2019-2021
Strategic Plan 1
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The King’s School is a Christian community that seeks to make an outstanding impact for the good of society through its students, and by the quality of its teaching and leadership in education. THE KING’S SCHOOL MISSION STATEMENT
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Chairman’s Introduction The King’s School is a unique place of learning that deeply honours its almost 200-year history of educating boys, whilst also reframing the future by developing quality young men who will contribute to the betterment of humanity through the values they derive from an education at King’s. Teaching and Learning are focal points of this Strategic Plan as they should be in every school. We are continuing with our distinctives: • Academic
Excellence Development • Christian Community • Character
Our approach to educating boys and now girls across the three campuses of The King’s School Preparatory and Senior School in North Parramatta and Tudor House in the Southern Highlands, is one of constant evolution that ensures we lead with expertise and is delivered within the environment of a Christian community. It is my pleasure and privilege to bring to you the 2019-2021 Triennium Strategic Plan that broadly guides the efforts in the years ahead, whilst celebrating and affirming our heritage. In this Triennium we will be planning to develop new and continuing features of this plan. This plan began with a focus on strategic agility and a long term view in its triennium approach and its research through the McCrindle Project. It has been inclusive in its involvement of as many staff as possible through distributive leadership and community involvement. I want to thank Headmaster Tony George for his leadership and vision for this process and Executive, Staff and Governors for the time committed to exploring ideas, writing and reading scores of Strategic Initiative and Project papers and in coming to a collective wisdom in producing this multi-dimensional plan. The process has been well thought through and exciting. The element that has clung to my mind was the discussion that for each decision point there must be the thought that a student or students will benefit. Within academic excellence there will be an increasing emphasis on developing thought leadership in our students, on Science through a STEAM precinct and a look to the future on food research and security. All of this will be enhanced by leading edge professional development of our staff through The King’s Institute.
In character development there will be an emphasis on using our wonderful environment to expand our outdoor educational and co-curricular activities enabling students to forge and test their own character strengths. A service learning program will also help students put their leadership, skills and character into action. Christian community is an area where leadership, humility, values and human wellbeing flourish. How students interact and relate to each other in Boarding and Day Houses and in the Dining Hall is of high importance and all underpinned by a strong Housing and Chaplaincy staff. None of this is possible without our community’s support teams which are vital to the School’s efficient organisation. The plan focuses on a review of ICT services to support teaching and learning, to review Risk Audit and Compliance and Governance and mapping the organisation infrastructure for Finance and Property. The heart of the School’s strength is in the myriad of people who have come before us as Old Boys, past parents, past staff, past Governors and Foundation members who are integral to our valuable community. They are vital to the advancement of enrolments, to our fund raising and to the spreading of the message of this Strategic Plan that “The King’s School as a Christian community is making an outstanding impact for the good of a global society.” This Strategic Plan gives us a purpose, direction and the means to analyse and evaluate our progress. We hope that you will view it as a dynamic strategy for the growth of our wonderful School and students. Mrs Rosemary Abrahams CHAIRMAN THE COUNCIL OF THE KING’S SCHOOL 3
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Contents
Chairman’s Introduction
3
A King’s Education
6
Our Values
8
The King’s Distinctive
10
The Decade Ahead
12
Academic excellence
13
Character development
14
Christian community
15
The First Triennium – 2019-2021
16
The global century
16
Global thought leaders
18
Academic excellence
19
Character development
20
Christian community
21
Organisational infrastructure
22
Advancement
23
Conclusion 24
4
5
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A King’s Education
W
e believe there is more to education than the mere inculcation of knowledge with the occasional inclusion of co-curricular and sports activities. The commitment to students at The King’s School is to provide academic excellence with character development in the context of a Christian community in order that they might graduate as leaders of Christian wisdom and integrity for a world in need. This was the founding purpose of the School by King William IV, in 1831, provide leaders for the emerging colony of New South Wales.
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The King’s School Mission Statement captures this founding sentiment in describing the School as “A Christian community that seeks to make an outstanding impact for the good of society through its students, and by the quality of its teaching and leadership in education.” Kingsmen are challenged to grow and develop into global thought leaders. They are not only intellectual, physical, social, emotional, and spiritual, but also courageous, adventurous, entrepreneurial, faithful, honourable, dependable, and egalitarian men who strive to be the very best they can be for the sake of serving others – we each seek to be excellent in order to be excellent for others. The King’s uniform, while being the oldest military uniform worn in Australia, is wonderfully symbolic of what it means to be a Kingsman – one who is willing to live under authority and committed to living their lives in service for others.
