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COMMUNITY REPORT 2016


CONTENTS 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 life-long 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 national compliance legislation and is also published on the Camberwell Grammar School website at cgs.vic.edu.au

The Student Body

2

Student Body by Age at Birthday in Current Year Student Numbers by Year Level Student Retention —Years 9 to 12 Student Body by Postcode Distribution Student Attendance Student Outcomes

5

Naplan Results

10

Student Destination

12

Workforce

14

Staff Roll Finance Report

18

Parent, Student and Teacher Satisfaction

19

COMMUNITY REPORT 2016

1


THE STUDENT BODY

Student Body by Postcode Distribution*

Camberwell Grammar School is an independent, non-selective school for boys. Student Body by Age at Birthday in Current Year*

Student Numbers by Year Level*

Age

Junior School

Total

Post Code Suburb

Total

3127

Mont Albert/Surrey Hills

3103

Balwyn/Deepdene

159 151

3124

Camberwell

143

3126

Canterbury

143

3104

Balwyn North

86

5

21

Pre-Prep

22

3146

Glen Iris

71

6

24

Prep

25

7

27

Year 1

25

3129

Mont Albert North/ Box Hill North

54

8

25

Year 2

25

3101

Kew

50

9

28

Year 3

25

3123

Hawthorn East

40

10

51

Year 4

50

3130

Blackburn

35

11

45

Year 5

50

3108

Doncaster

31

12

78

Total

222

3106

Templestowe

30

13

163

3109

Doncaster East

30

3094

Montmorency

14

181

3128

Box Hill/Box Hill South

28

3113

Warrandyte

4

15

182

3107

Lower Templestowe

27

3114

Park Orchards

4

16

179

3125

Burwood

22

3151

Burwood East

4

17

168

3102

Kew East

19

3152

Wantirna South

4

18

146

3147

Ashburton/Ashwood

18

3068

Clifton Hill

3

19

9

3105

Bulleen

15

3070

Northcote

3

3122

Hawthorn

15

3095

Eltham

3

3149

Mount Waverley

11

3181

Prahran

3

3150

Glen Waverley

11

3003

West Melbourne

2

3131

Forest Hill/Nunawading

9

3032

Ascot Vale

2

3084

Viewbank/Eaglemont

7

3135

Heathmont

2

3121

Richmond

7

3142

Toorak

2

3079

Ivanhoe/Ivanhoe East

6

3144

Malvern

2

3132

Mitcham

6

3148

Chadstone

2

3133

Vermont/Vermont South

6

3166

Oakleigh

2

3111

Donvale

5

3145

Malvern East

5

*As at 30 Jan 2017

Student Retention – Years 9 to 12 New Departing Students Students

Year

Feb 2016

Dec 2016

9

173

170

1

4

10

181

177

0

4

11

169

168

0

1

12

178

176

0

2

2

Middle School Year 6

52

Year 7

184

Year 8

174

Total

410

Senior School Year 9

174

Year 10

180

Year 11

169

Year 12

177

Total

700

School Total Overseas students Indigenous students *As at the start of Term 1, 2016

1332 23 6

Post Code Suburb

Total

Other

4

41

* As at 31 January 2017

COMMUNITY REPORT 2016

3


STUDENT OUTCOMES

Student Attendance Parents/Guardian 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 should there be 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 1-10 students biannually during Semesters 1 and 2.

Average Days Absent

% Attendance

Prep

0.3

99.8%

1

7.2

96.1%

2

7.9

95.7%

3

8.0

95.7%

4

4.0

97.8%

5

6.5

96.4%

6

5.7

96.9%

7

1.6

99.1%

8

7.3

96.0%

9

7.4

95.8%

10

6.0

96.6%

11

6.3

96.3%

12

6.3

95.8%

Year

All 175 of our students who completed the year satisfactorily met the requirements of the Victorian Certificate of Education, and we are very proud of them all. The results are again extraordinary across the full range of scores. Twenty-three students (13%) achieved an ATAR of 99 or better, placing them in the top one percent of the state. Thirty-five percent of our students achieved a rank of 95 or better, while 51% of our students achieved a score of 90 or better, placing them in the top ten percent of the State. In addition, 68% of our students achieved a score of 80 or better. Our median ATAR score was 90.3. These are extraordinary results and I am very proud of our students for the hard work they did to achieve them. There were nine perfect study scores across a wide range of subjects: Eric Fan in Chemistry and English; Matthew James (Year 11) in Accounting; Mike Ji in Chemistry; Oscar Lu (Year 11) in Chinese Second Language Advanced; George Nikolakakis in Legal Studies; Addison Peers-Johnson in English and History – Revolutions; and Terry Yan in Specialist Mathematics. Twenty-four percent of all study scores were 40 or above.

