COMMUNITY 2017 REPORT
Camberwell Grammar School is a leading independent school for boys. We are a learning community committed to ensuring that students discover their passions, develop a lifelong love of learning and have a commitment to making a positive contribution to the world around them. Staff and students work together to develop a supportive and inclusive school community which motivates young people to engage with and lead their communities — locally, nationally and internationally. This report is produced in accordance with the national compliance legislation and is also published on the Camberwell Grammar School website: cgs.vic.edu.au
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community report | 2017
Contents The Student Body ............................................................................................................................................4 Student Body by Age at Birthday in Current Year........................................................................................4 Student Numbers by Year Level .................................................................................................................4 Student Retention — Years 9 to 12 ............................................................................................................5 Student Body Postcode Distribution ..........................................................................................................5 Student Attendance ...................................................................................................................................6 Student Outcomes ...........................................................................................................................................9 Academic Results 2017 .............................................................................................................................9 NAPLAN Results............................................................................................................................................14 Student Destination........................................................................................................................................16 Workforce ......................................................................................................................................................18 Staff Roll .................................................................................................................................................18 Finance Report ..............................................................................................................................................21 Parent, Student and Teacher Satisfaction ...................................................................................................... 22
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The Student Body Camberwell Grammar School is an independent non-selective school for boys.
Student Numbers by Year Level* Student Body by Age at Birthday in Current Year* JUNIOR SCHOOL Pre-Prep
22
Age
Prep
25
5
21
Year 1
25
6
25
Year 2
25
7
24
Year 3
25
8
27
Year 4
50
9
28
Year 5
50
10
50
Total
222
11
51
12
59
13
186
14
166
15
181
MIDDLE SCHOOL Year 6
51
Year 7
175
Year 8
182
Total
408
SENIOR SCHOOL Year 9
178
Year 10
172
Year 11
173
Year 12
169
Total
692
SCHOOL TOTAL Overseas students
11
Indigenous students
7
*As of 8 March 2018
4
Total
16
176
17
179
18
142
19
7
*As of 8 March 2018
community report | 2017
Student Retention — Years 9 to 12 Year
Jan 2017
Dec 2017
New Students
9
179
175
1
Departing Students 5
10
174
173
0
1
11
174
170
0
4
12
168
167
0
1
Student Body Postcode Distribution* PostCode
Suburb
Total
PostCode
Suburb
Total
3127
MONT ALBERT/SURREY HILLS
172
3084
VIEWBANK/EAGLEMONT
9
3124
CAMBERWELL
144
3121
RICHMOND
8
3103
BALWYN/DEEPDENE
143
3079
IVANHOE/IVANHOE EAST
8
3126
CANTERBURY
133
3133
VERMONT/VERMONT SOUTH
7
3104
BALWYN NORTH
95
3111
DONVALE
6
3146
GLEN IRIS
75
3145
MALVERN EAST
6
3129
MONT ALBERT NORTH /BOX HILL NORTH
57
3113
WARRANDYTE
6
3132
MITCHAM
5
3101
KEW
50
3151
BURWOOD EAST
5
3123
HAWTHORN EAST
49
3152
WANTIRNA SOUTH
5
3130
BLACKBURN
34
3094
MONTMORENCY
4
3109
DONCASTER EAST
32
3095
ELTHAM
4
3106
TEMPLESTOWE
28
3032
ASCOT VALE
3
3128
BOX HILL/BOX HILL SOUTH
27
3142
TOORAK
3
3107
LOWER TEMPLESTOWE
27
3108
DONCASTER
24
3125
BURWOOD
19
3147
ASHBURTON/ASHWOOD
19
3102
KEW EAST
17
3105
BULLEEN
12
3150
GLEN WAVERLEY
12
3131
FOREST HILL/NUNAWADING
12
3122
HAWTHORN
11
3149
MOUNT WAVERLEY
3148
CHADSTONE
3
3067
ABBOTSFORD
3
3070
NORTHCOTE
3
3068
CLIFTON HILL/NORTH FITZROY
3
3003
WEST MELBOURNE
2
3135
HEATHMONT
2
3166
OAKLEIGH
2
Other
24
9
5
Student Attendance Parents/Guardians are requested to report seasons for student absence to the School. Teachers mark an electronic roll each period and the Administrative Officer identifies and determines the nature of any absence, records the details in the School’s administrative system, and makes class teachers aware of a student’s absence through subsequent class rolls. A daily student absence summary report is published on the School’s Intranet for all staff. Staff involved in the pastoral care of particular students liaise with parents if there are concerns regarding attendance. A summary of each student’s attendance is published to parents on their semester report, a digital copy of which is stored on the School’s Intranet. Attendance data is forwarded to the Australian Government for Years 1 to 10 students biannually, during semesters 1 and 2.
