Hale School Annual Report 2011 by Hale School

HALE SCHOOL

ANNUAL REPORT 2011

HALE SCHOOL

ANNUAL REPORT 2011

CONTENTS Chairman’s Report

Headmaster’s Report

History

Location

Facilities

The School

The Board of Governors • Legal Framework • Members of the Board of Governors for 2011 • Role of the Board • Committees and Task Groups of the Board • Finance & Investments Committee for 2011 • Operations & Facilities Committee for 2011 • Table of Attendance at Meetings

Contracted Services

The School’s Executive

The School – Purpose, Vision and Values

2011 Financial Statements

CHAIRMAN’S REPORT 2011 marked a significant milestone in the history of Hale School, with the School celebrating 50 years at the Wembley Downs campus. The School is very fortunate to have a magnificent campus and facilities. This is the result of the vision, foresight and planning of many, especially members of Boards of Governors and Headmasters, Old Boys, parents and supporters of the School over the years. However, the great strength of the School goes beyond its campus and facilities; it is the passion and commitment of the people who make up the Hale community that provide the impetus for Hale students to succeed in all areas of school life. Headmaster, Mr Stuart Meade, and the School’s teaching and non-teaching staff, perform their roles in a cohesive and highly effective manner and implement the plan and vision of the School. Members of the Board of Governors provide great voluntary service to the School, and strong and clear oversight of the School’s affairs. Old Boys, parents and other members of the Hale community support the School in many important ways, including financially and through involvement in committees, groups, and associations. It is the students, however, embracing the opportunities afforded them both inside the classroom and outside it with enthusiasm and commitment, that is inspiring to all involved at Hale. The School provides tremendous diversity and balance within its curricular and co-curricular programmes. The academic results of the Year 12 2011 cohort were outstanding and continue the trend set in recent years. The results and academic achievements are detailed in the Headmaster’s Report.

The School aims to provide an environment where students can achieve their potential and staff are supported with outstanding facilities. With that in mind, planning is currently underway for a new Aquatic Centre and a new Junior School Art Room complex. The Governors of Hale School are committed to the vision for the School, providing opportunities for every boy to excel. There are numerous risks and challenges facing the School in the coming years, which if not carefully managed, may prevent us from living up to this vision and our educational commitments to parents. Some of the key challenges include the continuing implementation of the Australian Curriculum; the redevelopment of the School’s ageing infrastructure; keeping pace with the digital revolution in education; protecting the School’s assets and cashflow in the current economic climate; managing new risks relating to social media use; and attracting and retaining experienced teaching staff. The Very Reverend Dr John Shepherd, Dean of Perth, and Mr Peter Taylor retired from the Board of Governors at the end of 2011. Dr Shepherd served as a Governor for 18 years and his wisdom, insight and highly unconventional humour brought a unique perspective to the Board. Mr Taylor served for five years, including as Chair of the Operations and Facilities Committee. The School is grateful for their contributions and we wish them well for the future. Under the leadership of Mr Meade and his talented and committed team of staff, the School is well placed to continue to thrive and prosper. Mark Hemery Chairman, Board of Governors

The high level of student participation in the sporting, music, drama and Service Learning programmes provides unparalleled opportunities for them to engage in such a wide range of activities. Chairman’s Report Mark Hemery Chairman, Board of Governors

â&#x20AC;&#x153;The high level of student participation in the sporting, music, drama and service learning programmes provides unparalleled opportunities for them to engage in such a wide range of activities. The Governors of Hale School are committed to the vision for the School, providing opportunities for every boy to excel.â&#x20AC;? Mark Hemery. Chairman, Board of Governors

“We are representative of Australia in all we do and must represent these values. Remember, it is not a single act, not the grand final that you win or lose, not the exam that you pass or fail and not the Victoria Cross which defines you. It’s who you are all the time that matters. You need to give 100 % always, however daunting it may seem and, to coin a phrase, “Have a crack, fellas.” Cpl Ben Roberts-Smith VC, MG 6

HEADMASTER’S REPORT

If there are more appropriate words that can be said at a beginning of year school assembly I have yet to read or hear them. And if we reflect upon the opportunities and successes we have enjoyed together throughout 2011, it would appear his message may have sunk in. The fortnightly newsletter chronicled student achievements and opportunities: in the classroom, on the sports fields, on the stage, and in the wider community. On so many fronts, boys appeared to have adopted the “Have a crack” mantra if indeed it was not already part of their character. TEACHING AND LEARNING The ongoing process of implementation of the Australian Curriculum was addressed in various forums throughout the year. Year group coordinators, academic departments, sub-schools and the Curriculum Leadership Team focussed on aspects of the implementation process as appropriate. In October 2011, The Shape of the Australian Curriculum – Version 3 document was published by ACARA. It provided background for the implementation of the first phase of curriculum development and overall development of the rest of the Australian Curriculum. Concerns remained that the ‘goalposts may shift’ in some way through 2012 - 2013; however, progress continued under the watchful eye and with guidance from David Bean, the school’s Director of Curriculum. During the year, a working group met to update the school’s Philosophy of Teaching and Learning. This task was completed and the final document was ‘signed off’ by teaching staff. It provides an overarching statement with key concepts that will underpin the teaching and learning in all areas of the school. Throughout the year, professional development for staff remained a focus with curriculum, leadership, pastoral care and ICT conferences and seminars being attended by many staff. The ‘value add’ aspect of all conferences is to be found in the information that is brought back to the school and shared with colleagues. This

has been a mandatory condition for all staff attending conferences and has been successfully achieved in 2011. Throughout 2011, the proposal to extend the 1:1 technology platform into the senior years – Years 10–12 was pursued. The proposal takes into account the distinction between the ‘creativity’ focus of the technology required in the younger years and the ‘connectivity’ focus required for the senior students. Residual DER funding of $133,000 was available and a new slim-line laptop device was sourced which met our needs. A decision was made late in the year to proceed with the proposal on a one year trial basis in 2012, one that was embraced by the students and supported by the parents of the Year 10 students. Academic support across all levels of ability has been a focus for the Director of Teaching and Learning throughout 2011. The role of Coordinator of Gifted and Talented Education was reviewed with more specific brief put in place for 2012. Curriculum support was enhanced with additional staff employed in the department while a more focussed approach in this area of teaching and learning was targeted in the Junior School. As part of the focus to extend and enrich the ‘top end’ students in the school, the opportunity for a group of boys in Year 11 to attend the International Summer School at Oxford University in July 2012 was provided with a significant oversubscription

