Helen Gibson, the founder of Rangi Ruru, once wrote:
“The schools of England are places made sacred by the love and loyalty of the thousands who have passed through them from early times, and we can make our New Zealand schools just as beautiful and inspiring for those who follow us, by loving our school whole-heartedly, and enjoying to the full each moment of our life there.”
I thought of Miss Gibson’s words recently while reading Family Connections in a previous edition of Wide Sky. This section acknowledges and welcomes new students who are daughters, granddaughters, or even greatgranddaughters of Rangi Ruru alumnae. I always enjoy reading those names, recognising the names of classmates from my years at Rangi Ruru (1986 – 1992), whose daughters are now part of the Rangi Ruru whānau. It’s especially heart-warming when friends’ daughters tell me how much they love their school. It reminds me how strong and special our shared connection truly is.
Some families now span four generations of Rangi Ruru wāhine – a remarkable legacy that could easily rival the long
traditions of some of those English schools Helen Gibson referred to.
My own family connection goes back more than a century. My grandmother, Natalie Dick née Wood (RR 1919 – 1924) was a Gibson Girl and a prefect. She later became Chair of the Rangi Ruru Old Girls’ Association (RROGA) Dunedin branch in 1950 and again in 1966. Though she had two sons and lived in Dunedin, she enrolled me at Rangi Ruru the moment I was born. My grandmother’s first cousins, Joan Buchanan (RR 1923-1930) and Kathleen Sutton née Buchanan (RR 19251932) were also Gibson Girls. Joan was the academic head in her final year at school. I feel privileged not only to share their Rangi Ruru legacy but to have followed in their footsteps, and in the case of my
grandmother, as a member of the RROGA as well, continuing a tradition of service and connection to the kura.
Every time I walk through the campus and step up into Te Koraha, I feel a quiet sense of belonging. I imagine my grandmother walking those same steps all that time ago, and I’m reminded of the strength of the thread that connects generations of Rangi Ruru women. The school’s physical beauty — its thoughtful blend of heritage and modern design — reflects its deeper purpose: honouring the past while preparing young women to lead with confidence into the future.
Like many alumnae, I loved every moment outside of the classroom and almost every moment inside it! Some subjects were
more enjoyable than others, of course, but I always appreciated the richness of school life. Today, I find just as much joy in reading stories about our current students and the amazing things they are achieving, as I do in learning what our alumnae have gone on to do. Across the following pages, I hope you are as inspired as I am by the journeys of our treasured Gibson Girls and our more recent graduates.
Be sure to check out The Catch Up section too and remember, if you have news to share, we would love to hear from you.
The values crafted by the Gibson sisters 137 years ago remain at the heart of the school. Today, they are expressed through the school’s commitment to mana wāhine, nurturing them with aroha, manaakitanga,
and integrity. Rangi Ruru supports ākonga to grow spiritually, socially, intellectually, emotionally and physically – equipping each student for life beyond the school gates. This enduring philosophy is captured in the school’s motto: Whāia tō te rangi – Seek the heavenly things.
Words by
Save the Date
RROGA AGM
Monday, 8 September
Gibson Girl / Whaea Ora
Morning Tea Friday, 7 November
RROGA Reunions
Friday, 21 and Saturday, 22 February 2026
School Prizes
Prizes sponsored by the Rangi Ruru Old Girls’ Association awarded at the end of year Prize Giving 2024 were:
Special Prize for Excellence in Year 12
Joyce Chen
Honor Forbes
Cindy Liu
Special Prize for Excellence in Year 13
Anna Neppelenbroek
Lily Hyde-Smith
Sarah Vogt
Millie White
Amanda Dick RROGA President
Finding Flight
What is a community? Sure, it can be defined as a group of people living in the same place or sharing something in common, but a real community is about belonging.
It’s that deep sense of connection and comfort in knowing that you’re part of something meaningful. Rangi Ruru is that for me, a community I’m so proud to belong to. The common thread between us is our school, but it’s not just the high academic standards that bring us together. It’s the support we offer one another, the friendships we build, and the laughter and memories we share in this special place.
2025 is the year of Nest Together, Soar Forever; a theme that captures the meaning of community and connection, two of the five core values we’re focusing on this year. It reflects Rangi Ruru’s strong sense of belonging and the way each of us contributes to our wider community. Our nest, te kōhanga. A home, our tūrangawaewae. Like a nest built from countless twigs and branches, Rangi Ruru is woven together by each of us. This includes the alumni who built strong foundations and who we continue to acknowledge and honour in our school today. It’s a community shaped by our diverse passions, experiences, and perspectives. Our nest is where we learn, grow, encourage one another, celebrate successes, and nurture each other to become our best selves. Like a flock of birds, we rise higher together, finding strength in the care and connection we share. Together, we form the incredible Kura ō Rangi Ruru, a place that sets us up for a lifetime of soaring.
This theme not only unites us but also empowers us to live out the four pillars of the Rangi Graduate Profile: Be You, Belong, Be Your Best, and Be The Change. In our nest, students are encouraged to Be You, bringing our individuality, quirks, strengths, and weaknesses with us. In doing so, we Belong - feeling seen, known, and valued for who we authentically are. From this foundation, we are supported to Be Our Best - striving for excellence in all areas of school and life, guided by care and uplifted to our potential. With a strong sense of identity and support,
we are inspired to Be the Change, to make a positive difference in the wider communities and world around us.
This year, we are building on our already strong community through initiatives like Clan Seniors, where Year 13 students lead weekly meetings within subgroups of each clan – Clan Whānau – connecting students across all year levels. We also introduced the Rising Ruru Award, a fortnightly peer-voted badge that celebrates students who go above and beyond in embodying our school values. Another initiative is ‘Voices of the Nest’, a short video shown in assembly that shares stories from people in our school, helping us better understand and connect with one another. Additionally, we have the Soar Squad, a group of students and staff supporting our incredible athletes. Alongside these efforts, our Clan Leaders and student leadership team continue to organise countless events that bring our school together, give back to the wider community, and support one another. These are just some of the ways we’re building an even stronger, more connected school. A place where every student feels part of and belongs to something special.
As we Nest Together and Soar Forever, let’s remember…
Ehara taku toa i te toa takitahi, engari he toa takitini.
My strength is not as an individual, but as a collective.
Our strength lies in each other as we connect, support and thrive together in the Rangi Ruru community - and I couldn’t be more excited to see what we’ll achieve as we nest together and soar for the rest of the year.
Words by Libby Sexton Head of School
Belonging
in Every Lesson
It’s a challenge to expect everyone to be as excited about the curriculum – what we teach – as I am. But think about it; what we teach must engage and excite learners as well as fulfil the requirements for building a foundation for ongoing learning in subjects, meeting the necessary levels for each year group.
Helping students fall in love with subjects and content is a teacher’s raison d’être. Aligning individual subjects with school strategy forms a focus when planning lessons too.
The Rangi Ruru values and pillars are represented in all areas of our school including our curriculum where teachers have designed courses and assignments to connect our students to their place and experiences. The emphasis this year is the pillar of ‘Belong’.
Belonging is defined as ‘an affinity for a place or situation’. Belonging is the feeling of security and support when there is a sense of acceptance, inclusion, and identity. It is when an individual can bring their authentic self to their work. Creating genuine feelings of belonging for students, where they can see themselves reflected, is a critical factor in improving engagement and performance.
In Social Studies the entire Year 9 programme connects to the school pillar of ‘Belong’. The course begins with an exploration of the history and legacy of Rangi Ruru, helping students understand how the school’s story is now part of their own. A key part of this is a tour of Te Koraha, where students learn about the foundational figures and events that shaped the school’s history. Our church
– St Andrew’s at Rangi Ruru – is part of this legacy, as well as an important element in the formation of Christchurch. This provides the context for the students’ research unit on tūrangawaewae (a place to stand), which aims to create an increased sense of belonging to the school and the wider community.
