Community Report 2017

COMMUNITY 2017 REPORT

Camberwell Grammar School is a leading independent school for boys. We are a learning community committed to ensuring that students discover their passions, develop a lifelong love of learning and have a commitment to making a positive contribution to the world around them. Staff and students work together to develop a supportive and inclusive school community which motivates young people to engage with and lead their communities — locally, nationally and internationally.

This report is produced in accordance with the national compliance legislation and is also published on the Camberwell Grammar School website: cgs.vic.edu.au

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community report | 2017

Contents The Student Body ............................................................................................................................................4 Student Body by Age at Birthday in Current Year........................................................................................4 Student Numbers by Year Level .................................................................................................................4 Student Retention — Years 9 to 12 ............................................................................................................5 Student Body Postcode Distribution ..........................................................................................................5 Student Attendance ...................................................................................................................................6 Student Outcomes ...........................................................................................................................................9 Academic Results 2017 .............................................................................................................................9 NAPLAN Results............................................................................................................................................14 Student Destination........................................................................................................................................16 Workforce ......................................................................................................................................................18 Staff Roll .................................................................................................................................................18 Finance Report ..............................................................................................................................................21 Parent, Student and Teacher Satisfaction ...................................................................................................... 22

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The Student Body Camberwell Grammar School is an independent non-selective school for boys.

Student Numbers by Year Level* Student Body by Age at Birthday in Current Year* JUNIOR SCHOOL Pre-Prep

22

Age

Prep

25

5

21

Year 1

25

6

25

Year 2

25

7

24

Year 3

25

8

27

Year 4

50

9

28

Year 5

50

10

50

Total

222

11

51

12

59

13

186

14

166

15

181

MIDDLE SCHOOL Year 6

51

Year 7

175

Year 8

182

Total

408

SENIOR SCHOOL Year 9

178

Year 10

172

Year 11

173

Year 12

169

Total

692

SCHOOL TOTAL Overseas students

11

Indigenous students

7

*As of 8 March 2018

4

Total

16

176

17

179

18

142

19

7

*As of 8 March 2018

community report | 2017

Student Retention — Years 9 to 12 Year

Jan 2017

Dec 2017

New Students

9

179

175

1

Departing Students 5

10

174

173

0

1

11

174

170

0

4

12

168

167

0

1

Student Body Postcode Distribution* PostCode

Suburb

Total

PostCode

Suburb

Total

3127

MONT ALBERT/SURREY HILLS

172

3084

VIEWBANK/EAGLEMONT

9

3124

CAMBERWELL

144

3121

RICHMOND

8

3103

BALWYN/DEEPDENE

143

3079

IVANHOE/IVANHOE EAST

8

3126

CANTERBURY

133

3133

VERMONT/VERMONT SOUTH

7

3104

BALWYN NORTH

95

3111

DONVALE

6

3146

GLEN IRIS

75

3145

MALVERN EAST

6

3129

MONT ALBERT NORTH /BOX HILL NORTH

57

3113

WARRANDYTE

6

3132

MITCHAM

5

3101

KEW

50

3151

BURWOOD EAST

5

3123

HAWTHORN EAST

49

3152

WANTIRNA SOUTH

5

3130

BLACKBURN

34

3094

MONTMORENCY

4

3109

DONCASTER EAST

32

3095

ELTHAM

4

3106

TEMPLESTOWE

28

3032

ASCOT VALE

3

3128

BOX HILL/BOX HILL SOUTH

27

3142

TOORAK

3

3107

LOWER TEMPLESTOWE

27

3108

DONCASTER

24

3125

BURWOOD

19

3147

ASHBURTON/ASHWOOD

19

3102

KEW EAST

17

3105

BULLEEN

12

3150

GLEN WAVERLEY

12

3131

FOREST HILL/NUNAWADING

12

3122

HAWTHORN

11

3149

MOUNT WAVERLEY

3148

CHADSTONE

3

3067

ABBOTSFORD

3

3070

NORTHCOTE

3

3068

CLIFTON HILL/NORTH FITZROY

3

3003

WEST MELBOURNE

2

3135

HEATHMONT

2

3166

OAKLEIGH

2

Other

24

9

5

Student Attendance Parents/Guardians are requested to report seasons for student absence to the School.

