time for a new beginning, but one they have made with the support of so many at Ruyton.

Our girls have embodied the spirit of Ruyton in 2020, striving for personal best and embracing endeavour in difficult circumstances. They made the best of a disjointed year when many of our much loved events, particularly co-curricular activities, could not happen. They were able to do this with the invaluable expertise, support and creativity of our highly skilled staff and the support of parents and family.

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A Ruyton education has always emphasised the importance of quality of life, the values, authenticity, compassion and courage for which our girls will truly be admired. Our School values shape and define the Ruyton woman and the way she leads her life. In 2020 the value of Character came to the fore as our girls demonstrated their resilience and acted with confidence and compassion. It was a challenging year of personal growth and community, as they actively sought silver linings and connection.

A year where they showed their strength and made us immensely proud.

Across the School our students achieved strong academic results. For the Class of 2020 completing their VCE, the median ATAR was 92.6, with 56 percent of students achieving an ATAR of 90 and above, and 11 scores of 50 in Biology, Product Design & Technology, English, Geography, Health & Human Development, and Further Mathematics. Speaking to students and staff our 2020 Dux, Maya Wilmshurst, reminded us of the words of J.M. Barrie in Peter Pan, ‘The moment you doubt whether you can fly, you cease for ever to be able to do it.’ She urged our girls not to doubt, to believe in themselves as they are so capable not just academically but in all facets of their lives.

Every class at Ruyton leaves a legacy, but the Class of 2020 will hold a unique place in our hearts. Radiance and Unity will always be the golden lining that bound the Ruyton community together in a broken year. They learnt to become comfortable with being uncomfortable and have come to understand their own strengths, weaknesses and vulnerabilities. Most importantly they have been other oriented, with their compassion and care for others highly evident in their leadership of our student body and appreciated by all. The Class of 2020 will be remembered for living their leadership with humility, resilience and fortitude.

The 2020 Annual Report acknowledges and celebrates the strength, compassion and connection of the Ruyton community. We sincerely thank staff, students, parents, Old Ruytonians and families for your engagement and support.

It is this spirit of community and belief in our mission and vision that kept Ruyton strong in 2020. Thank you.

Recte et Fideliter.

Linda Douglas Principal

Annual Report 2020

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section 1

Governance and Finance

Virginia McLaughlan

President, The Ruyton Board

The Ruyton Board is always delighted to acknowledge and celebrate the endeavour and achievements of our school in the Annual Report.

This statement does not seem strong enough to convey the pride we feel when reflecting on 2020.

A year that started like any other was quickly turned upside down when the COVID-19 global pandemic spread across Melbourne creating significant challenges for our school. Under the sound leadership of our Principal Linda Douglas, Ruyton responded by firmly focusing on the wellbeing of our girls. From a base of care and compassion, teaching and learning programs and co-curricular activities were adapted to online delivery and evolved in line with student needs.

Our staff showed enormous dedication and proved why we have a reputation as a leading educator of girls. I particularly want to take this opportunity to congratulate the Class of 2020 on their outstanding results.

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Despite the challenges created by the pandemic, the Ruyton Board is pleased to report the School remains a viable, sustainable and highly desirable option for girls’ education. Our enrolments are stronger than ever with a pipeline of enrolments for future years on the books. Notably, we retained nearly every student at year end, and this is a credit to the Executive and the teaching and support staff; providing evidence our collaborative and care-centred approach through the pandemic was a sound one. It is also a reflection of our strength of community and the degree to which we were able to stay together, even when apart.

Special thanks must be given to the Parents of Ruyton (POR) and the Old Ruytonians’ Association (ORA) for their tireless work during this time.

The Board is incredibly grateful to those in support of our philanthropic efforts. With the backing of the Foundation and our donors, we were able to provide fee relief and payment plans to 46 families in distress through the Annual Appeal. Supporting 68 students for a total sum of over $200,000, we are grateful to those who contributed.

Unfortunately required to pause plans for the capital campaign as COVID unfolded, we are delighted to look at reigniting the development of the Royce Theatre and the Library in 2021. We look forward to sharing more information about this with the community in the months ahead and will continue to ensure our facilities accommodate our students and provide optimum learning opportunities for them.

With Board news, I welcome Peter Nelson as the new Chair of the Ruyton Foundation. After four years as Chair of the Ruyton Foundation, Fiona Griffiths (1987) stepped down in 2020 from this role, though happily will remain a member of the Ruyton Board. A passionate and dedicated member of the School community, we sincerely thank Fiona for all she has done and look forward to working with Peter in the future.

The Ruyton Board

The Ruyton Board would like to sincerely thank every member of our community for their efforts in 2020. Through a period of genuine adversity, Ruyton grew in strength and spirit because of the engagement and dedication of every student, staff, parent, past parent and alumna. Your ongoing commitment and support have ensured our school continues to thrive.

Cameron Price Chair of Governance

Virginia McLaughlan President Kylie Taylor Deputy President Bruce Bayley Chair of Finance and Audit Chris Chapman Chair of Project Control Group Peter Nelson

Chair, The Ruyton Foundation

Linda Douglas

Principal

Leanne Smith

Company Secretary

Fiona Griffiths (1987) Member Melanie Higgins (1992)

Member

Dr Jim Watterston

Member

Craig Wishart

Member

Annual Report 2020

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section 1

summary financial information Financial Year: 1 January – 31 December 2020 In this Annual Report we reflect on achievements and challenges over the past twelve months.

Having experienced a long lockdown, we have much to be proud of at Ruyton over the past year.

We have had to adjust, improvise, innovate and pivot at very short notice. This was possible due to the efforts of every member of our community and the dedication of staff and parents to our students was invaluable. We are very pleased the School remains strong in enrolments. Notably we retained staff and students.

Throughout 2020 the Board met with greater regularity to support the Leadership Team through the myriad of decisions to be made. In addition to the careful financial management of our day-today activities, the School’s priority was to focus on our girls’ education and ensure we provided as safe a learning environment as possible. The Board and Leadership Team determined they would help our own and provided financial support to 46 families who were financially affected by COVID-19. Relief was given through both payment plans and fee reduction.

Proudly, Ruyton ended the year in a financially sound position and the Ruyton Board’s Project Control Group has recommenced planning for the School’s next major development, the reimagining of Royce Theatre. Careful, considered planning will ensure the development serves the needs of our girls and community well into the future.

As an independent school, Ruyton does not receive government funding for our capital projects. It is the prudent financial management of the School, along with the strong support of our community that will bring this project to fruition, ensuring the future for generations of Ruyton girls.

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income

Donations 0.6% Other income 4.2% Government grants - state 2.3% Government grants - commonwealth 11.7% Tuition fees and private income 81.2%

expenditure

School Maintenance 1.6% Other expenses 8.5% Depreciation 8.8% Capital expenditure 2.9% Tuition related expenses 3.6% Salaries and related expenses 74.6%

section 2

Empowering Girls

early learning highlights 2020 Sarah Denholm, Director of Early Learning 2020 was an extraordinary year with many opportunities and challenges for our Early Learning Centre.

For every change and new government restriction or rule regarding Early Learning operations, we responded quickly with the information at hand.

