On behalf of the Board of Directors of Hunter Valley Grammar School (HVGS): Dr Ken Dobler; Mr Tony Dockrill; Mrs Heather McLaren (OAM); Mrs Michelle McPherson; Reverend Dr George Garnsey; Mr Martin Heffron and Ms Jodi Stapleton, I congratulate the Principal, Mr Paul Teys, the Executive Leadership Team and the excellent staff of Hunter Valley Grammar School for a very successful 2019. I also thank every Board Director for his/her generous and expert guidance and support throughout the year. 2019 was a period of consolidation and planning for HVGS. A great deal of time and effort was applied to the planning for the new $4.2M Cafeteria and Music Extension Project which is well underway. We received a government grant of $190,000 to build an extra room on the Mrs Kristine Littlewood Board Chair
newly completed Early Learning Centre which enables us to offer more places for our young learners; we acquired another parcel of farmland adjoining our existing farm which will further enhance learning opportunities in agriculture, animal husbandry and caring for the environment; and the renovation of D Block has been completed. We are planning to introduce the International Baccalaureate (IB) Programme across all years at HVGS. This exciting program of teaching and learning aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. So there is that wonderful ideal, plus the more pragmatic consideration, that it is widely accepted that Australian universities acknowledge the IB as providing the best preparation for tertiary studies. The IB Primary Years Programme (PYP) is operating in the Junior School and is a highly successful addition to the teaching and learning program at HVGS. During 2019, the School was evaluated by inspectors representing the IB to endorse our implementation of the PYP and assess our suitability for the more recently introduced Middle Years Programme (MYP). I was happy to announce the news before the Christmas vacation - that we were accepted into the MYP.
Preparation for candidacy for the IB Diploma and Careers Programmes, which is undertaken by Year 11 and 12 students,
has already commenced. During the year, Principal Paul Teys completed a sabbatical; the focus of which was visiting many IB schools worldwide to study and gain access to the shared wisdom of international schools which have already implemented this inquiry-based, holistic approach to learning. He returned to HVGS enthused and energised. In 2019 our students undertook our third successful service tour to the Jabulani School in Zimbabwe; with plans to further strengthen the relationship between the Schools. The proceeds from the HVGS and North Golf Day will also be used to support the Jabulani School. The Jabulani Service Project, Vietnam Community Service Project and possible service tours closer to home in northern Australia, will form a vital part of the IB Programme at HVGS. Continuing the theme of cultural awareness and interaction, a Yarning Circle was created on the main School campus. It was opened with a traditional smoking ceremony performed by a representative of the local Mindaribba indigenous community. The School underwent the five-yearly registration and accreditation process by the New South Wales Education Standards Authority (NESA). It was a rigorous investigation by inspectors who examined all aspects of the curriculum, teaching practices, the grounds, buildings and facilities,
financial records, governance, and policies and procedures to ensure that the School complies with all regulatory requirements and can continue to operate as a School in NSW. It involved an enormous amount of preparation and work for School staff, who are to be congratulated on the professional and thorough manner with which they presented to the inspectors. We finished 2019 in a strong financial position enabling the School to provide an excellent teaching and learning environment. With the support of generous sponsors, a significant number of academic, sporting, cultural, indigenous
and tertiary scholarships were awarded. Thank you very much to the sponsors. Hunter Valley Grammar School is in a good place, and always looking forward.
Two students on the Jabulani Service Project, 2019
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, Newcastle and beyond. 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 Programme (IB) is central to our curriculum focus to develop the intellectual, personal, emotional and social skills of every child. Hunter Valley Grammar School is an IB World School. We offer the Primary Years Programme (PYP) to students in the Early Learning Centre and Junior School. The Middle Years Programme (MYP) currently extends to students in Years 7 - 10.
As of 2021, our International Baccalaureate Programme will extend to include the Careers Programme (CP) for Years 11 and 12. This will then extend further to the Diploma Programme (DP) in 2022. At this point, HVGS will be the first IB World Continuum School in Australia. 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 cut across a broad range of interests: academic challenge, gifted and talented programs, the creative and performing arts, sport, debating and public speaking, STEAM, agricultural clubs and associations. Contextual information about the School is available on the My School website at http://www.myschool.edu.au
Junior School Swimming Carnival
The national minimum standard was defined by The Australian Curriculum, Assessment and Reporting Hunter Valley Grammar School participated in the 2019 National Assessment Program for Literacy and Numeracy (NAPLAN) for Years 3, 5, 7 and 9.
Achievement for students in each year group was reported on 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 bands: Bands 16 for Year 3; Bands 3-8 for Year 5; Bands 4-9 for Year 7; Bands 5-10 for Year 9.
Authority (ACARA) as attaining results in: Band 2 (Year 3), Band 4 (Year 5), Band 5 (Year 7), and Band 6 (Year 9). Further detail, in addition to the following tables, regarding the performance of Hunter Valley Grammar School in the National Assessment Program for Literacy and Numeracy may be found on the My School website: http://www.myschool.edu.au
In 2019, 51 students in Year 3 sat their first NAPLAN tests.