of interested families. 15 students will be accompanied by the Deputy Headmaster on this trip where a 2 week immersion programme is undertaken whilst in residence at one of the university colleges. The Indigenous Education Scholarship Programme was revamped with greater accountability being required by the scholarship holders and their families in 2011 and beyond. This formal agreement was accepted by the families concerned and provided a clearer understanding of the responsibilities that come with acceptance of a scholarship. The traditional catchment area of scholarship holders has been relaxed and recipients in the 2011 intake have come from areas outside the Kimberley region. This decision has been supported widely and will enable the School to offer an education to indigenous students from areas throughout the state. In the final weeks of 2011, a workshop was organised for all staff addressing the need to update staff knowledge on aspects of indigenous education. It was a valuable learning experience for many and a useful refresher course for others. Hale School is due for re-registration in the second half of 2012 as our registration falls due at the end of the four year period. This is a significant process that encompasses all aspects of our delivery from governance to academic grades and will serve to focus the school’s attention on all aspects of the teaching and learning programmes and much more.

HEADMASTER’S REPORT YEAR 12 2011

The results achieved by the Year 12 2011 cohort were outstanding. The WACE results, as published in the press included the following: •

There were 200 eligible full time Year 12 WACE students in the 2011 cohort. Every boy achieved the WACE.

•

Six General Exhibitions were awarded, all in the first fifteen places in the state: Ben Joseph (3rd), Ryan Huynh (5th), Clark Mei (9th), Brandon Doney (10th), Robert Yeoh (12th) and Robin Chab (15th).

•

Course Exhibitions, presented to the top students in the state in each course, were awarded to five students: Rohan Mehra for Engineering Studies (the 4th year in a row that a student from Hale has won this award), Ryan Huynh for Mathematics, Ben Joseph for Mathematics: Specialist, Joseph Havlat for Music and Brendon Lim for Physical Education Studies.

•

Certificates of Distinction (for students achieving results in the top 0.5% in a course) were awarded to: Robin Chab (Economics), Brandon Doney (Chemistry, Mathematics, Physics), Joseph Havlat (Music), Ryan Huynh (Mathematics, Mathematics; Specialist), Ben Joseph (Chemistry, Mathematics, Mathematics: Specialist), Lester Lee (Mathematics), Brendon Lim (Physical Education Studies), Daniel Marshall (Mathematics, Physics), William McKelvie (Literature), Rohan Mehra (Engineering Studies), Clark Mei (Chemistry, Geography, Mathematics, Physics), James Prince (Accounting & Finance), Nathan Stanley (Mathematics), Adam Tynas (Mathematics), Alan Wang (Music Special Certificate of Distinction), and Robert Yeoh (Mathematics)

•

Certificates of Excellence for achieving at least 18 A grades in course units in the WACE were awarded to thirty-one students: Sebastian Ashford, Robin Chab, Brian Cheung, Brandon Doney, Frederick Effendi, Robert Ferritto, Kingsley Frearson, Luke Frewer, Shayan Habibi, Scott Howieson, Ryan Huynh, Alistair Jardine, Benjamin Joseph, Jeremy Lane, Ivan Lee, Lester Lee, Aiken Lim, Brendon Lim, Daniel Marshall, Brendon McAlpine, Callum McGlashan, Rohan Mehra, Clarke Mei, Lukas Michel, Liam O’Shea, Jackson Peos, Ethan Reed, Stephen Savage, Preston Sudlow, Adam Tynas, Robert Yeoh.

Across the cohort, the results were outstanding. The median Australian Tertiary Admissions Rank (ATAR) for Hale students was 92.75, four boys – Brandon Doney, Clark Mei, Ben Joseph, Ryan Huynh each scored an ATAR of 99.95, 27 students achieved an ATAR of 99 or better. Very pleasing was the fact that 112 students (56%) achieved a score of 90 or better. The seven Year 12 students in receipt of academic scholarships in 2011 attained the following ATAR scores: 99.95(school rank = 1), 99.95 (1), 99.85 (7), 99.85 (7), 99.55 (16), 98.5 (35), 98.15 (40)

ACADEMIC ACHIEVEMENTS The School continues to promote participation in a range of external competitions. These may be part of extension opportunities for more capable students or they may provide a vehicle for boys with special interest in an area of study. There are many benefits that accrue to the school apart from the opportunities to view our students’ achievements in a national and sometimes international context – staff/student relationships, both individual and collaborative research and organisation among them.

A snapshot of the most outstanding achievements is listed below. •

Hale School Students (from left to right) Ryan Huynh, Daniel Marshall, William McKelvie, Brendon Lim and Benjamin Joseph.

In the University of NSW International Competition and Assessment for Schools competitions, Hale students achieved outstanding results in the different disciplines: - English: Year 8: 15 Distinctions - Writing: Years 7 & 9: 3 High Distinctions (including Medal Winner in Year 9); - Years 7 – 10: 19 Distinctions - Science: Year 8: 2 High Distinctions - Maths: Year 8: 3 High Distinctions & 18 Distinctions

•

Two boys finished in the Top 10 in their age group (Year 10 & Year 11) in the state in the Alliance Française Examination, including Alan Wang who was placed 3rd in WA for Year 11. Year 10 student Jack Cooper was placed 4th in the Year 10, WA division.

•

In the IGCSE ‘O’ Level Mathematics paper, 15 Hale Year 11 students who sat the course achieved A grades, with 9 of those achieving A*, which is the highest grade possible, typically above 95%. Two boys achieved B grades.

•

10 boys won major prizes in the Westpac Australian Mathematics Competition, including Alex Shen who won a prize for achieving a score in the top 0.3% of the state, as well as the award for the most consecutive correct answers.

