CGGS Annual Report FINAL

Charter

Canberra Girls Grammar School (CGGS) was established in 1926 as St Gabriel’s School by the Anglican order of the Community of the Sisters of the Church, founded by Mother Emily Ayckbowm. The Sisters had answered a request from Bishop Radford, of the then-Diocese of Goulburn, who saw a need for an Anglican school in the small community of Canberra.

An independent, non-selective Anglican school, CGGS is the oldest day and boarding school in Canberra, with three campuses spreading over 10 hectares. Our facilities include an indoor swimming pool, playing fields and a multi-purpose teaching and learning/aquatic sports centre on the shores of Lake Burley Griffin.

The School has over 1300 students in its care from the Early Learning Centre through to Year 12, with more than 45 boarders from regional Australia and overseas. CGGS is co-educational from Early Learning through to Year 3, and female single-sex from Years 4–12.

CGGS is an International Baccalaureate (IB) World School, and offers the Primary Years Program (PYP), the Middle Years Programme (MYP), and the Diploma Programme (DP) across K–12. The Senior School also offers the ACT Senior Secondary System (BSSS) program in Year 11 and 12.

The School brings together students from all over the world, with students speaking more than 40 different home languages. This vibrant mix reflects our location in the national capital, which hosts most of the country’s diplomatic community.

Our team of highly professional teaching staff supports the development of active, global citizens where creativity, critical thinking, collaboration, communication and character is fostered every day. Students across the School are offered a wide variety of curricular and co-curricular opportunities and our house-based pastoral care reflects the great importance placed on our students’ wellbeing.

The CGGS mission

In partnership with our families, we aim to provide an exceptional, holistic education to children and young women. We strive to equip them with the academic learning, emotional intelligence, and creative skills to become resilient, compassionate, critical thinking leaders, ready to fulfil their potential as global citizens. Honouring our strong tradition and heritage, CGGS is committed to being an exemplary, inclusive school in the Anglican faith.

The CGGS vision

To develop children and young women who will become independent, reflective, lifelong learners and confident contributors in a complex and changing world.

To be a school where the young never stop believing anything is possible.

The CGGS core values

The CGGS community is united by four core values that honour our Anglican tradition and equips our community to respond to the challenges of today’s world.

INTEGRITY

We are renowned for our loyalty and ethical behaviour. We follow our strong moral compass.

COURAGE

We challenge the status quo, stand by what we believe and do what is right.

RESPECT

We cultivate an awareness of our interdependence and show deep respect for self, others and the environment.

INCLUSION

We embrace diversity in humanity. We treat others with compassion and kindness.

2023 in review

At the service to mark the commissioning of the Principal of CGGS in early 2023, our community witnessed a vow that the School’s new leader would be curious and listen to learn as much as possible about the School, our students and staff, and invest in a cycle of continuous improvement.

CGGS is a school with so many strengths, with a near 100-year history and a legacy of exceptional accomplishments. And it is from this secure foundation that we continue to evolve and challenge the status quo as we strive to be the best school for girls and young people, through our ongoing commitment to excellence and openness to innovation.

The knowledge, skills and dispositions students will require in the future need to be fostered in the here and now. School is not something that is simply preparatory for life—it is an integral part of life for our children and young people and at CGGS it is valued as such. We view each of our learners as capable and each and every day we work to ensure that their experience of school has the requisite joy, adversity and scaffolded challenges that are the touchstones for wellbeing, and light the path to effective adulthood.

Moreover, school, like life, is not always easy, not always smooth but it is our intention that the children and young people of CGGS learn the strategies to ensure they recover from setbacks, build friendships, respectful relationships and support networks that will endure well beyond school. And whilst at school they will celebrate each other’s achievements, small and large, and console one another when times are challenging.

The support of one’s peers must be paramount because while school is life, it must also be a safe place to learn, grow and make mistakes. And that relies on all of the good humans of CGGS living the School values and creating the space for peers to try new things, sometimes fail but always be accepted for the great potential and dignity inherent within each individual. As we often say to students, it is not the mistake that defines us, it is what we do next to learn and grow from it that shapes our character and lights our path.

When our School was first founded, our beautiful School House, now the home for our boarders, housed all year levels. A sense of community and wholeness would have naturally arisen, and as the School grew and other campuses were established to accommodate the numbers of students and the requirements of different ages and stages of development, the wholeness became a sum of its parts—and they are great parts.

Over the course of 2023 we intentionally paid greater heed to the indivisible whole of our School and our shared values—not that it meant that we blurred or devalued the distinctiveness and diversity that is the strength of our offerings across the Early Learning Centre (ELC), Junior School and Senior School. CGGS began to feel further connected, cohesive and integrated, and the learning flowed more readily between and across the campuses.

In 2023, small steps like whole School staff meetings that rotate between Junior and Senior School, the priority paid to whole School Chapel services, the presence of Year 6 on the Melbourne Avenue campus as part of their fortnightly learning cycle in the IB Middle Years Programme, the gift of song from our mini-singers to the Year 12 graduates, the ‘Light in the bush’ candle presented to our Year 12s by their peers in Year 3, and ELC excursions to the Senior School and Junior School were implemented to provide opportunities for young people to appreciate each other and to realise they are part of something larger than themselves. CGGS provides an educational experience where the destination is always in view and where younger children are not underestimated and instead are respected for their truly extraordinary gifts and capabilities.