Accordingly, The King’s School continues to demonstrate its commitment to staff training and development, including educational research and development, through The King’s Institute. Finally, The King’s School is endowed with an extraordinary geographic footprint in Parramatta and the Southern Highlands, with facilities for teaching and learning, sport, drama and music, outdoor education and residential facilities for staff and students alike. Consequently, the School has a responsibility, to not only sustain these wonderful assets for the good of the immediate school community, but in ensuring that their benefit may extend to always making an outstanding impact for the good of a global society.
The achievement of our mission is dependent on the quality of our teaching and leadership in education. The King’s School is both blessed by and committed to the recruitment and development of outstanding members of staff who lead and guide students in their growth and development. Whether they be directly involved in the classroom or not, every member of staff is a role model for our students – as teachers, coaches, mentors and carers.
The education in The King’s School is not for the exclusive benefit of those upon whom it is bestowed, but for that of the entire community. WILLIAM GRANT BROUGHTON, 1832
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Honesty
Compassion
Integrity
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Our Values Excellence
T
Respect he values of The King’s School are foundational to the life of the School and our community. They are derived and stand on the teachings of Jesus Christ and God’s Word as revealed in the Bible. These Christian values are at the centre of the School’s ethos, which means that we will seek to encourage and develop in our students and staff, an understanding of the world through the perspective of God’s truth.
Humility
Responsibility Y RESPONSIBILIT
W
e take responsibility for others and ourselves. Responsibility means recognising that we share our lives with others in a shared world. Living and learning in community, means taking responsibility for contributing positively and actively to our community and our world. Responsibility for our world means living sustainably. Responsibility is strongly aligned with compassion and integrity, for we reach out with compassion and demonstrate integrity when we choose to take responsibility for ourselves and others. TAKE RESPONSIBILITY
A King’s education is not just about a Christian way of understanding. It is also about a Christian way of living. The values of The King’s School seek to not only inform as to what Biblical truth is but also inform, invite, and inspire our students to live this way. The King’s School seeks to teach this way of life every day through all that is done and taught. It does this in a setting of a unified community of love and learning between parents, students and teachers.
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INTEGRIT Y
W
e live our lives with integrity. To demonstrate integrity means to live a life that is integrated and balanced, cohesive and coherent. As a community of integrity, we are unified and work together for the common good. We are trustworthy and reliable, we follow through with conviction and courage. Integrity is strongly aligned with responsibility and honesty, for when we are true to ourselves and one another and exercise responsibility, we demonstrate our integrity. DEMONSTRATE INTEGRITY
y
Integrity
Compassion
COMPASSION
W
e live to serve one another. Having compassion means caring for others, being kind and gentle. Compassion is stronger than sympathy or empathy; it is much more active and intentional. In a Christian sense, it is going out of one’s way to help others, to be generous towards others, to care for others and stand up for others. Compassion is strongly aligned with Responsibility Humility humility and responsibility, for it is from an attitude of humility that we choose to take responsibility for others and reach out to them with compassion.
Excellence
Respect
BE COMPASSIONATE
EXCELLENCE
Humility
HUMILIT Y
W
Responsibi
e do not think more highly of ourselves than we ought. We are human and we share in the humanity of others. Being humble arises from our Christian belief that we are equal in the sight of God because we are all created in His image. Humility is strongly aligned with respect and compassion, for it is when we are humble that we are able to respect one another and are motivated to reach out to others with compassion. Being humble recognises that we are not always right; we get things wrong.
Honesty
Integrity
BE HUMBLE
W
e strive to be excellent for others and ourselves. We do this in order to make an outstanding impact for the good of society. Striving for excellence means seeking to improve and better ourselves; to be always growing. Our striving for excellence is that we may be excellent for the sake of others. Excellence is strongly aligned with a life of compassion, humility, respect, honesty, integrity and responsibility, for it is when we commit ourselves to serve others that we strive to be excellent for others.