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Year Prep 1 2 3 4 5 6 7 8 9 10 11 12
Average Days Absent 11.4 9.5 8.7 7.4 8.3 7.8 7.2 6.8 9.2 7.2 7.1 5.5 4.7
% Attendance 93.7% 94.8% 95.2% 95.9% 95.4% 95.7% 96.0% 96.2% 94.9% 95.9% 95.9% 96.8% 96.8%
“ A daily student absence summary report is published on the School’s Intranet for all staff.”
community report | 2017
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community report | 2017
Student Outcomes Academic Results 2017 The results are again extraordinary across the full range of scores: indeed, the consistency of our results over the past decade is noteworthy. One hundred and sixty-five of our 168 students satisfactorily met the requirements of the Victorian Certificate of Education and received an ATAR. Three of our students chose to withdraw late in the year – an unusual occurrence for us, but something we supported with these students, given their personal circumstances. Twenty-four students (15%) achieved an ATAR of 99 or better, placing them in the top 1% of the State. Thirtyone percent of our students achieved a rank of 95 or better, while 51% of our students achieved a score of 90 or better, placing them in the top 10% of the State. In addition, 76% of our students achieved a score of 80 or better, and 98% of our students ranked in the top 50% of the State. Our median ATAR score was 90.55. These are extraordinary results and I am very proud of our students for the hard work they did to achieve them. There were nine perfect study scores across a wide range of subjects: Faisal Alshimirti, Classical Studies; Charles Li, Mathematical Methods; Hualong Li, Biology; Ming Kim Low, Mathematical Methods; Timothy Ng, Literature; Jack Phillips, English; Adrian Xu, Specialist Mathematics and Physics; and Sam Yu, Chemistry. Twenty-four percent of all study scores were 40 or above.
Some of the high achievers with the Headmaster, and Deputy Head and Head of Senior School Ms Rachael Falloon.
This year the Dux of our School is Adrian Xu, who scored 99.95. Our Proxime Accesserunt are Oscar Lu, Kevin P Wang and Howard Yang, who each scored 99.90. All four boys were clearly actively involved in the full life of the School. A further 20 students earned scores of 99 or better – Vignesh Alagappan, Faisal Alshimirti, Danny Chen, Andy Chen, Joshua Cooper, Mark Elnazak, Timothy Falloon, Michael Josefsson, Hualong Li, Timothy Ng, Daniel Pham, Jacob Purcell, Yat So, Zhen Jerry Tan, Nicholas Tjangdjaja, Felix Wang, Anthony Wong, Jeremy Yi, Sam Yu, and Victor Zhao. These boys also studied a wide range of subjects and actively involved themselves in the life of the School. Congratulations once more to the Class of 2017 on their excellent results. It is pleasing to see that their hard work has been rewarded so generously. I am proud to be able to share such good news with you. Dr Paul Hicks Headmaster
Top four achievers with the Headmaster (Oscar Lu absent) – Howard Yang, Adrian Xu and Kevin P Wang. 9
Percentage of ATAR Scores
Percentages of Study Scores and ATAR Scores
Number of Students ATAR
2017
2016
2015
2014
2013
2017
2016
2015
2014
99+
23
23
9
18
16
Median Study Score
35
35
34
35
35
95-98.95
27
39
42
44
49
Average Study Score
35
34.95
34.0
34.77
35.05
90-94.95
33
28
28
24
23
Greater than 40
24.5
24
17.9
24.5
25
80-89.95
41
29
38
38
39
Median ATAR
90.55
90.3
88.6
90.75
89.93
70-79.95
19
27
22
18
26
Ave ATAR
86.4
84.9
83.0
84.9
85.33
60-69.95
10
15
15
14
12
50-59.95
7
10
7
3
4
40-49.95
3
2
6
5
3
Below 40 Total
10
1
3
4
168
176
