Principal Kylie McCullah reflects on Loreto College Marryatville’s 120-year anniversary, celebrating community, tradition and innovation as the school prepares girls for a changing world.
Ms Kylie McCullah was just 12 months into her principalship at Loreto College Marryatville when the school entered its 120th year. The milestone – celebrated across 2025 with events, exhibitions and reflections – provided a rare opportunity to lead a college community through both celebration and self-examination.
“Taking on the role at any time would have been significant,” Ms McCullah says, “but stepping into it during such a pivotal year added a unique layer to the work we were doing together as a community. It wasn’t just about marking history – it was about shaping the next chapter.”
That sense of forward motion has become a hallmark of Ms McCullah’s leadership style, which she describes as “relational, open, and empowering”.
“I don’t micromanage,” she says. “I trust the people I employ, regardless of their role, to bring professionalism and passion to their work. I’m here to support and guide. But it’s not a one-woman team.”
Appointed in January 2024, Ms McCullah came to Loreto from St Catherine’s School in Sydney, where she was Deputy Headmistress and Head of Academics. She’s led schools through curriculum reform, staff restructures, and tech transitions but she describes the first months at Loreto as uniquely community-driven.
“There’s a palpable sense of belonging here,” she says. “I’ve worked at some beautiful schools that are dear to my heart, but Loreto Marryatville has a particular warmth. The families, the students, the staff – they’re deeply invested.”
Much of that connection stems from shared values. Like all Loreto schools in Australia, the college is guided by five foundational values: sincerity, verity, felicity, freedom and justice. Each year, one value is explored in depth. In 2025, that focus is verity.
“It’s about being true – to yourself, to others, to what you say and do,” Ms McCullah explains. “It’s particularly meaningful for teenage girls, who are often navigating identity in an online world that rewards perfectionism over authenticity.”
She continues: “We educate the students about what it means to show up truthfully. In a digital space, it’s easier to say something harsh when you’re not looking someone in the eye. So we challenge them to consider: What would truthfulness look like here? How can we be courageous and kind at the same time?”
With more than 900 students from early learning to Year 12, Ms McCullah’s days are often packed with strategy meetings, staff briefings, enrolment tours and parent consultations. But she insists on maintaining regular contact with the student body.
“I try to find authentic moments of connection throughout the day,” she says. “If I’ve got a free morning, I’m at the gate greeting the girls. In the afternoon, I like to be there saying goodbye. It’s not always possible, but I make it a priority.”
She meets weekly with the student leadership team and maintains a visible presence across the Junior and Senior Schools. Her office overlooks a busy hub of the Senior School campus – which she says helps her stay connected to the rhythm of school life.
“I can look out and see where the girls sit at recess and lunch. It keeps me grounded in their experience, not just mine.”
Community and culture at the centre of celebrations
The 120-year milestone has drawn together past and present, and Ms McCullah says the celebrations were designed to honour that shared journey.
“It’s not often you get to pause and look back with the whole community, including students, staff, parents, and old scholars,” she says. “We wanted the celebrations to feel meaningful, not tokenistic.”
A highlight was the July Community Day, which included Mass, drama performance, children’s games from yesteryear, and a dual exhibition: one marking 120 years of Loreto Marryatville and another showcasing a national travelling display celebrating 150 years of Loreto education in Australia.
“We had former students walking the grounds who hadn’t been back in decades,” Ms McCullah says. “And we had students proudly showing their families around. That intergenerational pride is real.”
Loreto’s Old Scholars Association remains active, with many former students returning as parents, staff, or guest speakers. Ms McCullah says the strength of the old scholar network is one of the school’s quiet superpowers.
“It’s common to meet families with three or four generations of Loreto women. That kind of loyalty doesn’t just happen – it’s built over time, with shared experiences and enduring values.”
While steeped in history, Loreto Marryatville is also a school on the move. Enrolments are rising, and a new master plan is in development to ensure facilities can support future needs.
“We’ve outgrown some of our original assumptions,” Ms McCullah says. “And that’s a good challenge to have. But we want to make sure the spaces we’re building support the kind of learning we value, which is collaborative, contemporary, and student- centred.”
The site includes a blend of heritage architecture and modern learning spaces. The Acacias heritage house, a former private residence now used for administration, dates back to the 19th century and remains a symbol of the school’s identity.
“It’s beautiful – and it’s functional. There’s something special about walking into a space that has so much history, especially when that space is still alive with purpose,” Ms McCullah says.
The school’s facilities also reflect a broad co-curricular offering. Loreto fields teams in 15 sports, with options at both competitive and social levels. In 2025, the college formalised a partnership with the Adelaide Thunderbirds, becoming the only all-girls school in South Australia with a direct link to the elite netball club.
“We wanted our girls to see a clear pathway, not just to high-performance sport, but to leadership in sport – whether that’s coaching, officiating, or administration.”
The arts are equally well represented. Loreto’s performing arts program is known for its high-calibre productions, ensembles and student-led initiatives.
“We don’t see sport and the arts as being in competition,” Ms McCullah says. “They’re different vehicles for self-expression, confidence and belonging. Every student deserves a space where she feels seen and valued.”
Educating the whole girl
At the heart of Loreto’s learning philosophy is the SEAD program – Social, Emotional and Academic Development – a whole-school wellbeing initiative that has received national recognition and remains a cornerstone of the college’s pastoral care approach.
“SEAD is about making space for the non-academic aspects of growth,” Ms McCullah explains. “We’re not just preparing students for exams. We’re preparing them for life, including emotionally, socially, and ethically.”
