The School Board had seven ordinary meetings and one Annual General meeting during 2018, together with regular meetings of the Asset Management, Finance, Scholarship and Policy and Compliance Committees. The Board Committee structure continues to function extremely well, with important input from key members of the School staff. The practice of having individual Senior Leaders and staff members address the Board meetings to report on their particular areas of responsibility, and to brief the Board on matters which might improve the delivery of quality education, was continued in 2018. The opportunity for face to face discourse is valuable for both Board members and staff. M r s Kr ist ine L it tlewood
Board Chair
The Scholarship Committee oversees Tertiary Scholarships for Year 12 graduates in addition to the O’Brien Family Science
Scholarship, the Elite Athlete Program and the Indigenous, Music, and Academic Scholarships, which are on offer for both internal and external students. New donors and recipients continue to be identified, with the annual Business Industry Dinner being an important link between the School and community professionals, who can provide practical advice to students, and potentially become involved in the scholarship program. The Asset Management Committee was busy in 2018 with oversight of the new Early Learning Centre (ELC) building and commencement of the cafeteria project. A lot of time and expertise has been spent on the detailed planning, consultation and costing of both projects. The new ELC was completed in December 2018 and is a truly magnificent space, offering outdoor and indoor environments guaranteed to inspire and occupy our youngest learners. The cafeteria project has broken ground with the demolition of the old canteen building, which served us well for many years. The project includes a conference area, cafĂŠ and an extension of the music space and is expected to be finished during Term 1, 2020. Enhancement and development of the School Farm was also a focus during 2018 with more work planned for 2019.
The Finance Committee oversees the budget and financial reporting, our income being substantially, tuition fees paid by
parents, and government funding. Parent contributions to the building fund also add to the pool available for major building projects. The School is in excellent financial shape and has received a clean bill of health from the auditors. The School continues to provide a quality and innovative teaching and learning environment while maintaining a high standard of fiscal responsibility and reporting. The importance of government funding has been highlighted by the changes to the School Funding Model proposed during 2018 and there has been much discussion around the Board table, and through our Principal closely monitoring of any developments and impact on HVGS. The Policy and Compliance Committee continues the rolling process of reviewing and updating policies to keep pace with changes in legislation and the many compliance issues underlying the School’s operations. 2018 has involved preparation for NESA accreditation, a monumental task, which from a governance perspective includes a review of key policies, practices and procedures for the compliant and safe operation of the School. One of the most important responsibilities of the Board in 2018 was to consider the renewal of the Principal’s appointment and future leadership of the School. Mr Paul Teys has led HVGS through a period of great growth and development over the last ten years and it has been an extremely effective partnership
between the Principal and the School Board. The Board considers that Mr Teys has the vision and the energy to lead Hunter Valley Grammar School for a further five years and congratulates him on his reappointment. The Principal, leadership team and staff members responsible for the daily operation of the School, are consummate professionals and make the Board’s oversight duty, both a pleasure and a privilege. I look forward to an exciting, collaborative and successful 2019, and thank the Board Directors Dr Ken Dobler, Mrs Michelle McPherson, Mr Anthony Dockrill, Rev Dr George Garnsey, Mrs Heather Russell-McLaren
(OAM) and Mr Martin Heffron for their generous and expert contribution to Hunter Valley Grammar School.
3
Hunter Valley Grammar School is the region’s own premier independent, coeducational school for students from Preschool to Year 12. Centrally located in East Maitland, we serve families of the Hunter Valley and Newcastle. At Hunter Valley Grammar School parents are our partners and children are safe to be themselves, in an optimistic, healthy learning environment. We unashamedly believe that students benefit from striving for high standards and from an education that is anchored in our School’s Values for Life. HVGS students enjoy outstanding facilities on 13 hectares of beautifully landscaped, tree studded grounds. They benefit from the commitment and care of professional staff. Students can choose from a wide range of regionleading academic and cocurricular programs for their personal development and growth. Our teaching and learning programs are designed to prepare young people for a life beyond school, equipping them with a mindset of lifelong learning and the attributes they will need for the workplaces of the future. In an increasingly global economy, greater value will be placed on ‘entrepreneurial’ skills. Young people will need to be flexible, think critically and creatively, collaborate, innovate and communicate. The International Baccalaureate Program is central to our curriculum focus to develop the intellectual, personal, emotional and social skills of every child. Hunter Valley Grammar School is a Primary Years Program IB World School, and as a result of the skills and attributes that we have seen our students attain, we have implemented the Middle Years Program for Years 7 to 10.
