READY FOR THE WORLD
ANNUAL REPORT 2015
CONTENTS INTRODUCTION
1
SPIRITUAL LIFE OF THE SCHOOL
2
ABOUT THE SCHOOL
3
STUDENT OUTCOMES IN STANDARDISED NATIONAL LITERACY AND NUMERACY TESTING
4
HIGHER SCHOOL CERTIFICATE RESULTS
6
INTERNATIONAL BACCALAUREATE RESULTS
7
SENIOR SECONDARY OUTCOMES
7
SCHOOL POLICIES
9
PROFESSIONAL DEVELOPMENT ACTIVITIES FOR STAFF – 2015
10
QUALIFICATIONS OF TEACHING STAFF
11
WORKFORCE COMPOSITION
11
STUDENT ATTENDANCE
12
RETENTION OF STUDENTS FROM YEAR 10 THROUGH TO YEAR 12
12
HOW THE SCHOOL MANAGES NON-ATTENDANCE
13
POST-SCHOOL DESTINATIONS
14
ADMISSIONS POLICY
15
CHARACTERISTICS OF THE STUDENT BODY
16
ACTIONS UNDERTAKEN BY THE SCHOOL TO PROMOTE RESPECT AND RESPONSIBILITY
19
PARENT, TEACHER AND STUDENT SATISFACTION
23
SUMMARY OF FINANCIAL INFORMATION
24
CGS FOUNDATION ACTIVITIES
26
ii | CGS | Annual Report 2015
INTRODUCTION
It is a privilege to present another Annual Report for Canberra Grammar School. A pivotal year in the School’s history, 2015 began with spectacular celebrations for the opening of The Snow Centre for Education in the Asian Century, the largest single classroom building on the campus and one of the most extraordinary gifts by an individual to any school in the country. The year also saw the School’s historic Quad transformed into a circus tent for the enormously enjoyable musical production of Barnum, in which more than a hundred students sang, performed, juggled and soared into the air. We celebrated the 50th anniversary of our elegant Chapel of Christ the King in faithful service and in procession around the perimeter of our beautiful grounds. We also took on custodianship of our alumni community from the Old Boys’ Association, which at the same time endowed a significant new scholarship for students of distinctive promise under the care of the CGS Foundation. In 2015, we launched a Master Plan for the Primary School that saw massive excavations begin for the complete re-configuration of the School’s Alexander Street frontage alongside wholesale renovations to the classrooms and playground at Southside for students from Kindergarten to Year 2. Following another excellent set of NAPLAN results in Years 3, 5, 7 and 9, the year closed with truly outstanding performances in both the Higher School Certificate and the International Baccalaureate Diploma Programme (IB). Amongst the School’s very best on record, the results saw a quarter of all Year 12 leavers achieve ATARs of 95 or more and a phenomenal one in four IB graduates receive ATARs over 98; the strongest IB results of any School in the ACT in only our second ever year of taking IB examinations. We congratulate all students and staff involved in both programmes on their exceptional success. Of course, 2015 also saw the School’s historic decision to begin transition to full co-education. Following 40 years of co-education in the early Primary School, the extension of co-education from Pre-School to Year 12 will allow boys and girls of all faiths and backgrounds to experience together the School’s outstanding array of educational opportunities in readiness for the modern world; a world in which men and women will live, study and work in greater equality and professional partnership than has ever been the case before. As outlined in the booklet, ‘Boys and Girls Together for the Future’, the decision was taken in consideration of educational, social and financial factors, and it builds on the School’s recent growth and prosperity to ensure that Canberra Grammar School remains a secure and thriving leader in Australian education. Above all, however, 2015 was another year of innumerable achievements for our students, staff and community, as celebrated at Presentation Night, in vibrant editions of our newly restyled CGS Outlook, online via the School’s new website, and in countless School assemblies and events. As ever, we are especially proud of our students’ accomplishments in class, on stage, on the sports fields and in the water, outdoors, overseas and around Australia, in service and in care of each other. We congratulate and thank them, as we do all staff, parents and supporters in the community of our great and flourishing School.
Dr Justin Garrick Head of School
Stephen Byron Chair of the School Board
CGS | Annual Report 2015 | 1
SPIRITUAL LIFE OF THE SCHOOL Faithful to its foundation, Canberra Grammar School continues to offer excellence in Anglican education. In times of change and challenge, there is a constant need to hold on to the unchanging beliefs and energies which animate us as a Christian School, yet, at the same time, to work for steady development and enhancement of all we do. The School is a dynamic expression of faith in action. At the heart of the School’s ethos is the Christian conviction that every person is of utmost value and that a Christian community should be characterised by respect and care for all. Welcoming students from all faith traditions and none, it is a place where God’s love and providence are always present in the way we serve our students, their families and the wider world. The Chapel also celebrated its 50th year anniversary in August 2015. To commemorate this milestone, the School held a joyous celebration that began with a revival of the ancient tradition of ‘beating the bounds’ where the CGS community walked the perimeter of the School, making noise and marking our boundaries. In a time of change and growth, the School continues to work to ensure that our culture, aspirations and principles remain founded in Christian scripture, practices and traditions, ready to engage the future. The annual report provides a record of our work, in which, and for which, we give thanks to God.
