Annual report 2017-2018
ONE YEAR AT ISL
ISL Annual Report 2017-2018
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ANNUAL REPORT 2017-2018 TABLE OF CONTENTS
6
A Word from our Director
10
Introduction from the Chair of the Board
11
Governance
12
Our Mission
16
The Academic Programme
18
IB Diploma Programme Results
20
Summary of Performance
22
University Destinations 2015-2018
24
Well-being
26
The Arts
28
Field Trips
30
Activities
34
Service Projects
38
Staff
39
Students
40
Treasurer Report’s 2017-2018
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Statutory Audit Reports
ISL Annual Report 2017-2018
ISL is committed to excellence in education; it strives to fulfil the unique potential of each student in a supportive and challenging holistic learning environment that prepares him or her for continuing education and an active and responsible role in a multicultural world.
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ISL Annual Report 2017-2018
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A WORD FROM OUR DIRECTOR
The academic year 2017 to 2018 was a year of intense research. Parents, students, alumni, members of staff and members of the Board were all involved in the gathering and synthesis of information as the school prepared itself to set out its new direction. Two fundamental things came out of this research: that ISL exists for the sake of the students and places their development and well-being at the centre of all decisions; and that as a community we have to prepare young people for a world that is increasingly volatile, uncertain and complex. A rigorous base that will allow them to understand the complexities of the world is part of such an education; the capacity to invent and discover, so that they are capable of doing new things is another.
A rigorous base that will allow them to understand the complexities of the world is part of such an education; the capacity to invent and discover, so that they are capable of doing new things is another. It is impossible to capture the complexity of a year in a school like ISL - one that fizzes with purpose, energy and excitement - in a few paragraphs. However, below is some brief detail about six of the many projects that took place in 2017 -2018:
Learning Principles - how do we best support learning? We know that the quality of teaching has a direct impact on student achievement, student engagement and motivation for learning. However, in education there is great diversity of view as to what constitutes good teaching and which conditions are best for effective learning. As a school committed to an international, holistic education it is imperative that we are clear about how we see the learning process and how best to support it. A whole staff project set out to develop a set of statements that encapsulate what research says and what experience shows to be effective. These statements then shape our approach to classroom observation and our approach to professional development. By actively promoting research and evidence-based practice within the school, we maximise student learning. The fruits of this work - the ISL Learning Principles - are set out on page 12 of this report.
Middle Years Programme Evaluation Like all schools offering the International Baccalaureate programmes, ISL is evaluated by IB visiting teams every four to five years. This year an MYP team visited the school in October, feeding back their initial findings in an exit meeting and finally submitting their report in March 2018. The visiting team commended ISL in particular for “its ethos of open and respectful communication” and ISL’s teaching staff for “their dedication and personal regard towards their students”.
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Professional Development Visible Thinking All members of the teaching staff were involved in professional development around Visible Thinking, a research-based approach to integrating the development of students’ thinking with content learning across subject matters developed by Harvard’s Project Zero. Visible Thinking has a double goal to deepen content learning and to cultivate students’ thinking skills and dispositions. It is these thinking dispositions - curiosity, concern for truth and understanding, a creative mindset, not just being skilled but also alert to thinking and learning opportunities - that will prove crucial to students in the future.
Learning beyond the classroom walls Each year students take part in a number of curricular and extracurricular trips that broaden their experience and provide an opportunity to think about their place, in Switzerland and the world more generally. Of particular note this year were the group of students that spent eight days in Siem Riep in Cambodia undertaking a house-construction project, those that spent 10 days in Tanzania working on the building of a school and delivering lessons in a small rural Tanzanian community, and the students that visited Poland and the Auschwitz concentration camp. More information about our trips and visits are on page 27 of this report.
Girls Coding Hackathon in London 20 students took part in a Girls Coding Hackathon event. This is the first time ISL has sent a group of students to an event of this nature. A significant number of girls report an improved interest in coding as a result of the trip and an increased likelihood to study MYP digital design or IB Diploma computer science. In 2018 to 2019, ISL will host its own coding event for girls.
ISL Annual Report 2017-2018
The importance of well-being Happy, healthy students are more alert, more engaged and better able to concentrate and learn. By putting students’ physical and mental health first, we aim to enable young people to make the most of their individual talents and abilities, including being academically successful. A joint research project with the Centre Hospitalier Universitaire Vaudois (CHUV) and investment in professional development were launched this year with the aim of making sure our provision in this area is both thoroughly evidence-based and world-leading.
The school, of course, is not an island and the experience of our young people is richer through it being part of a dynamic community. As a result of the closeness of this community, people feel that they are known and appreciated for who they are, and the core values of honesty, respect, self-control, equality, and care and concern for others are demonstrated on a daily basis. As a final note I want to thank students, parents, staff, the members of the Board, the Parent Teacher Association and the local partners with whom we work for collectively helping to make the school such a special place and 2017 2018 such an exciting year.
Dr Frazer Cairns, Director
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ISL Annual Report 2017-2018
INTRODUCTION FROM THE CHAIR OF THE BOARD
After a thorough search and selection procedure (led by the Board and including members of staff, community and students), the Board was successful in attracting Dr Frazer Cairns as the new Director of School. He relocated from Singapore with his family and took his position at ISL on 1 August 2017. An intensive period of meetings with the Board, one-to-one conversations with all staff members and many constructive interactions with parents and students have allowed him to observe and understand ISL and its needs to continue its successful path. Moreover, during the year, several surveys were performed with a range of stakeholders, in order to define the critical elements that define our school and those that might need special attention to ensure sustainability and success in the longer term. The consolidation of a vast amount of information has been used to review and re-define the school’s vision, mission and focus areas. The work is scheduled to be completed at the start of the next academic year (2018-2019). The Primary and Secondary Leadership Team ensured continuity in the high quality teaching at ISL, which resulted again in very strong academic performances in all year levels.
Year 13 IBDP results showed an excellent average of 35.5 points, and very successful applications to top universities and schools around the world.
Balance is an essential part of the school’s holistic education and the After-School Activities programme remains a significant aspect of the school’s offering. More than 100 activities are on offer with more than 85% of students taking part in at least one activity. A very pleasing by-product of this level of involvement is extensive success in our various sports leagues. The financial situation of ISL is healthy, well managed by the Head of Finance and overseen by the Board’s Finance Committee. Whilst there are waiting lists for new students in most years, it was noted that the number of applications in the lower years has dropped somewhat. A restructuring of the operational leadership functions at ISL was implemented, and a new administration appraisal process introduced. 2017-2018 has been another successful year for ISL, thanks to committed and motivated students, who enjoy to perform well and combine academic learning with having fun, building friendships, being active with sports, arts, music, theatre, service, innovation, etc. Achieving this does not come automatically; it is the result of continued efforts by inspiring and hard-working teaching staff, support staff, leadership and last but not least supportive parents and a school community that cares for the children and each other.
