Fairholme in January 2021

January 21, 2021

‘It always seems impossible until it’s done.’  Nelson Mandela

Dear Members of the Fairholme Family


Welcome to a new school year and a fresh start for all. No doubt, this newsletter comes as a relief to some that ‘normal’ life is returning, for others it is more intrusive, marking the end of holiday time or for others it heralds the reality a significant change. We do look forward with optimism towards a challenging and rewarding year of learning, despite the hovering presence of COVID-19.


I particularly welcome all new students and families who are beginning their Fairholme journey. I know that many girls have been preparing for this new chapter in their education with a shifting mixture of excitement and trepidation, as have their parents. We are excited to welcome an influx of students, an influx that means a full boarding house (with a waiting pool of students) and strong day student enrolments across the College. We are hopeful of greater face-to-face opportunities with all this year, albeit with mindfulness about health requirements and expectations, as well as the adaptability to adjust plans if and when it is necessary.


I am conscious that irrespective of whether your child is brand new to school, becoming a boarder for the first time or simply returning to school after holidays, it is important to consider that there is an emotional impact of new beginnings. Major milestones and transitions can bring exhilaration; they can also be challenging or frightening, especially for those who are completely satisfied with their current routines.


How can we best support our children in the midst of all this newness?

  • Speak positively about your child’s school and teachers
  • Help your child visualize her/his new environment
  • Allow your child to keep a transitional object nearby
  • Always say “goodbye”
  • Give it time - be gentle with yourself and allow the entire family some time to adjust. (Vien, L. 2020).


As the beginning of the school year beckons, I ask that you keep a close look at the College web site or phone app (details to follow) for start-up information, or to contact the administration office (07) 4688 4688 should you have any further queries.


Building and Maintenance

As is typical of the holiday period, significant refurbishment and upgrades to buildings and grounds have occurred in readiness for students’ return. Whilst the quality of teaching, learning and pastoral care will always be sited first in our school context, we are also grateful for spaces and areas that enhance learning and living for our students and our staff.


The following areas may directly affect your daughter or you: the Year 1 and Year 2 classrooms have been refurbished and are stunning learning areas for some of our youngest; Ms Catrina Sharp, Deputy Principal and her assistant have relocated to the offices adjacent to the Amy Carson Room; the Long Jump tartan run up has been re-laid and awaits the feet of our keen athletes and there have been numerous occasions of painting, polishing and refurbishing of spaces that have occurred over the break, also. Grateful thanks are extended to our grounds and maintenance staff who have been pivotal in many of these projects, along with attending to their regular maintenance and tending the gardens throughout the holidays.


We anticipate with excitement that mid-2021 will see the beginning of Stage 1 of our Masterplan: the construction of a three-storey administration and classroom building, along with the reconfiguration of our current administration building, as an assembly/chapel/function space.


Congratulations

If you have accessed our website, you may have already noted the strong academic achievements of the senior cohort of 2020. Whilst we will acknowledge these girls more formally at the Commencement Assembly and Induction of Leaders on Thursday 28 January, we express our pride in their accomplishments, as well as appreciation of the work of our teachers and families who have journeyed with these young women. Our 2020 seniors have such diverse and significant opportunities that lie ahead, and we are excited by their promising futures. We have watched the release of university offers with great interest.


Fairholme Communique 2021

Please note that our communiqué with you is predominantly electronic – through the phone app, via the Parent Lounge of MyFairholme, or e-mail. We understand that some boarder families have limited, or intermittent internet access and we will continue to send communication via mail to these families.


For any parents who require hard copy information, we ask that you contact the administration office or Fairholme Communications. To facilitate effective and timely communication, we require each family’s current e-mail address and mobile phone details and for this to be updated with immediacy should a change occur during the school year.


E-mail: [email protected]

Phone: 07 4688 4688

All ‘start-up’ school year information is on-line. You can access this through the Parent Lounge, via login at the College web site › Parent Lounge


For those new to the Fairholme family, I trust that you have already loaded our phone app which we utilise to notify you of any urgent information, calendar changes, provide reminders about significant events, or as a quick avenue for notices such as bus return times from excursions, or camps.


