HALE SCHOOL 2012
ANNUAL REPORT
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CONTENTS pg Chairman’s Report 04 Headmaster’s Report 06 Purpose, Vision and Values
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The School 21 The Board of Governors • Legal Framework • Members of the Board of Governors for 2012 • Role of the Board • Committees and Task Groups of the Board • Meetings • Finance & Investments Committee for 2012 • Operations & Facilities Committee for 2012 • Contracted Services
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Table of Attendance at Meetings
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The School’s Management • Education • Finance & Governance • Operations
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2012 Financial Statements 28
HALE SCHOOL 2012
ANNUAL REPORT
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HALE SCHOOL
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CHAIRMAN’S REPORT Hale School is a truly great and remarkable School, and we should celebrate the magnificent achievements of this year, in every facet of the life of the School. The results of the 2012 Year 12’s WACE exams were outstanding and a credit to those students. The results reinforce the quality of the School’s teaching and learning programmes and the commitment of the teaching staff in ensuring that the students are provided with the best possible opportunities to perform well. The academic achievements and detailed results are highlighted in the Headmaster’s Report. A major achievement during the year was the renewal of the School’s registration for a further five years, the maximum permitted in the registration process. This was done with a minimum of fuss and a maximum off professionalism, a further indication of the quality of the School’s programmes and processes. It was a massive team effort across the entire School. Following a brief consolidation period, the Schools capital works programme ramped up again this year. The Governors are delighted with progress of the two current major projects. The Aquatic Centre, which replaces the Doug Poake Pool is due for completion in December, and will provide a state of the art venue for the School’s swimming and water polo programmes. The Junior School Art Facility will be operational at the beginning of Term 3 in 2013 and will enrich the art offering to our Junior School families considerably.
The Headmaster, Stuart Meade, and his staff have provided excellent leadership and guidance in the past year and the Board of Governors is extremely grateful for their contribution. Achieving the consistently high levels of academic and co-curricular results and providing such a wealth of opportunities would not be possible without the commitment and dedication of staff. The willingness of all associated with Hale to contribute is a pleasing feature of our community. We have at Hale a most cohesive and highly effective leadership group, who are committed to defining a vision for the School which will create energy and excitement for the years to come. I am confident that we have leadership team who are up to the task of turning the vision for the School into a reality. Board meetings continue to be productive and I wish to acknowledge my fellow Governors for their dedicated approach to the governance of the School. In them, I have a team who provide great voluntary service and strong and clear oversight of the School’s affairs, which makes my job a pleasure. Mark Hemery Chairman, Board of Governors
Chairman’s Report Mark Hemery Chairman, Board of Governors
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HEADMASTER’S REPORT
At the Beginning of Year address to all staff, I invited those present to discuss the concept of ‘A Love of Learning’ and how we can bring it to bear in all facets of our professional lives in 2012 and beyond. I said:
“We must ensure there is a whole school approach to our teaching and learning strategies, whilst being very clear on the age and gender-specific pedagogies critical to the engagement of boys, especially in the Junior and Middle Schools. As experienced practitioners, it is easy to return to the tried and tested methods but in many ways……. we are all learners. In 2012, I want to explore the notion of “a love of learning” as we consolidate these so-called 21st Century learning skills. To a Year 1 boy, a love of learning will take different forms to that of a Year 7 boy, different again to that of a senior student completing his study in WACE courses. But it is fundamental to the experience boys have at Hale and we need to develop a framework that will instil or enhance this love of learning at all levels and stages of the boys’ journey through the school.” Schools are dynamic and highly relational places. Learning takes so many forms; to embrace it, to foster and to enjoy it are at the core of effective schools. Our challenge as a thriving community is to capture the essence of learning in all that we do.