And across the campuses there continues to be a focus on the relationships between year levels and within year levels—to strengthen the weft and weave of our shared fabric. The ELC combined with the Junior School for the Christmas Concert, we revitalised our buddy programs where ELC students were allocated to a Junior School House for the first time, and vertical House tutor groups from Years 8–12 enabled more student-led House activities across the campuses.

In addition, our ever-evolving co-curricular program enabled these kinds of cross-age connections at scale and we look forward to the continued development of our programs to ensure there is something for every student to experience and anticipate as they journey through the School.

There were also many new opportunities to build community in 2023 with new events drawing alumnae, students, staff and parents together including our Careers Connection Breakfasts, the Distinguished Speakers Series, the Breakfasts with the Counsellors events and our Parent Partnership Series.

We also enjoyed our inaugural Art on the Grounds event which had representation from across our community. In fact, the creative idea for the theme for the 2023 end of year events arose from the hand drawn gum leaves of our Year 4 students on display at the inaugural Art on the Grounds event.

The design brought together individual leaves to create a new collective ‘burst of celebration’, a joyful flourish from the heart of the bush capital. Each leaf is unique, a different shape, size and colour, but they come together and complement each other to form a collective creation, much like our School community.

We extend our thanks to our Year 12 student leaders for 2023, Lucy, Aimee and Arya and the Senior Council. It was a year in which a spotlight on the importance of Respect was paramount in our minds—respect for oneself, respect for others and respect for the environments we share. We trust that the year levels that follow will benefit from new traditions that this graduating class commenced, as well as others they have consolidated as beacons of inspiration and hope.

In 2023, CGGS also returned to the Independent Girls’ Schools Association (IGSA) sporting and cocurricular competitions to provide a greater depth of competition for our student who now compete against Sydney and NSW girls’ schools.

In addition, the Junior School commenced competition in the Independent Primary Schools Heads Association (IPSHA) with outstanding success. Moreover, in our continued participation in other settings in which our students’ accomplishments can be benchmarked and tested, we saw again the incredible depth and breadth of our students’ talents, the commitment of our staff to support them to be and do their best, even when faced with, and up against the best in a diverse array of endeavours.

Thank you to the parents of our community for your continued support of Canberra Girls Grammar School. CGGS is a community in every sense, united by a shared mission to create a world where young people never stop believing anything is possible and where a commitment to the advancement of women, and the common good is evident.

Our vision for excellence focuses on coupling high academic expectations with high support, a deep respect for the voices of young people and a care that comes from knowing students as individuals and understanding that they are capable of exceeding even their own expectations.

We are deeply grateful to the Board for their support of the School, and to the Gabriel Foundation Board ably led by the Chair Mrs Belinda Moss. Thanks to the expertise of the volunteers who give their time and energy in the governance of the School and the Gabriel Foundation—the School’s sustainability is assured.

Together we acknowledge and celebrate the incredible staff of CGGS whose expertise, dedication and generosity of spirit enable this School to be a beacon. It is with thanks to the staff and the commitment of CGGS families that the School continues to flourish, as evidenced by our growing enrolments and CGGS being ranked as the highest performing school in the ACT in the Better Education Rankings in 2023.

Many more exciting things await us in 2024 as we continue our shared educational mission, and we look ahead to celebrating our centenary in 2026.

Sue Hart Terrie Jones Chair of the Board Principal

Board and Governance

The ownership of the School’s properties is vested in the Canberra Girls Grammar School (CGGS), a company limited by Guarantee under the ACT Companies Ordinance 1962 as Trustee for the Church of England Property Trust, Diocese of Canberra and Goulburn.

Its operations are controlled by a Board of Directors, the majority of whom are appointed by the Bishop-inCouncil of the Diocese of Canberra and Goulburn. In addition, four Directors are elected by the members of the company.

The Principal is appointed by the Board, after consultation with the Bishop-in-Council, and is responsible to the Board for the conduct of the School, including staff appointments.

The Principal is supported by the Deputy Principal, the Head of Senior School, the Deputy Principal, the Head of Junior School, more than 128 qualified teachers, Boarding House staff, a Chief Operating Officer, Executive Directors (Operations, Communications and Engagement, Staffing) and professional staff.

2023 Board Members

Chair Mrs Sue Hart

Chair Mrs Sachiko Wimmer

Alan Francis

Nick Hartland

Rod Sutherland

Right Reverend Carol Wagner

Dr Kerrie Wilde

Catherine Stuart

Jennifer Lynch

Ms Kate Hill

The Right Reverend Dr Mark Short The Bishop, Visitor—Anglican Diocese of Canberra and Goulburn.

The Board operates under the Constitution of the School and in reference to relevant Board Guidelines.

The Board approved the Strategic Design (2020–2025) in 2020.

Access

Canberra Girls Grammar School

48 Melbourne Avenue, Deakin ACT 2600 02 6202 6400

8.30am–4.30pm weekdays

From February 2023

All appropriate statutory compliance acquittals have been lodged.