Excellence
STRIVE FOR EXCELLENCE
Honesty
Integrity
Compassion
W HONEST Y
W Excellence
e are honest. Honesty means being trustworthy, sincere and authentic. We are true to ourselves; and one another. We do not mislead or misrepresent each other. As members of our community, our trust for one another depends on honesty. Honesty is strongly aligned with integrity and respect for it is our commitment to being honest with each other that Respect Humility enables us to be trustworthy and live with integrity and to show respect for one another.
Respect RESPECT
Humility
e respect one another and ourselves. Respect involves valuing people and property so that neither is dishonoured. We respect other’s beliefs and points of view. We do not bully or impose our will on others, whether in thought, word or deed. We respect ourselves by adopting a lifestyle that is balanced and promotes wellbeing. Respect is strongly aligned with humility and honesty, for it is when we are committed to the truth and able to recognise we may be wrong, that we are able to show respect. SHOW RESPECT
Responsibility
BE HONEST 9
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The King’s Distinctive T
he King’s School enjoys international prominence because of a unique history which comes from being Australia’s oldest independent school.
Throughout its almost 200 years of educating boys and developing leaders, The King’s School has determined the three essential distinctives of: • Academic Excellence • Character Development • Christian Community which we use as the basis for our strategic intent.
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GLOBAL THOUGHT LEADERS (QUALIT Y OF SERVICE)
A Life of Service – Leaders & Role Models Kingsman: One who lives under authority and lives his life for the service of others. Graduates who make a n outstanding impact for t he good of society.
ACADEMIC EXCELLENCE (QUALIT Y OF MIND)
Curricular – Teaching Focus on Social, Emotional, & Intellectual Wellbeing Academic and Mental Development/Competence
FORTITER ET FIDELITER Bravely and Faithfully
CHARACTER DEVELOPMENT (QUALIT Y OF PERSON)
Extra & Co-Curricular – Mentoring & Coaching Focus on Social, Emotional, & Physical Wellbeing Self-regulation and Personal Development / Competence
CHRISTIAN COMMUNIT Y (QUALIT Y OF REL ATIONSHIP)
Pastoral Care - Caring Focus on Social, Emotional, & Spiritual Wellbeing Social and Spiritual Development/Competence
ORGANISATIONAL INFRASTRUCTURE
ADVANCEMENT
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The Decade Ahead
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ACADEMIC EXCELLENCE
T
In the decade ahead, our opportunity is to ensure that commitment to academic excellence is secured by:
This commitment is demonstrated in such existing initiatives as The Future Project, together with the establishment of The King’s Institute, where research and development into leadership and best practice in education, teacher training and development, school leadership development, talent management and research and publishing are all in practice.
• the
he King’s School is recognised for the academic excellence of its students. The School has emerged as one of the highest achieving non-selective schools through our commitment to academic excellence.
development of a culture and practice of continuous improvement across all areas of the School;
• our
commitment to the elaboration and practice of thought leadership;
• our
support and development of STEAM (science, technology, engineering, art and mathematics) curriculum
The School intends to establish a Centre for Thought Leadership in order to bring together the teaching and learning of English, History, Philosophy, Languages and Biblical Studies as an interdisciplinary approach to the development of thought leadership in our students. Good leadership begins with a quality of mind as evidenced in critical thinking, reasoning and wisdom. The Centre for Thought Leadership will provide a unique opportunity for every student to construct the foundations of their own thought world in the light of the School’s Western and Christian traditions. The School will also expand its world leading Science Education to include Technology, Engineering, Art and Mathematics through the development of a STEAM quadrangle in the Education Precinct of the School. The further development of STEAM capabilities will complement the School’s agricultural program and food research programs in The Future Project.
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The Decade Ahead continued
CHARACTER DEVELOPMENT
T
he King’s School is recognised for the character of its students. Leadership requires good character and integrity, qualities that are forged and tested in the co-curricular programs of the School, including sport, outdoor education and the performing arts, among others.
The School intends to expand and formalise its co-curricular offerings in sport, outdoor education and the performing arts as part of a unique King’s School Leadership and Character Development program. Not only in the senior school but from Pre-K onward across all campuses.
While students are able to develop their thinking in the classroom, it is the contest and striving to succeed against one’s competition or the elements of the environment that allows a student to face their limitations. It is in the crucible of adversity that character is formed.
