The programs of, and teaching at The Knox School, support and promote the principles and practice of Australian democracy, including a commitment to:
• Elected Government
• The rule of law
• Equal rights for all before the law
• Freedom of religion
• Freedom of speech and association
• The values of openness and tolerance
Our Mission
To equip students to be the architects of, and advocates for, their learning through their lives.
The Principal’s Message
A year ago today, I asked you all, where were you in 82? The question aligned with our 40th anniversary celebrations of The Knox School. In 2022, we celebrated this anniversary with a myriad of events under the auspices of the community chosen hashtag #proudtobelong; indeed, the sentiment was so strongly felt by our community that it took on a life of its own, providing a narrative upon which the TKS community evolved and thrived throughout that year and into well 2023.
At the start of this year, we sat down to discuss the # we wished to use for this year – our 41st at TKS; it soon emerged that whilst some other ideas did garner momentum, none so much defined the TKS community as #proudtobelong. And thus, it became our mantra for 2023.
In my introduction this year, I wanted to use the opportunity to share with you all, some of the reasons for which I am proud to belong to this wonderful community and to provide a window into the life, love and learning here on campus this year through the lens of student led initiatives.
In 2023 at The Knox School, we have continued to shift the traditional paradigms and focus on the process of learning and holistic student outcomes through the concept of the three journeys.
Through a range of programs and care structures we have continued to support our students to define themselves as learners, to map out their own journey and to make their mark on their world.
To allow them not only to Dream but furthermore to support them to Believe and subsequently Achieve
Let’s take a look at just some of their journeys and what our students have achieved in 2023…
Snowboarding
Let us start on the slopes…
Ethan Xu, Year 5, began snowboarding only a year ago, carving his way down the icy slopes of Mt Buller with his family on weekends, he decided he wanted to take it a step further!
In August, Ethan decided that he wanted to compete in the Interschool Snow Championships at Mt Buller representing TKS on the slopes. As many of you will know, TKS does not compete annually in snowsports; this did not deter Ethan!
Writing to myself and Mr Cowell, Ethan was determined that he would represent TKS.
Designing his own marketing materials and branding, Ethan entered the annual Interschool Snow Championships, where students from all around Victoria were competing, a highly prestigious event on the snowsports calendar!
Not only did Ethan take part, he won first place in Division 4 Boys’ snowboard giant slalom bringing home the trophy to TKS for the first time in over 25 years.
An enormous achievement for a first-time entrant!
Auslan Club
In March of this year, the WHO acknowledged World Hearing Day; for Asmi in Year 9, this was an opportunity for her to share her knowledge and skill in the form of Auslan, a visual language used by deaf and hearing-impaired people.
Think of it as a way of communicating without talking.
For many of us, we became familiar with this language during the days of the pandemic; glued to our screen as the daily press conference was delivered, always accompanied by an Auslan interpreter.
In her previous school, Asmi, a hearing-impaired student, had worked with Auslan interpreters and so naturally, Auslan became a way of life.
On arrival at TKS, Asmi saw an opportunity to share her knowledge of Auslan with the community and to allow TKS students to benefit from a new skill.
Asmi set about setting up Auslan Club each Friday at lunch time.
What began as an idea to share, quickly became a weekly occurrence on the co-curricular calendar!
Today Auslan club sees students of all ages dropping in and taking part; through her determination and initiative, Asmi has provided an opportunity for our students to grow, develop a new skill and offered an insight into a whole new world of communication. She writes:
“Up until last year, I have always studied in a school that had a deaf facility and so everyone was aware and educated about Auslan in some way or form. This year, when I joined
The Knox School and took the initiative of starting an Auslan Club, what pleasantly surprised me was the curiosity and eagerness from the staff and students alike. The acceptance and appreciation I received gave me a sense of belonging and made me realise that there is always a willing audience to help support the cause.”
Creating
a Perfect world
In Semester 1, I was contacted by Rushil in Year 9. Rushil and his cohort were part of the Year 9 Cube course, Creating a Perfect World. Rushil, reached out to me via email to invite myself and other key staff members to a presentation; he wrote:
“Over the course of the last seven weeks my class has been finding a way to improve the wellbeing and physical health of students at the School. During this process we came up with the idea of incorporating a swimming pool at the School and hope to shed our light on the idea.”