2 | CGS | Annual Report 2015
ABOUT THE SCHOOL Established in 1929, Canberra Grammar School is situated on 22 hectares in the heart of Canberra. Canberra Grammar School is an independent Anglican school offering outstanding academic education, co-curricular opportunities and pastoral care to day and boarding students of all backgrounds and faiths within a community guided by Christian values. Building on the professional expertise of its staff, the commitment of its community and the resources of the nation’s capital, Canberra Grammar School aims to be the most dynamic and distinctive centre of learning in Australia. The School respects and nurtures all students as individuals, seeking to inspire, support and celebrate the efforts of all in realising their intellectual, spiritual, cultural, social and physical aspirations. Canberra Grammar School prepares its students to be intelligent, innovative and international; to be confident, creative and compassionate young leaders of the future. Canberra Grammar School is the only boarding school for boys in the ACT. It is an International Baccalaureate World School and is the only school in the ACT to offer the NSW Higher School Certificate. The School is in the process of becoming fully co-educational. It educates boys from Pre-School to Year 12 and is currently extending its offering to girls, who have been educated in the Primary School since 1975 and who will now be represented across the range of School life by 2018. Canberra Grammar School educates students from Pre-School through to Year 12. From Pre-School through to Year 4 the School is co-educational, and from Year 5 onwards the School is transitioning to being fully co-educational with girls being taken in Years 3 and 4 in 2016, and Years 5, 7 and 11 in 2017. Boarding is available from Year 7 onwards. In October 2015, the School also launched its new website and branding in conjunction with the announcement of its decision to become fully co-educational. In 2015, Canberra Grammar School had 1,749 students enrolled.
CGS | Annual Report 2015 | 3
STUDENT OUTCOMES IN STANDARDISED NATIONAL LITERACY AND NUMERACY TESTING In 2015, Canberra Grammar School students in Years 3, 5, 7 and 9 completed the National Assessment Programme – Literacy and Numeracy (NAPLAN) tests. The table and graph below compare the percentage of Canberra Grammar School students in the top Band with the percentage of students in the ACT as a whole.
Comparison of CGS v ACT for Top Band ACADEMIC YEAR
COHORT
READING
WRITING
SPELLING
GRAMMAR
NUMERACY
Year 3
CGS
51
24
37
47
32
Year 3
ACT
37
15
24
33
20
Year 5
CGS
51
12
19
41
39
Year 5
ACT
25
6
10
19
13
Year 7
CGS
42
8
15
18
37
Year 7
ACT
17
6
9
17
12
Year 9
CGS
23
14
17
14
35
Year 9
ACT
11
7
8
7
12
60
50
40
30 CGS 20
State
READING
4 | CGS | Annual Report 2015
WRITING
SPELLING
GRAMMAR
NUMERACY
Yr 9
Yr 7
Yr 5
Yr 3
Yr 9
Yr 7
Yr 5
Yr 3
Yr 9
Yr 7
Yr 5
Yr 3
Yr 9
Yr 7
Yr 5
Yr 3
Yr 9
Yr 7
Yr 5
0
Yr 3
10
The table below compares the percentage of Canberra Grammar School students in each band with the percentage of students in the ACT as a whole.
BAND
Reading
Year 9 Year 7 Year 5 Year 3
Writing
Year 9 Year 7 Year 5 Year 3
Spelling
Year 9 Year 7 Year 5 Year 3
Grammar
Year 9 Year 7 Year 5 Year 3
Numeracy
Year 9 Year 7 Year 5 Year 3
10
9
8
7
6
5
4
3
2
1
CGS
23
32
28
16
1
1
ACT
11
22
28
21
13
4
CGS
42
27
25
4
2
0
ACT
17
23
27
22
9
2
CGS
51
25
12
5
6
1
ACT
25
23
22
16
11
3
CGS
51
12
20
10
4
3
ACT
37
19
19
16
4
4
CGS
14
21
27
24
8
6
ACT
7
12
27
22
18
15
CGS
8
34
29
17
11
1
ACT
6
17
23
27
20
7
CGS
12
23
35
25
4
1
ACT
6
17
33
31
8
5
CGS
24
48
10
16
3
0
ACT
15
38
25
16
4
2
CGS
17
30
32
14
7
1
ACT
8
18
33
23
12
7
CGS
15
38
27
13
4
3
ACT
9
26
28
22
10
6
CGS
19
38
23
13
4
3
ACT
10
27
26
22
12
4
CGS
37
22
26
10
7
0
ACT
24
19
21
22
12
3
CGS
14
27
32
18
10
0
ACT
7
16
30
22
19
7
CGS
18
38
29
11
3
1
ACT
17
21
26
23
9
5
CGS
41
27
15
12
2
3
ACT
19
24
23
21
8
5
CGS
47
19
22
11
1
0
ACT
33
22
24
12
7
3
CGS
35
29
25
11
1
0
ACT
12
20
29
27
12
2
CGS
37
29
23
9
3
0
ACT
12
18
30
27
13
1
CGS
39
22
25
10
3
0
ACT
13
19
29
25
13
1
CGS
32
23
22
18
5
0
ACT
20
21
26
20
10
3
CGS | Annual Report 2015 | 5
HIGHER SCHOOL CERTIFICATE RESULTS In 2015, Canberra Grammar School’s Year 12 students performed outstandingly in the Higher School Certificate (HSC), producing one of the School’s strongest overall outcomes on record. Individual and subject performances stand as tribute to the hard work and high aspirations of students and staff alike. Three students are to be congratulated on gaining placements in the top ten of the state: • Patrick Hendy placed 3rd in Modern History; he also attained full marks in English Extension 2 • Jonathan Moore placed 2nd in Agriculture; and • James Treloar placed 7th in Software Design and Development. In addition, we congratulate nine students on gaining places on the All Round Achievers’ List for attaining over 90% in 10 or more of their units: Shane Arora, Sahil Chopra, Brendan Falk, Patrick