While other schools invariably need to travel off-site to enjoy sporting and outdoor education facilities, The King’s School is uniquely positioned to be able to provide all of these facilities at its Parramatta and Southern Highlands locations. The development of an Outdoor Education precinct at Parramatta is key to offering a unique world-class facility that supports the School’s distinctive in character development through Cadets and Duke of Edinburgh programs, and providing an emphasis on coaching and mentoring of students to be the best that they can be.
Thus we have recognised that the challenge before us in the next decade is to further strengthen our reputation for delivering world class leadership and character development.
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The King’s School will also provide a Service Learning Program that will encourage all students to engage in community service opportunities at home and abroad. The program will further encourage our students to develop a global awareness of human and environmental need and facilitate the opportunity for students to put their character into action through helping and supporting others in need.
CHRISTIAN COMMUNIT Y
T
he King’s School is more than merely a school, it is a community of families, Kingsmen, teachers, staff, Old Boys and past parents. This is, in reality, our starting point.
For The King’s School the community is the heart of the village. We are the sum of our traditions, our history, and of all who have gone before us. We embody an aspiration for humanity, grounded in our biblical understanding as a christian community and realised in human flourishing and wellbeing.
Through the 360 acres in Parramatta and 170 acres in the Southern Highlands in which we live and learn, we also exist in a unique village that provides the environmental context for the Christian community that cares for each and every student. The pastoral care of our students is provided in the context of dedicated houses, Day and Boarding Houses, in which each student develops a strong attachment and identity. The Day and Boarding Houses are a unique feature of pastoral care at The King’s School and offer the best facilities of any school in the world. The Houses are supported with Health Care Facilities and Dining Facilities. The sharing of a meal continues to mark our mateship. Meal times are important at King’s, for it is around a meal that relationships are formed and grow, conversations spark and trust develops. The School is committed to ensuring that meal times are not merely a time for a feed, but a time for forming friendships, growing and being educated. Meals are provided for more than 1,600 students every day, a feat unique in Australia.
Most of our boys will become fathers and husbands, with families who will depend on them for their wellbeing and human flourishing. Our world needs courageous and faithful men, and The King’s School will continue to develop its unique Boys to Men program to give every boy the opportunity to explore and confirm his commitment to serving others. Our Christian community is committed to growing young men of Christian character and integrity. Chaplaincy ensures the inclusive nature of our community – humble, hopeful and wonderfully egalitarian, Kingsmen have always sought to live lives of excellence for the sake of others, and always will.
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The First Triennium 2019-2021
This Global Century – a future in Education and Food Security
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ithin the First Triennium, the School will prioritise the development of a number of initiatives that underpin our ability to shape young men through Academic Excellence, Character Development within a Christian Community.
There are six broad areas of strategic interest for The King’s School. They are:
In this strategy we recognise an opportunity to align The King’s School with Australia’s future in education and in food security. This opportunity is made significant because of Australia’s unique positioning as a world leader in international education and food security at the beginning of this global century.
O RGANISATIONAL INFRASTRUCTURE
The School needs to offer pathways to all the universities of the world, with globally recognised accreditations not just an option, but an imperative. The offering of global accreditation pathways that include VET and the International Baccalaureate need to be considered by the end of the coming decade. Further, educational delivery platforms of a world-class education offering academic excellence with character development to Kingsmen needs to be synonymous with the experience of a King’s education by the end of the decade. 16
GLOBAL THOUGHT LEADERS ACADEMIC EXCELLENCE CHARACTER DEVELOPMENT CHRISTIAN COMMUNIT Y ADVANCEMENT These six areas frame all the operations and activities of the School and are given detailed commentary below. Within each area, the School has identified a variety of strategic initiatives that are considered to be worthy of attention and focus over the coming Triennium. Within each initiative there are a range of projects to facilitate the development and implementation of each initiative. The planning process and each project has involved staff from across the School according to their passion and interest. What needs to be achieved between 2019 and 2021 is the establishment of the process of triennial planning that facilitates strategic agility through the involvement of all staff of the School. Many of the projects will be preliminary or exploratory in nature so as to provide the planning foundations for subsequent Triennia.