Now for any of you who have been in the TKS community for long enough will know that talk of a pool goes back to the days of our founding Principal, Dulcie Flinn.
It is on every student’s wish list!
However, for Rushil and his group – the Purple, Pink and Orange Playful Cheerful Company , this pitch went far beyond simply wanting a pool.
In their presentation, Rushil and the group presented the notion of wellbeing and the benefits of aerobic exercise on students and staff. The pitch had considered everything from the architect plans, hire of facilities and subsequent revenue through to the full business proposal.
The group concluded that the investment would be “very expensive” but the return would be substantial.
To further investigate their idea, Rushil and the group were invited to Huntingtower School to meet with the then Principal, Mr Andrew Houghton and his Business Manager, where the group had the opportunity to discuss their plans and learn about the costs and risks of such an initiative.
Overall, the group determined that their hypothesis was indeed correct – a pool is a highly expensive venture; nonetheless, the process of learning in which they had engaged provided a wealth of insight into the process of decision making within an organisation.
Year 11 Social
As the world has emerged from the impact of Covid-19, we have encouraged our students to consider ways in which they can inspire togetherness; to find new ways to share time together and build community.
Whilst there are many cherished traditions and milestone events at TKS, we encourage the students to consider alternative ventures and support them to bring these ideas to fruition. This was the case for our year 11 students this year.
“During the year, there was a lot of discussion about how to make Year 11 memorable, and the common theme was to have a marquee event such as a Social. I developed my collaboration skills by working with other students to reach a common goal. We all put our ideas together, welcomed feedback on the invitations, and agreed on a delicious menu for the night. It was amazing to see everyone dressed up, dancing away. Organising this event, made the students and me see the ‘bigger picture’ of what high school is really about - not just academia but also the fun side! I think the Year 11 Social was
an amazing one. The students are now ready for the academic stressors of Year 12, but also the fun that goes along with it.”
– Amrit Sidhu
The night was a huge success, and one that will live on in the memory of those students, but also as a legacy for students who will now follow in their footsteps.
Sport Club
Many of you may recall one of our 2022 Presentation Night Hosts, Brooke Anderson; Brooke started her TKS journey in Pre-Prep 3, and throughout her time at TKS has stood out as a leader, both of self and others.
Brooke understands the importance of giving back to her community and ensuring that others can benefit from her experience. This year Brooke kickstarted an initiative creating a lunchtime club with the intention of encouraging connections between the Junior and Senior Schools through sport. She writes:
“I was passionate about building on the connection between Junior and Senior School and decided to organise various sports activities during Tuesday lunchtimes, incorporating the important skill of collaboration through various age groups. It was so great to see the students in Junior and Senior School smiling and interacting together, whether they were playing capture the flag or ultimate frisbee.”
This is just one example of Brooke’s ability to bring people together. She sees a problem and finds a solution! It usually involves sport!
Whilst Brooke departed TKS in 2023, heading overseas to pursue her sport dreams in the US, I know that the success of the club ensures that it will live on long into 2024 and beyond!
Ice-bucket challenge
In Term 2, the Prefect Team, led by Ayla approached me with a new initiative, inspired by the AFL annual, “The Big Freeze”, in which Australian icons, and footy stars slip down a slide into a pool of icy water. The goal was to bring the Big Freeze to TKS and to encourage people to experience a brief sensation of the muscle spasms associated with MND.
“This year I orchestrated a successful fundraiser in support of Fight MND, raising over $6000 – the largest fundraiser in the School’s history with the help and support of the entire
TKS Community. This undertaking involved meticulous planning, organising sponsorship, coordinating sausage sizzles, face painting and food stalls. The event connected our School community and was the highlight of the year for many. This experience taught me how to effectively communicate with businesses, board members, students, teachers, and parents. A skill vital in the workforce.”
