Woodleigh School ANNUAL REPORT 2023
OUR MISSION
The purposeful development of creative, compassionate, skilful, and resilient young people who can thrive in an ever-changing world.
OUR VALUES
We respect ourselves, others, and the environment.
A Message from THE PRINCIPAL
It is difficult to look back on experiences from 2023 and imagine that they are all part of the same year. The year for Woodleigh began optimistically, full of hope and plans for the future. As a school, we have clearly defined who we are and where we are heading through our strategic vision, ‘Learning to Thrive,’ and now it was time for the rubber to hit the road.
For me personally it has been clearly reaffirming to watch the education world begin to make dramatic shifts in the wake of the AI explosion from November 2022 and the greater need for alignment between the future needs of our students and the current education offering most schools provide. Some critical quotes have stuck in my head as I have listened to and read the commentary of many of our educational thought leaders. Valerie Hannon, Tony Wagner, Sandra Milligan, Tony McKay, Glenn Savage and many others. The need to offer a more human education was stressed by all and a need to focus not only on what students know and understand, but what can they do with this knowledge and understanding and how can they apply it in the real world. We need to be developing first rate humans and not second-rate robots. When I reflect on these words, there is possibly nothing new about these concepts, except that the world is now forcing schools to move and change more rapidly than ever before.
For Woodleigh, a holistic education has always been at the heart of everything we do, and Michael Norman’s philosophy and values are stronger now more than ever. The only shift is the desire to be more purposeful about our aspirations and consistent in the way we apply these ideals.
Reflecting on my year as Principal and as a Woodleigh teacher, my thinking goes straight to the experiences involving students. Walking the Overland Track in March, coaching a football team, helping students on City Bound, assessing Year 9 Community Projects, teaching the odd class of Physics and more recently taking students to the Round Square Conference in Nairobi.
Each of these experiences has been designed to help our students develop their own sense of character and understanding of who they are as human beings. They have also indirectly helped our students develop many complex capabilities, such as, problem solving skills, communication, teamwork, collaboration, resilience, the ability to overcome challenge, global awareness, organisation and so on.
For Woodleigh the purposeful development of compassionate, creative, resilient and skilful young people who can thrive in an ever-changing world has to be more than a statement, it must be backed up by actions and the education that we offer at our school. An education that prepares students for their future. The implementation of the IB, our new Year 10 Regenerative Futures Program, Compassionate Systems Awareness and our ability to measure and assess more than simply academic achievement are all actions that we are taking to ‘walk the walk.’ This type of change is not easy, it doesn’t happen quickly; however, they are the changes that all schools need to make if we are going to shift the narrative about education and begin to provide a more human education that prepares our students for their future.
Last year at the United Nations Education Summit in New York, a new narrative for education was described by the world’s leading experts and they stated that ‘The crisis in education is to fundamentally rethink its purpose and curriculum. In a world of rising tensions, fraying trust and existential environmental crises, education must help us to live better with each other and with nature.”
This statement aligns perfectly with our values of respect for self, others and the environment.
In summary it has been a very busy year with many triumphs and much evolution as we move forward as a school. I look forward to our entire community joining us on this journey as we continue to develop and grow into the School that Michael Norman always imagined us to be.
On a personal note, I would like to thank our School Leadership Team and our School Board. Their passion and tireless efforts to make Woodleigh an amazing school for our students is what inspires me and the work that we all do. In particular, our Board Chair Gerry Gogan and Deputy Chair, Caroline Jacoby provide me with the support I need to lead our school. They do this daily and without regard for their own time constraints. As volunteers our School Board provides countless hours of their time to the Governance of our School and we should be thankful to have such a passionate and selfless group of professionals to guide us into the future.
I would also like to thank our amazing staff for inspiring each other and also our students to be the very best that they can be. They do this every day in every way, and I feel extremely fortunate to work with such great people.
Yours sincerely,
David Baker Principal
Who we are
A Woodleigh education provides more than just an excellent academic preparation for the future. It offers a journey of experiential learning and discovery which prepares each individual for the challenges of life beyond school.
Woodleigh School is a place that encourages students to be adventurous with their learning. It affirms openness, independence, creativity, self-motivation and initiative; elements which you can sense as soon as you enter the school. Our three unique campuses, Minimbah, Penbank and Senior Campus, are entirely coeducational and committed to the belief that this is the only suitable setting to educate both boys and girls for adult life. We are a K-12 secular school of just over 1000 students across our three campuses. We value diversity and different perspectives and our cohort of students comprises 11 students who identify as Aboriginal and Torres Strait Islanders.
We see the development of academic learning, personal wellbeing, and student engagement as being interdependent. As a result, we promote the development of student outcomes across the essential elements of learning: the understanding of concepts, the acquisition of knowledge, the mastery of skills, the development of productive attitudes, and the ability to perform meaningful tasks in real world settings. We understand that such deep learning is best cultivated in safe, supportive and respectful environments where students can take risks, question their assumptions, respond creatively, and explore new ways of thinking. For this reason, our approach to teaching is paced to students’ learning needs, tailored to their learning preferences, and built around their specific interests as learners.
Commitments
We are committed to:
– knowing and celebrating the unique strengths, interests, and abilities of all learners;
– fostering a sense of awareness, empathy and identity that supports personal and collective wellbeing;
– encouraging curiosity, initiative, and responsibility in the lifelong pursuit of learning;
– engaging as active citizens of our local and global communities;
– contributing to local, national, and global conversations that promote intercultural understanding; and
– acting as stewards for the sustainable use and protection of our natural environment.
