COMMUNITY REPORT 2016
CONTENTS Camberwell Grammar School is a leading independent school for boys. We are a learning community committed to ensuring that students discover their passions, develop a life-long love of learning and have a commitment to making a positive contribution to the world around them. Staff and students work together to develop a supportive and inclusive school community which motivates young people to engage with and lead their communities – locally, nationally and internationally. This report is produced in accordance with national compliance legislation and is also published on the Camberwell Grammar School website at cgs.vic.edu.au
The Student Body
2
Student Body by Age at Birthday in Current Year Student Numbers by Year Level Student Retention —Years 9 to 12 Student Body by Postcode Distribution Student Attendance Student Outcomes
5
Naplan Results
10
Student Destination
12
Workforce
14
Staff Roll Finance Report
18
Parent, Student and Teacher Satisfaction
19
COMMUNITY REPORT 2016
1
THE STUDENT BODY
Student Body by Postcode Distribution*
Camberwell Grammar School is an independent, non-selective school for boys. Student Body by Age at Birthday in Current Year*
Student Numbers by Year Level*
Age
Junior School
Total
Post Code Suburb
Total
3127
Mont Albert/Surrey Hills
3103
Balwyn/Deepdene
159 151
3124
Camberwell
143
3126
Canterbury
143
3104
Balwyn North
86
5
21
Pre-Prep
22
3146
Glen Iris
71
6
24
Prep
25
7
27
Year 1
25
3129
Mont Albert North/ Box Hill North
54
8
25
Year 2
25
3101
Kew
50
9
28
Year 3
25
3123
Hawthorn East
40
10
51
Year 4
50
3130
Blackburn
35
11
45
Year 5
50
3108
Doncaster
31
12
78
Total
222
3106
Templestowe
30
13
163
3109
Doncaster East
30
3094
Montmorency
14
181
3128
Box Hill/Box Hill South
28
3113
Warrandyte
4
15
182
3107
Lower Templestowe
27
3114
Park Orchards
4
16
179
3125
Burwood
22
3151
Burwood East
4
17
168
3102
Kew East
19
3152
Wantirna South
4
18
146
3147
Ashburton/Ashwood
18
3068
Clifton Hill
3
19
9
3105
Bulleen
15
3070
Northcote
3
3122
Hawthorn
15
3095
Eltham
3
3149
Mount Waverley
11
3181
Prahran
3
3150
Glen Waverley
11
3003
West Melbourne
2
3131
Forest Hill/Nunawading
9
3032
Ascot Vale
2
3084
Viewbank/Eaglemont
7
3135
Heathmont
2
3121
Richmond
7
3142
Toorak
2
3079
Ivanhoe/Ivanhoe East
6
3144
Malvern
2
3132
Mitcham
6
3148
Chadstone
2
3133
Vermont/Vermont South
6
3166
Oakleigh
2
3111
Donvale
5
3145
Malvern East
5
*As at 30 Jan 2017
Student Retention – Years 9 to 12 New Departing Students Students
Year
Feb 2016
Dec 2016
9
173
170
1
4
10
181
177
0
4
11
169
168
0
1
12
178
176
0
2
2
Middle School Year 6
52
Year 7
184
Year 8
174
Total
410
Senior School Year 9
174
Year 10
180
Year 11
169
Year 12
177
Total
700
School Total Overseas students Indigenous students *As at the start of Term 1, 2016
1332 23 6
Post Code Suburb
Total
Other
4
41
* As at 31 January 2017
COMMUNITY REPORT 2016
3
STUDENT OUTCOMES
Student Attendance Parents/Guardian are requested to report reasons for student absence to the school. Teachers mark an electronic roll each period and the Administrative Officer identifies and determines the nature of any absence, records the details in the school’s administrative system and makes class teachers aware of a student’s absence through subsequent class rolls. A daily student absence summary report is published on the school’s intranet for all staff. Staff involved in the pastoral care of particular students liaise with parents should there be concerns regarding attendance. A summary of each student’s attendance is published to parents on their semester report, a digital copy of which is stored on the school’s intranet. Attendance data is forwarded to the Australian Government for Years 1-10 students biannually during Semesters 1 and 2.
