All parents want their children to thrive not only academically, but in all aspects of their lives. At Yarra Valley Grammar, this holistic approach is at the heart of everything the school does. WhichSchool? magazine spoke with the schools’ leaders to learn more.
Dr Mark Merry, Principal of Yarra Valley Grammar since 2009, and Deputy Principal Mrs Julie Hall share the school’s commitment to supporting the wellbeing and development of its 2,000 students, from early learning through to Year 12.
“We’ve long recognised the intrinsic link between wellbeing and learning,” Deputy Principal Mrs Julie Hall says.
As the Deputy Principal for Students at Yarra Valley Grammar, she oversees a comprehensive pastoral care system that goes far beyond the traditional role of a school counsellor.
“It’s a big team effort,” she says. Under her leadership, the school has assembled a dedicated wellbeing team, including heads of wellbeing for the junior and senior schools, six psychologists, three speech therapists, an occupational therapist, and teachers for deaf students. This multidisciplinary approach is designed to ensure that every student’s needs are met.
“We also have a learning support department, and our teachers take on a pastoral tutor role as well as heads of year level and heads of school,” she says.
Principal Dr Merry says this emphasis on wellbeing has only grown in recent years.
“The lockdown accelerated the need for wellbeing services, with many students experiencing increased anxiety.”
Whether it’s social anxiety from the isolation of remote learning or the overstimulation of social media, he says the school has seen a rise in the number of students requiring additional support.
Building connections and resilience
At the heart of Yarra Valley Grammar’s wellbeing strategy is the belief that a safe, caring, and connected environment is essential for students to thrive, no matter their year level.
“That connection is really the key to student wellbeing,” Mrs Hall says.
“We want our school to be a place where students are known, where they are greeted by name. That’s why we provide extensive pastoral care through our tutor program, our health and PE programs, and learning support. But we know we’re not the expert in all fields, so we have some great partnerships as well.”
To foster these connections, the school has implemented a range of programs and partnerships. From The Resilience Project in junior school, to The Man Cave and The Flourish Journey in middle school, to Tomorrow Man, Tomorrow Woman and High Performance Mindfulness for senior students, these initiatives provide structured curriculums and engaging presentations so students can develop essential life skills.
“Each organisation provides us with resources that we use in our pastoral program, but we also have Wellbeing Days, where a representative from these organisations will come onsite and actively engage with our students,” Mrs Hall says.
“We didn’t want them to come for a one-off visit,” she says. “We wanted a meaningful, ongoing relationship that builds on itself each year.” This scope and sequence ensures students receive a comprehensive wellbeing education tailored to their developmental needs.
Yarra Valley Grammar also engages a law firm to present to senior students on topics such as respectful relationships, consent and Victoria’s Child Safe Standards.
Working with various experts highlights a changing dynamic in schools.
“The days of qualifying as a teacher and going into a classroom to teach a particular subject are over,” Dr Merry says. “Now, a teacher needs to be attuned to pastoral care, resilience, and child safety. They must be attuned to the broader aims of education. It’s not just about educating the mind anymore. It’s about educating the student in a more holistic sense.
“We try to imbed digital literacy and being a safe digital citizen in every subject. It can’t be taught in isolation. It must be taught within everything we do,” he says.
But it’s not just the formal programs making a difference. The school’s emphasis on creating a strong sense of community is evident in the way teachers and students interact.
“I’ve never known a school where the teacher-student relationship is so strong,” Mrs Hall says.
“The students here really know the teachers care about them, and they want to learn about their teachers as well.”
This mutual respect and genuine interest in one another’s lives are hallmarks of the ‘Yarra Spirit’ that permeates the campus. From the annual Carols event that brings together over 2,000 students, parents, and staff, to the small daily interactions between teachers and their students, the school fosters a sense of belonging that is palpable.
Navigating transitions with a personalised approach
One of the key transition points for students generally is the move from primary to secondary school; it is a major milestone.
“We have a large intake in Year 7,” Mrs Hall says, “so we have a very extensive transition program to help students feel comfortable and connected.”
This program begins with the school’s leadership team visiting each of Yarra Valley Grammar’s 72 feeder primary schools.
“The reason we visit our incoming students at their primary school is because graduating from primary to Year 7 is significant, it’s a big step, and we don’t want them always having to come to us,” she says. “We think it’s important for us to go to them, so that the students can see us in their own environment, where they feel comfortable.
“They might be coming from a small primary school, and suddenly, they’re in Year 7 with 260 students. It’s important for them to have several visits.”
Once the students arrive at Yarra Valley Grammar, the transition continues with orientation days where they can meet their new classmates and tutors – the teachers who will be their primary point of contact for pastoral care.
“The tutor is like their homeroom teacher,” Mrs Hall says, “and they’ll have a pastoral care session everyday with their tutor, as part of our 10-day timetable”.
This focus on building relationships and rapport is a hallmark of the school’s approach. It is known for cultivating mutually respectful teacher student relationships.
“We keep the students at the heart of everything we do, even when we’re making huge decisions. In his role of leading the executive team, Dr Merry will always say to us, ‘What is best for the students? How is this going to impact the students?’,” Mrs Hall says.
“The students here really do love their school,” Dr Merry says. “They love coming here, and there’s a great sense of community.”
Preparing students for the future
In an era where academic achievement is often the primary focus for many schools, Yarra Valley Grammar is taking a refreshingly holistic approach to education.
While the school’s stellar academic results speak for themselves, the true heart of a Yarra Valley Grammar education lies in the school’s commitment to nurturing the whole child through a rich and diverse co-curricular program.
