Ruyton Reporter - Winter 2024

the ruyton reporter

FROM THE STUDY

Many years ago, when I was a Head of Junior School, a spirited six-year-old girl spent some time with me to discuss and reflect upon her actions earlier that day. As I said, she was spirited. We talked about the incident in question and then she looked me square in the eye and said, ‘You know Ms Douglas, I’m a girl and girls are complicated.’

Indeed they are. But the girls of today are navigating an increasingly more complex world, with pressures, distractions and contexts either not previously experienced or understood. Leading girls’ schools such as Ruyton purposefully educate girls with this knowledge, in a manner that nurtures, empowers and challenges them while focusing on individual growth; supporting them to grow in self-confidence and develop the ability to successfully navigate their world, and to make a difference for themselves and others. We are truly girl-centred.

A century and a half ago girls’ schools and colleges were a response to the lack of educational provision for girls; an action to provide equal opportunities. By contrast, the contemporary case for girls’ only education is founded on the desire to offer every opportunity to girls in an environment that encourages development and realisation of individual potential through an educational offering tailored to meet their needs. In a modern world where we still seek equality and inclusion, girls’ schools empower young women, recognising and nurturing their potential as leaders. While the world still seeks gender equality and equity, the purpose and place of girls’ schools cannot be under-estimated.

Farewell Mr SMith

It is with sadness that we farewelled Paul Smith at the end of 2023 after fifteen years of dedicated service. Throughout his time at Ruyton, Paul led our Music Department with a focus on engagement, endeavour and enjoyment. He maintained a music culture of inclusion, excellence and joy at Ruyton; a place where students have felt valued and pursued their dreams. Mr Smith, we thank you for the music.

In her book Student Leadership Development in Australian and New Zealand Girls’ Secondary Schools, Dr Nicole Archard notes that successful leadership programs at girls’ schools focus on the development of teamwork and qualities such as confidence, compassion and resilience. Student leadership is a key initiative of Fearless Pursuit, our current strategic plan, acknowledging that the girls of today must be fearless in their pursuit of the knowledge, skills and action required to become effective leaders. This work will see us strengthen our school-wide leadership learning program, including mentorship, international mindedness, character education and service learning, in a supportive girl-centred environment where they feel comfortable taking on new challenges and risks.

The first phase of this student leadership work was undertaken in 2022–2023 with the review of our Senior School student leadership framework. Our aim is to provide every student with the opportunity to develop leadership skills and enable Year 12 students to work collaboratively and skillfully as they lead the School in their final year. The new Senior School leadership model was shared with students, staff and parents in 2023 prior to the leadership elections, with the Class of 2024 being the first to assume these roles.

The two School Co-Captains are now supported by the Student Executive and the House Leaders. The Student Executive consists of up to eight prefects working across the four portfolios of Sport and Adventure, The Arts, Advocacy and Citizenship, and Community Life. These prefects lead a team of student leaders drawn from both Year 11 and 12 in each portfolio area, supporting peer mentoring and successional leadership. Two leaders for each House lead activities and inspire the House spirit that is such an essential component of life at Ruyton. We look forward to working with our student leaders to embed this new structure, one that we believe not only reflects contemporary leadership but also offers a variety of opportunities and promotes genuine student voice and agency.

Linda Douglas Principal

FROM THE BOARD

At the commencement of 2024 Peter Nelson took on the role of President of the Ruyton Board.

Since becoming a member of the Ruyton community in 2014, Peter has been a staunch advocate for the School. Joining the Ruyton Foundation Committee in 2017 and the Board in 2019, Peter was later appointed as Chair of the Foundation Committee in 2020. He has played a key leadership role in the Dream Now capital campaign as Foundation Chair, gathering community support for the construction of our Auditorium, Performing Arts and Library Precinct.

Peter is well qualified for the position of Board President, bringing a strong professional and financial skill set to the role, having spent over 20 years working as an investment banker. He has a Bachelor of Commerce and Bachelor of Civil Engineering from the University of Melbourne and he and his wife Natasha are parents of two Ruyton girls.

After five years as President of the Ruyton Board, Virginia McLaughlan stepped down in December 2024. An active and dedicated member of the School community, Virginia will be remembered for her calm and inclusive leadership during the challenges of COVID-19, her instrumental role in the development and launch of our strategic plan, Fearless Pursuit, and for her strong support of the Dream Now project from a plan into reality. On behalf of the Ruyton community I thank Virginia for her meaningful and significant contribution to our school and wish her well for her future endeavours.

Peter takes on the role of President with the intention to build upon Virginia’s legacy and focus on delivery of the School’s current strategic priorities. Reflecting on his new role, Peter has a clear vision for the Board and the School. ‘As a father of two daughters, I am deeply committed to empowering Ruyton to do what it does best – prepare girls for a lifetime of learning, leadership and engagement in our community. I am fortunate to be supported by a unified group of Board members, each one volunteering their expertise in support of the School. Moving forward, we will work together to ensure Ruyton continues to do what it does best; believe in girls.’

With Peter assuming the Board Presidency we are pleased to announce that Melissa Gallace (Constantinou, 1998) will take on the role of Chair of the Foundation Committee from May 2024. A current parent, member of the POR Committee and a proud Old Ruytonian, Melissa and her family have been active supporters of the Foundation. She will bring to the role a wealth of experience and understanding of philanthropy, active engagement in our extended community and a strong passion for maintaining the excellence and inclusive spirit of our school.

I look forward to working closely with Peter and Melissa in their respective roles as we continue to ensure the School is future fit and that a Ruyton education is relevant and engaging.

Linda Douglas Principal

WELCOME TO RUYTON

We invite you to meet three staff members who have joined Ruyton in key roles this year

Philippa Jones Director of Music

Philippa has more than 15 years’ experience leading music departments in both Australia and New Zealand, most recently working as the Co-Director of Music at Firbank Grammar School.

Joining us in Term 2, Philippa brings with her strengths in leading both curricular and co-curricular music programs, designing and delivering high quality musical experiences for students to Ruyton. Philippa has also worked with school leadership to develop and move into a new performing arts precinct, excellent preparation as we prepare to open the completed Dream Now precinct later this year.

‘My focus for the music program at Ruyton is on involvement and excellence at all levels of participation, where a sense of community is alive for students and staff. I see collaboration and innovation as two key components of success in delivering a whole school music program, in an environment where students and staff can be themselves, feel trusted, respected and challenged to grow.’

Angus Hawkes

Deputy Head of Senior School (Student Life)

Joining us at the commencement of Term 2, Angus has taken on the newly formed role of Deputy Head of Senior School (Student Life). Previously Director of Sport and Physical Enrichment Programs at Korowa and responsible for the strategic vision, delivery, staff management and commercial projects within his portfolio, Angus has experience teaching across Health, PE, Science, Humanities and Outdoor Education and fully engaged with the co-curricular life of the schools he has worked at.

Outside of education, Angus is a member of the CFA, working within the chain of command to organise and delegate the suppression of natural disasters.

‘I am very much looking forward to taking on the newly formed role of Deputy Head of Senior School and helping to facilitate a schooling experience that provides opportunity and challenge to grow the character of each individual Ruyton student. Always seeking operational excellence, inclusivity and participation, I hope to complement a culture where students establish their strengths and interests to become community leaders who make a difference.’

Kristy Keppich-Birrell Director of Sport

Kristy commenced at Ruyton at the start of the 2024 year, bringing with her a wealth of experience and knowledge as an educator and a Director of Sport in an independent school. In addition to her experience in education, Kristy has worked in elite sporting clubs and associations, notably the Adelaide Thunderbirds (Head Coach and Assistant Coach), Collingwood Magpies (Netball Head Coach), and Netball Australia (21 and Under Team Manager). While Kristy brings this elite sporting perspective for girls to Ruyton, what has been clear already this year is her priority and passion in maintaining and extending an outstanding School sporting program. Her focus remains clearly on ensuring an abundance of opportunities to engage and excite our girls.

‘My experiences have helped me identify the “why” behind my drive to lead and create positive spaces for young women through sport. I believe through sport each student has an opportunity to challenge themselves to be their best. Being your best is achievable for everyone, all it takes is determination and courage regardless of expertise or experience.’