Structure

2023 Organisational Chart

2023 Executive Leadership

Mrs Terrie Jones Principal MEd, BA, GDipEd, GAICD, MACEL

Ms Kate Hill Chief Operating Officer BCom, CA

Mrs Tara Dunstall

Deputy Principal Head of Senior School BA, LLB (Hons), GradDipLegPrac, GradDipEd

Mr Peter McDonald

Deputy Principal Head of Junior School and ELC

MEd, GradCertEd (Maths), GradCertBusAdmin, BEd, MACEL

Ms Joanna Leaman

Executive Director Staffing

MEd (Admin), B.SC, DipTchg

Ms Ellena Papas

Executive Director

Operations

BEd, BMus

Mrs Karen Unwin

Executive Director

Communications and Engagement

Strategic Plan

CGGS implemented the fourth year and continued with Phase 2 of its Strategic Plan 2020–2025, which guides and informs staff in reaching our goals for the future.

Phase 1:

2020–2021

Establish foundations by investing in and focusing on our core business.

Our Strategic Priorities are:

Phase 2:

2022–2025

Take our foundations into a growth phase of year-on-year progression in areas of strategic priority.

Staff profile and development

In 2023 CGGS continued to be a school of choice for teachers in the ACT and other jurisdictions. The School remains committed to offering a competitive, compelling employee value proposition.

Of the 128 teaching staff across the ELC, Junior and Senior School campuses, the highest qualification was:

• 1 Doctorate Degree

• 52 Masters Degrees

• 51 Bachelors Degrees; and

• 24 Graduate Certificates, Post or Graduate Diplomas.

Within our professional and support staff, we are also a very well-qualified workforce, including two Doctorates, eight Masters Degrees, and 27 Bachelors Degrees.

Wellbeing

The CGGS staff worked together with the Principal over the course of the year to co-construct an agreed framework to shape our staff culture of care and professionalism. The norms resulting from their collective effort is now framed in all workspaces across the School, providing a shared language for all.

All staff members continued to have access to the Employment Assistance Program, which offers free and confidential coaching, wellbeing support, counselling and seminars that encourage a healthy lifestyle.

Throughout the year, staff wellbeing was also supported through engagement activities such as celebrations, Fabulous Fridays, birthday morning teas and social events including a wonderful Christmas lunch in the Senior School. The Staff Association in the Junior School organised social events, shared lunches and trips to various events and activities.

Weekly briefings were held with catered morning teas to promote collegiality and transparent communications.

Professional

recognition and development

All teaching staff are certified through the Teacher Quality Institute (TQI) and undergo annual verification by the School to ensure their compliance with established standards. ACT teachers must complete at least 20 hours of professional development (PD) every year as part of this registration process, including at least five hours accredited by TQI.

CGGS actively supports its teaching staff in fulfilling their professional development requirements for TQI and encourages them to engage in continuous learning for personal and professional growth. The School is dedicated to offering comprehensive professional development opportunities to all its teaching and non-teaching staff members.

A significant focus for professional development has been on preparing teachers for the ongoing introduction of the International Baccalaureate Middle Years Programme (MYP). Staff attended multiple events to support this initiative, from on-site professional learning to international conferences.

The School encouraged teaching staff to seek accreditation as Highly Accomplished, Lead, and Experienced Teachers through ISTAA and TQI. In 2023 five staff members submitted Proficient Teacher portfolios, and three completed their ISTAA Experienced Teacher portfolios.

Pre-service teachers support

CGGS staff members had the opportunity to supervise and mentor pre-service teachers from various universities throughout the year. We worked with students from the University of Canberra, the University of Sydney, the Australian Catholic University and the University of Melbourne.

CGGS culture of care and professionalism: Staff norms

We share this place and the milestones of the academic year and make time to appreciate and celebrate our achievements, acknowledge our challenges and support one another in times of joy and adversity.

INTEGRITY

We share the load and contribute our best efforts to the work we do together.

We collaborate with a positive mindset and value diverse perspectives.

We take intellectual risks and an evaluative stance to improve our approaches to teaching, learning and caring, and every aspect of the School’s operations.

We raise concerns directly with a colleague and if unable to do so, we seek assistance from the School’s HR staff.

We communicate with clarity, kindness and respect, acknowledging and responding to the communications of our colleagues in a timely manner.

We treat everyone with respect and dignity so that we all feel a sense of belonging.

Student profile

CGGS students come from diverse backgrounds with a range of life experiences, which helps to enrich and inform the values, ethics, and wellbeing of all members of the School community.

Over the course of 2023, CGGS had 1325 students enrolled.

• Of these, 113 students attended the Early Learning Centre, while 475 students attended the Junior School campus. There were 109 male students from Reception to Year 3. The Senior School campus had a total of 737 students (45 of whom were boarders).

• International: 8

• Interstate: 166 students (including boarders) have identified with a non-ACT home address.

• Indigenous and Torres Strait Islander peoples: 21

Student characteristics

• Nationalities: 38

• Religions: 29

• Home languages: 40

Across the campus 188 students have recognised physical, cognitive, social and/or sensory disabilities that requires intervention through quality differentiated teaching, or through supplementary, substantial or extensive interventions. Each individual CGGS student matters and is treated with kindness, respect and fairness. Our strength-based approach to teaching, learning and caring ensured every student is valued as an individual.