Dr Johan Masure Chair of the Board
ISL Annual Report 2017-2018
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GOVERNANCE
Johan Masure
Trevor Brown
Aline Boisset Michaud
John Barrett
Javier Muller
Silvan Hoevenaars
Jean Duvall
Doron Tenne
Costas Vlahos
Demian Hodari
Arturo Bris
Board Committees Executive
Nominating
Johan Masure Jean Duvall Silvan Hoevenaars Demian Hodari
Johan Masure Jean Duvall Costas Vlahos
Finance Silvan Hoevenaars John Barrett Aline Boisset Michaud Arturo Bris
Governance and Legal Trevor Brown Arturo Bris Javier Muller Doron Tenne
Quality and Standards Javier Muller Aline Boisset Michaud Demian Hodari Silvan Hoevenaars Costas Vlahos
Strategy Support Demian Hodari
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ISL Annual Report 2017-2018
ding tan s r e nd U
Ou r
es lu Va
Inter cul tu ra l
OUR MISSION
Ho lis tic
Our Learners We will help our students become lifelong learners; be knowledgeable and effective communicators; be thinkers, inquirers and risk-takers in learning; be principled and open-minded in spirit; be healthy and happy in life; be reflective, caring and balanced in their outlook; in short, to develop and fulfil their unique potential.
ty uni mm Co
The International School of Lausanne is committed to excellence in education; it strives to fulfil the unique potential of each student in a supportive and challenging holistic learning environment that prepares him or her for continuing education and an active and responsible role in a multicultural world.
Le a r ni ng
ion cat u Ed
The Learner
Our Values We aim to develop an attitude of individual responsibility, based upon the values of honesty, respect, self-control, equality, and care and concern for others.
Intercultural Understanding We encourage students to understand and appreciate their own cultures and personal histories, as well as others, and to be open to differing perspectives, values and traditions.
Our Learning Community We encourage our community in education to work collaboratively in a supportive and respectful atmosphere to develop and maintain a school known for excellence.
Our Learning Principles Our Learning Principles are the result of a yearlong project to summarise what research says about the conditions that support effective learning.
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ISL Annual Report 2017-2018
Learning is most effective when…
And so we should...
Learning has goals that
• Articulate short, medium and long-term planning learning goals. • Have a mechanism in lessons to communicate learning goals. • Provide opportunities for students to formulate and reformulate ideas, skills and knowledge. • Adapt learning according to the progress and understanding of students. • Summarise, review or reflect on progress towards learning goals regularly.
are made explicit and understandable.
Learning is connected to what the learner has previously experienced or understood.
Learners see value and relevance in their learning.
Learning is seen as a process with an emphasis on everyone’s capacity to make progress. Learners feel safe and have a sense of belonging.
Learning is both an individual and a social, interactive process.
• Consider who the learners are and what they already know in planning. • Engage students with activities that link classroom learning to their own lived experiences, culture and interests. • Facilitate students in making their own connections with previous learning. • Depart, sometimes, from a lesson plan to fill knowledge and understanding gaps and/ or explore an unexpected direction arising from student interests. • Connect lessons to students’ personal interests, previous experiences and cultural contexts. • Make links between your lessons and other subjects. • Find ways to communicate the purpose and benefits of the learning activities. • Use language which emphasises the process of learning rather than its products. • Frame feedback within the context of making progress. • Adapt goals, instruction and activities to meet the needs of all students.
• Value students as individuals and acknowledge their specific contribution. • Build positive relationships with students. • Promote a culture where making mistakes is seen as an integral part of learning. • Foster a sense of the class as a learning community. • Provide opportunities for both individual and collaborative learning. • Involve all stakeholders in the learning process.
ISL Annual Report 2017-2018
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Learning is most effective when…
And so we should...
Learners feel that they are
• Give students choice, autonomy and an element of control in their learning. • Routinely collect feedback from students and explicitly use this to inform learning practices. • Co-create learning goals and plan activities with students based on their input and feedback. • Allow multiple options and pathways in order to complete a task or achieve a learning outcome. • Provide opportunities for self-directed learning.
‘partners’ in the learning with the capacity to make decisions about the ways in which they learn.
Learners are appropriately challenged and supported.
Learning is seen as a process with an emphasis on everyone’s capacity to make progress. Learning occurs when learners receive individual feedback that is regular, structured and focused on their improvement. Learners have time to think, practice and reflect in order to develop skills and understanding.
• Differentiate instruction. • Provide a wide variety of learning activities using a diverse range of skills. • Encourage learners to have high expectations of themselves. • Build self-confidence through positive reinforcement and activities that allow them to succeed. • Use language which emphasises the process of learning rather than its products. • Frame feedback within the context of making progress. • Adapt goals, instruction and activities to meet the needs of all students.
• Provide feedback that is ongoing, timely and varied in form. • Allow feedback to be given by teachers, peers or self. • Provide feedback which is goal-oriented with clear, specific, and concise targets for improvement. • Give feedback that is individual and meaningful to the student. • Facilitate and encourage active engagement with feedback.
• Plan time for students to think, practice and reflect meaningfully. • Allow time for students to think individually or discuss in groups before asking them to present responses, answers or solutions. • Provide students with opportunities to summarise what they have learned and formulate the next steps for their learning. • Model thinking and self-reflection.
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ISL Annual Report 2017-2018
THE ACADEMIC PROGRAMME
The primary pedagogical foundation of the school is concept-based inquiry: units of study are focused on big, transferrable ideas (such as ‘perspective’ or ‘systems’) that allow students to understand a topic in a more integrated and complete way. In the Primary School (Reception 3 to Year 6) our programme is informed by the International Baccalaureate Primary Years Programme (PYP). This emphasises a collaborative approach to planning, with documentation and teaching and learning structured around concepts. The learning is also driven by the attributes of the Learner Profile and the approaches to learning, which inform a set of core skills and dispositions. We aim to develop, for example, a child’s inquisitiveness and curiosity rather than asking them to know a standard set of facts by heart. We also aim to engage students in learning that is authentic through strong links to the community and through applying what they learn to the real life. The outcome is the development of student agency, allowing the learners to see themselves as problem finders and problem solvers. In Years 7 to 11, students follow the International Baccalaureate Middle Years Programme (MYP). Building on the work of the PYP, students develop their knowledge but also their organization, communication and
critical thinking skills. Students show mastery of these skills in the personal project which comes at the end of Year 11, where every student takes a topic that they are interested in and develops a challenging product or outcome connected to that topic. A student might, for example, put on a photography exhibition, develop their own fashion or computer games, or advocate for socially marginalized groups. The educational programme at ISL culminates with the International Baccalaureate Diploma Programme (DP) in Years 12 and 13. We are able to offer a wide variety of subjects at IB DP level, catering for a range of student interests. One achievement we are undoubtedly proud of as a school is our support of the students throughout this challenging two-year programme, which has led to long-term outstanding results. Importantly though, the School sees learning in a much broader, holistic way. An example of this is the service learning component that demands that students take on at least two service activities over the two years. As a result, students have, for example, connected with local communities in Switzerland by volunteering at the Soupe Populaire, and they have run activities for refugees at the Etablissement Vaudois d’Accueil des Migrants. Students are also encouraged to connect globally. Service trips to Tanzania and Cambodia, for example, have become well established, with close links to the school and country. Intellectual curiosity is greatly valued at ISL, but a commitment to using one’s knowledge and skills to bring about positive change is seen as being equally important.
