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COMMUNITY REPORT - 2019


Camberwell Grammar School is a leading independent school for boys. We are a learning community committed to ensuring that students discover their passions, develop a lifelong love of learning and have a commitment to making a positive contribution to the world around them. Staff and students work together to develop a supportive and inclusive school community which motivates young people to engage with and lead their communities — locally, nationally and internationally. This report is produced in accordance with the national compliance legislation and is also published on the Camberwell Grammar School website: www.cgs.vic.edu.au.

CONTENTS The Student Body..............................................................................................................................3 Student Outcomes.............................................................................................................................6 NAPLAN Results.............................................................................................................................. 11 Student Destination.........................................................................................................................13 Staff.................................................................................................................................................15 Finance Report................................................................................................................................18 Parent, Student and Staff Surveys...................................................................................................19

2


THE STUDENT BODY Student Attendance Parents/Guardians are requested to report reasons for student absence to the School. Teachers mark an electronic roll each period and the Administrative Officer identifies and determines the nature of any absence, records the details in the School’s administrative system, and makes class teachers aware of a student’s absence through subsequent class rolls. A daily student absence summary report is published on the School’s Intranet for all staff. Staff involved in the pastoral care of particular students liaise with parents if there are concerns regarding attendance. A summary of each student’s attendance is published to parents on their semester report, a digital copy of which is stored on the School’s Intranet.

Attendance data is forwarded to the Australian Government for Years 1 to 10 students biannually, during semesters 1 and 2. Year Prep 1 2 3 4 5 6 7 8 9 10 11 12

Average Days Absent 7.0 7.4 7.3 6.1 7.2 8.2 11.0 7.8 7.6 8.0 10.5 8.0 6.1

% Attendance 96.2% 96.0% 96.0% 96.7% 96.1% 95.5% 94.0% 95.8% 95.8% 95.5% 94.1% 95.4% 96.0%

COMMUNITY REPORT | 2019 3


Camberwell Grammar School is an independent, non-selective school for boys. Student Numbers by Year Level SENIOR SCHOOL

JUNIOR SCHOOL Pre-Prep Prep Year 1 Year 2 Year 3

22 25 25 25 25

Year 4

51

Year 5 Total

51 224

MIDDLE SCHOOL Year 6 Year 7 Year 8 Total

4

50 180 174 404

Year 9 Year 10 Year 11 Year 12 Total School Total Overseas students Indigenous students

185 177 172 171 705 1333 11 7


Student Body by Age at Birthday in Current Year

Student Retention — Years 9 to 12 Year

Age

Total

Age

Total

5 6 7 8 9

22 24 25 24 31

10

49

13 14 15 16 17 18 19 Total

171 185 171 177 175 153 7 1333

11

52

12

67

9 10 11 12

Jan 2019 185 177 173 170

Dec 2019 183 176 173 170

New Students 0 0 0 0

Departing Students 2 1 0 0

Student Body Postcode Distribution Post Code 3127 3103 3124 3126 3104 3146 3129 3101 3123 3130 3109 3128 3125 3106 3108 3107 3147 3102 3122 3131 3150 3105 3149 3079

Suburb MONT ALBERT/ SURREY HILLS BALWYN/DEEPDENE CAMBERWELL CANTERBURY BALWYN NORTH GLEN IRIS MONT ALBERT NORTH/ BOX HILL NORTH KEW HAWTHORN EAST BLACKBURN DONCASTER EAST BOX HILL/ BOX HILL SOUTH BURWOOD TEMPLESTOWE DONCASTER LOWER TEMPLESTOWE ASHBURTON/ASHWOOD KEW EAST HAWTHORN FOREST HILL/ NUNAWADING GLEN WAVERLEY BULLEEN MOUNT WAVERLEY IVANHOE/ VANHOE EAST

Students Families 169

143

155 149 131 98 77

132 125 101 81 63

60

52

51 51 37 31

43 40 32 30

29

25

28 26 22 19 16 15 14

26 22 21 18 15 12 12

13

9

12 11 9

12 9 9

8

7

Post Code 3084 3133 3111 3121 3113 3151 3132 3145 3032 3068 3070 3094 3134 3152 3000 3067 3072 3078 3095 3142 3148 3165 3166 Totals

Suburb

Students Families

VIEWBANK/EAGLEMONT VERMONT/ VERMONT SOUTH DONVALE RICHMOND WARRANDYTE BURWOOD EAST MITCHAM MALVERN EAST ASCOT VALE CLIFTON HILL NORTHCOTE MONTMORENCY RINGWOOD WANTIRNA SOUTH MELBOURNE CBD ABBOTSFORD PRESTON ALPHINGTON/FAIRFIELD ELTHAM TOORAK CHADSTONE BENTLEIGH EAST OAKLEIGH OTHERS