- Ayla Cosgrave
The success of the event went well beyond the initial intentions and saw TKS rank 2nd on the Australian School Leader Board.
The Car Show
Over the years at TKS, we have tried a number of different formats for our Fathers’ Day celebrations. Whilst moderately successful, they have never felt quite right. In discussion one day with Eshan, it became clear that he had some ideas for a way in which we could bring the community together…
“The TKS Fathers’ Day Car Show has been an incredible opportunity for me to share one of my passions with the TKS community whilst creating new bonds throughout the
School. The event and its goal to raise funds for Drive Against Depression has allowed me to connect with members of our community including current students, alumni, the FPG and parents to hopefully start a new tradition at TKS”.
- Eshan Mirash
For any of you who were there, I am sure you will agree –the community came out in force! The rain stayed away and the event was a huge success, raising $2000 for Drive for Depression (DAD), with only one minor point of negative feedback – the ramp to the hockey pitch did not provide adequate clearance for a Lamborghini!
A problem we thought we would never encounter…
In a world where collaboration is integral to success, these projects and initiatives provide a practical context for students to learn how to work in partnership effectively.
It is through these experiences that students gain valuable insights into diverse perspectives and develop empathy for others.
The process of turning an idea into reality fosters a great sense of accomplishment, achievement and empowerment.
The implementation and success of student-led initiatives also contribute to a vibrant and inclusive TKS community; one of which we are all proud to belong.
As students take ownership of, and drive their initiatives, they develop a sense of pride in our School and become active contributors to its growth, development and success.
At TKS, we believe that encouraging student-led initiatives and projects is a powerful way to nurture skills, values, and attitudes that prepare our students for success in an everevolving world.
By embracing and prioritising student-led initiatives, our School can pave the way for a future where students are not just passive learners, but active architects of their own personal growth and success well beyond the gates of The Knox School.
In these various examples we can see our students working on projects and learning which make a genuine difference to our community, to our world and exploring learning which has their voice at the very heart of it.
This learning journey does not replace the content or the academic disciplines, rather it combines and enlivens it.
This form of learning provides both meaning and context.
I would like to take this opportunity to congratulate each and every one of our students for their plethora of achievements this in 2023.
From achievements on the sports field to the dance floor from the stage to the classroom we acknowledge and celebrate them all.
I extend my heartfelt thanks and gratitude to the many members of the TKS community who have supported our students to achieve their personal best in any aspect of life at TKS.
Like seeds becoming mighty trees, motivation and inspiration need to be nurtured, if we are to have the courage to conquer!
Whilst time permitted a mere handful of examples to be shared with you in this article; I hope that the stories and illustrations shared provide a glimpse into some of the many ways in which our students at TKS have found the inspiration to dream, the capacity to believe and the motivation to achieve.
Ms Nikki Kirkup Principal and Chief Executive
TKS Organisational Structure
School Board Principal
Assoc. Principal:
Assoc. Principal:
Grounds Staff
Assoc. Principal: Learning, Teaching & Innovation
Assoc. Principal: Head of Junior School
Assoc. Principal: Head of Senior School & Student Wellbeing
Learning Design Leaders Learning Design Leaders JS Heads of Students/Academics
ELC Coordinator Careers Practitioner
Teaching Staff JS Teaching Staff SS Psychologist Psychologist
The Knox School Board
Wendy Lewis, OAM
Sandra Ball
Wendy is Chair of The Knox School Limited. With over 35 years’ experience, Wendy has worked in manufacturing, accounting services, independent schools and tertiary colleges. She has qualifications in accountancy, education and philanthropy.
Wendy’s experience includes financial management, strategic planning, risk management and governance. She is the Chair of the Invergowrie Foundation, a philanthropic Foundation focused on advancing the education of girls and women in Victoria. Wendy is also Executive Officer of the Collier Charitable Fund. She was CEO of Girl Guides Victoria from 2004-2014.