ISL Annual Report 2017-2018
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ISL Annual Report 2017-2018
IB DIPLOMA PROGRAMME RESULTS 2018 Subjects
ISL Mean
World Mean
N° of candidates
Chinese A Lit SSST SL
5.0
4.7
1
English A Lit HL
6.0
4.7
7
English A Lit SL
5.0
5.0
3
English A Lang/Lit HL
6.0
5.0
30
English A Lang/Lit SL
5.8
5.1
33
French A Lang/Lit HL
5.8
5.1
11
French A Lang/Lit SL
5.8
5.3
19
Swedish A Lang/Lit SL
5.0
5.4
1
Turkish A Lit SSST SL
5.0
4.2
1
Chinese B Mandarin SL
7.0
5.9
1
English B HL
5.0
5.7
2
French Ab Initio
5.4
4.9
5
French B HL
6.3
5.2
14
French B SL
6.3
5.0
14
German B HL
6.0
5.8
1
German B SL
7.0
5.1
1
Spanish B HL
7.0
5.4
6
Spanish B SL
7.0
5.1
6
Economics HL
5.5
5.1
40
Economics SL
5.6
4.7
21
Geography HL
4.0
5.2
5
Geography SL
5.2
4.8
6
History (Americas) HL
6.6
4.1
7
History SL
5.5
4.5
6
ISL Annual Report 2017-2018
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Subjects
ISL Mean
World Mean
N° of candidates
Global Politics HL
5.9
5.1
12
Global Politics SL
4.5
4.8
2
Biology HL
5.0
4.3
28
Biology SL
5.1
4.2
16
Chemistry HL
5.1
4.5
13
Chemistry SL
5.9
4.0
9
Computer Science HL
4.7
4.3
9
Computer Science SL
7.0
3.8
6
Design Technology HL
4.5
4.5
2
Design Technology SL
4.0
4.0
2
Physics HL
4.7
4.6
18
Physics SL
7.0
4.1
1
Sports Exercise and Health Science SL
5.5
3.9
8
Mathematics HL
5.7
4.7
15
Mathematics SL
5.2
4.7
42
Mathematical Studies SL
4.9
4.2
18
Visual Arts HL
4.9
4.5
8
Visual Arts SL
4.7
4.0
3
Subject
ISL Mean
World Mean
N° of candidates
TOK
3.8 (B/C)
3.3 (B/C)
70
EE
3.6 (B/C)
3.2 (B/C)
70
ISL Annual Report 2017-2018
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SUMMARY OF PERFORMANCE
Bonus points
1.6
Average scores - ISL Average scores - World
1.2 2014
Diploma total 34.5
35.5
35.5
2.0 1.4
2015
1.7
1.8
1.9
1.3
1.3
n/a
2016
2017
2018
Theory of Knowledge 35.4
3.8
34.1
3.7
3.5 3.4 30.0 2014
30.2
30.0
29.9
29.8
2015
2016
2017
2018
2014
All subjects combined 5.5
5.5
5.6
3.4
2015
3.8
3.4
3.2
3.2
n/a
2016
2017
2018
Extended essay 5.5
5.3
3.9
3.8
3.7
3.5
3.6
4.7
4.7
4.7
4.7
n/a
3.2
3.2
3.2
3.2
n/a
2014
2015
2016
2017
2018
2014
2015
2016
2017
2018
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ISL Annual Report 2017-2018
UNIVERSITY DESTINATIONS 2015-2018 Europe
United Kingdom
• Aarhus University, Denmark • Bocconi University, Italy • Culinary Arts Academy, Switzerland • Ecole cantonale d’art de Lausanne, ECAL, Switzerland • Ecole Hôtelière de Lausanne, Switzerland • École Polytechnique Fédérale de Lausanne, Switzerland • Erasmus University, Netherlands • ESADE, Barcelona, Spain • HEC, Université de Lausanne, Switzerland • IE University, Madrid, Spain • Leiden University, Netherlands • Maastricht University, Netherlands • Technical University of Munich, Germany • Université de Lausanne, Switzerland • University College Utrecht, Netherlands • University of Amsterdam, Netherlands • University of Groningen, Netherlands • University of St. Gallen, Switzerland • University of Twente, Netherlands • Webster University, Geneva, Switzerland
• Central Saint Martins, University of the Arts London • Durham University • Goldsmiths, University of London • Imperial College London • Istituto Marangoni • King’s College London • Lancaster University • London College of Communication, University of the Arts London • London School of Economics and Political Sciences • Loughborough University • Newcastle University • Oxford Brookes University • Queen Mary, University of London • Royal Holloway, University of London • University College London • University of Bath • University of Birmingham • University of Brighton • University of Bristol • University of Cambridge • University of East Anglia • University of Edinburgh • University of Exeter • University of Glasgow • University of Kent • University of Leeds • University of Manchester • University of Nottingham
• University of Oxford • University of St. Andrews • University of Stirling • University of Surrey • University of Sussex • University of Warwick • University of Westminster • University of York
United States of America • American University • Amherst College • Boston College • Boston University • Brandeis University • Brown University • Chapman University • Colorado College • Cornell University • Dartmouth College • Duke University • George Washington University • Georgetown University • Grinnell College • Johns Hopkins University • New York University • Northeastern University • Northwestern University • Pennsylvania State University • Reed College • Smith College • Syracuse University • University of California
ISL Annual Report 2017-2018
• University of Chicago • University of Colorado at Boulder • University of Notre Dame • University of Pennsylvania • Virginia Tech University • Wake Forest University • Williams College • Worcester Polytechnic Institute
23
Canada
Rest of the world
• McGill University • Queen’s University • Ryerson University • University of British Columbia • University of Toronto
University destinations geographical distribution (approximate %)
UK
46
%
USA
10
%
• American University of Beirut, Lebanon • Australian National University, Australia • Melbourne University, Australia • New England University, Australia • New York University, Abu Dhabi
Rest of Europe
21
%
CH
14%
Rest of the world
9%
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ISL Annual Report 2017-2018
WELL-BEING
ISL is a student-centred school and therefore focused on the well-being of our students in all aspects of their school life. There are four main elements of the well-being programme at the school: • Homeroom • The curriculum • Dedicated time with the student counsellors • External expertise
students in Years 7 to 10. The secondary school homeroom teachers form a team, coordinated by a year level leader, which meets regularly to discuss the homeroom programme and individual students. Important aspects of social and emotional learning are also embedded within the curriculum. This allows topics to be placed in a wider context and delivered by the teachers who are the most skilled and knowledgeable in these areas.
