CONTEXT
Mrs Kristine Littlewood Board Chair
MESSAGE FROM THE BOARD CHAIR
2023 was another successful year for Hunter Valley Grammar School.
After shaking off the remnants of the COVID years, school life returned to normal in 2023. The busy calendar resumed, including the swimming, athletics and cross country carnivals, weekend and representative sport, regular assemblies, the school production, musical events, the Symphony Orchestra spectacular, external academic competitions and examinations, Grandparents’ and Special Friends’ Day in the ELC and Junior School, the PYP and MYP Exhibitions, Alumni reunions, Anzac Day ceremonies, Presentation Days, the Year 12 Valedictory Dinner and graduation, the staff Board Dinner and a myriad of other events and functions showcasing the School and its students.
Under Principal Rebecca Butterworth’s leadership, the School has continued its proud tradition of inclusivity; accepting and nurturing all students, no matter their ability, disability, race, gender or religious persuasion. She has also championed the wellbeing and professional development of our hardworking and committed staff. I congratulate her and her team on their outstanding achievements over the last year.
In 2022/23 our Principal lead extensive consultation with all stakeholders- parents, staff and students - and in collaboration with the Board, launched the 2023-2028 Strategic Plan, FutureDirections . The recently published 2023 Community Report is an update for parents, staff, students and the broader HVGS community of the actions and achievements of the School’s annual development goals against the School’s Strategic Plan.
The School’s mission and values remain unchanged since the School’s establishment almost 35 years ago. However, sharing a quote by our Principal which resonates with me: leadership and governance in schools must be “steadfast in some areas, agile in others”.
Some highlights of the last year include:
• The decision to seek authorisation to offer the International Baccalaureate (IB) Diploma Programme (DP). If authorised, this would mean from 2025 HVGS would offer the full continuum of the International Baccalaureate Programmes: PYP, MYP, CP and the DP. The philosophy of the IB is underpinned by excellence in education on a global scale, and the aspiration for peace throughout the world - an ideal to which we should all aspire. Once authorised, HVGS would be one of only two schools in Australia which offers the full continuum.
• Working towards the formation of a Parent’s Association, an initiative of the Principal, in collaboration with parents, with the aim of building a consultative partnership and channel of communication between parents and the School.
• Significant investment in ICT infrastructure, and development of a Cyber Risk Strategy, the importance of which cannot be underestimated in today’s world.
• Revamping the HVGS Scholarship Program and enhancing the Elite Athlete Program.
• A focus on wellbeing in collaboration with the AISNSW’s Wellbeing Project.
• The drafting of a School Master Plan after consultation with staff, students and parents.
• The initiation of a Reconciliation Action Plan, fostering an inclusive and respectful community.
The School Board
Last year saw the retirement, of Heather Russell-McLaren OAM from the Board. Her unique contribution to the School over many years, as a foundation teacher, Deputy Principal, parent and Director of the Board, has been recognised by the decision to name the Music building, the Heather Russell-McLaren Music Centre.
Two new Directors were appointed to the Board during 2023Mark William, CEO of The Mutual Bank, and Owen Logan, a HVGS 2012 alumnus with an impressive CV and expertise in engineering, energy and finance.
The current Board is composed of seven directors: Dr Ken Dobler (Deputy Chair), Ms Michelle MacPherson (Treasurer and Chair Finance Committee), Ms Jodi Stapleton (Chair Risk & Compliance Committee), Mrs Gillian Geraghty (Chair Asset Management Committee), Mr Mark Williams (Finance Committee), Mr Owen Logan (Asset Management Committee) and Mrs Kristine Littlewood (Board Chair).
The full Board and the Board Committees formally meet monthly, and often electronically or by telephone when more frequent communication is required. All Directors are of course volunteers and I thank them most sincerely for their selfless, brave and unfailing support of Hunter Valley Grammar School in this complex and demanding society we live in, and in the context of increasing regulatory demands on schools. I commend all Directors. They are not only highly skilled individuals in their various fields of expertise, but are thoughtful, caring and collaborative in their decision making.
Hunter Valley Grammar School is in good hands and always striving for successthroughendeavour
CONTEXTUAL INFORMATION ABOUT THE SCHOOL AND CHARACTERISTICS OF THE STUDENT BODY
HVGS is an inclusive, co-educational, non-selective and secular school that cultivates a culture of belonging while striving for excellence in all endeavours. We foster a calm, welcoming and values-driven environment on a bush-style campus. HVGS students enjoy outstanding facilities on 13 hectares of beautifully landscaped, tree-studded grounds as well as our rowing facilities at Berry Park and the School Farm at Maitland.