Teachers mark an electronic roll each period and the Administrative Officer identifies and determines the nature of any absence, records the details in the School’s administrative system, and makes class teachers aware of a student’s absence through subsequent class rolls.

A daily student absence summary report is published on the School’s Intranet for all staff.

Staff involved in the pastoral care of particular students liaise with parents if there are concerns regarding attendance.

A summary of each student’s attendance is published to parents on their semester report, a digital copy of which is stored on the School’s Intranet.

Attendance data is forwarded to the Australian Government for Years 1 to 10 students biannually, during semesters 1 and 2.

6

Year Prep 1 2 3 4 5 6 7 8 9 10 11 12

Average Days Absent 11.4 9.5 8.7 7.4 8.3 7.8 7.2 6.8 9.2 7.2 7.1 5.5 4.7

% Attendance 93.7% 94.8% 95.2% 95.9% 95.4% 95.7% 96.0% 96.2% 94.9% 95.9% 95.9% 96.8% 96.8%

“ A daily student absence summary report is published on the School’s Intranet for all staff.”

community report | 2017

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community report | 2017

Student Outcomes Academic Results 2017 The results are again extraordinary across the full range of scores: indeed, the consistency of our results over the past decade is noteworthy.

One hundred and sixty-five of our 168 students satisfactorily met the requirements of the Victorian Certificate of Education and received an ATAR. Three of our students chose to withdraw late in the year – an unusual occurrence for us, but something we supported with these students, given their personal circumstances.

Twenty-four students (15%) achieved an ATAR of 99 or better, placing them in the top 1% of the State. Thirtyone percent of our students achieved a rank of 95 or better, while 51% of our students achieved a score of 90 or better, placing them in the top 10% of the State.

In addition, 76% of our students achieved a score of 80 or better, and 98% of our students ranked in the top 50% of the State. Our median ATAR score was 90.55.

These are extraordinary results and I am very proud of our students for the hard work they did to achieve them.

There were nine perfect study scores across a wide range of subjects: Faisal Alshimirti, Classical Studies; Charles Li, Mathematical Methods; Hualong Li, Biology; Ming Kim Low, Mathematical Methods; Timothy Ng, Literature; Jack Phillips, English; Adrian Xu, Specialist Mathematics and Physics; and Sam Yu, Chemistry. Twenty-four percent of all study scores were 40 or above.

Some of the high achievers with the Headmaster, and Deputy Head and Head of Senior School Ms Rachael Falloon.

This year the Dux of our School is Adrian Xu, who scored 99.95. Our Proxime Accesserunt are Oscar Lu, Kevin P Wang and Howard Yang, who each scored 99.90. All four boys were clearly actively involved in the full life of the School.

A further 20 students earned scores of 99 or better – Vignesh Alagappan, Faisal Alshimirti, Danny Chen, Andy Chen, Joshua Cooper, Mark Elnazak, Timothy Falloon, Michael Josefsson, Hualong Li, Timothy Ng, Daniel Pham, Jacob Purcell, Yat So, Zhen Jerry Tan, Nicholas Tjangdjaja, Felix Wang, Anthony Wong, Jeremy Yi, Sam Yu, and Victor Zhao.

These boys also studied a wide range of subjects and actively involved themselves in the life of the School.

Congratulations once more to the Class of 2017 on their excellent results. It is pleasing to see that their hard work has been rewarded so generously. I am proud to be able to share such good news with you.

Dr Paul Hicks Headmaster

Top four achievers with the Headmaster (Oscar Lu absent) – Howard Yang, Adrian Xu and Kevin P Wang.

9

Percentage of ATAR Scores

Percentages of Study Scores and ATAR Scores

Number of Students ATAR

2017

2016

2015

2014

2013

2017

2016

2015

2014

99+

23

23

9

18

16

Median Study Score

35

35

34

35

35

95-98.95

27

39

42

44

49

Average Study Score

35

34.95

34.0

34.77

35.05

90-94.95

33

28

28

24

23

Greater than 40

24.5

24

17.9

24.5

25

80-89.95

41

29

38

38

39

Median ATAR

90.55

90.3

88.6

90.75

89.93

70-79.95

19

27

22

18

26

Ave ATAR

86.4

84.9

83.0

84.9

85.33

60-69.95

10

15

15

14

12

50-59.95

7

10

7

3

4

40-49.95

3

2

6

5

3

Below 40 Total

10

1

3

4

168

176

171

4 168*

4 176

2013

community report | 2017

Australian Tertiary Administration Rank (ATAR) 2017 Cumulative % of Students ATAR