HVGS students experience a balanced education. As a teaching and learning community that encourages the pursuit of excellence in all areas, our exhaustive and extensive range of cocurricular activities challenge, broaden and develop our students beyond the classroom. The opportunities provided to our students cut across a broad range of interests: academic challenge, gifted and talented programs, the creative and performing arts, sport, debating and public speaking, clubs and associations. Contextual information about the School is avialable on the My School website at http://www.myschool.edu.au
bands: Bands 1-6 for Year 3; Bands 3-8 for Year 5; Bands 4-9 for Year 7; Bands 5-10 for Year 9. The national minimum standard was defined by ACARA Hunter Valley Grammar School participated in the 2018 National Assessment Program for Literacy and Numeracy
as attaining results in: Band 2 (Year 3), Band 4 (Year 5), Band 5 (Year 7), and Band 6 (Year 9).
(NAPLAN) for Years 3, 5, 7 and 9 with 99% of applicable students sitting for the tests in early Term 2.
Further detail, in addition to the following tables, regarding
Achievement for students in each year group was reported on
may be found on the My School website: http://www.myschool.edu.au
a five band scale across specified skill categories in numeracy, reading, writing, spelling, grammar and punctuation. A common scale divides NAPLAN attainment levels into 10
the performance of Hunter Valley Grammar School in the National Assessment Program for Literacy and Numeracy
YEAR 3 In 2018, 76 students in Year 3 sat their first NAPLAN tests.
YEAR 5 In 2018, 74 students in Year 5 participated in the NAPLAN tests.
Compares the percentage of Junior School students at HVGS achieving above the National Minimum Standard for Literacy and Numeracy with State data across Years 3 and 5
Compares the percentage of Junior School students at HVGS achieving in the top three reported performance Bands compared with State attainment across Years 3 and 5
YEAR 3
YEAR 5
% Achieving Above National Minimum Standard (Band 3 and above)
% Achieving Above National Minimum Standard (Band 5 and above)
HVGS
State
HVGS
State
Reading
100
89
97
83
Writing
99
92
93
80
Spelling
100
87
93
86
Grammar and Punctuation Numeracy
100
88
86
83
100
88
99
85
YEAR 3
YEAR 5
% Achieving in the Top Three Reported Performance Bands (Bands 6,5,4)
% Achieving in the Top Three Reported Performance Bands (Bands 8,7,6)
HVGS
State
HVGS
State
Reading
99
76
88
64
Writing
80
73
58
44
Spelling
92
74
86
69
Grammar and Punctuation Numeracy
95
75
80
67
95
71
74
59
YEAR 7 In 2018, 104 students in Year 7 participated in the NAPLAN tests.
YEAR 9 In 2018, 90 students in Year 9 completed their final NAPLAN tests.