Please contact the administration office (07) 4688 4688 if you require assistance with accessing the app.


Health

Those who have been affected directly by border closures and Brisbane’s lockdown will be aware of the speed with which life can be affected by the presence of COVID-19 within the community. For now, that is our collective reality and The College will continue to actively monitor and enact Public Health advice responsively and in accordance with requirements. We will make changes to College routines and practices as required to ensure the health of our community and, at times, this may have to occur quickly and may be disruptive to our plans. Thank you in anticipation of your patience and full support.


We are reminded that the following health practices are a given in our community:

  • Stay home if I’m sick
  • Get tested if I have COVID-19 symptoms and remain in isolation until a negative result is received
  • Maintain physical distance when and where appropriate to do so
  • Clean hands often with soap or sanitiser
  • Cover coughs and sneezes
  • Get the flu shot to help prevent the spread of germs


Online Safety/Family Zone

We continue to work with former staff member and founder of Stymie, Rachel Downie, to enable our students to report concerns they have about their friends and peers. The Stymie platform allows students from Years 5 to 12 to report harm, suspected harm, or any concerning behaviours of their friends and peers: on-line and anonymously. This triggers an email alert for key pastoral staff who then meet with the student of concern, and work with her to address the issues identified, in a manner with which she is most comfortable.


A further part of our approach to address issues of cyber safety has led us to develop a school and parent partnership with Familyzone – Australia’s leading provider of cyber safety and security services to schools and parents. It is a cyber-safety solution that protects children on the internet wherever they are; at home, at school, and everywhere in between. As parents you are able to manage your child/ren’s online activity, with ongoing support from a team of leading cyber experts.


The Familyzone app is installed on all College laptops, and this enables the College to monitor use of technology whenever students are logged in to the school network.


At any point if you need further assistance, you can contact the Family Zone Support Team on 1300 398 326 to access information about installation or with any questions you may have.


Head of Information and Communication Technology, Mr Chau Chuc will work through the app with new Boarder families on 27 January and is available to talk through its applications to any day parents.


Staffing Matters

We warmly welcome our twenty new staff members who will be working across the campus in a range of roles, as well as current staff who are moving into new roles for 2021. The number of new staff reflects retirements that occurred at the end of last year as well as growth that has occurred through our strong enrolments.


Senior Leaders 2021

We look forward to supporting our Year 12 cohort as they step up to the challenge of leading Fairholme College throughout 2021. We are excited about the abilities and enthusiasm they bring to this important a role and look forward to acknowledging each member of the senior cohort at the Senior Commencement Assembly.


This occasion is a celebration of the commencement of our school year. It also acknowledges our 2020 cohort, Senior School academic award winners for Semester Two 2020 and, particularly, it welcomes our Senior leaders for 2021.


All Year 12 parents are welcome and encouraged to celebrate this important milestone and, as always, we enjoy the opportunity to celebrate with you. Current restrictions enable two family members per Year 12 student to attend. No RSVP is required for your Year 12 daughter. Our plan is to host morning tea afterwards, should restrictions permit this at that time; currently they do not. If this becomes possible, we will let families know.


* We will be streaming the Assembly and further details will be sent via communications, closer to the event. Please use Fairholme Connect Events › to RSVP for two family members per Year 12 student.


We are delighted to welcome back Tatum Stewart (Senior 2019) as our guest speaker.


We also congratulate our Prefects and Captains for the year; their names, along with those of the Middle School Leaders are available: 2021 Middle & Senior School Leaders ›


Finally…

As we look forward to a promising and enriching 2021, I hope that you are able to engage in the school community throughout the year, including those scheduled in the near future. Any changes that may need to occur because of the impact of COVID-19 will be communicated with as much notice as is possible. Thank you for your understanding and flexibility.


