Asba associate magazine june 2015

No.01 Vol.47 June 2015

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Charities Commission looks set to continue Lessons for good School Board Governance Fairholme Builds Hope Stretching Traditional Teaching Boundaries Spice Islands Embrace Kormilda Looking toward the future at Barker College Rostrevor College’s Art and Ideas Centre Building in a post-earthquake environment

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Tenison Woods College Key Factors of Successful Projects ASBA 2015 Conference Speakers ASBA Awards Making Enterprise Agreements Work All New On-Line Benchmarking Report School Health and Safety

Published by the Association of School Business Administrators

PROFILE

ASBA Update

From the Chair

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t is hard to believe that we are already into Term 2. With year-end audits complete, we now turn our attention to FBT returns, FQ returns as well as preparation of buildings and grounds for the onslaught of winter.

Constitution and a Sub-committee was formed to review the current version for adequacy, relevance and compliance with current legislation.

I was delighted to be able to advise Sally Staggs (WA) and David Cansdale (Qld) that their scholarship applications The Board met at Ruyton Girls’ School to undertake the AIM Diploma of Management had been successful. in Kew on 26th – 27th March 2015. This Thank you to those who applied for these 2 day meeting included the AGM with a inaugural ASBA scholarships. There was number of Board members retiring at this a very strong interest in the scholarship time. We farewelled Michelle Houwen program and the PD Sub-Committee (WA), Brenton Howell (SA/NT) and Hirian were very diligent in their assessment and Hinson (Vic) and welcomed Baju Patel ultimate recommendation to the Board of (WA) and Leanne Sparkes (Vic) to the the winning recipients.

Board. A focus of the general meeting The Perth Conference will be here was once again governance with a before we know it so if you have not presentation by Mr Michael Carr, Executive Director AISNSW who presented a thought already registered, please consider doing so prior to the expiry of the early provoking session on good governance and risk frameworks. The Board has now bird registration period. The ASBA 2015 Perth Conference Committee have put formed a Finance Risk Audit Committee together a very strong program and it will to guide the Board on best practice be a professional development and social governance issues. The Board adopted networking opportunity not to miss. a recommendation to reflect on its ASBA Executive November 2014 Chairman Kathy Dickson Blue Street, North Sydney, New South Wales 2060 Tel: (02) 9956 1111 Fax: (02) 9922 2689 Email: kdickson@shore.nsw.edu.au Treasurer Mr Ian Foster The Knox School 20 Burwood Highway, Wantima, South Victoria 3152 Deputy Chair Jenny Self The Hutchins School 71 Nelson Rd, Sandy Bay, Tasmania 7005

ASBA Chairman – Chair of the Associate Committee and Editor of the Associate Kathy Dickson – Shore Blue Street, North Sydney, New South Wales 2060 Tel: (02) 9956 1111 Fax: (02) 9922 2689 Email: kdickson@shore.nsw.edu.au

Kathy Dickson was elected Chair of ASBA in April 2014 following a period as Deputy Chair and Director of ASBA Ltd. Kathy is the Bursar at Sydney Church of England Grammar School (Shore) and is currently on the NSW Chapter Committee. She is on the ASBA 2017 Conference Committee and Chair of the ASBA Associate Committee.

The Board is reviewing its strategic plans and direction and further information about this will be communicated to ASBA members after our July 2015 Board meeting.

This edition of the Associate includes many interesting articles and informative articles and as noted in the feedback in our recent member survey, it is shared widely within our Schools with our colleagues. The Associate provides member Schools with an opportunity to show case educational initiatives and activities as well as building and grounds development. If you have something happening in your School that you would like to share with our 1,200+ members, please contact our Executive Officer Pip Jones who would be more than happy to assist you prepare an article.

I look forward to catching up with you in Perth.

Kathy Dickson National Chairman, ASBA Ltd ASBA Executive Officer and Editor of the Associate Philippa Jones Association of School Business Administrators PO Box 4694 Toowoomba East QLD 4350 Tel: 0411 446 121 Email: eo@asba.asn.au

Cover photograph: Fairholme College students ‘build hope’ in Cambodia

ASBA Members as at November 2014 Association of School Business Administrators (NSW) Inc Association of School Bursars and Administrators (VIC) Inc Association of School Business Administrators (QLD) Inc Association of School Bursars and Administrators (WA) Inc Association of School Business Administrators (SA&NT) Inc Association of School Business Administrators (TAS) Inc Association of School Business Administrators (ACT) Inc Association of School Bursars and Administrators (NZ) Inc JUNE 2015

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ISCA Update

Charities Commission looks set to continue Established in late 2012 by the former Labor Government, the Australian Charities and Not-for-profits Commission (ACNC) has had its operational future in doubt since the election of the Abbott Coalition Government. The Coalition went to the 2013 election with a policy to disband the ACNC and transfer its legislative powers back to the Australian Taxation Office and the Australian Securities and Investment Commission (ASIC) and additionally set up a Centre of Excellence to support the future operations of the charity sector.

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owever, recent media reports have suggested that current Social Services Minister, Mr Scott Morrison, has decided the plans to scrap the ACNC can wait a while and before any further decisions are made, he will consult with the charity sector on the issue. This delay in getting rid of the ACNC is supported by many high profile charities who have argued strongly to keep the Commission operating.

The vast majority of Independent schools have charity status and now that the functions of the ACNC are set to continue for the immediate future, schools should be ensuring that the various ongoing reporting and compliance requirements of the Commission are appropriately addressed. The ACNC Act requires all charities to undertake a regular reporting regime so that basic charity information, including limited financial data, can be reported on the ACNC web site.

ACNC Commissioner, Susan Pascoe, has been keen to work with the Independent sector to ensure that any additional reporting burden is reduced for schools. The basic reporting requirements for schools involves two separate activities, yearly financial reporting and the Annual Information Statement (AIS).

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In relation to financial reporting, the original Act provided for a transitional period for schools which allowed the ACNC to accept the financial reporting information provided in the Department of Education’s Financial Questionnaire as satisfying the ACNC’s reporting requirements. The transitional period was up to and including the 2015 financial year. Commissioner Pascoe announced in April that she would be seeking to amend the ACNC Regulation to further extend this transitional period while work is completed on a long term reporting solution for Independent schools.

The yearly AIS is a basic update form for the Commission and must be completed by all charities and submitted to the ACNC by 30 June each year. The AIS includes information on any changes in school operational information, an overview of the school’s charitable activities and also provides for the inclusion of financial data. However, it is important for schools to note that, as mentioned above, they can elect to have their financial information populated from the Department of Education’s Financial Questionnaire and should therefore leave the financial questions as zeros and attach a pro forma document as the financial report.

It is also important to highlight that if a school has other entities registered with the ACNC, such as a school building fund or alumni association, then separate AISs and financial reports will need to be submitted for each entity.

Schools are also reminded that if they are incorporated as companies limited by guarantee, reporting is now only to ACNC, as entities registered with ACNC are not now required to report to ASIC. Reporting duplication for schools has always been a concern for the sector and ISCA is working with the ACNC to explore further options to reduce this reporting duplication which impacts schools. A reporting duplication working party has been re-established with the ACNC, the Department of Education and the National Catholic Education Commission to identify and recommend practical strategies to reduce this duplication for non-government schools. Considerations will include transitional and longer term reporting arrangements.

Schools are encouraged to regularly visit the ACNC web site at www.acnc.gov.au

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Governance

Lessons for good School Board Governance Directors of School Boards need to be very clear on their motivation for joining, must be able to commit to the time required and be prepared to manage possible conflicts of interests.