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TEACHING AND LEARNING 2012 was a year when the flow of paperwork relating to the Australian Curriculum ‘slowed to a deluge’ which enabled teaching staff to consolidate programming and documentation required for various authorities, both internal and external. The School remains ahead of schedule in the implementation process; certainly on target to meet key dates and milestones. Of significant interest in the planning phase is the crowding of the curriculum which will be a necessary outcome of the demands of the Australian Curriculum. The Junior
School in particular is feeling the squeeze in terms of finding the hours required to teach the new strands to be added to the curriculum as well as the current ones. During 2012, an Assessment Task Group was formed to discuss the definition and philosophical statements pertaining to assessment at Hale. The reporting process has been added to the task as it fits naturally with the assessment documentation. 21st Century learning skills, the enhanced use of ICT, the direction and alignment of the Australian Curriculum and the changing nature of the learning programmes in place at Hale dictated that
the forms of assessment and reporting undertaken were reviewed and recalibrated to achieve the best possible outcomes. The process extended over several months with a revised document now in place. Online learning became another topic of discussion throughout 2012 as the needs of boys from rural backgrounds , coupled with the impact of the government’s decision to move Year 7 to a secondary setting, became more stark. Detailed analysis and ‘think-tanking’ ensued with the creation of the Hale@home programme resulting. Formally, the Vision, Rationale and Goals of the programme are:
Vision To develop and deliver an online curriculum which provides confidence-building engagement with Hale School as well as academic progress in literacy and numeracy in the year prior to commencing as a boarder
Rationale To provide academic support and instruction to boarding students who traditionally have to negotiate a significant transition to Hale School. A programme will be designed to build boys’ confidence in their academic prospects at the School as well as introduce them to technology and thinking tasks used by the current Year 7 Hale School boys, whilst they remain at home and in their existing school.
Goals Connection with the Hale School community Engagement with the Learning process at Hale Academic progress in preparation for entry to Hale Michael Valentine has accepted the role to head up this programme which has commenced in 2013. It is an exciting initiative which could develop in many directions in the months and years ahead. 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 very successfully achieved in 2012. Throughout 2012, all Year 10 students had access to their ‘own’ notebook computer, funded by the school. It was a trial for the 12 month period with monitoring and analysis of the use to which they were being put undertaken constantly. Usage by departments was collated. The trial was deemed successful and a decision was made to extend the 1:1 programme into Year 11 (2013) and Year 12 (2014) in the future.
This decision required parents to purchase their second computer for school use. The School completed the re-registration process in 2012 and was registered for the maximum period possible – five years (valid until Dec 2017). This process was all encompassing with a review of all aspects of the teaching and learning programmes, governance and provision of facilities among the areas inspected. The result was a revised suite of policies and documentation that will stand the school in good stead in the coming years.
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General Exhibition, Course Exhibition and Certificate of Distinction Winners: Brodie Olma, Thomas Lymburn, Charlie Viska, Thivek Vikayakumar, Andy Truong, Alan Wang and Thomas Barrass.
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YEAR 12 2012
The results achieved by the Year 12 2012 cohort were once again outstanding. The WACE results, as published in the press included the following: •
There were 203 eligible full time Year 12 WACE students in the 2012 cohort. Every boy achieved the WACE.
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Two General Exhibitions were awarded, both in the top 10 places in the state: Alan Wang (2nd), Andy Truong (9th)
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A Course Exhibition, presented to the top students in the state in each course, was awarded to Thomas Barrass in Engineering Studies – now the 5th year in a row a student from Hale has won this award. Certificates of Distinction (for students achieving results in the top 0.5% in a course) were awarded to: Thomas Barrass (Engineering Studies), Thomas
Lymburn (Mathematics), Brodie Olma (Accounting and Finance, Economics), Andy Truong (Chemistry, Mathematics, Physics), Thivek Vijayakumar (Economics, English), Charles Viska (Literature), Alan Wang (Chemistry, Literature, Mathematics, Physics), a fourth Certificate of Distinction was received in Mathematics, the student’s name not for publication. •
Certificates of Commendation for achieving at least 20 A grades in course units in the WACE were awarded to twenty-three students: Alexander Bell, Nathan Bonaccorso, James Clarke, Max Davidson, Clancy Dawson, Dylan Gilbey, Jaryl Goh, Emrik Graff, Nathan Hayward, Andrew
Lawrenson, Shaun Lee, Thomas Lymburn, Brodie Olma, Andrew Pang, Lloyd Prout, Ross Sciarrone, Abdullah Shehzad, Jeremy Tie, Andy Truong, Thivek Vijayakumar, Charles Viska, Alan Wang, William Wong. • •
In the tables that listed schools with top performing students in each subject, Hale was listed 16 times: Accounting and Finance, Ancient History, Business Management and Enterprise (Stage 2), Chemistry, Economics, Engineering Studies, French, Literature, Materials Design and Technology, Mathematics – 3AB, Mathematics – 3CD, Mathematics – Specialist, Modern History, Music, Philosophy and Ethics, and Physics
As a year group, the ‘numbers’ are equally impressive. The median Australian Tertiary Admissions Rank (ATAR) for Hale students was 92.4, the second highest in the School’s history just behind the 2011 cohort’s stellar score and second highest in the state in 2012. The School’s mean ATAR (89.35) was the highest ever achieved by a Hale School leaving group. Two boys – Alan Wang and Andy Truong each scored an ATAR of 99.95, 20 (11%) students achieved an ATAR of 99 or better. Very pleasing was the fact that 112 students (59%) achieved a score of 90 or better. The five Year 12 students in receipt of academic scholarships in 2012 attained the following ATAR scores: 99.95 (school rank = 1), 99.65 (8th), 98.75 (23rd), 97.35 (38th), 95.55 (53rd).