Left to right: Philippa Jones, Angus Hawkes and Kristy Keppich-Birrell

LEADING WITH AUTHENTICITY AND PASSION

A reflection from our 2024

School Co-Captains

At the beginning of every new year, the future feels particularly tangible, a prospect which is both exciting and completely overwhelming. As a leadership team, the Class of 2024 has a shared vision to encourage every Ruyton student to step into the arena, to actively participate in the School community and pursue their goals with spirit and ambition. And we’ll be right there with them, leading with Authenticity and Passion.

The Class of 2024 has embarked on a journey of discovery this year. As pioneers of a new leadership system, and this year also marking the completion of our Performing Arts and Library Precinct, we navigate the roads with both uncertainty, and excitement for what’s to come. Evident in our enthusiasm and determination to involve ourselves within the School community, our cohort exemplifies passionate leadership. We are dreamers – a multifaceted microcosm of athletes, musicians, debaters and artists, who share an unwavering commitment to reaching for the stars and a fierce conviction in the face of adversity. Our hope for this year is to lead by example, inspiring the wider Ruyton community to embrace their passions, to be ambitious in their endeavours, and to have the courage to seize new and exciting opportunities. Our cohort was the last year level to experience Senior School before the pandemic and, as such, our leadership team seeks to revitalise the unparalleled School spirit embodied by past leaders. Whether this be through incorporating music and dancing at Captains’ assemblies, or promoting involvement and joy at sport days, performances and service events, we are so excited to follow in the footsteps of incredibly resolute and inspiring leaders and keep their legacy alive.

To complement Passion is our second guiding word, Authenticity, which is a quality we will strive towards nurturing this year. Our cohort and wider Senior School community is one with diverse ways of thinking, brimming with unique opinions and ideas. All of which will be integral in guiding our actions and decisions in 2024. Our authenticity represents staying true to our character and values and extending that commitment to the far corners of Ruyton, encouraging students to be vulnerable and celebrate their individuality.

In conjunction with these two words, we have chosen the colour red to reflect our leadership vision for 2024. Red is not only a symbol of love and passion, but is also a primary colour, serving as a foundation for a variety of hues. For us, the foundational nature of red represents a sense of grounding, a reminder of the earth as we follow our dreams and reach for the stars. In addition, red is bold – a reflection of our intention to remain authentic to our passions and to exude both warmth and determination as we begin a year that will no doubt challenge and extend us, not only as people but as learners. That is the essence of our leadership vision; holding space for our hearts and being brave enough to wear them on our sleeves.

Elise Curry and Lily Sun School Co-Captains 2024

TO THE CLASS OF 2023

achieved aTaRs of 99 and above engliSh

achieved aTaRs of 95 and above

REFLECTION FROM CLASS OF 2023

DUX YING SHAO

Earlier this year, Ying spoke at Senior School Assembly and reflected on her Year 12 experience and the life lessons she learnt while completing VCE. This is an abridged version of her speech.

Throughout my years in Senior School, I’ve always been someone who’s quite hard on themselves. I wanted to do my best and was easily upset when I made silly mistakes. I remember crying over a mathematics assignment in Year 8, and bursting into tears when I accidentally skipped a question in a Units 1 and 2 Methods test. Funnily enough, I wasn’t nearly as upset when I received a 60% in my first Chemistry SAC last year. Maybe it was because I was happily munching on a chocolate from Ms Chui’s treat box as I opened my mark… Looking back, I’d say it was mostly because I’d gone into Year 12 with the mindset that the score wasn’t what mattered most. What was of greatest importance was what I could learn from my experiences and improve before next time. Your mindset really has an impact on your mood and performance. While it’s hard to not fixate on the marks, I realised my grades improved when I cared less about them and more on the continual process of filling the gaps in my knowledge. I started to treat VCE as a journey where you gain a better understanding of yourself as you transition into life beyond school. After each SAC I’d get a better insight into my strengths and weaknesses. With the help of classmates, I also discovered what study habits and note taking techniques worked best for me. Constantly told by our teachers and wellbeing leaders to take care of ourselves, I learned to prioritise listening to my body and knowing when to take a break. I think these are the skills that I will benefit from forever.

I’m not saying I didn’t get disappointed over my Chemistry SAC score. When we fall short of what we’d hoped for or what we’ve put in the work to achieve, it’s hard not to beat ourselves up for it. But we also need to be able to forgive ourselves and recognise that doing our personal best is all we can ask of ourselves. Just like we’d be patient with and comfort our best friend after they didn’t achieve what they wanted, we need to be kind to and patient with ourselves.

Nothing I achieved in my final years of schooling came down to me alone. My family, friends and teachers were my biggest supporters who always looked out for me. I’m so grateful to my teachers who helped me adopt a growth mindset, prompted me to shift my perspective by zooming out and looking at the bigger picture instead of focusing on the small details like the marks. They were always happy to organise a time out of class to see me and provide any further resources I required. I was so fortunate to have the strong support system at Ruyton to back me, help and guide me along my journey.

To the Class of 2024, cherish your final year at Ruyton and those who have accompanied you as you make your way towards the finish line. While the end of the year exams may seem like a distant speck on the horizon now, it will creep up on you faster than you’d think. Reach out to the girls sitting beside you and be the person who supports them as they reach for their own goals too. Remember, it’s the lessons you will learn, the friendships you will make and the knowledge you will gain that will accompany you as you begin a new life chapter beyond 12 Selbourne Road. Good luck, and I look forward to seeing the amazing things you achieve.

Ying Shao Dux, Class of 2023

We wish Ying all the best for her future as she commences a Medicine degree at Monash University.

CELEBRATING THE CLASS OF 2023

With 12 Selbourne Road as our secret lair, the Class of 2023 has been able to learn, grow and dream. We’ve discovered budding athletes, performers, artists, women in STEM, even our very own DJ, so as our time at Ruyton comes to an end, I’m reassured to know the adventure-filled journeys of the cohort will never cease. Always remember that no matter what challenges the future ends up throwing your way, ‘the night is darkest just before dawn, and I promise you the dawn [will come].’ Thank you to all of you who have helped us on our journey, we have so much to be grateful for and while things will undoubtedly be different, we know we will be fine as the Bat Signal of our years at Ruyton will always be there to guide us through any dark times.

Zoe Barnett and Ella Janes School Co-Captains 2023

ACADEMIC BUOYANCY

FroM anxietY to eMpowerMent:

building acadeMic buoYancY

In recent years, our Anxiety to Empowerment research focus has been key in our ongoing review and development of learning and assessment practices, particularly in relation to motivation, engagement, and the concept of academic anxiety. A primary data source for this research was the Motivation and Engagement Survey developed by Dr Andrew Martin and his team at the University of New South Wales (UNSW Sydney), and as part of this project Dr Martin worked with our research team to make sense of this data and its implications.

A concept first developed by Dr Martin in 2008, Academic Buoyancy is the ability of students to successfully deal with the everyday academic stresses of school life, such as such as missing an assignment deadline, not achieving the result they expected on a test, catching up after an absence from school, an unexpected change of teacher or not getting along with a teacher or classmate. Students who are academically buoyant can successfully handle day-to-day academic challenges, difficulties and setbacks, and these students also demonstrate higher levels of motivation, engagement, wellbeing, and achievement than those who are less academically buoyant. Academic Buoyancy is acknowledged as a key component of a students’ capacity to thrive and prosper at school and beyond. Studies have revealed that in general, female students are significantly less academically buoyant than males, and that academic setbacks register more and linger longer for girls. It is also important to note that academic buoyancy does not develop through exposure to adversity. This runs counter to ‘inoculation’ theories which hold that exposing students to moderate levels of academic adversity will result in increased academic resilience.

Developing an understanding of the implications this research has at Ruyton, we have explored how we can provide an optimal learning environment where our students will develop their own academic buoyancy. With a focus on student voice and feedback, research in our own context has revealed that the explicit teaching of the Academic Buoyancy Cycle in the early years of Senior School is instrumental in supporting and empowering girls in successfully managing academic adversity. In response to this, in 2023 we launched the Academic Buoyancy program with our Year 7 and 8 students and this has continued into Year 9 in 2024. Academic Buoyancy is a powerful collaboration between our Wellbeing Team, Learning Leaders, classroom teachers and parents, enabling us to use a common language and tools when supporting our girls to manage academic anxiety. This program includes student workshops, staff professional learning and annual parent information sessions as part of Powerful Parenting. We have developed a range of student learning experiences and resources which support this program, including a visual representation of the 5 C’s of Academic Buoyancy which is visible to students in every learning space throughout the Senior School.