In 2019, 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
attainment across Years 3 and 5
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
90
86
Writing
100
95
86
84
Spelling
96
89
96
88
Grammar and Punctuation Numeracy
98
90
88
73
94
88
96
86
Compares the percentage of Junior School students at HVGS achieving in the top
three reported performance Bands compared with State
YEAR 3
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
94
76
77
68
Writing
88
83
57
52
Spelling
86
74
77
67
Grammar and Punctuation Numeracy
88
77
69
62
80
69
72
61
In 2019, 111 students in Year 7 participated in the NAPLAN tests.
In 2019, 106 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
attainment across Years 7 and 9
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
94
84
88
81
Writing
82
73
81
64
Spelling
94
86
95
83
Grammar and Punctuation Numeracy
86
77
82
74
96
85
95
85
Compares the percentage of Senior School students at HVGS achieving in the top
three reported performance Bands compared with State
YEAR 7
YEAR 7
YEAR 9
% Achieving in the Top Three Reported Performance Bands (Bands 9,8,7)
% Achieving in the Top Three Reported Performance Bands (Bands 10,9,8)
HVGS
State
HVGS
State
Reading
75
61
71
55
Writing
50
42
47
39
Spelling
72
65
66
56
Grammar and Punctuation Numeracy
68
59
58
47
76
64
76
56
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: www.educationstandards.nsw.edu.au In 2019, 99 students completed Year 10. Of these, two students left HVGS and transferred to other
Students received early entry offers to university
Band 6 results (from 38 students)
schools. In addition to this, three Year 11 students left HVGS and transferred to another school, and one student withdrew.
In 2019, 103 students sat examinations for the Higher School Certificate at HVGS.
Student on the All Rounders List
Students on the Distinguished Achievers List
There were 84 mentions on the Distinguished Achievers List, with 38 different students awarded the distinction (approximately 37% of the cohort). Student achievement at Band 5/6 level (or equivalent) reflects 52% of all results across all courses, a result considerably better than State attainment.
23 Students received an ATAR above 90
HSC major work nominations for ENCORE
SUBJECT Higher School Certificate Achievement over the past three years. *Marks not shown for small candidature ( < 10) to protect individualâ&#x20AC;&#x2122;s privacy.
Agriculture
Ancient History
Biology
Business Studies
Chemistry
Community and Family Studies
Design and Technology
Drama
Earth and Environmental Science
Economics
Engineering Studies
YEAR
NO. OF STUDENTS
2019
18
2018
13
PERFORMANCE ACHIEVEMENT BY % IN BANDS 5 AND 6 HVGS STATE 33 31 54
36
2017
24
33
34
2019
15
39
35
2018
13
54
36
2017 2019
24 34
33 44
34 31
2018
46
48
37
2017 2019
33 38
46 45
39 33
2018
31
45
37
2017 2019
33 14
49 64
36 46
2018
21
62
42
2017 2019
16 13
75 62
43 45
2018
14
77
29
2017 2019
12 13
58 54
30 47
2018
6
*
47
2017 2019
8 13
* 54
43 44
2018
12
84
42
2017 2019
17 6
53 *
42 31
2018
5
*
38
2017 2019
9 13
* 15
36 52
2018
5
*
46
2017 2019
5 8
* *
49 32
2018
11
55
36
2017
-
-
-
SUBJECT
English (Standard)
English (Advanced)
Food Technology
Geography
Legal Studies
Mathematics (Standard) Mathematics (Advance) Modern History
Music 1
Music 2
PDHPE
Physics
Software Design and Development Studies of Religion 2
YEAR 2019 2018 2017 2019 2018 2017 2019 2018 2017 2019 2018 2017 2019 2018 2017 2019 2018 2017 2019 2018 2017 2019 2018 2017 2019 2018 2017 2019 2018 2017 2019 2018 2017 2019 2018 2017 2019 2018 2017 2019 2018 2017
NO. OF STUDENTS
PERFORMANCE ACHIEVEMENT BY % IN BANDS 5 AND 6 HVGS
STATE
24 12 13
4 0 0
12 15 16
80 91 94
60 62 51
62 63 64
8 4 17
* * 41
33 32 30
9 8 8
* * *
43 43 42
23 15 19
78 73 68
41 44 44
45 47 57
47 64 44
24 27 25
29 30 16
66 100 94
49 52 53
13 11 15
54 55 53
39 42 39
15 17 12
80 100 75
66 65 65
3 5 3
* * *
91 91 89
33 38 29
48 61 48
31 33 31
17 17 13
29 47 46
37 34 34
6 6 7
* * *
44 37 35
9 10 15
* 50 33
45 41 46
SUBJECT
Textiles and Design Visual Arts
YEAR
HVGS
STATE
2019
4
*
53
2018 2017 2019
6 -
* -
46 -
6 7
* *
63 53
7
*
55
2018
2 2
* *
65 64
2017 2019
7 2
* *
66 60
2018
-
-
-
2018 2017 2019
French (Continuers) German (Continuers) Japanese (Continuers)
VET Hospitality Examination
SUBJECT
English (Ext 1)
English (Ext 2)
Maths (Ext 1)
Maths (Ext 2)
History (Ext)
Music (Ext 1)
Science (Ext 1)
PERFORMANCE ACHIEVEMENT BY % IN BANDS 5 AND 6
NO. OF STUDENTS
2017
-
-
-
2019
2
*
60
2018
-
-
-
2017
-
-
-
2019 2018
14 3
23 *
29 33
2017
7
*
30
PERFORMANCE ACHIEVEMENT BY % IN BANDS E3 & E4
YEAR
NO. OF STUDENTS
2019
7
HVGS *
STATE 94
2018
13
100
95
2017 2019
21 6
90 *
93 80
2018
6
*
71
2017 2019
11 12
45 92
77 80
2018
11
100
80
2017 2019
7 1
* *
82 86
2018
3
*
85
2017 2019
2 8
* *
84 77
2018
11
64
79
2017 2019
13 3
62 *
80 68
2018
5
*
96
2017 2019
2 5
* *
95 68
2018
-
-
-
2017
-
-
-
A focus on the International Baccalaureate and collaborative practice in 2019 saw significant progress in HVGs staffsâ&#x20AC;&#x2122; understanding of working within the International Baccalaureate framework . HVGS is an endorsed provider of registered professional learning. This year we provided training across several targeted areas including reportable conduct, staff wellbeing, bullying prevention, and teaching and learning. Professional Learning Communities (PLCâ&#x20AC;&#x2122;s) in the Senior School continue to work together to explore new collaborative and pedagogical approaches for increasing student outcomes, driven by evidence-based research.
