Image Source: Murri School photographic archives
" Who we are...Where we come from...."
The Aboriginal and Islander Independent Community School (hereafter referred to as the Murri School) was first established in 1986 with an aim to promote the development of Indigenous students as independent and skilled people who are culturally, morally and socially responsible, employable, capable of self-fulfillment and of contributing to society. In 1987, the school received full registration status with the Queensland Department of Education, which certified its application requirements with the Association of Independent Schools of Queensland and agreement with the Commonwealth.
This milestone in Indigenous Education was for the school’s community, a significant move towards eliminating barriers that impede Indigenous students access to, and participation in, mainstream primary education.
For the first ten years of operation, the school was located in a leased, disused Catholic primary school in Highgate Hill. This situation was not ideal as there were no playing areas for the children and access only to three classrooms. The school was asked to relocate during 1995 as the site did not meet Workplace Health and Safety standards and cost of upgrade was well beyond the means of the Parish Council. The school secured a two year lease from Education Queensland on closed inner city school.
For the first ten years of operation, the school was located in a leased, disused Catholic primary school in Highgate Hill. This situation was not ideal as there were no playing areas for the children and access only to three classrooms. The school was asked to relocate during 1995 as the site did not meet Workplace Health and Safety standards and cost of upgrade was well beyond the means of the Parish Council. The school secured a two year lease from Education Queensland on closed inner city school.
The school hand bell remains an integral part of the school day providing a symbolic connection to the history of the school. Sadly the original bell, was retired as a object of historical importance to the school in 2013 and has been replaced.
The move to this premises meant a marked improvement in the overall environment of the school, however, space allotted meant there was still a restriction on enrolments.
We were able to increase enrolments to some degree with the move but were very quickly filled to capacity.
The school’s Board of Directors and staff were untiring in their efforts to obtain Crown Land and/or financial assistance to purchase suitable land or site.
This in turn meant that the school was not in a position to make application to Block Grant, due to the non-ownership of land and basic space and facilities to secure a grant.
We were able to increase enrolments to some degree with the move but were very quickly filled to capacity.
The school’s Board of Directors and staff were untiring in their efforts to obtain Crown Land and/or financial assistance to purchase suitable land or site.
This in turn meant that the school was not in a position to make application to Block Grant, due to the non-ownership of land and basic space and facilities to secure a grant.
In 1997, the school was successful in its application to the Commonwealth to secure funds to purchase our current site at Acacia Ridge.
The Murri School has a proven record of performance in advancing the educational attainment of Indigenous students, with particular reference to:
The Murri School has a proven record of performance in advancing the educational attainment of Indigenous students, with particular reference to:
- addressing the non-attendance, learning difficulties and retention rates of Indigenous students in compulsory schooling;
- encouraging Indigenous community involvement in local educational decision - making processes.
The school’s role and function within the Indigenous community is an established mechanism directly aligned and currently responsive to the following priorities:
The school’s role and function within the Indigenous community is an established mechanism directly aligned and currently responsive to the following priorities:
- improving Indigenous literacy
- improving Indigenous numeracy
- increasing the employment of Indigenous Australians in education and training
- improving educational outcomes for Indigenous students
- increasing Indigenous enrolments
- increasing the involvement of Indigenous parents/community members in educational decision making
- increasing professional development for staff involved in Indigenous education