171
4 168*
4 176
2013
community report | 2017
Australian Tertiary Administration Rank (ATAR) 2017 Cumulative % of Students ATAR
2017
2016
2015
2014
2013
Cum %
Cum %
Cum %
Cum %
Cum %
99+
14
13
5
11
9
95+
30.9
35
30
37
37
90+
50.9
51
46
51
50
80+
76.3
68
68
73
72
70+
87.3
83
81
85
87
60+
93.3
91.5
90
90
94
50+
97.6
97.2
94
95
96
40+
99.4
98.3
97
98
98
ATAR scores 50
40
30
20
10
0
99+
95-98.95
90-94.95
80-89.95
70-79.95
60-69.95
2017
2016
50-59.95 2015
40-49.95 2014
Below 40 2013 11
Number of Students Receiving a Study Score of 40 and Better Median Subject
Year Level
Art
12
34
Studio Arts
12
37.5
Theatre Stud
12
Vis.Com Accounting
2017
Number in Class
2014 2015 2016 2017 2014 2015 2016 2017 2014 2015 2016 2017 8
11
14
10
2
2
1
2
25
18
7
10
10
10
4
2
0
0
1
20
0
0
25
36
6
5
NA
5
2
1
NA
2
33
20
NA
40
12
37
13
19
9
14
2
3
1
4
15
16
11
29
11
37.5
7
16
17
12
0
4
3
5
0
25
18
42
12
34
31
33
31
27
9
3
1
4
29
9
3
15
Economics
12
33
41
39
58
40
9
2
13
6
22
5
22
15
Legal Studies
12
35.5
27
34
43
38
8
4
12
9
30
12
28
24
English
12
35.5
144
134
153
106
47
34
38
27
33
25
25
25
EAL
12
31
14
19
15
17
3
3
8
3
21
16
53
18
78
29
37
50
English Language* 12
33.5
Literature
39.5
Classical Studies Geography Global Politics History Revolutions IT: Apps
12
Chinese FL
Chinese SLA French Greek
18
28
19
30 20
5 14
8
7
10
17
11
35
-
-
-
4
1
25
34
-
-
-
10
4
40
11
35
13
11
18
18
4
2
1
1
31
18
6
12
15
19
18
22
4
4
4
1
27
21
22
5
11
20
11
9
13
3
1
4
2
15
9
44
15
1
1
1
NA
14
50
50
NA
7
9
4
6
26
50
20
29
12
NA
7
2
2
12
35
27
18
20
11
35
11
24
12 Chinese SL
-
20
12
12
21
1
3
2
14
6
9
9 5
12
8
11
NA
1
NA
-
6
0
1
1
NA
0
33
50
NA
8
2
2
3
57
33
22
33
2
1
0
0
17
13
0
0
NA
0
NA
NA
NA
0
NA
NA
11
34
16
9
16
14
0
0
5
4
0
0
31
29
12
27.5
15
8
8
12
0
2
0
0
0
25
0
0
11
31
9
12
7
4
1
2
1
0
11
17
14
0
12
31
NA
3
NA
2
NA
0
NA
0
NA
0
NA
0 NA
11
NA
1
NA
NA
0
0
NA
NA
NA
NA
0
NA
12
32
16
13
14
18
1
1
3
0
6
8
21
11
26
1
12
0
1
0 0
0
0
Indonesian SL
12
31
5
7
11
9
2
1
0
1
40
14
0
11
Latin
12
33
23
31
35
31
1
1
3
2
4
3
9
6
Language – Vietnamese SL
11
35
11
44
19
20
17
24
12
18
16
21*
63
90
94
88
12
36
90
97
106
93
19
11
20
17
21
11
19
18
Maths Methods
12
Percentage in subject over 40
Number 40 and over
1
0
0
community report | 2017
Median Subject Further
Year Level
2017
Number in Class
Percentage in subject over 40
Number 40 and over
2014 2015 2016 2017 2014 2015 2016 2017 2014 2015 2016 2017
11
38.5
1
4
4
2
0
4
2
1
0
100
50
12
36.5
71
59
57
64
12
5
11
18
17
8
19
28
Maths – Specialist. 12
36
44
48
41
42
11
7
14
15
25
15
34
36
Music – Solo Performance
37
2
NA
6
4
0
NA
2
1
0
NA
33
25
2
4
0
0
NA
0
0
0
NA
0
11
50
12
25
NA
3
Sound Prod’n (VET) 12
33
-
-
-
1
0
0
Style & Composition
12
33
-
-
-
1
0
0
Physical Educ.
12
34
24
18
37
17
4
1
6
2
17
6
16
12
Biology
11
40
22
31
23
25
7
9
9
16
32
29
39
64
12
32
30
24
37
28
5
2
7
8
17
8
19
29
Chemistry
12
37
77
81
66
69
22
9
26
17
29
11
39
25
Physics
12
34
53
63
52
55
17
14
14
14
32
22
27
25
13
NAPLAN Results In accordance with Schedule 2: School Performance Information (Schools Assistance Regulations Cth 2005)
Proportions of Year 3, 5, 7 and 9 Students Meeting National Benchmarks in Reading, Writing, Spelling, and Numeracy Year 3
Year 5
Year 7
Year 9
Reading
100%
100%
100%
99%
Writing
100%
100%
99%
96%
Spelling
100%
100%
100%
98%
Grammar and Punctuation
100%
100%
100%
99%
Numeracy
100%
100%
100%
100%
Change in benchmark results from the previous year: There has been no significant change in benchmark results from the previous year (previous year results are available online and by request).