•

Twenty two Year 12 students were awarded Engineers Australia Certificates of Excellence for Science & Mathematics, with seven students awarded Certificates of Excellence for Engineering.

•

In the Australian Science Olympiads Physics Qualifying Examination, three Hale students received a High Distinction for being in the top 10% Australia wide. Another six Hale students received Certificates of Distinction for being in the top 20% Australia-wide. Year 11 student Thomas Lymburn was also invited to attend Summer School at Monash University to prepare for selection to the Australian team in International Mathematical Olympiad.

Year 11 student Michael Warton was awarded a Bronze Medal in the Australian Mathematics Olympiad.

•

Year 11 student Andy Truong was invited to apply for the National Mathematics Olympiad Summer School. Year 10 student Jackson Smith was selected to represent Churchlands as a member of the Legislative Assembly in the Parliament of WA 2011 Statewide Student Parliament.

•

In the RACI Chemistry Quiz two students were awarded a Certificate of Excellence (100%), with six students awarded a plaque for making one error only.

•

One Year 11 student was selected to represent WA in the National Geographic Channel Australian Geography Competition in Melbourne,

section. Two Year 11 students were also awarded Distinctions in the Year 11 Examinations. •

In the Have Sum Fun Mathematics Competition, one of the Hale senior teams competing won 1st place in the Senior Team event, with another senior team placing 5th. Of two junior teams competing in the Junior Team event, one team came 4th and the other team came 5th.

•

In the ASI Rio Tinto Big Science Competition, Year 10 student Jack Cooper was awarded a prize for a Perfect Score.

•

Curtin University Accounting Experience Programme allows selected Year 12 students to complete the first year university Accounting unit at Curtin University, as an extension of their secondary school studies. Hale School won the Best Performing School Shield (Accounting) as well as the Best School for the entire Excelerate Programme (Economics, Accounting and AIT). Eight students were awarded a High Distinction in the Accounting section. Three students were awarded a PriceWaterhouseCoopers traineeship, and two students were awarded a RSM Bird Cameron scholarship. Vijay Vasandani was awarded the Denis Horgan Medal for Best Performing Student.

•

In the 2011 CareerLink Awards, Callum McGlashan from Year 12 was awarded Student of the Year for both Work Place Learning & Career & Enterprise.

•

Two Year 12 students were awarded Australian Defence Force Defence Technical Scholarships for the amount of $6000.

•

Five students (Years 7- 9) were awarded Distinctions in the Mathematics Challenge for Young Australians competition, with two Year 10 students awarded a High Distinction.

•

Year 9 student Nick Langton was awarded 1st Place in the Scitech Animation Film Festival.

28 Year 12 students entered the Business Educators of WA Examinations, with 6 awarded Distinctions. In the Year 12 Stage 3 Accounting & Finance Examination, Sebastian Ashford received the second highest mark, as well as equal highest mark in the Stage 2 Accounting & Finance Examination. Year 12 student Vijay Vasandani was awarded the Highest Mark for the Year 12 Accounting & Finance Stage 3 Examination. Year 12 student James Allpike was the overall winner in the Business Management & Enterprise

•

Three Year 12 Hale students were invited to be exhibitors in the 2011 St Georges Art Exhibition.

•

In the WA Wood Show “Out of the Woods” competition, Year 11 student Seaton Ridout was awarded 3rd place in the Furniture Division, with Year 11 students Graeme Stickland and Timm House Highly Commended in this division. Year 12 Luke Burges was awarded 1st place in the Furniture Division, with Year 12 Callum McGlashan awarded 1st place in the Artistic Division.

In the Australian Science Olympiads Chemistry Qualifying Examination, three Hale students were awarded a High Distinction. Another seven students were awarded a Distinction. Year 11 student Alan Wang was invited to attend Summer School to prepare for selection to the Australian team in the International Mathematical Olympiad.

•

for the Senior Division. In the Junior Division, one Year 7 student came in the top 0.1% nationwide, and a Year 10 student finished equal first in Australia for this division, as well as being tied for 1st place in Western Australia in the Intermediate Division.

•

NAPLAN RESULTS The National Assessment Programme – Literacy and Numeracy (NAPLAN) tests are conducted in May each year for all students across Australia in Years 3, 5, 7 and 9. All students in the same year level are assessed on the same test items in the assessment domains of Reading, Writing, Language Conventions (Spelling, Grammar and Punctuation) and Numeracy. In just about every category, the 2011 results are better than in previous years. The ‘value added’ component, so often spoken about these days, will be considered through the longitudinal study of individual boys as they have moved through the testing years – eg Year 5 in 2009 to Year 7 in 2011. Indeed, this study will provide a deeper understanding of the academic progress of the students as the tests in Years 3, 5 and 7 are administered to many students new to the school that year. The table below provide a summary of the results from the Hale students. The ‘National Minimum Standard’ referred to is a benchmark that is set by the national body responsible for administering the tests.

2011 NAPLAN RESULTS – HALE SCHOOL COMPARISON WITH AUSTRALIAN MEAN Italicised figures in brackets are 2009 & 2010 figures Note: Cohort Numbers have changed in 2010 & 2011 Year 3 Aust Mean