Academic results and achievement

NAPLAN

In 2023 CGGS students achieved exceptional results in the NAPLAN testing across Years 3, 7, 5 and 9. Students scored above or well above the national average across reading, writing, spelling, grammar and numeracy. These fantastic results reflect both the efforts of students and their highly competent teachers.

Year 3 NAPLAN results (mean)

(mean) CGGS (mean)

Reading 416 478

Writing 414 449

Spelling 403 438

Grammar 412 461

Numeracy 412 457

Year 5 NAPLAN results (mean)

(mean) CGGS (mean) Reading 508 556

Writing 483 533

Spelling 492 532

Grammar 500 559

Numeracy 494 537

Year 7 NAPLAN results (mean)

(mean) CGGS (mean)

548 598

536 584

541 571

543 588

542 584

Year 9 NAPLAN results (mean)

(mean) CGGS (mean)

577 648

569 648

Board of Senior Studies (BSSS) and International Baccalaureate (IB) results

The BSSS Senior Secondary Certificate was completed by 85 students, 82 of whom sat for and were awarded a Tertiary Entrance Statement. All six of our IBDP students received a Diploma.

The Dux of the School obtained an ATAR of 99.90. The top BSSS student received an ATAR of 99.90, and the top IBDP student received a score of 39 (ATAR equivalent score of 96.35).

BSSS results of 2023

10% achieved an ATAR of 99 or higher

15% achieved an ATAR of 98 or higher

18% achieved an ATAR of 95 or higher

34% achieved an ATAR of 90 or higher

55% achieved an ATAR of 80 or higher

82.88 CGGS median ATAR

99.90 CGGS highest ATAR

Combined BSSS and IBDP results of 2023

9.8% achieved an ATAR of 99 or higher

14.2% achieved an ATAR of 98 or higher

18.3% achieved an ATAR of 95 or higher

35.2% achieved an ATAR of 90 or higher

57% achieved an ATAR of 80 or higher

84.35 CGGS combined median ATAR

IBDP results of 2023

17% achieved an ATAR of 95 or higher

50% achieved an ATAR of 90 or higher

83% achieved an ATAR of 80 or higher

29.06 world average diploma score (78.85 ATAR equivalent)

34 CGGS average diploma score (89.08 ATAR equivalent)

39 CGGS highest diploma score (96.35 ATAR equivalent)

Celebrating the Class of 2023 >99

>98 14.2% achieved an ATAR of 98 or higher.

57%

9.8% achieved an ATAR of 99 or higher, placing them in the top 1% in Australia.

>95 18.3% achieved an ATAR of 95 or higher.

of Year 12 students achieved an ATAR of 80 or higher, qualifying them for entrance to the top Australian universities.

>90 35.2% achieved an ATAR of 90 or higher.

89%

of Year 12 students received early offers to university.

Post-school destinations

The Class of 2023 demonstrated great initiative by applying for a growing number of direct university applications, resulting in offers based on criteria rather than the Australian Tertiary Admissions Rank (ATAR). More than half of all tertiary study offers were received before ATARs were released.

Most offers to study at The Australian National University (ANU), the University of Canberra, and over half of the offers from the University of Wollongong were not based on ATAR scores. There were fewer ATAR-based offers from the University of Sydney, the University of New South Wales, and the University of Melbourne, suggesting that direct applications and early offers shaped students’ decisions about tertiary study before the end of the year.

Areas of study for offers made to the class of 2023.

The 2023 graduates are pursuing further study in various fields, with engineering, science, and technology being the most popular courses. There is also a strong interest in humanities, social sciences, government, law, education, and design courses. The Class of 2023’s academic results have been recognised through national scholarships and courses such as highly anticipated PhB at ANU.

Junior School highlights

Empowering individual and collective learning.

In 2023 CGGS continued our commitment to the holistic development of every student. Across the Junior School and ELC we strived to develop wellrounded individuals who are driven and supported to achieve their full potential. Students continued to be encouraged to be reflective, compassionate, and internationally-minded leaders and learners who embody our values of integrity, courage, respect and inclusion both in and out of the classroom.

Enhancing Early Learning through play-based education and literacy development.

In 2023 the ELC prioritised play-based learning and explicit teaching, emphasising positive relationships between children, families and teachers. The physical spaces and the natural environment were pivotal in the ELC’s learning program. Cultivating strong relationships was deemed crucial to fortify the teaching and learning programs for Reception and Pre-Kindergarten students. The ELC educators designed learning experiences tailored to students’ individual needs, fostering high engagement through structured and open-ended activities. Additionally, implementing the PreLit framework in 2023 facilitated intentional and consistent literacy learning centre-wide, enhancing early phonemic awareness and sensitivity in preparation for formal Kindergarten schooling.

Student achievements and program effectiveness. Our students made remarkable progress from Kindergarten–Year 6 in a range of experiences that meet the requirements of the Primary Years Programme (PYP) and Middle Years Programme (MYP) frameworks and the Australian Curriculum. In Years 3 and 5, CGGS students outperformed the State and National averages across all five assessment domains. The small group learning approach in mathematics led to a marked improvement in student learning and numeracy skills across the Junior School. This efficacious approach was expanded to all grades from Year 1–6 this year.