Our staff navigated working between Early Through state COVID-19 lockdowns and restrictions Learning, Junior School and being at home and and alongside colleagues across the School, Early embraced the new normal of different working Learning staff pivoted their practice to provide days, hours, rosters and roles. Throughout the both distance and onsite learning opportunities. daily life that was lockdown, we ensured our This ensured our philosophy and pedagogy team stayed connected socially through our remained at the forefront of the programme team’s WhatsApp group, with staff checking in and our youngest learners received continuity of on each other and sending updates regularly. education and care. Our team also ensured the We also enjoyed soul nourishing opportunities highest level of compliance, health and safety for professional learning, with external education for our onsite program, participating in COVID-19 consultant Kirsty Liljegren remaining a constant infection control training early in the year and in our pedagogical support throughout the year, implementing regular and thorough COVIDSafe along with other opportunities to engage in cleaning and hygiene measures each and every day. online webinars, podcasts and training.

As our onsite and at home learning numbers fluctuated across the year, our children, staff and families remained resilient and adapted to each change with grit and strength, showing support, empathy and care for each other through each hurdle and new learning. The wellbeing of our students remained at the forefront and we provided children and parents regular opportunities to connect with class teachers, as well to ensure our families had access to resources to support wellbeing and learning at home.

We celebrated the year with our online 2020 Celebration of Learning, where the students shared aspects of their learning, knowledge and reflections from the year in a digital format.

This was then made available via our Ruyton Intranet for families to view together at home.

Even though our goals for 2020 may have shifted, Ruyton Early Learning is proud of the high levels of education and care it was able to provide for our families and we take many new learnings forward into our approach and practice.

Annual Report 2020

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section 2

junior school highlights 2020 Kate Giles, Head of Junior School

It is fair to say that 2020 was truly an exceptional year that required an unheralded level of strength, teamwork and compassion. It was also a year that fuelled collaboration and creativity.

At Ruyton, this included creating a distance learning model, connecting in new ways and reimagining traditional events such as assemblies and productions.

We are extremely proud of the way in which our girls fully immersed themselves (both virtually and face-to-face) in the culture and life of the School and excelled in curricular and co-curricular pursuits throughout 2020.

Highlights • Productions continued to go from strength to strength. Celebrating the culmination of a semester-long collaboration between Music and Drama with two performance days of Dear Edwina, students in Prep-Year 2 also performed in the play, The Day the Crayons Quit. Both productions were outstanding and testimony to the talents and collaboration of the girls.

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• Although we certainly missed our students visiting the Library over the lockdown periods, we were pleased to offer a new click and collect service for the duration of distance learning. This enabled families across the School to access a range of online and physical resources.

• The pandemic served as a salient reminder of the importance and power of human connection and the need to stay connected. In the Junior School, our weekly Wednesday Assemblies became an important time of connection and joy.

Student voice was a strong characteristic of each week, with the introduction of segments such as Learning Stories, Pawfect Pet, Lego Masters and Learning Snapshots. All of these were designed to foster connection between home and school.

Class meetings become a crucial time each morning, setting the girls up for the rhythm of their day and providing connection with peers and their teachers. Additionally, JS Connect and the Weekly Wellbeing Note also became important hallmarks of the week.

• In 2020, students in Years 5 and 8 ‘buddied up’ and worked together on a new global citizenship initiative called Our Movement and the Year 6 and 7 students completed a unique blended learning enterprise initiative titled D Store.

• Our Science, Technology, Engineering and Mathematics (STEM) program continued to evolve with innovations in coding and robotics, as well as engagement in STEM competitions.

The use of the School drones, Lego competitions, Coding Challenges and the Virtual Water Conference were enriching addition to the program. One the highlights of the year was National Science Week.

I take this opportunity to thank all our families for their incredible support in 2020, particularly as they managed the dynamics and pressures of learning, working and living at home. The continued learning and engagement of our girls this year is a tribute to the dedication of parents and teachers and their partnership to support our girls. We are deeply grateful to work with such supportive families – thank you.

Our staff are an exceptional team of professionals who continue to work tirelessly to ensure the development and care of our girls. I would also like to acknowledge and thank them for their outstanding commitment in 2020.

• A focus on community was fostered through the lockdowns by our year level parent representatives who organised family quiz sessions, dance parties and family movie nights.

Annual Report 2020

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section 2

senior school highlights 2020

Lauren Perfect, Deputy Principal, Head of Senior School Throughout 2020 the Ruyton Senior School community, along with the rest of the world, faced challenges we never imagined. 2020 was a year that tried and tested individuals and communities in ways we had not experienced before in our lifetime, however, it was also a year that truly revealed the mettle of communities.

It was a year where so many missed out on so much: where important milestones, special firsts and lasts, were set aside. It was a heartbreaking time for many, particularly our Year 12 students and families. However, despite this heartbreak, 2020 brought us so much. As the year drew to a close, a palpable collective sense of hope and pride was present in our community: hope for the year ahead and pride for our students, who overcame so much when, at times, the challenges seemed almost insurmountable.

When Ruyton Co-Captains Bella Eames and Mia Waters addressed the School during their first assembly of the year and urged the Class of 2020 to embrace their chosen guiding words of radiance and unity, they could not have known just how important these sentiments would be as the year unfolded. Time and time again the entire School community was asked to draw on these defining words, to find their inner light, unite and move forward together with good 10

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grace and humour. Upon reflection, as the Senior School continued to reimagine and reinvent, 2020 revealed a sense of courage, resilience, connection and compassion we never knew possible.

The flexibility demonstrated by our School Leaders and their teams in all areas was inspiring, as they remained committed to preserving Ruyton tradition and motivated to reinvent central Senior School events. The community drew together from a distance in amazing initiatives such as the virtual Community Choir, Qua-run-tine and a reimagined Performing Arts House Festival (PAHF), embracing the rapidly developing technological landscape and a community desire to connect in any way possible.

Live streamed events such as the Year 7 and 8 Production and musical soirees entertained our virtual audiences with online productions of professional quality. Student-led groups such as our Culture and Diversity and Community Service teams and the Ruyton Student Council joined together to raise awareness and funds through their annual events such as Girls Night In, IDAHOBIT Week and targeted Red Cross fundraising appeals. Led by our Year 12 students and embraced by the whole Ruyton community, these experiences drew us together and united us with radiance.

Senior School students across every year level can reflect on a year of endeavour and achievement.

This was a year where obstacles were overcome, grit and perseverance were on show daily and independence and agility were enhanced. Each and every student deserves to reflect upon all they have achieved with great pride. In addition, the patience and genuine commitment to Ruyton extended by our Ruyton Senior School families throughout the year buoyed the community when encouragement was most needed. Finally, the Ruyton Senior School teaching and support staff deserve heartfelt commendation and thanks for their tireless commitment to our students and families, under the most difficult of circumstances.

Above all, 2020 revealed to our Senior School how truly fortunate we are to live and learn in this wonderful community.

Annual Report 2020

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section 2

wellbeing highlights 2020 Trish Hatziz, Director of Wellbeing

As Ruyton grappled with logistical and academic challenges, increasing attention was also focused on the holistic wellbeing of our entire community.

Our understanding of the importance of achieving and maintaining optimum wellbeing deepened in 2020 and was increasingly reflected in our approaches. Whilst it was important not only to provide an agile and flexible learning environment, we also needed to ensure that we fostered the holistic wellbeing of students. Both endeavours were co-dependent and the success experienced in one would directly impact the success of the other.

Senior School staff took up the challenge to ensure our students remained engaged and connected, despite the physical separation, changed routines and new learning modes. Our student leaders in particular rose to the occasion and organised various wellbeing initiatives; of note was the development of a comprehensive Student Wellbeing website. This website proved invaluable in providing resources, advice and ongoing connections, especially as students moved in and out of a distance learning program.

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Teachers also continued to look for new and innovative ways to provide access to quality wellbeing resources and experiences for students.

