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RUYTON GIRLS' SCHOOL, KEW VIC

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Ruyton Girls' School
12 Selbourne Road
KEW
Victoria
3101
A school for girls and young women from ELC to Year 12 with an outstanding reputation for excellence.
Melbourne East
03 9819 2422
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Upcoming Events

Ruyton Principal's Conversation Wed Oct 17 @ 9:30AM - 11:00AM
[22 Days to go]

Ruyton Principal's Conversation Mon Oct 29 @ 9:30AM - 11:00AM
[34 Days to go]

School Snapshot Tue Nov 13 @ 9:00AM - 10:00AM
[49 Days to go]


View all events here

Early Learning, Primary School, Secondary School
Non-denominational
Non-denominational
ELC to Yr 12
Co-ed Kindergarten and Pre Prep.
From $12,713 p.a (Kindergarten) to $31, 631 p.a (Year 12)
Yes
00336J
Girls
850
No
  • Academic Achievement
  • Co-curricular Activities
  • Community
  • Creative Arts
  • Educational Support
  • Languages
  • Music
  • Numeracy / Literacy
  • Pastoral Care / Guidance
  • Performing Arts
  • Personal Values
  • Robotics
  • Science/Technology
  • Sport
French, Mandarin (Chinese)
Australian Rules Football, Alpine Sports, Badminton, Basketball, Baseball, Cross Country Running, Debating, Diving, Equestrian, Gymnastics, Hockey (field), Netball, Rowing, Soccer, Softball, Swimming, Tennis, Touch Football, Track & Field, Triathlon, Volleyball

We Believe in Girls

At Ruyton we foster the individuality of each girl in a caring and safe environment, nurturing her intellectual, physical, social and emotional qualities essential to flourish.

Powerful learning is central to the Ruyton culture, building on our strong academic reputation. We focus on advancing the learning of every girl through the engagement of intellectual curiosity, building knowledge and skills about how to learn and supporting them to be the best learners they can be and exemplary citizens. We believe in real world learning beyond the classroom, collaborating with the wider community to promote growth, discovery and sustainability.

We empower our girls to lead lives of purpose with courage, character and compassion. Through the development of values and action-focused learning they are inspired to pursue equity and justice for self and others. By embracing diversity and raising their voices our girls effect positive change and make a difference.

One Campus. Endless Opportunities.

Our Early Learning Centre, Junior School and Senior School are situated on one campus, emphasising our strength as a connected learning community and enabling many opportunities for collaboration, mentoring and role modelling. The size of Ruyton enables us to know our girls individually and support them in achieving personal best. Our strong connection with Trinity Grammar School provides unique educational opportunities for students across the two schools, particularly through our Year 11 and 12 Co-ordinate Programme.

There is no better way to understand the spirit of Ruyton than to visit us on one of our Open Mornings, one of our School Snapshot sessions, or attend a Principal’s Conversation to experience Ruyton for yourself.

For the full range of our programmes, please contact our Registrar, Mrs Nadine Hibbert, at Registrar Email.

 

Ruyton recognises the importance of providing the best possible learning environment for its students and staff.
Ruyton has state-of-the-art learning centres: a Library Resource Centre, the Prue Gillies Building, the Margaret McRae Centre, the Year 11 and Year 12 Centre, and a recently redeveloped Junior School. The Ruyton Aquatic Centre completes the School’s comprehensive Physical Education, Health and Wellbeing facility.
We ensure that every aspect of teaching and support is designed around an individual girl’s needs. This enhances student engagement, motivation and commitment to learning. It underpins a collaboration and rich involvement between the girls and staff that achieves the very best individual results.

The curriculum at Ruyton is wide-ranging, challenging and creative, with an emphasis on personalised learning. We continue to develop innovative programmes to expand the learning experience for girls and are committed to utilising information and technology within the classroom.The girls are able to use the most up-to-date digital devcies. Broad extension opportunities for selected and highly able girls are offered through the Ruyton Gifted and Talented Programme in Years 5-8, and the Ruyton Master Scholar Programme in Year 7-12.
Ruyton aspires to give each girl an opportunity to learn and grow so that she achieves educational excellence and personal fulfilment.

Ruyton seeks to provide a supportive environment enabling girls to demonstrate that:

* as individuals they are confident, resourceful and resilient;

* as learners they are intellectually curious, versatile and can
work both independently and collaboratively,

* as members of the community they practise tolerance and
compassion;

* as leaders they act with integrity, self-assurance, initiative
and an awareness of the value of service;

* and as citizens they are enterprising, creative and have a
commitment to community service, sustainability and a global society.

Scholarships Saturday 24 February 2018

Pre-registration required

ruyton editorial image

 

 

From The Principal of Ruyton Girls’ School

‘We purposefully support girls to understand their identity and shape their self-concept, self-efficacy, and self-confidence; to develop the knowledge and skills required to reject and overcome gender stereotypes that attempt to define them.’