Average Days Absent
% Attendance
Prep
0.3
99.8%
1
7.2
96.1%
2
7.9
95.7%
3
8.0
95.7%
4
4.0
97.8%
5
6.5
96.4%
6
5.7
96.9%
7
1.6
99.1%
8
7.3
96.0%
9
7.4
95.8%
10
6.0
96.6%
11
6.3
96.3%
12
6.3
95.8%
Year
All 175 of our students who completed the year satisfactorily met the requirements of the Victorian Certificate of Education, and we are very proud of them all. The results are again extraordinary across the full range of scores. Twenty-three students (13%) achieved an ATAR of 99 or better, placing them in the top one percent of the state. Thirty-five percent of our students achieved a rank of 95 or better, while 51% of our students achieved a score of 90 or better, placing them in the top ten percent of the State. In addition, 68% of our students achieved a score of 80 or better. Our median ATAR score was 90.3. These are extraordinary results and I am very proud of our students for the hard work they did to achieve them. There were nine perfect study scores across a wide range of subjects: Eric Fan in Chemistry and English; Matthew James (Year 11) in Accounting; Mike Ji in Chemistry; Oscar Lu (Year 11) in Chinese Second Language Advanced; George Nikolakakis in Legal Studies; Addison Peers-Johnson in English and History – Revolutions; and Terry Yan in Specialist Mathematics. Twenty-four percent of all study scores were 40 or above.
studied a wide range of subjects and actively involved themselves in the life of the school. It was pleasing to see that our Captain and Vice Captain this year were included in this group. Congratulations once more to the Class of 2016 on their excellent results. It is pleasing to see that their hard work has been rewarded so generously. Dr Paul Hicks, Headmaster
Top 3 Achievers – Eric Fan (99.95), Brandon Lam (99.90) and Terry Yan (99.90) with the Headmaster.
In 2016 the Dux of our School is Eric Fan who scored 99.95. Our Proxime Accesserunt are Brandon Lam and Terry Yan, each who scored 99.90. A further twenty students earned scores of 99 or better – Bill Chen, Kevin Chen, Vincent Chen, Steven Dadalias, Nathan Fong, David Han, Mac Hill, Hanze Hu, Nathan Huynh, Cameron James, Mike Ji, Shaveen Kariyawasam, Brian Kim, Michael Liu, Hamish McLean, Addison Peers-Johnson, Kevin Ren, Ignatius Ting, Leo Wan, and Kevin Yu. These boys also 4
Some of the 99.00+ achievers with the Headmaster.
COMMUNITY REPORT 2016
5
STUDENT OUTCOMES Percentages of ATAR Scores 2016
2015
2014
2013
2012
99 and above
13
5.3
10.6
9
13
95-98.95
23
24.6
26
28
17
90s
51
46.2
50.8
50
54
80s
16
22.2
22.5
22
16
70s
15
12.9
10.6
15
14
60s
8.5
8.8
8.3
7
7
50s
5.7
4.1
1.7
2
4
Percentages of Study Scores and ATAR Scores 2016
2015
2014
2013
2012
Median Study Score
35
34
35
35
35
Average Study Score
34.95
34.0
34.77
35.05
34.8
24
17.9
24.5
25
23
Median ATAR
90.3
88.6
90.75
89.93
91.68
Average ATAR
84.9
83.0
84.9
85.33
85.15
Greater than 40%
ATAR
2015
2014
2013
2016
50
2015 2014 2013 2012
30
2012
Cum % Cum % Cum % Cum % Cum %
99+
13
5
11
9
13
95+
35
30
37
37
29
90+
51
46
51
50
54
80+
68
68
73
72
70
70+
83
81
85
87
84
60+
91.5
90
90
94
91
50+
97.2
94
95
96
95
40+
98.3
97
98
98
99
6
60
40
Australian Tertiary Admission Rank (ATAR) 2016 Cumulative % of Students 2016
ATAR Scores
20 10 0
99 & above 95-98.95
90s
80s
70s
60s
50s
COMMUNITY REPORT 2016
7
STUDENT OUTCOMES Number of Students Receiving a Study Score of 40 and Better
Subject
Year Level
Median
Number in class
Number 40 and over
2016
2016
2016
Percentage of 40 and over 2013
2014
2015
2016
11
37
17
3
0
0
25
18
12
31
31
1
17
29
9
Art
12
32
14
1
15
25
Biology
11
38
23
9
35
12
32
37
7
Chemistry
12
38
66
Chinese FL
11
33.5
Chinese SL
11
Accounting
Subject
Year Level
Median
Number in class
Number 40 and over
2016
2016
2016
Percentage of 40 and over 2013
2014
2015
2016
Latin
12
31
35
3
10
4
3
9
3
Legal Studies
12
35
43
12
21
30
12
28
18
7
Maths - Methods
11
45
17
16
88
63
90
94
32
29
39
12
34
106
20
14
21
11
19
26
17
8
19
11
41.5
4
2
100
0
100
50
26
36
29
11
39
12
34
57
11
26
17
8
19
11
0
0
17
13
0
Maths - Specialist
12
39
41
14
35
25
15
34
35.5
16
5
11
0
0
31
12
27
8
0
0
0
25
0
11
37
6
2
0
0
N/A
33
Chinese SLA
11
32
7
1
0
11
17
14
Music Performance Solo
Economics
12
34
58
13
12
22
5
22
Physical Education
12
35
37
6
20
17
6
16
English
12
35
153
38
27
33
25
25
Physics
12
37
52
14
41
32
22
27
English as an Additional Language
12
40
15
8
13
21
16
53
Studio Arts
12
31.5
10
0
20
20
0
0
English Literature
12
38
19
7
55
78
29
37
Visual Communication Design
12
32
9
1
14
15
16
11
French
12
33.5
14
3
26
6
8
21
Geography
11
34
18
1
20
31
18
6
12
35
18
4
21
27
21
22
History Revolutions
12
35
20
4
15
26
50
20
Indonesian SL
12
25
11
0
13
40
14
0
IT Applications/ Computing Informatics
11
37.5
2
1
100
0
33
50
12
36
9
2
5
57
33
22
11
39
9
4
0
15
9
44
12
38
2
1
0
14
50
50
Global Politics 8
Maths - Further
COMMUNITY REPORT 2016
9
NAPLAN RESULTS
Average Standardised Assessment Results for Year 3, 5, 7 and 9
In accordance with Schedule 2: School Performance Information (Schools Assistance Regulations Cth 2005).