NUMBER OF PROFESSIONAL LEARNING Summary of teacher professional learning in 2019
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 34 2 14 155 174 174
NUMBER OF TEACHERS 1 3 100
NUMBER OF TEACHERS 103
The staff at Hunter Valley Grammar School are committed to providing an effective learning environment for all students and are highly 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 62
Full-time equivalent non-teaching staff
Student attendance rates in 2019, Kindergarten – Year 12
YEAR
%
K
95.01
1
94.81
2
94.83
3
94.39
4
95.33
5
94.05
6
94.50
7
94.49
8
92.86
9
94.21
10
92.48
11
93.98
12
96.05
54
•
•
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 carer. The School notifies parents and/or carers 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 2019, 105 students attempted the HSC. This represents a retention rate of 94% of Year 10 students to Year 12. Whole school attendance rate data may be found on the My School website: http://www.myschool.edu.au
Total students from the 2019 cohort eligible for an ATAR = 101 (out of 105 students) Total number of students offered a University place for 2019 = 82 Remaining 19 students have either joined the workforce, gained an apprenticeship, enlisted in the Australian Defence Force, taken a break from study for travel, or plans unconfirmed.
UNIVERSITY University selections of the Class of 2019
% OF
STUDENTS
STUDENTS
University of Newcastle
49
60
University of New South Wales
4
5
Sydney University
7
10
Macquarie University
10
12
University of New England
2
2
University of Technology Sydney
1
1
Charles Sturt University
3
4
Griffith University
1
1
Central Queensland University
1
1
Queensland University of Technology
2
2
Australian Catholic University
1
1
Australian National University
1
1
AREA OF STUDY Areas of tertiary study for the Class of 2019
NUMBER OF
NUMBER OF STUDENTS
Health Sciences
12
Law
10
Business/Commerce/Economics
7
Arts
5
Construction Management
6
Information & Software Technologies
6
Engineering
4
Pathways (NewStep)
4
Science
4
Education
3
International Studies
3
Biotechnology
2
Design/Architecture
2
Music
2
Social Science/Development Studies
2
Visual Arts/Design
2
Biomedical Science
1
Communications
1
Creative Industries
1
School enrolment policies are detailed on the following pages.
Summaries of School Policies are contained below. Details of the full policies can be obtained on the HVGS Parent Portal or from the School.
students, and they are responsible to the Head of Junior School; •
In Senior School (Years 7-12) the Heads of House and Heads of Year have oversight of student wellbeing. Heads of House and Heads of Year are in turn
STUDENT WELFARE
supported in their work by a team of Mentors;
Student welfare encompasses everything that Hunter Valley Grammar School does to enhance the wellbeing of students and to
•
The Student Wellbeing Program is in place across the whole school; and
meet their personal, social and learning needs. It involves recognising, valuing and
•
Student wellbeing is supported by the Principal and School Psychologists.
developing each student as a total and unique person, and fostering attitudes of
The following policies support the
mutual respect and confident participation.
School’s Student Wellbeing Program and incorporates the principles of
HVGS aims to develop a community in which all participants have the support and
procedural fairness and natural justice:
opportunities needed to grow physically, emotionally, socially and intellectually.
• •
Student Welfare Policy; Student Wellbeing Policy;
At HVGS student wellbeing has the
• •
Student Bullying Prevention Policy; Student Behaviour Management Policy;
individual as its focus and is an integral part of the school philosophy and curriculum. It
• •
Anti-Discrimination Policy; Critical Incident Policy;
promotes respect for the rights of every person and is fostered by cooperation
• •
Child Protection Policy Student Services Policy
between all members of the School community.