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community report | 2017
Average Standardised Assessment Results for Years 3, 5, 7 and 9 Year 3
Camberwell Grammar School Median
State Median
Year 7
Camberwell Grammar School Median
Reading
516.00
438.00
Reading
609.00
547.00
Writing
477.00
428.00
Writing
570.00
523.00
Spelling
472.00
428.00
Spelling
596.00
553.00
597.00
548.00
638.00
560.00
Camberwell Grammar School Median
State Median
State Median
Grammar & Punctuation
518.00
450.00
Grammar & Punctuation
Numeracy
505.00
421.00
Numeracy
Year 5
Camberwell Grammar School Median
State Median
Year 9
Reading
582.00
512.00
Reading
633.00
590.00
Writing
523.00
489.00
Writing
606.00
570.00
Spelling
549.00
511.00
Spelling
612.00
579.00
628.00
572.00
677.00
590.00
Grammar & Punctuation
576.00
506.00
Grammar & Punctuation
Numeracy
567.00
500.00
Numeracy
Source: NAPLAN DATA Service, 2018 (http://naplands.vcaa.vic.edu.au)
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Student Destination The table below shows the destinations of the Class of 2017, with all those seeking an offer receiving one by the conclusion of the VTAC second round. Of the 12 students who received second round offers (7%), one had not received an earlier offer, some had rearranged their preference order and a significant number received higher preferences, including an additional four first preferences. To date, 83% of applicants have received their first or second preference, with 93% receiving their third preference or higher, both of which exceed the outcomes of the Class of 2016.
of Melbourne continues to attract our highest achieving students (95+) with 25 offered places there, compared to 20 to Monash. Interestingly, both RMIT and Swinburne continue to attract more of our students, and have replaced Deakin as our third and fourth most popular institutions respectively. Of the students who successfully applied to interstate institutions, three are known to have accepted offers elsewhere in Australia; one will undertake Medicine at The University of Adelaide, another will study Arts at The Australian National University and the third will undertake Business at The University of New South Wales as part of his ADFA training. Four students are still awaiting the outcome of U.S. applications.
Together, Monash University (54) and The University of Melbourne (57) account for 66% of the offers received by the 2017 cohort, though The University
Destination by Institution Institution
Class of 2018
Class of 2017
Class of 2016
Number
% of offers
% of offers
% of offers
Deakin
11
7
9
La Trobe
4
2
4
5
Monash
54
32
29
27
RMIT
20
12
10
8
Swinburne
17
10
7
6
University of Melbourne
57
34
35
35.5
10
0
Other Vic Universities
1
0.5
1
TAFE/VET
2
1
1.5
4
Private providers
1
0.5
2
0.5
Interstate (Adelaide, UNSW)
2
1
1.5
4
168
100
Total offers
16
Class of 2018
100
100
community report | 2017
The table below highlights the fields of study that students will be pursuing this year. Management and Commerce continues to top the list as the most popular area of study with 44% of offers, Natural and Physical Sciences is a distant second with 20% of offers, and Society and Culture (which accounts for the Arts and Law courses) follows next with 18% of offers.
“ To date, 83% of applicants have
received their first or second
preference, with 93% receiving
their third preference or higher �
Destination by Field of Study Fields of Study
Class of 2018
Class of 2017
2
2
3
Architecture & Building
12
6
7
Creative Arts
20
10
15
1
4
2
Engineering
15
17
17
#Health
13
20
18
IT
11
9
6
Management & Commerce
74
69
51