Sandra currently holds the position of Chief Operating Officer at the VET Development Centre. Her business background includes executive management in the arts and education sector, including international students and the ESOS Act. She has attained a Master of Business Administration (MBA) degree, together with additional studies in Human Resources, Education Law, Registered Training Organisation legislation, Compliancy, and Training & Assessment in the Vocational Education and Training sector. Sandra was also awarded an AbaF Margaret Lawrence Scholarship which enabled her to undertake professional development at Melbourne Business School, Mt. Eliza Campus.
Sandra’s first contact with The Knox School was when her daughter and son commenced Pre-Prep in 2001 and 2003, respectively.
Ted Gale - resigned 31st December, 2023
Ted is an independent Information Technology (IT) consultant across a range of business sectors including Education, Federal, State and Local Government and utilities throughout Australia and New Zealand.
His background includes more than 30 years of Executive Management roles in the ICT industry, with experience in leading-edge technology including software development and requirements, business application consulting, plus technical, infrastructure and strategic ICT consulting.
Ted’s first contact with The Knox School was in 1997 when his son and daughter started in Years 7 and 5 respectively. In 2000 Ted joined the School Council, which he chaired from 2003 to 2007. Ted commenced as a member of the Board in August 2007.
Genia Janover - resigned 11th July, 2023
Principal of Bialik College for 20 years, Genia is one of Australia’s outstanding educational leaders, driven by her passion for educating children and maximising their talents and potential. She has demonstrated creative and inspiring leadership over a sustained period and led the way in educational innovation in a number of areas.
Genia is an ambassador for Independent Schools Victoria; a member of Council at Geelong Grammar School; Fellow of the Australian College of Educators and Fellow of the Australian College of Educational Leaders.
Craig Spagnol
Craig is a Solicitor and Notary Public and is General Counsel and Company Secretary at Seaway, a global transportation and logistics business. Before taking up law, Craig was a teacher at The Knox School from 1989 to 1999. He held positions including House Coordinator and Head of the Commerce and Humanities Faculties.
Sarah Spencer
Sarah is a former student of The Knox School, which she attended from 1988 to 1995. Sarah returned to the school in 1999 to form the Alumni Association and in 2001 joined the school council for four years until 2005, when she resigned to relocate to London to work at one of the Magic Circle law firms.
Sarah returned from London in 2009 and is currently a Senior Manager at ANZ.
Ahmad Samadi
Ahmad is a finance and accounting professional with over 14 years of experience in audit and assurance. He is a Director and Head of Audit & Assurance at Accru Melbourne and is passionate about helping the not-for-profit sector. Ahmad has served on not-for-profit Boards previously and works with numerous independent schools in achieving their financial objectives.
Financial analysis
The Knox School Limited is a not-for-profit company, limited by guarantee. All funds generated are used to continually reinvest back into the School in a responsible and sustainable manner for the future strategic benefit of students, staff and the wider School community. The School remains in a sound financial position, recording a $1.25m profit in 2023 (up from $15,000 in 2022) and has $4.8m in cash, no borrowings and $74.6m in net assets as at 31 December 2023. These surpluses will be used to fund continued refurbishments and upgrades to our facilities, and invest in student learning programs.
The following charts set out the School’s income and expenses:
Major income areas 2023 ($22.4m)
Fees and levies (including local and international students
Grants Recurrent (including State and Federal)
Other Income (interest, donations, facility hire, bus fees etc)
Major recurrent Expenditure 2023 ($21.15m)
Wages (including superannuation and other ‘on costs’)
The number of students who completed VCE Unit 3 and 4 or Vocational Education and Training (VET) Units was 51
Entrance Rankings
• Our median study score was 33
• Our top student received an ATAR score of 99.25
• 6 Students achieved an ATAR over 95
• 12 Students achieved am ATAR over 90
• 65% of students achieved an ATAR over 80
• 80% of students achieved an ATAR over 70
• 9 students achieved the VCE Baccalaureate
ATAR = Australian Tertiary Admission Rank
Year 12 student performance
Academic and non-academic pathways
• 51 students completed the year, all successfully attaining their VCE certificates with two students attaining a school assessed VCE, with the remaining attaining an ATAR.