studied a wide range of subjects and actively involved themselves in the life of the school. It was pleasing to see that our Captain and Vice Captain this year were included in this group. Congratulations once more to the Class of 2016 on their excellent results. It is pleasing to see that their hard work has been rewarded so generously. Dr Paul Hicks, Headmaster

Top 3 Achievers – Eric Fan (99.95), Brandon Lam (99.90) and Terry Yan (99.90) with the Headmaster.

In 2016 the Dux of our School is Eric Fan who scored 99.95. Our Proxime Accesserunt are Brandon Lam and Terry Yan, each who scored 99.90. A further twenty students earned scores of 99 or better – Bill Chen, Kevin Chen, Vincent Chen, Steven Dadalias, Nathan Fong, David Han, Mac Hill, Hanze Hu, Nathan Huynh, Cameron James, Mike Ji, Shaveen Kariyawasam, Brian Kim, Michael Liu, Hamish McLean, Addison Peers-Johnson, Kevin Ren, Ignatius Ting, Leo Wan, and Kevin Yu. These boys also 4

Some of the 99.00+ achievers with the Headmaster.

COMMUNITY REPORT 2016

5


STUDENT OUTCOMES Percentages of ATAR Scores 2016

2015

2014

2013

2012

99 and above

13

5.3

10.6

9

13

95-98.95

23

24.6

26

28

17

90s

51

46.2

50.8

50

54

80s

16

22.2

22.5

22

16

70s

15

12.9

10.6

15

14

60s

8.5

8.8

8.3

7

7

50s

5.7

4.1

1.7

2

4

Percentages of Study Scores and ATAR Scores 2016

2015

2014

2013

2012

Median Study Score

35

34

35

35

35

Average Study Score

34.95

34.0

34.77

35.05

34.8

24

17.9

24.5

25

23

Median ATAR

90.3

88.6

90.75

89.93

91.68

Average ATAR

84.9

83.0

84.9

85.33

85.15

Greater than 40%

ATAR

2015

2014

2013

2016

50

2015 2014 2013 2012

30

2012

Cum % Cum % Cum % Cum % Cum %

99+

13

5

11

9

13

95+

35

30

37

37

29

90+

51

46

51

50

54

80+

68

68

73

72

70

70+

83

81

85

87

84

60+

91.5

90

90

94

91

50+

97.2

94

95

96

95

40+

98.3

97

98

98

99

6

60

40

Australian Tertiary Admission Rank (ATAR) 2016 Cumulative % of Students 2016

ATAR Scores

20 10 0

99 & above 95-98.95

90s

80s

70s

60s

50s

COMMUNITY REPORT 2016

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STUDENT OUTCOMES Number of Students Receiving a Study Score of 40 and Better