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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 are but two. A snapshot of the most outstanding achievements is listed below. •
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In the University of NSW International Competition and Assessment for Schools competitions, Hale students achieved outstanding results in the different disciplines: • English: Year 8: 5 High Distinctions • Writing: Years 7 – 10: 8 High Distinctions • Science: Year 8: 4 High Distinctions • Maths: Year 8: 6 High Distinctions • Economics: Year 12: 2 High Distinctions (with one being awarded a cash prize)
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Four boys finished in the Top 10 in their age group (Year 10) in the state in the Alliance Française Examination. In the IGCSE ‘O’ Level Mathematics paper, 10 Hale Year 11 students who sat the course achieved A*, which is the highest grade possible, typically above 95%. 4 boys won major prizes in the Westpac Australian Mathematics Competition for achieving scores in the top 0.3% of the state, as well as one of those students being awarded the Prudence Award for the most consecutive correct answers. Another 25 boys achieved scores placing them in the top 2% in the state. Eleven Year 12 students were awarded Engineers Australia Certificates of Excellence for Science & Mathematics, with seven students awarded Certificates of Excellence for Engineering.
students were placed in the top 1.7%. In the Intermediate division, one student placed in the top 0.7% nationally and three in the top 1.7%, while 2 students placed in the top 2.5% in the Senior Division. •
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In the Australian Science Olympiads Chemistry Qualifying Examination, two Hale students were awarded a High Distinction (and one Gold Medal). Another five students were awarded a Distinction. Year 11 student Dan Hoang was invited to attend the National Mathematics Olympiad Summer School.
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In the RACI Chemistry Quiz two students were awarded prizes as placegetters in the top 2.5% nationally.
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One Year 11 student was selected to represent WA in the National Geographic Channel Australian Geography Competition in Melbourne, for the Senior Division. In the Junior Division, one Year 7 student came in the top 0.2% nationwide and two Year 8
Four Year 8 students received a High Distinction certificate in the Australian History competition. 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. Four students were awarded a High Distinction in the Accounting section. Four students were awarded a PriceWaterhouseCoopers traineeship, 3 Year 11 students were awarded Distinction certificates in the Business Educators of WA Examinations. Two Year 12 students were awarded Distinction certificates in the examinations, with Declan Bleakley placing second in the Business Management & Enterprise Stage 2 examination. In the Year 12 Stage 3 Accounting & Finance Examination, Brodie Olma received the highest mark, Year 11 student, Christopher McAlpine attained 2nd place in the Stage 2 Accounting and finance examination.
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The Hale School team won the National Philosothon competition with Theo Stapleton awarded the Most Promising Male Philosopher prize.
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Joshua Dunne won the Yr 9 -10 section of the WA Young Writers’ Contest in the Prose section and was runner-up in the Poetry section.
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In the Have Sum Fun Mathematics
Competition, one of the Hale primary teams placed second in the competition. •
Four Year 12 students were awarded Australian Defence Force Defence Technical Scholarships for the amount of $3000.
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Three students (Years 7 - 10) were awarded Distinctions in the Mathematics Challenge for Young Australians competition, with five students awarded a High Distinction.