In Year 10 Visual Art, the focus shifts to identity, with students encouraged to share their personal stories through their artwork. The Artists Book project invites students to explore whakapapa (genealogy) and tūrangawaewae, using art as a tool for self-expression and reflection. Through this process, students gain confidence in their identity, learn to express their narratives and develop a sense of belonging to their families and communities. The whakatauki, ‘Nau te rourou, naku te rourou, ka ora te manuhiri | With your food basket and mine, the people will thrive,’ anchors this learning, promoting collaboration, generosity, and shared growth.
In Year 11 History the exploration of local history continues with a focus on Ngāi Tahu and its influence on Ōtautahi. For the past two years, Year 11 History students have taken part in a guided tour of Kaiapoi Pā, where they learn about the concept of maumaharatanga
(collective remembrance) at this wāhi tapu (sacred site). Both students and staff are deeply moved by the stories of the past and the ways in which these events have shaped the area. This term, we are excited to extend this learning to our Year 13 History students with a trip to Akaroa, where they will visit sites of historical and cultural significance to Ngāi Tahu. These experiences deepen our students’ understanding of how the past continues to influence our present and future and strengthen their connection to the local history that surrounds them.
When learning is rooted in belonging, it becomes more than content, it becomes personal. These are just a few examples of the many ways our curriculum helps students see themselves in what they learn. Through thoughtfully designed curriculum, our students don’t just learn about the world; they discover their place in it.
Words by Juliet Collins Deputy Principal
Better Together
As the Head of Student Tutoring at Rangi Ruru for 2025, it is a pleasure to connect senior and junior students to strengthen subject comprehension.
Currently, there are over 30 student pairs, with the seniors volunteering their time to tutor junior students, as an act of service and giving back to the school— manaakitanga in action.
On Tuesday mornings, we run studentled junior problem-solving/Cantamath sessions before school, where roughly 15 students show up weekly for assistance. At these sessions, five senior students, including myself, help out. Mr Bradley, Head of Mathematics, sees the positive interactions between the senior students (most of whom have already benefitted from the system) and junior students in these problem-solving sessions. “There is a buzz in the room, where although our younger students are challenged, they enjoy themselves at the same time.” He sees the benefits in the classroom too, with tutored students exhibiting increased confidence, more active participation and improved results.
Student tutoring provides a great source of support to students, as the tutors
know exactly what they’re dealing with. Having tackled the lessons and learnings themselves, they can guide the younger students through any questions they have with their schoolwork.
Although tutoring happens mainly in mathematics and science, tutors are willing to help with a variety of subjects, including geography, languages, digital technology, and more. This is dependent on the needs of the students.
Being involved with student tutoring sees tutors and the students meeting up once a week for a minimum of 30 minutes, mostly in the library. Generally, this happens before school, during lunch or after school on any school day—and there is also an option for boarding student tutors and students to meet during their prep time.
Tutoring benefits everyone involved. Students reaching out for help should feel proud of themselves for seeking assistance, challenging themselves and giving it a go. Having a tutor is also a great way to extend your learning and
build on existing skill sets. Witnessing the growth of the junior students is extremely rewarding for the tutors. Knowing that they have made a difference in someone else’s life–creating a positive impact within our school whānau–is a great feeling. It’s truly heartwarming to hear from the tutors about the progress their students are making, and to hear that the students appreciate and are grateful to their tutors for giving up their time—it genuinely is an amazing opportunity for both tutors and students.
Overall, there has been an amazing turnout for student tutoring at Rangi Ruru this year, and it’s had a positive impact on the students. It truly is such an awesome opportunity, and it is my absolute pleasure to be managing the group this year.
Words by Joyce Chen Head of Student Tutoring
Driven by Purpose
Heidi Caughley Class of 2017
RROGA committee member, Felicity Williams, recently caught up with alumna, Heidi. Here’s what she discovered.
Tell us a little about your school days at Rangi Ruru.
I enjoyed studying music, maths, English, the sciences, and digital technologies. As a boarder, I was actively involved in welcoming new students and helping them feel a part of the boarding community. I played in various social netball teams and participated in Sinfonia and Resolutions.
And a memorable moment?
When my DigiTech teacher mentioned to me in Year 10 that I was good at coding and suggested I should take Digital Technologies as a subject. I developed a love for coding and software development and realised that there is more than one pathway through life. It gave me the confidence to explore new opportunities, and my experience with coding has shaped the way I think and problem-solve in all areas of my life.
What did you do straight after leaving school?
I studied at the University of Otago where I am now in my last year of a Bachelor of Science majoring in Data Science. I intend to apply for a Bachelor of Medicine and Bachelor of Surgery (MBChB) later this year.
You recently went on a leprosy mission to Nepal – tell me a bit more about this.
I originally came across The Leprosy Mission and the Youth Advocate Scholarship on Facebook in 2023. As part of the application process, each applicant had to fundraise $500 towards The Leprosy Mission. For my fundraising, I chose to walk up Baldwin Street (the world’s steepest street) every day for 30 days and asked people to donate. I was fortunate to be accepted as a Youth Advocate and along with seven others, travelled to Nepal in January 2025. Once in Nepal, we spent most of our time at Anandaban Hospital, one of the main leprosy hospitals. There, we toured the wards and spoke to many
patients, sang to the women in the women’s ward, observed a full reconstructive hand surgery, heard about and witnessed the making of prosthetics to aid the recovery of leprosyaffected patients, and viewed physiotherapy sessions. We spoke with doctors and staff –incredible and inspiring people.
You’ve immersed yourself in a remarkable philanthropic endeavour – please tell us a little about your journey and why community service is important to you.
My parents instilled in me the importance of giving back. It doesn’t need to be a grand gesture—small acts make a big difference. I remember a family trip to Samoa where we packed a suitcase full of stationery, pre-loved clothing, and books, which we distributed to children in a village. That experience stuck with me, and I realised that my life feels incomplete if all I do is study, work, and focus on myself.
What motivates you to get out of bed every morning?
Knowing I am one step closer to achieving my goal of becoming a doctor and that every day is an opportunity to learn, grow, and contribute to something bigger than myself.
Any advice for the next generation of school leavers who may want to follow in your footsteps?
Have a goal, have a plan, but be prepared to tweak it along the way. Your happiness and success aren’t defined by a job, they come from within, so remember to look out for others, give back where you can, and have some fun along the way.
Compiled by
Felicity Williams
RROGA Committee member
Peggy Squares
From grandmother to mother to daughter... the age-old craft of knitting finds new initiatives.
Every Monday morning a group of nine sprightly ladies meet in each other’s homes to knit. Four of them are Rangi Ruru alumnae aged in their late eighties and nineties and are still going strong if the sound of click-clacking needles, lively conversation, and laughter is anything to go by. The other knitters attended various sister schools from up and down the country. Felicity Williams
joined them for morning tea to admire the handcrafts on offer.
The group was started roughly eight years ago by Phillida Watherston (née Gould Class of 1943) and Sally Barker.
“When you get to our age it’s good to be helping someone,” explains Phillida.
“We initially knitted for Red Cross, but our community liaison is now enabled through ‘Resettlement’ in Lincoln Road.”
Resettlement brings in immigrants and assists them in settling into their new life. Several lots of clothing have more recently gone to Ukraine through the charitable arm of another local organisation called Weft. Wool is acquired through a wholesale contact, which is great given the amount of knitting taking place.
Rae Pilbrow (née Lawrence Class of 1947) says, “I knit whatever I feel like – the
Rising Ruru Awards
In recognition of the amazing things people are doing in our school for others and their community, we have reintroduced an award from the past.
Whether it’s acts of kindness, leadership, or just going above and beyond, we want to celebrate those who truly deserve it. And this year, we have given it a new name to match our theme – the Rising Ruru Award. It will be represented by a silver bird pin, a special badge worn as a symbol of those who are rising to new heights and embodying our values. Meet some of our students and staff going above and beyond this year.