Camberwell Grammar School Median
Proportions of Year 3, 5, 7 and 9 Students Meeting National Benchmarks in Reading, Writing, Spelling, Numeracy
State Median
Year 3
Year 3
Year 5
Year 7
Year 9
Reading
100%
100%
100%
100%
Writing
100%
100%
99%
97%
Spelling
100%
100%
99%
98%
Grammar and Punctuation
100%
100%
99%
98%
Numeracy
92%
100%
100%
100%
Change in benchmark results from the previous year: There has been no significant change in benchmark results from the previous year (previous years results are available online and by request).
Reading
517
442
Writing
485
445
Spelling
503
428
Grammar and Punctuation
521
437
Numeracy
529
406
Reading
564
509
Writing
529
485
Year 5
Spelling
566
501
Grammar and Punctuation
533
501
Numeracy
605
501
Reading
595
545
Writing
547
535
Spelling
584
542
Grammar and Punctuation
590
546
Numeracy
615
551
Reading
644
584
Writing
598
573
Spelling
639
584
Grammar and Punctuation
635
576
Numeracy
705
587
Year 7
Year 9
Source: NAPLAN Data Service, 2017 (http://naplands.vcaa.vic.edu.au) 10
COMMUNITY REPORT 2016
11
STUDENT DESTINATION*
The table below highlights the fields of study that students will be pursuing this year. Management and Commerce continues to top the list as the most popular area of study with 33% of offers, Society and Culture (which accounts for the Arts and Law courses) is a distant second with 18% of offers, and Natural and Physical Sciences follows closely behind with 17% of offers.
The table below shows the destinations of the Class of 2016, with all those seeking an offer receiving one by the conclusion of the VTAC second round. Of the 15 students who received second round offers (8%), two had not received an earlier offer, some had rearranged their preference order and a significant number received higher preferences, including an additional seven first preferences. To date, 79% of applicants have received their first or second preference, with 88% receiving their third preference or higher, both of which exceed the outcomes of the Class of 2015. Together, Monash University and The University of Melbourne account for 64% of the offers received by the 2016 cohort, though The University of Melbourne continues to attract our highest achieving students (95+) with 37 offered places there compared to 23 to Monash. Of the 15 students who successfully applied to interstate institutions, three are known to have accepted offers elsewhere, with two accepting places at the Australian National University and one to the University of New South Wales. One student has accepted an early offer to study at The Wharton Business School at The University of Pennsylvania, whilst another three students are still awaiting the outcome of their applications to study overseas.
Destination by Institution Class of 2016 Number
Class of 2016 % of offers
Class of 2015 % of offers
Deakin
15
9
10
La Trobe
7
4
5
Monash
51
29
27
RMIT
17
10
8
Swinburne
12
7
6
University of Melbourne
59
35
35.5
Other Vic Universities
2
1
0
TAFE/VET
3
1.5
4
Private providers
5
2
0.5
Interstate (ANU, UNSW) Total
12
3
1.5
4
174
100
100
Destination by Field of Study Class of 2016
Class of 2015
Class of 2014
Agriculture, Environmental
2
3
4
Architecture and Building
6
7
4
Creative Arts
10
15
6
Education
4
2
3
Engineering
17
17
12
#Health
20
18
12
IT
9
6
11
Management and Commerce
69
51
67
*Natural and Physical Sciences
36
47
43
**Society and Culture
39
35
34
Total 212 (174 students), as double degrees count in more than one field of study # This includes offers in Medicine (4), Pharmacy (2) and Physiotherapy (3) *This includes offers in Biomedicine (9) and Science (27) **This includes offers in Arts (31) and Law (6)
Of the two students who elected not to apply for tertiary study, one has elected to work and travel in 2017, whilst the other has been recruited to play AFL with Collingwood under the father-son rule.