Kind regards

Dr Linda Evans │ Principal

More ‘In Principal’

Coming Holme

By Sarah Richardson • May 22, 2025
What an extraordinary joy and privilege it is to write to you as the 14th Principal of this exceptional school. From the moment I stepped onto the campus, I have been welcomed with warmth, grace, and an unmistakable sense of belonging. The smiles of the students, the genuine conversations with parents, and the deep care shown by staff all speak to a school community that is not only thriving but grounded in something truly special. Moving to the Darling Downs has, in many ways, felt like coming home. I was brought up in the country and the values I learned as a child – authenticity, resilience, kindness, and a strong sense of responsibility to one another – are the same values I see woven through the tartan of this College. They are lived daily through the actions of our students and staff, especially our boarders whose strength of character and sense of connection enrich the whole school. Celebrating National Boarders Week recently was a wonderful opportunity to acknowledge the significant place boarding holds in our history and in our hearts. The stories, spirit and laughter that filled the week were a beautiful reminder of the importance of community and belonging. In just a short time, I’ve been privilege to witness the heart of this school in action. The recent FACETS Art Show was a perfect example – a celebration of creativity, courage, and excellence. To walk through the gallery and see the work of the artists, including our students, was to be inspired by their talent and joy. Excellence here is not simply about achievement, but about growth, engagement, and the pursuit of God-given potential. This is a school that understands the importance of enjoyment in learning – and in life. Our Christian-centred faith is the foundation upon which everything stands. It informs our approach to care, character, and community. It reminds us of the worth of every individual, the hope we carry into each day and the call to live our lives with purpose and service. I see this in the way our students support one another and in the respectful and nurturing relationships that define our school culture. Faith here is not an add-on, it is the lens through which we view education, leadership, and life. I have been deeply moved by the commitment and passion of our staff. It is evident that this is more than a workplace – it is a vocation. The love they have for the school, for their students and for their craft is palpable. It is the careful planning lessons, the words of encouragement, the coaching in the early (or late!) hours and the quiet presence beside a student in need. Their collaboration and tireless dedication make this a place where young women are empowered, supported, and celebrated. As I look towards the future, I am filled with optimism and hope. This is a school grounded in strong traditions and clear values, yet one that is not afraid to embrace innovation in how we teach, care, and grow. With a rich sense of purpose and a commitment to excellence, collaboration, respect, and joy, we will continue to nurture a community where every student can thrive. As John Steinbeck is attributed to writing, 'A great teacher is a great artist… teaching might even be the greatest of the arts since the medium is the human mind and spirit.' I believe the same can be said of leadership in schools. It is both a privilege and responsibility to walk alongside young people as they discover who they are and who they are becoming. I look forward to sharing in that journey with you and building upon the remarkable legacy of this community, together. Dr Leigh Hobart | Principal