*Natural & Physical Sciences
33
36
47
**Society & Culture
30
39
35
Agriculture, Environmental
Education
Class of 2016
Total 211 (168 students), as double degrees count in more than one field of study # This includes offers in Medicine (5), Pharmacy (1) and Physiotherapy (1) *This includes offers in Biomedicine (11) and Science (27) **This includes offers in Arts (23) and Law (3) *For the class of 2017, as of Monday 12 March
17
Workforce Employees
Number
Percentage
Male
141
51.6%
Female
132
48.4%
Total
273
Indigenous
1
100% 0.4%
Staff Roll ACADEMIC STAFF All Academic Staff are registered with the Victorian Institute of Teaching. Headmaster Dr P Hicks, BA(Hons), MEd, PGCE, PhD Deputy Head – Head of Senior School Ms R Falloon, BSc, GradDipEd, MOL Head of Middle School Mr R French, BA, DipEd, DipBusMgt Head of Junior School Mr H Kelly, MEd, BEd #Mrs J Acland, BTheol, DipEd, MTS Mr M Allen, BA, BEd Dr M Anderson, PhD, BSc(Hons), DipEd Mr N Appleyard, BEd, DipT Mr M Aram, BA(Hons), MA, PGCE *Mrs K Arora, BA, AdDip FLE, CertIIIEdSup Mr S Barry, BA, DipEd, GradDipEd Mr A Beale, BA(Hons), DipEd Mr D Beardsley, BAppSc, BTeach Dr D S Bird, BA(Hons), MA, DipEd, PhD Mr B Bishop, BMus, PDM, GradDipEd Ms S Blajer, BSc, BEd (Hons) Mr K Boyd, DipA, DipEd Ms E Bond Mr T Brake, BE(Civil), DipEd Mr S Burke, BEd Rev C Butler, BTh, DipT, GradDipEdAd Mr D Byrne, BMus(Hons), BA, DipEd, CertMusEd Mrs C Casey, BA, DipEd, GradDipSchLib ^Mr J Catanzariti, BBus, BTeach Mr I Cathcart, BSc, DipEd *Ms. C Chaomhanach,BEd(Hons), GradDip (AdolHealth), M.A.Ed(SpecLearnDiff) Mr M Christopher, BBus, GradDipEd Mrs P Clarke, BA, GradDipEdCouns, MAPsS, CertFamTher Mr M Cody, BSc(Hons), GradDipComp, DipEd Mr M Collins, BEd, GradDipEd 18
Mrs D Collins, BEd, TPTC Mr S Cooper, BA, BEd, DipEd *Mr C Conlan, BHSPe *Ms J Cormick, BA (Asian Studies) (Hons), GradDipEd(Indo & EAL) #Mr L Crawford, BEd Ms R Crockett, BSc(Hons), DipEd Mr A Crosby, BBus, GradDipEd(Prim) Mr T Cross, BSc, DipEd, CertOutRec Mr K Da Costa, BA, DipEd, BSW *Ms K Day, BEd (Primary), GradCert(Religious Ed) *+Rev G Davies, B.Sc.(Ed), B.Ed, GradDip (AdolHealth&Welfare), GradDip(Theol). Mr M Daniel, BA(Hons), BTh, MEd, MTESOL, DipEd, GradCertRE Mr J Davies, BEng(Hons), BTech(Hons) Ms S Davies, BA/LLB(Hons), LLM(IntLaw), GradDipEd Mr R Devine, BA, BEd Mr P Double, MEd, BEd, DipT, GradDipEdAdmin Ms L Dubberley, BA, BEd Mrs M Drummond, DipArts(Mus) Ms N Eckersley, BA, DipEd Ms A Emenyeonu, BEng(Hons), PostGradCertEd Mrs A Emmett, BEd, DipT Ms A Fairs, BA(Mus), AMusA Mrs J Floyd, BCA, BTech(Hons)Hall Mr G Foster, MSc, DipEd *Ms T Fry, B.Mus.T(Sec)(Hons), A.Mus.A (Flute) Ms C Gatley, BEd, DipT Mr S Gough, BA(Hons), GradDipDramArt(Direc), GradDipEd Ms E Grant, MAppSc, BSc, GradDipAdolChildPsy Mr H Green, MEd, MA, BA(Hons), GradDipEd, GradCertAppLing, DipOutRec, GradDipEdLdshpMgt, CertIVWPTA, PSAC Mr J Grigg, BA, DipEd Mr W Ha, BA, DipEd Mr J Hall, BA(Hons) Mr M Heyes, BSc, DipEd Mr W Hone, BA, GradDipEd Ms F Howie, MEd, BEdSt, DipTeachECE Mr L Ince, BSC, Bed, Med, GDQM Mrs H Irvine, TPTC, CertA, TSpTC, GradDipEdTESOL *Ms S Jack, BSc, GradDipEd Miss M Jackman Mr N Johnston, BA(Mus), GradDipTeach(Sec) Mr M Jones, BSc(Hons), GradDipEd Mr N Jones, BEd Ms M Kelly, MEd, BEd, PGradDipArt(Cur) Mr M Kerr, BA(Hons), DipEd, LTCL, FTCL, AMusA, LMusA Dr M Khor, PhD, BE(Hons), MDiv, GradDipEd, MEd Mrs K Kollmorgen, BA, DipEd Mrs A Kollosche, DipVArts, BFineArt, GradDipEd Dr T Kusserow, PhD, BA, DipEd Ms N Layton Mrs H Lowe, CertIIIChildrServ
community report | 2017