Hendy, Ivan Ip, Kevin Jacob, Ryan Jeffreson, Joshua Martin and Stephen Melhuish. Likewise, we congratulate the School Captain, Brendan Falk, who was dux of the School’s HSC cohort with a superb overall result of 99.85. Once again this year, upper band results in the great majority of subjects were well beyond state percentages in Bands 5 and 6, with especially strong performances in the following subjects in which Band 6 percentages alone significantly exceeded the state percentages: • Agriculture: 75% Band 6 compared with 7% for the state • Software Design and Development: 75% Band 6 compared with 8% for the state • Ancient History: 43% Band 6 compared with 8% for the state; and • Biology: 23% Band 6 compared with 6% for the state. In addition, students taking Chemistry, Modern History, History Extension and General Mathematics attained at least triple the state percentage in Band 6, while Economics, Physics and French Continuers students at least doubled the state percentage at Band 6. Efforts and changes in English in recent years also saw a threefold increase in top level results in Advanced English. Please note that schools taking the HSC under the New South Wales system do not receive ATARs and cannot therefore produce ATAR statistics. Nonetheless, as a non-selective school, Canberra Grammar School is especially proud that students gained 152 places on the HSC Honour Roll for top Band results, with 44% of all HSC students earning a place on the Distinguished Achievers’ List for attaining 90% or more in at least one of their subjects. 86% of students achieved at least one result in the top two bands, and 61% of all results attained were in the top two bands. 98% of students will graduate with an ATAR, with the vast majority achieving ATARs above 65.
6 | CGS | Annual Report 2015
INTERNATIONAL BACCALAUREATE RESULTS Canberra Grammar School is delighted to congratulate the International Baccalaureate (IB) Diploma Programme students of Year 12 2015 on a superb set of results. With an impressive median ATAR of 93.25, the School’s second ever group of IB students gained a combined average IB score of 35. This exceeds the Australian, Asia-Pacific and global averages for the IB and is exceptionally pleasing, especially for a nonselective cohort from across the academic spectrum of the School. 24% of the group attained IB scores of 40 or higher (equivalent to ATARs above 98), while 64% of students attained IB scores equivalent to ATARs above 90, and 88% gained ATARs above 85. We are particularly pleased to congratulate Nicolas Guesnon, who was dux of the IB cohort with an exceptional IB score of 44 and an ATAR of 99.85, making him co-dux of 2015 with Brendan Falk who also earned an ATAR of 99.85 in the Higher School Certificate (HSC). The IB results augment the excellent HSC results returned in December 2015. Together they represent historically high results at the School, with around 25% of the combined HSC/IB year group receiving ATARs over 95, the highest proportion on record. We congratulate all students once again and thank them for their great contribution to the life of the School.
SENIOR SECONDARY OUTCOMES There were 145 students in Year 12 in 2015. 120 studied the HSC and 25 the International Baccalaureate Diploma Programme. Of those, 142 students (or 97.9%) attained a Year 12 certificate. No students studied a Vocational Education course as part of their HSC.
CGS | Annual Report 2015 | 7
8 | CGS | Annual Report 2015
SCHOOL POLICIES All policies have been written in accordance with the requirements for ACT Government Registration and have been reviewed and updated during the reporting period. The policies are available to the CGS Community via CGS Connect (the School’s online Community Portal) and on application to the Head of Primary or Senior School. Major School policies include: WHOLE SCHOOL POLICIES
• Administration of Medication Policy
• Community Grievance Policy
• Management of Fever Policy
• Corporal Punishment Policy
• Communicable Diseases Policy
• Equity and Inclusion
• Toilet and Change room Policy
• Student Diversity Statement
• Assessment and Reporting Policy
• Student Learning Support Policy
• CCTV Policy
• Students with a Disability
• Alcohol Policy
• Indigenous Students Policy
• Admissions Policy
• EADL Policy
• Incident Reporting
• Gifted and Talented Policy
• Evacuation procedure
• Code of Conducts for Students
• Lockdown Procedure
• Student Bullying and Harassment Policy
• Privacy Policy; and
• Student Drug and Alcohol Policy
• Fee Payment Policy.
• Acceptable Use of Technology (Students) • Discipline Policy and Behaviour Management (Incorporates Suspension and Exclusion) • Child Protection Policy • Sun Protection • Medical Conditions Policy • First Aid Policy • Anaphylaxis Policy
EARLY LEARNING CENTRE POLICIES • Hand washing • Nutrition • Supervision and Determining Responsible Persons • Sleeping and Resting • ELC Excursions Supplement; and • ELC Sustainability.