Holly has been described as “one of the kindest and funniest people you’ll meet. She’s always there for others and is supportive, fun, and brings so much positive energy to those around her.” Holly, you make our nest stronger just by being you!
Sasha is someone who’s always there to help, whether it’s catching people up on work, offering support during stressful times, or simply making others feel included. Her friends say she’s hilarious, supportive, and always puts everyone in a good mood. One nomination mentioned how she helped them with their English presentation when they were really stuck! Sasha, thank you for the kindness and support you show to everyone around you!
Sofia is such a kind and caring person. She’s always helping others - whether that’s showing someone around when they’re lost or simply being there with a friendly smile. She makes people feel welcome and supported. As Te Māngai, school council representative, she’s already showing amazing leadership, which is awesome to see in a Year 7 student. Sofia brings people together and makes things brighter just by being herself. Congratulations, Sofia!
Holly Miller Year 8
Sasha Smith Year 11
Sofia Munn Year 7
Lifesaving, 1938
Lifesaving drill, 1950’s
Lesley Joyce teaching lifesaving
Lifesaving
at Rangi Ruru
The tradition of swimming and lifesaving at Rangi Ruru began with the enthusiasm of Winifred Gibson, the youngest of the Gibson sisters. During the Webb Street years, the girls first practised swimming movements by lying face down over Miss Winifred’s piano stool.
Rosemary Britten wrote:
“It was Winifred who escorted groups of girls to the St Albans School swimming pool, trudging along the unformed footpaths in the dust and heat. There they learned to swim in semi-circles, attached by a canvas belt to a long pole. When the Tepid Baths opened in 1908, she took them there by tram.”
Swimming lessons were led by the pool’s custodian, Harry Breward, assisted by Miss Winifred and Irene Agassiz. Breward taught generations of Rangi Ruru girls, and after his retirement, his son Jack continued the work.
As swimming skills improved, lifesaving gained popularity. Land drills were held on the drying green behind the House, with students practising resuscitations during summer lunch breaks.
A major boost came in 1936 with the opening of the school’s own pool, and in 1940 Rangi Ruru won the Monica Thacker Shield for lifesaving in girls’ secondary schools for the first time.
Water safety was always a priority. The Rose Bowl, introduced in 1917 by the Canterbury Royal Life Saving Society (RLSS), was first won by Rangi Ruru in 1921. The Petersen Cup, awarded to the Canterbury secondary school with the most awards (excluding resuscitation certificates), was first claimed by Rangi Ruru in 1923. By 2008, they had won it 38 times.
In 2009, Rangi Ruru received the Commonwealth President’s Award for Life Saving, the first time it had been presented in New Zealand. The award recognised the school’s ongoing achievements, including numerous branch trophies and consistent training of students in lifesaving.
Other honours included:
• The Sir Henry Wigram Memorial Cup, awarded to the Canterbury school with the highest number of lifesaving awards. Rangi Ruru won it 33 times, including a 21-year unbroken streak.
• The M. E. Lyons Memorial Trophy, given for the highest number of resuscitation certificates. First won in 1986, Rangi Ruru secured it 13 times.
• The Bamford Trophy, a national award to the school achieving the most awards (excluding Resuscitation Certificates and Aquasafe). Rangi Ruru won it 14 times.
This success stems from dedicated staff and senior students. Barbara Archer (née Hamilton RR 1931-1941) coached the first team to win the Monica Thacker Shield and held the RLSS’s highest qualification. She examined for the Canterbury branch for 20 years and received the Queen’s Service Medal for Community Service (1990) and the title of Honorary Commonwealth Vice-President of the RLSS (1996).
A new school pool opened in 2006, and since then Lesley Joyce has led swimming, lifesaving, and water safety education. All Year 9 students now complete the Bronze Star which includes, a 300m timed swim, practical water test, theory paper and resuscitation assessment.
In 2024 Lesley received the RLSS Commonwealth Council Service Medal in recognition of valuable service rendered to the Society. The award was presented by Penny Ratcliff (RR 1991-1995) who held the RLSS Service Cross, one of the highest volunteer awards of the RLSS. Penny’s commitment to lifesaving, fostered at Rangi Ruru, led to over 20 years of examining for the Society across the South Island.
In a country surrounded by lakes, rivers, and seas, Rangi Ruru has an unparalleled record for ensuring its students are secure and skilled around water.
Words by Johnann Williams Archivist
Performing with Heart
Letting a loving heart lead you in drama and dance means embracing vulnerability, empathy, and passion in your performances.
In drama, it involves connecting deeply with your character’s emotions and experiences, allowing your genuine feelings to shine through, creating a powerful, authentic portrayal. In dance, it means moving with intention and grace, letting your emotions guide your movements and expressions. A loving heart fosters a sense of connection with the audience, drawing them into your story and making a performance more impactful. By leading with love, you not only enhance your artistry, but you also enhance your mana to create a more meaningful and memorable experience for yourself and the audience.
Embracing vulnerability: In the arts, vulnerability is an important aspect of growth. It’s about getting comfortable with the uncomfortable. Tessa Langman, Year 13, described her devising assessment as a “rollercoaster where I began doubting myself numerous times throughout the process. However, I used my love for drama to have faith in myself and keep pushing through, even though it felt like I had hit a wall sometimes. I ended up being proud of my performance and enjoying it a lot”. Drama is about being vulnerable with your feelings as well as your characters. The theatre becomes a safe space for many students to explore vulnerability and empathy.
The Role of Empathy in Performance: Understanding and sharing the feelings of others can significantly enhance a student’s ability to portray characters authentically. By approaching every performance with empathy and authenticity, Maia Reedy, Year 12, says she finds that “fully understanding my characters’ emotions, motivations, and relationships, even if they differ from my own beliefs or experiences, helps me to deepen my connection to the role I am playing”. This empathetic approach allows for more genuine and compelling performances that resonate with audiences on a deeper level.
The Impact of Passion on Creativity: Passion is a driving force behind creativity in Drama and Dance. When students are passionate about their art forms, it becomes an integral part of their lives, inspiring them to push boundaries and innovate in their performances. Matilda Coomer, Year 10, shares that her love for dance makes her think about choreography subconsciously and hear music in a way that inspires movement. This passion drives focus and naturally boosts creativity, leading to more dynamic and original performances.
Building Community Through Performance: Drama and Dance foster a strong sense
of community among students, creating bonds through shared artistic experiences. Students often form close friendships through hours of rehearsing, laughing, and learning together.
At Rangi Ruru, there are a number of opportunities provided that promote and build communities through performance. This is something we pride ourselves on. With 80 students in dance companies and over 100 in drama clubs, productions, theatre sports and other theatre festivals, the performing arts block is a hub of culture, connection and aroha. We are not just a community, we are whānau.
Mā te ngākau aroha koe e ārahi | Leading with a loving heart in Drama and Dance not only enhances individual artistry but fosters empathy, passion, and a sense of community. By embracing these qualities, akōnga can create more authentic and impactful performances, build meaningful connections with their peers, and experience personal growth, illustrating the transformative power of vulnerability, empathy, passion, and community in the performing arts.
Words by Kirsty Bell Director of Theatre Arts
“
By leading with love, you not only enhance your artistry, but you also enhance your mana to create a more meaningful and memorable experience for yourself and the audience.
“
Sheilah Winn Shakespeare Festival rehearsal
Q & A with our
Boarding House Staff
Boarding House Director, Kyleigh Lyth, takes a moment to check in with her amazing team to find out about their roles within the house, the aspects of their jobs that they love and their hopes for the students they help care for.
Deb Vercoe Laundry Assistant
What makes our boarding community special?
The close-knit family atmosphere.
What is your favourite part of the job?
Interacting with boarders, working with a great team, having my own department, and taking pride in my work.
How do you contribute to our strong culture in the boarding house?
Making every boarder feel noticed and cared for, no matter the task – greeting them with a smile, helping them if they have a problem, making them feel welcomed and at home.