The Wellbeing Team ensured our weekly Wellbeing Programme seamlessly pivoted into the virtual world and along with the creation of wellbeing periods, pop-up wellbeing days and weekly tips sheets, student wellbeing remained front and centre in our minds. The creation of virtual morning teas, access to counselling services and staff ‘check ins’ also ensured our staff felt both supported and valued as they carried out this essential work.

In the Junior School we endeavoured to uncover and celebrate ‘unexpected gifts’, and the importance of generating and amplifying the good both within our own community and that of the wider world. Students were encouraged to act with kindness, compassion and curiosity.

New rituals and routines to promote strength and stamina were also encouraged. In the main, students adapted with increased independence and confidence.

More intentionally, the Junior School supported the wellbeing of students through the lens of joy and connection. Assemblies provided a forum to educate and respond to the wellbeing needs of students and aimed to promote positive messages and connections. Various Pop-Up days also generated new motivation, experiences and enthusiasm in students.

Ruyton’s already successful use of technology enabled us to continue our strong partnership with parents so that they were kept abreast of the wellbeing needs of their children and were best placed to support them. Our Counsellors led a series of wellbeing focused webinars, we launched our first Total Wellbeing Parent Conference and our Powerful Parenting seminars continued.

Annual Report 2020

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section 3

Powerful Learning

learning and teaching

Cathryn Furey, Deputy Principal, Director of Learning Whilst 2020 was a year of challenges, it was also a year of growth; one where we capitalised on the potential of technology to improve learning and provide staff and students with a range of unique opportunities.

events of 2020 meant that we were not able to have Ron join us again onsite for workshops we had planned, we were fortunate to be able to utilise technology to provide both synchronous and asynchronous learning opportunities for our staff.

As we commenced the year with optimism and enthusiasm for another year of growth, learning and opportunity at Ruyton, one of our key powerful learning goals identified ‘Developing a culture of thinking that promotes the deep learning, habits of mind and dispositions needed in our changing world’. Building on the experience of staff who had been fortunate to attend the Harvard Graduate School of Education Project Zero Summer School in 2018 and 2019, and through a collaboration with Professor Ron Ritchhart from the Harvard Graduate School of Education, we embarked on a focused professional learning program to build our understanding of what a culture of thinking looks and feels like, and how we could embed this into our learning and teaching programmes. So much more than the application of thinking routines, we were very fortunate to have Ron Ritchhart spend three days at Ruyton in late February working with teams of staff to begin this journey. While the subsequent

It’s true that 2020 was a year of firsts for our teachers, students and parents, a time when we tackled learning away from the physical school and achieved so much that we could not conceive prior to the disruption of the global pandemic. It helped us experience first-hand the benefits of learning online, and at the same time emphasised the joy and value of physical, face-toface interactions with students. It was through this experience that our understanding of the importance of a ‘blended’ approach to learning and teaching – a combination of online and faceto-face learning – deepened.

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Exploring the benefits of blended learning had been a priority at Ruyton for several years prior to COVID-19. In 2019, Learning Leaders across the School embarked on a project to explore research-based approaches to improving learning and teaching with technology and develop a ‘blended learning’ vision at Ruyton. This work

continued throughout 2020, with Learning Leaders taking time to delve deeper into blended learning by undertaking online professional development offered by Harvard University Graduate School of Education and working with a digital learning consultant specialising in blended and online learning.

Our transition to distance learning commenced late in Term 1. For distance learning to be successful for our students, it had to be successful for our teachers. We all had to be prepared to take risks, learn from our mistakes, and continually adapt our professional learning support. The messaging from the start was consistent and clear: keep it simple and less is more. By modelling this through a rapidly designed and deployed blended learning model for our staff, to support them in both using the tools supplied by the School (principally Microsoft Teams) and online learning pedagogy, our transition was relatively smooth and, based on feedback from parents and students, overwhelmingly positive. We also modelled effective online collaboration in our planning sessions and meetings. As we gained confidence, we experimented with different

modes of collaboration, both synchronous and asynchronous, with our model evolving using tools including google slides and Padlet to undertake virtual thinking routines such as the ‘chalk talk’ protocols. Throughout our journey, with the added complexities of a combination of faceto-face, distance and blended learning models, we constantly sought and shared feedback from the whole community and responded by making timely adjustments to our process and practice.

Our shift in practice has led us to develop a simple model for distance learning which has guided our approach to each iteration distance learning across the School throughout 2020 and stands us in good stead as we approach the uncertainty of 2021.

It was certainly an interesting time to continue with our work on blended learning as we were unable to gather face-to-face, and in many ways, the perfect time! Our experience of working and collaborating at a distance brought new perspectives and insights to blended learning.

By the end of 2020, the leaders of learning in the School had developed a shared vision of what blended learning means and could look like for students from Early Learning to Senior School.

Annual Report 2020

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section 3

Like most schools, we also leveraged digital tools to facilitate events that previously were held on site, including parent teacher interviews, information evenings and a range of formal and informal meetings. Parent and student engagement rates in these events have been close to 100%, and there is no doubt that some events will not return to their original format, while the value of a face-to-face will remain central in building community and connections.

One of our greatest learnings, however, has come through adapting our parent education program.

The Ruyton Powerful Parenting Series had been planned as a series of face-to-face events in 2020, advertised to the community with a ‘save the date’ postcard. As onsite events became less likely, we looked for opportunities to engage with and support our parents digitally. The first of these events, a virtual Digital Wellbeing Conversation facilitated by digital wellbeing expert Robyn Treyvaud, could not have been timelier, as we transitioned to distance learning for students and blended models of working for parents. The number of parents engaging with this program increased from previous, similar events held onsite.

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The reasons are complex: the virtual format was easier for parents to attend, there were less social and co-curricular evening commitments for parents and students and the challenges of managing the digital environment were more visible and pressing for parents at this time. Our next event was our Virtual Book Club for parents.

Once again, this had been planned to be face-toface, based on feedback and interest expressed when parents had been surveyed previously.

Instead, one evening each fortnight over an eight-week period, the Principal, Deputy Principal and Director of Wellbeing met with parents online to explore Lisa Damour’s Untangled. From the comfort of our homes, we shared insights, experiences, challenges and joys of supporting our daughters and students in the transition to adulthood. We were struck by the trust and honesty so quickly evident within the group, as well as the gratitude parents expressed for the School’s support of them and their daughters, and the opportunity to forge stronger connections with School leaders in an informal setting. It may have only taken just one hour of our time a fortnight, but the impact was truly significant.

While all staff had to reimagine their learning programs, none more so than the InnovateED team. The Innovate-ED programme takes place at Year 7 and 8 and is focused immersive, experiential learning experiences to develop skills and dispositions which support our students as lifelong learners. While the Innovate-ED program was originally embedded in the timetable, the move to distance learning meant that these learning experiences were delivered as a series of pop-up days. This model was so successful that it will be adopted again in 2021, with the previous curriculum time being reallocated to ‘flex’ lessons where students can determine their own use of learning time at school. Other innovations included an online Year 4 to 6 biome project titled A Wonderful World, the Year 6 and 7 end of year program D Store: a project that investigated entrepreneurship and design through the reimagination of an old department store in regional Victoria, and the introduction of the Year 5 and 8 Our Movement initiative focused on citizenship, voice and student agency.

After extensive planning and research, we also launched the Year 9-12 Ruyton Scholar Program in late 2020, with an invitation to students to participate in the pilot program in 2021.

Underpinned by the Ruyton values and learning pillars, the program invites students to engage in one of four scholar strands: Creativity, Enterprise, Global Citizenship and Discovery, at a deeper level than the scope of the core curriculum and cocurricular program, through an interdisciplinary, experiential and community-based approach. We were delighted to have close to 50 students express their desire to be part of this programme in 2021, and these students will play a key role in the coconstruction of the framework of this program.

