Reflecting on all that has happened at Springfield since last writing to you highlights the vibrancy of a school environment. Along with their ongoing attention to their studies, pupils journey through the seasons of the school and enjoy myriad activities and events that all contribute to their learning and growth.

The Grade 9s have chosen their subjects for the FET phase of their schooling. This is a time spent reflecting on strengths and interests as well as focusing on attaining balance that will allow for the development of the whole person.

Earlier in the term our Grade 11s participated in a ‘COVID-friendly’ leadership programme. Previously the pupils would have enjoyed time together, away from school, at camp. The positive engagement during this year’s on-campus programme makes me excited to monitor the leadership of the Class of 2021 as they serve the School led by Cara Ronan as Head Student along with Claire Campbell and Lisakhanya Tshiki as Deputy Head Students.

A few changes have been introduced into the pupil leadership structures for 2021, and I thank the Grade 11s for receiving these ideas both positively and constructively. The changes are aimed at drawing a larger group of girls into the leadership structures which is aimed at increasing diversity of thought and greater representation.

The Springfield pupil leadership system allows for every pupil to learn leadership skills by serving within the portfolio structures. Within these structures, each pupil contributes beyond the self with care and passion - this is the ultimate leadership goal. Each student can acquire leadership skills and to cultivate the power of her leadership potential, regardless of the volume of her voice. A personal set of leadership skills can empower each person to quietly act on behalf of others, inspiring those around to follow her lead.

Graduating classes around the world have had to accept very untraditional methods to laud their contributions and successes. I am grateful for the creativity and care demonstrated by many on my staff for the innovative plans to celebrate the Class of 2020.

The matrics wrote their first Preliminary examination on Monday. Examinations can be a source of stress and tension for both pupils and their families, but it is important to acknowledge that this is an additional opportunity to monitor the progress of each individual and not an ultimate predictor of success. Development, both social and intellectual, is incremental and staggered and our pupils have been navigating the path to the Preliminary and Final examinations over thirteen years of formal schooling. Much thought has gone into the preparation of the examination environment to ensure that it is a place of calm.

On Tuesday, I had the opportunity to address parents, along with Sr Kathy, about updates on the governance of our School as well as transformation strategies and plans that are in process. For those who were not able to attend the meeting, my comments are included below.

The well-being, development and learning of our pupils is the priority of all who are gathered here this evening. My role this evening is to provide updates on our transformation journey. The information that you hear this evening will be shared in this week’s newsletter and will thus be available to those who are not able to join this evening as well as provide a record for reflection for those who are in attendance.

In 2019 the School published a Diversity and Belonging: Statement of Intent. In this document it is stated that:

“Ethos is the responsibility of the entire school community, and our identity is witnessed to by right relationships with God, our world, our community and ourselves.”

Many of the discussions that Sr Kathy and I have enjoyed have been underpinned by the statement that I have shared.

At the beginning of this term, I merged the various transformation groups that were operating in the School into one Transformation Committee composed then of staff members only. The committee agreed on the importance of including pupils on this committee and we have already shared in fruitful discussions. Sr Kathy and I agree that Springfield’s transformation process must be guided by one Transformation Committee, driven by the Board and all stakeholders. The next point of growth will be ensuring that all sectors are represented on this one Board mandated committee. Sr Kathy will speak later about her suggestions as to how parents might make themselves available to serve on this committee.

Earlier versions of the Transformation Committee began work with an organisation called GOAL. This work allowed for a relationship to be established between GOAL and Springfield and we have engaged their services to work alongside the Transformation Committee to develop a whole school strategy for transformation. This work will begin as soon as we have achieved parent representation on the committee.

Past pupils need to be heard, especially regarding the hurt experienced in the past. Establishing meaningful ways to engage our Past pupils will be an important consideration for the Transformation Committee.

We are conscious of harnessing the energy that currently exists within our community to accelerate authentic transformation at Springfield. To ensure that our pupils have secure, positive self-identities, conscious thought and deliberate action is required from our teachers. To this end, ‘Arise’ has developed a series of four workshops, on race and diversity, for all teachers to specifically identify possible bias, how to have hard conversations and to equip teachers to ensure all children in the school feels safe, valued and validated. These workshops will be facilitated by a team that is enriched by the presence of a Springfield Past Pupil. The work will begin during September and will continue through to February of 2021.

Significant funds have been set aside for the remainder of this year as well as in the budget allocation for 2021 to support this essential work that needs to be done.

The pupil leadership structures for 2021 have been reviewed allowing the voices from the Ubuntu Society, the Pride Society, the Muslim Students’ Association and the St Dominic Portfolio to be incorporated into what is referred to as the ‘Ethos pillar’. This will be a space that allows for greater learning about diversity and will provide opportunities for diversity to be respected and celebrated more widely.

My report of 31 July provided enrolment statistics by race at Springfield and made a commitment to addressing the low numbers of, specifically, Black African children. Where places have become available at Springfield in grades other than the traditional entry points, 20 new places have been offered for 2021. Of these pupils 11 are Black African, 6 are Coloured and 3 are White.

In addition to our community stakeholders holding the School to account for Transformation, the recent report from ISASA’s Board chair details ISASA’s requirement for its member schools to be aligned with its anti-discriminatory practices. Their Council are resolved to:

• Adopt an anti-discrimination statement;

• Require that transformation and diversity form part of the Independent Quality Assurance Agency (IQAA) evaluation instrument;

• Mandate that governance also form part of the IQAA evaluation instrument;

• Develop a Code of Conduct (outlining the legally required anti-discriminatory practices and duty of care for children) which binds all adults in independent schools as well as member representatives on ISASA structure.

We are committed to achieving authentic diversity at our school and acknowledge that it is a conscious and ongoing process.

Within our community, opinions abound as to the appropriate people, methods and structures that are required to move our school into the future. Perhaps, instead of focusing on areas where our opinions differ, the solutions will become more apparent by turning our attention to that which is common to all - our girls, their happiness and an environment whose structures allow them to flourish.

PENNY MULLAN

Head of School