Mind, Heart and Hand
We cultivate the learning of young people who can apply their knowledge (mind) to solve real-world challenges (hand) and make a difference in the lives of others (heart). Our approach places an emphasis on ‘learning by doing’, through immersive and applied learning experiences, and ‘learning by caring’, through socialemotional development, the promotion of positive relationships, and active engagement as responsible citizens.
At Woodleigh, we design powerful experiences that promote exploration, collaboration, reflection, and deep learning in authentic, real world contexts. We believe that when students are engaged intellectually, emotionally, socially, physically, and spiritually, their learning becomes authentic, personalised, and relevant for their current and future experiences.
Leadership
The School Leadership Team continues to deliver outstanding leadership to our School.
It meets regularly to discuss the operations of the School and to set and measure goals critical to the School’s strategic development and direction. We are very fortunate for the breadth of experience each member brings to their role.
Each member of the School Leadership Team has a large and timeconsuming operational role, taking responsibility for multiple aspects of our Strategic Plan. Our School Leadership Team in 2023 consists of:
Mr David Baker Principal
Ms Natalie McLennan Deputy Principal, Head of Senior School
Mr Rodney Davies Deputy Principal, Head of Minimbah Campus
Ms Vivienne Wearne Deputy Principal, Head of Penbank Campus
Mr Gareth Bolch Deputy Principal, Community, Culture & Student Experiences
Governance
Mr Scott Grimshaw Director of Business & School Operations
Mr Richard Owens Director of the Woodleigh Institute
Mr Daniel Lukies Director of Wellbeing
Ms Lauren Green Director of Human Resources
Mr Lance Pilgrim Director of Risk
Woodleigh School is incredibly fortunate to have a highly skilled Board consisting of volunteers who meet at least twice per term to oversee the Governance of the School.
Each member of the Board brings unique skills, attributes and experience that add value to the overall running of our School.
In 2023, the Woodleigh School Board of Directors consisted of the following:
Mr Gerry Gogan Chair (from May 2023)
Ms Caroline Jacoby Deputy Chair (from May 2023)
Mr James Garde Treasurer
Ms Vanessa Gabriel Chair (until May 2023)
Ms Melanie Gleeson
Mr Rod Evenden (resigned in May 2023)
Ms Eva Burgess
Mr Duncan Scott (resigned in May 2023)
Ms Raquel Poyser (resigned in May 2023)
Ms Kelly Gillies (new)
Ms Helen Clark (new)
Mr Andrew Chew (new)
We thank the Board members for their loyal and wise contributions to the Woodleigh School community.
A Message from the Chair
This year, we continued to progress the goals of our Strategic Plan, Learning to Thrive, making key inroads with the key priorities.
We have further progressed in our preparation for the International Baccalaureate Middle Years Program (MYP) Authorisation, which has been postponed to April. The MYP will strengthen our learning framework, which encourages students to become creative, critical, and reflective thinkers.
The Board and Senior Leadership team had a very successful Strategy Day in September that refreshed the School’s Master Plan and provided a valuable opportunity to review proposed buildings and assigned priorities that aligned with our Strategy.
We have taken the next step with the Year 10 Regenerative Futures project by engaging a Builder, but this project goes beyond just being a building; it incorporates project-based learning in a purpose-built and sustainable structure.
The Compassionate Systems Program continues to roll out, reaching more staff members and providing them with a holistic approach to education and forms a strong basis of commonality for everything we do.
Culminating from the completed Marketing Review, the team has developed a detailed plan to roll out initiatives, including releasing the revamped website.
The School have worked hard to prepare the budget for the challenges presented by the forthcoming introduction of Payroll Tax by the State Government, which will be phased in over two financial years.
Dr. Vanessa Gabriel has stepped down as Chair but will remain on the Board. We are fortunate to have her, as she has served as both Chair of Woodleigh and Chair of the Penbank Board for over a decade. Her expertise as a doctor and paediatrician was invaluable in leading our school through the COVID years. We
have also had a number of new appointments who bring valuable experience in a range of fields.
We have implemented a change to the structure of the Junior Campus Leadership for 2024, with Kate Bird and Andy Khoza heading up the Minimbah and Penbank campuses, respectively, and Rod Davies overseeing both Junior Campuses. This structure will further align the campuses so that they can share the benefits and learnings from each other.
I would like to thank David for his leadership and commitment to learning which continues to shape the direction and success of our School.
Like every year, we want to extend our gratitude to all our hardworking staff, including David Baker and his leadership team, for their contributions throughout the year.
Our primary responsibility is to provide unwavering support to our students. We nurture their individual growth and development and cultivate their resilience and adaptability to change. This commitment is fundamental in preparing them to face life’s complexities with confidence and resourcefulness.
Gerry Gogan Chair
Reflections
Senior Campus
Ms Natalie McLennan
It’s been a hugely rewarding year at Senior Campus. Being part of the Woodleigh community and the events and programs that define us, gives us purpose and is also very grounding.
Homestead Night, the Camps Program, Musicales, Arts Week and the Arty Market – these are all key moments in our calendar and vital parts of our student experience. The Year 10 Hattah program continues to be a ‘rite of passage’ and a landmark experience for our Year 10s. I’ve found that Woodleigh, and all it offers, has a rare capacity to fill you with awe and joy. Having seen it all happen multiple times now, I’m wholly understanding of the ways that Woodleigh is such a special place.
The foundation of all our efforts is Homestead, which provides students with a sense of belonging, a nurturing environment where they can be themselves, and opportunities to engage in activities that foster the growth and development of themselves and the school community. Our dedicated Homestead Coordinators and Tutors provide exceptional care, emphasising the importance of students’ happiness and connectedness, both within and outside the school setting.