Students are explicitly taught and provided with opportunities to practice the Academic Buoyancy Cycle as follows:

1. The student is taught how to recognise academic adversity (we give examples, talk about it when it happens and when it might happen).

2. The student adjusts their cognition (thinking), behaviour and/or emotions to navigate the adversity.

3. The adjustment helps the student deal with the adversity.

4. The student recognises the benefit of this psychobehavioural adjustment.

5. The student continues to engage in cognitive, behavioural and/or emotional adjustment in response to adversity.

Our role as adults, both parents and educators, is to support students in this adjustment of their thinking, behaviour and emotions, and to model it. We encourage our students to be mindful of any adversity in front of them, approach new challenges with a growth mindset, and see the value of making mistakes, and failing, as an integral part of their learning journey.

Cathryn Furey Deputy Principal, Director of Learning

1 Recognise academic adversity

2 Adjust thinking, behaviour and/or emotions to navigate adversity

3 Deal with the adversity while implementing this adjustment

4 Identify the benefits of this adjustment

5

Continue to engage in thinking, behavioural and emotional adjustment when responding to adversity

GIRL CENTRED RESEARCH PARTNERSHIP

Ruyton Research 2024

Building a culture of research within a school creates conditions for educators to continually reflect on and further develop their practice, use existing research to inform their teaching, and contribute to the advancement of education locally and globally. A research culture provides an environment where educators feel safe to try new things, take risks, sometimes fail, and model each of these important aspects of learning with their students. Under the banner of Ruyton Research: Empowering Girls, Advancing Education, research is a key priority in Ruyton’s strategic plan Fearless Pursuit playing a pivotal role in ensuring that we remain future focused as we educate students for the continually changing world we live in.

Over the past ten years we have developed an evidence based, multi-faceted model where every educator is involved in action research through our Teacher Inquiry Group (TIG) program. TIG research questions align with the School’s strategic priorities and annual goals and our structure has provided educators with the time, resources and support to explore possibilities with the intention of embedding new learning in their classroom practice. Across a decade this bespoke professional learning model has engaged hundreds of Ruyton teachers in action research and has had a significant impact on the effective implementation of strategic priorities and on learning and teaching across the School. We also recognise that there are other powerful forms of collaborative professional learning which are also engaging and impactful. In 2024 we have adjusted the focus of our Teacher Inquiry Group model to provide time and space for educators to look outward at contemporary educational literature, research and best practice with a focus on pedagogies for girls. In teams which bring together educators from different learning areas and different sub-schools, our academic staff will explore, share and discuss contemporary educational research across a range of research topics relevant to girls’ education, including co-curricular engagement, pedagogical practice, fear of success and fear of failure, leadership attitudes and programs, and physical design of spaces. We will utilise thinking routines, one of the eight cultural forces key to developing a culture of thinking, to explore this research and to build and share their understanding.

In addition to our Teacher Inquiry Group program, in 2023 Ruyton embarked on a unique research collaboration with Kambala School, Sydney. In its first iteration, this program is providing three Ruyton educators with the opportunity to engage with academics from the University of Sydney, and three Kambala colleagues to lead action research projects within their classrooms across the two schools. Supported by the Directors of Learning from both Ruyton and Kambala and Ruyton’s Director of Research and Data Analytics, research topics include how we can build opportunities for leadership for girls within the classroom and the engagement of high potential learners in girls’ schools. This research will impact both teaching and learning within these teachers’ classrooms as well as other teachers across the two schools and beyond, as we build capacity within our staff and share our learning with the wider educational community. As a school, we continue to seek and engage with appropriate opportunities to collaborate with external researchers, as both a learning opportunity and to contribute to the wider educational community.

Cathryn Furey Deputy Principal, Director of Learning

INSPIRE ME∶ EMPOWERING STUDENTS FOR TOMORROW

In a rapidly evolving world, where the landscape of work and life is constantly changing, the traditional measures of success are giving way to a new set of skills and competencies. Today, it is not only about what you know but how well you can adapt, collaborate, and think critically. As adults, parents, and educators, we play a pivotal role in shaping the future of our younger generation, preparing them not just for academic success but for a life filled with purpose, impact, and continuous learning.

In a time where agility and flexibility are key to success, core competencies such as communication, collaboration, critical and creative thinking, ethical decision-making, and student agency are more crucial than ever. These skills empower individuals to navigate the complexities of the modern world and contribute to their personal and professional growth beyond the confines of traditional education.

Recognising this paradigm shift, as educators, it is important we focus on developing these complex competencies from an early age. At Ruyton, we understand the significance of this shift and have introduced the InspireMe program, from Prep to Year 12. This uniquely designed, powerful learning signature program nurtures the development of transformative and complex competencies essential for success in the 21st century and beyond.

At the core of the InspireMe program lies the Ruyton Learning and Wellbeing Framework, the latest work from the Melbourne University Assessment Community research and key findings from the recent OECD Learning Compass 2023 report. The program aims to develop competencies such as acting ethically, active citizenship, agency in learning, communication, and collaboration. This framework supports intellectual growth and promotes emotional wellbeing and social skills, preparing students for a well-rounded future.

The InspireMe program is structured in three developmental phases, each designed to target complex competency development progressively and specifically. Each phase is thoughtfully designed to meet the developmental needs of students at different stages, ensuring a comprehensive and effective learning journey.

Being piloted for the first time in 2023, MySpark (Prep to Year 4) is the foundation, focusing on communication, collaboration, critical thinking, and creative problem-solving. Through explicit learning opportunities and experiential learning embedded in the curriculum, students in this phase discover, explore, and investigate their world and these essential skills, laying the groundwork for essential complex competencies.

Building upon the foundation, MyCred (Year 5 to Year 8) challenges students to explore personal leadership, consider how they can engage in community service within the School or beyond, and participate in co-curricular opportunities. This phase encourages empowered learners to think critically about authentically contributing to the world, fostering a sense of responsibility. Students receive recognition in the form of micro-credentials. Year 5 to Year 8 students were introduced to the pilot of this phase last year, which was highly successful.

In the final phase, MyScholar (Year 9 to Year 12), which has been run for several years extends beyond the core curriculum to cultivate intellectual pursuits. Students build deep knowledge in a field of study or problem of significance that they are passionate about through an action-based research project and apply complex competencies, thereby preparing them to contribute through leadership and action.

As parents and educators, we are privileged to play a significant role in preparing our students for a dynamic and ever-changing future. The InspireMe signature program at Ruyton recognises the importance of core competencies and actively engages in their development from an early age. By aligning with global standards and focusing on progressive developmental phases, we ensure that our students flourish academically and emerge as empowered, self-directed, and lifelong learners who measure success as not only what one knows but also the positive impact one can make.

Catherine Samuel Head of Junior School

CELEBRATING 100 YEARS OF THE HOUSE SYSTEM

In the early 1920s, Ruyton settled into its new home at Selbourne Road. At the time, students were arranged by their form (or year level) for lessons and other School activities. A collection of eight emblems and mottos for each form group was published in The Ruytonian December 1922, although the genesis of each was left unexplained.

With enrolments continually growing, Principal Hilda Daniell felt a new basis of organisation would benefit students, giving them a broader outlook and something bigger to work for. She took inspiration from tradition and implemented a House system.

The House system was adopted at Ruyton in September 1924 to ‘provide a new kind of co-operation and competition among the girls, especially in sport.’ There were four houses, three of which were named after early principals: Anderson, Bromby and Lascelles. There was also School House, initially for boarders only. The colours chosen for the Houses were cherry red for Anderson, royal blue for Bromby, gold for Lascelles, and pale blue for School.

Sometime after the publication of The Ruytonian in April 1928, School House was renamed Daniell House, and opened to include day students. The account published by the newly formed Daniell House in The Ruytonian December 1928 reads, ‘we are rather bashful in presenting this account of our doings, for we are conscious of our newness. Our House has now the honour of being known as Daniell House.’

Four of the original eight form emblems were adopted by the new Houses, while the others were discarded. According to former teacher and author of the centenary history of Ruyton, Majorie Theobald, the House system ‘gave a new focus for all competitive sport, which had previously been organised on a rather inequitable basis.’