• 50 students applied for tertiary study; 48 students applied for tertiary study through VTAC (Victorian Tertiary Admissions Centre); two applied directly to a private institution in Melbourne, and the remaining one student applied for a apprenticeship. Three students also applied to interstate institutions, all successfully receiving an offer.
• All 48 VTAC applicants attained a VTAC offer, and the two direct applicants were also successful in attaining their offers.
• Of all the applicants, seven students gained offers into double degrees.
• 44 (86%) students received offers to enter a bachelor’s degree; six (12%) students are entering Certificate or Diploma courses which articulate into a Bachelor’s degree in 2025, with one (2%) student going on to an apprenticeship with BMW.
• In all, every Year 12 graduate is, in fact, going on to further study.
• To date, one students has been awarded academic scholarships, with another one pending:- one student will receive $5,000 ; one student was offered scholarships from two institutions, but declined them as the preferred course was not offered.
• It should be noted that various universities once again offered special Early Entry programs to Year 12 students in the light of the disruption and uncertainty they faced regarding successful completion of their VCE over the past few years. Seven students took advantage and applied for programs at Swinburne University*, one student also applied for the ACU** program, and one student applied for the Federation University.*** program. All were successful in attaining a conditional Early Entry offer. The excellent news is that none of those students needed to take up their Early Entry offer as they all attained high enough ATARs to get into their preferred course.
*The Early Entry program at Swinburne University did not require an ATAR but rather a written submission from the student, and an endorsement from the Careers office.
**The Early Entry program at ACU required students to attain a minimum ATAR and submit a written statement.
***The Early Entry program at Federation University required applicants to meet a minimum ATAR and submit a written statement.
NAPLAN TEST RESULTS
The NAPLAN test (National Assessment Program - Literacy and Numeracy) measures the percentage of students in Years 3, 5, 7 and 9 achieving the national literacy and numeracy benchmarks for their Year level.
Year 3
• 98% of students above the minimum standard in Reading.
• 100% of Students above the minimum standard in Writing.
• 98% of students above the minimum standard in Spelling.
• 100% of Students above the minimum standard in Grammar and Punctuation.
• 98% of students above the minimum standard in Numeracy.
Year 5
• 100% of students above the minimum standard in Reading.
• 100% of students above the minimum standard in Writing.
• 100% of students above the minimum standard in Spelling.
• 100% of students above the minimum standard in Grammar and Punctuation.
• 100% of students above the minimum standard in Numeracy.
Year 7
• 100% of students above the minimum standard in Reading.
• 100% of students above the minimum standard in Writing.
• 99% of students above the minimum standard in Spelling.
• 100% of students above the minimum standard in Grammar and Punctuation.
• 100% of students above the minimum standard in Numeracy.
Year 9
• 98% of students above the minimum standard in Reading.
• 94% of students above the minimum standard in Writing.
• 99% of students above the minimum standard in Spelling.
• 96% of students above the minimum standard in Grammar and Punctuation.
• 99% of students above the minimum standard in Numeracy.
Student attendance
Student Attendance
Absentee and Reporting Process
Attendance is a priority at The Knox School. Attendance records are kept for all students and the roll is marked regularly. The rolls are marked each period and entered on the electronic recording system. This enables teachers to keep a very accurate record of attendance for certifying authorities such as the Victorian Curriculum and Assessment Authority. Our roll marking system is also helpful for parent and teachers interviews and for use in counselling.
If the School has not already been notified of an absence, the Assistants to the Heads of School will send a text message (SMS) to the parent requesting an immediate response. The reason for absence is then entered against the students’ details. Students who are absent without explanation are subject to the School’s normal disciplinary procedures.
Continuous Online Reporting is available to parents of students in Year 7 and above. Comprehensive reports are distributed to parents and guardians at the completion of each semester. Reports outline gradings in each subject as well as general and constructive comments by teachers on a student’s progress. Parents are invited to follow up with the teacher or Head of School. Parent/ Teacher interviews are held at different times during the academic year.
Parent Satisfaction
LEAD Surveys - the TKS journey so far...