8

7

8

7

7 7 6 5 4 4 3 3 3 3 3 3 2 2 2 2 2 2 2 2 2 17 1333

7 7 5 5 3 4 2 2 2 2 2 3 2 2 2 2 2 2 2 2 2 17 1132

COMMUNITY REPORT | 2019 5


STUDENT OUTCOMES All 170 of our students who completed the year satisfactorily met the requirements of the VCE and we are very proud of them all. The results are very impressive. Four of our students achieved a perfect score of 99.95. Twenty eight students (16%) achieved an ATAR of 99 or better, placing them in the top one per cent of the State. Sixty three students (37%) achieved a rank of 95 or better, while 51% of our students achieved a score of 90 or better, placing them in the top ten per cent of the State. Ninety-five percent of our students were in the top 50% of the State. Our median ATAR score was 90.45. These are again extraordinary results and I congratulate our students and their teachers for the hard work they did to achieve them. There were eight perfect study scores across a wide range of subjects: Thomas Bowers (Year 11, Accounting), Aidan Oh (Biology), Ian Chen (Chemistry), William Dai (English), Lachlan Melville (Legal Studies), Divjot Walia (Legal Studies), Joshua Choong (Further Mathematics) and Philip Wang (Year 11, Mathematical Methods). Twenty-six per cent of all study scores were 40 or above, which given that we tend to do the more ‘difficult’ VCE subjects is an excellent result. This year the Duces of our School are Ian Chen, Lachlan Doig, James Gunasegaram and Andrew Zeng, all of whom scored 99.95. Our Proxime Accesserunt are Lucas Liu and Oliver Papillo, who each scored 99.90. All six boys were clearly actively involved in the full life of the School and worked very hard at their studies.

6

A further twenty-two students earned scores of 99 or better. These boys also studied a wide range of subjects and actively involved themselves in the life of the school: Nicholas Browne, Joshua Choong, Joshua Dai, William Dai, Alang Jiang, Ian Kaharudin, Thomas Lee, Kevin Li, Lachlan Melville, Michael Pham, Lachlan Purcell, Justin Qiu, Max Ramm, Dean Roff, Oscar Tong, Jason Tran, Niko Verrios, Divjot Walia, Jason Wang, Roy Wang, Edward Wu and Tianyi Zhou. Congratulations once more to the Class of 2019 on their excellent results. It is pleasing to see that their hard work has been rewarded so generously. Dr Paul Hicks Headmaster


Percentage of ATAR Scores

Percentages of Study Scores and ATAR Scores

Number of Students ATAR

2019

2018

2017

2016

2015

99+ 95-98.95 90-94.95 80-89.95 70-79.95 60-69.95 50-59.95 40-49.95 Below 40 Total

28 35 25 31 28 11 5 2 5 170

23 29 33 35 16 16 8 4 5 169

23 27 33 41 19 10 7 3 1 168

23 39 28 29 27 15 10 2 3 176

9 42 28 38 22 15 7 6 4 171

Median Study Score Average Study Score Greater than 40 Median ATAR Ave ATAR

2019

2018

2017

2016

2015

35.0 35.2 25.8 90.5 85.6

35.0 35.0 23.2 90.1 84.4

35.0 35.0 24.5 90.6 86.4

35.0 35.0 24.0 90.3 84.9

34.0 34.0 17.9 88.6 83.0

COMMUNITY REPORT | 2019 7


Australian Tertiary Administration Rank (ATAR) Cumulative Percentage of Students 2019

2018

2017

2016

2015

ATAR

Cum %

Cum %

Cum %

Cum %

Cum %

99+ 95+ 90+ 80+ 70+ 60+ 50+ 40+

16.4 36.8 51.5 69.6 86.0 92.4 95.3 96.5

13.6 30.8 50.3 71.0 80.5 89.9 94.7 97.0

14 30.9 50.9 76.3 87.3 93.3 97.6 99.4

13 35 51 68 83 91.5 97.2 98.3

5 30 46 68 81 90 94 97

ATAR Scores 50

40

30

20

10

0

99+

95-98.95

90-94.95

80-89.95

70-79.95

60-69.95

2019 8

2018

50-59.95 2017

40-49.95 2016

Below 40 2015


Number of Students Receiving a Study Score of 40 and Better Median

Subject Accounting Accounting Algorithmics (HESS) Algorithmics (HESS) Art Biology Biology Chemistry Chinese Language Culture & Society Chinese Language Culture & Society Classical Studies Classical Studies Dance English Additional Language Economics Engineering Studies (VCE VET) English English Language Geography

Number in Class

Number over 40

% over 40

Year 2019 2016 2017 2018 2019 2016 2017 2018 2019 2016 2017 2018 2019 11 12 11 12 12 11 12 12