We believe students rise to a challenge when expectations are high, and they are supported to develop competence and mastery within and beyond the classroom. Our hope is that students possess a passion for justice and equality of opportunity for all, learn to think critically and be creative and resilient. They benefit from the commitment and care of professional staff. Students can choose from a wide range of region-leading academic and cocurricular programs for their personal development and growth.
In 2023, HVGS launched a new strategic plan,Future Directions , and developed a set of guiding principles for learning. Following extensive collaboration with key teaching and learning staff, the principles were drafted and mapped against our School Values and the International Baccalaureate (IB) Framework. Teaching staff were introduced to the principles in multiple contexts, via strategic briefings and published in key documents. These principles serve as a testament to our dedication to providing a high-calibre education that equips students with the skills and knowledge necessary for an everevolving world.
2023 was also the year in which HVGS made the decision to seek authorisation for the International Baccalaureate Diploma Programme
In tandem with our academic pursuits, in 2023 HVGS revamped its suite of Scholarships and enhanced the Elite Athlete Program (EAP), underlining the School’s commitment to fostering excellence within and beyond the classroom. The School developed an experiential learning vision statement, an outcome of which was the HVGS Endeavour Program. This program included a range of trip and camp options for students in Years 10 and 11 that are focused on challenge, leadership, service and connection. These trips and camps offer students enriching experiences that transcend traditional boundaries.
Simultaneously, a draft conceptual Master Plan was created via community consultation. This provides a conceptual blueprint for our physical and educational environment.
With 1124 students at the end of 2023, a teaching staff of 128 and 94 support and operational staff, students receive expert support in the classroom and beyond. Dedicated support and operational staff know students equally well as teachers and HVGS prides itself on ensuring every child is nurtured and supported to achieve their potential.
Contextual information about the School is available on the My School website at http://www.myschool.edu.au
SCHOOL DETERMINED PRIORITY AREAS FOR IMPROVEMENT
In 2023, HVGS launched a new Strategic Plan, FutureDirections . The new strategic plan guides the School’s areas of focus and strategic priorities over the next five years. HVGS Priority Areas include: Excellence in Holistic Education, Connected and Flourishing Community, Inclusion and Belonging and Humancentered and Sustainable Systems. Underpinning Future Directionsis this aspiration for the school and students.
In2028HunterValleyGrammarSchoolwillbeknownasthe schoolofchoicewherestudentsachieveexcellencebecause theyfeelsafe,secureandastrongsenseofbelongingwithinthe community.Studentswillhavethecompetenciesthatenable themtoagentsofchangeanddiversepathwaystoexcellence fromwhichtochoose.AtHVGSstudentswillthrivebecause staffareflourishinginaschoolthatishuman-centredand sustainablebydesign.HVGSstudentswillbeknownas outwardlyfocusedglobalcitizenswhoareactivelyengagedin theirlocalcommunityandpreparedforthechallengesand opportunitiesthefutureholds.
The new priority areas have seen the School deliver new strategic initiatives, innovative programs and a collective commitment to nurturing excellence in education. These are detailed further on the following page.
CONTEXTUAL INFORMATION ABOUT THE SCHOOL AND CHARACTERISTICS OF THE STUDENT BODY CONT.
Key Priority Areas:
• Excellence in Holistic Education
A commitment to maintaining high standards of excellent in learning across academics, social emotional learning, vocational studies, arts, sports and service. HVGS values the whole student and is committed to providing innovative learning pathways that prepare students for the world while engaging their passions and challenging them to be global citizens who seek to make a different in their world.
• Connected and Flourishing Community
An aim to be a community that fosters local and global connections where students, alumni, staff and parents feel connected to a shared purpose and identity. HVGS aims to build a culture of authentic collaboration across the School community and with local and global communities.
• Inclusion and Belonging
A commitment to building systems and structures that ensure everyone is cared for, valued and recognised for their unique identities and experiences.
• Human -centered and Sustainable Systems
A commitment to maintaining and creating an infrastructure that enables high-quality teaching and learning, is human-centred by design and in implementation and is sustainable for the future. HVGS recognises that sustainable systems look after our environment, are financially responsible and futurefocused, support the wellbeing of the community, and reflect the culture and values of the School. HVGS understand that simple and intuitive systems are key to a thriving community.
Our Achievements and Ares of Focus are detailed in our 2023 Community Report
INITIATIVES PROMOTING RESPECT AND RESPONSIBILITY
In line with the strategic focus on inclusion and belonging, there were the following achievements in 2023:
• HVGS commenced a whole school wellbeing project with the AISNSW. A HVGS Wellbeing Statement was developed that supports a whole school approach to inclusion and belonging and which aligns with the Australian Framework for Wellbeing. In addition, referral systems for students were aligned across the School.