Background and Context
Building on the trajectory from last year, 2024 has seen further pleasing growth within the School, starting the year with 812 students - an increase from 778 in 2023. We are delighted to see a return to the larger cohorts in the Senior School and full cohorts across the Junior School and ELC.
The rising numbers in the School not only bring new members into the TKS community, but also provide opportunities for growth for the School and enhanced opportunities for our students.
At TKS, we recognise the complexity and evolution of the world in which we live and understand the need to listen to the perspectives of our community as we navigate the intricacies of the future. Throughout the year, we have worked with our students, staff, and parents as we consider the changing environment and the inherent role of education. The role of TKS.
In 2023, we undertook our largest parent and student survey, opening the survey up to all year levels, including Year 12, providing channels for feedback, and seeking to further understand what was of importance to our students and our parents and carers. I thank those of you who last year had taken the time to respond to this survey; the commentary is essential and is one of the many feedback channels which informs the development and ongoing refinement of our programs for 2024 and the future strategic direction for TKS.
In 2023 we adopted the Independent Schools Victoria (ISV) LEAD Survey. Used by the majority of Independent Schools in Victoria, the survey not only provides insight into feedback from our own community, but moreover allows for us to benchmark data against other similar schools. The survey is standardised across all participating schools and thus provides a useful tool for monitoring our understanding of our local and regional environment within the sector overall.
In 2023 LEAD Surveys were utilised in 160 Independent schools across Victoria and collated 145,560 responses.
Since the delivery of the final reports earlier this year, we have taken some time to unpack the data and understand the essential narrative of the survey; whilst we acknowledge
that only a small percentage of parents responded to the survey, we feel that the feedback has provided an opportunity for, not only reflection on what TKS does well, but where we can add further value as we continue to review and evolve our TKS programs and structures.
In 2023, we introduced many expanded programs, refined structures, and diverse co-curricular offerings to the students of TKS across ELC to Year 12. The 2023 modifications not only responded to feedback from our community, some of which was gained through previous parent and student surveys, but also aligned well with developments in the wider education context.
Throughout the last year, we have taken the opportunity to consult with our community, taking feedback on the various aspects of these programs as we endeavour to continually review and refine.
I would like to take this opportunity to thank families who have attended the consultation and engagement sessions throughout last year and those held more recently in 2024. Your input has helped us to shape the many aspects of life here at TKS, from the Generative AI Policy to uniform design, traffic flow on campus and the future of Language Programs in the Junior School.
The Process
Surveys were distributed to parents with children across all age ranges in 2023 to provide every voice an opportunity to be heard.
The survey questions were grouped into categories, and within each category, there were up to approximately a dozen questions. Survey questions asked the user to rate their level of satisfaction on a scale of 0 to 10.
Respondents were asked to consider their answers in relation to the past 12 months.
The overall LEAD Report delivered to the School brings together all data sets into one report to present stakeholder perceptions against real performance data collected from reliable sources such as ACARA (Naplan) VTAC (ATAR) and Commonwealth DESE Financial Questionnaire (financial reports.)
Common questions were asked of all stakeholder groups within each domain; responses were then collated to provide an overall indicator score.
Summary of Responses
In 2023, overall satisfaction was surveyed against the following nine indicators and provided a 360-degree review of performance:
• Quality of Teaching
• Overall Governance
• Financial Wellbeing
• Facilities/Resources
• Morale
• Goal Alignment
• Parent and Community Involvement
• Personal and Social Development
• Health and Safety
Pleasingly, in eight out of the nine areas, The Knox School sat above the ISV average and significantly above the average in three aspects – Financial Wellbeing, Governance and Facilities/Resources. The one anomaly, an aspect sitting slightly below the average being in Personal and Social Development.
Unpacking the data at a more nuanced level highlighted some very pleasing and some very interesting trends for our community; a few of the most significant are noted below:
Quality of Teaching
The subjective data sat above the ISV average across all aspects of this domain, but particularly so in relation to the student perceptions. This is a superb affirmation for our team of dedicated educators and further recognition of the continued commitment to investment in our people, a defining feature of the strategic direction of TKS since 2016.
