Building Belonging and Potential at Midland: How Kerry-Ann Leads Through Care, Collaboration, and High Expectations

Building Belonging and Potential at Midland: How Kerry-Ann Leads Through Care, Collaboration, and High Expectations

Individualised Support for Every Student

Every student receives a personalised plan shaped not only by staff but also by families and external supports. “We take into consideration what the student wants, what their parents would like, what we feel as a team is needed and, in some cases, there are external services that might come in… so we could take ideas from there to better support the student.”

The goal is to nurture both personal growth and community contribution. As she says, “What we provide our students is focused on them as a person and then also the impact in the Community because we would ultimately like our students to be contributing members to society… hopefully even while they’re still with us.”

For many parents, this holistic approach shifts what feels possible. “I think for parents, it gives them hope that their child has a future. I think education has the potential to uplift an entire community.”

A Team That Works as One

One of Midland’s greatest strengths is its multi-disciplinary staff who work in harmony. “We’ve got the EAs helping the Teachers, the Trainers, the Youth Workers… Psychologists, and even the Cook. She is so good at bringing in young people to work in the kitchen, which gives them a sense of purpose… it’s a critical life skill.”

Even the first greeting of the day matters. “When you walk into school, someone greets you. For some people, that’s the first time someone has greeted them that day and they feel welcome. The whole team works together.”

The wraparound support goes far beyond the classroom. “We provide meals; if students need emergency relief, we organise it… if students need clothing because they can’t afford it, we’ll shop for them. It’s everyone working together around individual goals for each student.”

High Expectations and Clear Boundaries

Kerry-Ann is firm that structure and high expectations are acts of care. “The thing that really helps overcome a lot of the challenges is having high expectations for students. Having clear boundaries has helped students understand what they can and can’t do.”

She believes boundaries communicate belief: “We have high expectations of our students because if we don’t, we’re not doing them any favours, our high expectations show them that we believe they’re capable of so much more.”

That includes learning from mistakes in a safe environment. “They can fail in a safe environment where people have got their back, but you must be doing the right thing. We can’t have your back if you’re doing the wrong thing.”

Seeing the Whole Person

At the heart of Midland’s approach is a deep respect for every student’s story. “It probably starts with seeing the young person as a whole person… looking towards their potential because a lot of people don’t see that they have potential. And then we honour them by walking alongside them on their journey.”

This ethos shapes everything: communication with families, collaborative decision-making, and a culture where every voice matters. “Everyone gets involved.”

A Leader Shaped by Her Own Journey

Kerry-Ann’s deep understanding of the organisation comes from a long and varied journey. “I started at Youth Futures as a volunteer, then a relief teacher, middle school… senior school… Beechboro… then 2IC at Caversham… and then I was a Head of School.”

People believed in her potential even when she doubted herself, and that experience fuels her commitment to believe in her students. “I do have empathy for them, and I’ve got a huge commitment to helping them improve and give them every opportunity to realise their potential. I like what I do… I think it’s such a privilege.”

Her leadership philosophy is grounded in respect and teamwork. “We need to work together as a team and contribute our own strengths… we meet regularly… we share ideas and solve problems… I don’t feel like I’ve got all the answers.”

Communication, Connection, and Belonging

Midland places strong emphasis on communication, with students and families alike. There are regular meetings, newsletters, calls, and check-ins. “You have to communicate every week in the first four weeks… emailing home once or twice a term… definitely increasing communication.”

The goal is trust. “Parents often assume I’m phoning to get them in trouble, when really it’s about wanting to get your child to school, and asking, what can we do to help?”

It all begins with simple human connection. “When you say good morning to a student, and they say good morning back, it’s a huge win.”

Creating Pathways and Possibilities

Midland offers a range of courses and life-skills programs—CGEA, Intro, Cert I, II and III, Workplace Skills, Keys4Life, and industry-linked excursions. Students also engage in sport and community partnerships that help them thrive physically and emotionally.

But ultimately, everything returns to a belief in potential. “It’s about seeing the whole person where they’re at and then empowering them towards a potential that they probably don’t realise even exists.”

Many students arrive feeling defeated. “They’ve given up on school and they’re feeling low. Our role is to see them as they are, not be put off by that, and recognise the potential they still have.”

Kerry-Ann’s leadership is steady, compassionate, and deeply human. In her words, “It’s the connections that are important.” At Midland, those connections grow into confidence, possibility, and renewed hope, one young person at a time.