At Woodleigh, learning is not bound by four walls. 2023 began with Homestead events, building the deep connection we wish to see between students, staff and families. The Homestead Swimming and Athletics Carnivals were opportunities to build a strong team spirit in and amongst our Homesteads. Homestead Night brings our parents into the mix, and Homestead Camps in Term 1 are where critical connections are established or rekindled early in the year. New students learn about their place at Senior Campus and their extended school family, while older students take on newfound responsibilities, gaining more independence in an outdoor setting.
Our student assemblies are another key feature of campus life – an opportunity to celebrate and communicate with our community. With the support of staff, students design and run these large-scale, inspiring school events.
In August, we witnessed “The 25th Annual Putnam County Spelling Bee”, our amazing 2023 School Production. This musical comedy centres on a fictional spelling bee, set in the geographically ambiguous Putnam Valley. The story was filled with humour, and I am always inspired by the depth of talent and skill our young people display in our production every year. Congratulations to everyone involved! Orchestras, rock bands, ensembles and soloists brought the stage to life with the unparalleled energy of live performances in our Winter and Spring Musicales and further performance programs across the year. We celebrated the annual Arts Festival, Transcendence, which celebrated our creative pursuits across the Senior Campus. The week-long event featured the opening of our VCE Arts Creative Practice, Visual Communication Design and Product Design students’ artwork. The wonderful Film Festival marked the end of a fantastic week, contributing to a tremendously successful festival. Throughout the event, we witnessed the dedication and unwavering pursuit of excellence by our talented participants.
At Woodleigh, we take pride in our strong partnerships with local, national and global communities and organisations. Our
students have a history of engaging with global partners and developing their international mindedness. Whether it be sacrificing lunch breaks to make sandwiches with Eat Up, or volunteering at our homework club, our students consistently embody their values in practical, real-world ways. A remarkable example of this commitment is the work of our Year 9 students and their involvement in the Community Project journey, a crucial component of the IB Middle Years Program. Students identify community needs that resonate with them, conduct research, create plans, and execute projects to address these needs. This six-month endeavour begins with Citybound and culminates in a presentation of their work to a panel of staff. Their research and investigation skills grow throughout this time, and it has been a privilege to be part of the assessment panel at the beginning of Term 4.
Our dedicated teachers continue to provide students with opportunities to explore concepts to allow for deep learning within the classroom. As a candidate International Baccalaureate (IB) World School, we remain committed to helping all students find success by developing their ‘Approaches to Learning,’ including thinking skills, social skills, communication skills, self-management and research skills. These skills align with our school’s mission of nurturing “head, heart and hand,” creating opportunities for students to thrive. This commitment underpins all our programs and encourages regular collaboration and reflection, enabling students to determine the strategies they need to achieve their personal bests. At the end of Term 3, we lodged our IB authorisation application. Senior Campus will undertake the authorisation process via a visit from the IB team and an assessment of capabilities to become an IB World School. We look forward to providing you with an update on the application status next year.
I am honoured to lead a school that prioritises real-world learning opportunities. I am also genuinely excited about the future as we action our 2030 Strategic Plan and work towards launching the Year 10 Regenerative Futures Program in 2025. The strategic plan encompasses several significant projects that will continue to shape a school where every individual can thrive. Our commitment to real-world experiences, agency, well-being, reflection and the development of lifelong skills remains unwavering.
I want to thank the Senior Campus staff, families and friends for their ongoing support. And to our students – thank you too, and continue to think big.
Nat McLennan Deputy Principal, Head of Senior Campus
Penbank Campus
Ms Vivienne Wearne
2023 has been a year of adventure, and with the imminent changes at our campus, we are all excited about what the future may hold.
I am especially grateful to Andy Khoza, who will lead the Penbank Campus at the commencement of the 2024 school year while I take a year’s long service leave. I am very much looking forward to the opportunity to have a little more flexibility, and equally excited about my continued involvement with the Wugubank collaboration, to which I feel deeply connected.
This year has provided wonderful experiences for our children. We celebrated many special occasions, including Cultural Diversity Week, National Reconciliation Week, the much-loved Book Week that featured guest authors and plenty of storytelling, and many sports and outdoor opportunities. Music and other specialist areas have likewise promoted a love of the Arts through Woodleigh’s Arts Week, the Boite School Chorus and Indonesian PESTA Day, to name a few. Across the year, teachers have enthusiastically dedicated their time and passion to the whole learning experience, ensuring the children learn in the best possible way.
Beginning the year with the Wilsons Prom camp for Year 5s, the year provided a continuum of outdoor experiences for all age groups. By Year 6, the children are so excited to meet up with the Wugularr mob at Penbank in Term 1 and then head to the Northern Territory in Term 3 to be with their Wugularr friends again in Beswick. Through these experiences, our children are immersed in these humane endeavours, living and learning in peace and harmony with themselves, others, and the environment. Bush kinder for our youngest children is where this love of the outdoors begins.
Karen Chaur, Director of Curriculum - Early Childhood and Primary Years, commenced during Term 3, joining both junior campuses. Leading the International Baccalaureate, PYP (Primary Years Program) and Curriculum, Karen has effectively collaborated with staff to develop planning and shared practice.
We welcomed a number of new teachers to Penbank and farewelled a couple as well.
All teachers have an amazing impact at Penbank. They are principled, open-minded, caring, and knowledgeable inquirers of education. Their experience, expertise and commitment to work in the team spirit of our school is outstanding. With heartfelt love and appreciation, I thank all staff for the individual tenacity, dedication, and creativity that is generously contributed to Penbank every day.