• •
Student Attendance Policy Duty of Care Policy; and
•
Grievance and Complaints Handling Policy and Procedures
Structure The School cares for each individual student through a well-developed wellbeing structure: •
The sub-schools are managed by the Head of Senior School and the Head of Junior School;
•
In Junior School the classroom teacher is the primary wellbeing carer. The Heads of Stage advise and support classroom teachers and individual
The School’s behaviour management strategies include addressing issues such as behaviour management and discipline, bullying and harassment, student health and wellbeing, improved relationships and personal achievement. These strategies empower students to build social skills, resilience and responsibility. The policies incorporate, as appropriate, principles of procedural fairness and natural justice, and expressly prohibits corporal punishment by both School and non-School persons.
COMPLAINTS AND GRIEVANCES RESOLUTION HVGS is committed to the maintenance of a positive relationship with the school community, and to the timely resolution of any grievance of a parent or student. The School aims to provide a prompt
response to all telephone and written inquiries, and subject to the need for any further investigation and evaluation in relation to a particular complaint, the complete resolution of an issue as soon as practicable. Inquiries should be directed to the appropriate staff member as per the procedure. If the grievance concerns that staff member, or if it is believed that the issue has not been dealt with expeditiously by that staff member, a more senior person should be informed. The School will acknowledge each complaint; investigate and take appropriate action to address the complaint. The School will then advise the complainant of the findings and of what actions may have been taken to address the concerns. Complaints relating to behavioural issues are dealt with in line with Hunter Valley Grammar School’s Behaviour Management Policy. If the complaint is in relation to allegations of staff misconduct, or a reportable conduct matter, the handling of this complaint will be as per the School’s Child Protection Policy and investigation process.
POLICY
CHANGES IN 2019
ACCESS TO FULL TEXT
STUDENT WELFARE Summary of key policy changes in 2019
The School aims to support the mental, physical and emotional wellbeing of students through: • Creating a safe, secure, supportive and caring environment; The Policy was reviewed in • Delivering effective teaching and 2019 learning; • Provide early intervention programs for students at risk; • Providing a positive climate and good discipline; and • Encouraging community participation.
The full text of the Student Welfare Policy can be accessed by request from the Principal and from the Parent Portal.
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.
No changes made in 2019.
The full text of the Student Bullying Prevention Policy can be accessed by request from the Principal, from the Student Diary and from the Parent Portal.
The Policy and procedures were reviewed in 2019. Focus of the review to ensure process for disciplinary action is based on procedural fairness.
The full text of the Behaviour Management and Discipline Policy and Guidelines can be accessed by request from the Principal, from the student diary and from the Parent Portal.
The school provides procedures for responding and managing allegations of bullying. STUDENT 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 non-school persons, including parents, to enforce discipline at the school.
POLICY
Summary of key policy changes in 2019
COMPLAINTS AND GRIEVANCES RESOLUTION The Grievance and Complaints Handling Policy and Procedures 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.
CHANGES IN 2019
ACCESS TO FULL TEXT
The Policy and procedures were reviewed in 2019. The revision included reference to complaints pertaining to allegations of staff misconduct or a reportable conduct matter, confirming the School will follow the HVGS Child Protection Policy and process for handling of the complaint.
The full text of the Grievance and Complaints Handling Policy and procedures can be accessed by request from the Principal and from the Parent Portal.
REPORT ON 2019 PRIORITIES EARLY LEARNING CENTRE - ASSESSMENT AND
AN AFFIRMATION OF OUR MOVE TO AN IB WORLD
RATING RESULTS DURING TERM 4, 2018
SCHOOL
Achievements
Achievements
The Early Learning Centre underwent the Department of Education - Early Childhood Directorate’s Assessment and
At the inaugural AISNSW Science Conference held in May, internationally acclaimed scientists demonstrated to delegates
Rating process. This is a requirement of all registered Early Childhood services, in which we are rated against the
why an inquiry-based learning approach is so important. Australian of the Year 2018 and internationally acclaimed
seven areas of the National Quality Standard (NQS). Prior to a two-day visit by an Early Childhood Directorate Field
quantum physicist, Professor Michelle Simmons from the University of New South Wales told delegates in her keynote
Officer, we were required to submit our Quality Improvement Plan (QIP), which outlines a plan for our
address how the influence of her school teachers allowed her to be curious and create paths of learning that have led to
continual development. Evidence submitted with our QIP and gathered during the visit was used to determine our
innovations that may change the way we live forever. Like the other acclaimed scientists presenting at the conference held at
overall rating. Services are assessed as either ‘Working Towards’, ‘Meeting’ or ‘Exceeding’ the NQS. HVGS was
the University of Technology, Sydney, Professor Simmons instilled that inquiry is the essence of every major scientific
assessed as ‘Exceeding the National Quality Standard’. We were assessed as exceeding in the following four quality
discovery and that this approach is so important for children to be engaged in Science while at school. Inquiry Based Learning
areas: • Educational program and practice
is the foundation of the IB programs. It is the essence of every major scientific discovery and it starts in the (IB) classroom.
• •
Children’s health and safety Physical environment; and
•
Collaborative partnerships with families and communities.
We were assessed in meeting in the following three quality areas: • Staffing arrangements; • •
Relationships with children; and Governance and Leadership.
