PJC At Redlands Part 3: Purpose, Plan and Action

During a time at Harvard in 1994, Head Teachers from a number of countries exchanged analysis and opinion about the complexity of the Principal day: open the gates, check the buildings, review new buildings, welcome staff, welcome all students at the gate, check finance management, check cleanliness and toilet areas, smooth the start of the teaching day, support good discipline, support good outcomes, buoy teaching staff, review the day, check marketing, close the gates, do all paperwork, be patient. And more. Simple.

Shockingly one female Head of School from Harlem, USA, described how part of her day was to be met at the corner by one local ‘Colour Gang’ (terminology of the time) to be escorted safely to her dilapidated school entrance, whilst at the end of the day the same Gang would escort her back to her car. Had done so for some years. Children of the school were confined by the surrounding Gang conflicts, territorial battles; teachers and administrative staff had to be confined in school for safety across the day. Such was part of the teaching, education and training being delivered, courageously, sharpening children’s awareness and teaching for survival. Among the many present, there was silence as the gently delivered description finished. This was not a challenge SCECGS Redlands shared.

Fortunately the challenges at SCECGS Redlands were different. Nonetheless the unpalatable truth was that in the 1970s Redlands could well have disappeared, as this website describes. It did not. The exact challenge therefore was to ensure as it always is - that reconstruction of the vital contemporary business accompanied reconstruction of the contemporary education being offered. No uncontested dogma. Enlightenment.

The “Strategic Plan” from 1981 onwards: Strive; Survive; Thrive.

From 1979/80 the school sought to resume normal operations, but the enrolments did not grow well. Co-education was introduced by the Board. From 1981 the goal had to be to bring the school back to financial strength and therefore calm operation with options for curriculum and strategic planning.

The heartbeat of the strategic plan was to deploy the experienced, dedicated teaching and administration staff to best effect daily. As opportunity arose, new teacher appointments were made. Administration of all types was maintained with daily supportive supervision; Friday nights after 6 p.m. were devoted to reviewing the week’s accounts. As it had to be, supervision authorised by the Directors was focused daily. Board meetings were sharply focused equally on the underlying health and progress of the school, including enrolment applications. Expenditure was necessarily limited; obligations were met. But without increased interest in the school, and enrolments being foreshadowed as a result, nothing could be achieved.

Very able teachers kept the school informed of promising research, technology and advanced pedagogy of the time. Included in the Bard’s responses was special approval by the Board to provide scarce funds for purchase of early Commodore computers to become part of the Junior School classroom practice. The machines proved very positive in the classroom – student interest was at the level of excitement – when managed by well-informed but also imaginative teachers. They wanted children to have ‘the best’.

As a direct consequence the administrators saw the ‘power’ of the computers, set out to learn and understand, so that by early 1984 a programme for academic records, school Reports, and informed guidance to Forms 11 and 12 (scaling system) were underway. The school knew it was well ahead of ‘the curve’, but the effects were dramatic and, though risky and decried by other schools, timely. There was nothing ‘temporary’ about the place of computers in the wide daily life of the entire school. This was an exciting even if early time of technology.

Technology was not presumed, though, to replace teaching for learning. Technology was as ever, adjunct. The learner is the whole person.

Encouragingly, from 1981 to 1984, the Centenary of the school’s founding, enrolments improved and growth started to reach ‘critical mass’. School Certificate and HSC results illustrated publicly the central foci of the school: performance in teaching to the future choices and life benefits of students. Deliver on promises made, informed by the expectation of the school and national community. Keep the whole child in action at school, conjoint with home. Check, measure and test. Know the facts. Stay real. Do not ‘play’ with lives.

Annual accounts improved. By 1987 it was clear that SCEGGS Redlands (subsequently SCECGS Redlands) could start to plan for improving facilities; the purchase of a set of flats 2 Monford Place, following the establishment of the Margaret Roberts Preparatory School on local Gerard Street signalled a material change of conditions. Renovation re-design of 2 Monford Place led to improved administration offices along with additional classroom space. Always little by little, proportionate responses.

Purchase of Cremorne Campus in 1989 for opening 1990 followed the building of the Lang Gymnasium on the Gerard Street frontage, underwritten by a ‘Wait List’ of some 4500 students. In parallel, the High Country Campus was purchased and built in the Snowy Mountains, leading to establishment of Snowy Mountains Grammar School (SMGS) as an adjunct Campus. In 1995/1996 the Australian College of Physical Education at Sydney Olympic Park was acquired out of Administration; reconstruction in business and academic offerings at the College commenced. It was a major acquisition: it provided for a continuous ‘stream’ of high quality, “gold standard’ independent, fee-based education, from Early Childhood at Redlands House Cremorne directly through to Degree awarding authority at ACPE.