Annual Report 2020

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section 3

Student Attendance

In a year marked by two long periods of lockdown and distance learning, student attendance across Prep to Year 12 remained consistent with other years.

Year

Attendance %

Prep

93.48

1

94.18

2

95.73

Intro 3

94.80

4 TEXT 5

96.64

6

97.42

7

96.89

8

95.81

9

94.48

10

93.96

11

96.61

12

96.80

96.44

Average attendance – 95.75%

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powerful learning

CONGRATULATIONS TO THE CLASS OF 2020

17%

56%

ATARS 99 AND ABOVE 16 STUDENTS

92.6 MEDIAN ATAR

ATARS 90 AND ABOVE 53 STUDENTS

36

27%

MEDIAN STUDY SCORE

SCORES OVER 40

STUDY SCORES OF 50 Dasha Lin BIOLOGY

Simone Lin

PRODUCT AND DESIGN TECHNOLOGY

Charley Oakley ENGLISH

Susan Fang ENGLISH

Simone Lin

GEOGRAPHY

Maya Wilmshurst

Mia Waters

ENGLISH

HEALTH AND HUMAN DEVELOPMENT

Bella Eames ENGLISH

Angela Ye ENGLISH

Vanessa Jin

FURTHER MATHEMATICS

Nancy Lu

FURTHER MATHEMATICS

While we celebrate the 2020 ATAR results at Ruyton, our measure of success does not rely on a single score. We empower our girls to lead lives of impact and purpose with courage, character and compassion, both now and in the future.

This is how we define success.

Annual Report 2020

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Study Disciplines

section 3

Interest Areas

Year 12 Destinations 2020

Each year the Victorian Curriculum and Assessment Authority (VCAA) publish data relating to senior secondary outcomes.

This includes post-school destinations.

Below is an extract of that information.

VCAA School number: 01176 VCAA School name: Ruyton Girls’ School Address locality: Kew VTAC Data Tertiary Applications and Offers Number University offers

%

94 100.0%

Any tertiary offer

94 100.0%

Year 12 2020 Tertiary Offers

100% of students received an offer.

University of Melbourne 33 Australian National University 3 RMIT University 12

Deakin University 8 International 3 Monash University 29 Victoria University 1

Swinburne University 2 Australian Catholic University 2 La Trobe University 1 Monash College 1

Built Environment

5

Architecture

2

Design

3

Business

29

Commerce

25

Marketing

4

Creative Arts

7

Design

3

Fashion

2

Fine Arts

1

Industrial Design

1

Education

2

Engineering

8

Health Biomedicine

6

Psychology

6

Medicine

3

Nursing

3

Paramedicine

2

Pharmacy

1

Dietetics

1

Physiotherapy

1

Speech Therapy

1

Humanities

33

Arts

23

Legal

6

Law

5

Criminology

1

Media and Communication

4

IT

1

Science

17

Science

14

Animal and Veterinary Science

1

Exercise and Sports Science

1

Double Degrees Graduate Guarantee The University of Melbourne

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student achievements Academic

VCE Season of Excellence, two Year 11 students were selected to perform their solo in Top Class Drama.

Australian Mathematics Competition, two Year 12 students received a High Distinction and five received a Distinction in Year 11 and 12. One Year 6 student received a Distinction.

Australian Science Olympiad, seven students in Year 12 received commendations in Physics (two students High Distinctions), Chemistry (two Distinctions, five Credits).

Big Science Competition, 21 students from Year 8 to 11 received 11 Credit, nine Distinction and one High Distinction awards.

Chinese Reading Competition, ten students from Year 7 to 10 achieved a Distinction.

Hanyuqiao Chinese Speaking and Performance, a student in Year 10 and another in Year 11 received a Medallion of Encouragement.

Chinese Writing and Speaking Competition, three students in Year 11 and one in Year 10 received a Medallion of Excellence.

Junior Science Olympiads, 13 students from Year 8 to 11 were awarded commendations (two High Distinctions, five Distinctions and six Credits).

Kangarou Sans Frontieres Maths Competition, one Year 7 student achieved a High Distinction and nine students from Year 7 to Year 12 received a Distinction.

NCSS Challenge, 16 students from Year 8 to 10 participated with six students in the Beginners division (Year 8) and four in the Intermediate division (Year 9 and 10) receiving a perfect score. One Intermediate High Distinction, two Beginners High Distinctions and one Beginners Credit were also awarded. In the Junior School, 20 students in Year 5 and 6 achieved a perfect score and a following three students achieved a High Distinction.

National History Challenge, two students in Year 10 and one in Year 12 were awarded Young Historian Silver commendations, three students in Year 10 were recognised with Young Historian Bronze awards.

Victorian History Enrichment Program, eight Junior School students were accepted into this program.

Olympiad Maths Competition, three students in Year 10 received Credit awards.

Echo Fest, the Jazz Choir placed second and the Madrigal was awarded third place.

Boroondara Virtual Eisteddfod, the Senior School Division 1 Choir placed first and the Jazz Choir second.

Sport - interschool

Year 7 to 12 GSV Preliminary C Swimming, Ruyton 1st in the Points to Population trophy, the Junior Aggregate trophy, the Intermediate Aggregate trophy, the Senior Aggregate trophy and the Overall trophy Year 7 to 12 GSV Triathlon, Ruyton 2nd overall out of 24 schools. One individual Bronze Medal and one team Bronze Medal.

Years 4 to 6 SSV SYDSA Swimming, Ruyton 1st in Girl’s Overall trophy Year 9 and 10 GSV Softball team, Zone winners Year 11 and 12 GSV Softball team, Zone winners New South Wales Rowing Championships, Gold Medal, Schoolgirl Coxed Quad Scull Victorian Rowing Championships, Gold Medal, Open Coxless Quad Scull Victorian Junior State Rowing Championships, Bronze Medal, Year 10 Coxed Quad Scull Division 1 Victorian Junior State Rowing Championships, Bronze Medal, Year 10 Coxed Quad Scull Division 2 Victorian Junior State Rowing Championships, Bronze Medal, Year 10 Coxed Quad Scull Division 4

School sport

100 girls from Year 7 to 12 participated in the Ruyton Senior School 100km Club during Terms 2, 3&4 20 girls from Year 4 to 6 participated in the Ruyton Junior School 50km Club during Terms 2, 3 & 4

Annual Report 2020

21

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section 4

Ruyton Staff

staff achievements

In addition to their service at Ruyton, a number of staff presented at a range of professional learning and parent events, as well as taking on the role of Victorian Curriculum & Assessment Authority (VCAA) Assessors for a range of Victorian Certificate of Education (VCE) Subjects.

Professional learning and parent presentations

Monique Alexander, Elise Conabere, Sarah Denholm, Jane D’Oliveyra, Kylie Downs, Bern Nicholls, Jahanna Parry, Jacinta Power, Ellen Savill and Mark Shore, Ruyton Powerful Parenting Wellbeing Conference.