In 2023, we have walked hand in hand with our broader school community and have committed to a real and truthful education – to seize the future with ability, compassion and resolve to make for a better world. Our community is a harmonious and giving one, engaging in deep thought and proactively taking responsibility. Our PFGs have been fundamental to our purpose. I thank you, parents and friends, with utmost gratitude for your contribution and commitment.
I proudly take leave, acknowledging all who have participated in the Penbank journey. There are many people who have devoted their lives to Penbank, supporting me in my responsibility as a school leader and being amazing co-partners, community members, associates, friends and experts from far and wide. Always looking beyond the horizon, our focus on community, educational growth, the environment and the future has been our driver. Our learning has fuelled our belief in humanity and our commitment to intercultural understanding, friendship and respect. Onwards we go!
My heartfelt love and gratitude.
Vivienne Wearne Deputy Principal, Head of Penbank
Minimbah Campus
Mr Rodney Davies
From our youngest Playgroup adventurers to our graduating Year 6 students, every experience at Woodleigh School has been a journey of growth and discovery for our children. As we reflect on the highlights of 2023, we extend our heartfelt thanks to all who have contributed to making this year truly special.
Our Year 6 Production, “Matilda Jr,” was met with thunderous applause, showcasing the incredible talent of our students. We owe a debt of gratitude to the dedicated staff, supportive parents, and enthusiastic students whose collective efforts made this outstanding show possible.
Grandparent’s Day was a joyful celebration, filled with cherished moments shared between grandparents, special friends, and our Minimbah community.
In staffing updates, we welcomed new members to our team and bid farewell to those embarking on new adventures. We are grateful for their contributions and wish them well in their endeavours.
A standout moment of 2023 was our journey to Green School Bali with our Year 6 students. This immersive experience not only enriched their understanding of Balinese culture but also instilled a deeper appreciation for sustainability and environmental stewardship.
We extend our heartfelt thanks to the Parents and Friends Group (PFG) for their unwavering support in fostering friendships, organizing social occasions, and fundraising for our school initiatives.
To the Leadership Team and staff at Woodleigh School, we express our gratitude for your collaborative efforts in ensuring the best possible outcomes for our school community.
Looking ahead to 2024, we eagerly anticipate new opportunities and challenges. As I step into my role as Director of the PreSchool and Primary Campuses, I pledge to continue leading and supporting the Minimbah Community with dedication and enthusiasm.
To our dedicated Minimbah Team, thank you for your unwavering support, passion, and enthusiasm in guiding our students’ education.
And to our students, from the youngest members of Playgroup to our graduating Year 6 class, you are the heart and soul of our school. Your resilience, creativity, and determination inspire us every day.
Rod Davies Deputy Principal, Head of Minimbah
Academic Results
VCE Results
The Woodleigh School Class of 2023 are to be congratulated on their achievements throughout this year. As Principal, I have been thrilled to watch the way they have worked, maximising their talents and making the most of the opportunities our School affords its students.
Persistence and consistent application have produced many personal bests, with students achieving results beyond expectations, some against significant personal odds. As a School, we are proud of them all.
I am delighted to announce Oscar Carter as Dux of Woodleigh School for 2023. Oscar’s ATAR of 98.6 caps off a fantastic student career at Woodleigh School.
Throughout his time at Woodleigh, Oscar’s commitment to academic performance has seen him receive a 2023 Principal’s Award and certificates for academic excellence every year, while also contributing to community service programs such as our partnership with Eat Up.
Having led Oscar (or maybe he was leading me) on the Overland Track this year, I know he will make the most of every opportunity following his chosen pathway, studying Science-Engineering at Melbourne University.
I would also like to acknowledge Ella Jones’ outstanding achievement; her score of more than 95 was achieved while making huge contributions to the cultural life of the school through our Music, Drama and Community Service programs.
Further to these student’s efforts, I’m delighted that Hugo Brunton’s artwork, ‘Kids on the Farm’, which was awarded the 2023 Bonnie Daniello Acquisitional Prize, has been shortlisted to appear in Top Arts 2024 at the National Gallery of Victoria. Tsomo Lakatsang and Ella Jones have also been invited to audition for Top Class 2024, the showcase of Victoria’s best Year 12 Drama Performances.
Our stories of student success are not limited to those who have achieved perfect academic scores. Every student from the Class of 2023 has undertaken a broad range of learning experiences beyond core academia and, as a result, leaves Woodleigh School ready for life. Our efforts throughout the fifteen years of tuition offered at Woodleigh are not solely focused on a final numerical rank. Education is about far more than this, as is life.
I have been impressed to note the number of students who have, in recent weeks, accepted early offers into 2023 tertiary studies in a diverse range of courses such as Business/Commerce, Design
and Architecture, Psychology and Environmental Design and Sciences. Many of these offers come from our students’ passionate involvement in Woodleigh’s co-curricular program, their polished interview performances, and the strength of their portfolios.
I am proud of these stories. They are testament to the strength of our program and the way our school works from Early Childhood to VCE to help students develop as individuals.
I am extremely proud to note that 100% of our Year 12 cohort received their VCE or Equivalent VET Certificate and that 98% applied for study beyond year 12.
Each year, we farewell a class of well-rounded, articulate, confident and personable young adults with the necessary skills to communicate, empathise, and find creative solutions to problems. Our students leave with much more than a completion certificate and a list of academic successes. They leave with an understanding of who they are, if not exactly where they are headed.
As a community, we wish all students from the Class of 2023 the very best as they head off to University, TAFE, work, travel and community service programs abroad.
