FROM THE HEADMASTER

Mr Adam Heath

It was easier and much quicker to cross to this area of London by bike rather than three different tube or train lines. The bike was old and rusting, chosen so as not to be stolen outside one of the Housing Commission flats. Cycling across London was invariably exciting, passing iconic landmarks and ducking between double decker buses and grid-locked traffic.

Jimmy, from a family of Nigerian migrants, had a smile that would light up a room and a wicked sense of humour. I had been teaching him for three months with a support service that was established for children who had been expelled, usually from multiple schools. I worked with students with emotional or behavioural difficulties who were unable to attend even the support services unit. These students were taught from home, individually, by a teacher who moved from household to household.

Initially, Jimmy would miss lessons as he had been out the night before, typically stealing cars, joyriding with friends followed by the inevitable trouble with the Police. In recent times, we’d had a much better run of lessons as learning becomes addictive when progress is made. Jimmy, in Year 10, had learnt his times tables from 2 – 12, and recited them successfully during this class. This young man, who felt he had no aptitude for learning had worked hard and discovered the indescribable satisfaction of gaining a new skill. He was so excited that he asked to celebrate with a cigarette, which I said was against the school rules, not quite knowing which school or what rule. In his excitement he then offered to thank me for his newfound passion for learning by getting me a new bike. Realising his means of ‘acquisition’, I quickly but politely declined the offer and we instead celebrated with a simple high five.

I mention this because this small piece of progress was a community effort by teacher, educational psychologist and counsellor to get Jimmy back into learning and, ultimately, back into school.

I was extremely proud of this community working together for the best interests of this young man.

However, my pride in that moment may have been outdone by the way our community has responded to the extraordinary events of 2020.

In the second last week of Term 1, we announced and moved to Learning at Home. Our parent community responded with overwhelming support. Our students shrugged in resignation and determined to make the best of it. Our teachers quietly, determinedly, got on with the unparalleled work of delivering a learning and pastoral care program online.

It has been a monumental effort. More than just offering first class learning experience, our teachers have provided a calm, reassuring voice for every child.

Every staff member has been extraordinary during this time, adapting and finding creative solutions to an unceasing range of new challenges.

Some of our Year 12s were finding Learning at Home understandably challenging. On one Tuesday, Chris Beechey, Head of Middle School, suggested we ask students who had graduated in the last five years to mentor our Year 12 students. On the Thursday we published a ‘call to arms’, asking for Young Grammarian Gurus to volunteer. By the following Monday, we had 200 Gurus committed to spending two hours a week with a Year 12 student via Zoom or phone.

In April, the Board announced a voluntary fee reduction for all families in response to widespread financial hardship in the community. To date, 80 families have donated their fee discount and a further four have made an outright donation to the Ballarat Grammar Community Fund.

I conclude by thanking our parents. You have had to juggle myriad tasks: the usual running of household, working from home, for many, and somehow supporting your children in their learning. Despite this, I have received continual offers of help to volunteer at the School, to cook meals for families who might be struggling, to accommodate boarders, to donate funds, and offering constant words of kindness. Thank you.

Comparing moments of pride is hard but I don’t think I could feel more proud or be more grateful. Undoubtedly, there will be challenges ahead. But let’s bask in the warmth of knowing that we have got to this point in great shape through our support of one another, through our commitment to the Village that is Ballarat Grammar. Let’s look ahead optimistically in the knowledge that the spirit of kindness that has carried us safely thus far is our surety for whatever the future may hold.