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hat’s the view of Fiona Mead, the former company secretary of Asciano who has been a director of St Michael’s Grammar School since April this year and on its Finance and Risk Management committee for three and a half years.

Mead was initially invited to join the finance committee because her legal and company secretary skills were relevant to the role. ‘It seemed a good way to make a contribution, using what I was best at,’ she says.

‘Company Secretaries are in the unique position of working closely with the board, but also being part of the Leadership team. I think where I have been able to contribute is through that understanding of how Boards and Leadership Teams need to work together — both in terms of the information flowing up to the Board and the Board decisions flowing back down. I understand what good governance is, how you tailor governance for an organisation and what information and reporting a board needs to make effective decisions. I am also a lawyer and I believe that lawyers think well on Boards. They can dissect problems and work out solutions well.’

Mead also has two daughters at the school, but she observes: ‘Being on a School Board to push your personal interests or those of your children is a recipe for disaster. It should be largely irrelevant that you are also a parent of a child at that school.

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‘It’s very important that when you walk into the Boardroom that you take that parent hat off and put your Director’s hat on. If you allow your views as a parent to influence you, you won’t do a good job.

As a parent, you obviously bring some understanding of the culture of the school and its issues, but you need to bring a proper focus on what the role of a director is about when you are making decisions that may affect your child or yourself — for example, on fee increases.

‘Any conflict of interest should be managed in the same way as on any other Board. You need to be open about what your issues are and if you are making a decision that affects you personally, you need to disclose this. The Board also needs a strong Chairman who can manage the conflicts of interest and who is aware that they may occur.’

St Michael’s has grown into one of Melbourne’s preeminent co-ed schools and a multi-million dollar business with 1,300 students. It has eight directors on its Board, including the Principal, some parents, an Anglican minister and an educational academic. Like most School Boards, none of its directors are remunerated which, according to Mead, adds to the challenges of finding good people.

‘I think those days where School Boards were made up of well-meaning amateurs are long past,’ says Mead.

‘There is also a risk that School Boards can appoint a lot of high profile individuals who are good in business.

You can end up with that team of champions rather than a champion team.

All Boards need to ensure they have a wide range of skills around the table and that they have people who can work together collegially.’

Mead was ‘happily surprised’ at the level of knowledge and skill around the boardroom table and theBoard’s work ethic and commitment. ‘Because everyone has full-time jobs, your meetings are late at night and you are reading Board papers on weekends,’ she says.

She was also ‘blown away’ at how much the Executive Team was asked to do on limited resources. But she adds: ‘Without overstepping the line between the Board and Management, you will probably need to roll your sleeves up and step in a little bit more on a School Board than you would on, say, an ASX Board. For example, we did a lot of work with our Risk Management team to help get its matrices and reporting right. The Executive is stretched and you don’t want a big back office because you want the money to go into teaching. So you need to be more prepared to be more hands on and work with the Executive in the areas where you can make a contribution.’

Coming from a corporate background, one could be forgiven for having certain expectations about resources and information directors should receive. But Mead says: ‘Schools can’t throw a lot of resources at the Board

‘This article was first published in the November 2014 issue of Governance Directions, the official journal of Governance Institute of Australia’.

school are the Manager or Director of Business — who oversees the finances — and the Admissions Officer who has bells and whistles you may see in a listed responsibility for the source of future company. But the quality of information is revenue. It is also vital a School Board just as good.’ knows who its stakeholders are — for She notes that the main task of example, not only parents, but also Corporate Boards is to oversee strategy the teachers and staff, regulators, development and appoint the CEO and neighbours, the church — and that it it’s pretty much the same on a School communicates to these transparently.

Board. ‘Among the most important things the Board should be doing are succession ‘Parents are paying large amounts of planning and risk management around the money to send their children to the school. They expect and are entitled to Principal and the Leadership team,’ she understand the direction of the school says. and why things are done.’

‘Principals have a huge role. They Before joining a School Board, Mead have to deal with students, set education says one should meet all the directors to policies and make major financial get a feeling for how they work as a team. decisions. Directors and particularly the ‘Spend some time with the Chairman Chairman need to provide much support to understand his or her style. Also and leadership to the Principal. At the assess how well the Board, Principal and same time, the board must also avoid Leadership work together. And look at getting too captured by a Principal. There can be a fear that if you lose the Principal, the Board pack and quality of reporting prepared for the Board, as well as the the school will be in trouble. But the accounts and management’s analyses of Board also needs to make independent the financials, enrolments and the waiting decisions around that person.’ lists, because that’s your revenue stream Mead says School Boards must also for the future. You want to satisfy yourself ensure they invest in an executive team that isn’t just the Teaching team. Two most as to the sustainability of the school. You would be surprised at just how many important people to the success of a so you have to adjust your expectations.

Perhaps the Board packs won’t have the

schools are running at a loss.’

Joining the right Board, however, can really pay off. ‘It is so rewarding to be part of the education of young people and to be setting the strategy and looking ten years out. I also have such an admiration for people who chose to be teachers and their passion for their work,’ says Mead.

ASSISTANCE WITH GOVERNANCE Successfully complete a selected Governance Institute Certificate and ASBA Limited will give you a 65% rebate on the costs. As a member of ASBA you are entitled to the Governance Institute Subscriber rate.

For more information visit governanceinstitute.com.au/ CertificateStructure or to register email info@governanceinstitute. com.au

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Our Schools

Fairholme Builds Hope In December 2014, the first ever Fairholme College group tour to Cambodia took place when students and teachers travelled to what is officially known as ‘The Kingdom of Cambodia’ to donate their time to the improvement of lives in rural areas.

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ollowing on the success of this outreach, 19 Fairholme Year eleven students and four teachers will once again set off for Cambodia, (along with another group of students bound for the Mizpah Orphanage in Southern India), when they depart Australian shores in December 2015.

Through partnering with Volunteer Building Cambodia (VBC), a not for profit organisation that works with volunteers from around the globe to improve the living conditions of poor Cambodians, the girls will be involved in building a house for a family of four. Long, hot days of hammering nails and carting building materials are well worth it, considering one more family will soon have their own home due to the efforts of these girls.

In addition to the experience with VBC, the group will also spend time with the Treak School children from Siem Reap, with whom they will meet over Skype before departing, ensuring that friendships will already be established before sharing time together. The Treak Program offers education and a safe place for the children to be just children, to those who would not normally be able to access these essentials in life.

The nursery not only allows the children a fun environment in which to learn, it gives siblings a chance to learn or mum a chance to train or work.

And just to ensure that it is not all work and no play, the girls will participate in the Angkor Wat Fun Run, in aid of the victims of land mines in border areas – a cause of which Princess Diana was a passionate patron.

The Fairholme family is very proud of this program and hope that it will continue as a mission that will change lives, both abroad and at home, as the girls grow in experience and compassionate understanding of the world around them.

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Our Schools

Stretching Traditional Teaching Boundaries Hale School – Adding Value through Service Learning Hale School strives to enrich and expand the learning experiences for all its students. Traditional teaching boundaries are being ignored to deliver outcomes that stem from face to face interactions between our students and selected charitable agencies.

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t Hale, involvement in Service Learning is voluntary at every year level. However demand is great, with the applications for year 11 positions reaching almost half the cohort.

Service Learning is reduced in year 12, however participation in the program up until year 12 allows several students the opportunity to travel to Vietnam and Cambodia for an immersion experience with orphanages and other not-for-profits.