Subject

Year Level

Median

Number in class

Number 40 and over

2016

2016

2016

Percentage of 40 and over 2013

2014

2015

2016

11

37

17

3

0

0

25

18

12

31

31

1

17

29

9

Art

12

32

14

1

15

25

Biology

11

38

23

9

35

12

32

37

7

Chemistry

12

38

66

Chinese FL

11

33.5

Chinese SL

11

Accounting

Subject

Year Level

Median

Number in class

Number 40 and over

2016

2016

2016

Percentage of 40 and over 2013

2014

2015

2016

Latin

12

31

35

3

10

4

3

9

3

Legal Studies

12

35

43

12

21

30

12

28

18

7

Maths - Methods

11

45

17

16

88

63

90

94

32

29

39

12

34

106

20

14

21

11

19

26

17

8

19

11

41.5

4

2

100

0

100

50

26

36

29

11

39

12

34

57

11

26

17

8

19

11

0

0

17

13

0

Maths - Specialist

12

39

41

14

35

25

15

34

35.5

16

5

11

0

0

31

12

27

8

0

0

0

25

0

11

37

6

2

0

0

N/A

33

Chinese SLA

11

32

7

1

0

11

17

14

Music Performance Solo

Economics

12

34

58

13

12

22

5

22

Physical Education

12

35

37

6

20

17

6

16

English

12

35

153

38

27

33

25

25

Physics

12

37

52

14

41

32

22

27

English as an Additional Language

12

40

15

8

13

21

16

53

Studio Arts

12

31.5

10

0

20

20

0

0

English Literature

12

38

19

7

55

78

29

37

Visual Communication Design

12

32

9

1

14

15

16

11

French

12

33.5

14

3

26

6

8

21

Geography

11

34

18

1

20

31

18

6

12

35

18

4

21

27

21

22

History Revolutions

12

35

20

4

15

26

50

20

Indonesian SL

12

25

11

0

13

40

14

0

IT Applications/ Computing Informatics

11

37.5

2

1

100

0

33

50

12

36

9

2

5

57

33

22

11

39

9

4

0

15

9

44

12

38

2

1

0

14

50

50

Global Politics 8

Maths - Further

COMMUNITY REPORT 2016

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NAPLAN RESULTS

Average Standardised Assessment Results for Year 3, 5, 7 and 9

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

Camberwell Grammar School Median

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

State Median

Year 3

Year 3

Year 5

Year 7

Year 9

Reading

100%

100%

100%

100%

Writing

100%

100%

99%

97%

Spelling

100%

100%

99%

98%

Grammar and Punctuation

100%

100%

99%

98%

Numeracy

92%

100%

100%

100%

Change in benchmark results from the previous year: There has been no significant change in benchmark results from the previous year (previous years results are available online and by request).

Reading

517

442

Writing

485

445

Spelling

503

428

Grammar and Punctuation

521

437

Numeracy

529

406

Reading

564

509

Writing

529

485

Year 5

Spelling

566

501

Grammar and Punctuation

533

501

Numeracy

605

501

Reading

595

545

Writing

547

535

Spelling

584

542

Grammar and Punctuation

590

546

Numeracy

615

551

Reading

644

584

Writing

598

573

Spelling

639

584

Grammar and Punctuation

635

576

Numeracy

705

587

Year 7

Year 9

Source: NAPLAN Data Service, 2017 (http://naplands.vcaa.vic.edu.au) 10

COMMUNITY REPORT 2016

11


STUDENT DESTINATION*

The table below highlights the fields of study that students will be pursuing this year. Management and Commerce continues to top the list as the most popular area of study with 33% of offers, Society and Culture (which accounts for the Arts and Law courses) is a distant second with 18% of offers, and Natural and Physical Sciences follows closely behind with 17% of offers.

The table below shows the destinations of the Class of 2016, with all those seeking an offer receiving one by the conclusion of the VTAC second round. Of the 15 students who received second round offers (8%), two had not received an earlier offer, some had rearranged their preference order and a significant number received higher preferences, including an additional seven first preferences. To date, 79% of applicants have received their first or second preference, with 88% receiving their third preference or higher, both of which exceed the outcomes of the Class of 2015. Together, Monash University and The University of Melbourne account for 64% of the offers received by the 2016 cohort, though The University of Melbourne continues to attract our highest achieving students (95+) with 37 offered places there compared to 23 to Monash. Of the 15 students who successfully applied to interstate institutions, three are known to have accepted offers elsewhere, with two accepting places at the Australian National University and one to the University of New South Wales. One student has accepted an early offer to study at The Wharton Business School at The University of Pennsylvania, whilst another three students are still awaiting the outcome of their applications to study overseas.

Destination by Institution Class of 2016 Number

Class of 2016 % of offers

Class of 2015 % of offers

Deakin

15

9

10

La Trobe

7

4

5

Monash

51

29

27

RMIT

17

10

8

Swinburne

12

7

6

University of Melbourne

59

35

35.5

Other Vic Universities

2

1

0

TAFE/VET

3

1.5

4

Private providers

5

2

0.5

Interstate (ANU, UNSW) Total

12

3

1.5

4

174

100

100

Destination by Field of Study Class of 2016

Class of 2015

Class of 2014

Agriculture, Environmental

2

3

4

Architecture and Building

6

7

4

Creative Arts

10

15

6

Education

4

2

3

Engineering

17

17

12

#Health

20

18

12

IT

9

6

11

Management and Commerce

69

51

67

*Natural and Physical Sciences

36

47

43

**Society and Culture

39

35

34

Total 212 (174 students), as double degrees count in more than one field of study # This includes offers in Medicine (4), Pharmacy (2) and Physiotherapy (3) *This includes offers in Biomedicine (9) and Science (27) **This includes offers in Arts (31) and Law (6)

Of the two students who elected not to apply for tertiary study, one has elected to work and travel in 2017, whilst the other has been recruited to play AFL with Collingwood under the father-son rule.