We recognise the strong link between academic achievement and ensuring that students build the resilience to be able to cope with personal issues.
For several years, representatives from Freedom from Chemical Dependency have come to the school to work with our secondary school students on topics related to addiction. Workshops on key issues are also made available to parents. These have included understanding the specific challenges faced by Third Culture Kids in their transition from school, and a six-week course of Parenting the Positive Discipline Way.
In the Primary School, the homeroom teacher, with whom the students spend the majority of their day, is in the best position to recognise when students require support and guidance. A Student Support Services team also exists, consisting of the Primary School Counsellor, Assistant Principal, Learning Support staff and the school nursing staff, who meet weekly to discuss students with particular social and academic needs. In the Secondary School, all students are part of a homeroom. Two homeroom teachers work with each group of students to follow their overall progress and to guide and care for individuals. Strong bonds are formed, particularly during the September field trips, and the January ski trips for
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ISL Annual Report 2017-2018
THE ARTS
Art
Music
Year 7 to Year 12 Visual Arts Exhibition Year 13 Visual Arts Exhibition ASA Art Exhibition Life After Genocide photography exhibition
Diploma Programme Music Recitals Year 7 music showcase Battle of the Bands Gala Concert Charity concerts Year 3 and Year 4 Choral Evening Primary Music Spectacular Strings Recitals Year 13 Diploma Programme Music Recital Instrumental Teachers Concert Spring Concert Leavers’ Concert
Drama Primary’s Got Talent Roméo and Juliet The Jungle Book performance Year 7 and Year 8 Bits and Pieces Year 9 to Year 12 The Crucible Year 12 and Year 13 Distracted Year 11 and Year 12 drama performances Year 11 Shackleton’s 1914 Endurance Expedition Year 11 A View from the Bridge Psychedelight Theatre: Borderline I, Daniel Blake film screening
Dance Dance Show
ISL Annual Report 2017-2018
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FIELD TRIPS
Field trips form part of the core curriculum and are also offered on an optional basis. They provide students the opportunity to get to know more about themselves and the countries they visit while developing independence and forming closer relationships with their friends and teachers. Many of our trips are within Switzerland as it is important that children can be knowledgeable about where they live and feel a closer connection with the host nation.
Y4 Leysin Y5 Brienz Y6 Ardèche Y7 Leysin, La Tzoumaz Y8 Rome, Crans-Montana, Stockholm, Bern Y9 Nendaz, Siviez, Luzern, Stockholm Y10 Crans-Montana, Saas Grund, London, Ypres, Zurich, Anzère, Berlin, Barcelona, Stockholm Y11 Gstaad, Kraków & Auschwitz, Cambodia, Berlin, Barcelona, Stockholm Y12 Verbier, Barcelona, Tanzania, Chamonix, Berlin Y13 Biarritz, Chamonix
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ISL Annual Report 2017-2018
ACTIVITIES
98
760
54
After-school activities
Students participating
Non-sport activities
132
13
232
Matches played
Drama productions
Jars of honey from the ISL beehive
Number of students who have chosen 0, 1, 2, 3+ activities, per year group (in %)
63
57
50 34 13
3 0
87
82
80
1
2
4
3+
24
15
0
2 6
1
1
2
3+
0
1
2
23
12 2
3+
5 8
8 8
2 0
1
3
2
3+
1
8 6
2
4
3+
0
1
5
2
3+
6
Primary School 58
17
23 24
23 7
1 0
1
2
7
54
46
3+
0
6 1
2
3+
8
Middle School
0
15
47
25 9
1
2
9
3+
0
27 27
22 22
1
2
10
33
13 3+
0
1
2
11
3+
20 22 0
30 28
1
High School
20 7
2
12
38 36
3+
0
1
2
13
3+
32
ISL Annual Report 2017-2018
Gender count per activities Football
213
110
Swim Team ISL 2017-2018
8
12
Gymnastics
61
114
Drama Production
2
15
Badmington
62
25
Secondary Choir
2
14
Dance
3
80
Wolfie’s News
7
8
Netball
0
64
Art Porcelain Painting
2
13
Maths Enrichment
23
21
Papercrafts
10
3
Secondary Ski Team
23
19
Songwriting & Production
4
9
Cross Country
17
20
Pilates
0
12
Taekwondo
16
11
Drama Production
3
8
Computer Coding
26
5
Ball Games
10
1
Film Making
21
9
Forensics
6
4
Concert Band
16
11
Highly Strung
4
6
Chess Club
20
7
Philosophy Society
8
1
Watercoloring
11
15
Bollywood Dance
0
9
International Award Bronze
15
8
Comic Book Drawing
5
4
Ski Camp Zermatt
15
7
MUN
7
1
Ukulele
14
8
Life Drawing
0
8
Drama Prod The Jungle Book
9
17
Golf
5
0
Students who participated in at least one ASA per year group 96% 100%
100% 87%
96% 100%
97% 100%
100% 100%
1
2
3
4
5
Primary School
91% 93%
6
97% 100%
7
88% 97%
94% 94%
90% 91%
8
9
10
Middle School
77% 100%
11
81% 80%
66% 58%
12
13
High School
ISL Annual Report 2017-2018
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SERVICE PROJECTS
Year 7 – La Cassagne partnered classes (science, drama and P.E) Our Year 7 students take part in a partnership project with a local school for physically disabled children, La Cassagne. Each Year 7 homeroom is partnered with a class of similar age students from La Cassagne, who come to ISL to share lessons in science, drama and P.E. The aim of this project is to encourage inclusion and acceptance of the differences between individuals, and through full integration of the two classes, to encourage and enable to children to form genuine and lasting relationships.