• Asthma Policy
CGS | Annual Report 2015 | 9
PROFESSIONAL DEVELOPMENT ACTIVITIES FOR STAFF At Canberra Grammar School we seek to promote opportunities for learning that will engage teachers in genuine professional conversations that improve teaching and learning. Our Community of Practice initiative, in which teachers share with their peers and learn from each other, continues to grow. This year our focus of Teaching Practice, Department-based and Beyond the Classroom sessions involved a total of 75 workshops facilitated by 48 staff over 376 hours. Our Community of Practice programme also included individual reading and staff mentoring. We accredited six courses with the ACT Teacher Quality Institute that included: • ASA Conference Canberra • Developing a Literacy Block • Understanding Lesson Study • Developing a Community of Practice • Intercultural Understanding and Asian Transformational Engagement; and • Canberra REAIE Network Meetings. Our Professional Appreciation Cycle (PAC) is focused on performance and teacher development to create a culture of teacher quality, feedback and growth for all teachers. Currently we have 42 teacher mentees plus mentors and supervisors taking part in the PAC which involves professional conversations and mentoring. This has been recognised as 336 hours of professional conversations. Internal Professional Learning Workshops in both the Primary and Senior School included: • Collaborative Planning in the Primary setting • Differentiation Workshops with Caroline Merrick • PYP Network Job-a-like Week • Positive Support for Behaviour Issues • CGS Academic Culture • Asian Transformational Engagement • Engaging Kids Today with Dan Haeslar • Academic Leaders Symposium; and • Every Student, Every Day, Every Classroom. Our staff have also been invited to help others with their Professional Learning agenda. Staff have attended the University of Canberra to assist with the delivery of teaching initiatives within the Pre-service Education Programme including the mentoring of Master of Teaching students and their research initiatives.
10 | CGS | Annual Report 2015
Individual external professional learning experiences were available to all staff through the Teaching Development Office and the Staff Professional Excellence Fund. A small sample of the rich and varied learning opportunities in our Continuing Professional Learning program included: • ACEL Empowering Others to Lead • AISACT Teaching, Learning and School Leadership Colloquium • Chinese Language Teachers’ Conference • The Mental Health and Wellbeing of Young People • IB Asia Pacific Conference • STEM Leadership Conference; and • 2015 Anglican Schools Australia Conference. Staff also attended conferences in Germany, Macao, Hong Kong, Singapore, China and the USA.
QUALIFICATIONS OF TEACHING STAFF All teachers at Canberra Grammar School meet the standards and qualifications required under the Teacher Quality Institute (TQI). 209 teachers hold a teaching diploma or degree, nine teachers hold a degree but no specific teaching qualification.
WORKFORCE COMPOSITION GENDER THE SCHOOL
HAD 218 TEACHERS
132 WERE FEMALE
86 WERE MALE
EMPLOYED IN 2015 61%
39%
INDIGENOUS As far as Canberra Grammar School is aware, there were no Indigenous teachers working at the School in 2015.
CGS | Annual Report 2015 | 11
STUDENT ATTENDANCE The School recorded the following attendance rates in 2015:
PRIMARY SCHOOL YEAR
ATTENDANCE RATE
K
94.2
1
95.3
2
94.7
3
95.6
4
94.8
5
93.7
6
94.8
SENIOR SCHOOL YEAR
ATTENDANCE RATE
7
93.7
8
93.6
9
93.4
10
93.5
11
94.5
12
96.1
RETENTION OF STUDENTS FROM YEAR 10 THROUGH TO YEAR 12 150 STUDENTS
OF THOSE 150 STUDENTS
COMPLETED
IN 2013
137 OF THEM
COMPLETED
IN 2015
12 | CGS | Annual Report 2015
HOW THE SCHOOL MANAGES NON-ATTENDANCE Due to our student and family culture, Canberra Grammar School has very little problem with student non-attendance. Occasionally, issues arise that are related to health, mental health or family issues. If an issue of non-attendance arises, the normal procedure that is followed is explained by the steps below.
Primary School 1. Primary School Administration assistants alert Campus Directors of unapproved absences that extend beyond a week, are of a health or pastoral concern and/or any unexplained absences of longer than two days. 2. Campus Directors investigate the issue and take steps to encourage and, as needed, assist parents/caregivers in returning a student to School. 3. Campus Directors inform the Head of Primary of non-attendance issues, involving him/her in the return to School strategy as needed. 4. If non-attendance continues, the Head of Primary will request a formal meeting with the student and parents to outline the requirement to attend School and that of the Directorate. 5. Outside agencies such as CAMHS or Care and Protection may be utilised depending on the specific circumstances. Referrals to these agencies will be made by the Head of Primary School in conjunction with the School Counsellor. 6. If non-attendance continues then the Liaison Unit of the Education and Training Directorate (ETD) would be contacted to discuss next steps and the Head informed. 7. The Head of Primary in consultation with the Head would then request intervention from the Registrar of Non-Government Schools as per ETD protocols if non-attendance remains a problem.
Senior School 1. Housemasters become aware of the problem (either through the school roll marking procedure or via notification). 2. Housemasters investigate the issue and take steps to encourage return to school. 3. The School Counsellor is notified and becomes involved in assisting a return to school. 4. The Counsellor and Housemaster will, as deemed necessary, visit the student and parents in their home to encourage a return to school. 5. The Head of Senior School will also be involved at this stage (or afterwards if it is not successful) and will request a formal meeting with the student and parents to outline the requirement to attend School and that the Directorate will need to be notified if non-attendance continues. 6. Outside agencies such as CAMHS or Care and Protection may be utilised depending on the specific circumstances. Referrals to these agencies will be made after consultation with the Head of Senior School and the School Counsellor. 7. If non-attendance continues then the Liaison Unit of the Education and Training Directorate (ETD) would be contacted to discuss next steps. 8. The School would then request intervention from the Registrar of Non-Government Schools as per ETD protocols if non-attendance remains a problem.