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The First Triennium 2019-2021 continued
GLOBAL THOUGHT LEADERS Always remaining mindful of what is going on in the world, the School will also explore various global opportunities through the development of international relationships with like schools and communities. The following strategic initiatives have been identified as critical to the School’s success over the coming decade and worthy of prioritisation in the 2019-2021 Triennium:
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King’s 2070 Initiative:
King’s Global Initiative:
• Triennial
• International
School Tours.
• Strategic
Agility.
• International
Exchange Programs.
• Strategic
Scope and Sequence.
• International
Enrolments.
• King’s
Planning.
2070 and the McCrindle research Project. While this project was completed in 2018, it will continue to inform the development and implementation of strategy over the decade.
ACADEMIC EXCELLENCE
Teaching and Learning is the engine room of the School. Academic Excellence is essential for the School’s ongoing success. Consequently, the priorities for the 2019-2021 Triennium include attracting and retaining high quality staff through the continuing development of The King’s Institute.
W
e will seek to improve our online offerings and presence and explore opportunities in food security and languages. “We are one school, with three campuses. Thus, Tudor House will continue to be top of mind through the implementation of the Tudor House Business Plan.” The following strategic initiatives have been identified as significant for the School’s success over the coming decade and worthy of prioritisation in the 2019-2021 Triennium: Global Certification Initiative:
• Develop
Business Case for International Baccalaurete.
• Continue
to support and develop current VET programs. Explore and develop business case for offering courses in-house for Primary Industries, Construction, Food Tech & Hospitality through auspicing.
• Explore
a VET leadership course for Cadet Corps.
Academic Excellence Initiative: • Staffing
structure and allocations to attract and retain high quality staff.
• Tutoring
expansion – Boarding and Day houses.
• Develop
the technological capability to enable academic data to better inform teaching and learning.
• Commence
designing and build a new Centre for Thought Leadership that brings together English, History, Philosophy, Biblical Studies and Languages into an inter-disciplinary teaching and learning facility to replace the old science building.
• Commence
designing, development and building of STEAM Quadrangle, to complete Education Precinct.
Languages Initiative: • Immersion
and multi-modal language (French, German, Chinese & Indonesian)
• Language
exchange programs and strengthen languages with the view to meeting the requirements of the International Baccalaurete.
Libraries Initiative: • ICT
and Libraries restructure. Following the appointment of a Director of Knowledge Services, integrate ICT and Library services to take advantage of economies of scale and to improve service provision.
Tudor House initiative: • Implement • Tudor
Tudor House Business Plan.
The King’s Institute Initiative: • Enhancement
of Teaching and Learning and Professional Practice.
• Develop
opportunities for staff development and leadership.
• Build
partnerships with parents and universities.
• Further
develop mentoring and coaching.
• Teacher
growth and development program.
• Develop
high levels of teacher accreditation.
King’s Online Initiative: • King’s
On-line – Content Management System, Learning Management System and intercampus communication.
• Student/Staff/Parent
portals.
Food Security Initiative: • Paddock
to Plate – continue to develop Tudor House program. Consider a Paddock to Plate coordinator role with new TKS catering contract.
• Explore
and develop food security initiatives in PYP programs.
• Strengthen
and expand the School’s Agriculture programs and involvement.
House PYP Accreditation.
• Scholarship
program to be reviewed towards a fully funded model. 19
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The First Triennium 2019-2021 continued
CHARACTER DEVELOPMENT
C
haracter Development is a unique value proposition of The King’s School. Along with Academic Excellence, The King’s School is distinctive for its unique approach to Leadership and Character Development – one that is predicated on a Christian vision for humanity as shaped by the School’s unique Australian context.
The priorities for the 2019-2021 Triennium feature a shift in emphasis in the School’s sports program from one of administration to one of coaching and development. This is accompanied with a growth and development of the School’s outdoor education offerings in Cadets and Duke of Edinburgh Program. The emphasis here will be on the mentoring of every student to be the best they can be. These initiatives are complemented by the building of an indoor sports centre and outdoor education precinct, as well as the encouragement of a number of sporting associations such as football, basketball and tennis.
Captured by the School’s motto, Fortiter et Fideliter, Bravely and Faithfully, the School’s approach to Leadership and Character Development is contextualised by the adventure, adversity and mateship of sport and outdoor education, while characterised by faithfulness, integrity and commitment of our unique house based pastoral care.