Hale School has partnerships with The Red Cross, Nulsen Disability Services, Ronald McDonald House and many special needs agencies which give our students the opportunity to assist with their services and meet and befriend many individuals who have been affected by disability, financial hardship and circumstantial adversity. It is this experiential approach to Service Learning that makes this program unique and is filled with positive outcomes for the students and charities alike.

Hale School believes that fundraising is an important part of ‘service’ but it should run in parallel to the interactions between the school and its partnerships.

Some service programs revolve around fundraising activities but have very little in the way of learning outcomes for students and the understanding that underpins service is lessened when interactions with people do not occur.

An example of where this works well at Hale is in the year 11 Youth Patron program which is with Nulsen Disability Services. A group of students ‘sign up’ to commit one year to learning about people with disability. They make regular visits to Nulsen homes where people with a full range of disabilities reside. The students learn how to understand and appreciate

people with disabilities and to break down barriers that these people face every day of their lives. The students become advocates and spread the message of acceptance throughout the school community. With this comes a commitment to raise funds for this charity.

The School has a partnership with The Australian Barista Academy where the Youth Patrons are trained to be Baristas in training donated by the Academy. The students then run a coffee shop (owned by an alumnus) for one morning a week in the first term with proceeds going to Nulsen. This ‘fundraiser’ is unique in that the students must work to generate funds and has no ‘tin shaking’ element.

Hale teaches students that service learning must always have added value for the charities involved. It cannot be seen as an excursion, but rather a visit with attached benefits for all. One such program at Hale that eventuated out of a recognised need was the Ronald McDonald House Big Brother Programme. The House provides accommodation for families of sick children and although it is a ‘happy’ place, many children staying there are facing difficult circumstances. The House provides an excellent homework program, but there was a need identified for some structured play and fun. So Hale School now provides students

every Wednesday afternoon to go to the House and play with all the kids who reside there. From games of UNO, to kicking a soccer ball, the visit by the Big Brothers is a weekly highlight now and many children relish the time they play with the ‘older kids’.

Hale is always looking for new partnerships in Service Learning. With growing demand in many schools and a need to constantly better what schools offer, the future of service learning and the betterment it brings to agencies alike is set to grow and improve in the years ahead.

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Our Schools

Spice Islands Embrace Kormilda Kormilda College remains firmly on the front foot of building its international connections and maintains a proactive role amongst the global community.

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ast month two of its Year 10 students, Jarrod Van Sambeek and Alexander (Alex) Leete travelled to Ambon, the capital of Indonesia’s Maluku Islands, accompanied by their teacher, Kevin O’Reilly.

They received a warm and lively welcome at the airport from students, teachers and the Principal of their host school, before being escorted to a reception lunch attended by local students, government officials and education stakeholders at the Mayor’s formal residence. This visit was the first in many years from an Australian school as part of an official exchange program.

This was the first Indonesian experience for both Kormilda students.

“My first impression on arrival in Ambon’s airport was how different it was compared to Darwin. It felt like we had arrived in a developing country as it was very simple and basic but at the same time extremely busy – full of activity,” Jarrod recalls.

The purpose of the 10-day visit was to strengthen the 20-year bond forged between the two sister schools of Kormilda and Ambon’s SMA Negeri 5. Both Kormilda students have studied Indonesian language since their Middle Years, which proved invaluable as English

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is not widely spoken in this region and very little tourism infrastructure exists.

“It was a great, rewarding experience to put our language skills to the test, we would have been really stuck without that.

We attended classes at the school, most of them all in Indonesian – however when it came to English classes we were able to help the teacher with the lessons – everyone enjoyed that!” said Jarrod.

One of the highlights of the trip was the celebration of International Peace Day, 21st September. The students were invited to lay wreaths on behalf of the National Servicemen’s Association (Northern Territory Branch) as a tribute to the 2000 fallen servicemen who are buried in the Commonwealth War Graves Cemetery in Tantui. These brave men who, included more than 1000 young Australian soldiers, were sent to Ambon (then part of the Dutch East Indies) in 1941 from Darwin to support the Dutch forces in defending the region from the Japanese invasion force. They were outnumbered and tragically became prisoners of war – there were very few survivors.

Jarrod delivered a very moving and poignant speech to the large crowd at the ceremony that comprised an impressive ensemble of local dignitaries. Around 40 students from SMA 5’s choir also

attended and performed. Jarrod’s speech reflected the journey and sacrifice of the young soldiers, many of whom would not have been much older than himself at that time. Afterwards, Alex and the SMA 5’s School Captain laid the wreaths jointly at the shrine, watched over by the loyal people of Ambon who have meticulously preserved the magnificent grounds of this vast cemetery.

The trip was packed full of activities and they were treated to exceptional levels of local hospitality. The students were accommodated as guests of the Mayor at his residence and his wife personally escorted the boys on most of the excursions. Mr O’Reilly was a guest of the Vice-Governor and was also generously accommodated.

“My favourite memories were the food, which was spicy and different but very good as well as the people – they were just so friendly and were very curious to know what our lives are like in Australia. They asked a lot about our culture, particularly our families and the way we live. They love their sport, particularly football and basketball. I play basketball myself, so everyday after school it was game on, which really drew a crowd,” laughed Jarrod.

“I would definitely like to go back there again and stay with a family to see a lot more of the place. It has a rich history and the connection to Darwin is very strong”.

The trip concluded with a fabulous

prominence in the early 14th century

finale at the Mayor’s residence – over

when it was known as the Spice Islands.

200 invited guests and a full agenda of

Over the past nine years Kormilda

speeches, songs, entertainment and

have regularly welcomed visitors from this

amazing world-class catering.

tiny archipelago and were delighted to

This year the Sister City alliance

reciprocate the visit in what is destined to

between Ambon and the City of Darwin

become a calendar highlight within their

celebrates its 25th anniversary. Kormilda

substantial international program.

College is the only Australian college connected to this remote Indonesian province, which famously rose to prominence in the early 14th century when it was known as the Spice Islands.

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Our Schools

Looking toward the future at Barker College The role of the Barker Institute Established at the end of 2014, by the Head of School, Mr Phillip Heath, the Barker Institute is a key part of the strategic plan for Barker College as it looks ahead to the future.

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o date there have been guest talks and parent forums as well as staff-based learning sessions and opportunities to share the latest classroom practice. Sessions in literacy will be complimented by talks on neuroscience and music later in the year and highlighted with a two day research symposium, inviting both Barker and local teachers to participate.

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The Barker Institute: Provides a centre for research, reflective practice, professional learning and innovation in education Is a resource hub that facilitates the ongoing development of learning for teachers, allowing them to stay abreast of emerging practice, constantly striving to refine the quality of teaching and learning Looks to develop collaborative ventures with other institutions and providers, initiating research and innovation combined with the implementation of new projects and programs for the benefit of students, staff and the broader community Shares current research and issues with parents, professional bodies and educators around the globe through ongoing symposia, forums,

lectures and conferences

The Institute has three key areas that form the foundation of the work that it undertakes. These are: Research, Innovation and Professional Learning. At present a range of initiatives are being developed to foster work within these three key areas, including the realisation of the College of Teachers, which will provide quality professional learning and coaching for teachers to share and reflect on their own practice. Many attended the recent opening address in the Rhodes Theatre presented by Dr Bartek Rajkowski, a leading researcher in reading and language development across Australia, on “Why too many Australian students struggle with reading and what we should do about it”.

Various institutions and external bodies have expressed interest in joining with the Barker Institute to develop collaborative approaches to research projects in the future, with the aim of drawing on data about teaching and learning that can contribute to the broader debate on quality education in the 21st Century.