NAPLAN Results
NAPLAN tests are the national benchmarking tests undertaken by all students in Years 3, 5, 7 and 9. In addition to establishing an idea of the profile of each years cohort, NAPLAN provides valuable diagnostic information for each student which we use when assessing our programs for individual needs.
We are also able to identify areas in which our programming may need to be strengthened by comparing our performance on each aspect of the testing with the state-wide statistics.
Individual performance is reported on a scale ranging from 0 to 1000, and falling within one of 10 bands. However, aggregated school data is reported on the 1000 point scale with a minimum standard defined by the lower range of a particular band as follows:
Year 3
The minimum standard is Band 2 (270-322)
Year 5
The minimum standard is Band 4 (375-426)
SENIOR CAMPUS
Year 7
Year 7
The minimum standard is Band 5 (427-478)
Year 9
The minimum standard is Band 6 (479-530)
– There is a higher than expected number of students demonstrating strong proficiency in literacy strand in Year 7.
– Students are performing as expected across other strand groups and strands.
Year 9 # of Students Working towards proficiency
– There is a higher than expected number of male students demonstrating developing proficiency in the measurement strand.
– There is a higher than expected number of female students demonstrating strong proficiency in the statistics and probability strand.
– Students are performing as expected across other strand groups and strands.
PENBANK CAMPUS
MINIMBAH CAMPUS
– A higher than expected number of students are demonstrating a strong proficiency in numbers and algebra.
– Students are performing as expected across other strand groups and strands. Year 5
– A higher than expected number of students in Year 5 at Minimbah are demonstrating a strong proficiency in the language strand.
– Across the other strand groups and strands, students are performing as expected.
3-Year Summary of NAPLAN Results
The data presented in the following table is a snapshot of Woodleigh’s NAPLAN results for the past three years.
NAPLAN tests are an achievement-based test and provide a snapshot in time for each particular student around a set of skills identified in the NAPLAN process. Traditionally schools and websites such as MYSCHOOL use means as a way of summarising the ability of a cohort, however, the VCAA have recognised the flaws within the process and now provide a more meaningful analysis in terms of students exceeding expected standards, strong against expected standards, and progressing towards expected standards. This analysis more accurately reflects the diverse abilities within Woodleigh’s classes and most school across the state.
As you will see from our results, we have very diverse groups of students in each level and this data provides useful information with regard to how we differentiate learning for our students.
The final column in the table below shows the percentage of students are exceeding the expected level of proficiency for each skill tested.
Attendance
In 2023, Woodleigh School had an average student attendance rate of 90%. This rate is higher than the previous year and includes student absences for illness, including extended illnesses.
School policies are in place to provide for students that are late to school and/or absent from school on any given day.
In the event that a child is absent, arriving late or leaving early, parents are to notify absences via the School Stream app or send absences an email.
If we do not have any information on file about the student and they are absent for 3 consecutive periods, we send an email to their parents asking their guardian to please note their absence on School Stream or send us an email.
If a child is absent for an extended period (more than a week) the Head of Campus is notified to ensure they are still receiving their work / achieving their deadlines for assignments etc.
If a child is absent due to “anxiety”, “school refusal” or “wellbeing” this is forwarded to their Homestead Coordinator in the first instance to make contact with home to check on the student, and usually with the Wellbeing Team CCd in.
Minimbah Campus
Penbank Campus
Senior Campus
Life after Woodleigh
Post-School Destinations
Congratulations to the class of 2023, who left Woodleigh with so much more than a list of academic achievements, but with the skills, the empathy, and resources to make positive change in the world.
Our students have a diverse range of aspirations and passions, and it is wonderful to see those students get into a variety of courses, business ventures, apprenticeships, traineeships and so much more.
83 students made up the 2023 cohort.
Of the 83 students, 72 applied directly through the VTAC system.
The 2023 Year 12 cohort consisted of 83 Students. Of these 83 Students, 100% received their VCE or VET certificate equivalent.
Of the 83 Students, 88% applied for tertiary study through VTAC and a further
10% through other avenues including apprenticeships, the Australian Defence Force and directly through TAFE’s or private institutions. Therefore only 2% of the cohort did not apply for further studies immediately upon finishing year 12.
Two students applied through the NSW and QLD systems, UAC and QTAC
11 students were unscored
Over 10 percent of the cohort received early offers
Tertiary destinations
Students applied for tertiary study through VTAC at a wide variety of institutions.
The following displays the breakdown of destinations for our Year 12, 2023 cohort who applied for tertiary study through VTAC only.
One student registered with VTAC but did not proceed with applying and commenced an apprenticeship
5% pursued study at other institutions
15% pursued study at Swinburne University
1% pursued study at Federation University
4% pursued study at LaTrobe University
7% pursued study at Victoria University
8% pursued study at Australian Catholic University
13% pursued study at Deakin University
20% pursued study at Monash University
19% pursued study at RMIT
8% pursued study at the University of Melbourne
Community Connections
A Community of Leaders
Reflecting on the past year, we remember and honour Brian Henderson and Michael Norman, whose legacies of respect and inclusivity continue to inspire us. The longstanding ‘Woodleigh Way’ emphasises relationships, respect, learning from life’s messiness and embracing highs and lows – principles that guide us still.
The beloved Brian Henderson Reserve at Senior Campus received a timely Victorian Junior Landcare and Biodiversity Grant in 2023. The reserve continues to thrive under such dedication to a collective and regenerative future. Various other initiatives, events, and partnerships highlighted our commitment to progress and connection. Notably, our union with Wugularr, seeing Vivienne Wearne take on her new role as Wugubank Coordinator and continue Penbank’s legacy of cultural exchange from the Bottom End to the Top End of Australia. Senior Campus maintains a long-standing relationship with the Ampilatwatja community. Students, staff, and elders from Ampilatwatja school visited Woodleigh, deepening friendships and connections built over 14 years.