Sarah Denholm, Guest lecturer at Box Hill Institute for BEd students, presenting on leading pedagogical change and sharing stories of pedagogy from Ruyton Early Learning Linda Douglas, Cathryn Furey, Trish Hatzis and Bern Nicholls, Ruyton Powerful Parenting Research Update Linda Douglas, Cathryn Furey, Lauren Perfect, Leading Edge – Women in Leadership Jane D’Oliveyra, Melbourne Graduate School of Education Master of Education Conference

Danyang McAuliffe, VCAA writer for the updated VCAA study design of Chinese Language, Culture and Society and State reviewer of school coursework for Chinese Second Language Danyang McAuliffe, Chinese Language Teachers Association of Victoria Presenter Julie Purcell, Children Book Council of Australia member and presenter Ruyton Early Learning staff, At the end of 2020, Ruyton Early Learning contributed to a The Reggio Emilia Australia Information Exchange (REAIE) webinar titled Transforming Orientations and Welcome, where we shared stories and reflections of practice, including our work around creating a sense of welcome.

VCAA assessors

Subu Chockalingam, Chemistry Examination Assessor Erika Haberle, Product Design and Technology Examination Assessor Darcie Kane-Priestley, VCAA Drama Solo Performance Examination Assessor Andrew Keating, Health and Human Development Examination Assessor Gwen Magnan, French Oral Examination Assessor

Jacinta Huntsman, Psychology conference Annual Report 2020

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section 4

Danyang McAuliffe, Chinese Second Language Oral Examination Chief Assessor, Written Examination Assessor, Chinese Language, Culture and Society Written Examination Development Matthew Wiseman, Psychology Written Examination Development and Assessor Helen Yu, Chinese Second Language Written Exam Assessor, Oral Exam Assessor Masa Zhang, Chinese Second Language Advanced Written Exam Assistant Chief Assessor and Oral Exam Assessor in 2020.

Study Tours

Sarah Denholm, Study Tour Leader for the REAIE January 2020 Intensive Study Tour to Reggio Emilia, Italy.

Publications

Ruyton Early Learning contributed their work and research around digital landscapes and the possibilities of technology in The Challenge Journal, where our pedagogy and practice was featured in an article in the esteemed publication.

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ruyton girls’ school

Staff service awards

As a staff we join with the Ruyton Board to thank the following individuals for their contribution to our community: 35 years

Louisa Burbury

30 years

Matthew Habben

25 years

Tanya Cockwill

20 years

Angela Allen

15 years

Roger Nicholson Nadine Hibbert

The Di Berold Distinguished Teacher Award 2020

In 2020, this award was made collectively to the Ruyton teaching staff in acknowledgement of their outstanding commitment and dedication throughout what was, without doubt, one of the most challenging years of teaching we hope to ever experience.

School Community Staff Listing

Teaching Staff Junior School

Board of Directors

R Barker, Director of Junior School Music, BMusEd

President V McLaughlan, BA(Hons), FAHRI, GAICD

E A Barry, Individual Learning Assistant, DipTeach(EC)

Board B Bayley, BEng(Hons), MBA

C Bond, Teacher, BA, BTeach(Prim)

C Chapman, LLB, BA(Politics), GAICD L Douglas, BEd, MEd(Curriculum) F Griffiths, LLB, BCom M Higgins, BA(Economics) P Nelson, BEng, BCom C Price, BEc, LLB(Hons) K Taylor, BA(Comms) J Watterston, EdD, Ordre des Palmes Académiques C Wishart, BEd, MEd, PostGrad.IR/HRM, GradCert.eBusiness Secretary to the Board L Smith, BBus(Acc), MBA, CPA, MAICD

A Brown, Librarian, BA, MTeach S Bruun, Teacher, BEd, BDes(Interior Architecture) A C Bush, Individual Learning Teacher, BEd(Prim), DipTeach L Carolan, Teacher, DipOutsideHrsCare, BTeach(Prim&SpecNeeds), MEd & SpecEd L Clyde, Professional Learning Coach, BEd(Prim), GradCertSpecEd T C Cockwill, Teacher, BTeach(Prim), BEd K Downs, JS & ELC Counsellor, BSc, GradDipPsych A Doyle, STEM Teacher, BEd(Prim), DipTeach(Prim) B Easton, Teaching Assistant M Gidley, Teacher, DipEd(Prim), BEd

Principal L Douglas, BEd, MEd(Curriculum)

K Giles, Head of Junior School, BTeach(Prim), MEd(Leadership)

Teaching Staff Early Learning

L D Graham, Teacher, DipEd(Prim), PostGradDipEd

M Bell, Co-educator, DipTeach

S Hall, Teacher, BAppSc, MTeach (Prim)

K A Bertram, Co-educator, Dip(ChildServ)

C J Hallpike, Teacher, BEd, DipEd(Prim)

J Chan, Co-educator, BAEd(Hons)(EC&Prim), BECE(Hons)

J Hendry, Classroom Assistant, BEd

S Denholm, Director of Early Learning, BEd (EC) M Dimitrova, Co-educator, BEd, Dip(ChildServ) T N Dluzniak, Co-educator C A Farrar, Educator, BEd(EC&Prim) L Haralambakis, Educator, BEd(EC)

N S Holding, Teacher, BEd(Prim) B J Hook, Teacher, BEd(Prim) L James, Visual Arts Teacher, BEd A Keele, Teacher, BSc, BEd(Prim) C Malcolm, Teacher

G Heiser, Educator

K E McPherson, Individual Learning Teacher, BTeach(Prim), BEd

K Lewis, Co-educator, BEd(Hons)(EC)

J C Milic, Teacher, BEd(Prim), BAppSc(HumMove)

J Mitchell, Educator, BEd(Prim), GradDip(EC)

C E Mullins, Teacher, BEd, DipTeach(Prim)

S Swingler, Educator, BEd(EC)

J C Mutton, Deputy Head of Junior School, BEd(Prim) Annual Report 2020

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section 4

B Odman, Co-ordinator of Junior School Community Service, BEc, MTeach (Prim)

P J Brandner, Visual Arts Teacher, BA(Photography), GradDip(Film&Tel), BEd(Prim&Sec)

E O’Leary, Junior School Music Teacher, BMus, BEd(Prim)

A Broder, Mathematics Teacher, BEng, MBA(Hons), GradDipEd

G Parker, Drama Teacher, BA, BTeach, AssocDip(Dance)

L J Burbury, Director of Sport, BEd(PhysEd), GradDipEd(Admin)

J Parry, Wellbeing Advisor, BECSt, MAPP, GradDipEd

S Chockalingam, Yr 9 & 10 Deputy Wellbeing Leader & Science Teacher, BAVetSc(Hons), MTeach(Sec)

D Portelli, Teacher, BA, BSc(Hons), GradDipEd(Prim), GradCertAnimalWelfare E J Savill, Learning Leader - Early Learning Year 4, BEd, MAEd R Ware, Teacher Librarian, BEd(Hons), GradCertInfoMgt, GradDipInfoMgt N S M Welsh, Year 5-6 Co-ordinator and Teacher, BEd(Hons) Teaching Staff Senior School M Alessandrini, Digital Media Teacher, MEd(Sec), BDes(Animation and Interactive Media) M Alexander, Senior School Counsellor, BSc, BA(Hons), MEdPsych, MAPS L Alexis, Year 9 Wellbeing Leader and Science Teacher, BEd, CertIV(WkplaceTrng&Assmnt) A Allen, House Co-ordinator and Physical Education Teacher, BAppSc(HumMove), BEd(Sec) C Allen, Year12 Wellbeing Leader & English Teacher, BA(Hons), PGCE L Antolin San Martin, Spanish Teacher, BHist, MEd N Barrah, Humanities Teacher, BEd(Sec), GradDip(VocEd&Train) E Basham, English Teacher & Debating Coordinator, BComm(Mass), GradDipEd(Senior/ English), MEd(Literacy) E Blacklock, French Teacher, BA, DELF, GradDipEd J Boer, Learning Leader - English, BA(Hons), GradDipEd A Boussioutas, Senior School English Additional Language Teacher, BA(Hons), DipEd

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ruyton girls’ school

M Chui, Science Teacher, BAppSc&Ed D Cleary, Mathematics Teacher, BSc, DipEd B Colnan, English Teacher & Debating Co-ordinator E Conabere, Senior School Counsellor, BEco, GradDip(EdPsych), MA(CnslgPsych), MAPS I H Corr, French Teacher, BA, GradDip(French&Engl) T E Crowle, Learning Leader - Humanities, BA(Hons), DipEd, DipModLang(French) A D’Angelo, Health & Physical Education Teacher, BAppSc M Danos, Year 10 Wellbeing Leader & Mathematics Teacher, BScEd R Dempster, Art Teacher, BEd, BA, MComm M Di Vitto, Science Teacher, BBiomedSc, GradDipEdLet S d’Oliveyra, Middle Years Co-ordinator, BEd(Sec), MEd(Leadership) L E Dreyfuss, Teaching Assistant, BA, DipEd, BEd, PostGrad Dip(Student Wellbeing).