The appointment of a Director for Leadership and Character Development is important to the coordination of sports and outdoor education development as contributing meaningfully and purposefully to the educational development of each student. The School will complement these initiatives with the development of staff and a continuous improvement culture in the School. The School’s performing arts will also see some significant attention through the building of a Performing Arts centre in the Preparatory School, as well as a review and restructure of the secondary music and drama. The following strategic initiatives have been identified as significant for the School’s success over the coming decade and worthy of prioritisation in the 2019-2021 Triennium:
Leadership and Character Initiative: • The
King’s Certificate – Scope and Sequence. This initiative seeks to map all the School’s offerings in intellectual, physical, emotional, social and spiritual development.
• Director
of Leadership and Character Development.
• Distributed
Leadership.
• Service
Learning Program (Incl. Overseas Tours).
Outdoor Education Initiative: • Develop
Outdoor Education Facilities – unique to TKS. The program and facilities mean that TKS is able to offer all the benefits of an outdoor residential education program without having to leave Parramatta. Thus, boys remain for sport during Year 9 etc.
• Kahiba,
Cadets, D of E / Outdoor Education Expansion.
• Staffing
structure and allocations.
• Revision
and redevelopment of programs in Cadets and D of E.
Physical and Sports Development initiative: • Sports
Centre and Facilities Development – Football, Rowing, Athletics, Tennis.
• Sports
philosophy of coaching and mentoring – Director of Sport Coaching.
Performing Arts initiative: • Preparatory
School Music facility.
• Senior
Music and Drama Review and Restructure.
People and Culture Initiative: • Staff
recruitment and retention.
• Continuous • Talent
Management.
• Personal
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Improvement.
Growth Trajectories for Staff.
CHRISTIAN COMMUNIT Y
I
t is essential that we secure and strengthen those distinctives that are foundational to our traditions. These include our unique Christian Community and culture, our unique village context, our residential education, and our fellowship around meals and celebrations. Our focus here is on the strengthening of the School’s unique community context by enhancing the cultural and physical identity of our geographic place. We will place the School Chapel at the centre of regular church worship for House Chapel Services, King’s Community Church Services, and weddings, baptisms and funerals through improved Chapel amenities and a pavilion.
The priority we place on human flourishing and wellbeing will also be prominent with the development of a school-wide program involving students, staff and parents.
We intend to enact changes in the areas of catering and food provision, so we will work with our partners and with the wider community in ensuring that the fellowship of sharing a meal, dining together, ensuring worthy and appropriate celebrations of that which we have achieved and that which is good within the School are at the core of community. The following strategic initiatives have been identified as significant for the School’s success over the coming decade and worthy of prioritisation in the 2019-2021 Triennium: The Community Initiative: • Establishment
of TKS Residents’ Association.
• Signage
and wayfinding, including street naming and numbering.
• Development
of concept and business plan for the Heritage Precinct.
• Preserving
and celebrating our unique history and tradition.
• Strengthening
and supporting stakeholder relationships with Old Boys, and school families.
Chaplaincy Initiative: • Chaplaincy
Staffing and Program.
• Chaplaincy
Place – Student Centre.
• Chapel
Amenities and Pavilion.
• Community
Chaplain – King’s Community Church.
Human Flourishing Initiative: • Director
of Wellbeing – Positive Education framework.
• Staff,
student and parent wellbeing.
Catering Initiative: • Improve • Explore
the food and dining experience. alternative food outlets.
• Aligning
catering with the educational priorities of the School.
Boarding Initiative: • Occasional • Develop • More • Full
boarding.
Business Case for House Clustering.
Day/Boarding integration.
Boarding.
• Explore
extended day scheduling. 21
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The First Triennium 2019-2021 continued
ORGANISATIONAL INFRASTRUCTURE
The King’s School has one of the largest operational support teams of any school in the world. It is important that we review our governance, our finance and administration, our property services, and our ICT services to ensure that the School meets best practice expectations. The importance here is to ensure that the School is able to prioritise resources towards its Teaching and Learning activities.
This will be complemented by improvements in finance and administration, productivity improvements in property and maintenance, and an overhaul of the School’s approach to ICT as a strategic driver within the broader context of Knowledge Services.
Knowledge Services Initiative:
The School will also explore alternative approaches to the provision of quality transport for its community.
