Annual Report 2022

See her thrive as

Our vision and mission Vision

Shelford Girls’ Grammar is a model of inspiration and excellence, where young women discover their authentic self and go on to achieve, accomplish and thrive.

Mission

We are informed by our heritage and tradition as we step confidently into the future. Through extraordinary care and passion for learning, we empower every girl to unlock her extraordinary.

Our values

At Shelford our core values are embedded in every endeavour that we undertake and underpin all that we do.

Respect

We are mindful of the needs of others. We treat everyone with respect and humility. We care for our friends, our family, our school and the environment.

Integrity

We are courteous and kind. We respect and listen. We are trusting and supportive. We give of ourselves to each other and the community.

Passion

We have a love of life and learning. We are determined to make a difference. We have the courage to speak up and the determination to strive for what’s right.

Creativity

We embrace the challenges of a continually changing world. We approach each and every day with curiosity and imagination. We believe we can make magic happen.

School details

All schools are required to provide the community with information relating to the performance of the school. Measures for performance include student results, destinations, matters relating to the qualifications and ongoing professional learning of teachers. At Shelford this information is provided on an ongoing basis to the school community through Shelly (our Learning Management System), our Shelly fortnightly newsletter, social media channels, our website and Quaeritemagazine. This annual report is available on the School’s website. A hard copy can be provided upon request.

Our students

Shelford is a consistently high-performing independent girls’ school in Victoria.

At Shelford, staff and students work together in a supportive environment where students are encouraged to achieve their best. The academic results are even more impressive, given that Shelford is a non-selective entry school.

• The Dux of the School is Zhengzheng Tang (99.75).

• The Proxime Accessit to the Dux is Xinyue Song (99.70).

Shelford provides an impressive selection of VCE subjects, and one of its strengths is the involvement of students in a wide range of activities including Sport, the Visual and Performing Arts, scientific forums, community service and overseas exchanges and study tours.

Shelford 2022 Year 12 results

The Median ATAR score was 90.95.

Examination and internal results

The median study score was 36. 27% of the Unit 3 & 4 student cohort achieved a study score of 40+.

VCE Study Scores

The Year 12 students made a wonderful contribution to the life of the School through their participation in a wide range of activities including:

• Student leadership

• Visual Art

• Sport

Shelford VTAC statistics

100% of students who applied received an offer and 27% of students received more than one offer.

Tertiary offer breakdown

97% of students are going to University to study a degree (54 students) and 3% are going to University to study a diploma (2 students).

From the Class of 2022, 66 students applied to University for 2023 Five students have deferred their study and four students decided to not enrol in the course they were offered.

Course areas being studied

Double degree courses

NAPLAN Testing

An analysis of the 2021 NAPLAN results demonstrates that all students are performing above the national standards and Victorian standards.

The proportion of Year 3, 5, 7, and 9 students above the national standards for reading, writing and numeracy is as follows:

2022

Year 3: reading 100%, writing 100%, numeracy 94%

Year 5: reading 100%, writing 100%, numeracy 100%

Year 7: reading 98%, writing 91%, numeracy 93%

Year 9: reading 91%, writing 91%, numeracy 100%

2021

Year 3: reading 100%, writing 100%, numeracy 100%

Year 5: reading 100%, writing 100%, numeracy 100%

Year 7: reading 100%, writing 100%, numeracy 100%

Year 9: reading 100%, writing 100%, numeracy 100%

2020

Year 3: not assessed due to COVID

Year 5: not assessed due to COVID

Year 7: not assessed due to COVID

Year 9: not assessed due to COVID

2019

Year 3: reading 100%, writing100%, numeracy 100%

Year 5: reading 100%, writing100%, numeracy 100%

Year 7: reading 100%, writing 98%, numeracy 98%

Year 9: reading 100%, writing 100%, numeracy 100%

How does the School use the NAPLAN data?

For individual students

Parents received the printed results for their daughter. Meetings are held with parents to discuss their daughter’s results if required. The school matches the data with existing schoolbased assessment results. Along with other external testing, NAPLAN data helps to inform the placement of students in groups for additional assistance or extension. Individual learning plans are put in place if required. The data is compared with subsequent assessment data to track and monitor future progress.