What’s an important lesson you want boarders to take when they leave?
Being considerate to others, taking care of the small things – respecting others, the act of responsibility and kindness that builds strong caring communities no matter where life takes them.
Sumi Arambepola Pastoral Nightshift Supervisor
What makes our boarding community special?
Offering a unique living experience at different stages. The large open plan communal room and a kitchenette for the senior students gives them a space where they can relax, watch TV, have a snack and socialise together.
What is your favourite part of the job?
Looking after the girls’ welfare, especially when they are in the wellness room.
How do you contribute to our strong culture in the boarding house?
Being reliable and punctual for all duties and developing a happy and positive relationship with the boarding house girls.
What’s an important lesson you want boarders to take when they leave?
Learning to appreciate different perspectives, cultures and traditions and having the self-confidence and discipline to take on new challenges later in their life, either academically or vocationally.
Nicky Barnett Boarding Manager
What makes our boarding community special?
Focusing on understanding rather than punishment and creating a safe space for open communication. We foster relationships, shared experiences, and a strong sense of belonging.
What is your favourite part of the job?
Sharing in the girls’ lives, their routines, activities, and academic pressures, which creates a special bond between the girls and myself.
How do you contribute to our strong culture in the boarding house?
Fostering connection, kindness, and inclusivity.
What’s an important lesson you want boarders to take when they leave?
A sense of responsibility and connection to the world around them.
Mark Dowd Chef
What makes our boarding community special?
The people. The culture. Everyone is unique, which makes it interesting.
What is your favourite part of the job?
The people. All the girls and staff.
How do you contribute to our strong culture in the boarding house?
Building strong relationships with students and staff.
What’s an important lesson you want boarders to take when they leave?
To always remember the awesome community they are part of at Rangi and the friendships and memories made. The values and life skills each person has learned while living here.
Jazmine Murray Live in Tutor
What makes our boarding community special?
The girls have great friendships across year levels. This is such a wonderful way to build a sense of belonging and build leadership skills in our older students.
What is your favourite part of the job?
Working with the girls on their academic subjects, because regardless of whether they are interested, finding ways to help them connect with the work and celebrating their successes is so rewarding.
How do you contribute to our strong culture in the boarding house?
Being a support person and a friendly face who takes an interest in the girls’ lives. It’s a big step being away from home, and the girls need to know that they are valued.
What’s an important lesson you want boarders to take when they leave?
Have the confidence to pursue their dreams, feeling empowered that they have the potential to succeed and people supporting them every step of the way.
Dora Bons Housekeeper
What makes our boarding community special? The girls and staff – the people. What is your favourite part of the job? All of it!
How do you contribute to our strong culture in the boarding house?
Being myself, smiling and chatting with the girls, always positive.
What’s an important lesson you want boarders to take when they leave?
To remember everything they have learned over their time in the boarding house and the special community it is!
Belonging Becoming Building Change
Julia Arnott-Neenee Class of 2006
RROGA committee member, Felicity Williams, recently asked Julia about her time at Rangi Ruru and where life has taken her since. From early memories of feeling out of place to finding her feet through sport and eventually co-founding Fibre Fale, a purpose-led organisation founded to create pathways into technology for Pacific people, Julia reflects on the experiences that shaped her and her work.
Tell us a bit about your school days and what you enjoyed both academically and culturally at Rangi Ruru.
I moved to Christchurch in Form 2 (Year 8) and attended Rangi Ruru. I was so scared! It was the most beautiful and incredible school I had ever been to. The uniforms, the buildings, the facilities, the teachers and students - it all really blew my mind. My first year was the hardest, I was one of the very few brown students to attend Rangi and at times I felt out of place. Sports became my way to find an identity within the school. I wasn’t the student with the best grades or musical talents, but I did have my natural athleticism from my parents that I could lean on. I loved being part of any and all sports teams, especially netball. My favourite subjects ended up being English, classics and history. I can’t recall my grades, but I remember finding a sense of peace and safety within those subjects and my teachers.
Tell us about a pivotal moment while at school.
For me, the mentality at Rangi Ruru is what has set me up for life. There is a mindset that excellence is achieved. The bar is set at excellence, and that is where expectations are set. Although I didn’t hit that mark as much as others within the schooling system, that mentality of striving for excellence as our baseline, as our normal, has stayed with me into business.
What did you do straight after leaving school?
I went to Victoria University where I did an LLB BA in Law, Psychology and Political Science. I failed law after my first year and decided to pivot into BCom/BA - Marketing, Media & Communications and Political Science down at the University of Canterbury which was honestly my favourite two years of study and where I really found my way and flourished.
Tell me a bit about your ‘Fibre Fale’ journey – what it is and how it evolved.
After working in the tech industry for several years and holding the role of Global Social Strategy lead with HP Inc. in San Diego, I came home wanting to create change for Pacific people in technology in Aotearoa New Zealand and Fibre Fale was born. New Zealand’s digital divide disproportionately affects Pacific peoples limiting access to education, employment and essential services. As well as the low representation numbers of only 4.4% of Pacific people working in the industry. My co-founder and I have both experienced the distinct challenges of being women of colour and Pacific women working in tech, corporate and private sectors. We also identified the negative societal impacts that technology was having on Pacific people. We decided we wanted to try to do something to change these outcomes. Since November 2022 we have been at the forefront of tackling these challenges through tech training and upskilling, creating pathways into tech careers and advocacy and education work.
Compiled
by
Felicity Williams RROGA Committee member
To find out more about Fibre Fale, scan the QR code or check out fibrefale.com.
The Thin Place
Reverend Phyllis began by describing ‘the thin place’…
“In Celtic Christianity, which is a part of my whakapapa, there is a phrase ‘the thin place’. This depicts somewhere where the separation between the physical world and the spiritual realm feels very thin–a place where the sacred seems to touch our everyday world.
a moment to be still and breathe in life, love and peace.”
Learning about the Christian church and Christian culture can be important for several reasons, regardless of your religious background.
Learning about history and culture
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Thinking about right and wrong
Christianity talks a lot about kindness, forgiveness, aroha, generosity of spirit and helping others. Learning about these values can help you think about how to be a good person, make good choices and make the world a better place for everyone to enjoy. It can give you a purpose for living.
At the first chapel service of the year, Reverend Phyllis and members of the student chapel team reflected on ‘Why do we do chapel at Rangi Ruru?’. 1
A place where we might experience a deep sense of God’s presence, being wrapped in love, peace and hope. It might be a beautiful part of creation, or it might be in a chapel or church where we take
Christianity has shaped our world in many ways, such as art, music, books, and laws. Knowing about it helps you understand why some parts of the world are the way they are.
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Respecting other people
By learning about different cultures and belief systems, including Christianity, you gain a deeper understanding of what
others value and why. This helps foster respect for a range of traditions and supports better relationships with people whose beliefs may differ from your own.
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Understanding the world
Christianity and church are such a big part of life for millions of people around the world. Learning about it helps you understand their traditions, holidays and celebrations such as Christmas and Easter, and ways of life.
Becoming a better thinker
Learning about Christian ideas allows you to ask questions and think about what they mean, along with how they might apply to your life. This helps
you get better at solving problems and understanding new ideas.
Head of School, Libby Sexton, shared her thoughts on Chapel earlier this year.
“I appreciate chapel because, in the busyness of life, our Monday service gives me a peaceful moment to reset and get ready for the week ahead. Chapel brings us together as a kura, where we share good news and sing songs - my personal favourites are ‘Sparrows’ and ‘Shine, Jesus, Shine’.
Knowing that my grandmother, mother, aunts, and cousin all sat in these very pews during their time at school makes it even more meaningful. Now that I’m in Year 13, I’ve sat in almost every part
of this chapel, and each spot gives me a different view of this beautiful space. I love looking up at the stained-glass windows and the architecture. Over the years, I’ve come to appreciate how special chapel time is. Each Monday, I hope you’ll take a moment to reflect on the words shared and notice how special our chapel is too.”