Hale Mean

Year 5 Difference

Aust Mean

Hale Mean

Year 7 Difference

Aust Mean

Hale Mean

Year 9 Difference

Aust Mean

Hale Mean

Difference

Year

Cohort

Reading

2009 2010 2011

24 48 48

(410) (414) 416

(446) (462) 456

(+ 36) (+ 48) + 40

52 75 78

(493) (487) 488

(556) (534) 569

(+ 63) (+ 47) + 81

100 173 172

(541) (546) 540

(585) (606) 609

(+ 44) (+ 60) + 69

191 191 164

(579) (574) 580

(621) (622) 630

(+ 42) (+ 48) + 50

Writing

2009 2010 2011

24 48 48

(406) (419) 416

(430) (437) 444

(+ 24) (+ 18) + 28

52 75 78

(481) (485) 483

(540) (513) 528

(+ 59) (+ 28) + 45

100 173 172

(533) (533) 529

(578) (568) 582

(+ 45) (+ 35) + 53

191 191 164

(571) (568) 568

(607) (600) 623

(+ 36) (+ 32) + 55

Spelling

2009 2010 2011

24 48 48

(405) (399) 406

(433) (413) 439

(+ 28) (+ 14) + 33

52 75 78

(488) (487) 484

(533) (515) 536

(+ 45) (+ 28) + 52

100 173 172

(540) (545) 538

(565) (579) 581

(+ 25) (+ 34) + 43

191 191 164

(574) (578) 582

(604) (604) 610

(+ 30) (+ 26) + 28

Grammar & Punctuation

2009 2010 2011

24 48 48

(421) (417) 422

(455) (447) 467

(+ 34) (+ 30) +45

52 75 78

(502) (500) 500

(545) (540) 576

(+ 43) (+ 40) + 76

100 173 172

(540) (535) 533

(578) (580) 596

(+ 38) (+ 45) + 63

191 191 164

(572) (579) 573

(624) (628) 628

(+ 52) (+ 49) + 55

Numeracy

2009 2010 2011

24 48 48

(395) (395) 398

(432) (448) 467

(+ 37) (+ 53) + 69

52 75 78

(488) (489) 488

(566) (557) 598

(+ 78) (+ 68) + 110

100 173 172

(544) (548) 545

(619) (619) 629

(+ 75) (+ 71) + 84

191 191 164

(588) (585) 584

(673) (664) 661

(+ 85) (+ 79) + 77

Cohort

MIDDLE SCHOOL At the completion of the second year of operation, the Middle School is embedded as an integral part of the Hale School experience. As the major entry point in the school, Year 7 is a pivotal year in the lives of so many boys and their families; thus, the attention paid to it by the teachers and administration is vital. The Pastoral Care Leaders have a very important role and they have provided outstanding care and guidance to the boys and their families during 2011. They have been involved in pastoral initiatives with the boys designed to enhance their level of engagement and enjoyment. Academically, the requirements of the Australian Curriculum have sharpened the focus on curriculum documentation in Years 7 and 8. Course coordinators have attempted to bridge the gap between what to teach and how to teach it.

Assessment has also been at the forefront of deliberations as authentic forms of assessment for boys of this age are required. The boys in the Middle School have accepted the challenges set before them â&#x20AC;&#x201C; academically, socially and organisationally â&#x20AC;&#x201C; with the help of their teachers and parents. Most have embraced the many opportunities that are presented to them. The Music programme has flourished in the second year of operation of the Middle School and the Drama experiences continue to attract far more interest than can be satisfied with on-stage roles. Service Learning is expanding, debating is growing in popularity, and other activities are becoming part of the lives of many boys. It is a very healthy state for the Middle School to be in.

JUNIOR SCHOOL The Junior School Curriculum priorities for 2011 were: • • • • • •

Full implementation of Australian Curriculum units: History, Science, Mathematics, English Years 1 – 6 Introduction of assessment schedule for tracking student performance, identification of education support students Implementation of a specific targeted intervention curriculum support model Professional development of staff Integration of cooperative learning strategies School-based Scope and Sequence documentation in Mathematics (inclusive of school-devised mental computation and problem solving scope and sequences) and English

There is passion and commitment driving the Junior School teaching team and their approach to the curriculum challenges has been highly effective. Documentation substantiating their efforts has been completed and whilst the creativity so essential in the teaching and learning in a primary school context remains, there is also structure and direction driving their efforts. Throughout the year, many initiatives have been introduced to Junior School programmes, backed by research and preparation. Waiting lists for entry into Years 1, 3 and 5 are long and it is a reflection on the programmes and overall education experience that is on offer for the boys who attend the school that this is the case.

PASTORAL CARE Pastoral care remains a cornerstone to the success and fulfilment experienced by all boys as they move through Hale School. It is not a concept that can be ear-marked for implementation by some teachers and not others. It is a mindset that must be reinforced with clear, consistent programmes to support the culture that exists within the student and staff population. Parent support is no less important in this aspect of school life and communication with the families remains a high priority in any pastoral care programme introduced. In his role as Director of Pastoral Care, Richard Goater was involved in student leadership programmes throughout the school as well as providing support and counsel to the subschool executive teams as they sought to implement new pastoral care strategies. Anti-bullying workshops and cyber-safe seminars were attended by staff as up-to-date information was sought in these areas. Paul Dillon from the Drug and Alcohol Research and Training Australia organisation has become an annual guest to the school, speaking to the Year 10 – 12 students, the oldest group on two separate occasions throughout the year. His advice and information have proved invaluable to the students over the years. Behaviour management strategies across the three subschools was another area attracting attention throughout 2011 as ‘consistency of philosophy’ was seen as an essential part of strategies being implemented. Representatives from Junior, Middle and Senior Schools met on two occasions to gain a shared understanding of practices in place before discussing overarching policies to be agreed upon. These meetings were very productive and laid a great deal of groundwork for the work to be undertaken in 2012. The Personal Development curriculum in the Middle School continued to be enhanced through the work of the Pastoral Care Leaders and the Head of Middle School Pastoral Care, Julianne Nissen. This is another significant area of work as the needs of the Middle School cohort are quite specific and require targeted programmes. The best schools are relational in their approach and pastoral care practices fit this definition precisely. It is a critical aspect of all policies and procedures within the school and one that is referenced frequently.

CO-CURRICULAR PROGRAMMES SPORT The Director of Sport completed the task of ascertaining every senior boy’s summer sport in 2011. Given that Hale does not require boys in the senior years to play a sport but continues to strongly encourage them to do so, it is pleasing to report the results. In Year 10, 77% of boys are involved in a summer sport, some more than one eg cricket and swimming. In Year 11 this figure is 69% and in Year 12 it is 67%. Given that some boys do not play a summer sport but will involve themselves in the winter PSA programme, the figures at the end of the year will be over or around 80% participation in at least one PSA sport. When added to the number of boys who concentrate on their music or drama commitments in lieu of sport in their final years, the level of involvement is high. Experiences and opportunities abound in the Junior School sport programme. The students are offered a wide range of activities and sports and many boys take advantage of this by trying new sports each term. As in the past, the role of the classroom teacher as coach of sporting teams remains a priority at Hale. In 2011, over 90% of all sporting teams were coached by Hale teaching staff. The values dimension this practice brings to the sport programme cannot be overstated. It is vital to the educational philosophy espoused by the school. Debating has continued its renaissance as a co-curricular activity within the school. In 2011, 24 debating teams represented Hale in the WADL and AHISA debating competitions. Apart from the success of many teams, the boys’ enthusiasm for this activity is very pleasing.