38 30 42 26 30 38 36 38

17 31 0 0 14 23 37 66

12 27 0 0 10 25 28 69

15 33 1 0 20 15 30 61

19 40 0 1 9 25 32 65

3 1 NA NA 1 9 7 26

5 4 NA NA 2 16 8 17

6 6 1 NA 1 4 3 20

7 9 NA 0 0 7 8 24

18 3 NA NA 7 39 19 39

42 15 NA NA 20 64 29 25

40 18 100 NA 5 27 10 33

37 23 NA 0 0 28 25 37

11

NA

0

0

1

0

NA

NA

0

NA

NA

NA

0

NA

12

32

0

0

2

3

NA

NA

0

0

NA

NA

0

0

11 12 11

36 37 NA

0 0 0

4 10 0

0 0 1

11 6 0

NA NA NA

1 4 NA

NA NA 1

3 0 NA

NA NA NA

25 40 NA

NA NA 100

27 0 NA

12

36

15

17

6

11

8

3

1

5

53

18

17

45

12

33

58

40

54

57

13

6

3

10

22

15

6

18

12

29

0

0

0

1

NA

NA

NA

0

NA

NA

NA

0

12 12 11

37 34.5 33

153 0 18

106 30 18

126 29 18

117 34 20

38 NA 1

27 5 1

46 3 3

35 9 2

25 NA 6

25 17 6

37 10 17

30 26 10

COMMUNITY REPORT | 2019 9


Number of Students Receiving a Study Score of 40 and Better continued Median

Subject

Number over 40

% over 40

Geography Global Politics Global Politics History - Revolutions

12 11 12 12

30 32 NA 34

18 9 2 20

22 13 0 21

27 10 2 17

21 11 0 23

4 4 1 4

1 2 NA 6

2 1 0 7

1 1 NA 3

22 44 50 20

5 15 NA 29

7 10 0 41

5 9 NA 13

Hospitality (Kitchen Operations)

12

NA

0

0

2

0

NA

NA

0

NA

NA

NA

0

NA

11 12 12 12 12 11 12 11 12 11 12 12 11 12 11 12 12 12 12 11 11 12 11 12

NA NA NA 35 41 35.5 NA 33 30 34 20.5 33 26 25 39 31 32.5 33 NA 20 41 36 43 34

2 9 0 43 19 11 0 16 8 7 0 14 0 0 0 0 11 35 0 0 4 57 17 106

0 9 0 38 20 5 0 14 12 4 2 18 1 1 0 0 9 31 0 0 2 64 24 93

0 0 12 46 10 7 0 11 2 14 0 20 1 0 0 0 6 33 1 0 8 60 20 88

0 0 0 59 13 2 0 6 4 7 2 7 1 1 1 1 4 23 0 1 4 69 19 86

1 2 NA 12 7 0 NA 5 0 1 NA 3 NA NA NA NA 0 3 NA NA 2 11 16 20

NA 3 NA 9 10 0 NA 4 0 0 0 0 0 0 NA NA 1 2 NA NA 1 18 21 17

NA NA 3 14 8 1 NA 3 0 2 NA 3 0 NA NA NA 0 0 0 NA 7 6 19 11

NA NA NA 13 8 0 NA 0 0 2 0 1 0 0 0 0 1 1 NA 0 3 16 16 21

50 22 NA 28 37 0 NA 31 0 14 NA 21 NA NA NA NA 0 9 NA NA 50 19 94 19

NA 33 NA 24 50 0 NA 29 0 0 0 0 0 0 NA NA 11 6 NA NA 50 28 88 18

NA NA 25 30 80 14 NA 27 0 14 NA 15 0 NA NA NA 0 0 0 NA 88 10 95 13

NA NA NA 22 62 0 NA 0 0 29 0 14 0 0 0 0 25 4 NA 0 75 23 84 24

12

37

41

42

42

45

14

15

13

15

34

36

31

33

11 12 12 12 12 12 12 12

44.5 38 NA 29 35 37 30.5 34

6 0 0 0 37 52 10 0

4 3 1 1 17 55 4 5

1 3 1 0 17 44 2 5

2 2 0 2 28 41 6 4

2 NA NA NA 6 14 0 NA

1 0 0 0 2 14 1 2

0 0 0 NA 5 14 1 2

2 1 NA 0 5 15 0 1

33 NA NA NA 16 27 0 NA

25 0 0 0 12 25 25 40

0 0 0 NA 29 32 50 40

100 50 NA 0 18 37 0 25

12

32

9

14

30

17

1

4

4

3

11

29

13

18

IT: Applications IT: Applications IT: Software Development Legal Studies Literature LOTE: Chinese FL LOTE: Chinese FL LOTE: Chinese SL LOTE: Chinese SL LOTE: Chinese SLA LOTE: Chinese SLA LOTE: French LOTE: Greek LOTE: Greek LOTE: Japanese SL LOTE: Japanese SL LOTE: Indonesian SL LOTE: Latin LOTE: Polish LOTE: Russian Maths: Further Mathematics Maths: Further Mathematics Maths: Maths Methods Maths: Maths Methods Maths: Specialist Mathematics Music: Solo Performance Music: Solo Performance Music: Sound Prod’n (VET) Music: Style & Composition Physical Education Physics Studio Arts Theatre Studies Visual Communication Design

10

Number in Class

Year 2019 2016 2017 2018 2019 2016 2017 2018 2019 2016 2017 2018 2019


NAPLAN RESULTS

In accordance with Schools Assistance Regulations 2005 (Cth): Schedule 2: School Performance Information.