2017

2016

2015

2014

2013

Cum %

Cum %

Cum %

Cum %

Cum %

99+

14

13

5

11

9

95+

30.9

35

30

37

37

90+

50.9

51

46

51

50

80+

76.3

68

68

73

72

70+

87.3

83

81

85

87

60+

93.3

91.5

90

90

94

50+

97.6

97.2

94

95

96

40+

99.4

98.3

97

98

98

ATAR scores 50

40

30

20

10

0

99+

95-98.95

90-94.95

80-89.95

70-79.95

60-69.95

2017

2016

50-59.95 2015

40-49.95 2014

Below 40 2013 11

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

Year Level

Art

12

34

Studio Arts

12

37.5

Theatre Stud

12

Vis.Com Accounting

2017

Number in Class

2014 2015 2016 2017 2014 2015 2016 2017 2014 2015 2016 2017 8

11

14

10

2

2

1

2

25

18

7

10

10

10

4

2

0

0

1

20

0

0

25

36

6

5

NA

5

2

1

NA

2

33

20

NA

40

12

37

13

19

9

14

2

3

1

4

15

16

11

29

11

37.5

7

16

17

12

0

4

3

5

0

25

18

42

12

34

31

33

31

27

9

3

1

4

29

9

3

15

Economics

12

33

41

39

58

40

9

2

13

6

22

5

22

15

Legal Studies

12

35.5

27

34

43

38

8

4

12

9

30

12

28

24

English

12

35.5

144

134

153

106

47

34

38

27

33

25

25

25

EAL

12

31

14

19

15

17

3

3

8

3

21

16

53

18

78

29

37

50

English Language* 12

33.5

Literature

39.5

Classical Studies Geography Global Politics History Revolutions IT: Apps

12

Chinese FL

Chinese SLA French Greek

18

28

19

30 20

5 14

8

7

10

17

11

35

-

-

-

4

1

25

34

-

-

-

10

4

40

11

35

13

11

18

18

4

2

1

1

31

18

6

12

15

19

18

22

4

4

4

1

27

21

22

5

11

20

11

9

13

3

1

4

2

15

9

44

15

1

1

1

NA

14

50

50

NA

7

9

4

6

26

50

20

29

12

NA

7

2

2

12

35

27

18

20

11

35

11

24

12 Chinese SL

-

20

12

12

21

1

3

2

14

6

9

9 5

12

8

11

NA

1

NA

-

6

0

1

1

NA

0

33

50

NA

8

2

2

3

57

33

22

33

2

1

0

0

17

13

0

0

NA

0

NA

NA

NA

0

NA

NA

11

34

16

9

16

14

0

0

5

4

0

0

31

29

12

27.5

15

8

8

12

0

2

0

0

0

25

0

0

11

31

9

12

7

4

1

2

1

0

11

17

14

0

12

31

NA

3

NA

2

NA

0

NA

0

NA

0

NA

0 NA

11

NA

1

NA

NA

0

0

NA

NA

NA

NA

0

NA

12

32

16

13

14

18

1

1

3

0

6

8

21

11

26

1

12

0

1

0 0

0

0

Indonesian SL

12

31

5

7

11

9

2

1

0

1

40

14

0

11

Latin

12

33

23

31

35

31

1

1

3

2

4

3

9

6

Language – Vietnamese SL

11

35

11

44

19

20

17

24

12

18

16

21*

63

90

94

88

12

36

90

97

106

93

19

11

20

17

21

11

19

18

Maths Methods

12

Percentage in subject over 40

Number 40 and over

1

0

0

community report | 2017

Median Subject Further

Year Level

2017

Number in Class

Percentage in subject over 40

Number 40 and over

2014 2015 2016 2017 2014 2015 2016 2017 2014 2015 2016 2017

11

38.5

1

4

4

2

0

4

2

1

0

100

50

12

36.5

71

59

57

64

12

5

11

18

17

8

19

28

Maths – Specialist. 12

36

44

48

41

42

11

7

14

15

25

15

34

36

Music – Solo Performance

37

2

NA

6

4

0

NA

2

1

0

NA

33

25

2

4

0

0

NA

0

0

0

NA

0

11

50

12

25

NA

3

Sound Prod’n (VET) 12

33

-

-

-

1

0

0

Style & Composition

12

33

-

-

-

1

0

0

Physical Educ.