ANDERSON

Named after Charlotte Anderson, Ruyton’s founder and first principal (1878-1888)

Mrs Charlotte Anderson was a widow with six children when she opened Ruyton as a modest enterprise in the parlour of her rented home in Bulleen Road, Kew, now High Street South. Principal from 1878-1888, her four daughters, two sons and nieces were Ruyton’s first students. When another girl, Maud King joined them, the boys were moved on to other schools and arrangements began to shape themselves into something official; Mrs Anderson’s Classes – A School for Girls. Charlotte’s social connections saw the School prosper and by 1880 she had 21 students, enough to warrant advertisements in The Argus. In 1888, at the age of 50, she sold Ruyton to her friend Eliza Bromby.

BROMBY

Named after Eliza Bromby, Ruyton’s second principal (1888-1910)

Miss Eliza Bromby was a daughter of Dr John Bromby and taught at Melbourne Grammar School where her father was Headmaster. She was one of the first matriculants from the University of Melbourne and became a leading figure in girls’ education in Victoria. A founding teacher at Presbyterian Ladies College, Eliza Bromby took over Ruyton from Charlotte Anderson with her friends Mrs Louise Gubbins, Miss Lilian Irving and Miss Emilie Lascelles. At Ruyton, Eliza Bromby taught Scripture, English, Ancient History, Latin and French. Enrolments grew to nearly 100 students and ten staff during this time.

Colour: Red Motto: To Strive, To Seek, To Find and Not To Yield

LASCELLES

Named after Ruyton’s fifth principal (1900-1910, 1913)

Miss Emilie Lascelles was initially the matron and housekeeper at Ruyton. She then became business partner with Miss Bromby in 1900. After retiring in 1910, in 1913 Emilie Lascelles showed true grit herself and saved Ruyton. Miss Florence Hooper, the sixth principal closed Ruyton in May 1913. Former staff member Hilda Daniell was teaching in England and agreed to return to Ruyton to take charge of the School. Ruyton was reregistered in June and Emilie Lascelles kindly took on the role of Acting Principal until Hilda Daniell could return.

Colour: White

Motto: Non Sine Pulvere Palma [No Success Without Toil]

Colour: Dark Blue Motto: Floret Qui Laboret [He Prospers who Labours]

DANIELL

Named after Hilda Daniell, Ruyton’s longest serving principal (1913-1952).

Hilda Daniell was also an Old Ruytonian and teacher at the School.

Miss Hilda Daniell was Principal from 1913 to 1952 and was awarded an Order of the British Empire for her contribution to educational leadership. Hilda Daniell was born the year Ruyton was founded in 1878 and attended Ruyton, matriculating in 1885. Teaching at the School before leaving for England, and then returning as principal, she lead Ruyton through two world wars, the Great Depression, the Great Influenza epidemic and a fire in Henty House. She moved the School to its current address at 12 Selbourne Road in 1920 and is remembered as a gifted public speaker, caring educator and strong leader. She was known by her students as ‘Dream’.

Colour: Light Blue

Motto: A Ma Puissance [To the Utmost of My Power]

DREAM NOW PROJECT AND CAMPAIGN UPDATE

The tall crane has disappeared from the Ruyton skyline as work rapidly progresses on our new Auditorium, Performing Arts and Library Precinct.

The roof exterior of the facility is now complete while inside, timber veneer clouds and panels are being fitted on ceilings and walls to enhance the acoustics in the auditorium. In the Library, linings are being installed and plastering has finished on the lower ground floor. The installation of cladding on the Selbourne Road façade is really bringing the vision of the building to life, meanwhile at historic Derham House, leadlight decorative windows have been installed, and preparations for external painting are underway.

This purpose-built facility will be the new home for the Spirit of Ruyton. It will be the heart of our school where we will gather as a community to celebrate achievement and endeavour, to learn, to experiment and to provide support for each other. Connection is one of the strongest defining attributes of the Ruyton community; our size means we know each other. This sense of connection will remain in the new auditorium and surrounding spaces and it is certainly exciting to see long-term plans and a vision come to reality.

By the end of this year the precinct will be ready for use and this is in no small part thanks to the generosity of our community through the Dream Now campaign. The support from members of the Ruyton community towards this state-of-the-art building has been incredible and continues a strong legacy of philanthropic support for our school. We are proud that over $3.2 million has been pledged and donated so far and sincerely thank our donors who are recognised on the following pages for supporting this effort.

This amazing new facility will help to ensure Ruyton remains a viable, sustainable and highly desirable option for girls’ education for our community, today, tomorrow, and decades into the future when our current students will re-enter the gates of Ruyton as proud parents.

There is still time to Take Your Seat in the main auditorium and contribute to the Dream Now campaign.

GIVING TO SUSTAIN THE SPIRIT OF RUYTON

Heather and John King’s connection to Ruyton began almost 40 years ago when they were looking for a school for their youngest daughter, Caroline. The fact Ruyton was close to their Kew home and many of Heather’s friends with daughters spoke fondly of their experience at the School, made their decision easy.

When Caroline started at Ruyton in Year 5, Heather says their family became ‘part of a close-knit community where everyone was known.’ It wasn’t long before Caroline was taking part in sporting competitions, camps and making the most of the academic and co-curricular opportunities on offer, eventually becoming the 1993 School Co-Captain. Heather believes, ‘anything you want to do can be achieved at Ruyton; the size of the School allows all girls to be able to follow their interests across the spectrum of subjects.’

With Caroline and her two siblings choosing to send their daughters to Ruyton in recent years, Heather is now experiencing the School as a grandparent. Her eldest granddaughter Emma completed Year 12 in 2019 while Peggy, Martha and Alice are currently in the Senior School and youngest granddaughter, Georgina will start at Ruyton in Year 5 in two years’ time. Heather appreciates ‘the inclusive and supportive learning environment’ and the connections her granddaughters have made with girls across different year levels through the buddy system.

Being a strong believer in girls’ education, Heather is happy to support the new Performing Arts Centre and Library redevelopment through the Dream Now campaign. ‘Giving is a reflection of my gratitude to Ruyton for the wonderful education and life experiences given to the female members of my family. It’s also great to see the School moving forward and embracing the future.’

In recognition of Heather’s generous philanthropic support, the study studio on the ground floor of the new Library will bear the King family’s name. Heather believes the new facility is an essential part of the School, saying ‘a new library with new study spaces is integral to learning. The extra classrooms and rehearsal rooms are also necessary for learning today. This new building will foster the Spirit of Ruyton and become the new heart of the School, not only enriching School productions, but also community spirit. It’s critical to have a place to inspire the girls and celebrate their achievements.’

Kate Higgins Foundation and Alumnae Relations Manager

LEAVING A LEGACY FOR RUYTON’S

FUTURE

Before Susie Sutherland and her husband Rob moved to the Bellarine Peninsula, they lived in Hawthorn with their daughters Sammy and Sarah and ‘enjoyed nine wonderful years at Ruyton.’ They were drawn to the School for the way it ‘fostered a more personalised learning environment but also enabled our daughters to actively participate in a diverse range of co-curricular activities, from drama and running club to music lessons, all within a close-knit environment.’ They also appreciated ‘the regular opportunities for students to speak in assembly and the abundance of leadership roles underscoring Ruyton’s commitment to nurturing well-rounded individuals.’

Susie recalls spending a lot of time at the School, and describes volunteering with the Parents of Ruyton (POR) as a very special time in her life. ‘I would enter through the [Junior School] gate and often leave by the [Coleridge Street exit] - the students from Prep to Year 12 were always smiling, as were the staff and gardeners. I would notice the buildings and realise that considerable private donations have been given to Ruyton to build the amazing facilities our girls enjoyed and benefited from. I realised our school fees only covered the education itself, and that schools require fundraising efforts for added building maintenance, expansion, growth and facilities such as the Ruyton Aquatic Centre and the new Royce Theatre.’

Susie and Rob recognised that ‘our girls grew and developed thanks to the generosity of previous donations and bequests. For students to continue to maximise their future education, we wanted to leave a bequest so they too would benefit in the future.’ They believe that leaving ‘a bequest to Ruyton is more than just a personal decision; it’s an opportunity to leave a legacy that ensures future generations of girls can benefit from the same exceptional educational experience that has shaped our community. Every generation has profited from the kindness of past bequests, donations, and the ongoing support of the Ruyton community throughout its history.’