100% of students successfully completed Year 12 2% are attending vocational education * For the Class of 2016, as of 9 February 2017

COMMUNITY REPORT 2016

13


WORKFORCE Employees

No.

%

Male

139

53.1%

Female

123

46.9%

Total

262

100.0%

1

0.4%

Indigenous

STAFF ROLL Academic Staff

All Academic Staff are registered with the Victorian Institute of Teaching.

Headmaster

Dr P Hicks, BA(Hons), MEd, PGCE, PhD

Deputy Head – Head of Senior School Ms R Falloon, BSc, GradDipEd, MOL

Head of Middle School

Mr R French, BA, DipEd, DipBusMgt

Head of Junior School Mr H Kelly, MEd, BEd

Mrs J Acland, BTheol, DipEd, MTS Mr M Allen, BA, BEd *+Mr F Al-Salihi Dr M Anderson, PhD, BSc(Hons), DipEd Mr N Appleyard, BEd, DipT Mr M Aram, BA(Hons), MA, PGCE #Mrs D Arasaratnam, BA, GradDipEd *Mrs K Arora, BA, AdDip FLE, CertIIIEdSup Mr S Barry, BA, DipEd, GradDipEd #*+ Mr E Bauer Mr A Beale, BA(Hons), DipEd Mr D Beardsley, BAppSc, BTeach Dr D S Bird, BA(Hons), MA, DipEd, PhD Mr B Bishop, BMus, PDM, GradDipEd Ms S Blajer, BSc, BEd (Hons) Mr K Boyd, DipA, DipEd Ms E Bond 14

*+ Mr C Bradtke Mr T Brake, BE(Civil), DipEd #Ms S Braun, BAppSc, Bed #*+ Mrs D Brown #*Mr J Bunting, BA, BCom, GradDipEd Mr S Burke, BEd Rev C Butler, BTh, DipT, GradDipEdAd Mr D Byrne, BMus(Hons), BA, DipEd, CertMusEd Mrs C Casey, BA, DipEd, GradDipSchLib Mr J Catanzariti, BBus, BTeach Mr I Cathcart, BSc, DipEd *+ Ms Valli Chockalingam, BA, DipT Mr M Christopher, BBus, GradDipEd #Mr R Clark, BEd, CertIV(Rec), DipRec Mrs P Clarke, BA, GradDipEdCouns, MAPsS, CertFamTher #Ms R Cleeve Gerkens, BA/LLB(Hons), DML(French), MTeach(Prim) Mr M Cody, BSc(Hons), GradDipComp, DipEd Mr M Collins, BEd, GradDipEd Mrs D Collins, BEd, TPTC Mr S Cooper, BA, BEd, DipEd Mr L Crawford, BEd Ms R Crockett, BSc(Hons), DipEd *Mr A Crosby, BBus, GradDipEd(Prim) Mr T Cross, BSc, DipEd, CertOutRec Mr K Da Costa, BA, DipEd, BSW

Mr M Daniel, BA(Hons), BTh, MEd, MTESOL, DipEd, GradCertRE Mr J Davies, BEng(Hons), BTech(Hons) Ms S Davies, BA/LLB(Hons), LLM(IntLaw), GradDipEd #Mr X Davis, BA AppSc(PE) Mr R Devine, BA, BEd Mr P Double, MEd, BEd, DipT, GradDipEdAdmin #Mr M Dowley, BEd, MEd, PostGradCertEdRes #*+ Mr R Dowling, BSc, BA, BEd, DipEd Ms L Dubberley, BA, BEd Mrs M Drummond, DipArts(Mus) Ms N Eckersley, BA, DipEd Ms A Emenyeonu, BEng(Hons), PostGradCertEd Mrs A Emmett, BEd, DipT Ms A Fairs, BA(Mus), AMusA *Mrs J Floyd, BCA, BTech(Hons) Mr G Foster, MSc, DipEd #Mr L Fowler, BEng, 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 Mr W Ha, BA, DipEd Mr J Hall, BA(Hons) #Ms M Hall, BMus, DipT, GradCertHRM Mr M Heyes, BSc, DipEd Mr W Hone, BA, GradDipEd #Ms P Higgins Ms F Howie, MEd, BEdSt, DipTeachECE Mr L Ince, BSC, Bed, Med, GDQM Mrs H Irvine, TPTC, CertA, TSpTC, GradDipEdTESOL *Miss M Jackman *+Mr R Johns *Mr N Johnston, BA(Mus), GradDipTeach(Sec) Mr M Jones, BSc(Hons), GradDipEd Mr N Jones, BEd *Mrs A Kakerissa Ms M Kelly, MEd, BEd, PGradDipArt(Cur) Mr M Kerr, BA(Hons), DipEd, LTCL, FTCL, AMusA, LMusA Dr M Khor, PhD, BE(Hons), MDiv, GradDipEd, MEd