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Five Year 11 students were selected to take part in the University of WA SmARTS Programme for 2012, with one participant a member of the group who received an award for Academic Excellence, as well as Certificates for Innovation and Communication, and Online Engagement.
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Two Year 11 students were invited to be one of 25 Year 11 and 12 students invited to participate in a 5 day residential Primary Industry Centre for Science Education Programme in December 2012 and 5 days industry placement in January 2013. Four students won individual prizes in the WA Junior Mathematics Olympiad as well as a team performance prize, with another four students awarded a team performance prize.
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Five Year 9 students were awarded 1st place as part of a team in the WA Land Information System, WA Government competition for Spatial Technology in Schools.
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Year 10 student Joshua Dunne was awarded 2nd prize in the poetry section of the Write4Fun Competition. He won $250 in prize money and his poem was featured in a book.
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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. 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. 2012 NAPLAN RESULTS – HALE SCHOOL COMPARISON WITH AUSTRALIAN MEAN Italicised figures in brackets are 2009, 2010 & 2011 figures Note: Cohort Numbers have changed in 2010, 2011 & 2012 Year 3
Year 5
Aust Mean
Hale Mean
Difference
Year 7
Aust Mean
Hale Mean
Difference
Year 9
Aust Mean
Hale Mean
Difference
Aust Mean
Hale Mean
Difference
Year
Cohort
Reading
2009 2010 2011 2012
24 48 48 47
(410) (414) (416) 419
(446) (462) (456) 452
(+ 36) (+ 48) (+ 40) +33
52 75 78 78
(493) (487) (488) 493
(556) (534) (569) 566
(+ 63) (+ 47) (+ 81) +73
100 173 172 171
(541) (546) (540) 541
(585) (606) (609) 591
(+ 44) (+ 60) (+ 69) +50
191 191 164 201
(579) (574) (580) 575
(621) (622) (630) 622
(+ 42) (+ 48) (+ 50) +47
Writing
2009 2010 2011 2012
24 48 48 47
(406) (419) (416) 415
(430) (437) (444) 440
(+ 24) (+ 18) (+ 28) +25
52 75 78 78
(481) (485) (483) 477
(540) (513) (528) 525
(+ 59) (+ 28) (+ 45) +48
100 173 172 171
(533) (533) (529) 518
(578) (568) (582) 567
(+ 45) (+ 35) (+ 53) +49
191 191 164 201
(571) (568) (568) 553
(607) (600) (623) 616
(+ 36) (+ 32) (+ 55) +63
Spelling
2009 2010 2011 2012
24 48 48 47
(405) (399) (406) 414
(433) (413) (439) 414
(+ 28) (+ 14) (+ 33) 0
52 75 78 78
(488) (487) (484) 494
(533) (515) (536) 548
(+ 45) (+ 28) (+ 52) +54
100 173 172 171
(540) (545) (538) 543
(565) (579) (581) 579
(+ 25) (+ 34) (+ 43) +36
191 191 164 201
(574) (578) (582) 577
(604) (604) (610) 605
(+ 30) (+ 26) (+ 28) +28
Grammar & Punctuation
2009 2010 2011 2012
24 48 48 47
(421) (417) (422) 424
(455) (447) (467) 449
(+ 34) (+ 30) (+45) +25
52 75 78 78
(502) (500) (500) 491
(545) (540) (576) 557
(+ 43) (+ 40) (+ 76) +66
100 173 172 171
(540) (535) (533) 546
(578) (580) (596) 588
(+ 38) (+ 45) (+ 63) +42
191 191 164 201
(572) (579) (573) 573
(624) (628) (628) 624
(+ 52) (+ 49) (+ 55) +51
Numeracy
2009 2010 2011 2012
24 48 48 47
(395) (395) (398) 395
(432) (448) (467) 462
(+ 37) (+ 53) (+ 69) +67
52 75 78 78
(488) (489) (488) 488
(566) (557) (598) 575
(+ 78) (+ 68) (+ 110) +87
100 173 172 171
(544) (548) (545) 538
(619) (619) (629) 623
(+ 75) (+ 71) (+ 84) 85
191 191 164 201
(588) (585) (584) 584
(673) (664) (661) 671
(+ 85) (+ 79) (+ 77) +87
Cohort
Cohort
Cohort
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MIDDLE SCHOOL In the second half of 2011, an audit was undertaken to assess the success of the implementation of the Middle School at Hale and to chart a course for the following period. This involved an external consultant becoming part of the process, a series of task groups established and working parties set in place to advance the discussions. The result was a positive one with many areas of positive growth. There was also a clear direction provided as the pillar for further progress in 2012. All staff were asked to consider:
The distinctive contribution of the Middle School experience to the life of the boys at Hale through Transition to enhance the development of the boys through age appropriate structures Engagement to strengthen each boy’s connectedness to school and to help him become a valued member of our community Challenge to equip boys with the confidence and capacity to explore their potential Real World Relevance to inspire each boy to commit to the purpose of their learning