Bequests can be of any size, no matter how small. ‘By including Ruyton in your will, you are investing in the continuity of a school that prides itself on providing a grounded, well-balanced education. Your contribution will help sustain Ruyton’s mission well into the future, empowering young women to excel academically, socially, and personally. Together, we can ensure that the values and traditions of Ruyton endure for generations to come.’

Susie also enjoys attending the Moreton Bay Fig Bequest Society annual luncheon. ‘Staying engaged in this way helps me maintain connections with the School and the friendships I have cultivated with fellow members along the journey. May the Spirit of Ruyton live on for generations to come.

Recte et Fideliter!’

Kate Higgins Foundation and Alumnae Relations Manager

If you are considering leaving a bequest to Ruyton Girls’ School, please contact Kate Higgins, Foundation and Alumnae Relations Manager confidentially on (03) 9819 2422 or email foundation@ruyton.vic.edu.au.

OUR 2023 DONORS THANK YOU TO

Mr S & Mrs K Agarwal

Mr L Anderson & Dr E Brennan

Mrs M & Mr I Anezakis

Mrs K & Prof C Baker

Mr S Baker & Ms A Watson

Mr D & Mrs E Beggs

Ms C Bennet & Mr W Kenafacke

Ms G Berry & Mr T Simpson

Mrs N & Mr D Bidmead

Mr C Braithwaite & Ms F Marsden

Ms C Brodribb

Mrs C & Mr M Browne

Mrs A & Mr M Caplan

Mrs M & Mr R Carpenter

Mrs J & Mr C Chapman

Mrs J Chen & Mr C Gan

Mr T & Mrs L Chen

Mrs H & Mr S Cheng

Dr D Chiang & Dr E Tan

Mr B Cleeve

Ms A Condon & Mr M Cunnington

Mr M & Mrs K Considine

Mr D & Mrs O Constantinou

Mrs F Crosby

Mr H Curry & Dr T Fancourt

Mr R & Mrs W Dalziel

Mrs H & Mr A Danks

Ms K de Bruyn & Mr J O'Loughlin

Dr A Dean & Mr J Reimers

Mr D & Dr M Dellaportas

Ms X Deng & Mr J Xie

Mrs M Dixon

Ms S Dougall

Ms L Douglas & Mr T Guglielmo

Mr J & Mrs R Downer

Ms A Dundas & Mr S Pole

Mr P Ekers

Mr M & Mrs J Elford

Dr R Elwyn

Mrs K & Mr S Fallscheer

Mr Y Fan

Mr J Fang & Ms N Zheng

Mr Q Fu & Ms L Zhang

Mrs C & Mr C Furey

Ms A Fyfe & Mr L Dow

Mrs M & Mr D Gallace

Mr R Gannon & Mrs A Helps

Ms T Giannarelli

Mr J & Mrs H Gillam

Mr A & Mrs G Gillon

Mr M & Mrs M Gray

Ms F Griffiths

Ms F Griffiths & Mr A Osmond

Mr A Grollo

Ms Q Gu & Mr Y Lu

Mr X Han & Mrs J Yang

Mrs A & Mr M Hansen

Ms P Harris

Mr J Hart & Mrs D Nassiokas

Mrs S & Mr D Hartin

Mrs R & Mr T Hibbs

Dr C Higgins & Mr N Williamson

Ms M & Mr A Higgins

Ms C Hill

Ms J Hill

Dr L & Mrs J Holden

Ms L Hoo & Mr T Hu

Mr T Huynh &

Ms C Nguyen

Mr R & Mrs T Iervasi

Ms H Irwin-Childs

Ms S Jayaswal & Mr R Cooper

Ms T Jiang & Mr Y Wei

Mr P & Mrs R Kanat

Mrs L & Mr T Keily

Mrs M Keppell

Ms D & Mr J Khouri

Dr C King & Mr D Batt

Mrs H & Dr J King

Mrs S & Mr L Lachal

Mrs A Phung-Lan & Mr S Lan

Mr S Lardner &

Ms K Streckfuss

Mrs C Leach

Ms A Lean & Mr G Moore

Mr X Li & Ms X Qian

Mr X Li & Ms Y Zhu

Ms Q Lin & Mr Z Chen

Mr S & Dr K Lipchin

Mrs N Liu & Mr C Han

Mr M Lo & Ms S Chan

Mrs S Lu-Shirzad & Dr S Shirzad

Ms X Ma & Mr H Zhang

Ms J Macdonald

Ms M Macri & Mr I Mincu

Dr D & Mrs A Mandrawa

Mr D McCall & Mrs C Hill

Mrs V McLaughlan

Mr D & Mrs S McLeish

The Hon. Justice C McMillan

Moreton Bay Fig Bequest Society members

The following members of the Ruyton community have advised the School of their intention to include Ruyton in their wills, thereby joining the Moreton Bay Fig Bequest Society. This list is cumulative.

Mrs S a’Beckett

Mrs B Anderson

Mrs M Ashton

Miss H Daniell OBE*

Ms S Dean

Ms L Douglas

Ms F Griffiths

Ms G Hills

Mrs R Kanat

Mr W Lapcik*

Mrs F Marles AM

Miss M McRae*

Mrs M Smith OAM

Ms M St Clair Crampton*

Mrs S Sutherland

Dr R Mehra & Mrs C Wang

Mr X Meng & Ms Y Song

Ms E Milne

Mrs M Mostafa &

Mr A Elnakeeb

Mrs J & Mr R Murrell

Ms K & Mr C Murtagh

Mrs M Myers

Mr P & Mrs N Nelson

Mrs A & Mr R Ng

Dr H Nguyen & Ms C Tran

Mrs B & Mr D Odman

Old Ruytonians' Association (ORA)

Ms Q Pan & Mr J Yang

Parents of Ruyton (POR)

Dr L Pei & Mr G Guo

Mr M & Mrs B Power

Mr C & Dr M Price

Ms P Quah & Mr D Hang Questers

Mrs E Ramsden

Mrs K Reeve

Mr J Rosenthal &

Dr A Pellicano

Mr T Rowler & Ms L Terracall

Mr A & Mrs K Sachdev

Ms Saltsidis & Mr P Kokovas

Ms C Samuel

Ms Y Shan

Ms L Shen & Mr N Cheng

Mrs Q Shu & Mr Q Yang

Mr T Simpson & Ms G Berry

Mrs C Stone & Mr A Stone

Ms K Taylor

Miss J Teasdale

Ms N Verity*

* = Deceased

Mr V Swaminathan & Dr P Ravi

Mrs T & Mr D Talbot

Ms Y Tang & Dr C Chan

Mr J Tickner & Ms R Metz

Mrs G & Mr D Timm

Trinity Grammar School

Mr M & Mrs F Verrocchi

Mr T & Mrs F Wagner

Mrs V & Mr D Waldron

Ms P Walker & Mr M Tamvakologos

Dr X Wang & Dr X Sun

Ms L Wang & Mr G Wan

Mrs S Wang & Mr D Gu

Ms K Watt & Mr N Reilly

Mrs C White & Mr D Vogelpoel

Ms J Williams & Mr A Roach

Miss L Wills

Mrs A & Mr A Wong

Mrs C Wong & Mr I Raspin

Mrs K & Rev M Woolrich

Dr A Wray & Prof C Williams

Mrs D Xu

Mr T Xu & Ms X Wang

Ms Y Yang & Mr Z Guo

Miss K Yang

Ms Q Yu & Mr Y Lu

Mr T & Ms L Yu

Ms E Yuan & Mr J Lee

Ms H Yuan & Mr Y Liu

Mr W Zang & Ms M Zhang

Mrs I & Mr A Zaparas

Mrs N Zhou & Mr K Shu

Mr Y Zhou & Ms M Wang

This report lists donors to Ruyton Girls’ School from 1 January 2023 to 31 December 2023. Every effort has been made to ensure accuracy. If an error has occurred, please accept our apologies and contact the Community Relations Office on (03) 9819 2422 or foundation@ruyton.vic.edu.au so we can amend our records.