SERVICE LEARNING Professional Development for staff in many of the Pastoral Care policies is being factored into specific periods during 2011. The use of the school portal to disseminate information of a factual nature has also been utilised with success. The introduction of the Middle School has added a significant dimension to the School’s approach to Pastoral Care. Obviously, boys now residing within the Middle School are at a critical stage of their adolescent development. Pastoral Care that is in place for boys of this age needs to be very specific and discussions have been ongoing as to the best way to cater for boys of these ages. A review of students from Years 5 to 12 in 2007 highlighted the periods of transition (from Junior to Senior School and from Year 10 to Year 11) as being critical times. With the introduction of the Middle School, there has in theory been the addition of a third transition point ie from Year 8 to Year 9. However, this potential hot spot focussed staff on the need to minimise the negative effect of the transition process as boys move from one year group to another. All staff received professional development following discussions with key personnel. Information was disseminated to boys and parents, most commonly through specificinformation evenings.

PERFORMING ARTS Drama and music continue to have a major role to play in the life of the school. The number of students who embrace one or both of these activities steadily grows, particularly with the offerings of the Redfoot Youth Theatre becoming so diverse and successful. There were over 10 dramatic productions in 2011 along with weekly workshops and guest artists performing and teaching the boys. Music flourishes and the school is experiencing a ‘good problem’ in the Middle School music programme with demand for places in various orchestras and ensembles outstripping the number of places available. Additional staff have been employed to cater for the interest of the students. The results are outstanding with many performances exceeding expectations of the staff involved. The resignation of the Director of Music, Andrew Bushell has provided an opportunity for Mrs Su-Lyn Chong to bring her enthusiasm and experience to the department as the new Director in 2012. In 2011, the inaugural tour by the Hale Jazz Orchestra to the United States of America took place in December. It was a success in every sense of the word with the experiences had by the boys not to be forgotten in a hurry. The boys performed in schools, clubs, local districts and The Julliard School of Jazz during their trip, promoting Hale School in the best possible light. The Hale St Mary’s Cantate undertook their biennial tour to the United Kingdom, with a highlight being their singing of Evensong in Westinster Abbey.

The annual trip to Vietnam and Cambodia for boys in Year 12 continues to be a highlight of the Student Service Learning programme; indeed, for many of those involved, a life changing experience. 18

SERVICE LEARNING The annual trip to Vietnam and Cambodia for boys in Year 12 continues to be a highlight of the Student Service Learning programme; indeed, for many of those involved, a life changing experience. Coupled with the annual Sony Camp for Kids in December, the Chaplain’s Pilgrimage to the Solomon Islands and the visits to schools and agencies for the younger students, these events provide genuine opportunities for boys (and staff) at Hale to learn whilst providing service to the wider community. During the Sony Camp held in December 2011, a tragedy struck with one of the Sony Kids, Toni Payne, suffering an epileptic seizure during the night and despite prompt medical attention was unable to survive the ordeal. The impact of this event was felt throughout the school community as well as the many schools with whom we deal in this area of education. There has been ongoing support for all involved; however the enormity of the tragedy looms large in the memories of many staff, students and families. The school’s link with The Nulsen Association is also providing opportunities for senior students. The Year 11 Youth Patrons and committee work with Nulsen residents throughout the year, gaining valuable insights into the lives of those less fortunate than themselves. In 2011, through the work of the school chaplain, Fr Dougall Ethell, Hale School has become a founding school in the Anglicare Youth Ambassador programme with a number of Year 11 students holding ambassador or committee roles in this programme.

STAFFING At the conclusion of 2011, two senior members of staff, Andrew Woods and Andrew Bushell resigned to take on new challenges. Overall, the staff turnover throughout 2011 was low (once again) providing stability to the teaching teams. Professional development and performance appraisal were two elements of staff professional growth that were focussed upon in 2011. A generous decision by the Board of Governors to increase the budget for professional development opportunities for staff saw many conferences of importance attended and reported upon. Performance appraisal for probationary teachers in very thorough and group goal setting sessions has been beneficial to those involved. The requests for professional feedback by staff have increased, providing a resourcing issue for the years ahead. Brian Clarkson, the School’s Head of Boarding lost his two and half year battle with cancer in December 2011. It was a very sad way to end the year for all concerned; however the funeral service at the school was a celebration of the life of a man who had touched the lives of so many.

FACILITIES During 2011, the Facilities Master Plan of the school was updated with a new set of priorities listed. The Director of Operations has overseen the maintenance of the building stock at the Wembley Downs campus whilst being actively involved in the planning for further capital developments including the Junior School Art Room, the updating of the sporting precinct and the compliance requirements of the Memorial Hall. The grounds at the Wembley Downs campus continue to be a source of admiration and attraction for many. Whilst reticulation issues remain in the forefront of the thinking of the Operations and Facilities subcommittee of the Board of Governors, the grounds team provide superb sporting facilities for the boys. The Exmouth base camp, used for the Year 10 Outdoor Education programme, is in need of relocation due to a decision not to offer a continuation of the Schoolâ&#x20AC;&#x2122;s lease at the Kailis Fishing Base. Alternative locations are under consideration for the 2012 programme and beyond.