Year 8 – Terre des Hommes Rights of the Child / Orange Sale ISL has a long-term relationship with the NGO Terre des Hommes, which is based in Lausanne. They focus on children’s rights and health issues. In November the Year 8 students participate in awareness-raising and fundraising activities in the centre of Lausanne, linked to the International Day of the Rights of the Child. In February, the students participate in the Terre des Hommes orange sale in Lausanne, which raises money to bring children from developing countries to the CHUV for life-saving medical operations.
Year 9 – LED safari In their design lessons, the Year 9 students take part in the LED safari, a project which aims to help provide cheap, functional and grid-independent lighting to households in developing countries. The students design and build prototype lights and then create language-free plans which will enable anyone to follow their plan and recreate their product. The eventual goal is that the lights and plans will be taken along on the Cambodia and Tanzania service trips by the students when they reach Year 11 and 12 respectively, and shared with the people with whom they will work.
Year 10/Year 11 – Medair videos We have partnered with the local medical NGO Medair to help raise awareness about the importance of vaccination, linked to the WHO World Vaccination Week in April each year. The students study infectious diseases and immunity in science, and use this knowledge, and skills they have learnt in arts, technology and other areas of their curriculum to produce educational and awareness-raising resources for Medair.
La Cassagne English club The children from La Cassagne follow a modified academic curriculum which does not include any opportunities to learn a second language. In order to meet this need, a group of ISL students plan and deliver one-on-one English lessons for individual students from La Cassagne, on a weekly basis for an hour after school throughout the school year.
36
To help the students prepare for these sessions, they attend workshops on how to plan and teach English to novice and special needs learners, thus they develop not only their empathy and inclusivity, but also pedagogic skills.
EVAM The Etablissement Vaudois d’Accueil des Migrants (EVAM) is the local cantonal refugee centre. While the children and young people who are housed there are permitted to attend local school, they have limited opportunities for social and leisure activities. ISL students plan and organise a number of different activities for them. These include weekend sports sessions, evening film screenings and games and activities for younger children.
Cerebral / Fairplay Cerebral is a local organisation which offers weekend residential stays for children with severe physical disabilities. ISL has partnered with them to offer a range of activities such as multisports and games, music making and JoĂŤlette outings in the local countryside. Fairplay is a local organisation which organises sports activities for disabled people. A small group of Year 10 girls are helping each week with swimming sessions at the CHUV for young disabled children, initially helping run sessions organised by an instructor, and eventually planning and delivering their own activities.
Cambodia / Tanzania In Cambodia, the students are involved in the building of a house in an underprivileged community, and they also plan and deliver English lessons to children in the local school. In Tanzania, we have a partnership with a primary school which ISL students have helped build over a number of years. Each year, the students bring clothes and school supplies for the children there, and while in Tanzania they divide their time between teaching the children English and mathematics, and helping with the construction of new buildings for the school.
ISL Annual Report 2017-2018
Cartons du Coeur Cartons du Coeur is a food bank based in Lausanne. It collects and provides food for families and individuals temporarily in need, without judgement or preconditions. Two ISL high school students have been accepted to sit on the board of this organisation, where they help organise and carry out food collection drives and deliveries, as well as participate in the strategic decision-making process.
La Soupe Populaire La Soupe Populaire is a soup kitchen in Lausanne which provides a hot meal, a safe space and social support for individuals in need. High school students from ISL who volunteer with this project commit to help serve food to, and to listen to and empathise with the recipients of this service on a regular basis over the course of their final two years at ISL.
Shishu Mandir Shishu Mandir is an organisation which provides an education for underprivileged children around Bangalore in India. A group of high school students have taken the initiative to forge links with this organisation and they plan and deliver regular lessons to the children there via Skype. These lessons cover topics such as geography and various cultures, allowing the ISL students to provide meaningful exposure to ideas and experiences which the children would not normally be exposed to. In return, the children from Shishu Mandir share their experiences with the ISL students creating a mutually beneficial learning relationship.
38
ISL Annual Report 2017-2018
STAFF 152
21
Headcount
Nationalities
Permanent Staff only
Gender Split
61%
58% 42
%
53
39
%
%
47%
33%
25%
12%
9%
British
Swiss
American
French
4%
3%
3%
17%
Australian
Dutch
Canadian
Others (14)
Breakdown by type of contracts Total
Teaching
Admin & Support
123
39
35
Teaching
ASA - Recreational Activities and Sports coaches
Admin & Support
Average age
42.8
18
13
ASA - Music Teachers
ASA - Language Teachers
years
Permanent Staff Breakdown by department
Average tenure (length of service)
48%
Other
Activities (ASA)
years
HF
6.3
& Support
Marketing & Comm
Admin
8% 4% % % % % % 3 3 2 2 1 Finance
years
IT
8.1
Operations
Teaching
29%
Primary & Early Childhood
years
Secondary School
7.7
Total
ISL Annual Report 2017-2018
39
STUDENTS 882
38
57
ISL Students
Languages spoken
Nationalities
Transitions Including Graduates
Excluding Graduates
21.5%
13%
students leaving ISL
students leaving ISL
190/882
115/882
students leaving ISL
students leaving ISL
14%
12%
11%
6%
American
Swiss
British
German
5%
5%
5%
4%
Italian
Dutch
French
Spanish
3%
3%
3%
2%
Polish
Australian
Indian
Turkish
2%
2%
2%
21%
Canadian
Greek
Russian
Others (39)
Enrolment
Enrolment 2017-2018
882
587
Students
Families
35 36
43
49
84
91 76
68 67 66 71 59 60 62
15 Year Group
R3
R4
1
2
3
4
5
6
7
8
9
10
11
12
13
40
ISL Annual Report 2017-2018
TREASURER’S REPORT 2017 - 2018
On behalf of the Finance Committee, I am pleased to report that for the fiscal year ended July 31, 2018 the school continued to operate on a sound financial basis. Student numbers averaged 884 in 2017/18, which was 9 less than the previous year. In the year 2017/18 the secondary school was at 95% of capacity while the primary school was at 90% and ECC was at 75% of capacity. ISL management will continue to assess the capacity allocation in line with the demand for places at the school. During 2017/18, ISL welcomed 164 new students (19%), versus 218 (24%) in 2016/17. Average tuition fees per student increased by 2.2%, due to a tuition increase of 1.5% across all year levels, as well as the mix effect of a higher proportion of students in Secondary. Total fee income for 2017/18 was in line with prior year and the plan for the year. Total full time equivalent staff remained unchanged at 142 FTE. Personnel costs increased from 76% of fee income to 78%. In terms of the Profit and Loss statement, ISL had a negative result of CHF 1.4 million (versus prior year loss of 0.4 million). In addition to the changes in personnel costs mentioned above, higher depreciation expenses contributed mainly to this result. The results were in line with the budget for the year. Mortgage loans for the expansion were CHF 41.9 million (versus CHF 39.5 million last year). ISL has committed to reduce this balance by repaying CHF 1.5 million annually for the next 20 years. The blended interest rate on these borrowings is
1.7% (1.6% prior year). Other borrowings reduced from CHF 7.6 million to CHF 6.6 million. These borrowings relate to long term loans from core sponsors and the loan repayment is converted annually into donations to the school resulting in a nil cash flow effect. As ISL is reviewing and re-defining the school’s vision, mission and focus areas ISL, the Finance Committee will continue its ongoing review of the long term financial plan in order to maintain flexibility for continued strategic investments in staff, technology, and facilities. Silvan Hoevenaars Treasurer
42
ISL Annual Report 2017-2018
International School of Lausanne
REPORT OF THE STATUTORY AUDITOR FINANCIAL STATEMENTS 2017-2018 Financial Statements consisting of : — Balance sheet as at 31 July 2018 — Profit and loss account for the year 2017/2018 — Cash flow statement for the year 2017/2018 — Notes to the financial statements as at 31 July 2018
44
ISL Annual Report 2017-2018
REPORT OF THE STATUTORY AUDITOR ON THE FINANCIAL STATEMENTS TO THE GENERAL MEETING OF THE MEMBERS OF INTERNATIONAL SCHOOL OF LAUSANNE, LE MONT-SUR-LAUSANNE
As statutory auditor, we have audited the financial statements of International School of Lausanne which comprise the balance sheet, the profit and loss account, the cash flow statement and the notes for the year ended 31 July 2018.