Integration of wellbeing programs in the Junior School and ELC.

In 2023 a new ELC and Junior School timetable was introduced to provide students with dedicated daily pastoral care and wellbeing lessons. These programs aimed to promote wellbeing and positive social interactions among Junior School students. During the sessions students focused on mindfulness, identifying strengths in themselves and others, and developing empathy and community engagement based on the principles of positive psychology.

The URSTRONG friendology program, including a parent information session, was also introduced for Kindergarten–Year 6. This program equips students with skills to build healthy relationships and navigate friendships confidently. Similarly, the ELC introduced Kimochis to address early emotional literacy in Reception and Pre-Kindergarten. These programs aim to foster happiness, safety, confidence, and compassion, supporting the development of strong friendships, positive interactions, and resilience, which is especially important during challenging times and in the formative years of early adolescence.

Introducing Programme Development Clusters (PDC).

In the Junior School and ELC we prioritised continuous learning and professional development for our teachers through PDCs, collaborative projects encouraging teachers to critically assess their practices and implement evidence-based strategies to enhance student learning outcomes. In 2023 PDC inquiries focused on gifted and talented provisions, formative assessment practices, writing and mathematical computation.

Senior School highlights

In 2023 Senior School students continued to flourish as they embraced the opportunities before them.

The Senior School years are a crucial time in a student’s life—a period of self-discovery, exploration, and preparation for challenges beyond their school experience. In our commitment to providing a holistic education, we worked diligently to create an atmosphere that encourages critical thinking, creativity and a passion for lifelong learning. Our dedicated teachers and staff played a pivotal role in guiding our students through this transformative journey.

Student growth and program expansion.

We continued the IB Middle Years Programme (MYP) in Year 7, building on the success of the program introduced in Year 6 in 2022. The MYP allows students to transition smoothly into the Senior School campus and curriculum. Positive feedback was received from the Year 7 students and teachers on this transition, and we saw significant growth and increased confidence in the cohort since the beginning of the year. The School will continue the implementation of the MYP in Years 8–9 over the next two years.

Integration of technology and real-world applications in education.

Over the past two years, CGGS focused on integrating technology and real-world applications into teaching methods and curriculum. This approach aims to prepare students for the complexities of the modern

world and forms part of the bespoke, year-levelspecific Signature Programs. The programs provide opportunities for students to develop skills such as communication, collaboration and creativity through interdisciplinary units across their subjects. For example, Year 7 students coordinated and led sessions they designed for our Year 6 students’ orientation on Familiarisation Day. In contrast, Year 8 students worked collaboratively to gather data and identify areas of the School that needed improvement, designing a plan to address these areas. Selected groups pitched their ideas to their peers for feedback during a camp and then refined their ideas before presenting them to the Parents and Friends Association (P&F) for potential funding.

Celebrating the leadership of the Senior Council of 2023.

The Senior Council (SC) of 2023 demonstrated exceptional leadership in their respective roles throughout the year. They organised and led various events to support School spirit, fundraised for their chosen charity, Beryl Women, and represented the student body. Each SC member fulfilled their duties within their Houses, in music, sports, drama, public speaking, the Chapel Committee, Boarding House and SRC. We are grateful for their dedication, leadership, and collaboration throughout the year.

Education beyond the classroom

Junior School

In 2023 our Junior School and ELC bustled with activity as students delved into their interests beyond the classroom. A diverse array of co-curricular programs provided a platform of potential for personal growth and teamwork. From after-school clubs to an expanded range of sporting options and musical and drama performances, students discovered new talents and honed existing skills. Our sports teams demonstrated exceptional teamwork and determination in inter-school competitions for basketball, football, cricket, touch football and water polo. This competitive spirit fostered confidence and a strong sense of belonging. Furthermore, expanding House sports to include Year 1–6 encouraged increased physical activity and collegial competition. In 2023 CGGS became a member of the Independent Primary Schools Heads of Australia (IPSHA) sports competition, fielding teams in the Sydney-based competitions for swimming, cross country and athletics.

Senior School

The Senior School is more than a stepping stone to higher education. It is a time for students to cultivate the skills, values, and resilience that will serve them in all aspects of life. Beyond academics, the Senior School experience is enriched by the relationships forged and a developed sense of community. Our students have actively engaged in various activities, clubs, and events this year, fostering a spirit of camaraderie and unity. It is heartening to witness the support our students offer one another, creating a vibrant and inclusive community that extends beyond the classroom.

As a united community, we continue to provide an environment that challenges, nurtures and empowers our students. We aim to prepare them not only for academic success but also to be compassionate, ethical, and responsible people who will make meaningful contributions to society.

In 2023 Senior School staff, students and parents continued their support and collaboration. The support of the School Board, Alumni, and friends of the School has contributed to the many successes across the year, which included alumni reunions, Careers Connection Breakfasts and student mentoring. This partnership is invaluable in creating a legacy of excellence.

CGGS is fortunate to have a supportive network of parents who generously contribute their time and expertise to various School events and organisations, including the commendable efforts of the Friends of Music, the Rowing Association, and the P&F, along with those who actively participate as coaches or managers for sports teams. This collective involvement not only ensured the effective functioning of our School but also played a pivotal role in enriching our students’ experiences. The wider CGGS community’s dedication enabled students to cultivate creativity and profound love for their passions. We eagerly anticipate working closely with our community to plan and prepare for the centenary year celebrations, recognising each member’s invaluable role in shaping our School’s connected community.