100% of students successfully completed Year 12 2% are attending vocational education * For the Class of 2016, as of 9 February 2017
COMMUNITY REPORT 2016
13
WORKFORCE Employees
No.
%
Male
139
53.1%
Female
123
46.9%
Total
262
100.0%
1
0.4%
Indigenous
STAFF ROLL Academic Staff
All Academic Staff are registered with the Victorian Institute of Teaching.
Headmaster
Dr P Hicks, BA(Hons), MEd, PGCE, PhD
Deputy Head – Head of Senior School Ms R Falloon, BSc, GradDipEd, MOL
Head of Middle School
Mr R French, BA, DipEd, DipBusMgt
Head of Junior School Mr H Kelly, MEd, BEd
Mrs J Acland, BTheol, DipEd, MTS Mr M Allen, BA, BEd *+Mr F Al-Salihi Dr M Anderson, PhD, BSc(Hons), DipEd Mr N Appleyard, BEd, DipT Mr M Aram, BA(Hons), MA, PGCE #Mrs D Arasaratnam, BA, GradDipEd *Mrs K Arora, BA, AdDip FLE, CertIIIEdSup Mr S Barry, BA, DipEd, GradDipEd #*+ Mr E Bauer Mr A Beale, BA(Hons), DipEd Mr D Beardsley, BAppSc, BTeach Dr D S Bird, BA(Hons), MA, DipEd, PhD Mr B Bishop, BMus, PDM, GradDipEd Ms S Blajer, BSc, BEd (Hons) Mr K Boyd, DipA, DipEd Ms E Bond 14
*+ Mr C Bradtke Mr T Brake, BE(Civil), DipEd #Ms S Braun, BAppSc, Bed #*+ Mrs D Brown #*Mr J Bunting, BA, BCom, GradDipEd Mr S Burke, BEd Rev C Butler, BTh, DipT, GradDipEdAd Mr D Byrne, BMus(Hons), BA, DipEd, CertMusEd Mrs C Casey, BA, DipEd, GradDipSchLib Mr J Catanzariti, BBus, BTeach Mr I Cathcart, BSc, DipEd *+ Ms Valli Chockalingam, BA, DipT Mr M Christopher, BBus, GradDipEd #Mr R Clark, BEd, CertIV(Rec), DipRec Mrs P Clarke, BA, GradDipEdCouns, MAPsS, CertFamTher #Ms R Cleeve Gerkens, BA/LLB(Hons), DML(French), MTeach(Prim) Mr M Cody, BSc(Hons), GradDipComp, DipEd Mr M Collins, BEd, GradDipEd Mrs D Collins, BEd, TPTC Mr S Cooper, BA, BEd, DipEd Mr L Crawford, BEd Ms R Crockett, BSc(Hons), DipEd *Mr A Crosby, BBus, GradDipEd(Prim) Mr T Cross, BSc, DipEd, CertOutRec Mr K Da Costa, BA, DipEd, BSW
Mr M Daniel, BA(Hons), BTh, MEd, MTESOL, DipEd, GradCertRE Mr J Davies, BEng(Hons), BTech(Hons) Ms S Davies, BA/LLB(Hons), LLM(IntLaw), GradDipEd #Mr X Davis, BA AppSc(PE) Mr R Devine, BA, BEd Mr P Double, MEd, BEd, DipT, GradDipEdAdmin #Mr M Dowley, BEd, MEd, PostGradCertEdRes #*+ Mr R Dowling, BSc, BA, BEd, DipEd Ms L Dubberley, BA, BEd Mrs M Drummond, DipArts(Mus) Ms N Eckersley, BA, DipEd Ms A Emenyeonu, BEng(Hons), PostGradCertEd Mrs A Emmett, BEd, DipT Ms A Fairs, BA(Mus), AMusA *Mrs J Floyd, BCA, BTech(Hons) Mr G Foster, MSc, DipEd #Mr L Fowler, BEng, DipEd Ms C Gatley, BEd, DipT Mr S Gough, BA(Hons), GradDipDramArt(Direc), GradDipEd Ms E Grant, MAppSc, BSc, GradDipAdolChildPsy Mr H Green, MEd, MA, BA(Hons), GradDipEd, GradCertAppLing, DipOutRec, GradDipEdLdshpMgt, CertIVWPTA, PSAC Mr J Grigg, BA, DipEd Mr W Ha, BA, DipEd Mr J Hall, BA(Hons) #Ms M Hall, BMus, DipT, GradCertHRM Mr M Heyes, BSc, DipEd Mr W Hone, BA, GradDipEd #Ms P Higgins Ms F Howie, MEd, BEdSt, DipTeachECE Mr L Ince, BSC, Bed, Med, GDQM Mrs H Irvine, TPTC, CertA, TSpTC, GradDipEdTESOL *Miss M Jackman *+Mr R Johns *Mr N Johnston, BA(Mus), GradDipTeach(Sec) Mr M Jones, BSc(Hons), GradDipEd Mr N Jones, BEd *Mrs A Kakerissa Ms M Kelly, MEd, BEd, PGradDipArt(Cur) Mr M Kerr, BA(Hons), DipEd, LTCL, FTCL, AMusA, LMusA Dr M Khor, PhD, BE(Hons), MDiv, GradDipEd, MEd