Members of the Board’s responsibility The Members of the Board are responsible for the preparation of the financial statements in accordance with the requirements of Swiss law and the association’s articles of incorporation. This responsibility includes designing, implementing and maintaining an internal control system relevant to the preparation of financial statements that are free from material misstatement, whether due to fraud or error. The Members of the Board are further responsible for selecting and applying appropriate accounting policies and making accounting estimates that are reasonable in the circumstances.
Auditor’s responsibility Our responsibility is to express an opinion on these financial statements based on our audit. We conducted our audit in accordance with Swiss law and Swiss Auditing Standards. Those standards require that we plan and perform the audit to obtain reasonable assurance whether the financial statements are free from material misstatement. An audit involves performing procedures to obtain audit evidence about the amounts and disclosures in the financial statements. The procedures selected depend on the auditor’s judgment, including the assessment of the risks of material misstatement of the financial statements, whether due to fraud or error. In making those risk assessments, the auditor considers the internal control system relevant to the entity’s preparation of the financial statements in order to design audit procedures that are appropriate in the circumstances, but not for the purpose of expressing an opinion on the effectiveness of the entity’s internal control system. An audit also includes evaluating the appropriateness of the accounting policies used and reasonableness of accounting estimate made, as well as evaluating the overall presentation of the financial statements. We believe that the audit evidence we have obtain is sufficient and appropriate to provide a basis for our audit opinion.
Opinion In our opinion, the financial statements for the year ended 31 July 2018 comply with Swiss law and the association’s articles of incorporation.
Report on other legal requirements We confirm that we meet the legal requirements on licensing according to the Auditor Oversight Act (AOA) and independence (art. 728 Code of Obligation (CO)) and that there are no circumstances incompatible with
ISL Annual Report 2017-2018
45
REPORT OF THE STATUTORY AUDITOR ON THE FINANCIAL STATEMENTS TO THE GENERAL MEETING OF THE MEMBERS OF INTERNATIONAL SCHOOL OF LAUSANNE, LE MONT-SUR-LAUSANNE
our independence. In accordance with article 728a paragraph 1 item 3 CO and Swiss Auditing Standards 890, we confirm that an internal control system exists, which has been designed for the preparation of financial statements in accordance with the instructions of the Board. We recommend that the financial statements submitted to you be approved.
Pully, 30 November 2018
Prateo SA Jacques Richoz
Stéphane Lambelet
Swiss Certified Accountant
Swiss Certified Accountant
Licensed Audit Expert
Licensed Audit Expert
(Auditor in charge)
46
ISL Annual Report 2017-2018
BALANCE SHEET AS AT 31 JULY 2018
ASSETS
Notes
07/31/18
07/31/17
CHF
(for comparison)
CHF
CURRENT ASSETS
5’558’027.26
2’747’569.46
Cash and cash equivalents
3’773’606.68
529’383.74
Cash in hand Bank accounts
4’750.60
5’039.27
3’768’856.08
524’344.47
506’541.73
754’564.44
1’028’541.73
1’187’564.44
-522’000.00
-433’000.00
1’016’655.19
1’119’877.89
1’016’655.19
1’119’877.89
61’594.94
48’144.28
199’628.72
295’599.11
CAPITAL ASSETS
49’989’861.80
53’606’048.28
Tangible fixed assets
49’989’861.80
53’606’048.28
Furniture
814’474.30
961’866.76
Trade receivables 1.1 Trade receivables due from third parties ./. Provision for bad debtors - Other current receivables Other current receivables due from third parties
1.1/2.2
Inventories 1.2 Accrued income and prepaid expenses
Equipment Computer hardware and software
1.3
Vehicles 1.3
312’265.62
388’696.06
1’217’445.62
1’614’218.80
1.00
First Buildings 1.3/2.2 4’452’515.75
1.00 5’734’329.89
New Buildings 1.3/2.2
43’193’159.51
44’906’935.77
TOTAL ASSETS
55’547’889.06
56’353’617.74
ISL Annual Report 2017-2018
47
BALANCE SHEET AS AT 31 JULY 2018
LIABILITIES, CAPITAL AND RESERVES
Notes
07/31/18
SHORT-TERM LIABILITIES Trade payables Trade payables due to third parties
2.1
Short-term interest-bearing liabilities Bank account
Mortgage loans - short-term part
2.2 2.2
Other short-term liabilities Liabilities due to third parties
CHF
5’478’121.09
5’867’059.61
1’177’238.72
1’237’598.48
1’177’238.72
1’237’598.48
1’500’000.00
1’852’384.92
0.00
352’384.92
1’500’000.00
1’500’000.00
1’507’800.68
1’092’444.25
121’134.00
95’777.58
1’386’666.68
996’666.67
1’293’081.69
1’684’631.96
LONG-TERM LIABILITIES
45’552’000.05
44’573’518.61
Long-term interest-bearing liabilities
40’352’000.00 37’970’000.00
Mortgage loans 2.2/2.7
40’352’000.00
Long-term borrowings - short-term part
CHF
07/31/17 (for comparison)
2.2
Accrued expenses and deferred income
Other long-term liabilities
37’970’000.00
5’200’000.05 6’603’518.61
Long-term borrowing 2.2/2.7
5’200’000.05
6’603’518.61
CAPITAL AND RESERVES
4’517’767.92
5’913’039.52
4’517’767.92
5’913’039.52
Profit brought forward
Retained earnings
5’913’039.52
6’271’103.54
Loss for the year
-1’395’271.60
-358’064.02
TOTAL LIABILITIES, CAPITAL AND RESERVES
55’547’889.06
56’353’617.74
48
ISL Annual Report 2017-2018
PROFIT AND LOSS ACCOUNT FOR THE YEAR 2017/2018
Notes
2017/2018
2016/2017
CHF
(for comparison)
CHF
OPERATING REVENUES Fees income
25’331’655.08
25’363’672.71
Tuiton fees
26’395’247.50
26’079’525.00
Enrolment fees
639’000.00
715’000.00
Variation provision for bad debtors
-89’000.00
95’000.00
./. Loss on debtors
-52.00
-2’212.90
./. Bursaries and fees reduction
-1’613’592.42
-1’523’639.39
Revenues from other activities
3’612’233.71
3’568’757.66
Tuiton fees from private courses
498’674.06
439’664.75
1’703’555.85
1’701’577.95
Cafeteria revenues
996’269.15
970’874.61
Services to students
413’734.65
456’640.35
Sports, excursions and trips
Other operating income 14’217.15
26’424.87
Donation - operations
10’500.00
23’465.00
3’717.15
2’959.87
Personnel costs