For further information, please visit the website www.barkerinstitute.com.au or email the Director of the Institute, Dr Brad Merrick on brad@barkerinstitute.com.au

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Financial savings

25% to

50%

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Our Schools

Rostrevor College’s Art and Ideas Centre

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n October 2014 all boys’ school, Rostrevor College commenced building works on a $4 million redevelopment, as it future-proofs itself for the next generation of learners. This is the largest refurbishment project the College has undertaken and it will breathe new life into some of the facilities.

The major works, which is part of a 10 year master plan, includes a new all-encompassing Art Centre, an R-12 Ideas Centre with leading technology, a dedicated Equity Services Hub and refurbished classrooms, including three new learning spaces across the campus.

These new facilities have been designed to enhance the Reception to Year 12 experience for Rostrevor students, with greater access to more shared facilities, keeping in line with the College’s approach to presenting a seamless R to 12 education.

Rostrevor College Principal, Simon Dash said the redevelopment has helped cater for a growing student base and better accommodate their changing needs.

“The new facilities will allow us to comfortably cater for an anticipated growth in population, without compromising on space. We’ll be able to offer students, both now and in the future, the best opportunity to learn with modern facilities, technology and equipment,” Mr Dash said.

“There are now more opportunities for our boys to explore their creativity and artistic talents in the new Arts Centre, as well as access to a wider range of literature from the Ideas Centre.

“The redevelopment helps with our aim - to allow boys to achieve their personal best, both academically and as positive influences and active leaders within the community,” he said.

$4M redevelopment for the class of 2015 and beyond

The redevelopment has been partly funded by the Rostrevor College Foundation, which was created in 1987 by a group of old collegians and parents to raise money for capital development at the College. Since then, the Foundation has evolved to also fund important opportunities for students, such as scholarships.

Chair of the Rostrevor College Foundation Board, Tony Franzon said he was pleased to announce a $2 million gift to help fund the project and see the difference that it has made to the College.

“We want our boys to have facilities, programs and teaching staff that will equip them for the future, and this redevelopment has contributed greatly towards providing this for the next generation,” Mr Franzon said.

The College’s master plan outlines five stages of development, which will accommodate students for many years to come.

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Our Schools

Building in a post-earthquake environment St Andrew’s is the only co-educational independent school in the South Island of New Zealand offering pre-school to year 13 education. The College has around 1400 students who are based on its 13 hectare campus in Christchurch. Students also enjoy facilities at the College’s mountain lodge at Castle Hill and the College farm in Cave.

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n the 2010 and 2011 earthquakes, the College, like most schools in the Canterbury area suffered major damage. Significant facilities such as the Memorial Chapel and boarding houses were damaged beyond repair. Boarding students lived in local motels for almost two years while the new boarding houses were constructed. The College coped with large-scale inconvenience when its biggest classroom block was out of action for a term while earthquake strengthening work was undertaken. The St Andrew’s College Board of Governors made a commitment to strengthen existing buildings to 67% of new building code, ensuring the school offered the safest environment possible to students and staff.

The College’s heritage homestead Strowan House was so badly damaged it required a $6.5 million refurbishment and staff were displaced from its 75 rooms for two years. The renovation was magnificent with visitors to the College often

The immediate capital development updates following the earthquakes included two new boarding houses and an extensive refurbishment of the remaining boarding houses that were not demolished; the development of a half-hockey turf, new netball and all-weather multi-purpose courts. Subsidiary buildings for outdoor education, maintenance and a purpose built room with customised acoustics for Reviewing the master plan the College’s world champion pipe band were also completed. The Board opted The master plan was completely to make a number of enhancements to reviewed following the 2011 earthquakes. existing buildings as they worked through One of the major considerations moving the repair process. This included things like forward in Christchurch’s post-earthquake environment was the safety and strength of upgrading the sprinkler system in Strowan buildings. Over the previous four years there House and a major upgrade of the wireless had been an ongoing investment in College facilities. General Manager David Evans facilities as part of the capital development comments that this did mean that costs were higher as “we plan. A new mountain lodge at Castle Hill, weren’t replacing like with like Science and Mathematics Centre and but we had to be future-focused redevelopment of the preparatory school were all completed prior to the earthquakes about the needs of the College.” and suffered minimal damage. commenting on the beauty of the intricate plaster ceilings, cornices and decorative ceiling roses, many of which were carefully removed and remade. The building won a gold medal in the restoration category at the New Zealand Commercial Project awards. The judges noted: “The finished results give no hint of the extent of the work involved, which is testament to its success.”

Four years on: St Andrew’s College, Christchurch campus update

David notes that having the bulk insurance settlement put the control of the rebuild in the hands of the College, instead of with other parties. Establishing how much to spend required careful consideration as the cost of building in the Canterbury region has been escalating with tight contracting timeframes. The fact that the College This year the music suite has been rebuilt generates a healthy cash surplus each year, with a recording studio and custom-made most of which is invested back into capital acoustic panels. It has the finest collection development, has allowed the College to of recording equipment of any school in New Zealand allowing music students of all steadily progress its master plan, despite challenging conditions in a post-earthquake ages to thrive. The new dance studio has specialist ballet flooring, mirrors and barres, environment.

However, even alongside insurance which supports a growing dance program. and strong financials the College still has a Also on the plans are a second gymnasium, need for fundraising and in 2013 launched which will open in 2015. its Step Into Our Future campaign. The Planned developments for a new campaign is focused on raising $6 million junior department in the primary school for the new chapel and $2 million for the continue as does phase two of the sports sports and cultural centre as well as funds and cultural centre. This includes a for the Foundation, which will continue to major refurbishment and extension of the give a return on investment over time. So theatre, including a drama classroom and far the campaign has raised $5 million of its improved backstage facilities. The existing $10 million target. gymnasium will undergo redevelopment and a fitness centre, changing facilities and Building a new chapel at the office space will be added. heart of the campus St Andrew’s College Rector Christine One of the saddest stories for St Leighton says, “We offer a diverse range Andrew’s after the earthquakes was of options across academic, sporting and learning that the College’s special Memorial cultural pursuits and ensuring the campus environment continues to enhance learning Chapel could not be saved. There was never any hesitation that this building, opportunities for students is important.” considered by many to be the heart of the College, would be rebuilt. The silver lining INSURANCE was the opportunity for a purpose-built The College worked through a facility that would seat almost twice as comprehensive process with its insurance many as the original chapel with state-ofcompany to reach a bulk insurance the-art acoustics and an ability to be used settlement in 2013. as a venue for musical performances.

“It is significant that we are building a chapel, a place of worship, in this city that has lost so many of its churches,” says David. “Our beautiful Memorial Chapel built in the memory of our Old Boys and staff who gave their lives in World War I is easily the most significant building on our campus and the one with the most emotion around it.

We worked incredibly closely with our community to understand what they thought was important in the building of a new chapel. Retaining the sacredness of the chapel site was crucial as was being able to salvage heritage items from the original chapel to incorporate into the new design.”

The College held community evenings for its key stakeholders to be involved in discussions about the new chapel, ran a comprehensive survey asking for feedback and ensured that representatives from all stakeholder groups were involved. Head of Communications Francesca Eathorne notes that “we also developed a strong communications strategy that clearly identified touch points with the community for chapel updates right from the initial chapel design competition, through the decommissioning service and more recently the laying of the foundation stone for the new chapel. Our commitment was to ensure our community felt well-informed and that their ideas had been listened to.”