• To reinforce the School's approach to positive behaviour, staff invested in professional learning opportunities. Key staff members underwent training with Dr Ross Green, author of LostatSchool
• A review of the School’s Uniform Policy began in consultation with students, staff and parents. This involved surveying parents and staff and consulting with students via Student Councils and Leadership groups.
• The development of a Reconciliation Action Plan (RAP) for HVGS commenced with a working group of 20 staff from across the School.
• The Head of Aboriginal and Torres Strait Islander Education began working with Aboriginal and Torres Strait Islander students, especially through the RAP process. Additionally, the Head of Aboriginal and Torres Strait Islander Education provided a range of cultural learning opportunities on and off site, engaged with the broader local community, and actively worked on building trust and culturally sensitive partnerships. A mentoring program for Aboriginal and Torres Strait Islander students has seen a significant growth of mentoring opportunities for Aboriginal and Torres Strait Islander students at HVGS.
OUTCOMES & RESULTS
STUDENT OUTCOMES IN STANDARDISED NATIONAL LITERACY AND NUMERACY TESTING
NATIONAL ASSESSMENT PROGRAM FOR LITERACY AND NUMERACY (NAPLAN)
Hunter Valley Grammar School participated in the 2023 National Assessment Program for Literacy and Numeracy (NAPLAN) for Years 3, 5, 7 and 9. Achievement for students in each year group was reported across specified skill categories in numeracy, reading, writing, spelling, grammar and punctuation. 2023 NAPLAN testing saw significant changes, moving to an earlier testing time in March, from May, and results being reported in a new format.
The new reporting format has moved from the 10-band continuous system, with 6 numerical bands reported at each year level, to a 4level proficiency scale. These “represent a challenging but reasonable expectation of what students at each level know and can do at the time of the NAPLAN testing”.
Descriptions of these 4 levels of proficiency are:
• Exceeding: The student’s result exceeded expectations at the time of testing.
• Strong: The student’s result met challenging but reasonable expectations at the time of testing.
• Developing: The student’s result indicated that they are working towards expectations at the time of testing.
• Needs additional support: The student’s result indicated that they did not achieve the learning outcomes expected at the time of testing. They are likely to need additional support to progress satisfactorily.
It needs to be noted the Needs Additional Support category is not equivalent to the old National Minimum Standards. 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 at http://www.myschool.edu.au.
JUNIOR SCHOOL
YEAR 3
In 2023, 73 students in Year 3 sat their first NAPLAN tests.
YEAR 5
In 2023, 68 students in Year 5 participated in the NAPLAN tests Year 3
TABLE 1
Compares the percentage of Junior School students at HVGS meeting or exceeding expectations for Literacy and Numeracy with State data across Years 3 and 5
TABLE 2
Compares the percentage of Junior School students at HVGS achieving in the top reported proficiency level with State attainment across Years 3 and 5
5
% Meeting or Exceeding Expectations (Strong and Exceeding levels) % Meeting or Exceeding Expectations (Strong and Exceeding levels)
SENIOR SCHOOL
YEAR 7
In 2023, 102 students in Year 7 participated in the NAPLAN tests.
YEAR 9
In 2023, 111 students in Year 9 completed their final NAPLAN tests.
TABLE 3
Compares the percentage of Secondary School students at HVGS meeting or exceeding expectations for Literacy and Numeracy with State data with State data across Years 7 and 9
9
or Exceeding Expectations (Strong and Exceeding levels)
TABLE 4
Compares the percentage of Secondary School students at HVGS a achieving in the top reported proficiency level with State attainment across Years 7 and 9.
SENIOR SECONDARY OUTCOMES (STUDENT ACHIEVEMENT)
HIGHER SCHOOL CERTIFICATE
In 2023, 90 students sat examinations for the HSC at HVGS. Of these, all students were eligible for the award of the Higher School Certificate, with 1 student completing a pathway/partial pattern of study.
HSC HIGHLIGHTS
There were 65 mentions on the Distinguished Achievers List, with 31 different students awarded the distinction (approx. 34% of the cohort). Student achievement at Band 5/6 level (or equivalent) reflects 55% of all HSC results across all courses, whilst student achievement at Band 4+ (or equivalent) reflects 85% of all results achieved across all HSC courses.