Mrs K Kollmorgen, BA, DipEd Mrs A Kollosche, DipVArts, BFineArt, GradDipEd Dr T Kusserow, PhD, BA, DipEd Ms N Layton *Mrs H Lowe, CertIIIChildrServ Ms Y Lu, BSc, GradDipEd #*+ Mr V McCormick Ms M McDonald, BCI(Dance), BEd Mrs K McDougall, BEdEC, DipT, GradDipLib Ms K McDougall, MEd, GradDipEd, BA(OutDEd) Mr B McManus, BA(Hons), GradDipArtsAdmin, GradDipEd Mr I March, BSocSci, GradDipEd Mr N Martin, BEd Mr R Mason, BEd Ms K Massey, BSc, GradDipEd *+ Ms A Mavridis Mr S Meighan, DipMus, GradDipMus Mr M Mews, BSc(Hons), PGCE Mr T Miriklis, BAppSc(PhysEd) Dr G Morey-Nase, PhD, BA(Hons), DipEd Ms C Morgan, BEd, DipTeach Mr B Nguyen, BSc, MSc(HumMovt), DipEd *Ms C Ni Ms I Norris, BSc, DipEd, GradDip(StudWelf) Miss A Nucci, BA(Hons), MA, DipED Mr B O’Callaghan, AMusA, BMus(Hons), GradDipEd Mr P O’Connell, MEd, BEc, DipEd Mrs H Papageorgiou, BEd, DipT *Miss V Papaioannou Mr F Petricca, BScEd +Mr D Perry *Mr B Peisley *Mrs J Pietralla, BEd(Librarianship) Mr M Pietralla, BA, DipEd Mr V Piscioneri, BA(Hons), PostGradDipCurStudies, B.Litt, MA, DipEd Mr S Pountney, BSc(Hons), DipEd, GradDipCompStudies, GradDipCompEd *Ms O Rae, MEd (SpecEd), BEd Mr D Ramalingam, MEdMgt, BSc, AssDipMin, GradDipEd Mr D Rayner, BCom, BEng(Hons), GradDipEd Mrs L Reiger, MBIT, BEd, CertIVCareersEd Mr G Roberts, BMus(Hons), ArtDip, LMusA Mr P Robinson, MEd, BEd, DipT COMMUNITY REPORT 2016
15
Dr J Rodgers, PhD, BAppSc(Hons), DipEd, CertIVTAA Mr G Ruffles, BAppSc, DipEd Mrs P Runge, BA, DipEd *+ Mrs T Saroff Mr K Schwab, BA, DipEd Ms J Sharman, BA, GradDipEd, GradDipLib Ms C Shiau, MA, BEd Mrs G Silberer, BCom, DipEd, GradDipBus Dr J Smith, PhD, BSc(Hons), DipEd Mrs K Smith, BA, MIMS, GradDipEd Mr S Smith, BEng, GradDipEd Ms A Spragg Mr C Stein, BA, MA, DipEd Mr A Stocker, BA(Hons), PGCE, CertHE *Mrs K Thiedeman, Mrs H Thomas, BEd, GradDipMusEd, AMusA, LTCL *+ Mr R Thomas Ms K Thornburn, BTeach, BFine Art Mr J Tierney, BSc, DipEd Mr J Tuckfield, BA(Hons), DipEd, DipIndEmpRel Ms J Turnnidge, MEd, BSc(Hons), BA, DipEd
Mr J Victor, BA(Hons), HDE, CFPS, CertCompEd Mrs B Wade, MEd, BFArt, BTeach(Hons) Mr R Wakely, MMus, GradDipEd, AGSM Mrs A Walters, MEd, BEdSt, DipT Ms E Wang, BEd, DipAcc *Miss M Wang Mr A Warne, BA, DipEd, GradDipComp Mr J Watson, BAppSc, GradDipEd Mr M Williams, MEd, BA(Hons), DipEd, GradDipTechEd, GradDipCompStd Mr D Williamson, GradDipEdAdmin, DipT Mr I Wilmoth, BA, LLB, GradDipEd Mr G Wilson, BScEd Mr M Wood, MA, MEd, CertGiftEd, CertIVTAA Ms P Wood, BEd Mr B Woodlock, BPD, BPC, GradDipEd Ms L Wostry, BEd(Mus) Mr S Wyatt, MEd, BSc(Hons), BA, AMusA Mr P Young, BA, DipEd Mr R Young Ms M Zhang, BSc, DipEd
*+Ms L Liu *+ Mr P Mandersloot Mrs S Marchouba, DipAplPhysicsCompSci, CertlVAssTrain *Miss A McAlpine, GradDip BusHR Mrs R McArdle #Ms L McNamara Mr H Meachem, BSportSc, CertIIISport/Rec Ms R Mounsey Mrs K Munro Mr M Neal Mr P Newton Mrs R Nicholson, GradCertHealthPromPlan, GradCertIntHealth, GradCertAnaphyMgt, CertIVTrainAssessEd *Ms A O’Brien +Mrs M Page *Mrs C Parker, BBus Ms L Perna, CertIVBusAdmin Ms M Perna, CertIVFinServices *Ms S Power, CPRM, CertDetDft(Mech), DipP, AdvDipGRC