Ms Y Lu, BSc, GradDipEd *+Mr G Lucas, BEd,BComm (Media/MultiProd) Ms M McDonald, BCI(Dance), BEd Mrs K McDougall, BEdEC, DipT, GradDipLib Ms K McDougall, MEd, GradDipEd, BA(OutDEd) Mr B McManus, BA(Hons), GradDipArtsAdmin, GradDipEd *Mr M McRae, BA, BEd (Primary) Mr I March, BSocSci, GradDipEd Mr N Martin, BEd Mr R Mason, BEd Ms K Massey, BSc, GradDipEd Mr S Meighan, DipMus, GradDipMus Mr M Mews, BSc(Hons), PGCE Mr T Miriklis, BAppSc(PhysEd) ^Dr G Morey-Nase, PhD, BA(Hons), DipEd Ms C Morgan, BEd, DipTeach #Mr B Nguyen, BSc, MSc(HumMovt), DipEd Ms C Ni Ms I Norris, BSc, DipEd, GradDip(StudWelf) Miss A Nucci, BA(Hons), MA, DipED Mr B O’Callaghan, AMusA, BMus(Hons), GradDipEd Mr P O’Connell, MEd, BEc, DipEd Mrs H Papageorgiou, BEd, DipT Miss V Papaioannou Mr F Petricca, BScEd Mr B Peisley Mrs J Pietralla, BEd(Librarianship) Mr M Pietralla, BA, DipEd Mr V Piscioneri, BA(Hons), PostGradDipCurStudies, B.Litt, MA, DipEd Mr S Pountney, BSc(Hons), DipEd, GradDipCompStudies, GradDipCompEd #Ms O Rae, MEd (SpecEd), BEd Mr D Ramalingam, MEdMgt, BSc, AssDipMin, GradDipEd Mr D Rayner, BCom, BEng(Hons), GradDipEd Mrs L Reiger, MBIT, BEd, CertIVCareersEd Mr G Roberts, BMus(Hons), ArtDip, LMusA Mr P Robinson, MEd, BEd, DipT Dr J Rodgers, PhD, BAppSc(Hons), DipEd, CertIVTAA Mr G Ruffles, BAppSc, DipEd Mrs P Runge, BA, DipEd Mr K Schwab, BA, DipEd Ms J Sharman, BA, GradDipEd, GradDipLib Ms C Shiau, MA, BEd Mrs G Silberer, BCom, DipEd, GradDipBus *Mr M Sofoulis, BAs(PE), GradDipSecEd Dr J Smith, PhD, BSc(Hons), DipEd Mrs K Smith, BA, MIMS, GradDipEd Mr S Smith, BEng, GradDipEd Ms A Spragg Mr C Stein, BA, MA, DipEd +#Mr D Stephenson Mr A Stocker, BA(Hons), PGCE, CertHE
Mrs K Thiedeman, *+Mr R Thomas, BSc(Hons), PGCE Mrs H Thomas, BEd, GradDipMusEd, AMusA, LTCL Ms K Thornburn, BTeach, BFine Art Mr J Tierney, BSc, DipEd Mr J Tuckfield, BA(Hons), DipEd, DipIndEmpRel Ms J Turnnidge, MEd, BSc(Hons), BA, DipEd Mr J Victor, BA(Hons), HDE, CFPS, CertCompEd Mrs B Wade, MEd, BFArt, BTeach(Hons) Mr R Wakely, MMus, GradDipEd, AGSM Mrs A Walters, MEd, BEdSt, DipT Ms (E) Hai Yan Wang, BEd, DipAcc Miss M Wang Mr A Warne, BA, DipEd, GradDipComp #Mr J Watson, BAppSc, GradDipEd ^Mr M Williams, MEd, BA(Hons), DipEd, GradDipTechEd, GradDipCompStd Mr D Williamson, GradDipEdAdmin, DipT Mr I Wilmoth, BA, LLB, GradDipEd Mr G Wilson, BScEd Mr M Wood, MA, MEd, CertGiftEd, CertIVTAA Ms P Wood, BEd #Mr B Woodlock, BPD, BPC, GradDipEd Ms L Wostry, BEd(Mus) *Ms R Wu, MEd, BMultiSys Mr S Wyatt, MEd, BSc(Hons), BA, AMusA Mr P Young, BA, DipEd Mr R Young Ms M Zhang, BSc, DipEd SUPPORT STAFF Business Manager Mr Chris Lloyd, Chartered Accountant, M.Corp Law, FCA, FCPA, FAICD, FCIS Development Director #Mrs E Board, MEd, BEd, BA, GradDipBusAdmin, TTLC, TPTC Registrar Mr P O’Connell, MEd, BEc, DipEd Property Manager Mr G Briers, RBP, CertIVTrainAssess Finance Manager Mr G Wensor, BEc, ACA *Ms S Barras, AdvDipBus(PR) Ms J Bennie, BN, GradDipNurs, CertIVWorkTrain, RN Ms K Booth *+Ms B Bowden, BBus (Marketing) Mr P Brincat *Mrs M Carbone Ms D Chapman, DipAplSci 19
*Ms E Crawford, AdDipMusPerf, BMus Dr A Dai, PhD, MEng(Chem), BEd ^Mrs J Dolling, BComm *Ms J Doutch, CertIIMulti,BPA, MACM Mr C Edwards Mrs J Elliott, CertIVTrainAssess Miss H Falconer, AssDipSocSci(Lib/Info) Mrs H Fethers *Mr L Foster, CertPermaDes *Mr J Hatton, CertIIIElect, CertIVElect *Ms M Hogg, Mr S Feldt Miss A Gerhke, BFA Mr A Green, AdDipCompSystEngin *+Mr Z Gong, MTSc, GradDipEd, BA (Eng&Chinese Interpretation) Ms T Hayes Mr A Hopcroft, CCNA #Ms S Hussey, CertIIIChildrServ #Mrs F Iversen, AssDipSocSci(Lib/Info) Mr D James Mrs A Kerr Mr G Leach, BAM, DipEd, CertIVTAA Mrs S Li, MSc, DipEd *Ms L Longridge, CertIIIFit Mrs S