“It is well-known that Yarra Valley Grammar does very well academically,” Dr Merry says. Case in point: It was named The Age’s 2024 Schools that Excel winner for non-government schools in Melbourne’s east for achieving outstanding advancement over the last decade in VCE results.
“But that’s just one side of the equation. What we really want to do is expose our students to as much breadth and experience as possible.”
This philosophy is rooted in the belief that children cannot be neatly compartmentalised into academic and non-academic realms. Rather, the school sees the development of the mind, body, and spirit as inextricably linked – a perspective that is increasingly resonating with parents.
“A lot more families are asking us about the broader experience of young people in schools,” Dr Merry explains. “While it’s good to be performing in the top academically, that’s not enough anymore. We really have to be able to look at the whole experience of that young person and make sure the experience is a good one.”
At the heart of Yarra Valley Grammar’s co-curricular philosophy is the belief that students should be given the opportunity to explore a wide range of interests and passions. From music and the performing arts to sports and community service, the school’s co-curricular program is designed to cater to the diverse talents and inclinations of its students.
“Every student learns a musical instrument and learns to read music,” Dr Merry says. “Every student plays a sport. Lots of students are involved in dramatic productions at the school. Every student is involved in community service and outreach and fundraising for charity. And lots of students are involved in debating.”
The Yarra Valley Grammar debating teams have this year celebrated an impressive season in the Debaters Association of Victoria (DAV) competition, winning three of the four divisions.
In addition, three students were acknowledged for their debating prowess with a ‘Swannie’, an annual award given to the top speaker in each grade and region at debates run by DAV. One of the three students has now won this prestigious award over three consecutive years.
Dr Merry says the rationale behind the school’s co-curricular approach is simple: “Students might not know at the age of 12 what they’re going to love or what they’re going to be good at, so they get a chance to try everything.”
This philosophy of exploration and discovery extends beyond the traditional realms of sports and the arts. The school is constantly seeking out new and innovative co-curricular offerings, from robotics and coding to outdoor adventure activities like rock climbing and kayaking.
“We’re even looking at lawn bowls now,” Dr Merry says, underscoring the school’s commitment to providing students with a truly diverse array of experiences.
“Parents love the idea that their young person is going to have the opportunity to try lots of different things, including some things they never dreamed of doing.”
Cultivating confidence and compassion
However, as Dr Merry points out, Yarra Valley Grammar’s co-curricular program is about more than just exposing students to a wide range of activities. At its core, it’s about equipping young people with the confidence, resilience, and sense of purpose that will serve them well beyond the school gates.
“Our philosophy is very simple,” Dr Merry explains. “We equip our young people here with knowledge and skills, which are important, but we also equip them with confidence so that when they go out in the world, it’s not about ‘me’, it’s about what kind of service they can be to their community, families, friends, and their workplace.”
This emphasis on service and contribution is a hallmark of the school’s approach, and it’s reflected in the way students are encouraged to take on leadership roles and engage with the broader community.
“If you ask any child who’s applying for a leadership position and ask them what our model of leadership is, they will say it’s servant leadership,” Mrs Hall says.
By fostering a sense of responsibility and a commitment to making a positive impact, Yarra Valley Grammar is nurturing a generation of young people who are not only academically accomplished, but also deeply engaged with the world around them.
“School really is about discovering ‘What can I bring to the broader community?’. And I look at our young people graduating, and I’m convinced that they get it,” Dr Merry says.
Recognising the broader role of teachers
The common perception of a teacher is often that of an educator imparting knowledge and skills to their students, but as Dr Merry points out, the role of a modern teacher goes far beyond the confines of the classroom.
“I think the broader role of the teacher is being immersed in looking after the emotional and mental health of young people, and keeping them safe in their formative years,” he says. “I think that broader role isn’t fully understood by the general public.”
This sentiment is echoed by Mrs Hall, who emphasises that the broader community may not fully understand the multifaceted responsibilities that teachers’ shoulder.
“I think people got a glimpse into a teacher’s life during COVID, when we were teaching online, but that was only a brief look,” she says.
“We have two deputy heads at Yarra Valley Grammar – one who looks after curriculum and teaching and learning, and one who looks after the wellbeing and growth of our young people. The fact we have deployed people in equal parts shows schools are doing more than just teaching literacy and numeracy.”
At Yarra Valley Grammar, the school’s hiring process reflects its holistic understanding of the teacher’s role. When interviewing prospective teachers, the panel not only assesses their subject matter expertise and teaching philosophy, but also delves deeper into their approach to working with young people.
“When we interview for a teacher position at the school, we enquire about their subject knowledge, classroom experience, and their philosophy on teaching,” Dr Merry says.
But the school doesn’t stop there. The interviewing panel is also tasked with exploring the candidate’s philosophy about young people, their approach to building relationships, and their genuine passion for nurturing and supporting students.
As the interview process highlights, the role of a teacher at Yarra Valley Grammar is not just about imparting academic knowledge, but about fostering the emotional, mental, and social wellbeing of their students.
It’s a responsibility that requires a unique blend of expertise, empathy, and dedication. At the end of 2024, Dr Merry had the opportunity to celebrate this unsung heroism when he delivered the oration at Monash University’s education faculty graduation.
He used this platform to enthuse the next generation of teachers, highlighting the importance of their broader role in nurturing and caring for young people.
“I spoke about the fact that they have agreed to a life of service – and good on them,” he says.
By recognising and championing the multifaceted nature of the teaching profession, Yarra Valley Grammar is not only honouring the hard work and commitment of its own educators, but also setting an example for the broader education community.
More reading: Yarra Valley Grammar students’ ATAR results in top 10 per cent in Victoria