ADDITIONAL CREDENTIALS
Four students (4% of graduating cohort) undertook vocational or trade training provided externally. One student completed a SBAT in Health Services Assistance, one student completed a course in Electrotechnology, one student completed Early Childhood Education and Care, and one student completed a course in Design Fundamentals.
Higher School Certificate achievement over the past three years.
Where a dash replaces a number, the course didn’t run that year.
**Marks not shown for small candidature (less than 10 students) are marked with a dash to protect individual's privacy.
Higher School Certificate Achievement
Higher School Certificate achievement over the past three years.
Where a dash replaces a number, the course didn’t run that year.
**Marks not shown for small candidature (10 students or less) are marked with a dash to protect individual's privacy.
POST SCHOOL DESTINATIONS
Total students from the 2023 cohort eligible for an ATAR = 90
Total number of students offered a University place in NSW/ACT for Semester 1 intake 2024 = 87
The remaining students have either joined the workforce, accepted offers to study interstate, or have plans unconfirmed.
The majority of our 2023 HVGS graduates have gone on to study degrees at the University of Newcastle in 2024. The Health Sciences; Business; Agriculture, Environmental Studies & Rural Sciences; Psychology; Law; and Science & Engineering fields remain the most popular areas for further education.
STAFFING
TEACHER PROFESSIONAL LEARNING, ACCREDITATION AND QUALIFICATIONS
Professional Learning continued to be paramount for the upskilling of our staff. There was a major focus on ensuring that staff are equipped with knowledge and planning time for the implementation of new curriculum across several key subject areas. This included a number of staff attending external curriculum and subject based professional learning.
The main professional learning priorities for HVGS in 2023 were as follows:
Intercultural Competency HVGS continued their partnership with Associate Professor Eeqbal Hassium. All staff engaged in two full day sessions on Intercultural competency across the community and the Development of diversity – related capabilities across the curriculum. His work with the HVGS school community included regular meetings with a focused steering group throughout the year.
Cognitive Coaching continued from 2022 into 2023 as a priority area for leaders but was extended to interested staff. Cohort 1 completed the full eight days of training, whilst TABLE 8
Summary of teacher professional learning in 2023.
Cohort 2 commenced the first four days. It is a powerful methodology for changing the nature of professional conversations in a learning community.
Building Capacity. Dr Monty Badami joined staff for two days with a focus on building capacity in teams. Executive, Senior and Middle leaders participated in day of Human Centred Leadership. All staff were then involved in Building Culture, Building Teams.
Enhancing Curriculum. Wendy Gerakios from AISNSW presented on Enhancing Curriculum through 8 Ways of Aboriginal Learning for all teaching staff. The session covered culturally responsive schools, developing an understanding of the 8 Aboriginal Ways of Learning and connecting and weaving cultural knowledge through the curriculum.
Professionally, staff continued to engage in regularly scheduled collaborative staff meetings, discussing teaching, differentiation, assessment techniques, and wellbeing matters of students. Mandatory compliance and child protection training was regularly undertaken through a range of short online courses.
WORKFORCE COMPOSITION
HVGS staff 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 status to the School. Staff can voluntarily disclose their Aboriginal and/or Torres Strait Islander status. There are four Aboriginal and/or Torres Strait Islander staff members at HVGS.
ATTENDANCE
STUDENT ATTENDANCE & RETENTION RATES
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.
OTHER SCHOOL POLICIES
Details of the below School Policies are publicly available on the Hunter Valley Grammar School website here.
• Enrolment policy
• Child Safe Policy
• Bullying Prevention and Intervention Policy
• HVGS Behaviour Management Discipline Policy
• Complaint Management Policy
STAKEHOLDER SATISFACTION
PARENT STUDENT & TEACHER SATISFACTION
Parent, teacher and student satisfaction with the School can be measured in enrolment growth, increased attendance at events and high engagement in learning and transition programs at the School. These are further explored below.
• Enrolment numbers grew from 1119 in 2022 to 1124 in 2023. There was high level of engagement in school events by the community, with signature school productions and performances sold out to combined audiences of more than 600 people. In 2023 HVGS held a community picnic with 270 parents in attendance, primarily from ELC and Junior School. Grandparents’ and Special Friends’ Day was well attended with the venue at capacity (620 pax in attendance) and sporting carnivals, drama productions and musical recitals were well-attended throughout the year. Parents attended Junior School assemblies each week and the Presentation Day and Anzac Day ceremonies in 2023 were well supported by parents.
• 2023 marked the start of HVGS Unite and Ignite Speaker series with more than 150 people attending across the events. International Women’s Day Breakfast was also a sold-out event at HVGS with 125 people attending.