Academic and pastoral programmes were enhanced as the routines and structures of the Middle school were embedded. Music and drama were again to the fore as opportunities provided for the boys. The Mingenew project was an outstanding success and the growth of music in the Middle school was on display on many public occasions. As noted elsewhere in this report, at the conclusion of three years of dedicated leadership of the Middle School, Michael Valentine took on a new role as Head of Online Learning in 2013. His passion for teaching and his desire that the boys be challenged inspired in all aspects of their learning underpinned his approach as Head of the Middle School and were appreciated by all boys who experienced life in the Middle School
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JUNIOR SCHOOL The Junior School is forging a reputation as not only a place for student learning but for teacher learning also. Indeed, it is a community of learners. One initiative that was introduced in 2012 was the Communities of Practice – a concept involving all teaching staff meeting regularly to research and discuss topics of interest. Through this programme, the teachers demonstrated a commitment to their own ongoing learning and development as expert teachers. The Junior School is highly committed to the Australian Curriculum and ways to make its delivery engaging, creative and boy responsive. The approach taken by the executive team and the staff is data-informed, research-based and future-oriented. A Junior School Master Plan was established during the year. This document addresses the issues of physical structures and surrounds that would best promote boy responsive practice. The first stage has been the development of a Creative Studio, replacing the long-standing Art Room. The co-curricular programme continues to increase in the Junior School providing opportunities for boys in sport, creative and performing arts, service learning, as well as academic extension activities. The development of enduring values in the boys’ character is a signature element of the Junior School and has the support of all involved. The long wait lists of boys wishing to join the Hale community in the Junior School is testament to all that is on offer in the northwest corridor of the Wembley Downs campus.
PASTORAL CARE Pastoral care remains a cornerstone to the success and fulfilment experienced by all boys as they move through Hale School. Specific programmes have been implemented or enhanced throughout 2012 and all staff have had the opportunity to update their knowledge and strategies for use in the various domains in which they deal with the students. 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 older group on two separate occasions throughout the year. His advice and information have proved invaluable to the students over the years. Effective pastoral care revolves around the relationships forged between teachers, students and families. 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.
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CO-CURRICULAR Sporting successes are shared regularly with the Hale community through The Haleian, the fortnightly newsletter and weekly assemblies. At all levels in the school, sport plays a major part in building the boys’ character and lifelong values. At PSA level, the senior football, rugby and hockey teams tasted premiership success – significant achievements for different reasons in each of these sports. What was similar was the commitment of the players and coaches in achieving their goals. Swimming just keeps getting better while it was a case of so close yet so far for many of the other sports. The depth of playing talent throughout the school is obvious as boys strive to represent the school, be it at ‘A’ or ‘C’ grade each week. Once again, in the senior years where sport is not compulsory, over 70% of students choose to represent the school in at least one sport during the year. The Junior School sports programme is comprehensive and provides all boys with opportunities to experience new sports as well as challenge themselves against other PSA schools. As in the past, the role of the classroom teacher as coach of sporting teams remains a priority at Hale. In 2012, 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 2012, 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. The performing arts provide memorable experiences for both participants and audiences at Hale. Once again, dramatic performances were well into double figures with many highlights: the Senior School musical Singin’ in the Rain, the Middle School collaborative production with Mingenew Primary School, and the former student-directed performance of Frankenstein being among many.