Ms Linda Douglas
Principal

In relation to gender equity on an international scale, in 2017 the World Economic Forum ranked Australia in the following areas: Economic Participation and Opportunity (42), Political Empowerment (48), Health and Survival (104), and Educational Attainment (1). Overall, this equates to a gender equity global index rank of (35) for Australia. It is not unexpected that New Zealand (9) and Canada (16) ranked higher than Australia, but Cuba (25) and Nicaragua (6) might surprise you. There are many complex reasons why women do not have equal participation and reward in our society, however, these reasons are linked to social and cultural influences associated with gender.

One commonly cited reason for women lagging behind men in regard to wage gap and opportunities for engagement is that women are sensitive to work-family conflicts and more inclined to make career sacrifices. Last week, for the first time in Australia, 130 business leaders converged on the Sydney Opera House to talk about how men manage fatherhood and work, and how employers can help support more men to take extended parental leave and share the care.

It remains the case that in the majority of Australian households, mothers take extended leave upon the arrival of a child, while fathers or partners adopt a ‘secondary’ caring role and take very short breaks from work. This perpetuates stereotypical gender norms where women are expected to do the caring and men are expected to do the earning, rather than the reality that women now play a significant role in the earning too. Shared parental leave policies help to break this cycle, foster a more equal division of unpaid care and paid work and improve family work-life balance. Importantly, it enables fathers to bond with their children while they are young, which can result in greater satisfaction in their relationships with their children.

Another commonly cited reason is that pathways to promotion and pay rises often involve competition, and it may be that women do not like to compete. Research conducted by Professor Alison Booth at Australian National University (ANU) and Dr Patrick Nolen from Essex University (February 2009) has suggested that teenage girls who attend girls’ schools are more competitive than girls who attend co-educational schools. The Choosing to Compete: How Different are Girls and Boys study compared the behaviour of 260 English boys and girls when asked to enter a competition that included a small financial reward, as well as their attitudes to risky economic decision-making. The study found that girls from single-sex schools and boys from both single-sex schools and co-educational schools were equally likely to behave competitively in the experiment. Girls from co-educational schools were much less likely to participate in the competition, but the likelihood of the girls participating increased after they were placed in single-sex groups. The research also suggested that student family background was not a significant factor.

As a girls’ school, our focus is on preparing girls for a lifetime of learning, leadership and engagement in our global community; enabling girls to lead lives of purpose with courage and character. We purposefully support girls to understand their identity and shape their self-concept, self-efficacy, and self-confidence; to develop the knowledge and skills required to reject and overcome gender stereotypes that attempt to define them.

‘Time in the classroom is spent learning. Girls’ schools are a place where girls take centre stage. And we think that is where they belong. Simply put, girls’ schools teach girls that there is enormous potential and power in being a girl. By subtracting boys an all girls’ education adds opportunities. As a girls’ school, a girl occupies every role; every part in the play and every position on every team. Not only does she have a wealth of avenues for self-exploration and development: she also has a wealth of peer role models.’

National Coalition of Girls’ Schools

 

 

The Positive Power of Community
In his book, The Art of Belonging (2014), Australian social researcher Mr Hugh McKay reminds us of the great paradox that new and emerging communication media, while seeming to bring us together, in fact, make it easier for us to stay apart. McKay reminds us that it is how we live that is important, and that strong communities develop our moral sense and build our emotional security. He says that as 'social creatures' we can only reach our potential when we engage with our communities. McKay states: ‘a good life is not lived in isolation or in the pursuit of independent goals; a good life is lived at the heart of a thriving community, amongst people we trust, and within an environment of mutual respect.’ 
 
We witnessed the positive power of community in full force at the Ruyton/Trinity production of The Wiz last week. I think ‘joyous’ is the only way to describe us as an audience as we sat spellbound by the adventures of a girl, a scarecrow, a tin man and a cowardly lion. This power reinforced the ability of the Arts to focus our attention, to marvel, wonder and imagine, and to bring us together to celebrate endeavour, achievement and excellence.
 
Academic, psychologist, author and champion of grit, Professor Angela Duckworth, has said that children need to understand why sustained and concentrated hard work is such an important skill, and then they need to practise it; and they need to identify something they're passionate about. She believes that if you want to reach your potential, live meaningfully and make a contribution to the world, then find something you care about, surround yourself with supportive people who will give you honest feedback, and practise, practise, practise. This, according to Duckworth, is the secret to life.
 
While we marvelled at the performance, we were all too aware of the hours, days and weeks of preparation that enabled this. The performers, staff, orchestra, backstage crew and parent supporters have lived and breathed The Wiz for the past few months - alongside their usual routine. Their shared passion and purpose have enabled them to remain committed through the ups and downs of preparation, to accept honest feedback, to show grit and determination, to overcome setbacks and difficulties, and push towards reaching their potential - and beyond.

