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"Fairholme: a place to find your voice, a wealth of opportunities to explore; faith to navigate and create the future"

Why Fairholme
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Fairholme College...leading the way academically for over 100 years.

The Fairholme way is focused on high academic standards, but so is the desire to see students discover and develop their own strengths, from Kindy through to Year 12.


Fairholme has a tradition of educational excellence which embraces all facets of learning: academic, sporting, and the arts. We believe a well-rounded curriculum fully nurtures each student’s physical and social development.


Our focus is very much on the education of girls; creating classrooms that suit the learning of girls; challenging stereotypical views of females’ roles in education and ultimately growing confident, independent women.

Our Successes
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Enrolment


Step into our beautiful grounds, perched on the edge of the Toowoomba escarpment and you will find that Fairholme is not an ordinary school. We welcome your visit, at any time.


Here, you can gain a greater sense of what it means to be a Fairholme girl: Burning Yet Flourishing.

Enrolment at Fairholme
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    Fairholme News

    By Sarah Richardson 27 Feb, 2024
    For Year 7 Boarder, Arabella Muenster, life at Fairholme College looks a little different to home in the middle of Australia. Located an hour’s drive north of Alice Springs is Yambah Station, home to the Muenster Family and almost 5,000 head of Shorthorn cattle. Covering 2,310 square kilometres of vast open plains right in the centre of Australia, the property is one of the southernmost homesteads in the Northern Territory. A three-hour flight plus 2.5 hours of driving is quite the trip to school, but for Arabella its now the new norm as a Boarding student. Having previously completed her schooling via Distance Education, Arabella was eager to follow in her older brother’s footsteps and head off to boarding school. ‘I was a little nervous but more excited to come to Fairholme.’ ‘I was lucky that I already knew a few girls, some that I had met at orientation before starting.’ Arabella says learning by Distance Education was very quiet compared to now sharing a holme with more than 220 girls. Although she enjoys life on the land with her family, Arabella is loving the enormous variety of opportunities that Fairholme offers and the chance to make new friends. ‘I do miss my family but so far I’ve been lucky not to be too homesick.’ ‘It’s much easier being close to school and I like having my friends nearby.’ ‘I’ve joined the Fairholme Equestrian team. It’s really fun and I always look forward to spending time with my horse.’ Just like so many of our Boarding girls, Arabella says that having her horse in Toowoomba helps her feel like she’s got a little piece of home with her. While we’re sure Arabella is looking forward to being reunited with her family on the holidays, for now she’s making the most of her new life in tartan.
    By Graeme Morris 27 Feb, 2024
    Fairholme is a place where we prioritise fostering a culture of learning not only for students but also among staff. As educators, we collectively embrace the importance of learning, recognising its significance beyond the confines of the school gates. Therefore, as a school leader, I think it is important to provide opportunities that allow a passion for learning to permeate every corner of the school environment. I firmly believe that solid professional development can ignite this passion for learning. However, I also believe that some of the best professional development for teachers can be done ‘in-house’ and delivered by the wealth of expertise we already have on staff. One of my favourite things to do is to chat with teachers about issues in education either in the staffroom or during my regular meetings. My favourite phrase is when somebody says… ‘Did you see that article on….’ The challenge with some of these conversations is that one of the teachers involved usually rushes off to class, yard duty or a meeting, and so the stimulating and thought-provoking discussion usually gets left, sometimes, to never be discussed again. It is therefore important that, as a leader, I provide opportunities for teachers to voice their ideas and opinions on educational topics and provide space for teachers to read educational research in order to grow. The research on effective professional development for teachers varies, but there are common themes between the research on good professional development and improved student outcomes. Professional development for educators should be self-directed and ongoing, allowing teachers to choose activities that enhance their own skills (AITSL,2014). Also, any PD should be long-lasting, with a collaborative approach tailored to the organisation's context, subject areas, and career stages, aligning with institutional values rather than individual, single-day PDs. (Burns, 2013). However, the most important factor is that evidence-informed research should inform all aspects of professional development within a school (Blandford, 2000; Bowe & Gore, 2017; Day & Sachs, 2005). After reflecting on the importance and necessity of strong professional development opportunities in schools, I set up Fairholme College’s first professional reading breakfasts in 2021. This group meets three times a term from 6.45 am to 8.10 am, to look at key issues in education, from school camps and differentiation to school attendance and data. The breakfasts