Words by
Angela Lidstone Teacher of Mathematics
Highlights Reel
The Catch Up
We love hearing what our alumnae have been up to. The following passages illustrate that no matter the road our alumnae travel, they are empowered and capable of navigating life’s challenges and seizing every opportunity to live fulfilled and purposeful lives. If you would like to share your story in the next edition of Wide Sky, connect with us at rroga@rangiruru.school.nz.
Tracey McKay (née Reddecliffe) 1991-1995
Since leaving school: I graduated with a Bachelor of Science from Canterbury University, then completed my Master of Science in Plant Physiology (Hons) at Lincoln University. I worked as a cereal agronomist for PGG Wrightson, a job I loved, and one that rekindled my love for farming. I gained a new appreciation for how technical farming had become, and admired the growers’ passion for producing quality food and caring for the whenua. With farming in my blood, I wanted some skin in the game. An opportunity arose to establish a seed potato business. Twenty years on, I manage our tissue culture lab and tunnel house facilities on our Geraldine farm, while my husband coordinates field production for over 100ha of seed potatoes annually.
Greatest achievement to date: Our two awesome kids who make us proud every day, purchasing our livestock farm in Four Peaks, Geraldine and establishing our seed potato business, Alps Seed Ltd.
Favourite memory from school: My five years boarding are some of the best years of my life. Such a strong sisterhood was established. I was encouraged to put myself out there, try new things and say yes to opportunities. Not to mention having dessert every night - how good!
Words of advice for today’s students: Confidence is like a muscle - you need to keep working on it to make it strong. Back yourself.
Rosa Guthrie 1995-1999
Since leaving school: After studying, I spent nearly 15 years in Sydney and London. During that time, I had some incredible experiences and did a fair bit of travelling. I moved back to New Zealand to set up my first business in 2016 when I was 35. I’ve been in the aesthetics industry for years now, I love it. These days I own two laser, skin and cosmetic injectable clinics (The Cosmetic Clinic) in Christchurch.
Greatest achievement to date: Setting up and running three clinics in four years, the third opening a month before my first baby arrived. Managing to run the businesses, raise two children (with a little help!) and stay somewhat sane, was no mean feat. To help facilitate a more sustainable work life balance, I sold one of the clinics last year.
Favourite memory from school: Personal connections are hugely important to me, some of my best friends to this day I met at Rangi. Having just attended our 30-year reunion, I feel incredibly grateful for the network I made, not just in my year group.
Words of advice for today’s students: Take advantage of every opportunity. It’s a privilege to be at Rangi, so make the most of it and have fun while you’re at it (but remember, there is a line, don’t cross it...!)
Sally Fox (née Cuddon) 1961-1968
Since leaving school: I went to secretarial college and my first job was at Lincoln College. Following that I did temp work in Sydney and Melbourne before working on a thoroughbred horse stud in Geelong. I was keen to work with wildlife and became a game warden at Orana Park when it opened in 1976, meeting my husband there. We married in 1980 and went on an OE working and travelling around England, Europe and Israel including six months on a Moshav in the Negev Desert. Back in New Zealand we eventually ended up in Otorohanga to work at the Kiwi House. It was a privilege to work with three species of kiwi, as well as kea and kākā. I enjoyed visitor talks and advocacy. In retirement, I volunteer at Maungatautari Sanctuary Mountain, participating in a variety of species surveys and part of an aviary team caring for kākā and hihi. It’s a magical place and a real conservation success story.
Greatest achievement to date: Our gorgeous daughter, Emma and our two beautiful grandchildren who we are enormously proud of.
Favourite memory from school: Friendships and gymnastics.
Words of advice for today’s students: Cherish your school days and friendships, leave no regrets, and have a wonderful time!
Kristy Havill 2010-2014
Since leaving school: I studied a Bachelor of Sport and Recreation Management at Lincoln University, then spent a year as President of the Lincoln University Students’ Association (LUSA). Stints at Canterbury Cricket and Squash Canterbury followed, some writing for LockerRoom, and commentating for the ICC Women’s Cricket World Cup in 2022. I now live in London and work as Broadcast Operations Manager for the England and Wales Cricket Board (ECB).
Greatest achievement to date: Sport-wise – winning silver with the NZ Ladies’ team at the ICTSF World DTL Championships (clay target shooting) and playing cricket for the Canterbury Magicians. Careerwise–standing out in the middle of Lord’s for the coin toss in the England v Sri Lanka test match last year and thinking “What in the world am I doing here?” - it was my first men’s test match – a surreal moment. Becoming an aunty for the first time was very special too.
Favourite memory from school: Hiding a rabbit in the Year 13 flats and keeping it secret from Boarding House staff. When they came to our room, I stuffed it in my hoodie pocket, tried to leave, tripped over an oil heater, and fell face-first – hands still in my pockets. The rabbit was fine.
Words of advice for today’s students: It’s okay not to know what you want to do. Enjoy the journey
Catherine Hair 2007-2010
Since leaving school: I studied Chemical Engineering at the University of Canterbury, then got a Graduate Diploma in Teaching. After a decade of teaching, I found my way back to Rangi Ruru where I now teach mathematics. The school has changed a lot since I was here (pre-earthquakes), but it’s great to see how much of the culture is still around.
Greatest achievement to date: Building a life I love. I have a job I enjoy, where I make a difference, a house and a cat that I love, and of course, my partner who can always make me laugh and will do any weird and wonderful things with me.
Favourite memory from school: Learning new things every day from passionate teachers and forming Fernza, a chocolate company, for Young Enterprise.
Words of advice for today’s students: Be your best but also be yourself and don’t worry about what others think. Whoever you are is good enough and you don’t need to change. Embrace your inner nerd!
Susie Millichamp (née Jaine) 1975-1979
Since leaving school: I travelled overseas and was a Playcentre supervisor for 20 years. I have three wonderful children; Francesca who is 34 living in Canada with Sam, Joseph who is 32, with Rose and who have two delightful little boys - Jack and Finn, who I adore, and Eddie who is 21 and at Lincoln University. I cherish my husband Stephen with all my heart. I teach adult art and am an artist.
Greatest achievement to date: Being a guest artist at Alpine Energy and selling my whole show, exhibiting in an international exhibition. I also have a painting in the 2025 Watercolour New Zealand 50th Anniversary book.
Favourite memory from school: Friendship –looking out for each other.
Words of advice for today’s students: REALLY listen to others.
A Life Fueled by Curiosity
Margie Perry
(née Free) Class of 1948
So how old were you when you started Rangi Ruru?
I was 13 years old, in a class of 16 girls. I came from a group of 65 pupils at Elmwood Normal School, with one teacher! A big change!
What are your memories of those first years at Rangi Ruru?
I was very conscious of the fact that we had to manage our work habits and friendships, it was up to us to enjoy things and settle into routines. We were used to being independent learners, finding things out for ourselves and acquiring a wide range of interests. We were envious of the girls who had been at Rangi Ruru for several years and who had studied French, which I had not. But with all other subjects, we were more advanced.
Why do you think your parents chose Rangi Ruru for you?
My father was impressed with the families whose daughters had been there, and besides they wanted to make a lady out of me.
And Margie, do you think they did make a lady out of you?
Well, who knows! I made some wonderful friends, and they surely helped the process!
Who were your first teachers and what do you remember about them?
There was Maud Seymour, who was very strict –she taught English and social studies, Miss Craig who taught mathematics, Miss Atkinson who took home craft, Miss Webster who took Latin, and Madame Ziffer, our French teacher. I enjoyed history and English–not mathematics.
What else can you tell us about your school experience?
We relied very much on teachers who taught from their point of view. There was no such thing as independent thinking or analysis. I was never taught how to construct an essay. Mrs Stokes was over 80 at the time she taught us, so her views were very fixed. Then Mrs Luney arrived with the latest in fashion and attitude, and a modern type of education. The distinct lack of critical thinking was a handicap. When I went to university, I had to learn to think for myself.