ORA PRESIDENT’S REPORT

What a fantastic year it was for the Old Ruytonians’ Association in 2023. In the second half of 2023, we held the following reunions and events:

1 Year Reunion for the Class of 2022

40 Year Reunion for the Class of 1983

ORA Grand Reunion

ORA Golf Day

ORA Geelong Lunch

New York Reunion

It was special to be able to welcome the Class of 2022 to the Old Ruytonians’ Association and see many of this cohort attend their first Ruyton reunion. The ORA Golf Day at Kew Golf Club was a success once again and we sincerely thank Janet Jacobsen (Norman, 1976) for organising the event. The ORA golf community was indeed saddened to hear of the passing of Sue Thomas (Oakley, 1967) who had been the main organiser of our golf day for 15 years until 2022. The Geelong Lunch was a lovely occasion and we hope to hold more events for old girls interstate and in regional Victoria this year.

ora golF update

In March, Belinda Holt (1981), Sally Ludlow (Horan, 1968), Jill Webb (Daniels, 1966) and Arna Andrews (Wright, 1979) represented Ruyton at the 95th annual Women’s Inter-school Golf Challenge Cup held at The Yarra Yarra Golf Club. While the team did not win any prizes, they had a wonderful time and caught up with many old friends from School days, all while raising funds for the McAuley Community Services for Women.

The ORA is excited to announce that it will be offering fellowships to former students commencing in 2025. These fellowships will be used to support endeavours which in some capacity, contribute to the local, global or School community through work, charitable activities or study.

We are also delighted to support the School in the renaming of Derham House to Durham House in honour of much-loved Old Ruytonian, Judith Durham AO and hope that it will continue to inspire and bring music to the Ruyton community.

Thank you to all alumnae who completed our survey towards the end of last year. The results will help shape future ORA activities and clubs. It was great to hear positive feedback about the reunions we’ve held and we’ll certainly consider subsidising the cost of these events going forward. Please make sure we have your correct email address so we can keep you updated with ORA news and event details.

The ORA Committee warmly welcomes new ideas and members so if you are interested in joining us, please contact ora@ruyton.vic.edu.au for further information.

We congratulate and welcome the Class of 2023 to the ORA and wish the Class of 2024 all the best for their final year at Ruyton.

Belinda Anderson (McLeod, 1973) ORA President

JUDY PATON (EAGLE, 1950)

Judy Paton and her family have a wide association with Ruyton Girls’ School. Her Aunt Isla Clegg attended Ruyton (finishing circa 1925), her sister Eunice (1945) and then Judy (1950). Their respective daughters attended in the 1960s and 1970s.

Judy began at Ruyton when she was six years old and Hilda Daniell was principal. ‘I loved Ruyton and Ms Daniell, she was a wonderful person.’ Judy remembers when boarding at the School, there ‘ was a roster and we would take turns preparing Ms Daniell’s evening tray. I used to love to do that and when it was my turn, I would find a rose in the garden and put it on her tray. I was quite aweinspired as I was a shy child.’

It was at Ruyton that Judy discovered her love for art. ‘Mrs McCubbin was our art teacher, the daughterin-law of Fredrick McCubbin,’ the famous Australian landscape painter. ‘She was the loveliest woman and very passionate about art; she inspired me and encouraged me to continue.’

Judy finished at Ruyton after completing Leaving (the contemporary version of Year 11) as she ‘couldn’t wait to go to art school.’ She presented a body of her work to Sir William Dargie who selected students to attend the National Gallery Art School, then housed at the State Library of Victoria. Dargie is well-known for winning the prestigious Archibald Prize eight times from 1941, was commissioned to paint Queen Elizabeth II and knighted for his contribution to art. Judy would later be short-listed herself for the Archibald in 1958.

At the National Gallery Art School, Judy was taught by many tutors including William Dargie. ‘The School was fascinating, some of our well-known Australian impressionists (a group also known as the Heidelberg School) went there. The first studio was Dargie’s, where he worked on his commissions between tutoring students.’ Judy was taught in stages beginning with charcoal and tone, then onto colour, still life, figure painting and finally portraits. Portraits would go on to define Judy’s career. ‘In this time I began to realise my forte was portraits. I felt I could capture somebody… which is why I had the temerity to agree to do Ms Daniell’s portrait though I was still a student.’

After two years studying in Melbourne, Judy won a major art prize and was accepted into the highly regarded Académie Julian in Paris. At the age of 19 she travelled for five weeks by boat to France. ‘I had a fascinating walk to the Académie every day through the Parc Monceaux and down intriguing little streets. I fell in love with this beautiful, old city.’ Judy remembers wandering for miles around Paris with her easel. Some of the streets could be dangerous for a young woman but Judy remembers ‘if you had an easel, it was like having carte blanche in Paris. You were respected if you were an artist — and you were likely poor so didn’t attract unwanted attention. I found I could walk anywhere. I amassed hundreds of paintings which I eventually exhibited in Australia.’

After studying at the Académie and travelling to Cambridge to stay with family, Judy returned to Australia. Once home, she sold paintings on commission and held exhibitions in Collins Street and at the Victorian Artists Society. One of Judy’s most interesting commissioned works was of Lieutenant Colonel Vivian Bullwinkel, the sole survivor of the infamous Banka Island massacre during the Second World War. With a career spanning decades, Judy’s paintings are sprinkled across galleries and homes throughout Australia today.

Together with her husband James, Judy raised two daughters Karen and Yvonne who attended Ruyton for their early schooling. She lived near fellow Old Ruytonian Jane Teasdale (1957) and they have remained close ever since. Jane is proud of a portrait Judy painted of her father Sir John Teasdale, which is now part of the art collection at the National Library of Australia.

Nowadays Judy enjoys singing and music. She was part of the St. Paul’s choir in La Trobe Terrace Geelong for over 30 years. She enjoys catching up with her Ruyton friends Margaret Norton (Gamble, 1949) and Jane and cooking delicious recipes she remembers from all those years ago in Paris.

Marina Altson (2015)

Community Relations Assistant

In 1952, Judy Paton was asked to paint a portrait of Ruyton’s longest serving Principal Hilda Daniell (1913-1952). Unveiled at Miss Daniell’s retirement garden party, the portrait now proudly hangs in the Conference Room at Henty House and is a prized possession of the Ruyton art collection. 1952 ‘No title’, The Herald (Melbourne, Vic: 1861-1954), 8 November, p.11, viewed 02 May 2024, nla.gov.au/nla.news-article245292916

FELICITY SINFIELD (1997)

Felicity Sinfield has always been a mover and shaker; someone inspired to be part of the action, to invigorate change, to be collaborative and, given the opportunity, to lead.

Felicity began at Ruyton in 1985 and remembers being an ‘active member of the Ruyton community in my 13 years at School.’ She participated in all the co-curricular activities on offer, but particularly the sporting life of the School through hockey, basketball, skiing and rowing teams. Upon reflection, Felicity believes she was ‘probably inspired by [her] parents’, as her father Bruce Bell was an active member of the School Board and was integral in establishing the rowing club at Ruyton. Felicity remembers too when her mother, Sue Bell (Bennett, 1963), an Old Ruytonian herself, ‘ ran the tuck shop for a few terms when Mrs Rosman took long service leave!’

Upon leaving Ruyton, Felicity studied commerce, but it was a bet among friends which would define the next 24 years of her career. ‘To be honest, I accidentally became a police officer – it was a challenge among friends to see who could get the furthest in the application process.’ Suddenly, Felicity found herself in the final interview being offered a place in the Police Academy and thought ‘it sounded like a great adventure.’ Over two decades later, Felicity thanks her unconventional introduction to the world of policing, acknowledging her initial hunch was correct. ‘I’ve had a great adventure in my career with Victoria Police, I am still having great fun every day.’

Alongside her career, Felicity’s passion for community involvement only grew. In 2016, ‘upon seeing the destruction of some beautiful homes in Kew’ and wishing to make a difference in urban planning practices, Felicity aspired to run for local government. In 2016, Felicity was elected to represent Cotham Ward in Boroondara Council and became Councillor Sinfield. With her experience, Felicity also became Chair of the Community Safety Advisory Committee where she established the City of Boroondara Emergency Services Family Fun Day and emphasised the importance of strong relationships with local emergency services. Felicity believes each section of government holds its own weight and ‘there is a big role we can play as a council in advocating for better outcomes locally.’