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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. Service Learning continues to be a mainstay of the co-curricular programme at Hale. The opportunities provided by this programme are diverse and age appropriate. Jill Maskiell as Service Learning coordinator has done a tireless job over the years and we shall miss her commitment as she retires at the end of 2012. Junior School boys are introduced to the concept of assisting others through the giving programmes in place before having opportunities to help others through the more ‘hands on’ experiences offered in the Middle School. The Senior School programme includes ongoing visits to special needs schools, hospitals, aged care facilities in and around Perth as well as overseas trips to the Solomon Islands and Vietnam and Cambodia. The notion of learning whilst providing service is central to the purpose of the programme.
The Senior School programme includes ongoing visits to special needs schools, hospitals, aged care facilities in and around Perth as well as overseas trips to the Solomon Islands and Vietnam and Cambodia. The notion of learning whilst providing service is central to the purpose of the programme.
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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
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2012 Commencing Total 24 24 48 48 78 78 170 200 201 169 199 204 1442
Left
Entered
0 0 0 0 1 1 2 2 2 4 3 1 16
0 0 1 0 1 1 1 3 2 4 0 0 13
Total Students 31 December 2012 24 24 49 48 78 78 169 201 201 169 196 203 1445
FACILITIES During 2012, two significant building projects were approved. The new aquatic precinct including two new heated pools, four change-rooms and an outdoor basketball court commenced construction in Term 4 while the Junior School Creative Studio, replacing the time-honoured Art Room took shape from mid-year. Both projects will add significantly to the offerings of the school as their predecessors were built in times when the student population of the school was far less.
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 The grounds at the Wembley Downs campus continue Teaching and Learning), Richard Goater (Director to be a source of admiration and attraction for many. of Staff Development and Pastoral Care) and Jim The grounds team provide superb sporting facilities for Bausor (Director of Studies), Simon Young (Director the boys and the passive areas remain aesthetically of Sport) as well as David Timmins (Director of pleasing to all. Finance and Governance), Fiore Giovannangelo (Director of Operations) and Dave Reed (Director of The location and functionality of the Exmouth base Development) continue to work with dedication and camp were revamped in 2012 due to the forced compassion as they deal with many day to day and relocation away from the Kailis compound. A strategic issues that cross their desks. At times, it is residential property was bought, funded by the Hale their involvement in areas well outside their brief that School Foundation, and the programme adapted to adds significant value to the school community. This cope with this new model. Reviews of the programme work is unsung but is highly appreciated. were very positive and credit must be given to the Outdoor Education team for the manner in which they The Board of Governors, led by Mr Mark Hemery, coped with the relatively late changes. There was gave of their time selflessly. Expertise and experience no diminution of the experiences had by the boys on stand behind their contributions and their genuine camp this year. commitment to the betterment of the school was
STAFFING I offer my warmest thanks to my colleague teachers and ever-helpful non-teaching staff. I thank and offer my best wishes to those who left the School at the end of the year or throughout 2012. Long-serving staff Janine Riley and Jo Harvey in the Junior School, and Michael O’Connell and Jill Maskiell in the Senior School have served the school with distinction over many years and they leave the school in a better place for their contributions.
unfailing. It is a privilege for me to work alongside them. There will be new challenges ahead; however, the school is in a sound position to address them and continue to grow in the years ahead. 2012 has been a significant year in the rich history of Hale School and all who are part of the Hale community should be proud of their collective achievements this year. Stuart Meade Headmaster
Headmaster’ Report Stuart Meade Headmaster
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HALE SCHOOL Motto DUTY
Statement of Purpose
To be a leader in boys’ 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
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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
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 continues to develop its relationships with Aboriginal communities in the north of Western Australia. There are currently 20 Aboriginal students boarding at Hale School.
Hale School is an Anglican school for boys with a 2012 enrolment of 1,436.
With the School’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 School consists of a Junior School for Years 1 to 6 (with an enrolment in 2012 of 299), a Middle School for Years 7 and 8 (with an enrolment in 2012 of 369) and a Senior School for Years 9 to 12 (with an enrolment in 2012 of 768) All three Schools are located 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. Three of the four overseas students in the School are boarders.
The School’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 144 full time equivalent teaching staff and 124 full time equivalent non-teaching staff employed at the School. Of those 33 full time equivalent non-teaching staff are engaged solely on boarding duties.