In parallel with Redlands House, the school established Redlands House Balgowlah North, in improved leased premises. This gave Redlands some outreach from Cremorne to the lower Northern Beaches. The strategic plan was completed in part by plan, in part by having the resources thriftily to realise opportunities as they arose. Examples were set.

Central to the strategic plan was, always, the high competence and response of the Board, allied with the proven teaching, co-curricular and pastoral care talents of involved teachers. Nimble business and financial management was developed. All was supported by the vitality and willingness of the parent groups including The Redlands Association, the Redlanders (Old Girls and Old Boys), Mothers’ Canteen and in the Games arenas, the Friends of… co-curricular parent groupings. Clear, open communication meant harmony helped the school and its community, providing the right productive conditions for secure finance, allowing careful improvement and expansion of choices available in school life for each child. Memorably even at the time of writing was the elegant courtesy of the many parents who gave voluntarily to ‘look after’ their children’s school, to establish new initiatives, to exemplify for children the fine way adults could be. Occasional abrasiveness, often caused by the multiple ‘lives’ busy parents led, was smoothed by quiet mediation.

Exemplary – often beyond any call of duty - service provided by all staff, responding to structured supervision and support, across teaching, administration, security, maintenance and building, transport, business management, outsourced audit services made all possible. The times were rewarding materially as well. Directors ensured that through the operation of The Redlands Scale remuneration margins for any Staff who assisted well beyond the ‘usual’ working day, benefits were available. Open reward for effort and contribution ‘beyond the usual’, was offered.

Dominating all policy, though, across all those years it was never forgotten that if the boy or girl did not walk through the gates of Redlands hand in hand with parents, to meet a respected teacher, then nothing was possible. The simple equation persisted, no matter the extent and differentiated choice available.

It was never forgotten also that the buildings are not the school. They have a ‘voice’ for each child and must be both welcoming and of proper amenity. For example the condition of Cremorne Campus upon purchase was not acceptable, was not the context in which to speak to the child about a well-planned future. With imaginative tireless renovation, provided voluntarily January 1990, the Campus spoke of planning, endeavour, care, and outcomes. A song of right prospects, encouraging each child. Exemplary, implied education from the gate, inwards.

Strengthening the curriculum, alongside the adjunct co-curriculum.

Within the scope of the State mandated curriculum, along with the International Baccalaureate mandated curriculum and also to meet the strategic plan as revised from time to time, the school constructed detailed ‘targeted’ programmes:

- Games and choice. Development of Games such as Tennis and Netball was an established feature of life at Redlands from 1945 onwards (The Tilsley Cup). Therefore expansion of choice to include Indoor Competition in Hockey, Cricket, Basketball, Fitness Training and other expansion offerings, employing both community facilities and the Lang Building, appeared. Development was assisted by establishment of the inter-schools Independent Schools Sports Association (ISA) facilitated by the Redlands’ Staff Director of Sport. By 2000, children could choose from 18 Games’ activities each year, sometimes in multiples, at particular appropriate stages of their school years. Choice was the informing principle.

- The International Baccalaureate (see above) made choice of intellectual pursuits within curriculum structures, more open to choice but continuing firmly those crucial HSC and IB results. Relying upon reporting of results by both media and the then Board of Studies, in the 1980s and 1990s Redlands’ Form 12 and Form IB cohorts ‘ranked’, in the ‘top 30’ (best: 21st) HSC schools in NSW, with strong results from the first examinations of the IB. Challenging selective James Ruse Agricultural High School – 24 years at No 1 as at 2019 - was always a golden goal.

- HSC Results leadership among the independent co-educational schools, an increasing but measurable community of schools, continued in the late 1990s. Collegiate relationships among HICES (Heads of Independent Co-educational Schools), HMC (Headmaster’s Conference) and then AHISA (Association of Heads of Independent Schools Australia) helped, as did the operations of ISA (NSW) the Independent Schools Association representing schools in Union matters where required.