Lessons in Accountability

By Sarah Richardson • February 28, 2025
Becoming empathetic, responsible, relational and accountable... Words matter. Lessons in accountability are gifts for life. They are lessons we value here at Fairholme, where one of our five core values: respect is grown through many factors, including through the philosophy of restorative practices. It’s been the Fairholme way for more than two decades, its sited in the notion of accountability for actions, fixing problems respectfully and moving forward. It is not a quick fix because restorative practices is not something we do, it is about becoming… becoming empathetic, responsible, relational and accountable: tough lessons that take time to learn and appreciate. These lessons are bound through a worldview of “working with” rather than “power over.” For some it’s a big shift in how we see behaviour, how we see children and how we see ourselves. American psychologist, Ross Greene says that “we have forgotten that those skills on the more positive side of human nature have to be taught, have to be modelled, have to be practiced.” At a previous school I found myself meeting with a mother and son regarding the misalignment between his approach in class, his capability and his results. This was a chronically underachieving highly academically capable young man, unable to meet the expectations of the classroom. Contrastingly, he had two older sisters who had been engaged, hard-working students, high-achievers. His teachers were deeply frustrated and offended by Mark’s (not his real name) behaviour. I was told by some that this behaviour was mirrored at home. I reminded myself that such information was third hand – second hand at best. Yet, I knew from some reliable sources (their neighbours were also on staff) that things were tricky at home. I was keen to sit with his parents and the young man and plot a way forward. I was keen for a learning conversation around accountability, and importantly a respectful plan to move ahead in a better direction, with support. I was naively hopeful about the outcomes. Like all ‘perfect’ conversations that we prepare in our head, it ran in a vastly different direction. Such a different direction that more than a quarter of a century later, I can still recollect aspects of the meeting and I have remonstrated myself many times over the years about what I “could have/should have” done differently, better, more effectively. Mum arrived with Mark, no dad – it would seem that education remains, too often, the province of the mother. Things got off to an immediately bad start: Mother: I am so surprised that you have asked us in to discuss Mark’s results and his behaviour. Quite frankly, my husband and I think that this is about Mark’s teachers, not Mark. His sisters think so too. We simply don’t believe that he is the problem – your teachers are. We don’t see any of this behaviour that’s been described, at home. He is such a good kid, a perfect kid, really. Me: Thanks for that. Gosh, no problems at home? Then that is challenging – perfect behaviour at home and an inability to meet our expectations at school – in any of his classes. What do you think is happening? What can we do to get more of Mark’s home behaviour, here at school? Fortunately, memory has erased the full script of the conversation as it unfolded. Needless to say, we didn’t reach the sort of agreement or understanding I was thirsting for. And what came to pass was that this young man’s poor behaviour entered the public arena, the police arena, the legal arena on a number of occasions into the future. On hearing of this, each time, I replayed our conversation and winced, I felt a degree of responsibility for my own part in an unsuccessful conversation. I also pondered about the message Mark heard when his mother said, “His behaviour at home is perfect.” Because, in that moment he had his personal accountability snatched away. And Mark learned, through those words, that in a public forum, in the face of an authority figure, his mother would lie for him. Sometimes we do forget that “those skills on the more positive side of human nature have to be taught, have to be modelled, have to be practiced.” (Greene) Before we get too self-righteous, Greene also reminds us that “the kids we often find most difficult are the kids who need our empathy the most.” Words matter. Lessons in accountability are gifts for life. But empathy needs to be our first step, always. Dr Linda Evans | Principal REFERENCES Greene, R. (n.d.) Lives in the Balance. Accessed February 15, 2025. https://www.livesinthebalance.org Voigt, Adam (2020) Voigt, A. (2020). Restoring teaching: How working restoratively unleashes the teacher within. Adam Voigt.

Never Ever Ring The Bell ...