The community has responded very positively to the new design. More than $1.8 million has been raised from the community so far towards the chapel build. continued overleaf

JUNE 2015

19

Our Schools Building in a post-earthquake environment The building will cost around $10 million; along with the insurance settlement the Board will allocate money out of capital reserves to meet the cost.

After running a successful chapel design competition to select the architect Auckland-based firm Architectus was selected. Lead architect Patrick Clifford is an award-winning architect, recently winning a gold medal from the New Zealand Institute of Architects recognising his expertise and contribution to architecture.

Once the Memorial Chapel was carefully deconstructed in 2014 significant groundwork was carried out to ensure that the site was stable. 512 rammed aggregate piers were installed in the ground using in excess of 1,000 tons of aggregate.

Construction is anticipated to begin in mid2015 with an estimated 12 month building timeframe.

The College will celebrate its centenary in 2017 and Christine says everyone in the community is looking forward to gathering in the Chapel to celebrate together.

“While buildings and facilities are important to support learning, it is the opportunities and experiences at school that are memorable and defining in a young person’s life. At St Andrew’s the feeling of inclusion and belonging, the celebration of individual differences, the strong values base and sense of community, all contribute to the special StAC spirit that makes students want to succeed,” says Rector Christine Leighton.

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Our Schools

Tenison Woods College Flexible, Contemporary and community-minded approach to Early Learning It was a proud day for the school community at Mount Gambier’s Tenison Woods College on Sunday 1 June with the official opening and blessing of their new Early Learning & Community Centre.

T

he opening was conducted

by Archbishop of Adelaide, Most Reverend Philip Wilson DD JCL, and attended by Archdiocesan representatives, education representatives, Principals from all sectors, local and Federal politicians, local Councils and community members, as well as the Architect, planning, building and construction teams.

After seven years of consultation, deliberation and dedication, Tenison Woods College Principal, Mr David Mezinec said it was an exciting time for the school community to witness the progression and consequent opening of the Early Learning & Community Centre.

The new $2 million architecturally designed centre, purpose-built on-site at Tenison Woods College, had its first little learners walk through the doors in late April 2014 and caters for children aged 3 years to school age.

The Centre has a strong focus on early learning while also offering child care, pre-school and early childhood support services, before and after school sessions, playgroup and parenting programs.

Mr Mezinec said the Early Learning & Community Centre was set in a natural environment, where the indoors flowed into the outdoors, and provided the ideal location for children to explore, create and imagine under the guidance of their educators and co-educators.

“The rooms have been designed to ensure children feel safe, secure and supported all while promoting a sense of self-confidence and an enthusiasm for learning,” he said.

“It has been designed with flexible floor plans that allow for the creation of many learning spaces and the rooms open onto a paved, covered, outdoor area that is a link to the carefully deigned engaging play environments.” continued overleaf

JUNE 2015

21

Our Schools Tennison Woods College The Centre includes three large flexible learning spaces, a spacious community piazza, community room with parent library, kitchen and dining facilities and a large outdoor play area designed to accentuate child development and learning. It is also equipped with contemporary facilities for students who have specific physical needs.

Outside, the grounds include inner courtyards, meeting places and a playground as well as native bush gardens, fruit and vegetable patches and chicken coop to teach children about sustainability and caring for the environment.

Early Learning Centre Director, Domenica Dunn said the Centre was influenced by contemporary approaches including Reggio Emilia and Montessori Education and was modelling its practice on play based learning.

“Our aim is to provide programs that build on the children’s own strengths and interests and one that supports and acknowledges the many different cultural backgrounds and experiences of families,” she said The location of the Centre on school grounds provides many advantages for the children and staff through the interaction with a larger school community. Italian and music learning experiences have proven a great delight for children. This also includes the opportunity to visit the school library, enjoy school concerts or sports days, access resources and materials and participate in appropriate extra-curricular activities, all within the safe grounds of Tenison Woods College.

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Technical Update

Key Factors of Successful Projects The pitfalls of building and development projects and what makes a project “successful’ Andrew Graham from EPM Projects Pty Ltd talks about successful project delivery.

H

ow often have you heard the claim about a project that was delivered “… on time and on budget”? I have to admit that my initial reaction is one of skepticism. In my experience few projects are planned and executed in a manner that they were truly delivered “on time and on budget”. Even if this is the case, in my experience the measure of a successful project goes well beyond meeting budget and time targets alone.

I established EPM Projects, a consulting project management service in 2001 after 20 years’ in the building industry, and the company has now grown to a firm of 20 people providing consulting project management services in four market sectors - Independent Schools (of all sizes); Retirement Living & Aged Care; Commercial Office; and Health. If my experience has taught me anything, it is that projects that aren’t executed according to a carefully considered strategy generally fail to achieve the optimum results and unnecessarily expose the project stakeholders to significant risk.

What therefore are the pitfalls and the key success factors of development projects according to my experience? I have arranged my thoughts under five broad categories:

1 Project Fundamentals & Priorities Sadly many projects fall into distress simply because they were under researched and ill-informed from the outset. It’s amazing that someone might spend so much time researching the purchase of a simple piece of technology and yet so little time researching the risk involved in a property development or building project.

Careful up-front ‘due diligence’ is critical to defining a project and thereby setting it on a firm foundation. It enables reliably informed decisions at the outset of the project about the scope, probable cost and timing of the project; how competition priorities (scope, cost and time) are to be managed; and how the project is to be delivered to mitigate risk and minimise operational impacts.

The first and single most influential piece of advice I can give is to take time to carefully research and establish the fundamentals of a project before committing to the project.

[Success Factor No. 1 – careful upfront research] 2 Project Fundamentals & Priorities A “project” is by nature temporary. It has a beginning, a middle and an end [although many projects suffer a long and agonizing end because they weren’t established on a firm foundation]. A project that hasn’t been deliberately organised will naturally be ‘disorganised’.

An organised project has clearly defined stakeholders, project team members with clearly defined roles and responsibilities;

formalised channels of communication and processes; and change-control and issues escalation protocols.

Consultants should be carefully selected and briefed. Most of the issues that will arise during the course of the physical building work will inevitably lead back to the quality of design which to a great extent will be influenced by the way in which consultants were briefed and appointed.

The second most influential piece of advice I can give is to carefully select, brief and organise the project team.

[Success Factor No. 2 – careful resource selection and organisation] 3 Project Monitoring & Reporting You may have heard the maxim “what gets measured gets done” [attributed to Peter Drucker et al]. In my experience, a project that is regularly and systematically measured against the project fundamentals is far more likely to be declared a “success”. This is because expectations can be managed even when things don’t go to plan. Regular monitoring and reporting at each level of the project organisational structure will enable issues to be dealt with in an orderly and timely way.

The third most influential piece of advice I can give is to seek regularly meaningful reporting by your project team.

[Success Factor No. 3 – regular and meaningful reporting] continued overleaf JUNE 2015

23

Technical Update Key Factors of Successful Projects 4 Project Procurement Strategy I am regularly involved in preparing proposals to existing and prospective clients. If you have ever received a proposal from EPM then you would know that we generally include a detailed critical path project programme. In fact, the preparation of a programme is where I always start any proposal. This is because it causes me to think about and understand the ways in which the project could be procured and decide the strategy that best fits the priorities of our client.

First and foremost is the strategy for procuring statutory development approvals – no doubt you have all experienced the difficulty and frustration of obtaining approvals. There are however many “tricks of the trade” and you may be surprised how innovative, expert consideration can identify ways in which approvals can be obtained that can save considerable effort, time and cost.