Mrs D Richards Ms J Sangster, DipHotel/CaterOps, CertIVAdmin Mr I Spoljaric Ms J Stasiak, CertIIIBusAdmin *Ms J Stryker Mr M Tarr Mr M Towson Mrs L Turner *+Mr B Van Styn Ms M Walsh, BCom, DipLibStd, GradDip(Info/Lib) Mr J Wang, BEng, AdvDipSoftDevt, MTech, CCNA Mr T Wells, BA(FArts) Mr M Warner, AssocDipHorticult, CertIVOHS, CertIIISportsTurf Mrs M Watt Mr J Weymouth, BAppSc(CompSci), BMus(Hons), LMusA Ms S White, DipBusStud #Ms R Wilson Mr A Yianni Mr M Zanin, DipMus, DipEd
Support Staff
Ms D Chapman, DipAplSci Dr A Dai, PhD, MEng(Chem), BEd #Mr B Daly Mrs J Dolling, BComm *Mr C Edwards Mrs J Elliott, CertIVTrainAssess Miss H Falconer, AssDipSocSci(Lib/Info) Mrs H Fethers Mr S Feldt #Ms N Frankland, CertOfficeSecre, CertIIIBeautServ, DipBeautTherapy *+ Miss A Gerhke Mr C Gore Mr A Green, AdDipCompSystEngin Ms T Hayes Mr A Hopcroft, CCNA Ms S Hussey, CertIIIChildrServ #Mrs F Iversen, AssDipSocSci(Lib/Info) Mr D James Mrs A Kerr #Mr G Leach, BAM, DipEd, CertIVTAA Mrs S Li, MSc, DipEd
Visiting Music Staff
Mr R Keijzer, MMus(Perf) Ms M Krupina, BMusEd, LMusA Mr G Lee, MMusPerf, BMusPerf(Hons), LMusA, AMusA Mr I Lowe, BMus, DipTeach Mr A Marshall, BMus, GradDipEd Ms H McMahon, BMus ANAM Ms S Ng, DipMus #Mr A O’Grady Ms Z Pepper, MMus (Perf) Mr E Pritchard, DipMus Ms J Robertson, BA(Mus), GradDipPerf *Ms E Toh, BMus(Perf), MMus(Perf), GradDipEd Ms E Viskic, BA(Mus), GradDipEd
Business Manager
Mr Chris Lloyd, Chartered Accountant, M.Corp Law, FCA, FCPA, FAICD, FCIS
Development Director
Mrs E Board, MEd, BEd, BA, GradDipBusAdmin, TTLC, TPTC
Registrar
Mr P O’Connell, MEd, BEc, DipEd
Property Manager
Mr G Briers, RBP, CertIVTrainAssess
Finance Manager
Mr G Wensor, BEc, ACA #Ms A Argyros, CertIVBusAdmin, DipMan #Mrs J Beasley, AssDipMaths, GradDipInfMan Ms J Bennie, BN, GradDipNurs, CertIVWorkTrain, RN Ms K Booth Mr P Brincat *Mrs M Carbone 16
Ms R Atkinson, LRAM, DipRAM Ms S Aw, BA(Mus), MMus *Mr C Bayliss, BA, BMusEd Ms A Beadell, LMus, LGSM, MMus(Perf) Mr L Clayton, BMus(Hons) Ms W Couch, MA, BMusEd, GradDipMus, DipArtMus *Ms A Davis Mr C Day, BMus, DipEd *Ms S Dixon, BMus(Adv Perf) Mr G Ellis, BMusEd Ms M Falloon, DipMus, DM, DipEd Ms A Farrands, BA, GradDipEd *Mr B Finnigan, BMusPerf, BMus(Hons), GradDipMus
* New 2016 # Departed 2016 + Temporary appointment
COMMUNITY REPORT 2016
17
FINANCE REPORT * 2016 Income
PARENT, STUDENT AND TEACHER SATISFACTION
5% Other
Parent Satisfaction
10% Commonwealth Grants
The school surveyed parents in 2016 using question items designed by the Australian Curriculum and Reporting Authority (ACARA). The survey was carried out electronically. Overall 110 responses out of a total possible 1319 students were received, giving a low return rate. 21 Junior School parents, 53 Middle School parents, and 51 Senior School parents responded (some parents have boys in more than one section of the school).