CGS | Annual Report 2015 | 13
POST-SCHOOL DESTINATIONS Based on their outstanding Chinese proficiency test results, five students from the Class of 2015 were awarded scholarships from the Confucius Institute to study one semester of university in China. Those students are studying at a Shanghai Fundan University, Peking University of China and Shanghai International Studies University. Our students were offered places in degree courses in the following ACT or NSW universities: Australian National University
47
University of Canberra
23
University of New South Wales
20
University of Sydney
19
University of Wollongong
4
University of New England
3
Macquarie University
2
Western Sydney University
2
Australian Catholic University
1
Australian Maritime College
1
National Academy of Science
1
SAE Institute Australia
1
Charles Sturt University
1
Southern Cross University
1
Early offers were made to students at the following universities: ANU
12
University of Canberra
5
University of Wollongong
1
Macquarie University
1
University of New England
1
A number of students apply to study interstate. Information provided by VTAC shows below offers to Victorian universities. The School does not receive information on students attending University outside of the ACT and NSW. University of Melbourne
12
Monash University
7
RMIT
3
La Trobe and Victoria University
2
90% of students gained entry into their first preference course, which is a significant increase on previous years. Others gained entry into their first three preferred courses and 11 students gained places into their first preference course in the February round offers. The most popular field of study was Engineering with over 30 students being offered one of the Engineering courses either as a stand-alone course, as part of a double degree or as an Honours course. It would seem that our students are taking up the challenge to continue study in STEM subjects with a further 40 students being offered courses in Science, Technology, Health and Medicine. Other popular fields of study are Law in combination with another degree. Arts and Social Science courses continued to be popular amongst the 2015 cohort. Our students are pursuing tertiary studies in a wide range of disciplines and several have been recognised with elite scholarships. One student has been awarded the coveted Co-op Scholarship for study in Engineering at UNSW and another the Tuckwell Scholarship for study at ANU, although he declined the offer to take admission to Harvard instead.
14 | CGS | Annual Report 2015
ADMISSIONS POLICY Canberra Grammar School is an independent Anglican school that welcomes applications from students of all backgrounds, cultures and faiths. We aim to be an inclusive, diverse and talented community, educating students with a wide range of interests, abilities and aspirations. Our admissions policy reflects our core values and places emphasis on providing opportunities through scholarships (in Years 7 and 11) for students with particular academic and other talents, on nurturing existing family connections with the School wherever possible and on responding to the dynamic nature of Canberra’s population. The main points of entry to the School are:
YEAR GROUP
OPEN TO
AGE REQUIREMENTS
Pre-School (ELC Southside)
day boys and girls
must turn 3 by 30 April in year of entry
Pre-Kindergarten
day boys and girls
must turn 4 by 30 April in year of entry
Year 3
day boys and girls
Must turn 8 by 30 April in year of entry
Year 4
day boys and girls
Must turn 9 by 30 April in year of entry
Year 7
day and boarding boys and girls
Must turn 12 by 30 April in year of entry
Year 11
day and boarding boys and girls
Must turn 16 by 30 April in year of entry
Applications for entry to all other year groups are welcome and applicants will be invited for assessment and interview as places become available. The School will make offers to applicants, subject to interviews and assessment, in the following order until all places in each year group are full: 1. scholarship winners and applicants with academic scholarship results in the top 25% of external applicants by performance rank (applies to Years 7 and 11 entry only) 2. siblings of current students by registration date 3. siblings and children of Alumni by registration date; and 4. other applicants by registration date. Please note that this policy should be viewed in consideration of Admissions Policy – Annex 1. Notwithstanding the principles outlined above, at the discretion of the Head of School, places in any year group may be reserved for and offers given to, for example: 1. children of permanent staff of the School 2. children of practising ministers of the Anglican Diocese of Canberra and Goulburn 3. former students returning to Canberra and new arrivals to Canberra; and 4. applicants whose special talents may enhance the depth and breadth of the School’s curricular and co-curricular life; and boarding students. The full Admissions Policy and Annex can be found at CGS.ACT.EDU.AU/ADMISSIONS/APPLY-ONLINE or by contacting the Admissions Office on +61 (2) 6260 9744 or at admissions@cgs.act.edu.au.
CGS | Annual Report 2015 | 15
CHARACTERISTICS OF THE STUDENT BODY The data on these pages is taken from Canberra Grammar School’s entry to the Government Census in 2015. The enrolment at the time of the report was 1,749 students.