Overall, the Assessment and Rating process has given us
great insight into our professional practices and operation, with clear goals for the future of the Early Learning Centre.
IMPROVING OUTCOMES FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS LAUNCH Achievements Principal Paul Teys attended the Improving Outcomes for Aboriginal and Torres Strait Islander Students project launch on Wednesday 10 April at the Museum of Contemporary Arts, Sydney. The Hon Tony Abbott MP, Special Envoy for Indigenous Affairs (28th Prime Minister) released the project report. The Hon Tanya Plibersek MP, Shadow Minister for Education and
Training, Member for Sydney, gave an address. Tony was apolitical. Unfortunately, Tanya was not, and couldn’t help
•
encourage responsible, respectful and honest interactions between participants, building trusting relationships
herself and told us what Labour would do in this space. Prof. Michael McDaniel, Pro-Vice-
•
foster accountability and provide a safe place to be heard and to respond
Chancellor (Indigenous Leadership and Engagement), UTS, was inspirational. He did share with us that UTS would open the
•
promote student to student interactions and school to community connectedness
nation’s first residential college for Indigenous students. The HVGS Yarning Circle will be available for all classroom Kempsey Adventist School, Pymble, Riverview and Joey’s were involved in the first phase of the project. In subsequent
teachers, across our three Schools, to utilise and encourage collaboration within their teaching. The creation and use of our
discussions with Michael Carr and Geoff Newcombe, our Prinicipal has offered for HVGS to be part of Phase Two of the
Yarning Circle is a significant step in acknowledging Aboriginal and Torres Strait Islander Culture and the positive influence
project.
that culture can play in education.
OPENING OF THE YARNING CIRCLE
YEAR 12 FUTURES FOCUS WEEK
Achievements
Achievements
On the morning of Friday July 26, the School opened its newest learning space, a Yarning Circle located behind the ELC, nestled
under the shade of native eucalypts and framed by a freshly planted bush tucker garden. We were grateful to have been joined by the Lord Mayor, Councillor Loretta Baker, Board Chairman, Mrs Kristine Littlewood, Board Director, Tony Dockrill, former Board member Dr Bernie Curran, and key HVGS staff, Paul Teys, Sarah Bilton-Smith, Simon Brookman and prominent members of the Wonnarua community and members of the Junior AECG. We were also thankful to have
Term 1 saw the inaugural Year 12 Futures Focus Week at HVGS. This week of learning was designed as a crucial part of the
transition process to provide a multitude of experiences for the students in Year 12 to investigate and envisage their futures. The week incorporated the following experiences: •
development session – a three-hour time slot for students to work on their submission tasks for the HSC in subjects
Michael Heitmeyer perform a traditional smoking ceremony. Traditionally a Yarning Circle is an important process within Aboriginal culture and Torres Strait Islander culture. It has been used by Indigenous peoples from around the world for centuries to learn from a collective group, build respectful relationships, and to preserve and pass on cultural knowledge. A yarning circle is a harmonious and collaborative way of communicating to:
HSC Major Work/Design Project/Performance
like Visual Arts/Design and Technology/Music/Drama with specialist teachers in these areas’ •
HSC Examination practice – a three-hour practice examination was held to familiarise students with location and time considerations prior to the Trial HSC Examinations in Term 3
REPORT ON 2019 PRIORITIES cont
•
•
•
• •
UAC Advice – a live video conference with a representative from UAC to answer students’ questions
our students who are talking about the possibility of going back for an extended stay. The links with Erasmus date back some 12
about the university admissions process A presentation from Catherine Lowe entitled Study
years now, and the relationship is as strong as ever, even under a new Principal over there. Students from Germany visit HVGS
without Stress. Catherine works at the Centre for Emotional Health at Macquarie University.
in August each year.
A full-day experience at The University of Newcastle during which HVGS students were given a taste of
The group travelled to southern Germany, through Switzerland and in to France, before making their way to the Riviera. Some
university life and living. HSC and Tertiary Information Evening; and
of the highlights the students mentioned include; the homestay, Neuschwannstein castle, climbing Mt Pilatus near
The Year 12 Business and Industry Dinner - our guest speaker this year was Steph Littlewood.
Luzern, trying different foods, visiting places such as Monte Carlo with its wonderful Oceanographic Museum, and being able to visit so many places they had only heard of.
The feedback was positive from students. “I’m writing to sincerely thank you all for your insight and information at the Business and Industry Dinner. I walked
The tour focuses on providing students with an authentic cultural experience, so all of the excursions organised reflected
away with a brighter mind about my future. Our conversations highlighted avenues that I hadn’t thought
aspects of the culture and the history of the countries they visited, as does the food they enjoyed. Some of the more
about for a while and gaining a deeper understanding from our talks has inspired me reflect further on my potential. I am
“serious” visits included the “Haus der Geschichte” in Bonn (a wonderful museum reflecting Germany since the end of World
all the more excited to step into the world of university, then to the wide, open world. So, again, thank you for your time at
War 2), and “Camp des Milles” near Aix en Provence ( an internment and transit camp used during World War 2 which
the Dinner, I am glad to have attended and contributed to the night.” (Year 12 student)
has now been turned in to not only a very moving history of those times, but a catalyst for reflection on how such horrible
EUROPEAN DISCOVERY TOUR, 2019
chapters in our history can actually arise, and what can be done to help prevent this from recurring). Some of the more “fun”
Achievements A group of 17 students with 2 staff members spent most of
perfumerie in the south of France.