What do you attribute your ability and interest in independent learning to?
When I asked my mother a question she would say, ‘Go find a book and look it up.’ My parents bought us the Arthur Mees Encyclopaedia– if we’d been a bit naughty, my father would say, ‘Go and have some quiet time and read a chapter of the encyclopaedia’.
Time out but not time out!
What did you do when you left Rangi Ruru after four years?
My father gave me the choice of university or going back to school. Since I’d been accredited for UE, I chose the former, studying history and English and I went on to Teachers’ College. I graduated with top marks.
I was nominated as Lady Vice President of the Teachers’ College. No women were allowed to be president. Lady full of vice–that’s what I was jokingly referred to by my colleagues.
I have always had a love of learning. When I did become a teacher I carried those values with me – a great love of imparting knowledge to children and young people.
What’s your secret to your longevity Margie?
Maintaining an interest in people and continuing to learn. I like to read for information, that’s a great pleasure, plus attend regular lectures and talks at the retirement village. Appreciating friendship and support from others is also important.
Compiled by
Felicity Williams RROGA Committee member
1951 Rangi Ruru Prefects. Margie is back row, third from the right.
Steeped in History A Design
The Rangi Ruru Old Girls’ Association (RROGA) has unveiled a new project that weaves together history, artistry, and legacy. In collaboration with New Zealand fashion brand Dark Hampton and designer, Rosetta Brown (Class of 2015), the association has created a stunning piece of memorabilia: the RROGA petite silk scarf.
When alumna Rebecca Cresswell (Class of 1995) envisioned a unique scarf for Rangi Ruru alumnae, she knew it had to be authentic, high-quality, and symbolic of the school’s rich heritage. A longtime fan of Dark Hampton scarves, Rebecca had an appreciation for the brand’s craftsmanship and reputation for producing curated, timeless pieces.
Driving home from a RROGA committee meeting, with a newly arrived Dark Hampton parcel on her passenger seat, Rebecca had a ‘what if’ moment: What if we created something bright and beautiful that appealed to all generations of our Rangi Ruru community? What if this piece could support fundraising efforts, enabling the RROGA to continue its valuable work, while also supporting a local business connected to the school? It felt like fate. Of the three women behind Dark Hampton, two are parents of current Rangi Ruru students, with one of them, Kate Brown (Class of 1994), being a proud alumna as well. Excited by the possibilities, she floated the idea with both the Dark
Hampton team and the RROGA Committee - both of whom were enthusiastic about the project.
With everyone on board with the idea, the next step was to secure an artist to design the scarf and bring this artistic vision to life. Enter Rosetta Brown, (Class of 2015), a first-class honours graduate from the University of Canterbury’s Ilam School of Fine Arts and recipient of the prestigious Seagar Prize. Rosetta infused the design with historical and aesthetic significance, ensuring the scarf would be a true reflection of Rangi Ruru’s essence.
The inspiration for the RROGA petite silk scarf came from a feature of Te Koraha, one of Rangi Ruru’s most iconic and historically significant buildings. The intricate patterns found in a stained-glass window in what is now the boardroom provided the foundation for the scarf’s design. The shapes surrounding the gold octagons are reminiscent of the petals seen in the plasterwork of Te Koraha and in the whakairo (carving) at the entrance of Mana Wāhine. Rendered in
rich, gem-like hues of gold, royal blue, and claret, the scarf is a striking tribute to Rangi Ruru’s legacy, a wearable piece of art that can be cherished for years to come. Scarves have long been treasured as timeless accessories that tell a story, and the RROGA petite silk scarf is no exception. It is a symbol of connection, a celebration of Rangi Ruru’s past, present, and future, and a tribute to the school’s enduring values. Whether worn as a statement piece or gifted as a keepsake, this beautiful accessory tells the story of Rangi Ruru in a way that is both elegant and deeply meaningful.
Words by
Bridget Woodham Editor and Communications Manager
Scan here to purchase your petite silk scarf
Rosetta Brown (Class of 2015)
Rebecca Cresswell (Class of 1995) with Principal, Tracy Herft
Dark Hampton Founders, Amanda, Kate (Class of 1994) & Amie
Event Highlights
Friends at Five Thirty • February
Women Who Invest • March
Friends at Five Thirty • May
Riders Rangi Ruru
It’s never too late to start your journey with horses—one that could last a lifetime. Our Rangi Ruru equestrian programme enables horse enthusiasts of all abilities to fulfil their passion.
At Carnmore Equestrian, on the outskirts of Christchurch, several of our students (Years 7-13) make the weekly trip after school to take part in riding lessons. Here they learn the basics of how to ride, from their very first walk and trot steps, through to horse mastership and how to care for horses. Their dedication and passion are as strong as our more advanced riders, and thus they go out in the wind, rain, or shine. As a rider gains skills and becomes more competent, they may move on to owning or leasing a pony, and perhaps even enter local competitions.
More than fifty of our intermediate to advanced riders regularly compete in interschool team events throughout the year. There are a variety of disciplines where they can represent Rangi Ruru; some where you don’t even need to own a horse. Options include dressage, show jumping, eventing, mounted games, trail riding, and polo. These school events are as much about participation and sportsmanship, as they are competitive, and it’s rewarding to see the riders having fun together and enjoying the team camaraderie in what is usually an individual sport.
The pinnacle of equestrian competitions is arguably the Horse of the Year show, held every March in Hastings. Six of our talented riders made this long journey north
to compete as individuals this year– Ruby Stewart (Year 13) in mounted games, Emma Riley (Year 10) in show hunter, Everley Gilmore (Year 9), Alice Murfitt (Year 10) and Sophia Kingan (Year 10), all competed in dressage and showing, some of these students on more than one horse. Layla Singleton (Year 10) also made the trip, but sadly her pony became injured after arriving at the venue.
To enter, these riders had to qualify by winning classes or championships at premier equestrian shows earlier in the season. These ākonga are incredibly committed –taking part involves significant effort, hard work, and months or often years of training for both rider and horse.
All our riders performed extremely well with podium finishes against some of the best riders in New Zealand, and Ruby Stewart and Everley Gilmore both won national titles in their prospective classes.
Passionate about horses or keen to try something new? Our Equestrian Programme is the perfect place to start, or continue, the journey.
Words by Sally Goldsmith Equestrian Manager
A Different Kind of Camp
Learning in Science often extends beyond the school term, with several summer camps offered by universities and research centres. These camps allow ākonga to deepen their learning, gain new skills, meet like-minded students and experience personal growth.
Over the summer break, four Year 13 students were accepted into such camps. Monet Lowe attended the MacDiarmid Institute NanoCamp at the University of Otago, where she explored nanotechnology. Monet used cutting-edge technology to grow molecular crystals and studied them at the atomic level using X-ray diffractometers and atomic force microscopes. Her programme included guest lectures and panels with PhD students. Although academically challenging, Monet says a programme highlight was “meeting and working with other students who shared similar academic interests” and bonding over fun activities including competitive card games, laser tag and ten-pin bowling. “I am sure that I will remain in touch with the friends I made at this camp.”
Interested in an engineering career, but unsure what discipline to pursue, Ivy Liu attended the Women in Engineering camp (WiECan) at the University of Canterbury. “The WiECan programme allows you to explore a different discipline every day,” Ivy explains. She was initially drawn toward aerospace engineering but left the camp captivated by mechatronics after seeing an animatronic bird project built by a student in her final year. Ivy also valued the personal growth: “It’s good to be thrown in the deep end with new people and managing yourself so when you do start university, making friends and living in halls won’t seem so scary.”
Gabi Barr and Aurora Lee both attended the Hands-On at Otago programme at the University of Otago, but with
different focuses: Chemistry for Gabi and Psychology for Aurora.