GENDER 1,574 MALE STUDENTS
90%
175 FEMALE STUDENTS
10%
INDIGENOUS HAD 8 INDIGENOUS STUDENTS
16 | CGS | Annual Report 2015
ALL MALE STUDENTS
Location Students’ home addresses were in the following cities:
Little Bay
NSW
1
Merimbula
NSW
1
Michelago
NSW
1
Canberra
ACT
1,515
Mildura
VIC
1
Adamstown
NSW
2
Miranda
NSW
1
Amberley
QLD
1
Mossy Point
NSW
1
Avalon
NSW
1
Murrumbateman
NSW
11
Balgowlah
NSW
1
Nimmitabel
NSW
1
Bega
NSW
1
Potato Point
NSW
1
Beaumont Hills
NSW
1
Primrose Valley
NSW
1
Bellmount Forest
NSW
1
Pyrmont
NSW
1
Boambolo
NSW
1
Queanbeyan
NSW
7
Bombala
NSW
1
Queanbeyan East
NSW
1
Boorowa
NSW
1
Reidsdale
NSW
1
Braidwood
NSW
3
Riverview
NSW
1
Broulee
NSW
1
Royalla
NSW
7
Bungendore
NSW
3
Stanmore
NSW
1
Burra
NSW
4
Sutton
NSW
6
Bywong
NSW
5
Temora
NSW
1
Carwoola
NSW
9
Tomerong
NSW
1
Chatswood
NSW
1
Uriara
NSW
3
Condobolin
NSW
1
Wallaroo
NSW
3
Cooma
NSW
3
Wallendbeen
NSW
1
Cootamundra
NSW
1
Wamboin
NSW
6
Cowra
NSW
1
Williamsdale
NSW
1
Crookwell
NSW
1
Yass
NSW
8
Dubbo
NSW
1
Bahrain
Bahrain
1
East Killara
NSW
1
Guangzhou
China
3
Exeter
NSW
1
Hefei City
China
1
Good Hope
NSW
1
Wichang
China
1
Googong
NSW
6
Wuhan
China
1
Goulburn
NSW
1
Wenzhou
China
1
Greenleigh
NSW
6
Oberaudorf
Germany
1
Gundaroo
NSW
4
Hong Kong
Hong Kong
6
Gundary
NSW
1
Denpasar
Indonesia
1
Harden
NSW
2
Hokkaido
Japan
1
Hoskinstown
NSW
1
Tamarin
Mauritius
1
Jerrabomberra
NSW
85
Oman
Oman
1
Jindabyne
NSW
1
Manila
Philippines
1
Karabar
NSW
9
Nuku’Alofa
Tonga Islands
1
Labrador
QLD
1
Indiana
USA
1
CGS | Annual Report 2015 | 17
Languages spoken at home Students spoke the following language at home:
Japanese
7
Konkani
2
Korean
5
Afrikaans
2
Macedonian
5
Albanian
2
Malayalam
4
Amharic
1
Mandarin
40
Arabic
33
Marathi
2
Bangla
1
Myanmar
2
Bengali
6
Nepali
2
Cantonese
17
Polish
1
Chinese
24
Portuguese
1
Croatian
6
Punjabi
6
Danish
2
Russian
3
Dutch
2
Serbian
2
English
1,442
Sinhalese
8
Esperanto
2
Spanish
6
Farsi (Persian)
1
Swahili
3
Filipino
3
Swedish
1
French
4
Tagalog/Filipino
2
German
6
Tamil
9
Greek
23
Telugu
2
Gujerati
2
Thai
2
Hebrew
3
Turkish
1
Hindi
26
Urdu
3
Indonesian
2
Vietnamese
6
Italian
7
Not specified
4
18 | CGS | Annual Report 2015
ACTIONS UNDERTAKEN BY THE SCHOOL TO PROMOTE RESPECT AND RESPONSIBILITY Pastoral Care Pastoral Care is one of the distinctive features of Canberra Grammar School, extending across all facets of education and involving all teaching staff and support staff. In addition to the normal day-to-day care of students, Canberra Grammar School implements a range of initiatives that seek to maximise the social development of students. Caring for every student is a vital aspect of the life of Canberra Grammar School. Our approach to pastoral care stems from a fundamental belief that relationships are the key to success in teaching and learning, the key to development as an individual; and the key to bringing staff and students together. Sharing in meaningful and caring relationships is essential to the development of each student and is a primary concern of every member of staff. In addition to the pastoral care provided through classes and co-curricular activities, CGS provides a comprehensive range of services and resources to support students and their families. These include the House and tutorial system, the Chaplaincy, the School Counsellors, our Careers Advisor and our Teaching and Learning Support Department. It is our fundamental goal that every student feels a sense of belonging to the School community and has the fullest opportunity for personal, social, academic and spiritual growth. Effective care must be linked with considered and wise discipline and our policies in this area seek to enhance positive human relations and provide boundaries and direction for our students as they grow and develop. Key pillars of our pastoral care and student development include: • Care for individual students • Respect for others • Responsibility and accountability • Honesty and truthfulness • Compassion • House system • Leadership opportunities • Mentoring • Community service; and • Outdoor education.
CGS | Annual Report 2015 | 19
Student Development Activities Connecting to the wider community and being positively engaged in a range of activities, provides our students with a sense of wellbeing, safety and security, enabling them to thrive and have fun as they learn. In 2015, Canberra Grammar School presented students with a variety of activities designed to develop their personal wellbeing and promote respect and responsibility. These included: • The P&F sponsored motivational talk from Paul de Gelder, the navy diver attacked by a shark in Sydney Harbour • AFP advice to students about the way the law is enforced in relation to various issues and safe party strategies • Year 11 had several full days of leadership training within the School context and on a House basis. This included a Leadership Day at Royal Military College Duntroon which involved many interesting and challenging activities • The School Leaders at all levels were involved in ongoing leadership training • The Student Representative Council advised the School about the White Ribbon Foundation and White Ribbon Day, which advocates against violence to women in any form. They also participated in ‘RU OK Day’ • Motivational media visited the School to present its multimedia programme, ‘JIGSAW’ – putting our life together one piece at a time – a challenging and inspiring show based on making positive choices in life • Tutor Group programmes provided a wide variety of life skills and discussion opportunities along with many activities that are designed to build relationships and connection; and • During assemblies students were challenged on values, respectful relationships and other issues. Students who believe in making a positive contribution to the wider community are able to do so through the Community Service activities of Houses and more broadly across the school by providing tangible assistance to charitable organisations and by raising funds for various worthy causes.