Topics vary by year level and include everything from emotional regulation and identity to study skills, digital citizenship, and leadership.
“We embed SEAD into the timetable. It’s not a bolt-on. It’s how we approach education.”
Ms McCullah says feedback from students has been a key driver of the program’s ongoing evolution.
“Our students are articulate and self-aware. They tell us what they need. And when we listen, we get better.”
That feedback loop is part of a broader commitment to student agency. “We don’t want passive consumers of education. We want active participants. That’s true for learning, and it’s true for wellbeing.”
The academic program at Loreto Marryatville is designed to balance rigour with relevance. Students have access to a broad range of subjects in the humanities, sciences, and the arts, along with STEM initiatives, co-curricular enrichment and leadership pathways.
“We’re deliberate about providing breadth without losing depth. Our size allows us to offer choice without overwhelming students with options,” Ms McCullah says.
Like most schools, Loreto is grappling with the implications of generative AI in education. Rather than banning its use, the college has opted for a more nuanced approach.
“We want students to understand the power of the tool,” Ms McCullah says, “but also its limitations. We talk about what I call ‘academic redundancy’ – the danger of outsourcing thinking to a machine.”
Assessment design has shifted to account for AI use. Teachers are supported to create tasks that promote original thinking and require human insight.
“In some cases, we encourage students to use AI and reflect on its usefulness. In others, we design tasks where the thinking has to come from them.”
At Loreto College Marryatville, professional development is a multi-faceted approach that addresses the evolving educational landscape, particularly in areas like technology and pedagogy. Ms McCullah emphasises a comprehensive strategy that includes multiple dimensions of staff growth.
“It’s about sending our staff to professional development courses, about senior staff educating and running professional development workshops with our teachers,” she explains.
The school focuses on adapting to challenges like AI by designing assessment tasks that are “AI-proof” and teaching appropriate AI usage.
Ms McCullah is passionate about balancing teaching methodologies. “We’ve almost come full circle in terms of inquiry-based learning and teaching versus explicit and direct instruction,” she says.
She believes pedagogy works best when combining both approaches: “It’s about ensuring that students, regardless of age, have strong foundations through direct and explicit instruction. Then, once they’ve got that solid foundation, they can start inquiring and forming their own opinions.”
The professional development approach extends beyond traditional training. It involves empowering staff, trusting their professional capabilities, and creating an environment of transparency and openness. The goal is not just skill development, but creating educators who can adapt, innovate, and support students in an increasingly complex educational environment.
“Our team leads PD sessions internally, and we also bring in experts. There’s a real appetite for collaboration and growth,” Ms McCullah says.
While the 120-year anniversary has provided cause for celebration, Ms McCullah is focused firmly on the future.
“Anniversaries matter, but they’re not the goal. They’re the context,” she says. “Our job now is to ask: What kind of graduates are we shaping? What kind of world are we preparing them for?”
She sees the answer in the girls themselves. “Our students are already asking those questions. They want to lead, they want to make an impact, they want to be good people. That gives me enormous hope.”
As enrolments rise and expectations evolve, Ms McCullah remains committed to what she describes as Loreto’s core mission: educating girls to be strong, passionate and confident.
“We stand on the shoulders of giants,” she says. “That’s the gift of 120 years. But the work of today – the teaching, the relationships, the opportunities – that’s what builds the next 120.”
Historically speaking
The story of Loreto College Marryatville begins with a remarkable journey of faith, education, and empowerment, rooted in the vision of Mother Gonzaga Barry. In 1875, Mother Gonzaga Barry left Ireland with nine companions, travelling by boat to Melbourne and then to Ballarat, where she established the first Loreto school in Australia.
The college’s direct connection to Adelaide emerged through a significant correspondence between Mother Gonzaga Barry and Saint Mary MacKillop. Saint Mary MacKillop, already working in Adelaide, wrote to Mother Barry, emphasising the need for educational opportunities for children in the region. This collaboration set the stage for Loreto’s expansion.
Initially established in Norwood, Adelaide, the school found its permanent home in Marryatville, on a property once owned by Sir Edwin Smith. Following his death, the Loreto sisters acquired the estate, which became known for its beautiful Acacias House – a lasting symbol of Loreto’s heritage.
Over 120 years, the school has transformed from a small educational institution to a comprehensive ELC to Year 12 school. Today, it serves 900 students, including 59 boarding students who come from across South Australia, New South Wales, Northern Territory, Queensland, and internationally.
A significant milestone was the 150-year celebration of Loreto education in Australia, marked by a traveling exhibition showcasing each Loreto school’s unique history and contributions.
The exhibition features a unique mannequin for each of the Loreto Colleges and associated schools, including institutions in Queensland (Coorparoo), two in Victoria (Toorak and Ballarat), two in New South Wales (Kirribilli and Normanhurst), as well as two associated schools: one in Victoria (Bayview College) and one in Western Australia (John XXIII College). Each College’s mannequin tells a distinct story through its carefully crafted skirt, representing local heritage and significance.
“Each Loreto College has designed the skirt of the mannequin to represent their college, acknowledging the first peoples of the area, the early days of the college, the facilities, and the people who make up the college community,” Loreto College Marryatville Principal Ms Kylie McCullah explains.
“Each school also created a unique display box as part of the installation titled Planets, Pearls and Possibilities,” Ms McCullah says, highlighting the exhibition’s forward-looking approach.
The exhibition serves multiple purposes: it celebrates the network’s 150-year journey, showcases the unique identity of each Loreto school, and provides insight into the collective mission of Loreto education. Visitors can explore the rich tapestry of the schools’ histories, from their founding principles to their current educational approaches.