By Sarah Richardson • January 31, 2025
Beginning. Starting. Commencing. What does beginning well actually look like? Sometimes when we expect a perfect start, we overlook the quiet power of simply showing up, the world is run by those who show up. Those people who never, ever ring the bell, those people who show up, even when it is hard to do so, especially when it is hard to do so. Brene Brown reminds us that “the willingness to show up changes us, it makes us a little braver each time we do.” In enacting bravery, it is important to start small if that’s what it takes. American Naval Admiral, William McRaven says this: “If you want to change the world, start off by making your bed. If you can’t do the little things right, then you will never do the big things right.” He believes in persistence. His mantra is this: don’t ever, ever ring the bell. He refers to the initial training for the United States of America Navy Sea, Air, and Land Teams the SEALS. Their initial training sees more than 80 percent of participants drop out. During this training, a brass bell hangs in the center of the room for all the students to see. If they find the work too hard. If they decide against becoming a SEAL. All they have to do to quit—is to ring the bell. Ring the bell and they no longer have to wake up at 5 o’clock. Ring the bell and they no longer have to complete freezing cold swims. Ring the bell and they no longer have to endure long runs carrying heavy weights, the obstacle courses, or to suffer the hardships of training. Just ring the bell and it’s all over. When exhausted SEAL candidates reach their breaking point, they haul themselves to the bell and ring it three times. The sound echoes through the training grounds and announces publicly that another candidate has “opted out.” All they have to do is ring the bell. Just ring the bell and the hard work stops. I wonder if Lilli Hamilton (Queensland cricketer and HEAT member) rang the bell when Cricket training no longer felt like it was fun, or if Alex Edwards (Australian Orienteering representative) opted out of orienteering because frankly, the distance was too far, or if Scarlett Sippell (Emus National Youth Touch Football Squad member) gave up because training was too tough …. what they would miss out on … When we opt out, even when it is hard, we also miss out on possibilities. There are so many opportunities at Fairholme to achieve one’s best - academically. In the Arts. In Sport. Opportunities to serve others. To be a good friend – a good person. But then again, if any of those things are too hard, all anyone has to do is – opt out. Say it’s too hard. Say they didn’t get selected in the right team. Say their teachers didn’t give them the right results. Say they weren’t given the right position. Text their parents and tell them that Fairholme is awful. All they have to do, is ring the bell. Yet, if we want to change the world, If we want to get the best out of this year at Fairholme, whatever that involves - never ever give up. Start small, aim big. Always show up. Don’t give up. Don’t ever, ever ring the bell. The most meaningful changes in life are often built in the times that no one sees, and, importantly, in the daily decision to simply show up, and to show up for others. When my daughter, Natalie was twenty-one, she began her teaching career at an Autism specialty school in Brixton, London. She would phone me often: for advice, for debriefing, for re-setting – her school was classified as being in Special Measures – it was on the brink of closure. Often, when she phoned to describe her day – to talk about the boys in her class, all aged 12 or 13, it went a little like this: “Today, Mashley threw a chair through a window because he didn’t like the activity we were doing. I had to break up a fight at lunch. Jerome pulled a knife on me. Three boys in my class have joined gangs.” I wanted to say: “Natalie: get another job. That one is too dangerous.” I wanted to fly her home from London, immediately. I had to stop the urge to board the next plane to London and rescue her. But my advice to her – was this: Show up. Keep showing up. No matter how you feel… Get up, dress up, show up: don’t give up. These kids need to know that someone cares enough to show up. After all, when we show up for others, we can affect the most profound of changes. I am always intrigued about who shows up here at Fairholme – especially at difficult times. In 2011 when floods ravaged Toowoomba and so much of Fairholme was flooded – staff showed up - in their holidays. They turned up to rip up carpets, move furniture, clean floors, and walls. Last year, in the sadness of Sess’ passing our community showed up, in droves, with deep compassion – importantly, our community showed up for one another. I think of 2024 Year 12s who showed up for others, after they had officially finished attending classes at and were preparing for or undertaking their external exams. Lizzy Kelly and Ciara Teahan showed up to play in the stage band, for the Year 11 Leaders Assembly, so that the group could perform at its best. Roma Aarons came to an Assembly in November to share a fabulous rendition of ‘Hotel California’. On a Sunday morning, early in December, graduated students Rachel Yap, Alana Callaghan, Amelia Ramia and Roma Aarons, showed up at Rosies to prepare food for Toowoomba people who don’t have easy access to basic necessities. After last year’s Interschool Athletics Carnival, Clare Hogan noticed staff picking up loads of lost property and carrying it into the Assembly Hall. She asked – Can I help? When we show up, especially when it is for others, especially when it’s hard, we learn a lot about ourselves and others. The students at the school where my daughter taught in Brixton, London – needed teachers to show up, they needed people to notice them, they needed interest, care, attention. They needed to know that they mattered. The willingness to show up changes us. It makes us a little braver each time, particularly when we show up for others. Show up. Keep showing up. Show up for others. And remember the advice of Naval Admiral, William McRaven … even when it’s hard, don’t ever, ever ring the bell. Begin well, continue well, finish well. Dr Linda Evans │Principal
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Grace’s grand jete into the world of ballet