C S Eames, Mathematics Teacher , BSc(Hons)Maths, GradDipEd J Eeles, Visual Communication/Art Teacher S Ellinghaus, Director of Athletics A Emenyeonu, Mathematics Teacher, BEng(Hons), PGCE, DipSocMediaMktg K Feng, Chinese Teacher, MEd, GradDip(Sec) C J Furey, Deputy Principal, Director of Learning, BEd, MEd

S Guidara, Digital Learning, BA, DipEd E Haberle, Art Teacher, BA, MSchoolLeadership, GradDipEd, CertClinPrac M Han, Chinese Teacher, CLIL, PostGradDipTeach(Sec), MTeach D P Harrison, Physical Education/Outdoor Education Teacher, BEd(PhysEd)

K L Mortimer, Co-ordinator of High Potential Learning, BA, BTeach, MEd (GiftedEd) B M Nicholls, Student Leadership Co-ordinator, PhD (Distcn), GradDipSpEd, BEd(Sec) J Oreo, Learning Leader-Science, BEd(Prim and Sec), BSc(BioSci) Z Peng, Teacher of Chinese

P Hatzis, Director of Wellbeing, BA, DipEd, CertPosEd, MEd(Leadership)

L Perfect, Deputy Principal/Head of Senior School, BA, BEd, MEd(Mgt)

A Herault, French Assistant, MEd

S Pidgeon, PE Teacher, BEd(PhysEd)

J A Hoskins, Co-ordinator of Senior School Community Service & Student Exchanges, BEd, GradDipA(Eng), MEd

J M Power, Year 7 Wellbeing Leader and Music Teacher, BEd(Sec)Mus, AMusA, GradCertRE

J Huntsman, Sustainability Co-ordinator, BSc, BEd B I Johnson, Learning Leader - Health and Physical Education, BAppSc(PhysEd) D Kane-Priestley, Director of Drama, BA, BTeach, MEd(GiftedEd) A R Keating, VCE Manager, BPhty(Hons), MTeach, GradDipPsy J Kirkwood, Learning Leader - Visual Arts, BVisArts(Hons), MEd(Wellbeing)

J Prestia, Drama & History Teacher, BA, BEd J A Purcell, Director Library Resource Centre, BEd, GradDip(InfoMgt&LibSt), MInfoSt(ChildLib) M A Raatjes, Year 11 Wellbeing Leader and Humanities Teacher, BEd(Sec) M S Roy, Director of Individual Learning, BA, DipTeach D L Saunder, Director of Outdoor Education, BEd, GradDipEd

L N Klovekorn, BA, GradDipEd

M L Shore, Physics/Science Teacher, DipTeach (SciMath), GradDipCompEd, MCSE, MCSA,

J Lawry, French Teacher

C F Smibert, Science Teacher, BSc, DipEd

J A Lee, Learning Leader - Mathematics, BA, PostGradDipTeach(Sec)

P D Smith, Director of Performing Arts, BEd(Mus)

H Lo, Humanities/Geography Teacher

P Upperton, Director of Trinity/Ruyton Coordinate Program, BA, DipEd

G Magnan, Co-Ordinator of French & French Teacher, MTeach

C Walkley, Physical Education Teacher, BAppSc(HumMove), BEd

S F Mancev, French Teacher, BA, DipEd, MEd, AMusA

J Warne, English Teacher, BA, DipEd

D McAuliffe, Learning Leader & Coordinator of Int’l Students, BA, MA, BEd, DipEd

J Whelan, Careers and Course Counsellor, BEd, GradDip(Careers)

E J McDonald, Yearr 7 & 8 Deputy Wellbeing Leader, BPerfA, DipCnslg, DipEd(Sec)

C White, Commerce/Humanities Teacher, BBus, GradDipEd, GradCertCareerDev

C S Moloney, Humanities Teacher, BA, DipEd, MEdSt

M E Wilson, Director of Rowing, BCom(Mkt&CommclLaw)

S Mooney, Maths Teacher & Wellbeing Leader, BMath, CertSecEd, PostGradCertSpEd

M Wiseman, Psychology & Science Teacher, BSc(Hons), GradDipEd Annual Report 2020

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section 4

A Wood, English Teacher, BA, PostGradDipTeach(Sec)

A Mosca, Instrumental Music Teacher, BBus, AMusA, ADipA, MIMT, STCA(Prim)

T Xerri, English Teacher, BA, MTeach(Sec)

R H Nicholson, Instrumental Music Teacher, BMus(Hons)

W Xiao, Science Teacher, BSc, MTeach J Xu, Chinese Language Teacher & Assistant T H Yeo, Professional Learning Coach, BSc, PostGradDipEd W Zavattiero, Year 11 Wellbeing Leader and Debating Co-ordinator, BA(Hons), MA, DipEd

E A O’Hanlon, Co-ordinator of Vocal Studies, BMusEd E Paddon-Brown, Vocal Teacher, BA(MusicTheatre) I A Rosa, Instrumental Music Teacher, BMus(Perf) R A Sedergreen, Instrumental Music Teacher

W Zhang, Chinese Teacher, MEd, GradDipEd(Sec)

K Squires, Instrumental Music Teacher

A Zolott, Humanities/English Teacher, BA/Ed, MLearningIntervention

K M Stockwin, Instrumental Music Teacher, BMus(Hons), LTCL

Music Support Staff

J Vallins, Instrumental Music Teacher, GRSM, ARCM

J Chow, Music Teacher, BMus, AMusA

R Wallis, instrumental Music Teacher, BMus, CertIV(WkplaceTrng&Assmnt)

F Cunningham, Instrumental Music Teacher, BMus, BMusPerf, BMusPerf (Hons), GradDipEd E M Funnell, Co-ordinator of Strings, DipEd, BMus, AMusA, LMusA, FMusA E Glover, Instrumental Music Teacher, BMus, GradDipEd O Z B Grenell, Instrumental Music Teacher, Dip(Jazz)(Perf), DipEd(Teach&Learning) M P Habben, Instrumental Music Teacher, BEd(Mus) S Hill, Instrumental Teacher, BMus,MMusSt S E Horbelt, Co-ordinator of Contemporary Music Studies, BA(Hons), BA(MusPerf), GradDipEd L A Jennings, Cello Teacher, BMus(Hons) F Johnson, Instrumental Music Teacher, BMus S C Jones, Co-ordinator of Keyboard, BMus(Hons), AMusA, GradDipEd