For cohorts of students

Staff meet to review data and identify curriculum priorities and goals. Staff attend relevant professional learning sessions and resources are purchased to meet the priorities and goals set. The School considers the student data when constructing class lists for subsequent years. The data is compared with subsequent assessment data to track and monitor future progress. A review of timetabling structures and ability groupings to most effectively support literacy and numeracy in the Senior School is undertaken. Staff work closely with the Head of Support and Enrichment to implement effective differentiation strategies from Prep to Year 10.

Student retention rate

The retention rate from Year 11 (2021 to Year 12 (2022) was 101%.

Student attendance data: February to December 2022

(Absences include illness, injury and family commitments.)

Year 1 94%

Year 2 94%

Year 3 92%

Year 4 91%

Year 5 93%

Management of attendance

Year 6 91%

Year 7 90%

Year 8 87%

Year 9 90%

Year 10 90%

Daily attendance is important for students to succeed in their education, and to ensure they do not fall behind both socially and developmentally. Both the School and parents/guardians play an important role in supporting students to attend school. Student attendance is recorded twice per day in Junior School, and for every class in Senior School. Parents are responsible for ensuring they notify the School to explain the absence of their child(ren) on any particular school day. Parents can telephone the absence line in advance of a student’s absence. The School keeps a record in Synergetic of any reason given by parents/guardians for each absence.

Unexplained absences are followed up by the School, as soon as practicable on the same day, via phone call or text message to parents/guardians, informing them that the School has not received any notification of the student’s absence.Where absences or late arrivals are of concern due to their nature or frequency, the School will contact the parents/guardians directly to seek an explanation and to remind parents/guardians of their obligation to report absences and their child’s obligation to attend School on time, ready to learn. All information in relation to unsatisfactory attendance is recorded on a student’s file. The School understands that from time-to-time some students will need additional support and assistance, and the School will work collaboratively with parents/ guardians, the student, and other professionals, where appropriate, to develop strategies to improve attendance.

Child safety

Shelford Girls’ Grammar is committed to child safety and has zero tolerance for child abuse. The School actively works to listen to and empower children and has implemented policies, procedures and systems to maintain a child-safe environment and to embed an organisational culture of child safety within the School community. Shelford promotes the safety and inclusion of all children including Aboriginal and Torres Strait Islander children; children from culturally and/or linguistically diverse backgrounds; children with a disability or vulnerability; and children who identify as LGBTQIA+. Information is provided to all students to assist them in understanding their rights, and what to do if they feel unsafe.

Our staff

Teacher standards and qualifications

Shelford prides itself on the outstanding success of its students. Such success would not be possible without experienced, highly qualified and dedicated staff. All members of the teaching staff are registered with the Victorian Institute of Teaching and hold appropriate qualifications. Where these qualifications are in a discipline other than Education, postgraduate teaching qualifications are required.

The following table lists the highest qualification held by classroom teachers at Shelford.

Workforce composition

In 2022 the workforce composition of Shelford Girls’ Grammar comprised:

The split of male-to-female staff in 2022 was 25% males to 75% females. No employees have advised the School that they have an Aboriginal or Torres Strait Islander heritage.

Shelford’s educational philosophy

Shelford is a community of learners who are curious, independent, adaptable and inclusive. Our students are known and valued as learners and people. Our staff are committed to responding to their individual and changing needs. As learners, our students exercise agency, both individually and collectively, to shape the world around them. They are developing the skills required to be active and engaged citizens of the future.

Each student has considerable flexibility to progress at a rate that challenges and extends her. A differentiated curriculum in the Senior School and like-minded groupings for literacy and numeracy in the Junior School contribute to attaining growth for every student every year. Students at Shelford have numerous opportunities to extend and excel in academic, cocurricular and sporting endeavours. Our co-curricular programs are designed to allow every student to participate and each provide a wealth of opportunities for students to discover personal interests and talents. Shelford students participate in competitions in the Sciences, Mathematics, Languages, Art, Music, History, Business and Law.

At Shelford Girls’ Grammar, staff and students work together in a supportive environment where students are encouraged to achieve their best. Shelford is committed to achieving excellence in girls’ education.

Financial Report

Income by funding source 2022

Expenditure by expense group 2022

Building and grounds

Depreciation, amortisation and impairment

Administration and finance

Through

extraordinary and passion for learning, we empower every girl to unlock her extraordinary.