Having decided the statutory development approvals strategy, a decision can be made about the most suitable method by which to obtain design and procure the physical building or fitout work - there are many. Each method carries with it a certain amount of risk for the client. The chosen method should reflect a deliberate decision about who is best placed to manage the risk i.e. the client or a contractor. Price should reflect this decision.

The fourth most influential piece of advice I can give is to carefully research the options for obtaining statutory development approvals, and aligning the project procurement method accordingly and according to a conscious decision about risk allocation and management.

[Success Factor No. 4 – carefully researched and deliberate project procurement strategy]

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ASBA ASSOCIATE

5 Contractor Selection & Management I often say to clients and my team that 85% to 90% of the cost of a project is spent through the contractor and therefore the contractor presents the single largest project risk to the client.

This should bring a fresh perspective to the importance of properly investing in a consultant team who will, to a great extent, determine the risk profile during construction and be the “client’s expert advocate”. This also highlights how important it is to select the right contractor. So often I see projects (outside of our own) fall into distress because contractors (and consultants for that matter) have been chosen on price alone. Beware of low prices – they are usually ‘too good to be true’ and will inevitably lead the project into trouble.

Tendering, negotiating, arranging and administering contracts and managing a contractor in a way that leads to the successful delivery of a project requires certain skills and experience, systems and enabling technologies.

The fifth most influential piece of advice I can give is to carefully select a contractor for a price that will enable its success and under terms that are expertly prepared, and carefully and expertly administered to protect your risk.

[Success Factor No. 5 – careful contractor selection and management] Our business measure as to whether a project is successful does not revolve solely around cost and time but rather the extent to which a project achieved its objectives. I rest easy at night because we adopt the principles that I have discussed above which I commend to you as the ‘key factors of successful projects’.

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DAN GREGORY Founder and CEO, The Impossible Institute

THE HON. CHIEF JUSTICE WAYNE MARTIN AC Chief Justice of Western Australia

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ASBA Matters

ASBA Awards Inaugural ASBA/AIM Diploma of Management Development Scholarships In late 2014 the ASBA Limited Board was pleased to announce the launch of the inaugural ASBA / AIM Diploma of Management Scholarship. This new program offered two fully funded scholarships for members to undertake the ASBA / AIM Diploma of Management qualification, which is offered as a component of the strategic alliance between ASBA Limited and the Australian Institute of Management (AIM).

T

he Diploma of Management is a nationally recognised management qualification that explores in greater depth the knowledge and skills required to be an effective manager and helps to develop practical skills to plan, execute and evaluate a manager’s own work as well as that of their team. The Diploma comprises 8 units across a range of subjects, including team performance, customer service, operational planning and performance management.

ASBA was thrilled to receive 22 high calibre applications for the scholarships with the majority of ASBA chapters being represented within the applications. The quality and diversity of the applicants made the Scholarship Selection Panel’s job a very difficult one. However two successful applicants were selected and ultimately endorsed by the ASBA Limited Board, being David Cansdale (Sheldon College, Queensland) and Sally Staggs (St John’s Lutheran School, South Australia).

26

ASBA ASSOCIATE

David Cansdale is the Accountant at Sheldon College which is a coeducational, non-denominational ELC to Year 12 College of 1,450 students situated in Sheldon, Queensland. David, who has been in this role for the past two years, is a Commerce graduate of the University of Queensland and a Chartered Accountant.

Coming from a public practice accountancy background David’s current focus is to improve his skills in all facets of management so that he is ready to take on a Business Manager role over the next few years. David looks forward to immediately applying the skills that he gains through his Diploma studies to his work situation, especially in the areas of conflict resolution and team management. David is looking forward to a career in education where, over time, he hopes to be a role model for other aspiring business managers by demonstrating the value-add of attaining a formal management qualification.

Sally Staggs is the Business Manager at St John’s Lutheran School, Highgate which is an ELC to Year 6 systemic Lutheran School of 420 students situated in Adelaide’s eastern suburbs. Sally has been at St John’s for a total of 15 years, including 8 years in her current role. Sally has previously worked in the finance sector and has business certificates in banking and accounting as well as being an AFMA Accredited Dealer. Sally applied for the Diploma scholarship to develop her management and leadership skills through formal study to enable her to be more effective in her role and to share her knowledge through her local ASBA networks. Sally is looking forward to the opportunity to formalise the management skills that she has acquired through her work at St John’s and to developing new competencies to further expand her management and leadership capabilities.

Interested members can find full details of the ASBA / AIM Diploma of Management on the Australian Institute of Management (AIM) website here: http://www.aim.com.au/qualifications/diploma-management and ASBA Limited offers a 20% subsidy on course costs for all members who successfully complete the Diploma qualification. Any members wishing to enrol in the Diploma should contact Rachel at AIM on 02 9956 3060 so that she can assist you to enrol at ASBA discounted pricing.

Meanwhile, we look forward to following David and Sally as they take the next step in their careers by studying for their Diploma of Management qualification.

JUNE 2015

27

Technical Update

Making Enterprise Agreements The What, How and Why Now Private school employers can use enterprise bargaining to improve productivity and achieve workplace flexibility.

U

nderstanding the benefits of making an Enterprise Agreement (EA) under the Fair Work Act 2009 (FW Act) can be advantageous for school employers.

“EAs are a method of putting in place terms and conditions of employment that suit your workplace and assist you in attracting, retaining and developing the best teaching talent,” says David Thompson, Workplace Lawyer and Partner at Hunt & Hunt Lawyers.

He adds that they allow for variation of the “one size fits all” approach that covers terms and conditions of employment in Modern Awards.

Understanding the mechanics of good faith enterprise bargaining and the process of negotiating the implementation of agreed terms within the FW Act legislative framework is a key factor.

EAs in one form or another have been available as a tool to set employment conditions within a particular enterprise or industry for many years, but the agreement-making process and the content requirements have evolved under the various legislative regimes nationally.

Based on the individual needs of a particular school, either a single enterprise agreement or a multi-enterprise agreement may be the right solution, depending on the circumstances that drive the need for an EA. Whichever type of agreement is used, EAs can address needs previously left unmet by the minimum Award standards

28

ASBA ASSOCIATE

and conditions, such as professional standards for teachers, work re-design and technology.

“Issues that schools are looking to address include types of work arrangements that increase and sustain performance improvements that build for better educational outcomes. EAs can also allow a school to align its working arrangements to better suit the values and stated outcomes of the school in practical ways.” said Thompson.

Examples include in the areas of leadership, teaching skill recognition and with respect to continuing professional development.

3 Deductions from wages for any purpose authorised by an employee covered by the EA; and/ or 4 How the EA will operate.

The FW Act requires that certain provisions must be included in EAs. These relate to the approval requirements and also to terms that must be present in an EA before it can be approved by the Fair Work Commission (FWC).

Mandatory terms include: 1 A flexibility term enabling the

employer and an employee

to agree to an individual flexibility

arrangement if the genuine needs

of the employer and employee Enterprise Agreements under the Fair

require it; Work Act 2. A consultation term, which The FW Act sets out rules about the

requires the employer to consult content of an EA. There are three main

with employees in relation to major concepts that underpin an EA’s content:

workplace change and changes 1 Permitted matters;

to regular rostering or hours of work 2 Mandatory terms; and

arrangements; and 3 Unlawful terms.