Felicity was elected as Mayor of the City of Boroondara for 2022-2023. As Mayor, Felicity oversaw vast infrastructure development and refurbishments angled toward the health, safety and engagement of the community. She focused on the feedback of residents, knowing the voice of the community should always steer the direction of change. During her term, the City of Boroondara was recognised as the number one most liveable municipality in Victoria in the Australian Liveability Census. Felicity noted ‘this is an achievement in partnership with our community – Boroondara has a thriving local economy, beautiful homes, parks and gardens, great schools, sports clubs and community groups and walkable neighbourhoods.’

Today, Felicity continues to aid her community as Deputy Mayor of Boroondara and Wellbeing Services Acting Inspector for Victoria Police. She enjoys running after her three children Harry, Oliver and Charlotte and being involved in their sport and school communities. Next year Charlotte (pictured) will be the third generation in her family to attend Ruyton Girls’ School. Felicity will experience the surreal, full circle moment of waving her daughter through the gates she once walked, to the classrooms she once learned and through the journey of finding your passions. ‘My education at Ruyton certainly taught me to be a confident person, and really made me believe that I could be whatever I wanted to be.’

Marina Altson (2015) Community Relations Assistant

TOMKINSON (2015) ELLEN

With dreams to pursue a career in science and travel the world, Ellen Tomkinson enrolled in a Bachelor of Science and a Diploma of Languages at the University of Melbourne after leaving School. Seeing an opportunity in her second year to study abroad for a semester in Montreal, Canada, Ellen jumped at the chance to utilise her French language skills and experience living in a different country. ‘Undertaking a university exchange was a wonderful experience - I took every opportunity and made the most of my time there. I believe this time on my own shaped my development and spurred an interest in overseas study and work.’

After completing her undergraduate degree, it was an adventure through the Australian outback which incidentally inspired her next move. ‘I took two years off from study and spent some time travelling through South and Central Australia. The issues that regional and remote communities face in terms of access to healthcare and information were exacerbated by the pandemic and were quite shocking to see first-hand. Upon returning home I enrolled in the Master of Public Health to learn more about different perspectives and potential solutions to such issues facing Australians.’

While studying, Ellen volunteered for the Community Health Advancement and Student Engagement (CHASE) as an Education Mentor, helping to improve health literacy among disadvantaged young Victorians. Allowing Ellen to get hands-on experience in the field and ‘practice some of the theory I had been taught at university,’ she took on the role of Study Coordinator at the Victorian Hand Surgery Associates and managed two consecutive research papers in her final year. This impressive position provided her with ‘invaluable insights into the intricacies of medical research and project management.’

Today Ellen is living in New York interning for the United Nation’s Department of Safety and Security (UNDSS), a sector committed to the safe conduct of the important UN programs, aid and missions worldwide.

‘Working in New York has been a delight. My office has a wonderful view of Long Island and I pass through Times Square on the bus everyday.’ Ellen’s duties involve ‘attending the Secretariat during the week and exploring security and global safety topics surrounding artificial intelligence, climate change and energy innovation technologies.’

The UN offers its staff abundant opportunities to expand their knowledge and interests across various fields, and to date Ellen has ‘joined conferences with experts from Google and the World Economic Forum and watched panel discussions held by UN Women.’ Though exploring new issues in her workplace, Ellen draws upon her skills learned in medical research ‘such as the ability to gather, interpret and present complex information.’ She even has the opportunity to utilise her French language skills ‘most of our emails, signages and notices are printed in English and French. It is quite interesting and refreshing to walk through the office and hear all sorts of languages spoken.’

Ellen intends to continue enjoying all the opportunities New York has to offer while finishing her internship. She will return to Australia with renewed interest in current affairs and global matters, something she intends to bring into her future career in public health.

Reflecting on her time at Ruyton, Ellen believes ‘the School’s commitment to academic excellence instilled in me a strong work ethic and a passion for continuous learning.’ It is these values which have guided the courageous steps to explore her interests and pursue opportunities around the globe. ‘Ruyton instilled values of integrity, resilience, and a commitment to making meaningful contributions, which continue to guide my journey beyond the School gates.’

Marina Altson (2015) Community Relations Assistant

OLD RUYTONIANS AT WORK

Rosie Purdue (2003)

What drove you to founding Hatched House?

Last year, I fulfilled a long-held dream by renovating and opening Hatched House - a women’s health clinic in Hawthorn. Having been a physiotherapist for over 13 years, specialising in women's health, I also hold postgraduate qualifications in pelvic floor, continence as well as sports medicine. Already dedicated to women’s heath, well before starting our own family, the decision to establish Hatched House also stems from personal experiences. Following the birth of our first baby, I had a difficult postnatal period and had to advocate for myself and coordinate my healthcare. Supported by loved ones, I felt the gaps in mental health support, specialised services, and team care. The realisation deepened during our IVF journey. Hatched House was born from the desire to offer the support and quality care I wished I had during those moments.

What are some lessons you have learnt while beginning your first business? What advice would you give young women hoping to pursue entrepreneurial pursuits?

As a business owner, you need to initially be involved in every aspect of the business; from finance, marketing, management and staffing to clinical care. You need to be emotionally supported and connected with friends and family, because you will work long and hard hours. Finally, you need to be able to recognise your strengths and limitations, so that you can be efficient with your time.

What do you remember most from your time at Ruyton? Were there any important lessons that you have carried with you?

Two things stand out about my time at Ruyton. Firstly, I finished school two decades ago and I am still close friends with many women I went to School with. This speaks volumes about the strength of these friendships and connections. I have two brilliant Old Ruytonians who are integral parts of the Hatched House team; our dietitian Sophie Scarff (Robson, 2003) and our midwife Millie Flegeltaub (Hodgson, 2005). Secondly, as an adult, I gained a profound understanding of the privilege we enjoyed in receiving advantages and opportunities. This awareness has empowered me to recognise my capacity for a positive social impact.

Alexandra Collier (1997)

— Inconceivable

Alexandra (Ally) Collier (1987) published her book Inconceivable last year. Inconceivable is a memoir of the trails, triumphs and untold truths of solo motherhood. Ally was part of a panel discussion The Healing Power of Writing at the 2024 Sorrento Writers Festival and shared her journey from heartbreak, dating in her late 30s and conceiving a baby with donor sperm. Heralded by The Australian, Ally was praised for her work being ‘inspiring, challenging and often very funny, Inconceivable is an important read about one woman’s choice to become a parent.’

linkedin

Ruyton has recently updated its LinkedIn page to include a networking space for alumnae, providing an official place of education in your profile. To be part of the Ruyton A page, simply update the ‘Education’ section of your LinkedIn profile and select Ruyton Girls’ School with the School logo.

THE CLASS OF 1981 TAKE ON TASSIE

Friendships are at the heart of many old School memories, particularly those that make us smile. After all, school, study, work, love and family demands can make maintaining contact challenging, and many friends go their separate ways. Not so for a group of nine Old Ruytonians from the Class of 1981.

Having sustained our connection over the last 50+ years, we chose to mark our milestone birthdays in 2023 with a walking and camping adventure trip to the wilds of Tasmania with the Tasmanian Walking Company. Exploring some of the world’s highest sea cliffs, our journey took us to the edge of the world, where the breathtaking scenery made the gruelling walks truly worthwhile.

There was much to reminisce over on the trip, particularly of School camps. In the 1970s these were simple affairs compared with those on offer to students today. You could attend two days at Balnarring Beach, a farm-stay near Hamilton and a choice of Wilsons Promontory or Mount Buller skiing in 4th Form (Year 10). Accommodation was usually very basic, and food unremarkable. Nonetheless, we remembered these experiences with fondness and smiles.

Some things haven’t changed. Despite some tough walking, there was endless chatter, plenty of laughter and endless curiosity about each other’s lives and experiences.

Already there is talk of what we might do to celebrate our birthdays in another decade.

Jennie Hill (1981)

From left, Kate Beckworth (Coppock), Julia Whittaker (Mitchell), Jane Fletcher, Belinda Holt, Liz Martin (Fowler), Jennie Hill, Vicki Colliver (Sallmann), Melissa Kingdon (Whitehead), Jackie McWilliam.

From left, Julia Whittaker (Mitchell), Jane Fletcher, Jennie Hill, Liz Martin (Fowler), Belinda Holt, Kate Beckworth (Coppock), Vicki Colliver (Sallmann), Melissa Kingdon (Whitehead), Jackie McWilliam.

Cape Hauy

VALE

Deaths of Old Ruytonians or former staff members of which Ruyton is aware are listed here. Obituaries for the name(s) in italics below appear after the listing.