Together we all laid the foundation for a bright and promising future for our Senior School community.

Inclusive Learning and Enrichment

Junior School

The Junior School Inclusive Learning and Enrichment (ILE) Team is dedicated to fostering a stimulating learning environment that caters to the diverse needs of all students. Engaging with the entire School community has been a key factor in the success of both the Junior School and ELC. Events such as the Welcome Breakfasts and the inaugural Art on the Grounds art show helped establish the distinctive identity of the Junior School and ELC.

Gifted and/or talented

The ILE team identifies gifted students from the ELC–Year 6. These learners benefited from various accommodations such as cluster grouping with similar peers, specialised programs and withdrawal groups for targeted instruction. Additionally, flexible grouping arrangements and differentiated curriculum ensured a challenging and engaging learning experience.

High potential students had the opportunity for accelerated learning in mathematics with Senior School specialists. The ILE team prioritised socialemotional wellbeing alongside academic growth. Students participated in prestigious external competitions like the da Vinci Decathlon, achieving outstanding results at local, national and even international levels.

Junior School teams achieved success in competitions such as the Gateways Challenge, Ethics Olympiad, Tournament of Minds, da Vinci Decathlon and IPSHA Debating.

English as an Additional Language/Dialect (EAL/D) students

The ILE program offered specific support for students who are from language backgrounds other than English. Withdrawal groups provided focused instruction on language skills, and resources and task modifications help classroom teachers.

Innovative programs like the Buddy Reading program paired older students with those learning English, promoting language acquisition and fostering peer connections. Additionally, lunchtime language groups provided a space for students with shared native languages to connect and celebrate their heritage.

Literacy and Numeracy support

The ILE team conducts MacqLit and MiniLit programs for students in Years 1–4 who require extra support with reading and writing. These small group sessions offered targeted instruction, enabling teachers to track progress and communicate effectively with parents.

Supporting teachers

The ILE team supported classroom teachers by providing resources for differentiated learning and assisted small groups of students with identified needs from Kindergarten–Year 6.

Before-school support

The ILE team provided additional practice through the Numbers Plus program for Years 3–4, which focuses on reviewing mathematical concepts. Additionally, the Maths Drop-In program offered a supportive environment for Years 5–6 students to seek help or complete homework.

The Junior School ILE team played a vital role in ensuring every student thrives in their academic journey. Their dedication to diverse learning needs empowered students to excel, fostering a vibrant and inclusive learning environment.

Senior School

The Senior ILE team provided support services to students, parents, teachers, Heads of Faculty, Heads of House and the Senior Leadership Team. ILE identifies, adjusts, communicates, and reports on academic interventions for students with diverse learning needs in the categories of Learning Support, EAL/D, gifted and/or talented, Indigenous and Boarders.

Gifted and/or talented

Students identified as gifted and/or talented took part in the ACT regional da Vinci Decathlon, three teams placed in their respective divisions. In the International Competitions and Assessments for Schools (ICAS), 31 students across Years 7–10 took 100 tests. Professional Learning during 2023 supported staff capacity in educating our high potential learners.

Study support programs

In 2023 78 students were eligible for learning support provided through our Senior Study Support program for Years 11–12, Negotiated Studies courses for Years 9–10 and the Middle Years Study Support for Years 7–8.

Additional support

Our Access Arrangements Policy expanded to provide accessible options for neurodiverse students to fully participate in School events. The School provided quiet spaces and live streams of events to approximately 30 students, accommodating a diverse range of activities such as the Senior School Swimming Carnival, Creative Minds Day and House Sing.

2023 saw a National Consistent Collection of Data (NCCD) audit. Staff provided evidence of parent communication, student need identification and caseload documentation to support the auditor’s evaluation of the School’s processes.

Chaplaincy

CGGS continues to be an inclusive community which comprises of students of all faiths. We strive to be an exemplary School in the Anglican tradition and share the richness of worship with our community.

ELC

At the ELC students enjoyed a comprehensive Godly Play curriculum, which was fully implemented in 2023. They were encouraged to explore and engage with the stories of significant Christian events throughout the calendar year. Various activities were provided to help students connect with these stories.

Junior School

The Junior School students gathered weekly for Chapel to explore the life of faith through a simple liturgy that follows the Christian calendar. Some weeks focus on the life of the saints, while others feature a Godly Play story. Student leaders from Year 6 did readings and lead prayers in these services.

In 2023 Junior School House Chapel services resumed after a long hiatus. Students from all year levels led these services, with each House celebrating its unique identity within the School. In 2024, these services will take place at the Chapel of the Annunciation at the Senior School campus, connecting our Junior School students with the heart of prayer at CGGS.

Senior School

In 2023 the Senior School Houses were tasked with creating their own ‘House Prayer’. The resulting prayers were a beautiful reflection of the unique spirituality of each House. Students took turns leading these prayers every two weeks during their House Chapel service.