Spiritual Awareness Chapel continued to play an important part in the life of the School with all students attending once a week. Highlights included our Easter and Christmas Services as well as a special service to mark the 50th year of the Chapel Christ the King. The School also hosted a whole Senior School Chapel service with Rev’d Ian Powell, where he presented important messages for the students to consider.
20 | CGS | Annual Report 2015
Community Service Our students are compassionate young people. From the youngest to the most senior, they understand the need to think of others and to respond in practical service. There is no single pattern of Community Service. Structures, policies and committees that are the intentionalmeans of making this happen are often overwhelmed by spontaneous acts of generosity, by self-generated programmes of fund-raising and active care. Often, the response is financial and much-needed funds are, of course, central to the assistance we can provide. In all, the School generates many thousands of dollars that go to charitable purposes, but there is a growing sensitivity that those in need benefit as much from personal contact, from human interaction. At Canberra Grammar School our focus is on Service Learning. Here, our hope is to sharpen the sense of why we do what we do. It is not a box to be ticked, a task for completion. We are seeking to ignite a lifelong sensitivity to the deep needs of others, those who are near and many who are far off. Practical encouragement in the form of money is vital, but the needy are encouraged as much by the engagement of people whose wish is to touch them with the love of Christ. While they may not express it as such, this is what they do. In a culture beset by what we call ‘first-world problems’, the problems of the developing world are no less urgent. Yet we can do much to address first-world issues, too, often on our own doorstep, by the nurture of attitudes and sensibilities that cannot ignore the poverty of life which is the experience of so many. The great generosity and achievements of this community in its service to others are not a matter of pride or satisfaction. This work is a constant calling, a duty to which the only response is to do more, ‘to give and not to count the cost, to toil and not to seek for rest, to labour and to ask for no reward, save that of knowing that we do Thy will’.
CGS | Annual Report 2015 | 21
22 | CGS | Annual Report 2015
PARENT, TEACHER AND STUDENT SATISFACTION Canberra Grammar School monitors parent, student and staff satisfaction both formally and informally. Parent and community satisfaction continues to be an important consideration for Canberra Grammar School, and the School constantly collects feedback through the year using both formal and informal methods. Formally, feedback is gathered by a Community Satisfaction Survey, through meetings, and through smaller subject-based surveys. The most recent Community Satisfaction Survey was conducted in June 2015 and had responses representing 43% of the School. The survey demonstrated a high level of satisfaction with the School’s overall directions and values, including being an Independent School, having an international outlook, and offering the International Baccalaureate Diploma Programme. The survey also proved to highlight a number of areas that the School can continue to improve on. Informally, feedback is gathered over the course of the year through (but not limited to): • Parents and Friends Association • Student Representative Committees and School Captain meetings • CGS Alumni events and meetings • Community events (including the Head’s breakfasts) • Parent Teacher Nights • Academic Conferences • Student and teacher lunches; and • Consultative feedback sessions on proposals like the Primary School Master Plan and School uniform. In addition to these methods, the School is always open for feedback and communication with parents through phone calls, emails, and letters or by visiting the School.
CGS | Annual Report 2015 | 23
SUMMARY OF FINANCIAL INFORMATION 2015 was another busy year for the School both in terms of capital improvements and in general operations. The main focus for capital works was at the Junior School where, work commenced on the expansion and upgrade of the classrooms and playground at Southside and this was followed by the improvements to the parking and traffic flow in Alexander Street. These projects have been a tremendous success and have revitalised this section of the Junior School and allowed for extra classes in Kindergarten, Year 1 and Year 2. In the Senior School, the Science precinct was renovated in the December holidays. There was also significant investment in the AV infrastructure across all campuses and especially in our wireless capability where coverage was expanded and enhanced. The recurrent operational performance for 2015 was again consistent with recent years and the School generated an operating surplus of $563,099 which was in-line with Board expectations. The total operating income increased by approximately 5% on the previous year as did the operational expenditure where the increased spend was focussed on staff, teaching resources, education technology, and campus maintenance and renewal. Approximately 80% of the School’s income was contributed by parents through School tuition fees with Federal and State Governments providing around 14% and the balance coming from investments, donations and CGS Care (holiday care and outside school hours programme). The Board is pleased with the financial results for 2015 and will continue to focus on improving School facilities during 2016 and to continue to position the School for the future.