Compares the percentage of Senior School students at HVGS achieving above the National Minimum Standard for Literacy and Numeracy with State data across Years 7 and 9
Compares the percentage of Senior School students at HVGS achieving in the top three reported performance Bands compared with State attainment across Years 7 and 9
YEAR 7
YEAR 9
% Achieving Above National Minimum Standard (Band 6 and above)
% Achieving Above National Minimum Standard (Band 7 and above)
HVGS
State
HVGS
State
Reading
96
83
96
81
Writing
76
67
84
62
Spelling
93
84
94
81
Grammar and Punctuation Numeracy
92
80
93
75
97
86
98
84
YEAR 7
YEAR 9
% Achieving in the Top Three Reported Performance Bands (Bands 9,8,7) HVGS State
% Achieving in the Top Three Reported Performance Bands (Bands 10,9,8) HVGS
State
Reading
81
59
79
55
Writing
54
40
64
40
Spelling
76
68
66
56
Grammar and Punctuation Numeracy
72
60
82
56
81
64
76
57
The Record of School Achievement (RoSA) credential recognises course completion and attainment levels for students who may leave school after Year 10 and before they receive their Higher School Certificate. Information on the RoSA is available on the NESA website: http://www.boardofstudies.nsw.edu.au/rosa In 2018, 111 students completed Year 10. Of these,
Rank in Sydney Morning Herald Top 100 Schools Report
Band 6 results (from 46 students)
three students left HVGS and transferred to other schools. In addition to this, four Year 11 students were issued with a RoSA credential in accordance with policy re: leaving secondary schooling prior to receiving a Higher School Certificate, and one student left HVGS and transferred to another school.
Students on the All Rounders List
Students on the Distinguished Achievers List
In 2018, 103 students sat the Higher School Certificate at Hunter Valley Grammar School.
There were 113 mentions on the Distinguished Achievers List, with 46 different students awarded the distinction (approx. 45% of the cohort). Student achievement at Band 5/6 level (or equivalent) reflects 65% of all results across all courses, a result considerably better than
State attainment.
Âź
Of students received an ATAR above 90
HSC major work nominations & 2 selections for ARTEXPRESS
SUBJECT Higher School Certificate Achievement over the past three years. *Marks not shown for small candidature to protect individual’s privacy.
Ancient History
Biology
Business Studies
Chemistry
Community and Family Studies
Design and Technology
Drama
Earth and Environmental Science
Economics
Engineering Studies
English (Standard)
YEAR
NO. OF STUDENTS
PERFORMANCE ACHIEVEMENT BY % IN BANDS 5 AND 6 HVGS STATE
2018
13
54
36
2017
24
33
34
2016
9
44
31
2018
46
48
37
2017
33
46
39
2016
34
62
35
2018
31
45
37
2017
33
49
36
2016
34
65
34
2018
21
62
42
2017
16
75
43
2016
25
24
41
2018
14
77
29
2017
12
58
30
2016
11
82
31
2018
6
83
47
2017
8
25
43
2016
7
71
41
2018
12
84
42
2017
17
53
42
2016
6
62
43
2018
5
20
38
2017
9
44
36
2016
7
71
34
2018
5
20
46
2017
5
20
49
2016
9
33
45
2018
11
55
36
2017
-
-
-
2016
5
60
38
2018
12
0
15
2017
13
0
16
2016
7
0
13
SUBJECT
English (Advanced)
Food Technology
Geography
Legal Studies
General Mathematics Mathematics
Modern History
Music 1
Music 2
PDHPE
Physics
Senior Science
Society & Culture
Software Design and Development Studies of Religion 2
YEAR
NO. OF STUDENTS
PERFORMANCE ACHIEVEMENT BY % IN BANDS 5 AND 6 HVGS
STATE
2018
91
62
63
2017
94
51
64
2016
89
52
62
2018
4
*
32
2017
17
41
30
2016
1
*
39
2018
8
75
43
2017
8
63
42
2016
12
42
41
2018
15
73
44
2017
19
68
44
2016
10
40
42
2018
47
64
27
2017
57
44
25
2016
45
53
26
2018
30
100
52
2017
16
94
53
2016
33
61
52
2018
11
55
42
2017
15
53
39
2016
10
60
41
2018
17
100
65
2017
12
75
65
2016
9
89
63
2018
5
100
91
2017
3
*
89
2016
4
*
90
2018
38
61
33
2017
29
48
31
2016
31
74
33
2018
17
47
34
2017
