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Mary Lawson joined Melrose as its new Headteacher in September 2023.
In this interview she reflects on her first term and what her goals are for the future:
Can you share your initial impressions after completing your first term as the Head Teacher of Melrose?
My first term has been a whirlwind, the days have been packed full of learning, goal setting, achievements (for both the pupils and staff!) all coated in a glorious sprinkle of chaotic joy. I have discovered the palpable sense of magic and joy that permeates Melrose. My initial impressions are overwhelmingly positive. The staff and the pupils have been incredibly welcoming and supportive, and I feel privileged to be leading such a wonderful school community. The atmosphere at Melrose is positive and vibrant with an emphasis on collaboration and a strong sense of pride in the school.
How does your experience at The Ladies' College's Junior school differ from your previous roles?
My experience at Melrose differs from my previous roles in several ways. The all-through nature of the school provides a unique opportunity for the pupils to progress seamlessly from primary to secondary education within the same institution. This allows for continuity of education and a smooth transition, as well as enabling close connections between staff and students across all age groups.
Although part of my own education was in a single-sex school, I have previously never worked in one. I cannot reiterate enough how, just within my first term at the school, it has been affirmed to me how important this is for them. It empowers them and allows them to find their voice, both written and spoken. There are far fewer gender stereotypes to influence them and it offers them a safe haven where they can develop their identities at their own pace, all whilst feeling secure and supported.
The Ladies' College has a strong focus on holistic education that prepares its pupils with the future-ready skills that they need to succeed in their community and as global citizens. This approach aligns closely with my own educational philosophy and has been a great fit for me.
From your perspective, what are the primary benefits of all-through education for students at The Ladies' College?
All-through education allows for long-term relationships to be built between staff and students, giving a true sense of belonging and trust. The College remains deep in the hearts of the children whose educational journey spans across the years, from our youngest pupils to our Upper Six for example. It is a truly unique journey which is clearly reflected in the number of alumni who still play a huge part in the College community through roles such as governors, teachers or parents. The continuity of education also ensures that pupils are well-prepared for the challenges they will face as they move into the Senior School as they are already so familiar with the style of teaching and learning, alongside the shared values and high expectations maintained throughout a child's education. The fact that it is all on one site makes the transition even more seamless for them.
How do you see Melrose playing a vital role in the broader context of all-through education at The Ladies' College?
Melrose serves as the foundation for a child's educational journey, laying the groundwork for future success. We focus not only on academic rigour but also on the skills that the pupils need to thrive in the next stage of their education and beyond including personal and social growth. We strive to nurture well-rounded individuals who have integrity, are brave and kind.
What aspects of Melrose do you find most unique or innovative? How do these unique features contribute to the overall learning experience of the students?
There is something truly magical about Melrose, it certainly runs deep in the hearts of our alumni. Melrose is unique even down to the features of the building itself, from The Cow Door to the beautiful stained-glass inserts in the doors. The camaraderie in the community, the staff's dedication to doing the best for every single pupil, putting the children at the heart of every decision we make, empowering young pupils to have their voice and to know that their voice can evoke change when used in the right way. Melrose encourages children to be children whilst teaching them that manners matter. Character and engagement are so important, and Melrose teaches this really well. The children are able to engage in their learning so much better because they feel safe, happy and valued.
Can you share any notable achievements or milestones that Melrose has reached under your leadership this term?
There have been a number of sporting achievements this term. Notably, with the support of our PE department, one of our students has become number one in the UK Under 10 UK 50 and 100 metre freestyle short course.
Under the guidance of Dr. Marshall, we received the Ocean-Friendly School Award from the Marine Conservation Society. We have utilised our Design an Ad winnings to have local author and artist Penny Dawes in to teach the children about Guernsey folklore and to help us produce some whole school artwork around this theme. Two pupils entered and received special mentions in the CT Plus Guernsey Design a Poppy for the Bus.
Several of our Year 6 (Form II) pupils were invited to speak at Government House in front of The Governor, local business people and politicians about the importance of looking after the environment.
On top of this, a number of pupils entered the Young Writers Poetry competition and won their categories.
Looking forward, what are your main goals or aspirations for Melrose in the coming years?
The most important gift we can bestow upon any child is a sense of self-worth and genuine self-confidence. It's key for them to discover their thing and as educators, our role is to guide them in this journey. Providing a breadth of opportunities and encouraging a spirit of ‘joining in’ is essential.
Education is ready for a change. Traditional education was developed to prepare children for work in the Industrial Age, but economies are now moving swiftly into the Knowledge Age, where AI can process information for us and turn it into knowledge. To do the best for our pupils in preparing for their future we need to ground ourselves in our traditional values whilst bringing design methods and real-world learning into our classrooms. We need to explicitly teach our pupils particular skills including oral and written communication, critical thinking and problem-solving skills, work ethic and collaboration. We need to teach them how to work in diverse groups, give them real-world challenges, let them experience project-based learning. They need to develop their leadership and project management skills and we need to infuse technology into the curriculum. We must teach them to work together to solve problems and to do this we must focus on innovation and creativity so that they have the skills needed for the 21st century and beyond.