ENROLMENTS Summary of Student Movement as at 28 November 2011 Year Level 1 2 3 4 5 6 7 8 9 10 11 12 TOTAL

2011Commencing Total

Left

Entered

24 24 48 48 78 75 172 197 166 205 208 203 1448

0 0 0 0 2 0 2 3 5 4 4 3 23

0 0 0 0 2 0 2 0 1 0 0 0 5

Total Students 28 Nov 2011 24 24 48 48 78 75 172 194 162 201 204 200 1430

Leaving end 2011 0 0 0 2 1 0 2 0 1 4 0 0 10

The reasons for the departures are as follows: family relocation 9, behaviour 7, personal 8, financial 2, new school by choice 7. Applications for enrolments in the main entry points â&#x20AC;&#x201C; Years 1, 3, 5 and 7 remain strong with many more boys sitting the Entrance Tests for Year 5 or 7 entry than places being available.

SCHOOL COMMUNITY The Parents’ and Friends’ Association and Old Haleians’ Association had significant roles to play in 2011 and both groups provided impetus to various aspects of the School’s activities during the year. The Hale community is a strong and supportive one and adds to the positive culture that exists within the school. As part of the government requirement to report on community feedback, a Hale Community Survey was administered in 2011. Following the administration of this three question survey, responses were collated. Of note is the collated response to the question “When you consider the total Hale School package, how would you rate your level of satisfaction?” 77% responded – Very Satisfied, with a further 19% recording Satisfied. The ‘best aspects of Hale’ were perceived as being, in order: • Facilities/Grounds/Campus – buildings, sporting fields • Academic programme/curriculum – all-round, quality, high expectations, opportunities for all to excel • Co-curricular opportunities – sporting/musical/drama/academic/Outdoor Education – something for everyone • Teachers – quality, passion, care, communication, involvement in events, timely response to queries/issues, male role models • Pastoral Care – understanding families, caring for the family/boys as a whole, bullying policy

The aspects in need of improvement were categorised as: • Communication between parents/teachers/PCLs – less posted mail, more emails, more academic feedback, earlier intervention when problems arise, who to contact with concerns, more progress reports • Life skills courses – cooking skills, career counselling, home economics, social awareness programmes • Coaching of lower grade sporting teams (non 1st teams), over emphasis on 1st teams & winning • Opportunities for sport for all abilities, sport by size rather than age It is interesting to note that the top four ‘best aspects’ each received more than 40% of ‘votes’ while the top three issues needing improvement each received less than 15%. These results have been combined with the Headmaster’s Lunches with all Year 12s in their final weeks and the Middle School Pastoral Care Survey administered in Term 3 to provide the School Executive teams with useful information when setting goals for 2012.

SCHOOL LEADERSHIP AND MANAGEMENT The leadership model employed at Hale School is one of distributed leadership. The calibre of the leadership team enables this model to work well as their expertise and enthusiasm ensure a level of commitment and professionalism that serves the school well. David Bean (Deputy Head and Director of Curriculum), the three Heads of School, Alex Cameron – Junior School, Michael Valentine – Middle School, and Ross Barron – Senior School, the Directors – Mahendra Vaswani (Director of Teaching and Learning), Richard Goater (Director of Staff Development and Pastoral Care) and Jim Bausor (Director of Studies) as well as David Timmins (Director of Finance and Governance), Fiore Giovannangelo (Director of Operations) and Dave Reed (Director of Development) continue to work with dedication and compassion as they deal with many day to day and strategic issues that cross their desks. At times, it is their involvement in areas well outside their brief that adds significant value to the school community. This work is unsung but is highly appreciated. The Board of Governors, led by Mr Mark Hemery, gave of their time selflessly. Expertise and experience stand behind their contributions and their genuine commitment to the betterment of the school was unfailing. The Very Reverend Dr John Shepherd retired from the Board at the conclusion of 2011, having taken up a position in 1993. His considered opinion, his ability to short-circuit a meandering discussion and his perceptive and knowledgeable contributions to the Board deliberations have been appreciated a great deal. Mr Peter Taylor also retired having served five years as a Board member. He has been a highly committed member of the Board, involving himself in many committees, and chairing the Operations and Facilities committee for the past three years. Both gentlemen have served the school with distinction and deserve our thanks. The Hale School Vision is “to provide opportunities for every boy to excel”. I believe Hale School went a long way to achieving this aspirational goal in 2011. Stuart Meade Headmaster

HALE SCHOOL THE SCHOOL - History, Location and Facilities HISTORY Hale School, established in 1858, is the oldest independent boys’ school in Western Australia and is an intrinsic part of the State’s history. The School’s history can be traced back to when the State’s first Anglican Bishop, Mathew Blagden Hale, established the Bishop’s Collegiate School less than 30 years after the Western Australian colony was founded. In 1876, the School was reconstituted under an Act of Parliament and in 1878 assumed the title of the High School. That name remained until 1929 when an act of parliament ratified the name, Hale School. It remains the only school in Western Australia that operates under its own legislation.

All the School’s facilities are located on the Wembley Downs site, except the Cygnet Hall rowing facility on the Swan River at Crawley. The School has the most extensive on-site sporting fields of any school in the State. The school site enjoys extensive areas of heavy wooded natural vegetation which retains the leafy bushland atmosphere of the campus amidst the surrounding suburban housing and developed school areas. The site includes considerable scope for future development of the School’s facilities with 16 hectares of unimproved land.

In its formative years the School occupied various sites on St George’s Terrace, moving to Havelock Street in 1914 and then in 1961, with Perth on the threshold of enormous growth, moving to its present site in Wembley Downs.

FACILITIES The School has undergone considerable development in the past 10 years. There has been significant capital invested in new facilities and in refurbishing existing facilities.

From its modest start, Hale School has grown steadily to become a leading Australian independent school.

Major school building projects recently constructed include the Junior School Multi-Purpose Hall, the Middle School, the Forrest Library/Resource Centre and Classroom Precinct, the Senior School Boarding House and the Bob Ihlen Health Centre.

LOCATION The School’s campus is situated in Wembley Downs, on a 48 hectare site 12 kilometres from the centre of the City of Perth.