13
46
34
2016
21
19
30
2018
31
68
21
2017
24
38
24
2016
16
62
29
2018
4
*
47
2017
6
83
37
2016
10
80
48
2018
6
83
37
2017
7
27
35
2016
6
83
33
2018
10
50
41
2017
15
33
46
2016
21
62
48
SUBJECT
Textiles and Design
Visual Arts
French (Continuers)
VET Hospitality Examination
SUBJECT
English (Ext 1)
English (Ext 2)
Maths (Ext 1)
Maths (Ext 2)
History (Ext)
Music (Ext 1)
PERFORMANCE ACHIEVEMENT BY % IN BANDS 5 AND 6
YEAR
NO. OF STUDENTS
HVGS
STATE
2018
6
100
46
2017
-
-
-
2016
6
67
47
2018
7
71
53
2017
7
86
55
2016
7
100
54
2018
2
*
64
2017
7
14
66
2016
1
*
65
2018
3
*
33
2017
7
43
30
2016
2
*
30
YEAR
NO. OF STUDENTS
PERFORMANCE ACHIEVEMENT BY % IN BANDS E3 & E4 HVGS
STATE
2018
13
100
95
2017
21
90
93
2016
17
100
95
2018
6
100
71
2017
11
45
77
2016
11
73
79
2018
11
100
80
2017
7
100
82
2016
10
100
79
2018
3
*
85
2017
2
*
84
2016
2
*
85
2018
11
64
79
2017
13
62
80
2016
4
*
81
2018
5
100
96
2017
2
*
95
2016
4
*
94
With a continued focus on the International Baccalaureate and building collaborative practice in 2018, staff achieved significant progress in their understanding of the administration and realisation of working in the IB
As an endorsed provider of registered professional learning, the School successfully provided training across
learning.
pedagogy, working in supportive, collaborative teams. Four staff achieved an additional level of accreditation recognised in the Independent Schools sector (Experienced Teacher – Independent Schools
framework
several targeted areas including bullying prevention, reportable conduct, staff wellbeing, and teaching and
Staff engaged in Professional Learning Communities throughout the year, homing in on improving their
accreditation process) in 2018, joining the substantial number of Experienced teachers at HVGS. One of these submissions was through the new action research pathway and has been celebrated for the quality of the submission.
NUMBER OF PROFESSIONAL LEARNING Summary of teacher professional learning in 2018
IB PYP/MYP Leadership Pastoral Care/ Wellbeing Teaching and Learning/ ICT All Staff: WHS/ Compliance All Staff: Child Protection, CPR, Risk Management
LEVEL OF ACCREDITATION Teacher accreditation status
Conditional Provisional Proficient Teacher
CATEGORY Teacher qualifications *Note that the number of teachers falling within these two categories may not sum to the total number of teachers as reported in the previous accreditation table as some teachers with Conditional accreditation may not be included.
Teachers having teacher education qualifications from a higher education institution within Australia or as recognised within the
National Office of Overseas Skills Recognition (AEI-NOOSR) guidelines, or
STAFF PARTICPANTS 104 29 104 104 170 170
NUMBER OF TEACHERS 0 0 104
NUMBER OF TEACHERS 104
The staff at Hunter Valley Grammar School are committed to providing an effective learning environment for all students and are suitably qualified to fulfil their designated roles. HVGS chooses not to invite staff to disclose their indigenous origin to the School.
NUMBER OF
CATEGORY HVGS workforce composition
STAFF
Teaching Staff Full-time equivalent teaching staff Non-teaching staff
104 100.9 59
Full-time equivalent non-teaching staff
Student attendance rates in 2018, Kindergarten – Year 12
YEAR
%
K
99.2
1
98.5
2
99.3
3
98.8
4
98.5
5
99.0
6
98.4
7
98.9
8
98.7
9
98.8
10
98.1
11
97.4
12
98.4
49.2
•
•
•
•
The School records and retains the daily attendance and absence of all students enrolled in the School by maintaining a daily register for each class. Student absences from classes or school are identified and recorded in a consistent manner by the staff member responsible. Unexplained absences from classes or school are followed up in an appropriate manner with the student and/or their parent or guardian.