- A constant concern across schools centred on the ‘rebellious’ tendencies of Form 9 (14/15 year old children)which adversely affected their classroom experience and their studies. Establishment of the Tutor Task, derived in part from the obvious attraction of the IB Extended Essay, was part of the ‘academic solution’. The underlying proposition was that every student in Form 9 would approach a selected member of Staff (not necessarily the teaching Staff) to work with him or her across a long portion of the school year, to work on the Tutor Task, a topic and inquiry activity chosen by the student, monitored and encouraged by that ‘special’ Staff member. The Tutor Task was given the status of a full academic subject, assessed by teacher panels, accountable in the final School Report. Resulting ‘Task projects’ included restoration of an early Honda motorcycle; a re-interpretation of famous Latin texts; finely finished wood work in furniture and decoration; aromatherapy experimental oils; photographic essays; needlework; mathematics revisionary hypotheses – an array of carefully produced thinking resulting in action, by choice of the student in alliance with the Staff member. A work diary with photographs accompanied the Tasks. Feed-back each year ensured development of improved models of supervision. Behaviour improved and particularly among the boys, attitude improvement emerged. Personal interest in the chosen Task assisted personal performance of the work to be done, as did a ‘chosen’ working relationship with a particular teacher.

- Sailing, Rowing and Competitive Swimming – water based sports went well beyond the annual ‘Swimming Carnival’, which was maintained. The activities addressed the question: what do the girls and boys in Sydney GPS or equivalent schools enjoy as ‘adjunct learning’? Redlands needed to be alert to the competition, but also to the intrinsic merit, child by child, of water-based skill activities. Rowing became popular, a Redlands’ sculler Nicola Kirkwood leading down the Lane Cove River in the girls’ Riverview Gold Cup. Sailing was initiated and led also to great effect by volunteer teaching Staff who had the necessary knowledge and skills. Competition in various regattas brought success for both boys and girls who were keen to sail. Swimming competition continued to be finely coached, almost a ‘natural’ Game for student children living in Sydney. Enthusiastic, experienced members of Staff gave unstintingly of time and skill to make activities available, but also educationally effective.

- Ballet and Dance. In the late 90s, Ballet and Dance started to come ‘into focus’ as a particular artistic inclusion in the curriculum in New South Wales. Both had been privately taught/trained in the 1970s at Redlands as an optional out of school hours fee-for-service programme, continued into the early 1980s. An attractive ‘high personal demand’ pursuit, conditioned always by self-discipline, athleticism, aesthetics, an awareness of theatre, and developed study skills underpinning everything, in the late 1990s the State Dance curriculum met Redlands’ Board approval for introduction into the specifically Redlands’ curriculum. Space was available on the new Cremorne Campus, but eventually teaching moved to a purpose-fitted out Studio. Both girls and boys chose to participate. Notably twin brothers took up the subject as one of their own, sharpening concepts of ‘equity’ in the school teaching community. Rewarding HSC results for Redlands’ students, followed.

On a sharply personal note, attendance in Europe by the Executive Headmaster at the Genee and Prix de Lausanne in December-January 1989/90 let him observe some of the most exacting, student-centred, skilful and professional ‘arts education’ teaching by Dance teachers drawn from around the world. Redlands had to have ‘some of this’. And Redlands did. ‘Gold standard’ indeed.

- International Exchange and Group Study Tours. In 1983 the first exchange programme with Japan was established, with the first visit from Seijoh High School Nagoya, a return visit occurring in due course. The friendship with Seijoh remained over many years, but also argued for a close exchange programme with Thewphaingarm School Bangkok, the Gustav Heinemann Oberschule Berlin and with schools from the United States and Canada. Vital to all was the willingness of parents and families to finance the outgoing study tours, and when possible to host the incoming students from other countries. In the late 1990s a Concert Tour by orchestral and choral elements of Redlands played at attractive venues in central Europe including Poland. The aim as always: width of view, depth of understanding.

- For the fortunate children who travelled internationally or whose families welcomed visiting students as guests, reinforcement of studies in Languages other than English (French, German, Japanese, Mandarin Chinese) occurred naturally. Redlands also welcomed Rotary Exchange Students from South Africa, Brazil and Germany among other nations. Breadth of international understanding within the community of the whole school was an expected, though not practically measurable, outcome.

Strengthening SCECGS Redlands.

Parents continuing at the school in the 1970s and into the 1980s, followed by those later arriving at Redlands gave daily assistance in numerous instances when requested. They continued the tradition of ‘being available to help’. This observable, welcome motivation probably stemmed from admiration and respect earned by the three Trustees, John Lang OAM, John Roberts and Bruce Adams who led the campaign to ensure SCEGGS Redlands remained open and teaching through the rough storms caused by the 1970s Anglican Archdiocese’s instrumentality’s mismanagement, by banks, by non-bank financiers, by predatory profiteers, by legal manipulation, by parent fear of potential closure of the school. The forest was dark and deep; assistance and counsel from parents year after year brought light.