Facilities and Resources
Responses in this domain similarly ranked very highly in the survey responses, above the ISV average across all aspects, but in particular with focus on learning spaces and student perceptions overall. This is a reassuring trend as we continue to develop the TKS Masterplan 2025 and Beyond with a focus on our Junior School Outdoor Learning Spaces, Community Café, Futures Hub, and our rolling program of ongoing refurbishment of the student learning spaces – the most recent being our extension and upgrade of the Junior School Prep classrooms.
The importance of student voice is fundamental to our process of planning and development; this week our Junior School SRC met with the landscape architect, Mark Frisby; our CFO, Mr Dwayne Wathen; Head of Facilities, Mr Wayne Greig and me to put forward their ideas for the Junior School Outdoor Learning spaces.
Whilst we rely on the adults in the room to facilitate and deliver on such projects, the real experts in outdoor play are indeed our students. Working together, they provided the project team with a well-informed wish list, some sage words of advice and some fairly impressive landscape drawings. While perhaps not all of the ideas will come to fruition (the floating glass sky bridge…) we are committed to delivering on a project which has their voice at the centre and their creativity at its heart.
Personal and Social development
Whilst all other aspects displayed similar levels of satisfaction, one aspect which revealed an anomaly in the data was regarding Personal and Social development – of students. This domain covers areas such as, student leadership, community service, spiritual development, and student wellbeing programs. Whilst parents reported high levels of satisfaction overall, students reported lower levels of perceived satisfaction, in particular with reference to community service opportunities and the scope of the program of Wellbeing. This is something that we have reviewed in greater detail to understand the nuances of their perceptions and have determined as an immediate priority. In the coming weeks, we will be working with our students to review the current program scope and the proposed modifications for 2025 and beyond.
Beyond the Headline
The data showed many positive patterns at a broad level, and this was encouraging for the School, but we wanted to examine the data at a finer level to explore the story behind the headline.
The reports allowed us to examine each domain (as indicated above) and explore the variety of question subcategories that have contributed to the overall response result. Of interest would be the highest responses, to see where we are doing well, but more importantly - the lowest quartile responses revealing areas that might need more improvement.
PARENTS: 230 responses out of an estimated population of 650 (35% response rate)
Top 5 Responses (highest level of agreement)
The data above shows many positive aspects that we should acknowledge and celebrate – especially, that the School is perceived as a secure and friendly place, our students are recognised and encouraged to learn. This is valuable feedback that helps us to verify our assumptions, based on our fundamental School Values and strategic focus on Personalised Learning.
However, we know that to grow, we need to not only appreciate and highlight our strengths, but also examine the issues from different views and standpoints.
The lower quartile responses, whilst not remarkably low, revealed concerns around communication, in particular regarding relative student achievement and the variety of learning programs on offer at the School. Of interest was also the concerns around the availability of opportunities for parent involvement and the range of co-curricular programs on offer.
Bottom 5 Responses (lowest level of agreement)
In 2024, many of the concerns emphasised above are at the forefront of our understanding, and work to refine our offerings in these highlighted areas already underway. The
2024 Parent Ambassador Group is one such example of our commitment to not only offering enhanced opportunities for authentic parental involvement, but moreover to provide more effective channels of communication as part of the strengthening of the partnership of home and school.
As we continue our TKS Strategic Planning process, which honours the achievements of our predecessors and prepares the way for the future of TKS 2025 and beyond, we will engage with our community to share more details of the survey data, and to seek input on our future strategic goals and actions.
In a recent edition of the Knoxmail, Mr Parker put out a call for parent contribution to the TKS Digital Strategy, and we were delighted to receive interest from several parents almost immediately!
In the coming weeks, look out for further opportunities to participate in a range of similar forums and mini surveys. We understand that scheduling and attending such events can be difficult for many of our families, and we will therefore provide several diverse formats for contributions.