The School notifies parents and/or guardians in an appropriate manner where a student has a poor record of school or class attendance.
•
Where unsatisfactory class or school attendance is identified, the attendance issue and any action taken is recorded, as appropriate, on the student file.
At the conclusion of 2018, 103 students graduated from Year 12. This represents a retention rate of 88%. Whole school attendance rate data may be found on the My School website: http://www.myschool.edu.au
Total students from 2018 cohort eligible for an ATAR = 102 Total number of students offered a University place for 2019 (at a University/Private College) = 90 Remaining 12 students have either joined the workforce, taken a break from study for travel, or plans unconfirmed.
University selections of the Class of 2018
Areas of tertiary study for the Class of 2018
UNIVERSITY
NUMBER OF STUDENTS
% OF STUDENTS
Newcastle UNSW
54 5
60 6
Sydney Macquarie
6 9
8 10
University of New England
1
1
University of Technology Sydney Charles Sturt University
3 1
3 1
Griffith University Western Sydney University
2 1
2 1
QTAC
1
1
Adelaide Conservatorium SAE Institute
1 1
1 1
Australian National University University of Canberra
3 2
3 2
AREA OF STUDY
NUMBER OF STUDENTS
Animation
1
Art History
1
Arts
3
Biomedical Science
3
Business/Commerce/Economics
14
Criminology
1
Design/Architecture
4
Education
4
Engineering/Construction
6
Environmental Science & Management
3
Health Sciences
27
Information Technologies
4
Law
5
Media
2
Medicine
2
Music
2
Pathways
1
Science
3
Social Science/Development Studies
4
School enrolment policies are detailed on the following pages.
Summaries of School Policies are contained below. Details of the full policies can be
•
the Head of Junior School;
empower students to build social skills,
In Senior School (Years 7-12) the Heads
resilience and responsibility.
obtained on the my.HVGS Parent Dashboard
of House and Heads of Year have
or from the School.
oversight of student wellbeing. Heads of
The policies incorporate, as appropriate,
House and Heads of Year are in turn
principles of procedural fairness and natural
supported in their work by a team of
justice, and expressly prohibits corporal
Mentors; The Student Wellbeing Program is in
punishment.
place across the whole school; and
A full copy of policies can be accessed via:
Student wellbeing is supported by the
•
School Diaries
Principal and School Psychologists.
•
My.HVGS Parent Dashboard
•
The Staff Handbook, or
•
The School Compliance Manager.
Student welfare encompasses everything
•
that Hunter Valley Grammar School does to enhance the wellbeing of students and to
•
meet their personal, social and learning needs. It involves recognising, valuing and developing each student as a total and
The following policies support the School’s
unique person, and fostering attitudes of
Student Wellbeing Program and
mutual respect and confident participation.
incorporates the principles of procedural
Complaints and Grievances Resolution
fairness and natural justice:
Hunter Valley Grammar School is committed
Hunter Valley Grammar School aims to
to the maintenance of a positive relationship
develop a community in which all
•
Student Welfare Policy;
with the school community, and to the
participants have the support and
•
Student Wellbeing Policy;
timely resolution of any grievance of a
opportunities needed to grow physically,
•
Student Bullying Prevention Policy;
parent or student.
emotionally, socially and intellectually.
•
Student Behaviour Management Policy;
At Hunter Valley Grammar School student
•
Anti-Discrimination Policy;
The School aims to provide a prompt
wellbeing has the individual as its focus and is an integral part of the school philosophy
• •
Critical Incident Policy; Child Protection Policy;
response to all telephone and written inquiries, and subject to the need for any
and curriculum. It promotes respect for the
•
Student Services Policy;
further investigation and evaluation in
rights of every person and is fostered by
•
Student Attendance Policy;
relation to a particular complaint, the
cooperation between all members of the School Community.