The MYP Community Project is designed to give Year 9s an opportunity for students to apply their learning, develop essential skills and make a positive impact on their local community. The Community Projects are student-led initiatives that allow them to explore their passions and address real-world issues. This year for example, a love of surfing led a group of year 9s to collaborate with local organisations to raffle surf and skate merchandise, raising money for those with experience of mental health challenges.
The Broadening Horizons Program offers real-world learning experiences, including intercultural opportunities with our Cambodia Partnership, French Cultural Visit, and Round Square School Visits. Closer to home, during Broadening Horizons Week, Year 10 and 11 students created a public art mural celebrating local heritage and community spirit in Red Hill.
We saw significant and exciting infrastructure advancements, specifically with the planning of the new Futures Studio. The building will house the Year 10 Regenerative Futures Program, officially launching in 2025 and can be interpreted as the visual representation of the curriculum program. A closed loop, open source, thriving ecosystem rather than a classroom. This reminds us of what interconnectedness, and a community of leaders can achieve for our future.
At the beginning of each year Woodleigh hosts Reflections, a time for introspection and renewal, supporting our community connections. The sentiment continues throughout the year with events like Mother’s Day, Harmony Day, and the Big Sleep Out. As we look ahead, we are wholly committed to caring for our inclusive, adventurous community, celebrating achievements, embracing challenges, and moving into a connected future where we thrive intellectually, emotionally, and socially. The involvement and strength of our Woodleigh community are crucial as we move forward together.
Satisfaction
Parent, Student and Teacher Satisfaction
In the context of an independent school, the key measure of satisfaction is ultimately enrolment demand. Strong enrolment demand is substantially based on good “word of mouth” references from satisfied parents and students and hence the importance of ensuring our community is satisfied.
Whilst we have not initiated any satisfaction surveys over the past 2-years, we are in the process of working with an external agency to run a Cultural Audit of the School in 2024. In addition, we plan to engage in the ISV Lead Surveys for Parents and Students in 2024.
Finance
Woodleigh School is a not-for-profit organisation; an independent, co-educational school. Any surplus that may be generated is reinvested into the school either in the form of capital acquisitions or to assist in continuing operations.
The Woodleigh School Sources of Income chart below shows two considerable variations in total income:
A. In 2015, the gifting of Penbank was recorded as a donation increasing ‘Other Income’.
Sources of Income 2014 to 2023
B. In 2020, Job Keeper payments received by the school were recorded as ‘Other Income’.
2023 Expenditure 2023
Staff
During 2023, our staff retention rate remained relatively stable at 90.98% for the year. This was indicative of our strong staff retention and consistent with results from previous years.
Age by Work Group
20-29 years
25 employees (9.4%)
10 teaching, 10 student support, 5 operations
< 20 years
1 employee (0.4%)
1 operations
40-49 years
90 employees (33.7%)
58 teaching, 12 student support, 20 operations
30-39 years 55 employees (20.6%)
32 teaching, 16 student support, 7 operations
Employees by Work Group
Gender by Campus
60+ years
27 employees (10.1%)
13 teaching, 7 student support, 7 operations
50-59 years 69 employees (25.8%)
42 teaching, 14 student support, 13 operations
Professional Learning
Woodleigh School believes that the professional learning of its staff is of very high priority, with staff and school development being seen as interdependent.
The school supports staff in a variety of professional development activities including online webinars, attendance at external workshops and lectures, and ongoing involvement with professional associations.
A highlight from the School professional learning program in 2023 was the sustained engagement with external consultants across all three campuses on the teaching of mathematics. There was also a strong focus on building staff capacity for the continued implementation of the Middle Years Program at the Senior Campus, as part of the lead up to a programme authorisation visit from the International Baccalaureate in 2024. Towards the end of the year, the appointment of a new Director of Learning – Primary Years provided the opportunity to develop a new professional learning plan for capacity building across the Junior Campuses for implementation in 2024.
The Woodleigh Institute continued its evolution as an innovation hub at the school in 2023 and developed a new range of bespoke
professional learning programs in support of progress towards Woodleigh’s 2030 vision, Learning to Thrive. This work included the delivery of targeted workshops in the fields of compassionate systems, regenerative futures, student and staff wellbeing, the assessment of complex competencies, and leadership. The institute also deepened its research-practice partnerships with leading universities, hosting a visiting team from MIT at the end of the year and supporting a small cohort of students to be awarded the new Australian Learner Capability Credential through a collaboration with the University of Melbourne. The institute significantly expanded its impact on the wider education community over the past year, welcoming participants to its programs from across Australia and over ten different countries, while also expanding its conference program to Western Australia for the first time.
The total expenditure on professional learning at the school was $309,745.