Aurora explored psychological research through experiments and analysis of human behaviour and appreciated how “working hands-on made textbook concepts feel much more real.” The pace was intense as the programme was structured like a mini-university experience: mornings were dedicated to Psychology, with afternoons reserved for workshops in different fields like Law and Food Science. The taster sessions in Law and Food Science showed her “how different subjects can connect in unexpected ways, which has made me more curious about exploring beyond my usual interests.”
Gabi’s Chemistry project involved extracting caffeine from energy drinks using spectroscopy and NMR techniques. Gabi’s first assessment in Chemistry this year was on Spectroscopy, and she loved that she knew how a spectrometer worked, so she could relate her real-life experience to her assessment.
Gabi says, “Spending a week living in a residential hall was such an exciting experience and it gives a glimmer into what life as a first-year university student might be like. Hands-On was a massive step out of my comfort zone, and throughout the week I was challenged so much and learnt a heap. I think best of all, it was a taster of what’s to come and makes the next part of my journey beyond school, just that little bit less daunting!”
These experiences show the value of university extension opportunities, not only in advancing academic knowledge but also in building confidence, independence, and lifelong connections. Programmes like these provide a glimpse into the challenges and rewards of life beyond school, helping to prepare our students for the transition to university and beyond. Opportunities for 2025/26 will be shared later in the year with students, and we warmly encourage interested ākonga to apply.
Words by Margy Gilpin Head of Science
Photo Gallery
Reunions
Leavers’ Ball 2024
A Life Well Lived
Anne McLean (nèe Ronaldson) Class of 1943
It all began at a Gibson Girl Luncheon, an annual event where our cherished Gibson Girls are invited back to Rangi Ruru for a special afternoon together. RROGA committee member, Charlotte Gray, was chatting with Anne, who had attended Rangi Ruru from 1939 to 1947, and what started as a simple conversation quickly turned into something more. Anne’s stories were full of warmth, wisdom and humour, so much so that Charlotte knew she had to hear more. After a few phone calls and emails, this Catch Up was put together.
So, Anne, you were a student at Rangi Ruru from 1939 to 1947. I’ll ask about your school memories shortly, but first, tell me what you did once you left?
On leaving school, I worked for my father, who was a solicitor and saved up to travel to England. It cost about £130 for a berth on the ship, which was a lot back then! It took me a long time to save, otherwise I would have gone sooner.
And when you arrived in England?
I worked in the accounts department of a legal office and flatted with another Rangi old girl, Judy Bacon. That was in 1952, and London was still recovering from the war. There were great big holes in the streets where buildings had once been, and food was still being rationed. Growing up with rationing in New Zealand meant that Judy and I had not been taught to cook. I think our mothers hadn’t taught us because they didn’t want to risk us spoiling good meat or butter, so we took some cooking lessons which was an adventure we both enjoyed.
I was in England for about five years, including when King George died and Queen Elizabeth II was crowned, and rationing was finally stopped. During that time, I did a couple of trips to the Continent, including a hiking trip in Austria, which I loved.
And when you came back to New Zealand?
I met my husband in my 30s and we settled in Wellington. I worked for NAC (National Airways Corporation} and he
worked for a shipping company. Because of his job, we moved around quite a lot - Dunedin, Auckland, Christchurch, then back to Wellington. The children found it hard to change schools so often. Eventually, we retired to Christchurch, where we developed a real interest in learning about our family history.
You’ve led such a rich life – what would you say is your greatest achievement?
I think one’s family is one’s greatest achievement.
Let’s go back to your school days for a moment. Life at Rangi Ruru was very different then, but what memories have stayed with you most?
We had good tuition from the Gibsons. They taught us to stand up for ourselves. I think we had a better grounding in that than in some of the more academic subjects! They gave us a wide world to chase, even though they had never been overseas themselves. We had a morning talk with Miss Ethel each day, who taught us the importance of respect and honesty, and Miss Gray of course. She would prod us in the back if we didn’t have our shoulders back because “it was better for our health”. To this day I tell myself to “straighten up” each day and I think she was right, it has been better for my health!
And friendships?
I really enjoyed the friends I made. I’m still in touch with many of them. What I
love most is that you can pick up with an old girl years later, and just through that shared beginning, you have an instant understanding.
Compiled by
Charlotte Gray RROGA Committee
Anne, pictured centre, 1942
Helen Robilliard, Rosemary Winstone, Anne Ronaldson, Suzanne Fair, 1946
Soundtracks of Self-Discovery
The Rangi Ruru Music whānau is a vibrant, diverse, and empathetic community of like-minded people, united by a shared passion for music.
With strong connections across all year levels, ākonga are inspired, supported, and encouraged to grow through collaborative music-making in all its forms. Here, they are both musically and personally empowered to become the best versions of themselves.
The following whakataukī capture the essence of our kaupapa: that music is a powerful force for connection and growth. Musical excellence is not instant, rather it is the result of perseverance, dedication, and time.
Te toi whakairo, ka ihiihi, ka wehiwehi, ka aweawe te ao katoa
Artistic excellence makes the world sit up in wonder
He ika kai ake i raro, he rāpaki ake i raro
As a fish nibbles from below, so the ascent of a hill begins from the bottom
So, how does the Rangi Ruru Music Department support ākonga to pursue their version of musical excellence, no matter where they are on their journey?
2025 Head of Music, Ivy Liu, shares her experiences:
“Music has been a constant in my life for as long as I can remember. Since starting at Rangi in Year 7, I’ve had the opportunity to explore a wide range of musical experiences. Piano was my
first instrument, which I studied until completing my ATCL in Year 10. In Year 9, I began percussion, which has since become my main instrument. Last year, I picked up bass guitar and joined the jazz band, and for a few years, I even explored the organ through the St Andrew’s at Rangi Ruru Organ Scholarship. These opportunities have helped me grow not just as a musician, but as a person. This year, I hope to encourage others to step outside their comfort zones and try something new–whether they’re picking up an instrument for the first time or have been playing for years.”
At Rangi Ruru, ākonga arrive with a wide range of musical backgrounds, from complete beginners to those with years of experience. Many believe they know what their musical path will look like but quickly discover just how many unexpected and exciting opportunities lie ahead.
Take our senior percussion ensemble, for example. As I write this, the group is rehearsing a challenging programme, music that even seasoned professionals would think twice about taking on. Three of the four members ‘discovered’ percussion whilst at Rangi Ruru, and now, after three years of playing together, they’ve become a tight-knit, highachieving team.
We have seen ākonga begin their journey in junior groups such as Rangi Voices and
Rangi Players. Through the culture of perseverance, hard work, and personal excellence fostered in these groups, some become key members of Resolutions, Rangi Sinfonia, and Chamber Music groups.
Some ākonga start playing in rock bands from scratch in Year 9 and, by Year 13, are writing original material, performing independently, and even playing gigs beyond school.
And like Ivy, many ākonga arrive thinking they’re on a set path, only to discover a completely new musical passion. Thanks to their strong foundation and the supportive environment here, they can pivot with confidence.
What makes all this possible, is our culture:
• Where ‘failure’ is reframed as a ‘first attempt at learning’
• Where senior ākonga lead and inspire younger ones
• Where ākonga and kaiako form strong, collegial bonds across year levels.
At Rangi Ruru, music is more than an activity. It is a journey of growth, selfdiscovery, and transformation.
Words by Janet Kingsbury Director of Music
Sharon Kearney (left) and Gwen Harrop (right)
Ross Kennedy
Winnie Ng & Hayley Jiang
Zealand
Hitting Pause
In a digitally saturated, hyper-accessible world, we’re more connected than ever and yet somehow disconnected. Drowned out by notifications and busy schedules, it’s easy to lose sight of what true connection feels like. Sometimes we just need to hit pause, reflect and rediscover who we are.
Over summer, two students and their parents did just that. While Hayley Jiang and Winnie Ng took on the challenge of Outward Bound, Clara and George Forbes sailed the high seas aboard the Spirit of New Zealand. In doing so, they discovered that nature and adventure have a remarkable ability to restore balance, uncover inner strengths, and deepen connection.