The value of feedback
In a recent interview for ISV, I discuss the TKS Journey with LEAD. The link can be found here:
ISV LEAD School Effectiveness Survey
In the interview, I highlight a vital component of working with feedback, which is relevant to this summary today. At TKS, we are cognisant that we serve the needs of a large, diverse, and growing community. We understand that a community of this size will hold a vast range of views and perceptions – sometimes aligned, but often, conflicting. Such tensions are inherent within any dynamic community and are in fact a necessity for progress. Rather than viewed as an obstacle, they can be a catalyst for evolution, enhanced inter-cultural understanding, and growth.
Through our ongoing process of community consultation, utilising surveys, forums, and established communication channels, we are able to differentiate the tides from the waves.
As with all communities, our attention can often be drawn to the waves; turbulence which demands our immediate attention. Waves can be loud, visually demanding and can cause short term damage; however, a wave does not create a permanent imprint on the land. A tide, however, is more rhythmic, sometimes less obvious and over time can make permanent changes on the coastline; not necessarily damage, but certainly change.
Aligning this analogy to the feedback cycle and strategic planning of a school, all too often, our attention can be drawn to the waves; to the fads or the everyday turbulence, most of which will fade and diminish causing no lasting impact. The tides however (in this case the trends) are something that we should pay close attention. Trends in not only education, but within the wider community locally and globally.
On behalf of the TKS community, I thank you for your time, your reflections, and your continued support of this wonderful community.
I look forward to engaging with you in the next steps of our journey and beyond.
Ms Nikki Kirkup Principal and Chief Executive
The Knox School Staff 2023
The Knox School Staff
Board of The Knox School Limited
Wendy Lewis OAM, Chair
Ted Gale
Genia Janover - retiring
Sarah Spencer
Craig Spagnol
Sandra Ball
Ahmad Samadi
Executive
Principal & Chief Executive Nikki Kirkup B.A.(Hons.).QTS., Grad.Dip.Ed.
Chief Financial Officer Dwayne Wathen CA (ANZ)., B.Bus.&Com.
Head of Teaching, Learning, and Innovation Liana Gooch B.A., Dip.Ed.
Head of Senior School and Student Wellbeing Phillip Henniker M.EdLead., B.A. B.Ed. Head of Junior School Simon Cowell B.Ed., B.Comm.Dev.
Head of People and Culture Toni-Ann Bright M.Ed., B.Mus.Ed., Dip.Ed. Dip.Mgmt.
Head of Strategic Systems Travis Parker M.Ed., B.Comp., Dip.Ed.
Senior Leadership
Deputy Head of Senior School and Head of VCE Janelle Mathias B.Sc., B.Ed.
Deputy Head of Junior School Sarah McKenzie B.Ed., Grad.Cert.Innovative Learning Design
Head of Students: Year 7 Brittany Morgenthaler B.Ed.(Hons.)
Head of Students: Years 8-10 Lindi Chiu M.Ed.(TESOL), B.A.(Acc.), Grad.Dip.Ed.
Head of Academics: Years 8-10 Nicole Wong M.Teach., B.A.(Hons.)
Head of Students: Years 11-12 Emma Kenny B.A., B.Teach. Head of Music and Performing Arts Nico Di Stefano B.Mus., B.Cont.Mus., Grad.Dip.Ed.
Director of International Program Jingjing Wang Ph.D., M.Ed., M.A., B.A. HR Business Partner Fiona Kapkidis BMus, GradCertBusMgt., MAHRI., MVMTA
Director of Marketing Barrye Dickinson DipSchMkt.(CMS)., LRSM., LTCL., ATCL., L.Mus.A., A.Mus.A.
Registrar and Administrative Manager Tania Castles M.Edplus.
Heads of Department
Gemma Beard Head of Languages B.A., PGCE.
Bryden Chew Head of Commerce
B.A.(Hons.), PGDE.
Lindi Chiu Head of EAL
M.Ed.(TESOL), B.A.(Acc.), Grad.Dip.Ed.
Tina Cimino ELC Coordinator Dip.Early Childhood
Jane Lawrence Head of Differentiated Learning
Ed.D., M.Ed., M.Ed.(Special Ed.), B.App.Sc., Grad.Dip.Ed., Grad.Dip.RE., Grad.Dip.Curric., Cert.II IT.