Support Staff V Armytage, Media Co-ordinator K W Beckwith, Maintenance E Blumbergs, Executive Assistant to Principal G Brent, Library Staff S Caltabiano, Data Integration Manager G Cameron, Finance Manager, BCom J Chan, HR and Payroll Co-ordinator, BCom(Acc) S Chaudhari, Cleaner A Y Cheng, Technology Librarian, GradDip(InfoMgt), BTeach(Prim) A Cook, Administrative Assistant, Bachelor of Business (ACC) F S Cooper-White, Art Studio Manager, BContpA

M N Jordan, Accompanist

K Davis, Administration Assistant-Application Support

L Kennedy, Instrumental Music Teacher, DipMus, PostGradMus

S E de Guingand, Director of Philanthropy & Engagement, BA

S Kessaris, Instrumental Music Teacher, BMus

H de Morton, Admin Assistant – Admissions and Student Services, CertIVSchoolSupportServ, DipMgt

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A Di Petta, Swimming Coach C J Dodson, Archivist, BA(Hons)Hist, GradDipMusStud E Doyle, Director of Communications and Marketing, MComm, CertIVTrain&Assessment M Eggins, Information Assistant C Elmer, Maintenance D Evans, Data Integration Manager, BAppSc S Freeman, Personal Assistant to the Head of Senior School, DipBus(Admin) A Goetz, Head Swim Coach C Goswami, Cleaner E Hale, Visual Arts Studio Mgr & Costume Co-ordinator N Hibbert, Registrar, BEd(PhysEd) K E Holding, Systems Administrator, BIT R Hurren, Courtyard Café

D McDonald, Academic Administrator, CertIVSchoolSuppServ J M McMillan, Aquatics Centre Manager R Moodie, Cleaning Supervisor D G Moulton, AV and Multimedia Manager J E Musgrove, Events Manager K Nixon, Alumnae Relations & Bequests Manager, BA, GradDipTourism S Pansino, Receptionist and Registrar Assistant L Parker, Cleaner N Patel, Cleaner S B Patel, Cleaner T Perez Robles, Maintenance Officer E Phillips, Philanthropy Co-ordinator M F Pinnell, Laboratory Manager, BAppSc(FoodSc&Tech)

M Janke, Acting Business Manager

M Rodgers, Performing Arts Manager/Music Administrator, BA (Hons)

H M Javed, ICT Help Desk Administrator

K Ruggiero, Publications Manager

M J Jenkin, Accounts Receivable Officer, Bookkeeping Cert 1&2

R Schultz, Administrative Assistant - Senior School

J Karadimitris, Catering Assistant

A S Sciberras, Social Media & Communications Mgr

C Karopoulos, Systems Manager and Administrator, PhD, BSc(Hons)

L M Smith, Director of Business, Finance & Facilities, BBus(Acc), MBA, CPA, GAICD

R Knowles, Director of ICT & Digital Learning

K A Soumprou, Secretary - Performing Arts

J C Koenig, Personal Assistant to the Head of Junior School, BA(Hons), Cert(PubRelats)

M Tanti, Health Centre Nurse, BNurs

K Lange, Health Centre Nurse C Lee, Library Assistant, DipMkt(Hons)

R Trento, Maintenance Officer W Tripp, Data Integration Manager

B Levins, Audio Visual & Multimedia Manager

F L Trumble, Compliance and Risk Officer, BComm, CPA

Y Liang, Accounts Payable Officer

D Verlinden, Maintenance Staff

G Mark, Property Manager A K Martell, Administration Assistant - Application Support

Annual Report 2020 29

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section 5

Engaged Community

community relations

Sally de Guingand, Director of Community Engagement With motivation to make a positive difference together with our community, 2020 started with a swift call to respond to the bushfire crisis and then quickly morphed into the challenges of adapting and navigating a pandemic world.

Despite needing to cancel events and fundraising plans due to lockdown measures, the Community Relations team supported our students, their families, staff and our alumnae in any way we could whether that was delivering library books, cameras to photography students, costumes for performing arts, photocopying School Assessed Coursework (SAC) papers or simply making phone calls to support our fellow staff.

Larger achievements include: Bushfire relief Even though our bushfire fundraiser was cancelled we were still able to donate over $4,000 to the Gippsland Emergency Relief Fund and provide a Christmas hamper of goodies to Servants Housing.

Old Girl reach out program In collaboration with the Old Ruytonians’ Association, we rang over 350 alumnae and sent over 100 postcards. It was wonderful to hear our old girls’ stories and listen to some of their journeys. With this positive feedback we know they were as equally delighted to hear from us.

Parents of Ruyton Community cookbook What better way to connect, than through food!

The amazing Parents of Ruyton mobilised parents, staff, and alumnae virtually to create the beautiful cookbook, Community. Months in the making and with the endeavour of the Ruyton Spirit our parents took on the roles of graphic designers, editors, project managers, photographers, chefs and sales – this cookbook will bring joy for years to come. In fact, it has been so popular, we had a second print run in 2021!

Philanthropy Putting campaign plans on hold and delaying our Annual Appeal, we raised over $100,000 to support the COVID-19 Bursary (supporting 46 families and 68 students) and the Founder’s Scholarship.

Our community still gave to Speech Night and ensured we could suitably acknowledge our award winners. Those that could give, did – a testament to our generous and grounded community.

Despite uncertainty and significant upheaval, the Ruyton community stayed together during 2020, caring for each other and the wellbeing of our girls. We can be justifiably proud.

Annual Report 2020

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section 5

the ruyton foundation

Fiona Griffiths (1987), Foundation Chair Established in 1988 to help the Ruyton School Council raise funds for the development of girls’ education, the Foundation’s role in the Ruyton community has never been more important than in 2020 during the height of the COVID-19 pandemic.

It has been a privilege and joy to meet so many generous donors and community members in my role as Chair and to help play a part in raising the profile of transformational opportunities for current and future Ruyton girls through philanthropy. Together we can all play a part.

Pausing plans to redevelop Royce Theatre, the Foundation worked closely with the Board and through its deep connections to the Ruyton community to provide support to those who needed it most in the form of COVID bursaries and the Founder’s Scholarship.

Foundation Committee

The Foundation Subcommittee would like to thank every donor for their support in 2020.

Under significant adversity, we were able to stay together in strength and look after the vulnerable members of our community. This is something we should all be very proud of.

Robyn Kanat (Bates, 1980)

Finally, with the end of my term on the Foundation, I would like to take this opportunity to welcome Peter Nelson to the role of Chair.

Peter is an active member of the Ruyton community and I have no doubt his leadership will ensure a culture of philanthropy continues to thrive at our great school.

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Fiona Griffiths (1987)

Chair

Kylie Taylor

Deputy President, The Ruyton Board

Linda Douglas

Principal

Jonathan Buckley Alyssa Caplan Frank Huang Susie King Sue McLeish Peter Nelson Kathryn Watt Rev. Malcom Woolrich

IMPACT OF GIVING 2020 NUMBER OF DONORS 2020

35

25

SENIOR SCHOOL

ALUMNAE

TOTAL

107

12

10

JUNIOR SCHOOL

OTHER PAST PARENTS

STAFF

17

8

SMALLEST DONATION LARGEST DONATION

$20

$20,000

BUILDING FUND $18,110.00

FOUNDER’S SCHOLARSHIP $75,430.00 BEQUESTS

YOUNGEST DONOR

OLDEST DONOR

19

98

YEARS OLD

YEARS OLD

BURSARIES $62,265.20

OTHER* $19,095.80

* Includes Speech Night.