Marchouba, DipAplPhysicsCompSci, CertlVAssTrain Miss A McAlpine, GradDip BusHR Mrs R McArdle Mr H Meachem, BSportSc, CertIIISport/Rec *Ms R Miriklis, DipMgmt Ms R Mounsey Mrs K Munro Mr M Neal Mr P Newton Mrs R Nicholson, GradCertHealthPromPlan, GradCertIntHealth, GradCertAnaphyMgt, CertIVTrainAssessEd Ms A O’Brien Mrs C Parker, BBus Ms L Perna, CertIVBusAdmin Ms M Perna, CertIVFinServices Ms S Power, CPRM CertDetDft(Mech) DipPM AdvDipGRC *Ms V Svigos, DipECE, CELTA, LitProg, CertEd Mrs D Richards Ms J Sangster, DipHotel/CaterOps, CertIVAdmin Mr I Spoljaric Ms J Stasiak, CertIIIBusAdmin Mr M Tarr Mr M Towson Mrs L Turner
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Ms M Walsh, BCom, DipLibStd, GradDip(Info/Lib) Mr J Wang, BEng, AdvDipSoftDevt, MTech, CCNA Mr T Wells, BA(FArts) Mr M Warner, AssocDipHorticult, CertIVOHS, CertIIISportsTurf Mrs M Watt Mr J Weymouth, BAppSc(CompSci), BMus(Hons), LMusA Ms S White, DipBusStud *+Ms S Yap, BHSc Mr A Yianni Mr M Zanin, DipMus, DipEd *+Ms Y Zhang VISITING MUSIC STAFF Ms R Atkinson, LRAM, DipRAM Ms S Aw, BA(Mus), MMus Mr C Bayliss, BA, BMusEd Ms A Beadell, LMus, LGSM, MMus(Perf) Mr L Clayton, BMus(Hons) Ms W Couch, MA, BMusEd, GradDipMus, DipArtMus Mr C Day, BMus, DipEd Ms S Dixon, BMus(Adv Perf) Mr G Ellis, BMusEd Ms M Falloon, DipMus, DM, DipEd Ms A Farrands, BA, GradDipEd Mr B Finnigan, BMusPerf, BMus(Hons), GradDipMus Mr R Keijzer, MMus(Perf) Ms M Krupina, BMusEd, LMusA Mr G Lee, MMusPerf, BMusPerf(Hons), LMusA, AMusA Mr I Lowe, BMus, DipTeach Mr A Marshall, BMus, GradDipEd Ms H McMahon, BMus ANAM Ms S Ng, DipMus Ms Z Pepper, MMus (Perf) Mr E Pritchard, DipMus Ms J Robertson, BA(Mus), GradDipPerf Ms E Toh, BMus(Perf), MMus(Perf), GradDipEd Ms E Viskic, BA(Mus), GradDipEd * New 2017 # Departed 2017 + Temporary Assignment ^ Mat Leave/LSL
community report | 2017
Finance Report 2017 Income 5% Other 3% State Grants
10% Commonwealth Grants
82% Fees
2017 Expenditure 8% Teaching Resources 6% Capital Works 4% Finance Expenses
7% Property Expenses
4% Administration Expenses
13% Depreciation 58% StafďŹ ng Costs
Detailed figures and totals available online at: www.myschool.edu.au 21
Parent, Student and Teacher Satisfaction Parent Satisfaction The School surveyed parents in 2017 using question items designed by the Australian Curriculum and Reporting Authority (ACARA) (http://www.acara.edu. au/reporting/school_opinion_information.html#2).
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The survey was carried out electronically. Overall 369 responses out of a total possible 1300 students were received, giving a good return rate. Fifty-seven Junior School parents, 154 Middle School parents, and 217 Senior School parents responded (some parents have boys in more than one section of the School).
community report | 2017
PARENTS INDICATED A VERY HIGH LEVEL OF SATISFACTION WITH THE SCHOOL: Strongly Agree
Agree
Neither Agree Nor Disagree
Disagree
Strongly Disagree
NA
Teachers at this school expect my child to do his best.
50%
47%
3%
0%
0%
0%
Teachers at this school provide my child with useful feedback about his or her school work.
51%
44%
3%
1%
1%
0%
Teachers at this school treat students fairly.
35%
54%
8%
3%
1%
1%
This school is well maintained.
33%
50%
11%
5%
1%
0%
My child feels safe at this school.
80%
18%
1%
0
0%
0%
I can talk to my child’s teachers about my concerns.
60%
33%
5%
1%
1%
0%
Student behaviour is well managed at this school.
54%
38%
5%
2%
1%
1%
My child likes being at this school.
43%
44%
9%
2%
1%
0% 0%
This school looks for ways to improve.
61%
31%
5%
1%
1%
This school takes parents’ opinions seriously.