Proportions of Year 3, 5, 7 and 9 Students Meeting National Benchmarks in Reading, Writing, Spelling and Numeracy

Reading Writing Spelling Grammar and Punctuation Numeracy

Year 3

Year 5

Year 7

Year 9

100% 100% 100% 100% 100%

100% 100% 100% 100% 100%

99% 99% 99% 99% 100%

99% 99% 99% 99% 100%

There has been no significant change in benchmark results from the previous year. COMMUNITY REPORT | 2019 11


Average Standardised Assessment Results for Years 3, 5, 7 and 9 Camberwell Grammar School Median

State Median

Year 7

Camberwell Grammar School Median

Reading

531.00

445.00

Reading

596.00

551.00

Writing

485.00

445.00

Writing

547.00

523.00

Spelling

510.00

431.00

Spelling

593.00

553.00

596.00

554.00

647.00

559.00

State Median

Year 3

Grammar & Punctuation

555.00

456.00

Grammar & Punctuation

Numeracy

493.00

422.00

Numeracy

Year 5

Camberwell Grammar School Median

State Median

Year 9

Camberwell Grammar School Median

Reading

572.00

513.00

Reading

630.00

591.00

Writing

497.00

485.00

Writing

609.00

560.00

Spelling

544.00

506.00

Spelling

630.00

588.00

634.00

580.00

679.00

592.00

Grammar & Punctuation

585.00

508.00

Grammar & Punctuation

Numeracy

554.00

504.00

Numeracy

Source: NAPLAN DATA Service, 2019 (http://naplands.vcaa.vic.edu.au)

12

State Median


STUDENT DESTINATION 170 students successfully completed Year 12 at CGS in 2019 with all bar one choosing to apply for tertiary courses in 2020. By the conclusion of the VTAC February rounds, 82% of applicants had received offers to study their first or second preferences, with 89% of students receiving offers to study their third preference or higher. Two students did not receive an offer from VTAC but are believed to have applied directly to vocational Institutions. Of the 167 offers made, five were for VET courses. Destinations for the Class of 2019 are shown in the table below.

As has been the pattern in recent years, Monash University (63), continues to outstrip The University of Melbourne (50) as the destination of choice for our boys. Our highest achieving students (those with an ATAR above 95) still show a preference for Melbourne though, with 33 currently enrolled there compared to 27 at Monash. Of those who elected to study further afield, two students have gone interstate and another is known to be studying overseas.

Destination by Institution

Institution Deakin La Trobe Monash RMIT Swinburne University of Melbourne Other Vic Universities Other TAFE/VET Private providers Interstate/overseas – NZ, ANU, Adelaide Total offers

Class of 2019

Class of 2019

Class of 2018

Class of 2017

Number

% of offers

% of offers

% of offers

12 2 63 23 11 50 1 0 2

7 1.5 38 14 6.5 29 0.5 0 1.5

7 1 32 15 11 28 1 1 1

7 2 32 12 10 34 0.5 1 0.5

3

2

3

1

167

100

100

100

COMMUNITY REPORT | 2019 13


The table below highlights the fields of study that the Class of 2019 students will be pursuing this year. Management and Commerce continues to be the most popular field (30%) with Natural and Physical Sciences the second most favoured (21%), and together account for more than half the offers made. Interestingly, there is a noticeable increase in the number of Engineering offers this year, with

many students choosing to secure the guaranteed (but not binding) option of post-graduate Engineering studies at The University of Melbourne. The noticeable decrease in the number of students selecting undergraduate Law courses (Society and Culture) is likely more reflective of uncertain job prospects than lack of student interest.