Mrs K Kollmorgen, BA, DipEd Mrs A Kollosche, DipVArts, BFineArt, GradDipEd Dr T Kusserow, PhD, BA, DipEd Ms N Layton *Mrs H Lowe, CertIIIChildrServ Ms Y Lu, BSc, GradDipEd #*+ Mr V McCormick 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 I March, BSocSci, GradDipEd Mr N Martin, BEd Mr R Mason, BEd Ms K Massey, BSc, GradDipEd *+ Ms A Mavridis Mr S Meighan, DipMus, GradDipMus Mr M Mews, BSc(Hons), PGCE Mr T Miriklis, BAppSc(PhysEd) Dr G Morey-Nase, PhD, BA(Hons), DipEd Ms C Morgan, BEd, DipTeach Mr B Nguyen, BSc, MSc(HumMovt), DipEd *Ms C Ni Ms I Norris, BSc, DipEd, GradDip(StudWelf) Miss A Nucci, BA(Hons), MA, DipED Mr B O’Callaghan, AMusA, BMus(Hons), GradDipEd Mr P O’Connell, MEd, BEc, DipEd Mrs H Papageorgiou, BEd, DipT *Miss V Papaioannou Mr F Petricca, BScEd +Mr D Perry *Mr B Peisley *Mrs J Pietralla, BEd(Librarianship) Mr M Pietralla, BA, DipEd Mr V Piscioneri, BA(Hons), PostGradDipCurStudies, B.Litt, MA, DipEd Mr S Pountney, BSc(Hons), DipEd, GradDipCompStudies, GradDipCompEd *Ms O Rae, MEd (SpecEd), BEd Mr D Ramalingam, MEdMgt, BSc, AssDipMin, GradDipEd Mr D Rayner, BCom, BEng(Hons), GradDipEd Mrs L Reiger, MBIT, BEd, CertIVCareersEd Mr G Roberts, BMus(Hons), ArtDip, LMusA Mr P Robinson, MEd, BEd, DipT COMMUNITY REPORT 2016

15


Dr J Rodgers, PhD, BAppSc(Hons), DipEd, CertIVTAA Mr G Ruffles, BAppSc, DipEd Mrs P Runge, BA, DipEd *+ Mrs T Saroff 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 C Stein, BA, MA, DipEd Mr A Stocker, BA(Hons), PGCE, CertHE *Mrs K Thiedeman, Mrs H Thomas, BEd, GradDipMusEd, AMusA, LTCL *+ Mr R Thomas Ms K Thornburn, BTeach, BFine Art Mr J Tierney, BSc, DipEd Mr J Tuckfield, BA(Hons), DipEd, DipIndEmpRel Ms J Turnnidge, MEd, BSc(Hons), BA, DipEd

Mr J Victor, BA(Hons), HDE, CFPS, CertCompEd Mrs B Wade, MEd, BFArt, BTeach(Hons) Mr R Wakely, MMus, GradDipEd, AGSM Mrs A Walters, MEd, BEdSt, DipT Ms E Wang, BEd, DipAcc *Miss M Wang Mr A Warne, BA, DipEd, GradDipComp Mr J Watson, BAppSc, GradDipEd Mr M Williams, MEd, BA(Hons), DipEd, GradDipTechEd, GradDipCompStd Mr D Williamson, GradDipEdAdmin, DipT Mr I Wilmoth, BA, LLB, GradDipEd Mr G Wilson, BScEd Mr M Wood, MA, MEd, CertGiftEd, CertIVTAA Ms P Wood, BEd Mr B Woodlock, BPD, BPC, GradDipEd Ms L Wostry, BEd(Mus) Mr S Wyatt, MEd, BSc(Hons), BA, AMusA Mr P Young, BA, DipEd Mr R Young Ms M Zhang, BSc, DipEd