BALANCE SHEET 2015
2014
Cash and cash equivalents
$2,064,395
$2,636,300
Trade and other receivables
$1,362,849
$1,487,782
Financial assets
$6,429,980
$7,182,037
CURRENT ASSETS
Other assets
$514,020
$531,520
$10,371,244
$11,837,639
NON CURRENT ASSETS Property, plant and equipment
$33,101,526
$29,960,222
$33,101,526
$29,960,222
$43,472,770
$41,797,861
Borrowings
$1,017,067
$1,017,067
Trade and other payables
$4,327,598
$2,452,777
Provisions
$2,798,600
$2,767,949
TOTAL ASSETS CURRENT LIABILITIES
Other liabilities
$2,560,106
$2,805,307
$10,703,371
$9,043,100
Borrowings
$775,534
$1,779,590
Provisions
$380,438
$335,419
$1,637,427
$1,265,951
$2,793,399
$3,380,960
TOTAL LIABILITIES
$13,496,770
$12,424,060
NET ASSETS
$29,976,000
$29,373,801
$28,912,776
$27,742,008
$1,063,224
$1,631,793
$29,976,000
$29,373,801
NON CURRENT LIABILITIES
Other liabilities
EQUITY Retained earnings Reserves TOTAL EQUITY
24 | CGS | Annual Report 2015
PROFIT FROM RECURRING OPERATIONS 2015
2014
$32,506,804
$31,065,459
$6,065,356
$5,937,329
RECURRENT OPERATING INCOME Fees Paid by Parents Commonwealth and Territory Grants Investment Income
$578,676
$541,809
Donations
$361,264
$202,313
Sundry Income
$420,356
$361,288
$39,932,456
$38,108,198
$28,100,562
$26,610,520
Teaching and Boarding Support
$4,437,935
$4,243,332
Teaching Resources
TOTAL OPERATING INCOME RECURRENT EXPENSES Salaries
$1,358,783
$1,272,139
Education Technology
$781,990
$562,564
Co-Curricular
$481,286
$520,577
Maintenance of School Property
$1,425,402
$887,394
Community Relations
$568,638
$410,991
Interest Expense
$171,822
$218,541
$2,042,939
$2,203,834
$0
$443,515
$39,369,357
$37,373,407
$563,099
$734,791
Depreciation & impairment Other (donations to CGS Foundation) TOTAL OPERATING EXPENSES OPERATING SURPLUS Note: Surplus from recurrent operations excludes donations received for The Snow Centre (2015 $500,000; 2014 $7,500,00).
CGS | Annual Report 2015 | 25
CGS FOUNDATION 2015 ACTIVITIES The CGS Foundation assists the School in offering a genuine education that develops students to confidently compete at world standards and to take advantage of global opportunities. The CGS Foundation exists to support the long-term security, advancement and renewal of Canberra Grammar School as a world-class leader in modern education. Currently the Foundation’s focus is on providing financial assistance for School infrastructure and funding student scholarships. It is an integral part of the School and exists only through the generosity of the School community, past and present, to benefit students now and into the future. To reflect our close association with the School, in 2015, the Foundation launched a new brand similar to the School’s new branding. This included a new website. The donations page on the site now allows donors to select the Scholarship or building project they wish their donation to go towards. In 2015, the Foundation had a brochure created titled ‘Help Shape the Future of Your School’ to demonstrate the longer term vision of the School’s Master Plan. If you would like a copy of the brochure, please contact the CGS Foundation Manager on +61 (2) 6260 9665 or visit CGSFOUNDATION.ORG.AU. Scholarships continue to be a priority for the Foundation with the continuation of the Poate Scholarship for Leadership, the Hazlehurst Scholarship for Science & Technology, the Ann Jory Music Scholarship and the CGS Organ Scholarship, the Tim Murray Music Scholarship, the McKeown Academic Scholarship and the Snow Scholarship for Global Studies. In 2015, 6 students were funded to China as part of a Chinese Scholarship partly funded by the Chinese Embassy. 2015 also marked the launch of an Indigenous Scholarship with the first place beginning at the start of 2016. Currently, and in addition to the above scholarships, there are five Foundation Music Scholarships and 38 Foundation Scholarships. Three projects that are becoming annual events were conducted in 2015: 1. a ‘Boots for Kids’ campaign was conducted at the end of the winter sports season 2015 requesting students donate their old footy boots to the Ngukurr Indigenous Community in the Northern Territory resulting in many boots, together with a generous donation of jerseys, sent to the Community; 2. the Annual CGS Foundation Annual Giving Campaign was launched in May 2015 which included for the first time a mechanism for staff to contribute to the Foundation via a Staff Salary Deduction scheme; and 3. the annual Foundation Member ‘Thank You’ function was held at the National War Memorial in March 2016 with special guest speaker, Dr Brendan Nelson, Director of the Memorial, delivering an amazing address to a gathering of around fifty guests. The Foundation was represented at the School Picnic and the School Fete with a focus on future building development. Large billboards depicting an artist’s impression of the Junior School’s proposed Discovery Centre building were on display. At the Family Picnic, Questacon staged a hands-on science show in the Lingard Hall to support the concept of the new development. CGS Alumni engagement is also one of the Foundation’s priorities. A Foundation initiative, commencing in 2015, was to create the inaugural Captain’s & Vice Captain’s Reunion Weekend. This proved to be a very successful reunion attended by around 50 Captains and Vice Captains representing their particular year. The Foundation Manager also attended the London Alumni Dinner on 27 February that was attended by over 20 Old Boys. The need for members of the School Community to keep the School advised of contact details cannot be over stressed. The School year is packed with events which appeal to a broad range of the School Community but their success can only be strengthened with the ability for the School to cost effectively contact members of the Community. You can update your details at CGSALUMNI.ORG.AU. For more information, including a full list of donors, please view the CGS Foundation Annual Report.
26 | CGS | Annual Report 2015
CGS | Annual Report 2015 | 27
T +61 (2) 6260 9700 E community@cgs.act.edu.au 40 Monaro Crescent, Red Hill ACT 2603 CGS.ACT.EDU.AU CIRCOS Provider No 00580G
28 | CGS | Annual Report 2015