occur at a local coffee shop, where we delve into educational topics sourced from shared articles circulated beforehand. The professional reading breakfast initiative, now a well-established practice in our school community, has proven to be a great low-key opportunity for professional growth for our staff. Gathering before the hustle and bustle of the school day begins allows teachers to stop and pause and focus solely on the readings shared. The informal setting encourages open dialogue and the sharing of diverse perspectives, enriching our understanding of pedagogy, educational theory and sometimes contentious issues in education. As we engage in discussions fuelled by the latest research and innovative practices, we deepen our individual knowledge and strengthen the collective expertise. Reflecting on its impact over the past 3 years, it's clear that this initiative helps foster a culture of continuous learning and collaboration among staff across junior, middle, and senior school teaching staff. To me, this collaborative spirit has also fostered a supportive environment where ideas and opinions flourish. The impact of our professional reading breakfasts extends far beyond the confines of our meetings. I hope teachers who attend are armed with newfound insights and strategies for their classrooms or with research-rich conversation starters to drive discussions in the staffroom, the corridors or out on yard duty. Referenc es AITSL. (2014). Global trends in professional learning and performance & development Australian Institute for Teaching and School Leadership. Blandford, S. (2000). Managing professional development in schools. London; Routledge. Bowe, J., & Gore, J. (2017). Reassembling teacher professional development: the case for Quality Teaching Rounds. Teachers and Teaching, 23(3), 352–366. Burns, M. (2013). The Future of Professional Learning. Learning & Leading with Technology, 40(8), 14–18. Day, C., & Sachs, J. (2005). International Handbook on the Continuing Professional Development of Teachers (pp. 1–320). AITSL, 2014; Blandford, 2000; Bowe & Gore; 2017; Burns, 2013; Day & Sachs, 2005.
    By Graeme Morris 27 Feb, 2024
    Q & A with Teacher of Humanities, Alice Mason Fairholme Old Girl turned Fairholme Teacher, Alice Mason, talks about coming Holme. What inspired you to become a teacher? I have always enjoyed learning and wanted to pass on that passion to students. My two aunties are also teachers and I have seen the positive impact they have made on their communities, which inspired me to pursue the same career. How does it feel to return to your alma mater as a teacher? Arriving back at Fairholme was exciting and nostalgic. It was such a nice feeling being welcomed back by so many familiar and friendly faces. My first interaction with the school in my new role was a ‘welcome holme Alice’, from a staff member. It was such a privilege to be back at a place that I looked back on so fondly. An unexpected challenge was calling my previous teachers by their first name! How has Fairholme changed? It has been nine years since I graduated, and I think Fairholme is still very much the same. The leadership team of the school is a constant, and through that stability it is evident that we are lucky because the ‘magic recipe’ hasn’t changed. There is continuity in the routines, traditions and culture which I believe is advantageous for the environment of the school. It is also superb to see Cameron is still the best house, many years on – not biased at all! What do you think sets Fairholme apart, both as a student and now as a teacher? There is a special sense of belonging you have as a Fairholme student, and I continue to feel that now as a staff member. The positive environment is evident when I’ve heard the same story multiple times from current staff members; they love working at Fairholme. There are also many of us ‘old girls’ who have returned as teachers and I believe that says a lot about the school and our experiences. As a staff member, I have also noticed the continual sharing of ideas and knowledge between teachers, which ultimately betters every girl’s experience. What are some of your favourite memories as a Fairholme student? All Schools Touch Football tournaments, lunch times sitting with friends, the camps, the sport carnivals, the fun times shared between Boarders and Day Girls and the chaos and excitement of Year 12… the list goes on! My family and I still laugh about the Parent vs Student 100m relay at the Athletics Carnival where I started the race against my surprisingly quick father; the Year 12s got the win! Are there any teachers who inspired you at school? I was so lucky to have been taught by so many amazing teachers, many of whom I get to work alongside now. Katrina Maher, Derek Cantle and Sess taught me that teaching goes beyond PowerPoint slides and homework; they always looked out for me and pushed me to be my best, for which I will be forever grateful.
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    Acknowledgement of Country


    Fairholme College proudly stands on a place of learning thousands of years old. 

     

    We pay our respects to the traditional custodians of this land, the Giabal, Jarowair and West Wakka Wakka peoples. We acknowledge their continuing connection to and care for the land, waterways, culture and community. We honour the ancestors of this land and thank them for sharing their cultures, spiritualities and ways of living.

     

    Inspired by the love of God, we recognise that reconciliation is a whole community commitment.

     

    May we always walk respectfully together.


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