STAFF QUALIFICATIONS
2023
Leadership
Mr David Baker Principal
MEd, BEd (Math/Sci), Grad Dip Ed Admin, GAICD, MBA
Ms Natalie McLennan Deputy Principal, Head of Senior Campus
B ED (Vis Arts)
Mr Scott Grimshaw Director of Business and School Operations
B Com, Chartered Accountant, GAICD
Mr Daniel Lukies Director of Wellbeing
B Arts, Grad Dip Ed
Ms Vivienne Wearne Deputy Principal, Head of Penbank Campus
Grad Dip (EC), Grad Dip Ed (Admin), M School Leadership
Dr Richard Owens Director of the Woodleigh Institute
B Ed (Sec), Grad Dip Ed (Prim), Grad Dip Arts (Lit), PhD Ed
Teaching Staff
Surname Given Name Qualification
Adams Mark B Ed
Allsop Peter B Ed, Cert IV Training & Assess, Grad Dip Info Tech
Au Jasper B Contemporary Arts, Cert IV Graphic Design, M Teaching
Azzopardi Craig B Ed (Maths, Phys, Psych)
Baker David B Ed, Grad Dip Ed Admin, M Ed, MBA
Barnes Callum Grad Dip Prim Sec Ed
Mr Rodney Davies Deputy Principal, Head of Minimbah Campus
Dip Ed, Grad Dip (Computer Ed), M Ed (Policy & Admin)
Mr Lance Pilgrim Director of Risk
B Sc Ed, Grad Dip (Outdoor Ed), Grad Dip (Info Tech)
Mr Gareth Bolch Deputy Principal, Community, Culture & Student Experiences Operations
B Arts, Grad Dip Ed, Grad Dip (Asian Lang), M School Leadership
Ms Lauren Green Director of Human Resources
B Forensic Sc (Hons), Grad Cert HR Mgmt
Surname Given Name Qualification
Barnes Narelle B Ed, Grad Dip Teach, Grad Dip Lang & Lit
Beckley John B Music, Grad Dip Teach, Dip Trombone Perf
Benton David B Sc (Hons) Marine Biol, Grad Dip Ed
Bingham Anthony B Music, Grad Cert Adolescent Couns, Grad Dip Ed
Bird Kathryn B Ed (Prim), Cert Teach and Learn (PYP), Dip Teach (Prim), M International Ed (IB)
Surname Given Name Qualification
Black Catherine B A, Grad Dip HR/IR, M Teach (Prim)
Bolch Gareth B A, Grad Dip Ed, Grad Dip Teach Asian Languages, M School Leadership
Bourke Michael B Soc Sc/Enviro, Grad Dip Ed (Prim)
Brown Christina B Sc, Grad Dip Ed
Butler Marcus B Ed - Tech and Applied Studies, Cert IV Training & Assessment, Grad Dip Furniture & Furniture Technology
Canning Sarina B Enviro Sci, Grad Dip Ed (Prim), M International Education (IB)
Chaur Karen B Ed (Librarianship), Dip Teaching (Primary), M Ed (IB PYP)
Cian Rosemary B Sc, B Spec Ed, Grad Dip Ed
Clapham James B A, B Ed, Grad Dip Lang (French)
Cleine Emma B Fine Arts, Grad Dip Ed
Clements Liane B Ed (Prim), Grad Dip Teach (Prim), M Spec Ed
Colcott David B Ed (VET Secondary), Cert III Building & Construction, Cert IV Training & Assessment
Collett Melody B App Sci (Psychology)
Cook Frances B Ed, Cert IV Training & Assess
Cooper Elspeth B A, B Teach (Sec), Cert IV Assess & Workplace Training, Grad Dip Hosp & Tourism
Cox Lisa B Teach, B Spec Ed
Coxon Lisa Grad Dip Teach (EC)
Craven Emma B Sci, B Teach, Cert II Counselling (Careers)
Crouch Jonathan B Ed (Prim)
Davies Rodney Dip Ed, Grad Dip Computer Ed, M Ed (Policy & Admin)
Davies Gregory B Eng (Mech) (Hons), B Sc (App Maths/Meteorology), M Teach (Sec - Maths & Phys)
De Jong Andrea B Ed (Sec)
Surname Given Name Qualification
de Lacy Justin B Ed (Prim), Cert IV Hort, M Ed (Digital Learning)
Donaldson Nicholas B Dramatic Art, Grad Dip Ed (Sec)
Eddy Jessica B Design Arts (Graphic Design)
Eddy Matthew B A (Indon, Social, Geo), Grad Dip Ed
Everett Janine B Fine Arts (Painting), Grad Dip Ed (Prim)
Fabiyanic Dianne B Ed, M Ed
Farquharson Myfanwy B Ed (Sec)
Flanagan Haydn B Phys Ed (Sec), Cert IV Assess & Workplace Training, M Ed
Fletcher Susan B A, Grad Dip Ed (Prim)
Foley Sarah B Ed, B Ed (Hons), B Sport & Out Rec
Foster Anne B A, B Ed (Prim), Grad Cert Ed St (TESOL)
Fraser Scott B Arts (Creative Arts Honours), Dip Language (French), Grad Dip Teaching & Learning
French Brittany B Prim Ed
Geisler David B A, B Ed
Gent Lesley B Bus Mgmt, Dip Ed
Gerszonovicz Aviv B Teach (Drama), Grad Dip Vis & Perf Arts, M Creative Arts Therapy
Gordon Katherine B Ed (Prim)
Hadley Katherine B A (Int St), Grad Dip Ed, M Ed (Ed Mgt)
Hall Emma B Soc Sc/Spec Ed, Cert Gifted Ed
Harris Anita B Visual Comn (Graphic Design), Grad Cert Art Therapy, Grad Dip Ed (Prim)