• •
Duty of Care Policy; and Grievance & Communication Policy.
complete resolution of an issue as soon as practicable. Inquiries should be directed to the
The School cares for each individual student
Hunter Valley Grammar School’s values
appropriate staff member as per the procedure. If the grievance concerns that
through a well developed wellbeing
provide the framework for the School’s
staff member, or if it is believed that the
structure:
Behaviour Management and Discipline
issue has not been dealt with expeditiously
Policy.
by that staff member, a more senior person should be informed.
•
•
The Sub Schools are managed by the Head of Senior School and the Head of
The School’s behaviour management
Junior School;
strategies include addressing issues such as
A full copy can be accessed via:
In Junior School the classroom teacher is the primary wellbeing carer. The Heads
behaviour management and discipline, bullying and harassment, student health and
• •
The my.HVGS Parent Dashboard The Staff Handbook, or
of Stage advise and support classroom
wellbeing, improved relationships and
•
The School Compliance Manager.
teachers and individual students, and
personal achievement. These strategies
they are responsible to
POLICY Summary of key policy changes in 2018
CHANGES IN 2018
ACCESS TO FULL TEXT
No changes made in 2018.
The Student Welfare Policy can be accessed by request from the principal or from the my.HVGS Parent Dashboard
No changes made in 2018.
The Student Bullying Prevention Policy can be accessed by request from the principal or from the my.HVGS Parent Dashboard.
No changes made in 2018.
The Behaviour Management and Discipline Policy can be accessed by request from the principal, from the student diary and from the my.HVGS Parent Dashboard.
STUDENT WELFARE The School aims to support the mental, physical and emotional wellbeing of students through: • Creating a safe, secure and caring environment; • Delivering effective teaching and learning; • Provide early intervention programs for students; • Providing a positive climate and good discipline; and • Encouraging community participation.
ANTI-BULLYING The Student Bullying Prevention Policy addresses issues involving bullying and harassment and student health and wellbeing. The policy clearly outlines the responsibilities of school staff, students, and parents/ carers. The School provides procedures for responding and managing allegations of bullying.
DISCIPLINE The Behaviour Management and Discipline Policy incorporates principles of procedural fairness and involve parents in the process of procedural fairness for suspension and expulsion. The School expressly prohibits corporal punishment and does not sanction the administering of corporal punishment by nonschool persons, including parents, to enforce discipline at the school.
COMPLAINTS AND GRIEVANCES RESOLUTION The Grievance and Communication Policy endeavours to provide a prompt response to all complaints and grievances to resolve issues as soon as practicable. The policy uses procedural fairness in dealing with complaints and grievances. The processes incorporate how parents can raise complaints and grievances and how the School will respond.
No changes made in 2018.
The Grievance and Communication Policy can be accessed by request from the principal and from the my.HVGS Parent Dashboard.
•
Affirm our mission and ethos – a broad, liberal education across P-12 with a curriculum that leads
•
Develop concept plans for a new Cafeteria and additional Music teaching/rehearsal space. Ongoing.
•
Refurbishment of D Block. Part-refurbishment of the Business, Commerce, History & Philosophy teaching block in 2017, with the development of a plan for full re-fit of the block in 2018/2019. Achieved.
towards the NSW HSC, the IB Diploma and a range of vocational pathways. Embedded and ongoing.
•
Affirm our broader vision of what it means to be human, encompassing artistic faculties, sporting prowess, moral sensibilities, spiritual quest; to educate the whole child. Embedded and ongoing.
•
•
Affirm our School Values and commitment to respect the numerous cultures and faiths within the HVGS community. Embedded and ongoing. Adopt the IB in four programs, PYP, MYP, Diploma, and the Career Related Program. As a non-selective school, we provide multiple pathways for our students.