Destination by Field of Study Fields of Study Agriculture, Environmental Architecture & Building Creative Arts Education Engineering #Health IT Management & Commerce *Natural & Physical Sciences **Society & Culture

Class of 2019

Class of 2018

Class of 2017

1 7 13 0 27 19 11 64 44 26

0 15 17 1 11 18 15 59 40 38

2 12 20 1 15 13 11 74 33 30

Total 212 (167 students), as double degrees count in more than one field of study # This includes offers in Medicine (3), Optometry (3), Dentistry (1) and Physiotherapy (1) *This includes offers in Biomedicine (19) and Science (25) **This includes offers in Arts (18) and Law (8)

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STAFF Employees

Number

Female Male Total Indigenous

Percentage

159 160 319 0

49.84% 50.16% 100.00% 0.00%

Staff Roll All academic staff are registered with the Victorian Institute of Teaching. SCHOOL COUNCIL VICAR OF THE ANGLICAN CHURCH OF ST MARK’S CAMBERWELL, ARCHDEACON OF KEW, VICAR ST MARK’S CAMBERWELL Ven G Allinson, B.Th, B.Ed, Dip.Min, A.Mus.A VESTRY OF THE ANGLICAN CHURCH OF ST MARK’S CAMBERWELL Mr D Chan, MD, ADM, BBIS NOMINEE OF THE PARENTS’ ASSOCIATION Mr W Edney, BAppSc, M.Sc., FA, GAICD NOMINEE OF THE OCGA Mr J Mills, BBus(MKTG), GradDipArts (PubPol) NOMINEE OF THE CGS FOUNDATION Mr G Powell, BComm, CA, FCIS ADDITIONAL MEMBERS Mrs M Vienet, BPhar Mr M Neilson, LLB, BA Mrs A Smyth, BA, MBus Mr M Phillips, BEc, DipEd Mr D Haintz, CFP, FFPA, B. Ed, Dip FP, FAICD Mr T Webster (Deputy Chair), B.Bus, ASCPA Mrs D Gallacher, B.Sc (Hons)Geo ACADEMIC STAFF HEADMASTER Dr P Hicks, BA(Hons), MEd, PGCE, PhD DEPUTY HEAD – HEAD OF SENIOR SCHOOL Mr R French, BA, DipEd, DipBusMgt HEAD OF MIDDLE SCHOOL Mr Troy Stanley, BEd, MEd HEAD OF JUNIOR SCHOOL Mr H Kelly, MEd, BEd Mr N Appleyard, BEd, DipT Mr M Aram, BA(Hons), MA, PGCE Mrs K Arora, BA, AdDip FLE, CertIIIEdSup *Ms R Atkinson

Mr S Barry, BA, DipEd, GradDipEd Mr A Beale, BA(Hons), DipEd Mr D Beardsley, BAppSc, BTeach Mr A Berg BComm, BA, MTeach, MEPI Dr D S Bird, BA(Hons), MA, DipEd, PhD, ALAA Mr B Bishop, BMus, PDM, GradDipEd *Ms S Bohni Ms E Bond Mr T Brake, BE(Civil), DipEd Mr S Burke, Bed, Dip Leadership and Management Rev C Butler, BTh, DipT, GradDipEdAd Mr D Byrne, BMus(Hons), BA, DipEd, CertMusEd #Mrs C Casey, BA, DipEd, GradDipSchLib Mr J Catanzariti, BBus, BTeach Mr I Cathcart, BSc, DipEd Mr M Christopher, BBus, GradDipEd #Mrs P Clarke, BA, GradDipEdCouns, MAPsS, CertFamTher Mr M Cody, BSc(Hons), GradDipComp, DipEd Mr M Collins, BEd, GradDipEd Mrs D Collins, BEd, TPTC Mr L Crawford, BEd Ms R Crockett, BSc(Hons), DipEd Mr T Cross, BSc, DipEd, CertOutRec Mr K Da Costa, BA, DipEd, BSW Mr M Daniel, BA(Hons),BTh, MEd, MTESOL, DipEd, GradCertRE *Ms S Davies, (1975 – 2019) BA/LLB(Hons), LLM(IntLaw), GradDipEd Mr C Day, BMus, DipEd Ms J Denton Mr R Devine, BA, BEd, MEd(Student Wellbeing) Mr P Double, MEd, BEd, DipT, GradDipEdAdmin Ms L Dubberley, BA, Bed Mr T-L Duong BE(Comms), GradCertBIT, GradDipEd Mrs M Drummond, DipArts(Mus) Ms N Eckersley, BA, DipEd #Mrs A Emmett, BEd, DipT Ms A Fairs, BA(Mus), AMusA Mrs J Floyd, BCA, BTech(Hons) #Mr G Foster, MSc, DipEd Ms C Gatley, BEd, DipT Mr S Gough, BA(Hons), GradDipDramArt(Direc), GradDipEd Ms E Grant, MAppSc, BSc, GradDipAdolChildPsy Mr H Green, MEd, MA, BA(Hons), GradDipEd, GradCertAppLing, DipOutRec, GradDipEdLdshpMgt, CertIVWPTA, PSAC Mr J Grigg, BA, DipEd *Ms L Grosman Mr W Ha, BA, DipEd COMMUNITY REPORT | 2019 15