• Master
The following strategic initiatives have been identified as significant for the School’s success over the coming decade and worthy of prioritisation in the 2019-2021 Triennium: Governance Initiative: • Governance
audit and review.
• Governance/Management
reporting and dashboards.
• Compliance
and Continuous Improvement.
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• ICT,
Libraries and Analytics Restructure and Development.
• Development
of ICT infrastructure to accommodate cloud-based technologies and BYO.
Property Initiative: Planning by Precinct to better manage the School’s asset burden as well as promote targeted philanthropic efforts.
• Productivity
Improvements for property and maintenance.
Finance and Administration Initiative: • Financial
management – KPMG modelling, mapping the asset burden, modelling the School’s value creation and value flow.
• Productivity
improvements to property services.
Transport Initiative: • Transport
review (buses) and productivity improvements.
ADVANCEMENT
The School stands to strengthen enrolments and philanthropic funding from a variety of sources should it improve its sales, marketing, and advancement efforts. Engaging the School’s broad and varied community groups is critical to this exercise, as people devote time, money and energy to their passions, and people are passionate about The King’s School.
The School also seeks to broaden its metropolitan, regional and global enrolment bases. The initiatives in the Advancement areas will see a broader interest in sales, marketing and advancement across the School. The School will seek to strengthen its regional and preparatory enrolment programs and initiatives with the appointment of a regional and preparatory registrar. This will see the School’s Registrar developing a more global focus as well as exploring opportunities for the School’s use of facilities outside of term time for mission based opportunities. Advancement initiatives will target funding for scholarships, the Heritage Precinct of the School and ensure that the School’s database of Old Boys and other community members is up to date and functional. Advancement will also work with the Foundation and the various Associations of the School to develop an intentional, sequenced and cohesive strategy to enhance community engagement and philanthropy.
The following strategic initiatives have been identified as significant for the School’s success over the coming decade and worthy of prioritisation in the 2019-2021 Triennium: Admissions Initiative: • Regional
and Preparatory Enrolments.
• Use
of school facilities outside of term time.
• Scholarships.
Advancement Initiative: • Associations,
OBU, Foundation.
•
Parent Association.
•
Community Database.
The Future Fund Initiative: •
Bequests.
•
Trust Funds.
•
Annual Giving.
•
Masterplan and Appeals.
The Future Project Initiative: •
The Future Project.
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Fortiter et Fideliter
Conclusion
24
“
On the eve of this global century, there has never been a time more poignant for the contribution of The King’s School as a Christian community to make an outstanding impact for the good of a global society.
”
T
he King’s School has courageously and
faithfully grown and
This strategic plan is but
another step in the centuries’
old history of The King’s School.
developed thought leaders
It is a plan that seeks to bring
integrity for almost 200
and aspirations of students, staff,
founder, Bishop Broughton,
possibility of another 200 years.
in The King’s School is not
them happen takes commitment,
of those upon whom it is
while this plan introduces some
entire community.” It is the
always ensure that the distinctives
The King’s School who have
education continue to remain
of Christian character and
together and orient the hopes
years. It was the School’s
parents and Old Boys towards the
who stated, “The education
Yet, while plans are easy, making
for the exclusive benefit
resources, and hard work. Further,
bestowed but for that of the
new ideas and possibilities, may we
Old Boys as graduates of
that lie at the heart of a King’s
carried this benefit for the
certain and foundational to who we
entire community for more than 50 years. On the eve
of this global century, there
has never been a time more
poignant for the contribution of The King’s School as a
Christian community to make an outstanding impact for the good of a global society.
are and what we do as a Christian educational community.
May God continue to bless
The King’s School as a Christian community of courage and faithfulness.
Mr Tony George HEADMASTER THE KING’S SCHOOL 25
2019-2021 STRATEGIC PL AN
26
27
2019-2021 STRATEGIC PL AN
The education in The King’s School is not for the exclusive benefit of those upon whom it is bestowed, but for that of the entire community.
688/040419
WILLIAM GRANT BROUGHTON, 1832
www.kings.edu.au Cricos No: 02326F 28
P: +612 9683 8555
E: tks @ kings.edu.au
The Council of The King’s School, ABN: 24 481 364 152
A: PO Box 1 Parramatta 2124, NSW Australia
Incorporated by The King’s School Council Act 1893