Combined Chapel Service

In Terms 1 and 4 there was a Combined Chapel Service where students from Years 3–12 gather in the Senior School Hall for worship. In Term 4, the first Combined Chapel Service took place, during which Year 3 students presented graduating Year 12 students with a ‘Light in the bush’ candle, a bespoke scent that draws inspiration from the native flora of Red Hill. The service ended with an enthusiastic rendition of ‘Trees of the Field.’

Anglican Schools Australia Conference Eucharist

In 2023 Canberra hosted the Anglican Schools Australia Conference. Choristers from CGGS provided choral support to the conference Eucharist, which was presided over by the Primate of the Anglican Church of Australia, Archbishop Geoffrey Smith. Our choristers exceeded all expectations in their rapid grasp of the Anglican choral tradition, thanks to the support of CGGS leadership, the Dean of Music and the Head of Choirs.

CGGS Community Worship

In 2023 CGGS Community Worship was introduced to replace the previous ‘Family and Friends’ services. These services aim to honor our School heritage while also highlighting the talents of our choirs and musicians. Choral Evensong, a perennial favorite among Anglicans, was a regular feature of this program, which concluded with a traditional Nine Lessons and Carols service in Term 4.

The Boarding House

The CGGS Boarding House remains a place of timeless tradition and enduring charm.

Our students learn to live safely and comfortably with others, while developing independence and resilience for their future endeavours as they journey through our Boarding House.

In early 2023 the breathtaking beauty of the Boarding House was revealed once again. Major works were completed to enhance its frontage and function, while maintaining the building heritage and original features. The project made way for significant changes in the appearance and amenity of the Boarding House surrounds, including removal of trees, improved lighting, additional car parking, resurfacing for better access, feature fencing and relocation of sheds.

The CGGS Boarding Program continued to support young women from regional, rural, and international locations to access a world-class education and boundless co-curricular opportunities at CGGS. The Boarding House also warmly welcomed students whose families are in the Australian Defence Force or other Government postings worldwide.

In recent years, there has been an increase in families accessing a choice of boarding options, designed to cater to their family needs in a modern world. Weekly boarding is a solution for families who live across the ACT border and want to avoid long bus travel each day, or parents/guardians who need to manage shift, extended, interstate or international work commitments. Additionally, there is a growing recognition that the Boarding House can provide casual boarding for families. ‘As required’ boarding is an attractive support option to back up families to meet their commitments, better manage short times of transition or unexpected events. We found casual boarders seamlessly adapted to the routines established within the Boarding House.

The principles upon which boarding was established are still upheld and cherished—the opportunity to face challenges in a safe and supportive environment continue to hold importance. The boarding staff remained dedicated to providing a high level of care and support for all boarders. The wellbeing of boarders has always been a priority,

and the supports enabled them to navigate the academic and social challenges of daily life, and build resilience and a sense of community across different year levels. The CGGS School Counsellors continued support our students, ensuring they feel confident, safe, and emotionally equipped to handle the challenges of adolescence. The addition of academic tutors to the study program has been successful, providing boarders with extra guidance and support for their studies every night.

Boarding students continued to participate in a variety of activities including School and external sporting matches, tutoring at the University of Canberra, martial arts and dance. Weekend activities were organised for fun, recreation and to develop connections across different age groups within the Boarding House. In Canberra there are a wide range of activities available, including popular shopping trips to Civic and Manuka. Additionally, several senior boarders have employment with local businesses, which gives them a sense of independence.

The new Reception desk on the ground floor was a welcome addition for the boarders, parents and staff alike. It embodies a warm space and central point for the boarders to come and go each day, and as parents and visitors arrive. The next phase will focus on refurbishing the rooms to highlight the beauty of our heritage building while incorporating a modern and functional style. The rooms will offer improved storage and better use of space for each boarder at every year level.

Boarding parent dinners were a highlight in 2023, booked to align with end of term pick up. The unique experience of being a boarding family means that conversations with others experiencing a similar way of life are valuable and important, and close connections are quickly formed. We look forward to planning future opportunities.

Community support and engagement

Through a strategic program of integrated communications, promotional and engagement activities, CGGS has increased alumni connection and strengthened School community ties.

Each activity has seen ongoing improvement, from event attendance, to communications frequency, to the breadth and depth of opportunities to connect. This has further fostered a sense of pride and belonging for the School community and alumni, and provided prospective families with confidence that they are joining an engaged and lively community for life.

Prospective families

The CGGS Communications and Engagement team provided several opportunities in 2023 for new families to experience our community. The School held three Whole School Open Days, four Junior School Spenda-Days, six Kindergarten Open Mornings, three ELC and Junior School Open Mornings, four regional visits in Dubbo, Griffith and Wagga Wagga, three year-level specific information evenings and hosted a stall at the Royal Canberra Show.

Parents and friends

CGGS parents, carers and friends enjoyed a comprehensive calendar of events that celebrated our vibrant community spirit. Several of these events were supported by the Parent and Friends Association (P&F) and other parent community groups including the Friends of Music. Two new events, the Sports Celebration and Art on the Grounds were held for the first time.