For Hayley Jiang and her mother Winnie Ng, Outward Bound was a chance to unplug, push boundaries and reconnect with nature as well as each other.
“I really wanted to try new things and have new experiences,” said Hayley. “I knew going with my mum would make me more confident, and I loved the idea of spending one-on-one time with her.”
Hayley was pushed beyond her limits especially during the solo overnight tramp. “I was so scared of the possums”, she said, “but I tried to focus on the sounds of the streams and trees.” That night alone, was one of personal growth.
Winnie, too, was challenged, especially by the water-based activities. But she discovered a quiet confidence. “What really helped me was Hayley always standing next to me and making sure I was ok. With everyone’s support, I was able to accomplish all the tasks in the sea.”
Their bond deepened during one particular activity – the high ropes course. “I was blindfolded, and Hayley had to guide me through. It really tested our trust, but it brought us closer,” Winnie said. Hayley agreed that activities like this strengthened their relationship. “After overcoming so many fears and worries together, I feel like we can tackle anything.”
Meanwhile, Clara Forbes and her father, George took on a different kind of adventure aboard the Spirit of New Zealand, a ship with special significance to their family. George had sailed it as a teenager, as had Clara’s sister, Honor.
“These journeys bring together a diverse range of young Kiwis,” shared George. “It’s an iconic, lifeenhancing experience.”
Like Winnie and Hayley, Clara and George had to work as a team and overcome challenges, especially during the most testing – the 3 a.m. night watch. Alone on duty, they kept the ship sailing, and after little sleep took a bracing morning swim. “To overcome this, I told myself how memorable it would be,” Clara said. “I definitely won’t forget that experience.”
Clara’s most unforgettable moment came atop the ship’s mast, as she looked out to the clear blue water and islands as the ship was sailing. “It was incredible.” George recalled watching Clara tackling the height fearlessly, giving him encouragement as he followed. “There was huge pride,” in watching his daughter taking on such exercises and growing through them.
Clara adding, the whole experience strengthened their relationship, “We had to rely on each other in ways we don’t at home.”
Altogether, both families walked away with life lessons and a sense of shared achievement. For Hayley, one lesson that stood out was that you can always go further. “Even when you’re about to give up, if you try a bit harder, you might surprise yourself.” Clara agreed that it had given her confidence to try new things, “even if they seem scary at first.”
And their advice for others?
“Go for it!” says George.
“An opportunity like this only comes your way once,” Hayley adds, “so take it!” And that feels like sound advice!
Words by Bridget Woodham Editor and Communications Manager
For over 100 years the RROGA Committee has supported the kura, its ākonga, and alumnae in the most generous way it can.
Through life membership funds, legacies, fund raising, and donations, RROGA has grown its capital base. This has enabled the committee to grant a variety of scholarships, bursaries, exhibitions, and donations to recipients both in the kura and our community.
RROGA Philanthropy Report Committee
Patron
Jo Dodgshun
Honorary life members
Philanthrophy amounts for the year ended 31 March 2025
End of Year Prizes
$2,230
Years 7 & 8 Old Girls’ Scholarships
$8,695
Gibson Webb Exhibitions
$2,250
Members
Deborah Errington, Robyn Cartwright, Jo Dodgshun
Officers
President
Amanda Dick
Vice President and honorary legal advisor
Rebecca Cresswell
Honorary accountant/treasurer
Charlotte Bryden
Committee Members
Board of Governors Representative
Aleisha Chadderton
Mandy Brazier
Robyn Cartwright
Charlotte Gray
Jendy Judd
Kelli Scott
Felicity Williams
Stephanie Withell
Elizabeth Wright
Gibson Girls’ Luncheon
Family Connections
Welcome to the daughters, granddaughters and great granddaughters of alumnae, past and present, who commenced their education at Rangi Ruru in 2025.
STUDENT MOTHER
Alexandra Berry
Jade Bissland
Samantha Burrows
Phillippa Butterick
Zoe Cleave
Beau Clouston
Camilla Crozier
Isobel Davis
Mackenzie Flint
Lucy May Frew
Lily Frost
Charlotte Gray
Isabelle Greer
Amelia Greig
Isabel Haley
Aria Hamilton-Petrie
Gisele Harkerss
Jennifer Irvine
Isla Kingston
Georgia Lynch
Ella-Rose McFedries
Pippa McKay
Kate Millton
Isla Mitchell
Sophie Murchison
Harriet Murray
Rose O'Brien
Georgie O'Neill
Georgia Pitts
Matilda Ranken
Isabella Reid
Claudia Richmond
Holly Scott
Lucy Harper Smolar
Eve Stewart
Katherine Burrows (Smith) 1993
Jane Butterick (Gerard) 1983
Olivia Cleave (Tooby) 1993
Phillippa Clouston (Dew) 1991
Annabel Crozier (McPhail) 1996
Geraldine Davis (Bradford) 1990
Nicola Flint (Syme) 1986
Kirsty Frew (Beasley) 1988
Robyn Frost (Bain) 1994
Rachael Greer (Cross) 1989
Lucy Greig (Martin) 1992
Camille Hamilton 1996
Nicola Harkerss (McBrearty) 1991
Joanna Irvine (Daniel) 1995
Hilary Kingston (Fright) 1989
Charlotte Lynch (Wright) 1993
Celine Lamberton (Wiersma) 1989
Tracey McKay (Reddecliffe) 1991
Juliet McRae 1995
Caroline Murray (Gardner) 1994
Susannah Parsons 1990
Sara O'Neill (Rutherford) 1996
Kelly Pitts (Bailey) 1991
Belinda Ranken (Hale) 1988
Olivia Reid (Glausiuss) 1990
Makaela Richmond (Knowles) 1991
Annabel Smolar (Joseph) 1987
Tania Stewart (Murdoch) 1992
GRANDMOTHER
Ruth Berry (Bascand) 1967
Pamela Bissland (Hillary) 1963
GREAT GRANDMOTHER
Mary Mason (Conway) 1964
Patricia Wright (Macfarlane) 1937
Lynne Frost (Early) 1964
Glenore de Zeeuw (Gibson) 1958 Ezilda (Dawn) Gibson (Hayward) 1934
Susan Haley (Wood) 1955
Christina Hamilton (Ruddiman) 1969
Jennifer Fright (Ladd) 1960
Barbara Kensington (Black) 1965 & Jane Millton (Middleton) 1966
Jane Mitchell (Donovan) 1971
Janet Middleton (Todhunter) 1933
Elizabeth (Fiz) Rutherford (Coe) 1967 Mary Coe (Hasell) 1938
Marilyn Dalzell (Still) 1959
Patricia Joseph (Wilson) 1959
I love nothing more than listening to good tunes. My claim to fame is knowing the lyrics to every single classic hit from the 70s & 80s.
A dear friend of ours is enduring her second journey through cancer. When we heard the news initially, we felt completely hopeless. But as my glass is always half full, I focused on what I could do – a playlist!
As a collective, we put together the most banging, motivating tunes we could think of to help her get through the grueling rounds of chemo – to keep her company when we couldn’t.
It’s about the person, the need at the time. Things change, people change, the need changes.
The feeling you get from having an impact doesn’t change, it’s liberating.
The feeling you get from being part of a collective, something bigger than yourself, is like singing loudly to your favourite tune.
PURE JOY!
Be the person that always turns up, who meets the need and inspires philanthropy. It’s the small things that make a difference.
So do me a favour, go and listen to ‘Don’t stop Believing’ by Journey. And turn it up!!
Words by Kirsty Rueppell Development and Sponsorship Executive
A Simple Act 2025 Sponsors !
Our Legendary
A big shout out to our amazing sponsors helping create opportunties and enhancing programmes at Rangi Ruru. Thank you to
“
“ Leadership at Rangi Ruru is not about being centre stage or holding a title; it’s about being engaged, thoughtful, and willing to contribute.
Tracy Herft
Empowering Student Voice, page 4
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