HALE SCHOOL Hale School is an Anglican school for boys with a 2011 enrolment of 1,434. The School consists of a Junior School for Years 1 to 6 (with an enrolment in 2011 of 298), a Middle School for Years 7 and 8 (with an enrolment in 2011 of 368) and a Senior School for Years 9 to 12 (with an enrolment in 2011 of 768), on the one 48 hectare site in Wembley Downs. The School has continued to maintain its strong boarding tradition with 198 boys residing in the two boarding houses. Boarding students at Hale come from all over Western Australia and overseas. The majority of the 7 overseas students in the School are boarders. The School continues to develop its relationships with Indigenous communities in the north of Western Australia. There are currently 19 Indigenous students boarding at Hale School.

With the Schoolâ&#x20AC;&#x2122;s recognised opportunities and achievements in academic, sporting and creative pursuits, its high level of pastoral care, spacious campus and outstanding facilities, there continues to be a strong enrolment demand at the School. The Schoolâ&#x20AC;&#x2122;s facilities, coupled with a highly skilled and motivated team of teaching and non-teaching staff and well managed finances, position Hale School as being able to look forward to the future with confidence. There are 146 full time equivalent teaching staff and 120 full time equivalent non-teaching staff employed at the School. Of those, 32 full time equivalent nonteaching staff are engaged solely on boarding duties. Enrolment and staffing figures noted above are as at August 2011 Commonwealth Government Census.

Mr Mark Hemery (Chairman) BJuris (Hons), LLB (Hons), LLM Old Boy (1976-1980) Barrister and Solicitor Partner - Talbot & Olivier Lawyers

ANNUAL REPORT 2011

Term: 2004-2013

Term: 2008-2012

Mr Jon Birman BA (Industrial Relations and Politics) Old Boy (1969-1975)

BOARD OF GOVERNORS LEGAL FRAMEWORK and APPOINTED MEMBERS OF THE BOARD FOR 2011 LEGAL FRAMEWORK • The Hale School Act, 1876 (‘the Act’) created ‘The Governors of Hale School’ (usually referred to as “the Board of Governors”, or “the Board”) as a statutory corporation, to be the trustee of a public charitable trust that is to endure in perpetuity, for the purpose of the education of boys. •

•

The Act provides that the Board shall consist of 11 members, of whom one shall be the Anglican Archbishop of Perth, five shall be appointed by the Perth Diocesan Trustees and five shall be appointed by the Old Haleians’ Association (Inc). Each term of appointment is five years. There was a vacant perth Diocesan Trustees appointment throughout the year. The Board holds all the land and other property of the School as the corporate trustee of the public charitable trust.

•

The Act states that the entire management and control of the School and of the property held by the Board is vested in the Board. 1

•

The Board has introduced procedures regarding meetings of the Board, appointment of Committees and various aspects of the management and control of the School.

APPOINTED MEMBERS OF THE BOARD FOR 2011 *Mr M Hemery (Chairman) Lawyer *Mr J Birman Chief Executive Most Rev R Herft Archbishop of Perth #Mr T Kailis Company Director *Mr S McDonagh Chartered Accountant *Mr P O’Meehan Farmer # Very Rev Dr J Shepherd Dean of Perth #Mrs J Stewart Chief Executive Officer * Mr P Taylor Architect #Mrs M Thompson Urban Planner * appointed by the Old Haleians’ Association (Inc). # appointed by the Perth Diocesan Trustees The Headmaster and the Director of Finance & Governance (who is the Secretary to the Board) attend all meetings of the Board. 1 The powers of the Board: A full range of transactions involving the property of the School can be undertaken so long as each is done bona fide for the purpose of conducting the School and is reasonably incidental to the conduct of the School operations. Capital and income surplus to the School’s immediate and longterm requirements may be invested in some form of suitable investment appropriate for the use of trust funds. The Board must exercise the care, diligence and skill that a prudent person would exercise in managing the affairs of other persons when deciding how surplus funds might be invested.

Term: November 2003-2015

Mrs Jan Stewart BA, MSW Chief Executive Officer Lotterywest

Mrs Marion Thompson BTRP (Hons), MA, CPP Urban Planner Urban Development Coordinator Department of Planning & Infrastructure

ANNUAL REPORT 2011

Term: 2008-2012

ANNUAL REPORT 2011

Mr Peter Taylor B.Arch, MBA Old Boy (1966-1973) Director Architect

ANNUAL REPORT 2011

Term: 2007-2011

The Most Revd. Roger Herft BTh, BD Anglican Archbishop of Perth Visitor and Governor

ANNUAL REPORT 2011

Mr Phillip Oâ&#x20AC;&#x2122;Meehan Old Boy (1973-1978) Farmer

ANNUAL REPORT 2011

Term: 2010-2014

ANNUAL REPORT 2011

Mr Stuart Meade BA, DipEd, MEd, FAIM Headmaster Hale School

Commenced: June 2005

Term: 2008-2012

Mr Theodore Kailis Old Boy (1976-1980) Company Director

Term: 2011-2015

Mr Sam McDonagh BComm (UWA), CA Old Boy (1983-1988) Head of E-Commerce & Product Thinksmart Ltd

Term: 1993-2011

Very Rev Dr J Shepherd BA, ThL, M.Sac.Mus, PhD Dean of Perth

The role of the Board of Governors of Hale School is to ensure that the School retains an environment of promoting learning, teaching and broader educational excellence.

ROLE OF THE BOARD The Board focusses on strategic direction, policymaking and ensuring that an environment of responsibility and accountability is maintained regarding the operations of the School. The management of the School is the responsibility of the Headmaster. The Board has a documented governance framework that gives clarity to the functions of the Board and its Committees. These functions include: •

Appointing the Headmaster and then supporting and evaluating the performance of the Headmaster;

•

Ensuring processes exist to protect the School’s short and long term financial stability;

•

Ensuring that the School’s operations are cost effective and efficient;

•

Ensuring the School’s physical assets are effectively utilised and adequately maintained;

•

Reviewing and adopting the School’s annual and five-year budgets;

•

Regularly reviewing the performance and effectiveness of the Board; and

•

Reviewing and adopting the School’s strategic plan, ensuring that the plan is consistent with the School’s ethos and monitoring the achievement of the objectives in the plan;

Establishing policies within a framework of ethical behaviour that are compliant with legislative requirements and current standards of duty of care and ensuring that the School has internal controls to monitor compliance with those policies;

MEETINGS The Board meets monthly, with the exception of January. The Board holds a special meeting in November to adopt the budget for the coming year. The Committees meet every second month or as required.