12

34

24

18

37

17

4

1

6

2

17

6

16

12

Biology

11

40

22

31

23

25

7

9

9

16

32

29

39

64

12

32

30

24

37

28

5

2

7

8

17

8

19

29

Chemistry

12

37

77

81

66

69

22

9

26

17

29

11

39

25

Physics

12

34

53

63

52

55

17

14

14

14

32

22

27

25

13

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

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

Year 5

Year 7

Year 9

Reading

100%

100%

100%

99%

Writing

100%

100%

99%

96%

Spelling

100%

100%

100%

98%

Grammar and Punctuation

100%

100%

100%

99%

Numeracy

100%

100%

100%

100%

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

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community report | 2017

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

Camberwell Grammar School Median

State Median

Year 7

Camberwell Grammar School Median

Reading

516.00

438.00

Reading

609.00

547.00

Writing

477.00

428.00

Writing

570.00

523.00

Spelling

472.00

428.00

Spelling

596.00

553.00

597.00

548.00

638.00

560.00

Camberwell Grammar School Median

State Median

State Median

Grammar & Punctuation

518.00

450.00

Grammar & Punctuation

Numeracy

505.00

421.00

Numeracy

Year 5

Camberwell Grammar School Median

State Median

Year 9

Reading

582.00

512.00

Reading

633.00

590.00

Writing

523.00

489.00

Writing

606.00

570.00

Spelling

549.00

511.00

Spelling

612.00

579.00

628.00

572.00

677.00

590.00

Grammar & Punctuation

576.00

506.00

Grammar & Punctuation

Numeracy

567.00

500.00

Numeracy

Source: NAPLAN DATA Service, 2018 (http://naplands.vcaa.vic.edu.au)

15

Student Destination The table below shows the destinations of the Class of 2017, with all those seeking an offer receiving one by the conclusion of the VTAC second round.

Of the 12 students who received second round offers (7%), one had not received an earlier offer, some had rearranged their preference order and a significant number received higher preferences, including an additional four first preferences. To date, 83% of applicants have received their first or second preference, with 93% receiving their third preference or higher, both of which exceed the outcomes of the Class of 2016.

of Melbourne continues to attract our highest achieving students (95+) with 25 offered places there, compared to 20 to Monash. Interestingly, both RMIT and Swinburne continue to attract more of our students, and have replaced Deakin as our third and fourth most popular institutions respectively.

Of the students who successfully applied to interstate institutions, three are known to have accepted offers elsewhere in Australia; one will undertake Medicine at The University of Adelaide, another will study Arts at The Australian National University and the third will undertake Business at The University of New South Wales as part of his ADFA training. Four students are still awaiting the outcome of U.S. applications.

Together, Monash University (54) and The University of Melbourne (57) account for 66% of the offers received by the 2017 cohort, though The University

Destination by Institution Institution

Class of 2018

Class of 2017

Class of 2016

Number

% of offers

% of offers

% of offers

Deakin

11

7

9

La Trobe

4

2

4

5

Monash

54

32

29

27

RMIT

20

12

10

8

Swinburne

17

10

7

6

University of Melbourne

57

34

35

35.5

10

0

Other Vic Universities

1

0.5

1

TAFE/VET

2

1

1.5

4

Private providers

1

0.5

2

0.5

Interstate (Adelaide, UNSW)

2

1

1.5

4

168

100

Total offers

16

Class of 2018

100

100

community report | 2017

The table below highlights the fields of study that students will be pursuing this year. Management and Commerce continues to top the list as the most popular area of study with 44% of offers, Natural and Physical Sciences is a distant second with 20% of offers, and Society and Culture (which accounts for the Arts and Law courses) follows next with 18% of offers.