3% State Grants
2016 Expenditure
82% Fees
In almost every area the school achieved 80% approval ratings, with respondents indicating either ‘agree’ or ‘strongly agree’. It is interesting to note that 81% of parents felt that their son’s learning needs were being met, with most parents finding that the teachers are approachable and improvement-focused. In addition, parents raised many useful points for improvement which the school will look into. Camberwell Grammar School is committed to constant improvement and welcomes feedback from parents and students.
11% Depreciation 4% Administration Expenses 6% Property Expenses 4% Finance Expenses
11% Capital Works 8% Teaching Resources
56% Staffing Costs
* Detailed figures and totals available online at www.myschool.edu.au 18
COMMUNITY REPORT 2016
19
Student Satisfaction
Parents indicated a very high level of satisfaction with the school: Strongly Agree
Agree
Neither Agree nor Disagree
Disagree
Strongly Disagree
NA
Teachers at this school expect my child to do his best.
50%
47%
3%
0%
0%
0%
Teachers at this school provide my child with useful feedback about his or her school work.
35%
54%
8%
2%
1%
0%
Teachers at this school treat students fairly.
31%
50%
14%
4%
1%
0%
This school is well maintained.
75%
23%
2%
0%
0%
0%
My child feels safe at this school.
62%
28%
6%
2%
1%
0%
I can talk to my child’s teachers about my concerns.
59%
Student behaviour is well managed at this school.
33%
47%
14%
6%
1%
0%
My child likes being at this school.
57%
33%
6%
2%
2%
0%
This school looks for ways to improve.
42%
46%
8%
3%
1%
0%
This school takes parents’ opinions seriously.
27%
51%
15%
4%
4%
0%
Teachers at this school motivate my child to learn.
33%
50%
13%
3%
2%
0%
My child is making good progress at this school.
40%
42%
13%
4%
1%
0%
My child's learning needs are being met at this school.
37%
44%
14%
6%
0%
0%
This school works with me to support my child's learning.
31%
50%
14%
5%
1%
0%
20
35%
3%
1%
3%
0%
The school surveyed students in 2016 using a mix of question items designed by the Australian Curriculum and Reporting Authority (ACARA) (http://www.acara.edu.au/reporting/school_opinion_information.html#2) and those designed for the school’s student wellbeing programme. The survey was carried out electronically with students from Years 4 to 11. Overall 725 responses were received, giving a high return rate. Students indicated a very high level of satisfaction with the school: Strongly Agree
Agree
Neither Agree nor Disagree
Disagree
Strongly Disagree
NA
I feel like I belong to the school community.
27%
56%
12%
3%
2%
0%
I feel safe in the classroom.
43%
44%
9%
3%
1%
0%
I have a range of supportive friends at the school.
37%
49%
10%
2%
1%
0%
My school cares about me as an individual.
24%
47%
20%
5%
4%
0%
I feel respected by my teachers.
25%
48%
19%
6%
2%
0%
Teachers at the school treat students fairly.
17%
45%
26%
7%
5%
0%
I enjoy being at school.
30%
42%
19%
5%
4%
0%
Students indicated that they felt the school was a safe place for them, with a range of support from teachers and their friends. There was a high level of respect for and from teachers, with most students happy with their experience of the school. However, there are still several areas where the school can improve, and ongoing work with teachers and pastoral care teams across the schools will continue in 2017.
