As we near the end of Term 1, it has been encouraging to see the way the girls have settled into their routines and established meaningful connections with their peers and teachers. I am impressed with the way our new students have embraced the Meriden spirit with enthusiasm, finding their place within our community and forming friendships with each other and with existing students. I have been grateful to our students who have demonstrated the warmth and inclusivity that characterises our school.

I would like to acknowledge the essential role that our Social Organisers play in bringing together both girls and parents throughout the year. These dedicated parents arrange year group gatherings, coordinate communications, and help welcome new families into our community. The events they organise provide opportunities for girls to socialise outside of school and for parents to make connections within the grade. These parent connections further strengthen our school community.

Recently, I attended the Independent Primary School Heads of Australia (IPSHA) conference, where social researcher Sophie Renton from McCrindle highlighted the role played by schools in fostering a sense of belonging for young people. This research confirms what we see daily at Meriden, when children feel connected to their school community, they are supported to thrive not just socially but in all aspects of their development.

The benefits of this sense of belonging are far-reaching. Girls who feel connected to their school community demonstrate greater confidence, improved resilience, stronger communication skills and a more positive approach to challenges. These qualities form the foundation for lifelong learning and wellbeing.

One of the ways we intentionally cultivate this sense of belonging at Meriden is through planned multi-age interactions. These opportunities help our girls establish relationships beyond their immediate peer group and create a sense of community across the Junior School.

This year our Year 6 Healthy Lifestyle Team has initiated a program called ‘Baskets, Blankets and Books’ where they spend lunchtimes sharing literature with Year 1 students in the playground. The joy on both the older and younger girls’ faces as they share stories and chat together is so encouraging.

Similarly, rotating groups of Year 5 students visit our Kindergarten classes during lunchtimes. Last week, a group of Kindergarten students confidently taught the Year 5 girls how to play dominoes – a beautiful reversal of roles that our older students embraced with enthusiasm.

The Year 6 Library Team regularly visits Lingwood Library, where Mrs Pascale facilitates activities often involving shared reading with younger students. As the year progresses, we anticipate that our Kindergarten students may begin taking the lead with both choosing the books and reading, a natural development that will bring a sense of accomplishment to our younger students and delight to the older girls.

These interactions create a beautiful reciprocity of learning. Younger students benefit from positive role models, while older girls develop leadership skills, empathy and confidence as they guide and interact with our youngest students. The older students are supported by teachers who facilitate the activities, but it is the students who are driving the initiatives and turning up each day with enthusiasm and new ideas.

As the year continues, I look forward to witnessing the girls’ sense of belonging deepen as they forge connections that will enrich their school experience and contribute to their development as confident, compassionate young women.

Thank you to our 2025 Social Organisers:

Social Organisers 2025

Pre-K: Ms Chen, Mrs Wibawa, Ms Wu, Mrs Huang

Kindergarten: Ms Phan

Year 2: Mrs Banh

Year 3: Dr Magesan, Mrs Shehata, Mr Pan

Year 4: Mrs Law, Mrs Dimetriou

Year 5: Ms Peng, Mrs Lee, Ms Wong

Year 6: Mrs Tang, Mrs Sritharan