•

Ensuring that the activities of the Board are appropriately communicated to the School Community.

COMMITTEES AND TASK GROUPS The Board has a Finance & Investments Committee and an Operations & Facilities Committee. It also establishes Task Groups and Project Steering Groups to deal with major building projects and specific issues as the need arises.

FINANCE & INVESTMENTS COMMITTEE

OPERATIONS & FACILITIES COMMITTEE

FINANCE & INVESTMENTS COMMITTEE FOR 2011 Mr T Kailis (Chairman) Mr M Hemery Mr S McDonagh Mrs J Stewart Mr S Meade (Headmaster) Mr D Timmins (Director of Finance & Governance)

OPERATIONS & FACILITIES COMMITTEE FOR 2011 Mr P Taylor (Chairman) Mr J Birman Mr P O’Meehan Mrs M Thompson Mr S Meade (Headmaster) Mr F Giovannangelo (Director of Operations) Mr D Timmins (Director of Finance & Governance)

Board Member

Board

Total Meetings Held Mr M Hemery Mr J Birman Rev R Herft - Archbishop Mr T Kailis Mr S McDonagh Mr P O’Meehan Rev Dr J Shepherd Mrs J Stewart Mr P Taylor Mrs M Thompson

12 12 11 9 8 9 11 6 8 12 9

Committee F&I 6 5 * * 5 5 1* * 2 * *

O&F 5 1* 4 * * * 5 * * 5 4

* Not a member of this Committee.

CONTRACTED SERVICES CONTRACTED SERVICES Bankers: National Australia Bank Westpac Banking Corporation Insurance Brokers: Grange Insurance Solutions Architects: James Christou & Partners Site Architecture Auditors: Ernst & Young Solicitors: Jackson McDonald Lavan Legal

STRATEGIC PLAN STRATEGIC PLAN The School’s Strategic Intent 2010-2012 provides clear direction for the development of each section of the School over that three year period. The Strategic Intent identifies key focus areas to enable the School to grow and develop.

THE SCHOOL’S MANAGEMENT The Headmaster is responsible to the Board of Governors for the management of all aspects of the School and, in collaboration with the Board, for the development of the strategic direction of the School. The members of the School Leadership team that support the Headmaster are as follows:

•

Deputy Headmaster / Director of Curriculum - Mr D Bean

•

Head of Senior School - Mr R Barron

•

Head of Middle School - Mr M Valentine

•

Head of Junior School - Mr A Cameron

•

Director of Staff Development and Pastoral Care - Mr R Goater

•

Director of Studies - Mr J Bausor

•

Director of Teaching & Learning - Mr M Vaswani

•

Director of Sport - Mr S Young

•

Director of Finance and Governance - Mr D Timmins

•

Director of Operations - Mr F Giovannangelo

•

Director of Development - Mr D Reed

Motto DUTY

Statement of Purpose

To be a leader in boysâ&#x20AC;&#x2122; education: Where students achieve to their potential and enjoy their school years Where staff are supported professionally in an excellent working environment Where society benefits through the contributions of the Hale School community

Vision

Providing opportunities for every boy to excel

Values

Hale School is committed to upholding our Anglican heritage and Christian principles We Value: Teaching and Learning: We encourage a lifelong passion for creativity, innovation and learning Integrity: We act in a manner which demonstrates respect and engenders trust Excellence: We strive for excellence in all that we do

Community: We contribute enthusiastically as responsible members of the School and wider communities Leadership: We take responsibility for our own actions and have the care and courage to guide others

ABRIDGED FINANCIAL STATEMENTS FOR THE YEAR ENDED 31 DECEMBER 2011

GOVERNORS OF HALE SCHOOL ABRIDGED INCOME STATEMENT FOR THE YEAR ENDED 31 DECEMBER 2011 OPERATING

2011 $ 37,612,079 (37,525,524) 86,555

2010 $ 36,758,941 (35,280,468) 1,478,473

Income Expenditure Total Non-Operating Surplus

2011 $ 1,364,206 (537,237) 826,969

2010 $ 2,049,943 (176,507) 1,873,436

TOTAL SURPLUS

913,524

3,351,909

Income Expenditure Total Operating Surplus/(Shortfall)

NON-OPERATING

The above Statement of Comprehensive Income should be read in conjunction with the accompanying notes.

GOVERNORS OF HALE SCHOOL ABRIDGED STATEMENT OF FINANCIAL POSITION AS AT 31 DECEMBER 2011 CURRENT ASSETS Current Assets Non-Current Assets TOTAL ASSETS

CURRENT LIABILITIES Current Liabilities Non-Current Liabilities TOTAL LIABILITIES

2011 $ 4,474,897 71,118,724 75,593,621

2010 $ 2,668,349 74,155,844 76,824,193

2011 $ 6,962,450 16,061,414 23,023,864

2010 $ 6,942,098 18,225,862 25,167,960

NET ASSETS EQUITY Retained funds

52,569,757

51,656,233

52,569,757

51,656,233

TOTAL EQUITY

52,569,757

51,656,233

GOVERNORS OF HALE SCHOOL STATEMENT OF CASH FLOWS FOR THE YEAR ENDED 31 DECEMBER 2011 CASH FLOWS FROM OPERATING ACTIVITIES Net Cash Inflow From Operating Activities Net Cash Outflow Used In Investing Activities Net Cash Inflow/(Outflow) From Financing Activities

2011 $ 5,989,444 (1,859,185) (2,258,047)

2010 $ 6,646,112 (4,260,800) (2,025,015)

TOTAL NET CASH INFLOW Cash at the beginning of the financial year

1,872,212 1,197,500

360,296 837,204

CASH & CASH EQUIVALENTS AT THE END OF THE FINANCIAL YEAR

3,069,712

1,197,500

The above Statement of Comprehensive Income should be read in conjunction with the accompanying notes.