When parents of a school join forces to create something special within that school, it's likely the culture of the place is a positive one. At Yarra Valley Grammar a junior school playground was recently built, and a book, Foundations of a Great School, published – both primarily the work of parents. Of the achievements, principal Mark Merry says: "It's a great effort. Parents have chipped in and created things we perhaps wouldn't have done, which have really enhanced the school.
"The playground generated an amazing community spirit. We had working bees, professionals engaged to design it and students giving input. Now, we have a wonderful active playground and the kids are loving it."
The school's foundation put the book together. "The idea was to give new families an understanding of the patrimony of the school, how it developed and its history," explains Dr Merry. "The Year 7s will use it as a primary induction tool to give them a sense of what Yarra is all about.
"The parents here do engage well with the school, they love the place."
Making decisions that can affect or are based on the school's culture is something Dr Merry appreciates. "You can create that culture through the lens of the school's traditions. The principal can select teachers and other staff and make a real coherent story." Dr Merry believes there should be this freedom in public schools also. "It's good to be able to make decisions to match your local community."
There's a place in society for all schools and giving parents that option is a benefit. "I've always worked in the non-government system and my wife has always worked in the government system – both have a great contribution to make. We are all interested in educating young people so that when they go out into the community, they make a difference and they can contribute, that's the goal of all of us as educators. There's a great deal of benefit from having a diverse system," says Dr Merry.
When it comes to his educational philosophies, Dr Merry believes that the basis of a good education is around the relationships within the school community. He subscribes to the ideas of American psychologist Abraham Maslow. "You can't be handling higher-order thinking if you're fearful, hungry or thirsty; the basic needs need to be met. Young people need to feel they belong and have a relationship with each other and their teachers that is positive, affirming, and that gives them a sense of social safety. Once you've attained that positive culture, you can teach them higher-order learning and be far more successful at it. The idea that academics and pastoral care are two different things in school is not correct, they are inextricably linked."
Employing the right people is key to the success of this thinking. "Teachers who are high-performing in their subject, but importantly, are people who can connect with young people and have that mentor relationship – they're the ones I'm after," says Dr Merry.