*+Ms L Liu *+ Mr P Mandersloot Mrs S Marchouba, DipAplPhysicsCompSci, CertlVAssTrain *Miss A McAlpine, GradDip BusHR Mrs R McArdle #Ms L McNamara Mr H Meachem, BSportSc, CertIIISport/Rec Ms R Mounsey Mrs K Munro Mr M Neal Mr P Newton Mrs R Nicholson, GradCertHealthPromPlan, GradCertIntHealth, GradCertAnaphyMgt, CertIVTrainAssessEd *Ms A O’Brien +Mrs M Page *Mrs C Parker, BBus Ms L Perna, CertIVBusAdmin Ms M Perna, CertIVFinServices *Ms S Power, CPRM, CertDetDft(Mech), DipP, AdvDipGRC

Mrs D Richards Ms J Sangster, DipHotel/CaterOps, CertIVAdmin Mr I Spoljaric Ms J Stasiak, CertIIIBusAdmin *Ms J Stryker Mr M Tarr Mr M Towson Mrs L Turner *+Mr B Van Styn Ms M Walsh, BCom, DipLibStd, GradDip(Info/Lib) Mr J Wang, BEng, AdvDipSoftDevt, MTech, CCNA Mr T Wells, BA(FArts) Mr M Warner, AssocDipHorticult, CertIVOHS, CertIIISportsTurf Mrs M Watt Mr J Weymouth, BAppSc(CompSci), BMus(Hons), LMusA Ms S White, DipBusStud #Ms R Wilson Mr A Yianni Mr M Zanin, DipMus, DipEd

Support Staff

Ms D Chapman, DipAplSci Dr A Dai, PhD, MEng(Chem), BEd #Mr B Daly Mrs J Dolling, BComm *Mr C Edwards Mrs J Elliott, CertIVTrainAssess Miss H Falconer, AssDipSocSci(Lib/Info) Mrs H Fethers Mr S Feldt #Ms N Frankland, CertOfficeSecre, CertIIIBeautServ, DipBeautTherapy *+ Miss A Gerhke Mr C Gore Mr A Green, AdDipCompSystEngin Ms T Hayes Mr A Hopcroft, CCNA Ms S Hussey, CertIIIChildrServ #Mrs F Iversen, AssDipSocSci(Lib/Info) Mr D James Mrs A Kerr #Mr G Leach, BAM, DipEd, CertIVTAA Mrs S Li, MSc, DipEd

Visiting Music Staff

Mr R Keijzer, MMus(Perf) Ms M Krupina, BMusEd, LMusA Mr G Lee, MMusPerf, BMusPerf(Hons), LMusA, AMusA Mr I Lowe, BMus, DipTeach Mr A Marshall, BMus, GradDipEd Ms H McMahon, BMus ANAM Ms S Ng, DipMus #Mr A O’Grady Ms Z Pepper, MMus (Perf) Mr E Pritchard, DipMus Ms J Robertson, BA(Mus), GradDipPerf *Ms E Toh, BMus(Perf), MMus(Perf), GradDipEd Ms E Viskic, BA(Mus), GradDipEd

Business Manager

Mr Chris Lloyd, Chartered Accountant, M.Corp Law, FCA, FCPA, FAICD, FCIS

Development Director

Mrs E Board, MEd, BEd, BA, GradDipBusAdmin, TTLC, TPTC

Registrar

Mr P O’Connell, MEd, BEc, DipEd

Property Manager

Mr G Briers, RBP, CertIVTrainAssess

Finance Manager

Mr G Wensor, BEc, ACA #Ms A Argyros, CertIVBusAdmin, DipMan #Mrs J Beasley, AssDipMaths, GradDipInfMan Ms J Bennie, BN, GradDipNurs, CertIVWorkTrain, RN Ms K Booth Mr P Brincat *Mrs M Carbone 16

Ms R Atkinson, LRAM, DipRAM Ms S Aw, BA(Mus), MMus *Mr C Bayliss, BA, BMusEd Ms A Beadell, LMus, LGSM, MMus(Perf) Mr L Clayton, BMus(Hons) Ms W Couch, MA, BMusEd, GradDipMus, DipArtMus *Ms A Davis Mr C Day, BMus, DipEd *Ms S Dixon, BMus(Adv Perf) Mr G Ellis, BMusEd Ms M Falloon, DipMus, DM, DipEd Ms A Farrands, BA, GradDipEd *Mr B Finnigan, BMusPerf, BMus(Hons), GradDipMus

* New 2016 # Departed 2016 + Temporary appointment

COMMUNITY REPORT 2016

17


FINANCE REPORT * 2016 Income

PARENT, STUDENT AND TEACHER SATISFACTION

5% Other

Parent Satisfaction

10% Commonwealth Grants

The school surveyed parents in 2016 using question items designed by the Australian Curriculum and Reporting Authority (ACARA). The survey was carried out electronically. Overall 110 responses out of a total possible 1319 students were received, giving a low return rate. 21 Junior School parents, 53 Middle School parents, and 51 Senior School parents responded (some parents have boys in more than one section of the school).