• Transition programs for Kindergarten and Year 7 were expanded in 2023 and more opportunities for connection were provided to parents and students. All transition activities were well attended, and reports indicate that this has led to a smooth entry for students new to HVGS.
• 837 Parent teacher interviews were held in Senior School and a combination of 1208 of Student-led conferences and parent teacher interviews were held across 2023 in Junior School.
COMMUNITY ENGAGEMENT – MASTER PLAN
In August 2023, parents, students and staff were given the opportunity to participate in the development of the School’s conceptual master plan. Approximately 40 students from Kindergarten to Year 11 engaged in an interactive workshop facilitated by the school’s architects where they identified what to retain and what needed to be improved on the campus. Likewise, separate workshops were run for support and operational and teaching staff, as well as parents and the Board of Directors.
There was consensus that the open, green spaces were an asset, contributing to a calm, healthy environment that facilitated outdoor learning. The areas of focus for the future were enhancement of aging classrooms and shared spaces; the quality of outdoor play spaces; and ensuring any campus redevelopment addressed climate impact and was inclusive of diverse abilities. Students and staff identified the need for more covered walkways to mitigate the impact of heat and rain, and the enhancement of outdoor learning spaces so that the school’s green spaces could be better utilized for learning. Parents were also given the option of providing written feedback. A conceptual master plan was developed in response that focused on the importance of facilitating connections, protecting the environment and using it as a third teacher, and ensuring that shared, gathering spaces were fit for purpose.
PARENT ENGAGEMENT AND FEEDBACK
In 2023, the Junior School surveyed parents as part of a review of student commendations for co-curricular activities. Feedback was sought on a change to JS commendations to ensure recognition of students who have demonstrated performance, effort, improvement and/or leadership at an outstanding level, beyond the already high expectations of HVGS, in co-curricular activities. Parents were supportive of a move away from recognition of participation to recognition of excellence in engagement and commitment.
Parents were also invited to participate in a dialogue on inclusion with an external consultant. This was well attended by families committed to understanding the school’s approach to inclusion and who were keen to engage in ongoing dialogue about how to embrace all perspectives across the community.
STUDENT VOICE AND AGENCY
The Student Council in Senior School (Years 7–12) was officially launched in 2023, and their first task was to review the school uniform. Students also had the opportunity to discuss issues of racism with an external consultant and provide feedback on what the school could do to address prejudice across the community. Junior AECG members worked with the Head of Aboriginal and Torres Strait Islander Education and a team of staff to develop a Reconciliation Action Plan (RAP). Anecdotal feedback from students indicated they felt agency through the process and were keen to continue to have their voices heard.
PARENT STUDENT & TEACHER SATISFACTION CONT’
Students were invited to participate in developing the school’s approach to inclusion by working with an external consultant to identify ways to build intercultural competencies within the community and address discrimination as it arises.
STAFF ENGAGEMENT AND SATISFACTION
Staff were involved in the review of the Staff Appraisal Process through a series of “empathy mapping” meetings. Staff were encouraged to identify what worked in the current system and what was needed to support their professional growth into the future. This data was used to develop a pilot Professional Growth Program.
Staff were given a voice through the RAP committee and in the review of the Senior School Wellbeing Structure. Detailed feedback on the latter led to a consolidation of roles and refinement of positions descriptions.
A team of staff were given autonomy and agency in the development of a school-wide approach to wellbeing through the AIS Wellbeing Project. This led to the “ground up” development of a whole school Wellbeing Statement and a Referral Process for students of concern, as well as a renewed focus on positive behavior and restorative practices.
Staff feedback led to the development of a Recruitment Policy to ensure transparency and consistency, particularly regarding leadership positions and the recruitment process when contracts are converted from temporary to permanent.
A team of staff worked with the Human Resources administrator to review the Staff Dress Code and develop a Staff Uniform Policy that is more contemporary and fit for purpose. All staff were invited to provide input to the team. Due to this work, a permanent staff uniform committee was developed.
2023 Senior School Drama Production. Puffs
SUMMARY OF FINANCIAL INFORMATION
Information taken from Financial Questionnaire including Trading Activity – Early Learning Centre (ELC), Uniform Shop, Canteen and Farm.
Fees and Private Income – 54%
Commonwealth Recurrent Funding - 32%
State Recurrent Funding (excluding ELC)
Other Trading Income – 6%
Government Capital Grants–0%
and On Costs– 71%
Expenses – 23%
Expenditure – 6% Debt Reduction – 0%
PUBLICATION REQUIREMENTS
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, 2024.
Copies can be provided for those who cannot access the internet.