-19’669’131.72
-19’170’821.00
Salaries
-15’904’891.85
-15’394’976.91
Social insurances
-3’148’172.05
-2’987’151.05
Other operating income OPERATING EXPENSES
Staff expenses
-583’527.50
-681’001.99
Subcontracting
-32’540.32
-107’691.05
-3’137’408.70
-2’948’580.53
-727’217.31
-713’338.21
Other operating expenses Teaching supplies Library expenses
-60’205.30
-57’104.45
Sports expenses
-175’289.42
-165’521.57
-81’710.12
-67’349.89
-71’394.64
-34’983.62
School buses running costs
2.3
Other teaching expenses Consulting fees
0.00
- 10’259.02
Cleaning expenses
-505’119.40
-491’011.30
Repairs and maintenance
-444’947.99
-358’442.04
Insurances
-60’974.13
-66’364.19
-293’940.62
-316’163.40
Utilities
Office supplies
-54’292.38
-37’113.93
Telephone, fax, postage
-76’687.62
-68’171.27
Memberships, gifts
-32’724.43
-37’342.79
Auditing, tax and legal advisors
-41’424.14
-45’990.20
2.6
ISL Annual Report 2017-2018
49
PROFIT AND LOSS ACCOUNT FOR THE YEAR 2017/2018
Notes
2017/2018
2016/2017
CHF
(for comparison)
CHF
Computer, software, licences
-254’950.80
-282’583.82
Advertising and public relations
-171’705.52
-126’136.32
Security
-15’561.30
-12’301.35
Other administrative expenses
-96’887.43
-88’502.81
Discount from creditors
27’623.85
30’099.65
Expenses other activities
-3’994’406.84
-3’810’642.25
Sports, excursions and trips
-1’752’595.77
-1’576’072.48
Cafeteria costs
-860’616.62
-866’555.09
Services to students
-513’599.45
-557’285.68
Salaries and general expenses other activities
-867’595.00
-810’729.00
Depreciation and valuation adjustments to fixed assets
-3’361’915.83
-3’068’161.11
Depreciation of tangible fixed assets
-3’361’915.83
-3’068’161.11
OPERATING RESULT BEFORE INTERESTS AND TAXES
-1’204’757.15
-39’349.65
Financial income
6’118.00
10’617.23
Interest income
1’611.90
Foreign exchange gains
4’506.10
9’301.33 -718’957.37
Financial expenses
1’315.90
-702’559.01
Interest expenses and bank charges
-24’230.78
-22’590.52
-670’098.50
-682’727.67
Teaching supplies
-727’217.31
-713’338.21
Foreign exchange losses
-8’229.73
-13’639.18
Mortgage loans interest
CURRENT RESULT BEFORE TAXES
-1’901’198.16
-747’689.79
Non-operating result
39’848.25
26’130.55
Rental income
43’782.50
46’930.00
Fees and expenses of new project study
-3’934.25
-20’799.45
Extraordinary, non recurring or prior-period result 682’405.46
533’495.02
Extraordinary income 2.4 Donations and sponsoring
2.8
Extraordinary expenses
2.4
Extraordinary depreciation First Buildings RESULT BEFORE TAXES Direct taxes
LOSS FOR THE YEAR
256’526.30
98’228.20
1’218’518.55
1’114’960.61
-17’835.70
-51’742.00
-774’803.69
-627’951.79
-1’178’944.45
-188’064.22
-216’327.15
-169’999.80
-1’395’271.60
-358’064.02
50
ISL Annual Report 2017-2018
CASH FLOW STATEMENT FOR THE YEAR 2017/2018
Notes
2017/2018
2016/2017
CHF
(for comparison)
CHF
Operating activities Fees income
25’331’655.08
25’363’672.71
3’612’233.71
3’568’757.66
Revenues from other activities Other operating income Personnel costs
14’217.15
-19’669’131.72
26’424.87 -19’170’821.00
Other operating expenses
-3’137’408.70
-2’948’580.53
Expenses other activities
-3’905’573.84
-3’723’786.25
Financial income Financial expenses
6’118.00
10’617.23
-702’559.01
-718’957.37
Non-operating result
39’848.25
26’130.55
Extraordinary income (without loan waiver)
461’526.30
346’522.16
Extraordinary expenses
-17’835.70
-51’742.00
Direct taxes
-216’327.15
-169’999.80
1’816’762.37
2’558’238.23
Cash flow before working capital variation Current assets (except cash) variation Short-term liabilities (except cash) variation Cash flow from operating activities
433’765.14
-907’176.14
-426’553.61
-305’626.13
1’823’973.90
1’345’435.96
Investing activities Furniture
-25’928.16
-50’159.18
Equipment
-75’431.40
-153’171.22
Computer hardware and software
-359’860.03
-1’505’815.99
First Buildings
-102’686.45
-55’461.85
New Buildings
-45’460.00
-1’150’928.75
Cash flow used for investing activities
-609’366.04
-2’915’536.99
Financing activities Mortgage loan variation
2’382’000.00
-1’930’000.00
Cash flow from / used for (-) financing activities
2’382’000.00
-1’930’000.00
Cash at the beginning of the period
176’998.82
3’677’099.85
Cash at the end of the period
3’773’606.68
176’998.82
Cash variation
3’596’607.86
-3’500’101.03
ISL Annual Report 2017-2018
51
NOTES TO THE FINANCIAL STATEMENTS AS AT 31 JULY 2018
1 ACCOUNTING PRINCIPLES APPLIED IN THE PREPARATION OF THE FINANCIAL STATEMENTS These financial statements have been prepared in accordance with the provisions of commercial accounting as set out in the Swiss Code of Obligations (Art. 957 to 963b CO, effective since 1 January 2013). Significant balance sheet items are accounted for as follows: 1.1 Receivables Trade receivables and other current receivables are carried at their nominal value. Impairment charges are calculated for these assets on an individual basis; for the remainder, a general allowance has been made. 1.2 Inventories Inventories are valuated at the lower of cost (acquisition cost) and net realisable value. Net realisable value is the estimated selling price less the estimated cost to completion and the estimated selling cost. Impairment charges are made for unsellable inventory or inventory with a low turnover. In addition, a general impairment charge of CHF 25’315.26 (29.13%) has been recorded (for the year 2016/2017 : CHF 23’752.02, 33.04%). 1.3 Capital assets Capital assets are carried at cost less depreciation (indirect method). The annual depreciation is calculated on a straight line basis. Depreciation is calculated on the basis of the following useful lives and in accordance with the following methods: Tangible fixed assets
Useful life
Method
Furniture
8 years
12.5% linear
Equipment
5 years
20% linear
Computer hardware and software
3 or 5 years
33.33% or 20% linear
Vehicles
3 years
33.33% linear
First Buildings
Maximum 50 years or
2% linear
according to the tax
or various rates
ruling
linear
New Buildings
25 years according
4% linear
to the tax ruling 25 years
according to the tax ruling
The depreciation of furniture, equipment, computer hardware and software and vehicles starts at the beginning of the month following the acquisition.