3% State Grants

2016 Expenditure

82% Fees

In almost every area the school achieved 80% approval ratings, with respondents indicating either ‘agree’ or ‘strongly agree’. It is interesting to note that 81% of parents felt that their son’s learning needs were being met, with most parents finding that the teachers are approachable and improvement-focused. In addition, parents raised many useful points for improvement which the school will look into. Camberwell Grammar School is committed to constant improvement and welcomes feedback from parents and students.

11% Depreciation 4% Administration Expenses 6% Property Expenses 4% Finance Expenses

11% Capital Works 8% Teaching Resources

56% Staffing Costs

* Detailed figures and totals available online at www.myschool.edu.au 18

COMMUNITY REPORT 2016

19


Student Satisfaction

Parents indicated a very high level of satisfaction with the school: Strongly Agree

Agree

Neither Agree nor Disagree

Disagree

Strongly Disagree

NA

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

50%

47%

3%

0%

0%

0%

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

35%

54%

8%

2%

1%

0%

Teachers at this school treat students fairly.

31%

50%

14%

4%

1%

0%

This school is well maintained.

75%

23%

2%

0%

0%

0%

My child feels safe at this school.

62%

28%

6%

2%

1%

0%

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

59%

Student behaviour is well managed at this school.

33%

47%

14%

6%

1%

0%

My child likes being at this school.

57%

33%

6%

2%

2%

0%

This school looks for ways to improve.

42%

46%

8%

3%

1%

0%

This school takes parents’ opinions seriously.

27%

51%

15%

4%

4%

0%

Teachers at this school motivate my child to learn.

33%

50%

13%

3%

2%

0%

My child is making good progress at this school.

40%

42%

13%

4%

1%

0%

My child's learning needs are being met at this school.

37%

44%

14%

6%

0%

0%

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

31%

50%

14%

5%

1%

0%

20

35%

3%

1%

3%

0%

The school surveyed students in 2016 using a mix of question items designed by the Australian Curriculum and Reporting Authority (ACARA) (http://www.acara.edu.au/reporting/school_opinion_information.html#2) and those designed for the school’s student wellbeing programme. The survey was carried out electronically with students from Years 4 to 11. Overall 725 responses were received, giving a high return rate. Students indicated a very high level of satisfaction with the school: Strongly Agree

Agree

Neither Agree nor Disagree

Disagree

Strongly Disagree

NA

I feel like I belong to the school community.

27%

56%

12%

3%

2%

0%

I feel safe in the classroom.

43%

44%

9%

3%

1%

0%

I have a range of supportive friends at the school.

37%

49%

10%

2%

1%

0%

My school cares about me as an individual.

24%

47%

20%

5%

4%

0%

I feel respected by my teachers.

25%

48%

19%

6%

2%

0%

Teachers at the school treat students fairly.

17%

45%

26%

7%

5%

0%

I enjoy being at school.

30%

42%

19%

5%

4%

0%

Students indicated that they felt the school was a safe place for them, with a range of support from teachers and their friends. There was a high level of respect for and from teachers, with most students happy with their experience of the school. However, there are still several areas where the school can improve, and ongoing work with teachers and pastoral care teams across the schools will continue in 2017.

COMMUNITY REPORT 2016

21


Teacher Satisfaction There is a high level of teacher satisfaction at Camberwell Grammar School, as shown by a number of critical indicators. One key indicator of staff satisfaction is the very stable set of teachers the school has. In 2016, the annual turnover was just eight out of 151 permanent members of the academic staff. Another indicator is the very low rate of staff absences. Teachers took on average only 0.4 days sick leave - a number dwarfed by the days spent on professional development. Indeed, the school is demonstrably able to attract and retain top staff: Camberwell Grammar School has a disproportionately high number of VCE examiners, examination setters and leaders of subject associations, and the number of teachers eligible for long service leave is a sign of the stability of the teaching body. Teachers meet regularly with the Headmaster and the Heads of Schools, and have a number of additional venues for having their voice heard, including an active Common Room Association (CRA). The President of the CRA has regular meetings with the Headmaster to discuss matters of importance to staff wellbeing and satisfaction. In 2016, staff were offered free and confidential counselling services and a range of other features designed to support staff in their personal and professional lives. Camberwell Grammar School recognises that a teaching staff that is supported and appreciated is essential to the success of the school; while the school is committed to having the highest expectations of its teachers, it is also dedicated to ensuring that the school remains a positive, respectful, encouraging and exciting place to work.