*Mr T Haines BTeach, BA Mr J Hall, BA(Hons) Mr M Heyes, BSc, DipEd Mr W Hone, BA, GradDipEd Ms F Howie, MEd, BEdSt, DipTeachECE Mr L Ince, BSC, Bed, Med, GDQM Ms C Jarrett-Burke DipEd, GradDipStudentWelfare, MEd (Special Education) Mr N Johnston, B.A. (Mus) QUT, M.Teach (Sec) Melb Mr M Jones, BSc(Hons), GradDipEd Mr N Jones, BEd Ms M Kelly, MEd, BEd, PGradDipArt(Cur) Mr M Kerr, BA(Hons), DipEd, LTCL, FTCL, AMusA, LMusA Dr M Khor, PhD, BE(Hons), MDiv, GradDipEd, MEd *Mr A Kingham *Mr H Knock #Mrs K Kollmorgen, BA, DipEd Mrs A Kollosche, DipVArts, BFineArt, GradDipEd Dr T Kusserow, PhD, BA, DipEd Ms N Layton Mrs H Lowe, CertIIIChildrServ, Associate Degree in Education Ms Y Lu, BSc, GradDipEd Ms M McDonald, BCI(Dance), BEd Mrs K McDougall, BEdEC, DipT, GradDipLib Ms K McDougall, MEd, GradDipEd, BA(OutDEd) Mr B McManus, BA(Hons), GradDipArtsAdmin, GradDipEd Mr M McRae, MEd, Bed *Ms M Mandusic PhD, PGCE Mr I March, BSocSci, GradDipEd Mr N Martin, BEd Mr R Mason, BEd Ms K Massey, BSc, GradDipEd Mr S Meighan, DipMus, GradDipMus Mr M Mews, BSc(Hons), PGCE Mr T Miriklis, BAppSc(PhysEd) Dr G Morey-Nase, PhD, BA(Hons), DipEd Ms C Morgan, BEd, DipTeach Ms C Ni Ms I Norris, BSc, DipEd, GradDip(StudWelf) #Miss A Nucci, BA(Hons), MA, DipED #Mr B O’Callaghan, AMusA, BMus(Hons), GradDipEd #Mr P O’Connell, MEd, BEc, DipEd Mrs H Papageorgiou, BEd, DipT *Mr M Pettolino Mr F Petricca, BScEd *Ms C Phanjoo Mrs J Pietralla, BEd(Librarianship) Mr M Pietralla, BA, DipEd Mr V Piscioneri, BA(Hons), PostGradDipCurStudies, 16

B.Litt, MA, DipEd *Ms M Ponert, GradDipCompStudies, GradDipCompEd Ms O Rae, MEd (SpecEd), BEd Mr D Ramalingam, MEdMgt, BSc, AssDipMin, GradDipEd Mr S Pountney, BSc(Hons), DipEd, *Ms A Renieris Mr D Rayner, BCom, BEng(Hons), GradDipEd Mrs L Reiger, MBIT, BEd, CertIVCareersEd Mr G Roberts, BMus(Hons), ArtDip, LMusA Mr P Robinson, MEd, BEd, DipT Dr J Rodgers, PhD, BAppSc(Hons), DipEd, CertIVTAA Mr G Ruffles, BAppSc, DipEd *Ms M Rutter Med, GradDipEd, BA #Mr K Schwab, BA, DipEd Ms J Sharman, BA, GradDipEd, GradDipLib Ms C Shiau, MA, BEd Mrs G Silberer, BCom, DipEd, GradDipBus Dr J Smith, PhD, BSc(Hons), DipEd Mrs K Smith, BA, MIMS, GradDipEd Mr S Smith, BEng, GradDipEd Ms A Spragg Mr A Stocker, BA(Hons), PGCE, CertHE Mrs H Thomas, BEd, GradDipMusEd, AMusA, LTCL *Ms F Thomson DPsych, BA(Hons) Mr R Thomson BAComm/Law, MEd Ms K Thornburn, BTeach, BFine Art #Mr J Tierney, BSc, DipEd *Ms S Tsolakis Dr J Tuckfield, BA(Hons), DipEd, DipIndEmpRel, DEd Ms J Turnnidge, MEd, BSc(Hons), BA, DipEd Mr J Victor, BA(Hons), HDE, CFPS, CertCompEd, DipLanguages Mrs B Wade, MEd, BFArt, BTeach(Hons) #Mr R Wakely, MMus, GradDipEd, AGSM Mrs A Walters, MEd, BEdSt, DipT Ms E Wang, BEd, DipAcc Miss M Wang Mr A Warne, BA, DipEd, GradDipComp Mr J Watson, BAppSc, GradDipEd Mr M Williams, MEd, BA(Hons), DipEd, GradDipTechEd, GradDipCompStd Mr D Williamson, GradDipEdAdmin, DipT Mr I Wilmoth, BA, LLB, GradDipEd Mr G Wilson, BScEd Mr M Wood, MA, MEd, CertGiftEd, CertIVTAA Ms P Wood, BEd Mr A Worsnop GradDipEd, BACom(Honours) Ms L Wostry, BEd(Mus) Mr S Wyatt, MEd, BSc(Hons), BA, AMusA Mr P Young, BA, DipEd Mr R Young Ms M Zhang, BSc, DipEd


