From Kindergarten to Year 6, we offer an academic enrichment program across a wide range of curriculum areas including reading, writing and philosophy. Suitability for the program is established through teacher observation and formal assessments.

Our formal Gifted and Talented Program begins in Year 8, with one extension class offered in each of the four learning areas of Maths, English, Science and HASS. Programs in each learning area are overseen by a specialist Gifted and Talented Coordinator.

Students are identified, selected, and invited to join these extension classes each year, based on a combination of annual standardised testing (AAS, NAPLAN), school assessments, teacher diagnostics and observation, andexternal assessments supplied by families (such as a WISC-V).

Academic enrichment opportunities are offered to Years 8 to 10 students across three levels, and our gifted and talented students are also invited to participate in a wide range of academic competitions and enrichment opportunities.

• Accounting and Finance
• Business Management Enterprise
• Chemistry
• Dance
• Drama
• Economics
• English
• Food Science and Technology
• French
• Geography
• Human Biology
• Italian
• Literature
• Marine and Maritime Studies
• Maths Applications
• Maths Methods
• Maths Specialist
• Media Production Analysis
• Modern History
• Music
• Physical Education Studies
• Physics
• Politics and Law
• Psychology
• Visual Arts

Each year approximately 60% of our graduating students move directly into tertiary education in Australia or overseas. Typically, 15 – 20% will choose a university outside of Western Australia. Approximately 10% will have a ‘gap year’ immediately post school.

Free tutoring is available in our Library for our Senior School students, Monday to Thursday after school until 5pm. The tutors are Old Girls, and each term we notify students the subjects that tutoring is available for. Alongside this, a Mathematics, English, Science, Humanities and Social Sciences (MESH) teacher is also available every afternoon.  

This varies depending on the year cohort and the subjects. In Senior School a maximum of 25 students and in Junior School there are 20 to 26 depending on the year level.

Teaching roles are advertised publicly with clear role descriptions and we encourage diverse applications.  Shortlisted applicants are interviewed by a panel and often required to conduct a class for observation.

From Kindergarten to Year 6, we use continuous reporting which ensures students and parents are given feedback in a timely manner. Formal reports are provided twice a year at the end of Semester 1 and Semester 2.

From Year 7, there is ongoing feedback about academic progress through our online website (SEQTA) that provides parents with feedback notes for different assessments, approximately one per term. Formal interim and semester reports are also prepared. Alongside these written formats, staff will contact parents if they have any concerns and parents are also encouraged to make contact if they have concerns. Parent teacher evenings are held annually for each year level.  

Our vertical Link groups and the Link teachers provide a daily touchpoint from a social interaction point of view. Each Senior School student is part of a Link group with 16-18 students across Years 8 -12 meeting in the morning for up to 15 minutes.  

Our Heads of Year have particular responsibility for wellbeing and any friendship or social concerns, and they are supported by the Associate Dean Years 7-9 and Associate Dean Years 10-12 as appropriate.

Bullying is a very specific behaviour over an extended period and we see this infrequently among our students. Any allegations are taken very seriously and investigated within 24 to 48 hours of us becoming aware of an issue. This is a very sensitive area and handled on a case-by-case basis by senior staff.

We support students with a wide range of needs and how we do this varies depending on the student. This ranges from formal plans with our Learning Support team to simple modifications or differentiation by a class teacher. We proactively discuss a student’s needs before they join our school to ensure parents are clear what support is or is not provided.

Outside of formal parent information sessions, from Pre primary to Year 6, each new student is allocated a ‘buddy’ to help them become familiar with the classroom and other students. Our Parent Representatives also contact new families to welcome them to the school community.

In Years 8 to 10 we have a buddy system to welcome new students. The Head of Year plans an orientation program for the incoming student and allocates them a ‘buddy’ to offer initial support and guidance, we also have a Welcome Committee of students in each year level who volunteer to support incoming students.  

Physical Education is a mandatory part of the curriculum until Year 10.

IGSSA sport is optional to provide students with the flexibility to pursue the wide range of cocurricular opportunities available at each school and to avoid the negative mental health impacts of forced competition.

We focus on empowering girls through enriching experiences rather than mandatory ones aiming to foster genuine, lifelong love for physical activity through voluntary choice.

From Kindergarten to Year 12 we have regular social and learning activities and events with our brother school Hale School.

Chapel is compulsory for all students regardless of their faith.

Junior School students attend chapel once per week and a Religious Education class once per week.

Senior School students attend a Chapel service once per timetable cycle. Religious Education classes are also compulsory but not as an ATAR subject in Years 11 and 12. In Senior School classes have a philosophy and ethics focus rather than scripture.  

Year 6 is our final year of primary school and each student is allocated to a service committee which requires leadership and teamwork skills.  

In each year from Years 7 to 11, we have 2 sport and 2 community captains elected as leaders. Outside of this we encourage students to volunteer and demonstrate leadership skills across classroom learning and cocurricular opportunities.

There is no age limit for using our bus services and the decision to use either a St Mary’s bus or public Transperth bus is at the discretion of parents.

Yes there is a café at both our Junior and Senior schools. Both are open at recess and lunchtime. The Senior School café also opens before school.  

Our vertical Link groups provide daily interaction across year levels. Each Senior School student is part of a Link group of 16-18 students across Years 8 -12 who meet each morning for up to 15 minutes. 

Our older Junior School students often join the Senior School for social events where appropriate and some School Assemblies and concerts.

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The Head of Year is a key leadership role responsible for the academic progress, wellbeing and pastoral care of a year group. The role requires a strong understanding of the vision and culture of St Mary’s, how girls learn and develop, and what supports them to thrive. Heads of Year work with a student cohort across Years 8 to 10 to provide continuity of care, develop programs that support personal and academic growth, and collaborate closely with key staff to support individuals, implement whole‑school initiatives and uphold the Student Code of Conduct.

The Associate Dean of Students (Years 7–9) is a senior leadership role responsible for providing strategic oversight of student wellbeing, pastoral care and academic progress across the lower school. The role requires a strong understanding of the vision and culture of St Mary’s, how girls learn and develop, and what supports them to thrive. The Associate Dean works closely with the Dean of Students, Heads of Year, Associate Deans and Psychology Services to manage students at risk, support those requiring specialist care, and develop and implement whole‑school wellbeing and academic initiatives.

Our School Chaplain provides pastoral care and emotional support to the entire school community, including students, staff and families. Unlike teachers or counsellors, chaplains focus on a holistic model of wellbeing that incorporates social, emotional, and spiritual development.