Enrolment and staffing figures noted above are as at August 2012 Commonwealth Government Census. 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 parliament ratified the name, Hale School. It remains the only school in Western Australia that operates under its own legislation. 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.
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From its modest start, Hale School has grown steadily to become a leading Australian independent school. The School’s campus is situated in Wembley Downs, on a 48 hectare site 12 kilometres from the centre of the City of Perth. The School’s facilities are located on the Wembley Downs site, excepting the Cygnet Hall rowing facility on the Swan River at Crawley and the Exmouth Outdoor Education facility. The School has the most extensive on-site sporting fields of any school in the State. The school site retains extensive areas of heavy wooded natural vegetation which retains the leafy bushland atmosphere of the campus amidst the
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surrounding suburban housing and developed school areas. The site retains considerable scope for future development of the School’s facilities with 16 hectares of unimproved land. 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. 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.
The Most Revd. Roger Herft BTh, BD Anglican Archbishop of Perth Visitor and Governor
ANNUAL REPORT 2012
ANNUAL REPORT 2012
Commenced: June 2005
Term: 2004-2013
Mr Mark Hemery (Chairman) BJuris (Hons), LLB (Hons), LLM Old Boy (1976-1980) Barrister and Solicitor Chief Executive Officer Rockwell Olivier
BOARD OF GOVERNORS LEGAL FRAMEWORK •
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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.
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The Board holds all the land and other property of the School as the corporate trustee of the public charitable trust.
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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.
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The Board has introduced policies and procedures relating to meetings of the Board, appointment of Committees and Task Groups, and various aspects of the management and control of the School.
APPOINTED MEMBERS OF THE BOARD FOR 2012 Most Rev R Herft *Mr M Hemery (Chairman) *Mr J Birman * Mr R Ellis # Mrs M Hackett #Mr T Kailis *Mr S McDonagh *Mr P O’Meehan #Mrs J Stewart #Mrs M Thompson
Archbishop of Perth Lawyer Chief Executive Public Relations Vice President Company Director Chartered Accountant Farmer Chief Executive Officer Urban Planner
* appointed by the Old Haleians’ Association (Inc). # appointed by the Perth Diocesan Trustees The Headmaster and the Director of Finance & Governance (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.
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Term: 2008-2017
Mr Theodore Kailis Old Boy (1976-1980) Company Director
Mrs Jan Stewart BA, MSW Chief Executive Officer Lotterywest
ANNUAL REPORT 2012
Term: November 2003-2015
ANNUAL REPORT 2012
Mr Phillip O’Meehan Old Boy (1973-1978) Farmer
ANNUAL REPORT 2012
ANNUAL REPORT 2012
Term: 2010-2014
Mr Jon Birman BA (Industrial Relations and Politics) Old Boy (1969-1975)
ANNUAL REPORT 2012
Mrs Mary Hackett BEng (Hons) Mechanical Vice President Australia Oil, Woodside Energy Ltd
ANNUAL REPORT 2012
ANNUAL REPORT 2012
Term: 2012-2016
ANNUAL REPORT 2012
ANNUAL REPORT 2012 24
Mr Stuart Meade BA, DipEd, MEd, FAIM Headmaster Hale School
Term: 2008-2017
Term: 2012-2016
Mr Richard Ellis BA (UWA) Old Boy (1971-1979) Public Affairs Advisor
Term: 2011-2015
Mr Sam McDonagh BComm (UWA), CA Old Boy (1983-1988) Head of E-Commerce & Product Thinksmart Ltd
Term: 2008-2013
Mrs Marion Thompson BTRP (Hons), MA, CPP Urban Planner Urban Development Coordinator Department of Planning & Infrastructure
ROLE OF THE BOARD The role of the Board of Governors of Hale School is to ensure that the School retains an environment of learning, teaching and broader educational excellence.
The Board focuses 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;
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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;
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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;
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Ensuring processes exist to protect the School’s short and long term financial stability;
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Ensuring the School’s physical assets are effectively utilised and adequately maintained;
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Reviewing and adopting the School’s annual and fiveyear budgets;
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Regularly reviewing the performance and effectiveness of the Board; and
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Ensuring that the School’s operations are cost effective and efficient;
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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.