April travelling in Europe. The trip began in Germany, where substantial time was spent with families at our Sister School, Erasmus Gymnasium. As usual, we were received very warmly, and the students came away with many lasting impressions of their stay there. If tears on departure are a good measure of how successful our stay there was, then this one was particularly successful! There are a couple of
visits included a visit to the Haribo shop in Bonn, the Bayern München super store in München, BMW World, and a
JABULANI SCHOOL & CHILDREN IN THE WILDERNESSS Achievements Students and teachers departed Australia for Zimbabwe in July on the biannual Jabulani Service roject. It is our intention to strengthen and deepen the partnership with the Jabulani School using the resources and relationship with Children in the Wilderness (CitW). Strengthening the partnership will require a greater commitment financially. CitW is registered as a Trust and an independent NGO, supported by Wilderness Safaris. Thus, all administrative costs including salaries are covered by Wilderness Safaris. All funds
programme for children, focusing on the next generation of decision-makers; inspiring them to care for their natural heritage and to become the custodians of these areas in the future. This is achieved in a variety of ways – from hosting Eco-Club programmes at local schools, to running four-day camps at Wilderness Safaris and partner camps, for the children within the rural communities that live on the edges of the wild areas of Africa. HVGS is formally recognised as one of the supporters. CitW have worked with, developed and supported the Jabulani Primary school for a number of years and plan to continue doing so. Sefiwe Ndlovu who is the Head has proved to be a hard-working person who had the children’s
received are used solely for the project they are intended for.
education at heart. Sadly, over the last three years her health has deteriorated and with age her ideas on how to
Founded in Botswana in 1983, Wilderness Safaris is widely acclaimed as the continent’s foremost ecotourism operator,
lead a school leave much to be desired. This is a difficult situation to manage as she feels she is still able run the
dedicated to conserving and restoring Africa’s wilderness and wildlife. They do this by creating life-changing journeys for guests in some of the most remote and pristine areas in Africa – and in so doing help conserve Africa’s spectacular biodiversity and share ecotourism’s benefits with the communities that live alongside these areas. CitW aims to facilitate sustainable conservation through leadership development and education of rural children in Africa. Insight, care and commitment are required to conserve Africa’s pristine wilderness and wildlife areas. If African’s are to ensure that these places continue to exist – in this generation and those to come – CitW argue that Africa needs the rural children of Africa to understand the importance
of conservation and its relevance in their lives. Hence, the CitW programme has been created to provide an environmental and life skills educational
school but has fired her Board and as the quality of education is suffering, CitW and HVGS have had to intervene. CitW have engaged with the Ministry of Education who will handle this as Sefiwe is not complying with the Ministry’s requirements. Hopefully this situation will be resolved, and a new head will be appointed as well as a new Board. CitW are optimistic that the school can once again become a quality well run institution and we can focus on community development. Plans are to develop a sustainable green village in the Jabulani Community with a focus on recycled income generating projects for the community members. At this stage CitW have engaged with the community and set
up a committee which includes the Headman and he has allocated an area behind the shops for the community.
REPORT ON 2019 PRIORITIES cont
CitW will have a complete blueprint and HVGS can explore how we might contribute to this community
Dr Kim Cunio’s visit to HVGS was prompted by:
project.
I.
A previous connection to The Hunter Region as a student studying at Newcastle Conservatorium
We are currently negotiating with CitW what our 2021 program will look like. A good initiative that was
II.
To offer HVGS students and staff outstanding musical opportunities
introduced this year was for our students/staff to have a guided tour of the local villages. This gave all of us a keen
III.
Favourable referrals by respected musicians and educators that “Hunter Valley Grammar School was an
appreciation of the Jabulani’s students’ home context.
important school to visit due to its comprehensive music program, musical achievements and growing
They live in villages that have no power, sanitation, running water, and utilities as we know it. They walk long
reputation”.
distances to school each day, many for more than 5 kms. Water is carried from wells by the women of the villages, in
Future possibilities and directions were discussed. Dr Cunio was very impressed with the standard of students, music-
20 L ‘buckets’ on top of their heads. We met many of the villagers, we were impressed by their happy, fun loving and
making, teaching and professional support given to the students at HVGS. Moreover, it is the culture of acceptance,
cheerful dispositions.
inclusivity, excellence, authenticity and social support that is clearly recognisable through student achievement. This is the
CitW are very grateful for all that we do for their little school.
point of difference for the HVGS Music Program.