PYP and MYP achieved. DP and CP in development. •
Develop staff capacity for implementation of the IB MYP philosophy - achieved; and investigate the Diploma and Career programs for stage 6 students.
Ongoing. •
Plan for the introduction of Chinese (Mandarin) at Year
•
7 in 2018. Achieved. Embed the new courses in Agriculture into the curriculum across Senior School, including constructing on campus facilities for practical studies and the purchase of a farm. Achieved - school farm
purchased in South Maitland. •
Adoption of an eighth school value, ‘Gratitude’. Achieved.
•
Develop 1 Celebes Street as a new ELC; refitting the current ELC for primary specialist STEAM subjects.
Achieved.
•
Pursue strategic acquisition of additional properties, on the boundaries of the school. Ongoing.
•
Affirm our mission and ethos – a broad, liberal education across P-12 with a curriculum that leads towards the NSW HSC, the IB Diploma and a range of vocational pathways.
•
Affirm our broader vision of what it means to be human, encompassing artistic faculties, sporting prowess, moral sensibilities, spiritual quest; to educate the whole child.
•
•
Affirm our School Values and commitment to respect the numerous cultures and faiths within the HVGS community. Adopt the IB in four programs, PYP, MYP, Diploma, and the Career Related Program. As a non-selective school, we provide multiple pathways for our students.
•
Develop staff capacity for implementation of the IB MYP philosophy; and begin planning for the candidacy application to deliver the Diploma and Career programs for Stage 6 students.
•
Ensure a renewed and individualised focus on futures planning for students in Years 10, 11 and 12.
•
Plan for Centres of Excellence programs; and make Budget provision for implementation in 2019 - the
•
Develop plans for a teacher resource centre where teachers meet for learning and PD development.
•
Delivery of a new school website that focuses on prospective parents, and the development of ‘My HVGS’ as a source of school information for current families
•
Investigate and begin implementation of new student management system to replace iWise.
•
Work with Mayoh Architects to design new Cafeteria/ Music teaching/rehearsal space and seek tenders for
•
to increase accessibility for disabled students to various areas of HVGS. •
•
support staff to engage with professionals who have reached levels of excellence in their field; spending periods of time in the School. For example, composer in residence, artist in residence, STEAM expert in
residence. Make Budget provision for implementation in 2019.
Employ a Farm Manager to support the new courses in Agriculture across Senior School, to manage the oncampus facilities for practical studies and the School Farm in South Maitland.
•
Employ a School Nurse to manage the increasingly complex medical needs of students at HVGS.
•
Employ a second full time School Psychologist Counsellor
•
Appointment of staff to new roles that will support the future strategic direction of HVGS: Head of Pedagogy Years 7 – 12, IB MYP Projects Coordinator, Head of Academic Care – Junior School and Head of Positive
opportunities to advance students' engagement in specified fields of excellence (academic, sporting, cultural/leadership). Plan for Centres of Excellence for teaching and
construction. Work with Mayoh architects and HVGS Facilities Team
•
Education. Pursue strategic acquisition of additional properties, on the boundaries of the school.
All students are familiar with the Hunter Valley Grammar School Values for Life Statement, made up of the values that
peer and adult support for students who are bullied; and promote peer and adult discouragement of bullying
are to be embraced by each member of the School community.
behaviour. The initiative also addresses research suggesting that the development of qualities like resilience, positive self-
Two of those explicit values are:
esteem, empathy, social skills, self-management skills, decision-making skills and conflict resolution can help to protect students from the harmful effects of bullying.
1.
2.