BENDIX, Anne Sara (Capper, 1942)

Born 28.7.1926; RGS 1940-1942; Died 1.9.2019

Anne’s daughters Vivienne Ryan (Bendix, 1979) and Fenella Smith (Bendix, 1981) attended Ruyton.

STRUGNELL, Erica (past staff)

Born 6.4.1948; RGS 1971-1988; Died 16.12.2022

THOMAS, Susan (Sue) Dianne (Oakley, 1967)

Born 3.5.1949; RGS 1956-1967; Died 21.1.2024

Sue’s daughters Lucinda Paccagnan (Thomas, 1996) and Rebecca Reed (Thomas, 1996) attended Ruyton.

SuSan dianne thoMaS (oakleY, 1967)

Born 3 May 1949; RGS 1956-1967; Died 21 January 2024

Susan (Sue) Thomas (Oakley, 1967) sadly passed away after a short battle with cancer in January 2024.

Sue started her school life at Ruyton at the young age of four years at Little Ruyton. She continued her schooling right through to the age of 18 years and was Bromby House Captain. Sue made many life-long friends during her time at Ruyton who she continued to catch up with on a regular basis.

Sue always had a passion for Ruyton and when returning to Melbourne after living interstate and overseas for 20 years she sent her twin daughters Lucinda Paccagnan (Thomas, 1996) and Rebecca Reed (Thomas, 1996) to Ruyton. Sue then became an active member of the Old Ruytonians’ Association, which followed with her involvement in the Old Ruytonians’ Golf Day, and the Women’s Interschool Challenge Cup. Running since 1929, the Challenge Cup unites past female students of Victorian independent schools in a round-robin golf competition. Sue spent a number of years on the organising committee for this event as secretary, helping to enhance women’s golf and raise valuable funds for women’s community services while representing Ruyton.

Sue will be dearly missed by her husband of 54 years Brian, her five children Marcus, Matthew, Duncan, Lucinda and Rebecca, and her seven grandchildren Chloe, Hannah, Harry, Nick, Georgia, Ben and Sophie.

Written by Sue’s daughters, Lucinda Paccagnan and Rebecca Reed

ruYton alSo wiSheS to acknowledge the deathS oF valued coMMunitY MeMberS:

CRISAFI, Sam (past parent)

LOADS, William (past parent)

If you have any updates of Old Ruytonians’ deaths, or wish to send an obituary to the School, please contact the Foundation and Alumnae Relations Manager, Kate Higgins by email at higginsk@ ruyton.vic.edu.au or (03) 9819 2422

anne Sara bendix (capper, 1942)

Born 28 July 1926; RGS 1940-1942; Died September 2019

Anne Sara Capper was everything that epitomised a woman raised at Ruyton Girls’ (Boarding) School in the 1940s. Engaged, intelligent of opinion, measured in response, resilient, disciplined, compassionate, all alongside tremendous handwriting!

Born in July 1926 and arriving to Australia by sea in 1940 from England; Anne, along with her mother and brother Brian, was on one of the ships in the convoy that managed to dodge the war torpedoes and make it to its destination safely.

Anne thoroughly enjoyed her boarding school years at Ruyton, singing its praises in early letters ‘home’expressing her joy at the good food, smart uniform, interesting outings and the fact she could end her school day at 3.45pm.

In 1960 she married Helge, a newly arrived immigrant from Denmark. They subsequently raised three children in Melbourne, with daughters Vivienne Ryan (Bendix, 1979) and Fenella Smith (Bendix, 1981) also attending Ruyton like their mother had before them. After raising their family, Anne and Helge retired to Fiji where they remained for the rest of their lives.

Helge and Anne loved dinner parties, deep sea fishing and the occasional trip abroad or to Australia. Continuing to live independently after Helge passed away some years earlier, she spent her final years quietly in Pacific Harbour – cooking and caring for herself with the help of a maid, reading, gardening and enjoying the visits of her family. She loved a local beer and always enjoyed a curry when out with friends or family – she had more energy than most well into her 90s! Picking up the mail daily from the post office and reading the Ruyton Reporter when it finally made it through, was always welcomed, Anne noting the hatches, matches and dispatches’ with great interest and lamenting the slow loss of members of her alumnae as the years went by.

Anne Sara Bendix was a fantastic role model to all who knew her and passed away peacefully and without great illness in September 2019 at 94 years of age.

Written by Anne’s daughter, Fenella Smith

REUNIONS

CLASS OF 2014 – 10 YEAR REUNION

In March this year, almost half the Class of 2014 reunited to celebrate ten years since leaving Ruyton. Prior to the reunion at the Auburn Hotel, many girls enjoyed meeting at the School for a tour. Special thanks to Juncai Luo for travelling from Sydney especially for the occasion and to Eliza Davey for bringing the year group together.

In attendance:

Grace Burke, Penny Cai, Olivia Carey, Joanna Cookson, Eliza Davey, Ann Du, Emma Fox, Grace Fox, Nina Guo, Sarah Kanat, Caroline Lane, Kate Liesching, Juncai Luo, Amber Mao, Lucy McNicholas, Natasha Mizzi, Emily Moore, Jessica Mourney, Grace Nix, Alexandra Nolan, Julia O’Brien, Lynette Pham, Zoe Rachcoff, Lauren Sibree, Leanne Wang, Isabella Wilson, Julia Woolrich, Deanne Xu

Apologies: Emily Clifton-Bligh, Amanda Wong

CLASS OF 2022 – 1 YEAR REUNION

There were plenty of hugs and smiles all round when members of the Class of 2022 gathered for their one year reunion in November last year. It was fantastic to hear about their studies and all that they had done in a year since leaving Ruyton. They were not only pleased to see each other, but also enjoyed catching up with Principal, Linda Douglas, Deputy Principal and Head of Senior School, Lauren Perfect and Deputy Principal and Director of Learning, Cathryn Furey.

In attendance:

Mia Avram, Charlotte Ball, Phoebe Brown, Annabelle Coldwell, Charli Considine, Hannah Cunnington, Alexandra Damianos, Talaja Davidson, Yosra Elnakeeb, Zara Gazis, Talia Giannarelli, Lucy Gray, Grace Jansen, Sally Karopoulos, Paris Kleeman, Dee Dee Lambert, Emily McCall, Eliza Morrish, Tess O’Callaghan, Amelia Osmond, Ava O’Sullivan, Isabelle Ruddick, Bella Russell, Catherine Samartzis, Alyssa Sandler, Mia Tobias, Aimee Traverso, Lara Tricarico, Madeline Wagner, Minduli Weeraman, Sage Wolfenden, Dorothy Ye

Apologies: Phoebe Johnson, Zara McGillvray

CLASS OF 2004 – 20 YEAR REUNION

More than two decades of Ruyton friendship was celebrated when members of the Class of 2004 gathered for their 20 year reunion in March this year. Those who attended the tour of Ruyton prior to the reunion enjoyed seeing familiar parts of the School, areas that had changed and even had a sneak peek of the Principal’s Study thanks to Linda Douglas who provided them with an update about everything happening at 12 Selbourne Road.

In attendance:

Lucie Addison, Philippa Allan, Natasha Anderson, Catherine Aylward, Emily Bourke, Rebecca Bowen, Olivia Bramwell, Emma Butler, Penelope Cleghorn, Sophie Dean-Smith, Sarah Gordon, Harriet Gosling, Elisabeth Guy, Caroline Hoyle, Tina Hsia, Jessica Huggett, Divina Li, Masa Music, Tess Nigro, Chloe O’Sullivan, Vicki Power, Tabitha Robb, Jessica Sheehan, Kiera Sjogren, Kate Slattery

Apologies:

Elisha Kirkos, Kate Rowe, Eliza Sweeney

DATES TO REMEMBER IN 2024

october

Friday 11 October

Class of 1984, 40 Year Reunion

Monday 14 October

ORA Golf Day

Friday 8 November Class of 2023, 1 Year Reunion

Please note that these dates are subject to change Updates will be made on the following ORA social media platforms: Website – www.ruyton.vic.edu.au/our-community/ora Instagram – @oldruytoniansassociation Facebook – facebook.com/oldruytoniansassociation update Your contact detailS Online – ruyton.vic.edu.au/our-community/updatedetails/ Email – ora@ruyton.vic.edu.au