VISIT TO HVGS BY DR KIM CUNIO
FUTURES FOCUS – TAFE AND SCHOOL BASED TRAINEESHIPS
Achievements
Achievements
On Friday 9 August 2019 Dr Kim Cunio ANU Head of the School of Music visited HVGS to meet Year 11 and Year 12
2019 has seen a change in the management and promotion of TAFE delivered courses, namely, T/EVET courses and
Music students, Music Faculty Staff and Specialist Music Teachers. The purpose of his visit was to:
School-Based Apprenticeships. Purposeful promotion to students and parents for whom a course delivered by TAFE,
I.
while remaining at HVGS, is considered a worthwhile and appropriate pathway for Stage 6 has been a priority for the
Inform HVGS students and the Music Faculty of the musical opportunities and broader academic studies and vocational connections offered by ANU
current Year 10 cohort.
II.
Meet interested students who are considering further musical study
TAFE delivered Vocational and Educational Training (T/EVET) offers - while studying their HSC, students are able to gain a
III.
Witness the musical talent that exists at HVGS
head-start on their future career. A TVET
course is a great study option during Year 11 and/or 12 as it allows students to:
•
Promotion of the Hunter New England Health (HNEH) SBAT for Nursing and conducted interviews with
•
complete NESA units that count towards their HSC
students and parents who demonstrated interest; alongside holding a Q and A session with Amara Alps
•
gain practical vocational skills to support post school readiness
(current Year 11 HNEH SBAT Nursing student) and interested students for the aforementioned • Director
• •
experience an adult-learning environment start or complete nationally recognised TAFE NSW
of Academic Services supported, advised and assisted in the lodgement of 6 applications to HNEH for the
•
qualifications at the same time as completing the HSC choose from a wide range of courses that are not
Nursing SBAT Director of Academic Services supported, advised and
•
offered at school includes SBAT – School Based Traineeship Board developed courses – industry curriculum framework Board Developed Courses afford students credit towards the HSC and may count towards an ATAR if they:
assisted one of our students to apply for the Indigenous HNEH Nursing SBAT •
Information regarding TAFE offerings was sourced, formatted and sent to students and parents with whom interviews were held.
o complete a 240-hour course o complete mandatory work placement
MINDSHOP EXCELLENCE PROGRAM
o complete the optional HSC exam (NESA)
Achievements
To date the following actions have been taken to ensure that our current Year 10 students are offered worthwhile and sustainable pathways for Stage 6 that will ensure engagement both during and beyond their schooling at HVGS. •
•
Director of Academic Services conducted 32 interviews with students and parents who demonstrated interest in TAFE course delivery options – minutes were taken by Academic Services Administrative Assistant and sent to all students and parents of the meeting, alongside the relevant Head of Year and Head of
House
This year, for the second time, we were able to offer the Mindshop Excellence Program to a team of Year 10 students. This initiative is designed to be a workplace learning program which sees a team of students work as a consultancy team to resolve a real-life issue in a particular enterprise. Last year, the group worked at Pacific Smiles and received rave reviews, and this year Heffron SMSF hosted the team. Students were selected on the basis of their general school record, a short Expression of Interest, and an interview conducted.
Students met with the facilitator on Day 1, and he took them through some of the basics of project/consultancy management. That afternoon, they received their “brief”.
REPORT ON 2019 PRIORITIES cont
On Days 2-4, they worked on the problem they were given by the host company. In this case, Heffron SMSF asked them to develop ways to actively engage more young people in the notion of superannuation and to encourage them to take steps to plan for their future. On Day 5, they presented their recommendations to the whole staff at Heffron SMSF. On their return to school this week, the students spoke very highly of the experience they had, and how much they gained from working on the project. The group was quite diverse in nature but worked well together. They were able to employ the strategies they were shown, allocating roles so that they covered each aspect of the project, and utilising the strengths that they each brought to the table.
Our School Values for Life are anchored in our culture and they guide us in our work and behaviours, in the decisions that
Program has a particular focus on the demands of the International Baccalaureate Primary and Middle Years
we make, and how we treat ourselves and each other.
Programmes. In 2019 students participated in both schoolbased and self-sourced service as learning activities. Heads of
Two of those explicit values are:
School maintain a program in which any student across K-12 can engage in appropriate (time and level) community
1.
Respect: we act in a way which shows that we are aware of other people’s feelings, wishes and rights. We treat
service.
other people properly. We are thoughtful and considerate of other people, our School environment and general
During 2019, students involved themselves with many national charitable and service organisations, as well as
property. We have self-respect behaving with hour and dignity.
supporting our own local organisations. Our Leo Service Club of over 80 members continued to be very active in this space,
Responsibility: we are able to be trusted to do what is
lending their support to: drought affected communities; the Polished Man campaign (for the first time), wrapping
right. We can be relied upon to do the things that are expected of us. We strive for personal excellence in any
Christmas presents for Got Ya Back Sista and, attempting to break the Guinness World Record for the longest coin line –
endeavour. We take care of yourself, fellow students and our School. We are accountable for our own behaviours.
to name but a few.
2.