52
ISL Annual Report 2017-2018
NOTES TO THE FINANCIAL STATEMENTS AS AT 31 JULY 2018
1.4 Foreign currencies Monetary and non-monetary items in foreign currency are translated into Swiss francs at the following exchange rates: Foreign currency
Balance Sheet as
Balance Sheet as
at 07/31/18
at 07/31/17
EUR
1.1676
1.0982
USD
0.9980
0.9810
GBP
1.3315
1.2549
The exchange rates used for balance sheet items are the rates prevailing on 31 July; the exchange rates used for transactions conducted during the course of the year are the corresponding monthly rates. 2 DETAILS, ANALYSES AND EXPLANATIONS TO THE FINANCIAL STATEMENTS The number of full-time equivalents exceed 50 on an annual average basis. 2.1 Pension liabilities On 31 July 2018, the liability to the pension scheme amounted to CHF 265’279.50 (CHF 211’192.70 as at 31 July 2017). 2.2 Assets used to secure own liabilities and assets under reservation of ownership
Balance Sheet as
Balance Sheet as
at 07/31/18
at 07/31/17
Bank deposits (other current
118’471.35
139’916.55
47’645’675.26
50’641’265.66
Balance Sheet as
Balance Sheet as
at 07/31/18
at 07/31/17
receivables) Buildings (book value) Loans secured by pledged assets:
Bank account
0.00
Mortgage loans-short-term part
1’500’000.00 40’352’000.00
Mortgage loans Lg-term borrowings-short-term part
1’500’000.00 37’970’000.00
1’386’666.68
996’666.67
5’200’000.05
6’603’518.61
Mortgage note (UBS),1st rank
Lg-term borrowings
352’384.92
46’000’000.00
46’000’000.00
Mortgage note (Philip Morris), 2nd rank
7’500’000.00
7’500’000.00
Mortgage note (Tetra Pak), 2nd rank
5’500’000.00
5’500’000.00
ISL Annual Report 2017-2018
53
NOTES TO THE FINANCIAL STATEMENTS AS AT 31 JULY 2018
2.3 Lease liabilities (not terminable or expiring within 12 months of balance sheet date)
Maturity date
Balance Sheet as
Balance Sheet as
at 07/31/18
at 07/31/17
Bus Iveco
09/30/20
60’225.10
88’266.40
2.4 Explanations of extraordinary, non-recurring or prior-period items in the profit and loss statement Extraordinary income
2017/2018
2016/2017
Various income insurance
116’168.00
0.00
Sales of IT equipment
67’587.45
0.00
Adjustment cafeteria expenses
61’544.60
0.00
from previous years Adjustment social insurances
0.00
98’228.16
from previous years Taxes from previous years
6’329.30
0.00
Various non-significant items
4’896.95
0.04
Total
256’526.30
98’228.20
Extraordinary expenses Scholarship programme Adjustment cafeteria expenses
2017/2018
0.00 13’394.75
2016/2017 43’293.96
0.00
from previous years Various non-significant items
4’440.95
8’448.04
Total
17’835.70
51’742.00
2.5 Significant events occurring after the balance sheet date None 2.6 Fees paid to the auditor
2017/2018
Audit services
23’522.40
25’920.00
1’080.00
1’080.00
Other services (tax)
2016/2017
54
ISL Annual Report 2017-2018
NOTES TO THE FINANCIAL STATEMENTS AS AT 31 JULY 2018
2.7 Maturity date of the long-term interest-bearing liabilities
Balance Sheet as
Balance Sheet as
at 07/31/18
at 07/31/17
Maturity date 1 to 5 years
32’624’000.00
21’970’000.00
Maturity date more than 5 years
7’728’000.00
16’000’000.00
Total
40’352’000.00
37’970’000.00
2.8 Maturity date of the other long-term liabilities
Balance Sheet as
Balance Sheet as
at 07/31/18
at 07/31/17
Loan from Philip Morris of CHF 7’500’000 interest free terminates in 2023 : Maturity date 1 to 5 years
3’000’000.04
3’200’000.00
Maturity date more than 5 years
0.00
609’722.22
Loan from Tetra Pak of CHF 5’500’000 interest free terminates in 2023 : Maturity date 1 to 5 years
2’200’000.01
2’346’666.68
0.00
447’129.71
5’200’000.05
6’603’518.61
Maturity date more than 5 years Total
The annual waiver of the loans, amounting to CHF 1’013’518.55 for the years 2017/2018 and CHF 866’666.65 for the year 2016/2017, is converted into donations and offsets the extraordinary depreciation of the First Buildings.
Impressum Drawings on cover ISL students 2017-2018 Photography Various photographers Graphic Design Jennifer Santschy Print i comme imprimeurs sa
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