SUPPORT STAFF BUSINESS MANAGER Mr Chris Lloyd, Chartered Accountant, M.Corp Law, FCA, FCPA, FAICD, FCIS DIRECTOR OF DEVELOPMENT Mr Ryan Whitehead, BAppSc(PEM), MSportMgmnt REGISTRAR #Mr P O’Connell, MEd, BEc, DipEd PROPERTY MANAGER #Mr G Briers, RBP, CertIVTrainAssess *Mr Danny Mulcahy FINANCE MANAGER Mr G Wensor, BEc, ACA Ms J Bennie, BN, GradDipNurs, CertIVWorkTrain, RN Miss D Bower DipHRM Mr P Brincat Mr N Campbell BAExScience Mrs M Carbone ADipBus Mrs D Chapman DipAplSci *Mr R Davis Mrs J Dolling, BComm Mr C Edwards Mrs J Elliott, CertIVTrainAssess *Ms J Everett #Miss H Falconer, AssDipSocSci(Lib/Info) Mrs H Fethers Mr S Feldt Miss A Gerhke BFA Mr A Green, AdDipCompSystEngin Ms T Hayes Mr D James Mrs A Kerr Mrs S Li, MSc, DipEd *Mrs J Luca Mrs S Marchouba, DipAplPhysicsCompSci, CertlVAssTrain Miss A McAlpine, GradDip BusHR Mrs R McArdle Ms R Mounsey Mrs K Munro Mr M Neal *Ms F Newton Mr P Newton Mrs R Nicholson, GradCertHealthPromPlan, GradCertIntHealth, GradCertAnaphyMgt, CertIVTrainAssessEd, CertIVCounselling Ms A O’Brien Mrs C Parker, BBus Ms L Perna, CertIVBusAdmin Ms M Perna, CertIVFinServices

Ms S Power, CPRM CertDetDft(Mech) DipPM AdvDipGRC Mrs D Richards Ms J Sangster, DipHotel/CaterOps, CertIVAdmin Mr I Spoljaric Ms J Stasiak, CertIIIBusAdmin Mrs V Svigos AssDip, ProfCert Mr M Tarr Mr R Thomas Ms C Tighe, CertEdSupport #Mrs L Turner Mr J Wang, BEng, AdvDipSoftDevt, MTech, CCNA Ms M Walker Mr M Warner, AssocDipHorticult, CertIVOHS, CertIIISportsTurf, DipSportsTurf Ms S White, DipBusStud Mr A Yianni VISITING MUSIC STAFF *Ms B Alekna Ms S Aw, BA(Mus), MMus Mr C Bayliss, BA, BMusEd Ms A Beadell, LMus, LGSM, MMus(Perf) *Ms J Buzbee *Mr D Camp Ms W Couch, MA, BMusEd, GradDipMus, DipArtMus Ms S Dixon, BMus(Adv Perf) Ms A Farrands, BA, GradDipEd *Mr D Farrands Mr A Hurst, BMus(Hons), Masterclass Diploma(Munich) Ms M Krupina, BMusEd, LMusA *Ms S Kwoun Mr G Lee, MMusPerf, BMusPerf(Hons), LMusA, AMusA *Ms R Martin Mr J McGee, BMus(Improv), MMus(PT), GradDipEd Mr L McLean Ms S Ng, DipMus *Mr R McMillan *MS L Park Mr E Pritchard, DipMus Ms J Robertson, BA(Mus), GradDipPerf Ms E Toh, BMus(Perf), MMus(Perf), GradDipEd *Mr R Shirley *Mr B Siketa Ms E Viskic, BA(Mus), GradDipEd *Mr A Waite *Mr S Weatherson * New 2019 # Departed 2019 + Temporary appointment COMMUNITY REPORT | 2019 17


FINANCE REPORT Revenue 2% State Grants 2% State Grants

5% Other 5% Other

10% Federal Grants 10% Federal Grants

83% Fees 83% Fees

Expenditure 12% Depreciation 12% Depreciation

5% Administration Expenses 5% Administration Expenses 7% Property Expenses 7% Property Expenses 3% Finance Expenses 3% Finance Expenses 5% Capital Works 5% Capital Works 8% Teaching Resources 8% Teaching Resources 60% Staffing Costs 60% Staffing Costs Detailed figures and totals available online at: www.myschool.edu.au

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PARENT, STUDENT AND STAFF SURVEYS Parent Satisfaction The school surveyed parents in 2018 using question items designed by the Australian Curriculum and Reporting Authority (ACARA) (http://www.acara.edu. au/reporting/school_opinion_information.html#2). The survey was carried out electronically. Overall

485 responses out of a total possible 1300 students were received, giving a good return rate. 80 Junior School parents, 196 Middle School parents, and 267 Senior School parents responded (some parents have boys in more than one section of the school).