3. A term for dealing with disputes, An EA may be about one or more of the which provides a procedure following matters (the permitted matters)

that requires or allows the FWC, namely:

or another person who is 1 Matters pertaining to the relationship independent of the employers,

between an employer that will be

employees or employee

covered by the EA and

organisations covered by the EA, to

employees covered by the EA;

settle disputes about any matters 2 Matters pertaining to the

arising under the EA or the NES.

relationship between the Unlawful terms are those that would

employer(s) and the employee otherwise be discriminatory at law, and

organisation(s) covered by the EA; inconsistent with or contrary to the express

Work

provisions of the FW Act and the NES. Examples include terms that allow for lesser periods of notice, that allow for an employer to make deductions without employee authorisation, or that permit union officials right of entry other than in accordance with the FW Act.

single enterprise agreement. There are other factors to take into account and employers should seek advice specific to their individual circumstances.

Putting an EA in place If an employer and the employer’s workers decide they want to negotiate an Single versus multi-enterprise agreements EA in their workplace, there are certain An EA can either be a single enterprise procedural steps that must be taken under agreement, or a multi-enterprise agreement. the FW Act. Single enterprise agreements are The employer must give all workers directly between an employer (or two or who will be covered by the EA a copy of the more single interest employers) and its Notice of Employee Representational Right, employees. These are generally the most as soon as possible and no later than 14 common type of EA. days after the decision to negotiate. This Multi-enterprise agreements involve notice is in a form prescribed by the FW Act more than one unrelated employer and and is intended to ensure that employees more than one business. There are much are aware of their rights to representation in fewer multi-enterprise agreements. bargaining.

In NSW, the Association of Independent Once the negotiation stage has Schools and the Independent Education explained clearly and that all employees are Union recently negotiated multi-enterprise notified of the time, date and method of the agreements (MEAs) for teachers and vote. There are timeframes set out in the support staff for around 200 schools.

FW Act which must be complied with.

The MEAs were approved by the FWC The FWC will refuse to approve EAs on 30 January 2015 and have only recently where there has been a flaw in the overall come into operation from 6 February 2015.

There are benefits with both types of CONTACT: EAs. For example, protected industrial action cannot be taken when bargaining David Thompson (Melbourne) 03 8602 9252 for a multi-enterprise agreement, whereas Shawn Skyring (Macquarie Park) 02 9804 5732 it can be taken in the case of a single Martin Dunne (Sydney) 02 9391 3211 enterprise agreement.

Sarah Sealy (Hobart) 03 6231 0131 On the other hand, the approval process by employees is easier with a

bargaining and approval process, so it is very important to ensure correct procedures are followed.

For example, an EA will only be approved if: • it complies with all relevant

requirements under the FW Act; • it passes the ‘better off overall test’

when compared to the relevant

Modern Award; • it is voted for by a majority of workers

(note that with a multi-enterprise

agreement, this requires a separate

vote at each business); • all parties to the EA understand its effect; • the parties are freely entering

into the EA (i.e. there has been no

inducement or coercion); and • the EA does not unfairly exclude

some workers.

Although the procedural steps may appear overly onerous, in the appropriate situation, an EA can provide genuine benefits for an employer, through improved productivity and workplace flexibility.

The Hunt & Hunt national team advises on compliance with all workplace and industrial relations issues, modern awards, and workplace legislation including the Fair Work Act 2009; equal opportunity laws and discrimination; and workplace/occupational health and safety laws including critical incident management advice, policy implementation and defending prosecutions.

JUNE 2015

29

ASBA Matters

All New On-Line ASBA MATTERS Benchmarking AllReport New On-Line Benchmarking Report

A MATTERS

It’s never been easier to participate in the annual AS Performance survey (FPS).

New On-Line Benchmarking It’s never been easier to Report participate in the annual ASBA/Somerset Non-Government

The new Somerset School Portal (see figure 1) is a g samples and production of multiple reports from a data

Schools’ Financial Performance survey (FPS). ever been easier to participate in the annual ASBA/Somerset Non-Government Schools’ Financial

rmance survey (FPS).

The new Somerset School Portal (see figure 1) is a gateway to participation in the survey, ew Somerset School (seeand figure 1) is a gateway to participation in the selection of 1,000 selection of Portal samples production of multiple reports from a survey, database of up to les and production of multiple reports from a database of up to 1,000 schools from across Australia. schools from across Australia.

Figure 1 Somerset School Portal is a gateway to selecting samples and producing reports

Figure 1 – Somerset School Portal is a gate Figure 1 – Somerset School Portal is a gateway to selecting samples and producing reports

>

2 – You select the sample criteria ASBA ASSOCIATE

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Figure 2 You select the sample criteria

Figure 2 – You select the sample criteria

>

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elect the sample criteria

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Figure 3 Example page from the FPS Report

< The report also has a new and improved format which analyses and quantifies differences between your school and the sample average for many ratios.

Figure 4 Example page from the FPS Report

JUNE 2015

31

ASBA Matters All New On-Line Benchmarking Report

R

esearch indicates that not-for-profit organisations with relatively high costs are more financially viable relative to their counterparts. How can that be? Because in difficult times, those organisations have more opportunity to realise savings to remain viable!

The following is an example of how to use the FPS to continually improve financial viability and sustainability in your school.

First we selected a sample of 11 schools from last year’s FPS which includes Queensland, New South Wales, Tasmania and Victorian, boarding, prep – year 12, SES 92 to 102, 700 – 1,500 students.

Total expenses varied by 54% from $13,000 to $20,000 per student – see Figure 5. Identifying savings is easy with the right tool, the FPS. Table 1, extracted from the FPS report for this example school shows their costs per student and the sample averages, and then quantifies differences based on their student numbers.

If this school realised half the identified savings, this would add $590,000 to its annual surplus. Which in turn could fund an additional $3 million in debt.

This year’s survey will be open for data entry between April to July and is great value from $594 (including GST) to participate ($297 for schools of less than 200 students).

DISCLAIMER We publish this article only for non-government schools in Australia and New Zealand. All material should be regarded as information only and individuals should rely on their own enquiries when formulating decisions for themselves or their clients. In no way do we warrant or guarantee any changed circumstances for a school from use or non-use of this material

Figure 5 Sample of school Operating costs. Source 2014 (2013 school year) FPS

A B C D E F 1 2 Total Operating Expenses per Student 3 4 $20,000 5 $18,000 6 $16,000 7 8 $14,000 9 $12,000 10 $10,000 11 $8,000 12 Somerset Test School 13 $6,000 14 $4,000 15 7. EXPENDITURE $2,000 16 Salaries and wages usually absorb the highest proportion of revenue earned by a school/college. $‐ 17 A higher dollar-per-student figure may indicate either that higher salaries are being paid to staff, or that the 1 2 3 4 5 6 7 8 9 10 18 student/teacher ratio is low, or both. A higher figure is not necessarily worse, and a lower figure is not 19 necessarily better. Salary expenditure should be analysed in conjunction with revenue and balanced against educational and philosophical objectives.

Table 1 – Extract from FPS Report comparing target school with sample average Table VII: Expenditure Ratio

More/(Less) than Average

Your School

Rating

Sample Average

$10,031

×

$9,246

$712,780

$347

($211,564)

Per Student Costs Teacher Salaries Specialist Support Salaries

$114

Teacher Aides

$1,673

Teaching Resources

$1,207

×

$1,023

$590,200

$1,291

($76,272)

$11,751

$1,155,884

$1,556

($158,900) $136,200

Direct Delivery Cost

$13,024

Administration Salaries

$1,381

Other Admin Expenses

$1,307

×

$1,157

Maintenance Salaries

$959

×

$732

$206,116

Other Maintenance Expenses

$700

$936

($214,288) $1,184,940

Total Expenditure (excluding Int & Depn)

×

$17,371

×

$16,066

57.7%

×

57.7%

As a Percentage of Expenses Teacher Salaries Specialist Support THE POWER OF BENCHMARKING

0.7%

Teacher Aides

9.6%

Administration Salaries

7.9%

2.1% ×

6.2% 9.6%

Maintenance For overSalaries 20 years ASBA members 5.5% have used ×the FPS to 4.5% compare income, Teaching Resources 6.9% 8.1% expenditure, staffing and debt ratios with similar schools to help improve operational Other Admin Expenses 7.5% × 7.2% efficiency and effectiveness.