Not only did they keep open the Mothers’ Canteen but also established The Redlands Association to take over from the former P and F. They supported The Redlanders following the former Old Girls’ Union formed in the time of the legendary Miss Roseby and Miss May. Fund-raising successfully became annual through the Spring Fair on the Military Road quadrangle and environs as through special events such as Grand Piano Concerts, Winter Magic and A Night in November. It is hoped that this website conveys the many accomplished outcomes advantageous to the school by all who helped so willingly. Suffice it be noted that each and all were unexpected, unrequested, closely supported nonetheless, over many years central to the annual life of the school. Permanent gratitude for such selfless, and among parents widely such friendly initiatives must always remain part of the record acknowledging spiritual assistance, selfless encouragement, large fund-raising achievements, whilst incidentally ensuring calm communication throughout the parent community itself. It took confident personalities deployed in the service of the parent community of the school to draw parents in large numbers to become ‘involved’.

As part of this recollection of those decades let it be recorded permanently that the Board of Directors, Administration, Maintenance, Security and demonstrably central professional Teaching Staff shaped the daily school and ensured adherence to academic and schooling rules as well as business requirements governing core education in New South Wales. Governance always recognised the power of the State through necessary per capita funding.

In support always the parents in squadrons voluntarily, effectively assisted the ‘adjunct curriculum’ of Redlands. Teaching and learning by example, leadership by example, discreet volunteer coaching, lovingly involved to help children, innovative suggestions; all were themes of the parental participation in keeping Redlands ‘alive’, helping Redlands ‘strive’, and in the period from the Centenary 1984, making Redlands able to ‘thrive’. There developed a vital, respectful, mutual, accountable relationship of school and parents, always for the children.

The example of the High Country Campus (HCC), an enormous undertaking, can stand here for all those parent-supported initiatives of the decades. For detail see separate commentary on this website.

Searching for better contemporary ‘designs’ for education is perpetual in any fine school: testing technology and applying it to the daily teaching model; pastoral care in active support of children, Teachers and their families; beneficial scheduling of daily or annual calendar; special assistance for children with revealed learning difficulties; responsiveness to available external programmes such as can occur in TAFE NSW; ensuring primary school level exposure to Science and Mathematics encourages the STEM studies in secondary years; exercising the integration of planning and programmes between Primary (Early Childhood, Preparatory and Junior Schools) studies and those in the first years of Secondary School. These and other considerations are primary threads of the ‘warp and woof’ of keeping SCECGS Redlands ‘on task’ daily.

Deliberately stated often, written on walls where necessary, lighting decisions and provisions across the ‘wider’ school across all participants must be that education insight evolved from centuries: what knowledge and wisdom does life demand the individual must have?

This repeated question helped over years in finding paths to some answers, to enriching the school’s own understanding discussions with all colleagues, regularly, parents regularly and persistent measurement of ‘outcomes’ across the school. It guided informed policies responding to contemporary needs as to the expected future knowledge and skills, to work towards foreshadowed happiness of the young people cared for by SCECGS Redlands. Among the formal influences guiding discussion, thinking and action were Socrates, Plato, Aquinas, Locke, JS Mill, Arnold, Bertrand Russell, Piaget, Thomas Dewey, Montessori, Skinner, Hahn, Allan Bloom, Adler, Howard Gardner, Calkins and other contemporary research reports.

The underlying drive was to differentiate education and truth from propaganda and bias, to the extent possible guided by proper doubt. The essentials were always in focus and in action: literacy, numeracy, science awareness, personal development, physical dexterity – the well-being of the child, the exhilaration of the young adult. The comfort of the old.

Throughout its history SCEGGS Redlands (and then SCECGS Redlands) paid careful attention to Anglican Christian teaching and to the centrality of the Bible. Correctly this did not alter in the years here in review. The ‘charge’ to ensure this must be so is (2020) still written into the Memorandum and Articles (M and A/Constitution) of 1980.

No matter its developed philosophy, no school can completely answer the question – what to teach and how? Schooling commencing with the vital skills can assist in part. Yet the child is never the ‘creature’ of the school, should never be so. The school must emphasise home and individuality whilst sharing learning and insight. Through exceptional teaching guided by an exceptional curriculum, informative persuasive essentials to finding answers can be provided, perhaps to be accepted by and thereby embedded in the individual student child.