MEETINGS The Board meets either monthly or at regular intervals. 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. A table of attendance at meetings appears on page 26. 25
FINANCE & INVESTMENTS COMMITTEE
OPERATIONS & FACILITIES COMMITTEE
Mr T Kailis (Chairman) Mr R Ellis Mr M Hemery Mr S McDonagh Mrs J Stewart Mr S Meade (Headmaster) Mr D Timmins (Director of Finance & Governance)
Mr J Birman (Chairman) Mr P O’Meehan Mrs M Thompson Mr S Meade (Headmaster) Mr F Giovannangelo (Director of Operations) Mr D Timmins (Director of Finance & Governance)
STRATEGIC PLAN
CONTRACTED SERVICES Bankers: Insurance Brokers: Architects: Auditors: Solicitors:
National Australia Bank Westpac Banking Corporation Grange Insurance Solutions Christou Design Group Site Architecture Ernst & Young Jackson McDonald Lavan Legal
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.
TABLE OF ATTENDANCE AT MEETINGS
Board Member Total Meetings Held Mr M Hemery Mr J Birman Mr R Ellis Mrs M Hackett Rev R Herft - Archbishop Mr T Kailis Mr S McDonagh Mr P O’Meehan Mrs J Stewart Mrs M Thompson * Not a member of this Committee.
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Board 12 11 8 11 11 8 10 12 11 10 10
Committee F&I 5 4 * 4 * * 5 4 * 3 *
O&F 6 * 4 * 6 * * * 5 * 6
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 Head of Senior School Head of Middle School Head of Junior School Director of Staff Development and Pastoral Care Director of Studies Director of Teaching & Learning Director of Sport Director of Finance and Governance Director of Operations
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FINANCIAL STATEMENTS FOR THE YEAR ENDED 31 DECEMBER 2012
GOVERNORS OF HALE SCHOOL STATEMENT OF COMPREHENSIVE INCOME FOR THE YEAR ENDED 31 DECEMBER 2012 OPERATING Income Total Operating Income Expenditure Total Operating Expenditure Total Operating Surplus/(Shortfall)
NON-OPERATING
2012 $
2011 $
39,917,371
7,612,079
(39,645,572) 271,799
(37,525,524) 86,555
2012 $
2011 $
Income Total Non-Operating Income Expenditure Total Non-Operating Surplus
1,476,639 1,476,639
1,364,206 (537,237) 826,969
TOTAL SURPLUS
1,748,438
913,524
The above Statement of Comprehensive Income should be read in conjunction with the accompanying notes.
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GOVERNORS OF HALE SCHOOL STATEMENT OF COMPREHENSIVE INCOME FOR THE YEAR ENDED 31 DECEMBER 2012 Notes CURRENT ASSETS
2012 $ 4,498,318 71,600,268 76,098,586
2011 $ 4,474,897 71,118,724 75,593,621
Total Current Liabilities Total Non-Current Liabilities TOTAL LIABILITIES
2012 $ 7,946,170 13,834,220 21,780,390
2011 $ 6,962,450 16,061,414 23,023,864
NET ASSETS
54,318,196
52,569,757
EQUITY Retained Funds
54,318,196
52,569,757
TOTAL EQUITY
54,318,196
52,569,757
Total Current Assets Total Non-Current Assets TOTAL ASSETS
CURRENT LIABILITIES
GOVERNORS OF HALE SCHOOL STATEMENT OF CASH FLOWS FOR THE YEAR ENDED 31 DECEMBER 2012 CASH FLOWS FROM OPERATING ACTIVITIES
2011 $ 5,690,880 (3,573,891) (2,266,081)
2011 $ 5,989,444 (1,859,185) (2,258,047)
TOTAL NET CASH INFLOW Cash & cash equivalents at the beginning of the financial year
149,092 3,069,712
1,872,212 1,197,500
CASH & CASH EQUIVALENTS AT THE END OF THE FINANCIAL YEAR
2,920,620
3,069,712
Net Cash Inflow From Operating Activities Net Cash Outflow Used In Investing Activities Net Cash Inflow From Financing Activities
The above Statement of Comprehensive Income should be read in conjunction with the accompanying notes.
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