General Sponsorship, Australian Sports Foundation

Annual Report 2020

33

List of 2020 Donors

Graham, Bill

Parents of Ruyton

Ashton, Merrienne (Marshall 1965)

Gray, Melinda and Michael

Pearson, Joan (1944)

Griffith, Renee and Brett

Badger, Ann

Griffiths, Fiona (1987) and Osmond, Anthony

Perelsztejn, Diane and Rabinowicz, Les

Berry, Georgia and Simpson, Tom Blumbergs, Elizabeth Buchanan, Natasha Caplan, Alyssa and Michael Casey, Beverley Chapman, Joanne and Christopher Cheng, Yaping and Yong, Sun CHH Property Clarke, Margaret (Menzies 1957) Clarke, Larissa and Anton Clarke, Jessica (2018) Cleeve, Jennifer and Brent Condon, Annie and Cunnington, Mark Corr, Imogen and Wallis, Rohan Crosby, Fiona Danks, Heather and Alister Darling, Paula and Lee, Warren Davidson, Katie and Tristan Dayman, Samantha and Mark de Guingand, Sally (1986) Dean, Sally (1970) Deane, Faye Devlin, Karen and Davison, Stuart Dixon, Mary (Macpherson Smith 1957) Doufas, Angela and Chris Douglas, Linda Ekers, Paul Fan, Yu Fox, Christina and Michael Furphy, Catherine (Anderson 1962) Gardner, Pamela (Daniels 1964) Gillam, Helen and John Gough, Brier (1969)

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ruyton girls’ school

Grollo, Adam Han, Rong and Gu, Jinqiu Harris, Pamela (Brodribb 1970) Hartin, Simone and Darren Henderson, Heather (Menzies 1946) Hickey, Erin and Mancel Higgins, Melanie (Blomquist 1992) and Andrew Honey, Narelle and Adam Hu, Anfang and Kuang, Yuxiang

Perez-Torres, Dr. Halimah and Maximo Peters, Tonya Peterson, Dr. Deborah Phung-Lan, Ann and Lan, Sam Chiu-Wai Price, Dr. Madeleine and Cameron Ruyton Foundation Sharples, Peter Smith, Leanne Stanway, Jean (Berry 1950)

Hudson, Katie and John

Stewart, Robert

Hutchinson, Elaine (Chipper 1960)

Stone, Chloe and Adam Taylor, Kylie

James, Cynthia (Rodwell 1939)

Timm, Gabriella and David

Jamieson, Dr. Elizabeth and Robert

Tinney, Laura (2018)

Jordan, Helen and Peter

Truong, Cathy and Huy

Khaw, Dr. Pearly and Leong, Prof. Trevor King, Heather and Dr. John

Tran, Chi and Nguyen, Dr. Hieu Utter, Megan (1993) and Marchant, Dr. Jason

Lam, Sim Ching and Ho, Chun Fai

Van Bavel, Emma and Cartledge, Glenn

Li, Li and Shi, Shi

van Haandel, Jennifer and John

Lim, Shair and Wat, Henry

Walmsley, Belinda and Stephen

Lim-Lay, Irene and Lay, Andison

Wang, Coco and Wu, Heping

Liu, Lydia and Liang, Feng

Webb, Jillian (Daniels 1966)

Look, Lilian and Neoh, Julian

Weeraman, Deepa and Dr. Ajith

Macdonald, Jennifer (1966)

Wijeyaratne, Chandrika and Peter

Margetts, Hilary (1964) McLaughlan, Virginia Menyen, Mira (2019) Milne, Elizabeth (1980) Moulden, Dr. Anne (1976) O’Brien, Maeve Old Ruytonians’ Association Pan, Qi and Yang, James Pang, Haijie and Huang, Fei

Wong, Alice and Alfred Woolrich, Karina and Rev. Malcolm Wright, Anne and Graham, David Yang, Yumei and Guo, Zhi Young, Enlighta and Mok, Matthew Yu, YanYang and Goh, Lian Hai Annonymous (3)

section 5

old ruytonians’ association (ora ) committee 2020 Committee

Highlights:

Vice President Anna Truelove (2012)

• A community outreach strategy was developed and implemented, supporting the successful reunion program and over 450 Old Girls being contacted during COVID-19 lockdowns.

President Phoebe Demiris (Tallent, 2003)

Secretary Sarah Forbes (2012) Treasurer Hacia Atherton (2006) General Andrea Fyfe (1989), Belinda Anderson (Mcleod, 1973), Joan Balfour (Ditty, 1962), Olivia Fowler (2011), Kate Graham (2015), Sam Gusset (Atkinson, 1989), Jane McIntosh (1972)

• A new and robust sub-committee structure has streamlined committee governance.

• The committee increased its direct engagement with the broader Ruyton community through attendance at broader community events.

• More networking opportunities were made available through the ever-growing reach of our online platforms.

Principal Linda Douglas

• A working relationship with the Old Trinity Grammarians’ Association was strengthened providing new opportunities, particularly for young Old Girls who are benefiting from joint careers initiatives.

Director of Community Engagement Sally de Guingand

• The Committee was actively engaged through the Combined Old Girl Association (COGA).

Non-Committee Attendees

Alumnae Relations and Bequest Manager January to June - Jenni Musgrove (Manton, 1973) and July to December - Kate Nixon

Annual Report 2020

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section 5

parents of ruyton (por) 2020 Executive Committee Members Co-Presidents Melinda Gray, Melissa Haberfield and Annabel Dundas Secretary Paula Walker Treasurer Sharron Maher and Kathryn Brown General Committee Members Alyssa Caplan, Domenica Lamont, Sue McLeish, Jennifer Woollard, Kerry Panagopoulos, Amy Reed, Samantha Robertson, Vicky Savinos and Karina Woolrich.

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2020 started well with many Committee members and Parent Representatives assisting the School at the Parent Welcome Function held at the start of term. The night was a great success with many new and familiar parents in attendance.

As Victoria, and the School, headed into their various stages of restrictions and lockdowns all of our wonderfully planned events for the year were postponed and then, ultimately, cancelled.

New community projects were needed and Zoom became our regular meeting place.

POR Committee members meeting with staff from the Community Relations office.

The POR Co-Presidents worked closely with the Community Relations Office to discuss what could be done to assist connection within our community from afar and Community the cookbook was born. A committee was formed and the School community contacted to provide those treasured, tried and true family recipes. A task for no other year, the project involved spreadsheeting, collation, reading, making, photographing and typesetting. The end product was sold to the community via Trybooking together with Ruyton embossed aprons and ‘What a Mess 2020’ tea towels. We had an overwhelming response in sales. Special thanks to the mammoth effort by Samantha Robertson, Claudia Anton, Sharron Maher, Jenny Woollard and the Community Relations team. Proofreaders played an integral role in producing the final product with specific thanks to Amanda Aitkin, Jen Alexander, Kylie Harrison, Domenica Lamont, Sue McLeish, Helen Moss, Kate Robertson and Karina Woolrich.

During this period of uncertainty many parents felt for our Year 12 students as they endured much upheaval. Some of these parents banded together in May to provide a Year 12 Care Pack consisting of handmade and home-baked goods, as well as other carefully chosen items. It was a great effort from those parents involved in the making and also from those who donated. Many lovely messages of thanks were received from the girls.

We finished the year with the girls finally back on School grounds, however, parent interaction was still severely curtailed. The POR, as well as Parent Representatives, met several times as groups via Zoom to further support the entire Ruyton community, always looking forward to meeting and organising in person. We are excited to be able to work together with the School community in 2021 and beyond.

Annual Report 2020

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ruyton girls ’ school

12 Selbourne Road Kew VIC 3101 Australia Tel +61 3 9819 2422 www.ruyton.vic.edu.au

@ruytongirlsschool