Instructional Coaching for Teachers Camberwell Grammar School has a history of excellence in academic performance and we are justifiably proud of the efforts of our students and their teachers in working to achieve this. However, rather than resting on our laurels, we have taken the pro-active step of developing and implementing a professional development programme that will help to ensure that these high standards are maintained and enhanced in the future. The programme is called Instructional Coaching and its primary focus is the continual improvement in student learning. The notion of professional coaching has been around for a very long time, and has taken various forms, depending on the nature of the profession. Coaching, applied to education, can also take a variety of forms that reflect the values of the institution in which it operates. Our model of coaching is based on respect for the knowledge and skills that our teachers have already acquired, and acknowledges their ability to think and meet challenges inherent in the complex practice of teaching. The process is a partnership between the teacher and a trusted colleague whose role is to assist the teacher reflect on their practice, always with a view to enhancing students learning. It is a non-evaluative and non-judgemental process that uses evidence, gathered from the teacher’s own classes, to make collaborative decisions about future practice. 22

Instructional coaching is an ongoing process, driven by the teacher who, through reflection on their own practice, identifies those areas they wish to refine and further develop. The role of the coach is to help their colleague identify areas to be developed, refine skills, identify their particular goals and plan for future learning. As part of the School’s strategic plan, the Junior School successfully implemented an instructional coaching programme in 2013 and, at the beginning of 2014, the secondary sections of the School also implemented a programme of instructional coaching. Although the coaching programmes operate in slightly different ways in the primary and secondary parts of the school - a reflection of the different stages of education of the boys, both approaches are underpinned by the same research-based idea that student learning improves as teaching improves, and teaching improves when professional development is driven by the teacher, targeted to the individual teacher, provided on site, and is collaborative and ongoing in nature. After eight months of preparatory work in 2014, four members of the teaching staff were appointed to work under the guidance the Director of Staff Development as instructional coaches for the Middle and Senior Schools. Each coach works closely and individually with a small number of teachers to refine teaching strategies. This work involves the usual initial planning by the teacher, lesson observations by the coach - occasionally supplemented by filming - and formative feedback sessions with coach and teacher. During these feedback meetings, the discussion centres on the quality of student cognitive engagement and the teaching strategies that can enhance their learning. The purpose of the meetings is to provide support to the teacher as they work to achieve their teaching goals. Many topics arise during these professional conversations - improvement in formative assessment, enhancement of intellectual engagement for all students, refinement in differentiated instruction for students and the encouragement of independence in learning - to name just a few. The content of conversations may vary but the focus is always on the improvement of learning outcomes for students. There are many forms of Professional Development and many forms of coaching. So what are the benefits of the Coaching model we have developed here at Camberwell Grammar School? Few of us would question the benefit of coaching in sport - certainly the top players and teams in the world see coaching as an essential element in ensuring that the player or team continually improves, and either stays at the top of their game or strives to reach the top. And so it is in schools with instructional coaching. The benefit of this type of professional development is that it is supportive, personal, individualised and intensive. Its purpose is to help teachers continually improve and stay at the top of their game. Research over the past decade has shown that this type of professional development is significantly more effective at impacting positively on student learning outcomes than the more traditional off-site, short, seminar or workshop-styled professional development. The Instructional Coaching Programme has been embraced enthusiastically, and is now mandatory for all teaching staff at Camberwell Grammar School. It is a clear illustration of our commitment to continuous improvement and, in particular, its desire to ensure the continued high standards in teaching and learning.

COMMUNITY REPORT 2016

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55 Mont Albert Road Canterbury Victoria 3126 Australia PO Box 151 Balwyn Victoria 3103 Australia +61 3 9835 1777 www.cgs.vic.edu.au ABN: 12 004 131 159

Profile for Camberwell Grammar School

Community Report 2016  

Community Report 2016