COMMUNITY REPORT 2016
21
Teacher Satisfaction There is a high level of teacher satisfaction at Camberwell Grammar School, as shown by a number of critical indicators. One key indicator of staff satisfaction is the very stable set of teachers the school has. In 2016, the annual turnover was just eight out of 151 permanent members of the academic staff. Another indicator is the very low rate of staff absences. Teachers took on average only 0.4 days sick leave - a number dwarfed by the days spent on professional development. Indeed, the school is demonstrably able to attract and retain top staff: Camberwell Grammar School has a disproportionately high number of VCE examiners, examination setters and leaders of subject associations, and the number of teachers eligible for long service leave is a sign of the stability of the teaching body. Teachers meet regularly with the Headmaster and the Heads of Schools, and have a number of additional venues for having their voice heard, including an active Common Room Association (CRA). The President of the CRA has regular meetings with the Headmaster to discuss matters of importance to staff wellbeing and satisfaction. In 2016, staff were offered free and confidential counselling services and a range of other features designed to support staff in their personal and professional lives. Camberwell Grammar School recognises that a teaching staff that is supported and appreciated is essential to the success of the school; while the school is committed to having the highest expectations of its teachers, it is also dedicated to ensuring that the school remains a positive, respectful, encouraging and exciting place to work.
Instructional Coaching for Teachers Camberwell Grammar School has a history of excellence in academic performance and we are justifiably proud of the efforts of our students and their teachers in working to achieve this. However, rather than resting on our laurels, we have taken the pro-active step of developing and implementing a professional development programme that will help to ensure that these high standards are maintained and enhanced in the future. The programme is called Instructional Coaching and its primary focus is the continual improvement in student learning. The notion of professional coaching has been around for a very long time, and has taken various forms, depending on the nature of the profession. Coaching, applied to education, can also take a variety of forms that reflect the values of the institution in which it operates. Our model of coaching is based on respect for the knowledge and skills that our teachers have already acquired, and acknowledges their ability to think and meet challenges inherent in the complex practice of teaching. The process is a partnership between the teacher and a trusted colleague whose role is to assist the teacher reflect on their practice, always with a view to enhancing students learning. It is a non-evaluative and non-judgemental process that uses evidence, gathered from the teacher’s own classes, to make collaborative decisions about future practice. 22
Instructional coaching is an ongoing process, driven by the teacher who, through reflection on their own practice, identifies those areas they wish to refine and further develop. The role of the coach is to help their colleague identify areas to be developed, refine skills, identify their particular goals and plan for future learning. As part of the School’s strategic plan, the Junior School successfully implemented an instructional coaching programme in 2013 and, at the beginning of 2014, the secondary sections of the School also implemented a programme of instructional coaching. Although the coaching programmes operate in slightly different ways in the primary and secondary parts of the school - a reflection of the different stages of education of the boys, both approaches are underpinned by the same research-based idea that student learning improves as teaching improves, and teaching improves when professional development is driven by the teacher, targeted to the individual teacher, provided on site, and is collaborative and ongoing in nature. After eight months of preparatory work in 2014, four members of the teaching staff were appointed to work under the guidance the Director of Staff Development as instructional coaches for the Middle and Senior Schools. Each coach works closely and individually with a small number of teachers to refine teaching strategies. This work involves the usual initial planning by the teacher, lesson observations by the coach - occasionally supplemented by filming - and formative feedback sessions with coach and teacher. During these feedback meetings, the discussion centres on the quality of student cognitive engagement and the teaching strategies that can enhance their learning. The purpose of the meetings is to provide support to the teacher as they work to achieve their teaching goals. Many topics arise during these professional conversations - improvement in formative assessment, enhancement of intellectual engagement for all students, refinement in differentiated instruction for students and the encouragement of independence in learning - to name just a few. The content of conversations may vary but the focus is always on the improvement of learning outcomes for students. There are many forms of Professional Development and many forms of coaching. So what are the benefits of the Coaching model we have developed here at Camberwell Grammar School? Few of us would question the benefit of coaching in sport - certainly the top players and teams in the world see coaching as an essential element in ensuring that the player or team continually improves, and either stays at the top of their game or strives to reach the top. And so it is in schools with instructional coaching. The benefit of this type of professional development is that it is supportive, personal, individualised and intensive. Its purpose is to help teachers continually improve and stay at the top of their game. Research over the past decade has shown that this type of professional development is significantly more effective at impacting positively on student learning outcomes than the more traditional off-site, short, seminar or workshop-styled professional development. The Instructional Coaching Programme has been embraced enthusiastically, and is now mandatory for all teaching staff at Camberwell Grammar School. It is a clear illustration of our commitment to continuous improvement and, in particular, its desire to ensure the continued high standards in teaching and learning.
COMMUNITY REPORT 2016
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55 Mont Albert Road Canterbury Victoria 3126 Australia PO Box 151 Balwyn Victoria 3103 Australia +61 3 9835 1777 www.cgs.vic.edu.au ABN: 12 004 131 159