Hicks Andrew B A (Media), Grad Dip Ed (Prim)
Higgins Flynn B Ed (Hons)
Holt Esther B A, Grad Dip Ed (Sec)
Holt Catherine B Ed (Sec)
Huddle Malcom B Music, B Ed
Surname Given Name Qualification
Jonker Sarah B Ed (Prim), B Sport & Outdoor Rec (PE), MEC
Kane Lucy B Creative Arts, Grad Dip History, Grad Dip Ed
Kelly Tamara B A, M Teach (Prim & Sec)
Kenner Craig B Ed
Kentish Vaishali B Arts, B Laws
Kesterson Deborah B A
Khoza Andrea B Music Perf Improvisation, Grad Dip Ed (Prim)
Kiernan Katherine B Ed (Primary), Grad Cert Ed (Special Needs)
Kirk Derek B App Sc, B Teach (Sec), Grad Dip Lang
Kitto Cassandra B Sc, Grad Dip Ed
Koren Leila BA Women’s studies & Visual culture (Hons), Cert IV Small Bus Mgt, Grad Dip Film & TV, M Teach (Sec)
Ley Monica B A Psych & Crim, Grad Dip Teach
Liddiard Sandra B A (Prof Writing), B Teach (Prim Sec)
Liu Yao M Teach
Lockyer Heidi B A Comparative Religion, Grad Cert Maths, Grad Dip Ed
Love-Davey Zara B Applied Sci (Exercise & Sport), Grad Dip Teach (Prim), Grad Dip Applied Exercise Sci (Exercise Prescription)
Lukies Daniel B Arts, Grad Dip Ed
McGettigan Peter B Phys Ed
McLennan Natalie B Ed (Vis Arts), M Ed
Mills Ian B Arts Comb St, Grad Dip Maths Ed, Grad Cert Ed
Morgan Briony B Ed (K-12) PE & Hlth, Grad Dip Ed St (Disabilities & Impairments), Grad Dip Wellness, M Wellness
Nemkevich Alexandra B Sc, M Ecology & Mgt of Natural Res, PhD Computational Chemistry
Surname Given Name Qualification
Neumann Yair B Sc (Comp Sc, Maths, Philosophy), Grad Dip Ed (Maths & Info Tech)
Norman Alison B Fine Arts, Grad Dip Ed
Norris Melanie B Sci (Hons), Grad Dip Ed (Secondary), PhD ScienceImmunology
Ogier Glenn B Ed, Cert of Career Develop Practice
Ogier Ruth B Arts, Dip Ed
O’Loghlen Gabrielle B Sc, Grad Dip Ed
Owens Richard B Ed (Sec), Grad Dip Ed (Prim), Grad Dip Arts (Literature), PhD Education
Palmer Jordan B Bus, B Ed (Secondary) Hons
Patterson Prudence B A, Cert IV TESOL, Grad Dip Ed
Paxino Michael B Sport & Outdoor Rec/Ed
Peach Andrew B Ed (Phys Ed), Grad Cert Outdoor Ed, M Ed
Pilgrim Sarah B Sci, Dip Outdoor Ed, Dip Teach
Pitcher Michelle B A, Grad Dip Ed (Sec)
Pope Marney B Music Ed, B Music Perf
Powell Sophie B A, B Ed, Cert Spalding
Radley Craig B PE, B Teach (Sec)
Ritchie Tracy B Ed (Prim), B A, Grad Dip Ed EC
Rix Lisa Maree B Ed EC
Rochford Lacey B Ed EC, Grad Dip Child Serv
Roden Mark B Ed, Cert Aquatic Leadership Ed & Practice (CALEP), Grad Dip Teach, Grad Dip Outdoor Ed
Rodgers-WIlson Sally Grad Dip Ed
Roper Melissa B Ed (Prim)
Ryan Thomas B A, Grad Dip Ed
Saunders Carey B A (Hons) (Drama), Grad Dip Ed, M Ed
Surname Given Name Qualification
Schmidt Belinda B Sport & Outdoor Rec/Ed, Cert III Fitness, Dip Sports Dev
Scott Michael B Music, Grad Dip Ed
Shannon-Jones Arcadia Grad Dip EC Care
Shinkfield Zachary B A, B Teach (Sec)
Simpson Gary B Ed (Env Sc), Grad Dip Enviro Planning, M Ed, M A (Sc, Tech & Society), PhD Science Education
Smallacombe Rianna B App Sci (Psychology), Cert IV Fitness, M Teaching Practices (Sec)
Somkiat Karen B A, Cert III Animal Handling, Assoc Dip App Sc, Grad Dip Ed
Stewart Rachelle B Soc Sc (Youth Work), B Ed, Grad Dip EC
Stocker Jacqueline B A, Grad Dip Teach & Learn, Assoc Dip H Sc
Streader Emma B Ed EC
Strouts Paige B A (Police Studies & Criminal Justice), Dip Teach (Sec)
Stuart Ailsa B Arts, Grad Dip Ed, Grad Dip Student Welfare
Takacs Olivia B Arts (Pol Sci, Social), M Teach
Tame Alexis B A, B Ed, Dip Vis Merch/Arts
Thomas Sarah B Perf Arts, Grad Dip Ed
Tribe Kathryn BA, BA Teaching (Sec), M Ed (Special Education Needs)
Turner Imogen B A, M Teach (Sec)
Twist Kelly-Anne B Sc (Hons), B A, M Teach, PhD Biomedical Science/ Biochemistry
Wallace Elisabeth Grad Dip Music, Grad Dip Teach
Watts Hannah B Sec Ed & A
Wearne Charlotte B Ed (Early Childhood & Primary)
Wearne Vivienne Grad Dip EC, Grad Dip Ed Admin, M School Leadership
Wharington Lucy B Ed
Surname Given Name Qualification
White Amy B A (Hons), B Ed, Cert IV Multimedia
Williams Gabrielle B Ed (Prim), Grad Dip Teach (Prim)
Wishart Jacqueline B A, Grad Dip Ed (Prim)
Wong Serena B Ed (Sec)
Wright Briony B Prim Ed
Young Adam B Ed (Sec)