PARENTS INDICATED A VERY HIGH LEVEL OF SATISFACTION WITH THE SCHOOL Strongly Agree

Agree

Neither Agree Nor Disagree

Disagree

Strongly Disagree

NA

Teachers at this school expect my child to do his best.

58%

36%

4%

2%

1%

0%

Teachers at this school provide my child with useful feedback about his or her school work.

36%

50%

8%

5%

1%

0%

Teachers at this school treat students fairly.

40%

46%

8%

4%

2%

0%

This school is well maintained.

83%

15%

1%

0%

0%

0%

My child feels safe at this school.

72%

25%

2%

1%

1%

0%

I can talk to my child’s teachers about my concerns.

55%

37%

4%

2%

1%

0%

Student behaviour is well managed at this school.

43%

46%

6%

4%

1%

1%

My child likes being at this school.

60%

32%

4%

3%

0%

0%

This school looks for ways to improve.

48%

37%

13%

1%

1%

0%

This school takes parents’ opinions seriously.

35%

41%

18%

4%

1%

0%

Teachers at this school motivate my child to learn.

37%

49%

8%

4%

2%

0%

My child is making good progress at this school.

42%

45%

8%

3%

1%

0%

My child’s learning needs are being met at this school

38%

48%

9%

4%

2%

0%

This school works with me to support my child’s learning.

31%

51%

12%

5%

2%

0%

Notes: these results are generally in keeping with the five year trend - in fact the results have been extremely consistent. “Teachers treat students fairly”, “The school is well maintained”, “My child feels safe” scored a higher result than usual; all others were at the five year average. In addition, parents raised many useful points for improvement which the school will look into. Camberwell Grammar School is committed to constant improvement and welcomes feedback from parents and students.

COMMUNITY REPORT | 2019 19


Student Satisfaction The school surveyed students in 2018 using question items designed by the Australian Curriculum and Reporting Authority (ACARA) (http://www.acara.edu.au/reporting/school_opinion_ information.html#2). The survey was carried out

electronically with students from Years 6 to 11. 69 Junior School students, 223 Middle School students, and 246 Senior School students responded. Overall 538 responses were received, an increase of approximately 150 since 2017.

STUDENTS INDICATED A VERY HIGH LEVEL OF SATISFACTION WITH THE SCHOOL Neither Strongly Strongly Agree Agree Nor Disagree Agree Disagree Disagree

My teachers expect me to do my best. My teachers provide me with useful feedback about my school work. Teachers at Camberwell Grammar treat students fairly. Camberwell Grammar School is well maintained. I feel safe at my Camberwell Grammar. I can talk to my teachers about my concerns. Student behaviour is well managed at Camberwell Grammar. I like being at Camberwell Grammar School. Camberwell Grammar School looks for ways to improve. Camberwell Grammar School takes students’ opinions seriously. My teachers motivate me to learn. Camberwell Grammar gives me opportunities to do interesting things.

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39% 9% 12% 57% 61% 21% 11% 47% 25% 16% 11% 47%

54% 65% 45% 34% 31% 36% 45% 37% 46% 32% 47% 41%

5% 20% 26% 7% 5% 23% 28% 12% 18% 28% 29% 9%

1% 5% 10% 1% 3% 11% 10% 2% 6% 12% 9% 2%

0% 1% 7% 1% 1% 7% 6% 1% 3% 10% 3% 1%

NA

0% 1% 1% 0% 1% 3% 1% 1% 2% 1% 1% 1%


Staff Satisfaction The school surveyed all staff, teaching and nonteaching, with a brief ‘pulse check’. 132 out of a possible 263 staff responded. Alignment (how closely staff identify with and support the school’s goals and values) and engagement (the level of involvement and passion staff have for their work) were the main focus of this survey.

highly. This would indicate that people are generally happy and aligned within their specific area in the school. The consultative committees have had good cut through, with most staff aware of them.

KEY FINDINGS There is a positive picture here. The response rate was very high, and overwhelmingly positive. Not surprisingly, staff are more comfortable with their immediate team leader (Head of Dept etc) than senior manager, but all are seen as approachable. In all areas of the school this fundamental unit of the department/work area has high levels of comfortability in raising issues, recognition and collegiality. The Junior School is a standout in this area, but all sections of the school scored COMMUNITY REPORT | 2019 21


Profile for Camberwell Grammar School

Community Report 2019  

Community Report 2019  

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