By Sarah Richardson • May 22, 2025
From the moment she could walk, Grace Andersen was dancing. At just two years old, she took her first ballet class, not quite knowing that her tiny feet were stepping onto the path of a lifelong passion. ‘I didn’t always love it,’ she admits, ‘but I did it anyway.’ It wasn’t until a change of schools in Year 1, moving to JE Dance , that Grace fell in love with dance in a whole new way. She thought ballet was the only style out there, until she discovered contemporary, jazz, and more. But ballet always held her heart. ‘There’s just something about it,’ Grace says. ‘I like the structure. With ballet, you need the right technique, it’s disciplined. That’s what I love.’ Now, ballet is more than a hobby; it’s a central part of Grace’s daily life. She trains nearly every day. Monday through Friday at JE, and on Thursdays she leaves school early to travel to Brisbane for coaching with Classical Coaching Australia. ‘It started this year,’ she says, ‘and I’ve already learned so much.’ This dedication recently led Grace to one of the most exciting moments of her young career - being cast in Queensland Ballet’s Coppélia during its regional performance in Toowoomba. ‘At first, Mum and I thought it would be like any other show,’ Grace recalls. ‘But then we had to fill out forms with bank account details, that’s when we realised it was something more.’ And it was. Grace was cast in not one, but two roles: the opening dancer as Little Coppélia, and a Smith sister in the village scene. ‘It was such a big surprise. When the curtain went up, I was the first dancer on stage. It was amazing.’ Performing with Queensland Ballet offered Grace more than just a moment in the spotlight, it gave her a glimpse into the world she dreams of joining. ‘Just seeing everyone there… it showed me what it would be like to be a professional dancer, which is what I’ve wanted since I was really little.’ Her ultimate dream? To dance with the Paris Opera Ballet, and one day become a ballet mistress, coaching and mentoring future dancers in a top company. ‘But first, I want to get into a good ballet school or academy,’ she says. ‘It takes a lot of practice. On weekends, I bring my ballet ball out to the living room and stretch or do rises while watching TV.’ Grace doesn’t just talk about hard work, she lives it. Her weeks are full, her schedule demanding, but her love for ballet never wavers. ‘You definitely have to be strong and fit and flexible, but most of all, you have to love it.’ While she doesn’t have a famous ballerina idol, she finds inspiration closer to home. ‘My mum was a dancer. She went on pointe and everything. She didn’t perform in shows like I do, but she helps me, and I really look up to her.’ Up next, Grace is preparing for her role in The Fairy Queen with Brisbane City Youth Ballet this winter. It’s her third time with the company, and she’s already setting her sights on what comes next. Because for Grace, ballet isn’t just a series of steps, it’s the rhythm of her future.

Dynamic Dramatic Duo

By Sarah Richardson • May 22, 2025
School mates cast in lead roles for the Empire Theatre’s 2025 Junior Impact Production When Phoebe Hohn and Sammy Cheetham auditioned for this year’s Junior Impact Production, Soul Trading, they had no idea they’d be cast opposite each other in two of the show’s leading roles. Set in the year 2079, Soul Trading is a futuristic play that explores a world where every child’s future is shaped by their personal learning robot – except for one. Phoebe plays Geri, a quirky and fiercely independent girl who refuses to follow the AI-dominated path everyone else is on. ‘Geri doesn’t have a bot like the others. She’s different, and she’s proud of it,’ says Phoebe. ‘I love playing someone who questions everything and isn’t afraid to go her own way.’ Her co-star, Sammy, takes on the complex role of Neutron, a clever and rebellious robot who doesn’t quite fit the mould. ‘Neutron is actually an illegal robot that Geri secretly 3D printed,’ Sammy explains. ‘She’s bright, ambitious, and wants to live a free life – but Geri tricks her into thinking she’ll die if she leaves.’ Throughout the show, Neutron cleverly manipulates both humans and bots to bend the rules and follow her lead. For Sammy, this is her second year involved in the Junior Impact Ensemble. ‘Last year, I was part of Our Egg Named Larry, and I absolutely fell in love with the program,’ she says. ‘That experience made me want to audition again this year, and I was thrilled to receive one of the main roles.’ Phoebe and Sammy, who are also speech and drama partners, supported each other through the audition process and have relished the opportunity to bring this fast-paced, futuristic story to life together. Their characters’ dynamic is central to the narrative, and their real-life friendship brings depth and energy to every rehearsal. With the production set to hit the Armitage Centre stage this July, both students say the experience has pushed them creatively and helped them grow in confidence. ‘Performing in a space like the Armitage is a dream,’ Phoebe says. ‘It’s exciting and a little bit surreal.’ We can’t wait to see Phoebe and Sammy shine on stage as Geri and Neutron – two bold characters in a brave new world.

10 minutes with Ebbeny Williams-Cherry

By Sarah Richardson • May 22, 2025
10 minutes with Ebbeny Williams-Cherry, 2025 Fairholme College Prefect for the Arts and lead character in Midnight: The Cinderella Musical.
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