The notion of honest feedback is an important one in Performing Arts. A performance doesn’t attract a score, a percentage or a grade. It isn’t for a gold medal or a trophy. Thank goodness. To me, it provides one of the purest forms of feedback, the honesty of self-reflection and audience reaction. Greater creativity results from enlisting enthusiasm and personal best rather than assessment. And a standing ovation on Saturday evening said it all. Beauty is in the eye of the beholder.
 
We watch our students take their tentative first steps in Early Learning and Junior Primary performances. We see them hone their talents and grow in confidence from Primary to Secondary productions and plays. Over the years we see individual growth and the emergence of new and undiscovered talent. We see students who immerse themselves in every opportunity, as this is what brings their passion to life. Each year brings a new team together, a new rhythm, a new challenge and new opportunity.
 
A little magic goes a long way. Dorothy, Scarecrow, Tin Man and that Cowardly Lion demonstrated this as they eased on down the road to see the mysterious Wiz and realise their dreams. And Dorothy, in helping her three companions to realise their individual dreams, reminded us that we often hold the key to achieving our own personal best. If we believe in our own ability, find our courage, compassion and creativity we can do it. And the positive power of a supportive community will never go astray.
 
Ms Linda Douglas, Principal Ruyton Girls’ School
ruyton LD wiz

 

At Ruyton we support transforming momentum into action

‘I call myself a feminist when people ask me if I am, and of course I am because it’s about equality, so I hope everyone is. You know you’re working in a patriarchal society when the word feminist has a weird connotation.’ 

Ellen Page, actor.

Inspired by the popular photo project of the same title that went viral in 2015, Strong Is the New Pretty by Kate T Parker is a photo-driven book comprised of memorable photos (with minimal text) of fierce and joyful girls. It is a celebration of what it means to be strong; the strength and spirit of girls being 100% themselves. It serves as a strong reminder that real beauty is about being your authentic self and owning it, whether that be athletic, bookish, brainy, brave, loyal, or courageous. The photographs champion the message that girls are perfect in their imperfection; beautiful in their chaotic, authentic lives; and empowered by their strength instead of their looks. They are messy. They are loud. They are thoughtful. Wild. Full of life. Adventurous. Artsy. Silly. Funny. Strong. Stubborn. Proud. Independent. Resilient. Bold. 

So simple and yet so powerful, Strong Is the New Pretty celebrates spirit in words and smiles, an affirmation of the fact that it’s what’s inside you that counts. Strong Is the New Pretty conveys an important message for every girl, every mother and father of a girl, every coach and mentor and teacher, for everyone in the village it takes to raise a strong and self-confident person.

‘I say if I’m beautiful. I say if I’m strong. You will not determine my story – I will.’ 

Amy Schumer, actor, comedian.

International Women’s Day is a global day celebrating the social, economic, cultural and political achievements of women. The day also marks a call to action for accelerating gender parity. With the World Economic Forum’s 2017 Global Gender Gap Report findings telling us that gender parity is over 200 years away, there has never been a more important time to continue the focus on equality. 

 This year, International Women’s Day came on the back of unprecedented global activism for women’s equality fuelled by movements and issues ranging from sexual harassment and femicide, to equal pay and women’s political representation. There is currently a strong global momentum striving for gender parity. Our inspiration often comes from hearing the bold stories of others, because seeing is believing. When we see what others are truly capable of we start to contemplate our own boundaries, fears and dreams, and begin to take risks.

At Ruyton we actively support transforming momentum into action; empowering women in all settings, rural and urban, and celebrating the activists who are working relentlessly to claim women’s rights and realise their full potential. To raise our girls to believe in themselves and to believe in and support each other; that is our aim.

The #TimeisNow.

‘When you’ve worked hard, and done well, and walked through the door of opportunity, you do not slam it shut behind you. You reach back.’

Michelle Obama, former First Lady.

Ms Linda Douglas
Principal


 

Ruyton is consistent in its performance of academic excellence among the top schools in Victoria. In the last nine years Ruyton has maintained an average median score of 91.55 in its VCE results at Year 12. In 2016 54 percent of girls received ATAR scores of 90 and above. There were three perfect scores of 50. In 2015 46 per cent of girls received ATAR scores of 90 and above. ‘This is not only testament to the hard work and commitment of our girls,’ says Principal Ms Linda Douglas, ‘but also is an endorsement of the dedication and expertise of our teaching staff. With ongoing parent support, this powerful combination produces confident and resourceful young women who are ready to tackle any challenge.’

RUYTON GIRLS' SCHOOL, KEW VIC

12 Selbourne Road 
 
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