Easy provision can appear to be offered by procedural ‘standard’ curricula: by the book. A clarified curriculum with adjunct co-curriculum aimed at bringing advanced knowledge, values, self-discipline, mind, body and spirit to holistic interaction is difficult but generous, intellectual as much as cognitive and physical, is better It gives. A fundamental condition is that all must still be measured, checked, updated, altered, argued, corrected as necessary. But it must give.

In the 1980s, perhaps always for some commentators schooling was dominated by the examples set in State Schools (Non-government schools) insofar as the annual HSC results suggested that classroom teaching, ‘head work’, was enough. The Teachers’ Federation (the Union) used political ‘clout’ to maintain the status quo, exemplified by the legislated exclusion of the International Baccalaureate from government schools in New South Wales.

Public and professional disquiet did surface from time to time, especially on topics of ‘basics’ and of ‘discipline’. The easy response, somewhat cowardly, would have been simply to give in: do nothing but training. Why do much more? A little difference, repetitive assertions of ‘basics’ would be enough to justify some independent school fees. At Redlands the contrary developed.

Probably resulting from the close working relationship within the whole school community, discussions of being equal to historical and international models, being providers of the ‘best we can know’, actually occurred. Those discussions helped guide the school’s desired character, its example to students. Do the most, the best available. Imagine more, seek the best.

By its actions and carefully formulated philosophy revealed in results, the hope of the Directors in the 1970s, 1980s and into 2003 at SCECGS Redlands was always: to thrive meant to offer learning through teaching informed by the ‘proven’ knowledge of the past, informed by the Enlightenment, nourished by the Christian influence. Board and staff alike grasped naturally that if a modern Australian school is to teach for the student child’s future, those who guide the school must try to foresee by first knowing the past, then frequently test the facts of foresight as the future unfolds. Yet is was always clear: the focus constantly was the student child coming to be young adult; the focus was never ‘the school’. Directors and the community knew how to get it ‘absolutely right’.

Leading always from the front.

Every culture knows non-thinkers cannot educate for thinking. Non-readers cannot educate for reading, writing, mathematics, technology. Teachers offering tuition in any Discipline must be informed, astute, look for wisdom, but also be ready for their pupils to transcend all the teacher can offer.

At the very foundation of each day, through application of ability fed by volunteer commitment between 1975 and 2003, on behalf of the Members the Board (the Directors) ‘governed’ Redlands with precision, astuteness and to excellent effect. In 2002 the annual accounts of SCEGGS (sic) Redlands Ltd., reported annual revenue of $35.695 million, a Net Profit of $3.952 million (9%). Financially SCECGS Redlands had recovered from the 1970s, had paid all (others’) contingent debt from the 1970s, and was profitable. Property, plant and equipment December 2002 were reported at $63.602 million. Continuing Superannuation for all Staff had been reinstated as soon as possible in the early 1980s.

Deliberately emphasised here as elsewhere in this website: the record still shines brightly because governance by the SCECGS Redlands Board of Directors after the battles of the 1970s always kept sight of and acted in accordance with the philosophy of service to children, to families, to teachers and to all who were part of the school since 1884. “Respect and responsibility” became an unofficial motto. Responsible governance on behalf of the Company was conducted carefully in accordance with best practice and relevant Australian law, but also in accordance with the lessons so painfully and fiercely learnt between 1975 and 1981.

Actual behaviour was important. It was correctly assumed that Members of the Company attending Annual General Meetings were met with courtesy, calm consideration, well prepared and presented information. Was there any other applicable standard? They were provided with accurate visible evidence that each year, year upon year despite all challenges and the occasional attacks of governments or social media, Redlands continued to gather strength.

Memorably in November 1983 a gathering of some 5400 people at Sydney Town Hall rebutted Senator Susan Ryan’s reductive plans for independent schools’ funding; SCECGS Redlands’ parents and Company Members together were active. The Redlands Board supported the large committee which helped organise the meeting. Prime Minister Bob Hawke stepped in. The plans did not materialise.

The mood at Redlands was: “we are really back!’ Continued existence as an independent school was assured, as the decades have shown with SCECGS Redlands strengthened, seeking continuously improved service to its community.

SCECGS Redlands thrived, deservedly. For the children. Should the lessons of the period 1973 to 2003 be learnt and applied, always the school shall continue to do so.

Peter J Cornish

April 2020.