Responsibility: we are able to be trusted to do what is right. We can be relied upon to do the things that are expected of us. We strive for personal excellence in any
The Heads of Stage, Heads of Year and Heads of House met frequently and regularly as wellbeing teams to facilitate
endeavour. We take care of yourself, fellow students and our School. We are accountable for our own behaviours.
programs, workshops and ideas that support and strengthen the comprehensive learning environment at HVGS. These
Respect: we act in a way which shows that we are aware
programs continue to provide all students with the skills necessary to engage deeply with their learning at every stage,
of other people’s feelings, wishes and rights. We treat other people properly. We are thoughtful and considerate
and to equip the students for the life they are living as well as life after school. These skills endow our graduates with moral
of other people, our School environment and general property. We have self-respect behaving with hour and
purpose and integrity, a drive to achieve personal bests with a passion for continued learning and contributing to their
dignity.
community. HVGS students are known for being optimistic, resilient and emotionally intelligent. They have a growth
In 2018, as part of our service as learning program with particular focus on the demands of the International
mindset and take positive risks as they develop their whole person through a balance of endeavours and experiences
Baccalaureate Primary and Middle Years Programs, each student is participating in both school-based and self-sourced
explicitly designed to challenge and motivate.
service as learning activities. In 2018, Heads of School maintained a program in which all students across K-12 had
Students have been given the opportunity to be involved with many national charitable and service organisations, as well as
the opportunity to engage in appropriate (time and level) community service.
supporting our own local organisations. Our Leo Service Club of over 80 members continued to address the principles
In 2018, further incremental changes were made to the
inherent in this Reporting Area as did the planning that took place in 2018 for the biennial service trip to Zimbabwe. This
wellbeing and personal development programs. HVGS Junior School introduced the Friendly Schools Program. This
initiative continues to develop values of respect and responsibility in our students at a global level. HVGS now has
program is a comprehensive, evidence-based approach that has been designed to align with both the Australian
two Aboriginal Education Coordinators who liaise and meet regularly with the local AECG to enhance the respectful
Curriculum and the National Safe Schools Framework. Friendly Schools aims to increase understanding and awareness of
relationship that we maintain with the indigenous community inside and outside the school. Our Grandparents and Special
bullying; improve communication about bullying; foster adaptive responses to bullying; encourage
Friends’ Day, ANZAC Day, Founders’ Day assemblies are all great examples of the depth with which our core values can be expressed in a very practical and visible way.
There were no formal Teacher Surveys conducted in 2018.
Once again, HVGS engaged the services of MMG Education to conduct an exit survey of Year 12 2018. This was conducted in November 2018, after the students had finished their examinations but before
At the end of Term 3, Year 11 students complete teacher
the release of ATAR results and offers of university places.
surveys for each preliminary course they study. Reports for each course are generated and made available to the teacher and Head of Faculty. The feedback contained in the report forms part of the teacher’s
There were no formal surveys of parents done in
performance review. The purpose of having the students’ complete surveys at this time of year is so that
2018, we do try and avoid survey fatigue for our parents.
the feedback can direct and inform teacher practices in the HSC year (which starts in Term 4) for the benefit of the students directly involved.
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INFORMATION TAKEN FROM FINANCIAL QUESTIONNAIRE TOTAL INCOME
$25,718,900
Percent Fees and Private Income 49 State Recurrent Funding 8 Commonwealth Recurrent Funding 33 Government Capital Grants 0 Other Capital Income 9 100
TOTAL EXPENDITURE
Salaries and Related Expenses Non-Salary Expenses Capital Expenditure Debt Reduction
$29,113,267 Percent 62 20 17 1
INCOME Fees and Private Income 49% State Recurrent Funding 8% Commonwealth Recurrent Funding 33% Government Capital Grants 0% Other Capital Income 9%
EXPENDITURE Salaries and Related Expenses 62%
Non-Salary Expenses 20% Capital Expenditure 17% Debt Reduction 1%
100
Hunter Valley Grammar School will maintain the relevant data and will comply with reporting requirements for NESA. The Annual Report will be provided to NESA via RANGS online and be available for public disclosure on the School’s website from June 30, 2019. Copies will be obtainable for those who cannot access the internet.
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42 Norfolk Street, Ashtonfield NSW 2323, Australia T 02 4934 2444 F 02 4934 2404 W hvgs.nsw.edu.au E registrar@hvgs.nsw.edu.au