44%
39%
13%
2%
1%
1%
Teachers at this school motivate my child to learn.
33%
47%
9%
5%
1%
0% 0%
My child is making good progress at this school.
38%
47%
9%
5%
1%
My child’s learning needs are being met at this school
40%
42%
12%
4%
1%
0%
This school works with me to support my child’s learning.
39%
42%
13%
5%
1%
0%
38%
39%
15%
6%
1%
1%
In almost every area the School achieved 80% approval ratings, with respondents indicating either ‘agree’ or ‘strongly agree’. It is interesting to note that 81% of parents felt that their son’s learning needs were being met, with most parents finding that the teachers are approachable and improvement-
focused. In addition, parents raised many useful points for improvement which the School will look into. Camberwell Grammar School is committed to constant improvement and welcomes feedback from parents and students.
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Student Satisfaction The School surveyed students in 2017 using question items designed by the Australian Curriculum and Reporting Authority (ACARA) (http://www.acara.edu. au/reporting/school_opinion_information.html#2). The survey was carried out electronically with students from Years 6 to 11. Overall 376 responses were received.
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community report | 2017
STUDENTS INDICATED A VERY HIGH LEVEL OF SATISFACTION WITH THE SCHOOL: Strongly Agree
Agree
Neither Agree Nor Disagree
Disagree
Strongly Disagree
NA
My teachers expect me to do my best.
42%
50%
6%
1%
1%
0%
My teachers provide me with useful feedback about my school work.
20%
57%
16%
6%
1%
0% 0%
Teachers at Camberwell Grammar treat students fairly.
12%
41%
27%
13%
7%
Camberwell Grammar School is well maintained.
50%
40%
8%
1%
1%
0%
I feel safe at my Camberwell Grammar.
45%
40%
9%
4%
2%
0%
I can talk to my teachers about my concerns.
15%
39%
30%
10%
5%
0%
Student behaviour is well managed at Camberwell Grammar.
15%
36%
31%
15%
4%
0%
I like being at Camberwell Grammar School.
44%
39%
11%
2%
3%
1%
Camberwell Grammar School looks for ways to improve.
28%
44%
18%
7%
2%
1%
Camberwell Grammar School takes students’ opinions seriously.
16%
32%
26%
14%
10%
2%
My teachers motivate me to learn.
20%
43%
27%
6%
3%
0%
Camberwell Grammar gives me opportunities to do interesting things.
54%
35%
8%
2%
1%
0%
Students indicated that they felt the School was a safe place for them, with a range of support from teachers and their friends. There was a high level of respect for and from teachers, with most students happy with
their experience of the School. However, there are still several areas where the School can improve, and ongoing work with teachers and pastoral care teams across the School will continue in 2017.
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Staff Satisfaction The School surveyed all staff, teaching and non-teaching, in 2017. Almost all teachers responded, giving a very high return rate.
“ An overwhelming number of staff appreciate working at
Camberwell Grammar School.�
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community report | 2017
TEACHERS INDICATED A HIGH LEVEL OF SATISFACTION WITH THE SCHOOL: Strongly Agree
Agree
Neither Agree Nor Disagree
Disagree
Strongly Disagree
NA
I feel my contributions to the school are valued.
30%
48%
13%
6%
4%
0%
I get sufficient feedback and acknowledgement about my teaching/work.
19%
40%
17%
18%
4%
2%
The school encourages me to undertake professional development.
27%
35%
20%
14%
4%
0%
The school gives me the space to develop my skills.
25%
43%
19%
8%
4%
0%
I am able to access all the materials and resources I require.
50%
41%
6%
1%
2%
0%
I am able to maintain a good work/life balance.
25%
33%
18%
15%
9%
0%
I know who to go to in the school for a range of matters.
35%
37%
13%
11%
3%
1%
I feel confident using digital technology in the classroom/my work.
36%
46%
10%
6%
1%
1%
Colleagues at the school work well together.
22%
59%
10%
7%
1%
0%
Co-curricular commitments are shared equally across the school.
10%
22%
25%
15%
15%
12%
Extra duties are allocated fairly.
12%
26%
29%
15%
8%
10%
Parents appreciate the efforts of CGS staff.
23%
61%
12%
2%
0%
2%
Students appreciate the efforts of CGS staff.
24%
57%
15%
2%
0%
1%
Senior staff members appreciate the efforts of CGS staff.
19%
42%
23%
8%
5%
3%
I know and share the values of the school.
43%
46%
8%
1%
1%
0%
Staff are supported by the school in times of crisis.
62%
24%
8%
1%
1%
2%
CGS is a good place to work.
58%
33%
5%
1%
2%
0%
Staff indicated that they appreciated the resources and support offered to them, and felt that parents, students and senior management acknowledge their efforts. There was a strong feeling of consensus about the values of the School and these were actively supported by the staff. An overwhelming number of staff appreciate working at Camberwell Grammar School.
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