Other Maintenance Costs 4.0% 5.9% Last year the survey included almost 500 Independent schools from across Australia, representing 77% of students. 10 out of 10 schools recommend participation to others. It also included a similar number of Catholic schools. This significant database of almost 1,000 schools helps participants identify and apply best practices from across Australia.

We urge you to join in and use this tool to identify financial strengths and weaknesses and develop strategies for the continual improvement in operating efficiencies, which will help maintain individual school and sector financial sustainability.

John Somerset is a Chartered Accountant with 20 years’ experience working with ASBA and the FPS. For further information visit www.somerseteducation.net PRIVATE AND CONFIDENTIAL Email john@ somerseteducation.net Telephone 1300 781 968

______________________________________________________________________________________________________________________________________________________________________________

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Technical Update

School Health and Safety School workplace ergonomics for staff and students

Judy Gardner, Director of Work Health Safety Matters, says that The Australian Work Health and Safety Strategy 2012-2022 promotes a vision of healthy, safe and productive working lives.

T

he Strategy includes national targets to reduce the incidence rate of claims for musculoskeletal disorders which result in one or more weeks off work by at least 30%. Reporting against these new targets commenced in 2015.

The most common work-related injuries that were compensated in 2011-2012 were sprains and strains accounting for 42.25% of all serious claims. (Safe Work Australia 2012). In the 2008-09 financial year work related injury and illness were estimated to cost $60.6 billion which represents 4.8% of GDP and of which the employer paid around $3.03 billion. The remainder of the costs were borne by the worker and community.

We canâ&#x20AC;&#x2122;t stop injuries from happening but, we can we lessen the effect of injuries through being more pro-active in our approach to the management of Work Health and Safety in the workplace. We can do this by establishing and maintaining good workplace ergonomics and sound manual handling practices focused on the health and wellbeing of our staff Prevention is the cure for musculoskeletal disorders rather than rehabilitation and is also more cost effective.

Musculoskeletal disorders (MSDs) occur when there is a mismatch between the physical requirements of the job and the physical capacity of the human body.

The good news is that there are simple inexpensive solutions that can reduce the risk of injury, prevent the occurrence of these painful disorders and prevent further aggravation of symptoms.

Workplace ergonomics The fundamental issue with workplace ergonomics is that humans come in a range of sizes and â&#x20AC;&#x153;one size does not fit allâ&#x20AC;?. It is important that this issue is considered when choosing equipment for workers and also ensuring that the equipment that they are using is adjustable and they know how to adjust it. Different body shapes and sizes may require equipment of varying sizes to suit individual needs.

Implementing simple ergonomic strategies within a workplace promotes a culture of employee safety which is aimed to reduce costs to organisations by minimising injuries and absenteeism and thereby maximising productivity and preventing long term injuries. It also results in happier and healthier workers. These services are carried out by specialists in ergonomics and human factors who consider the physical, cognitive and social characteristics of a worker and their environment.

Ergonomic essentials Office ergonomics is not complex and good posture and work practices such as the following can be assessed and simple measures taken to provide solutions.

Seated Posture and Chair Adjustment A poorly adjusted or ill-fitting task chair can promote lumbar and thoracic back pain with prolonged sitting at a workstation.

Providing staff with education on how to adjust their chairs or providing a more appropriate chair will assist with these issues.

Monitor Position Neck and shoulder pain or headaches may be due to poor positioning of the computer monitor or dual monitors.

Ensuring that the user can assume a neutral neck posture when viewing their monitors is essential.

continued overleaf

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33

Technical Update School workplace ergonomics for staff and students

Wrist alignment with the keyboard and mouse use Wrists, forearm, upper arms and/ or shoulder pain can commence or be aggravated by either repetitive keyboard or mouse use. Aligning the keyboard and mouse and ensuring the correct sitting position at the workstation can often resolve these problems.

Telephone Usage Neck and shoulder pain can commence from cradling the telephone between the shoulder and ear whilst speaking on the telephone and or simultaneously using the keyboard. A telephone headset can assist with relieving these issues.

Laptop Usage Laptops are now common in the workplace, at home and at schools.

Unfortunately they are not designed for long term usage and therefore the user has to compromise their posture when using a laptop for long periods of time. Laptop raises and separate keyboards and mice assist with solving these issues. Carrying laptops can cause neck and shoulder injuries due to the weight of the laptops and the peripheral devices. A laptop padded backpack or a wheely bag reduces the strain.

Pause Break Exercises and Changes of Posture Sitting for extended periods of time can be bad for personal health and can impact on our body’s metabolic system and increase the risk of disease. Education regarding rest and stretch breaks and changes of posture is crucial for staff to undertake when their work involves sitting for prolonged periods of time.

Computer/Technology use and Students Students are growing up with more and more technology that is used on a daily basis. There is a new generation of younger people that are developing significant injuries as a result of the technology they are using and transporting.

Programs to educate students within the school environment are essential to ensure their health, safety and wellbeing.

Today’s workforce and managers need to ensure staff and students are learning good habits and are aware of the ergonomics of their workplaces, home and school environments so they can develop good ergonomic practices that will stay with them for the rest of their lives.

Is your child’s backpack carried correctly?

Judy Gardner is the Director of Work Health Safety Matters an accredited WorkCover rehabilitation provider at St Leonards. She has over thirty years of experience working as a consultant occupational therapist in occupational health and safety and rehabilitation both in the private and public sectors including educational establishments.

Judy’s major consultancy work has been in the prevention and overall management of occupational overuse and musculo-skeletal injuries. Her business specialises in injury management and rehabilitation case management, WHS and ergonomic consultancy and workplace reviews and ergonomic training and prevention activities.

Suite 204 | 460 Pacific Highway St Leonards NSW 2065 Tel: 02 9929 0133 | Fax: 02 9929 3999 Em: Office@whsm.com.au | www.whsm.com.au

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HIGER’S NEW SCHOOL BUS RANGE

There’s a Higer for every class HIGER DEALERS NSW Higer Australia, Sydney 1300 850 206 Newcastle Commercial Vehicles 02 4974 7800 Thomas Bros, Wagga Wagga 02 6926 0100 West Orange Motors, Orange 02 6362 2779 VIC Prestige, Dandenong South Blacklocks, Wodonga

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Higer has a wide range of 28 to 57 seat school buses designed specifically for local conditions. Best-in-class components and standard safety features – including ABS, ASR, lap sash seat belts and reversing camera on every model – ensure maximum safety, comfort and class-leading reliability.

Combine this with an extensive dealer and service network and a five year warranty* and it’s easy to see why more people are getting on board with Higer.

For more information and a free test drive, call your nearest Higer dealer on 1300 850 206 or visit higer.com.au *Optional 3 year driveline warranty extension available (5 years total). Conditions apply.

WA Higer Bus Centre WA, Welshpool 08 9351 2000 TAS Tas Truck & Bus, Launceston

03 6335 9166

JUNE 2015

35

EARLY BIRD CLOSES

7 JULY 2015 www.asba.asn.au

REGISTRATION NOW OPEN

www.asba.asn.au

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