The biennial service trip to the Jabulani School in Zimbabwe was a highlight of the year. This initiative continues to In 2019, further incremental changes were made to the wellbeing and personal development programs with work
develop values of respect and responsibility in our students at a global level. This year we raised enough money to build an
commencing on a new K – 12 Wellbeing Framework for HVGS.
open-air reading room, contributed to the Jabulani School’s eco garden and supplied educational resources to the
In the Senior School, Heads of Stage, Heads of Year and Heads of House meet frequently and regularly as wellbeing
students there. The Jabulani Service Project is a life-changing and unforgettable experience for HVGS students and
teams to facilitate programs, workshops and ideas that support and strengthen the comprehensive learning
teachers.
environment at HVGS. These programs continue to provide all students with the skills necessary to engage deeply with their
Our Grandparents and Special Friends’ Day, ANZAC Day, Founders’ Day assemblies are all great examples of the depth
learning at every stage, and to equip the students with skills for life. These skills endow our graduates with moral purpose
with which our core values can be expressed in a very practical and visible way.
and integrity, a drive to achieve personal bests with a passion for continued learning and contributing to their community. HVGS students are compassionate and they take a personal responsibility in finding ways to serve. Our Service as Learning
TEACHER SURVEYS
PARENT SATISFACTION
There were no formal Teacher Surveys conducted in 2019.
The Perspectives: your school in focus survey, developed by the AISNSW, surveyed HVGS parents/guardians across four
STUDENT SURVEYS
key Domains. The survey ran for two weeks and resulted in a 35% response rate.
Year 11 students complete teacher 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 forms part of the teacher’s performance review. The purpose of having the students’ complete surveys at this time of year is so that 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.
YEAR 12 2019 – EXIT SURVEY HVGS engaged the services of MMG Education to conduct an exit survey of Year 12 2019. 96 of 105 Year 12 students completed questionnaires representing a response rate of 91%.
The four Domains included: School Environment; Teaching and Learning; Student Wellbeing; and, Community. The Domain Mean Score range was from 0.0 – 6.0. The Domain Mean Scores across all four Domains were very positive for HVGS. In fact, the AISNSW affirmed that these were some of the most positive scores they had seen for this stakeholder group, across the twenty other schools who undertook this survey.
SCHOOL ENVIRONMENT DOMAIN – MEAN SCORE 5.1 School Environment rated very highly in the survey and was identified by the AISNSW as one of our core strengths. Respondents felt that the School’s values and mission clearly explain the School priorities, there was strong agreement that parents feel that school rules are clear and easy to
•
Overall Satisfaction with Education, 80% mean satisfaction
• •
Life at the School, 77% Overall satisfaction with the academic program, 76%
understand, and staff and students follow the rules. Parents strongly agreed that School facilities are well maintained.
• •
Teaching Staff, 77% The HSC program, 69%
TEACHING AND LEARNING DOMAIN – MEAN SCORE
• •
Satisfaction with subjects, 83% Learning support program, 77%
4.9
• •
Enrichment, 74% Reputation, 78%
Parents agreed that teachers understand their children and know their strengths and weakness and plan learning based
•
Affinity, 78%
on their prior knowledge and understanding. Parents agreed that teachers provide sound feedback to students on their
These results are in keeping with 2017 and 2018 results , and in most categories, above national benchmarks.
learning and provide opportunities for collaboration and effective use of digital tools.
Parents agreed that the School provides learning opportunities inclusive of most learners and teachers use
NET PROMOTOR SCORE (NPS)
sound pedagogical practices to support and enhance student learning.
NPS is a loyalty metric that gauges how willing a parent is to recommend a school. A score above 0 is considered positive. HVGS scored an NPS of 52.45.
Opportunities for improvement include greater clarity around assessments and more understanding (by teachers) of students’ lives and interests outside of school.
STUDENT WELLBEING – MEAN SCORE 4.9 Parents believe that students are resilient in their learning. Improvement opportunities include the way students track and meet their personal goals.
Parents agree that students have a sense of belonging, safety and connectedness at School. Parents agreed the School is continually developing its strategies to prevent bullying. The question addressing student safety returned a mean score of 5.5 – the highest in the survey. Parents agreed that HVGS is culturally sensitive and accepting of all cultures.
COMMUNITY – MEAN SCORE 5.0 School reputation was identified as one of our key strengths. Overall parents feel that the quality of the education meets their expectations and HVGS is the preferred school for their child. There are areas of opportunity around the extent in which stakeholder feedback is sought. Parents agreed that School communications are suitable, and cocurricular opportunities, and the variety of those activities, are pleasing.
This is the highest score the AISNSW has seen from any school. The previous highest being 40.
INFORMATION TAKEN FROM FINANCIAL QUESTIONNAIRE TOTAL INCOME
$26,638,359
Percent Fees and Private Income 57 State Recurrent Funding 9 Commonwealth Recurrent Funding 34 Government Capital Grants 0 Other Capital Income 0 100
TOTAL EXPENDITURE
Salaries and Related Expenses Non-Salary Expenses Capital Expenditure
$30,633,832 Percent 62 22 16 100
INCOME Fees and Private Income 57% State Recurrent Funding 9% Commonwealth Recurrent Funding 34% Government Capital Grants 0% Other Capital Income 0%
EXPENDITURE Salaries and Related Expenses 62%
Non-Salary Expenses 22% Capital Expenditure 16%
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 Schoolâ&#x20AC;&#x2122;s website from June 30, 2020. Copies can be provided for those who cannot access the internet.
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