Parents and friends community events in 2023:

• Sports Celebration

• Art on the Grounds

• School Fete

• Grandparents, Grandfriends and Godparents Day

• Junior School and ELC Welcome Breakfasts

• Senior School House Breakfasts

• The Music Academy Concert Program

Alumni

In 2023 we continued the implementation of our Alumni Engagement Program to reconnect and foster strong bonds with our extensive Alumni community across Australia and abroad. A variety of reunion activities and reengagement opportunities were offered by the School, with a key focus on sharing stories and building interest and attendance in these events in the lead-up to our Centenary. Several Alumni events were supported by the Grammarians’ Association.

Alumni events in 2023:

• Sydney, Melbourne and Brisbane reunions

• Founders’ Day

• Careers Connection Breakfast

• Distinguished Speaker Series

• Generations Breakfast

• Year 12 Leavers Lunch

Sisters of the Church Music Festival

The Sisters of the Church Music Festival 2023 was an event four years in the making.

The opportunity for CGGS to host the festival was a once-in-a-generation experience, and showcased the fine musical traditions of the Emily Schools of Australia and New Zealand. The week long gathering concluded with a moving finale concert—an embodiment of our collective commitment to musical excellence, enduring resilience and brought to life our shared values informed by the Sister’s commitment to social justice, equality and opportunity.

Special thanks go to the staff and students of St Peters Girls’ School, St Michael’s Collegiate School, Perth College, St Margaret’s College and St Michael’s Grammar School for joining us, and to the CGGS staff and students, led by Director (Co-curricular) Mr Joel Copeland, for ensuring our guests enjoyed their time in the heart of the nation’s capital.

Celebrating our century

In the lead up to 2026 the CGGS Centenary Action Plan was launched in 2023, and the subsequent Centenary Project Working Group was formed. The focus is to mark and celebrate our rich history, our place in the region’s educational landscape and recognise the Community of the Sisters of the Church’s (CSC) commitment to opportunity, empowerment and ambition, which has enabled today’s young people to evolve into leaders and changemakers that exceed even their greatest expectations.

The Working Group will bring our centenary celebration to life across a number of exciting projects, events, activities and initiatives that will ensure 2026 is an unforgettable year.

Together they will:

• Infuse existing events with a Centenary ‘polish’ and leverage them as platforms for the Centenary message.

• Create several Centenary-specific events and prioritise a small number of legacy projects.

• Activate student voice and agency to give current students a sense of ownership for the Centenary of their School, and to express what it means to have a CGGS education.

• Tactically implement plans to be developed by Working Parties with attendant proposed budgets and risk assessments.

Facilities and ICT

It has been another productive year in the facilities and maintenance space, with significant milestones reached to enhance School facilities.

2023 saw the frontage of the Senior School campus and Boarding House surrounds completed, which now provides a welcoming entrance to the School and improved the overall aesthetic of our campus, while maintaining our history and heritage.

Our commitment to providing high quality learning environments continued, evidenced by ongoing refurbishments of classrooms at both the Junior and Senior School campuses. These works created modern, conducive spaces for learning that foster academic excellence and student engagement.

In line with our dedication to proactive facility management, CGGS continued its ongoing preventive maintenance program. This program plays a crucial role in ensuring the longevity and optimal functioning of our facilities and safeguards our investment in providing quality education.

Many of these works have been possible due through the generous support of the Gabriel Foundation, as well as donations received from individuals from within the CGGS community. We look forward to continuing to deliver more exciting upgrades and projects around the School in 2024, including the completion of the new Senior School Sports Field and refurbishment of the learning environments on the Junior School campus.

Financial Statement and Auditor’s report

Continuous improvement: The MMG Survey

In 2023 an independent, confidential ‘experience’ survey of parents (ELC–Year 12), staff and students (Years 5–12) was commissioned as part of our commitment to continually monitor and improve the quality of education we provide to our students.

The information acquired is most important to the School for our operational and strategic planning, as well as for tracking changes in our performance. The surveys were extensive and covered in excess of 300 aspects of education at the School and we were fortunate to have a response rate that met the representative benchmark for each survey.

In response to the question about what parents valued most about Canberra Girls Grammar School, the top five areas noted are detailed below.

2023 CGGS Parents: What do you value most about your association with the School?

TOP 5:

caring and supportive environment Academic curriculum and standards

Quality and/or well-rounded education

Quality teachers and staff

Child’s personal growth, development and achievements

Overall, we were very pleased with the results and it is unsurprising that parents value the quality of a CGGS education. As a collective, our parents rated their satisfaction with the School as ‘Very High’ which is the highest rating that can be awarded, and parents provided feedback that the School had met or exceeded their expectations in most aspects of their experience. However, there are areas of improvement identified, to which we are turning our attention to. These include an ongoing pursuit for academic excellence, aspects of the student pastoral care program, communication, and aspects of the cocurricular sport and music programs which all rated highly but we aspire always to improve.

Our students rated their experience ‘Very High’ in the Junior School and high in the Senior School. Areas that exceed their expectations were the academic program, pastoral care and the co-curricular clubs and activities. Focus groups followed the results to provide further opportunity for students to share with the leadership team the aspects of the School they value and to give them agency and scope to shape the improvements that will follow.

The CGGS Staff continue to be a dedicated, expert group of professionals. They rated their experience of the School overall as ‘Very High’ and most aspects were rated very highly with a few rated highly and the breadth and quality of professional learning will be a particular focus in 2024.