“ To date, 83% of applicants have

received their first or second

preference, with 93% receiving

their third preference or higher �

Destination by Field of Study Fields of Study

Class of 2018

Class of 2017

2

2

3

Architecture & Building

12

6

7

Creative Arts

20

10

15

1

4

2

Engineering

15

17

17

#Health

13

20

18

IT

11

9

6

Management & Commerce

74

69

51

*Natural & Physical Sciences

33

36

47

**Society & Culture

30

39

35

Agriculture, Environmental

Education

Class of 2016

Total 211 (168 students), as double degrees count in more than one field of study # This includes offers in Medicine (5), Pharmacy (1) and Physiotherapy (1) *This includes offers in Biomedicine (11) and Science (27) **This includes offers in Arts (23) and Law (3) *For the class of 2017, as of Monday 12 March

17

Workforce Employees

Number

Percentage

Male

141

51.6%

Female

132

48.4%

Total

273

Indigenous

1

100% 0.4%

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

Headmaster Dr P Hicks, BA(Hons), MEd, PGCE, PhD Deputy Head – Head of Senior School Ms R Falloon, BSc, GradDipEd, MOL Head of Middle School Mr R French, BA, DipEd, DipBusMgt Head of Junior School Mr H Kelly, MEd, BEd #Mrs J Acland, BTheol, DipEd, MTS Mr M Allen, BA, BEd Dr M Anderson, PhD, BSc(Hons), DipEd Mr N Appleyard, BEd, DipT Mr M Aram, BA(Hons), MA, PGCE *Mrs K Arora, BA, AdDip FLE, CertIIIEdSup Mr S Barry, BA, DipEd, GradDipEd Mr A Beale, BA(Hons), DipEd Mr D Beardsley, BAppSc, BTeach Dr D S Bird, BA(Hons), MA, DipEd, PhD Mr B Bishop, BMus, PDM, GradDipEd Ms S Blajer, BSc, BEd (Hons) Mr K Boyd, DipA, DipEd Ms E Bond Mr T Brake, BE(Civil), DipEd Mr S Burke, BEd Rev C Butler, BTh, DipT, GradDipEdAd Mr D Byrne, BMus(Hons), BA, DipEd, CertMusEd Mrs C Casey, BA, DipEd, GradDipSchLib ^Mr J Catanzariti, BBus, BTeach Mr I Cathcart, BSc, DipEd *Ms. C Chaomhanach,BEd(Hons), GradDip (AdolHealth), M.A.Ed(SpecLearnDiff) Mr M Christopher, BBus, GradDipEd Mrs P Clarke, BA, GradDipEdCouns, MAPsS, CertFamTher Mr M Cody, BSc(Hons), GradDipComp, DipEd Mr M Collins, BEd, GradDipEd 18

Mrs D Collins, BEd, TPTC Mr S Cooper, BA, BEd, DipEd *Mr C Conlan, BHSPe *Ms J Cormick, BA (Asian Studies) (Hons), GradDipEd(Indo & EAL) #Mr L Crawford, BEd Ms R Crockett, BSc(Hons), DipEd Mr A Crosby, BBus, GradDipEd(Prim) Mr T Cross, BSc, DipEd, CertOutRec Mr K Da Costa, BA, DipEd, BSW *Ms K Day, BEd (Primary), GradCert(Religious Ed) *+Rev G Davies, B.Sc.(Ed), B.Ed, GradDip (AdolHealth&Welfare), GradDip(Theol).

Mr M Daniel, BA(Hons), BTh, MEd, MTESOL, DipEd, GradCertRE Mr J Davies, BEng(Hons), BTech(Hons) Ms S Davies, BA/LLB(Hons), LLM(IntLaw), GradDipEd Mr R Devine, BA, BEd Mr P Double, MEd, BEd, DipT, GradDipEdAdmin Ms L Dubberley, BA, BEd Mrs M Drummond, DipArts(Mus) Ms N Eckersley, BA, DipEd Ms A Emenyeonu, BEng(Hons), PostGradCertEd Mrs A Emmett, BEd, DipT Ms A Fairs, BA(Mus), AMusA Mrs J Floyd, BCA, BTech(Hons)Hall Mr G Foster, MSc, DipEd *Ms T Fry, B.Mus.T(Sec)(Hons), A.Mus.A (Flute) Ms C Gatley, BEd, DipT Mr S Gough, BA(Hons), GradDipDramArt(Direc), GradDipEd Ms E Grant, MAppSc, BSc, GradDipAdolChildPsy Mr H Green, MEd, MA, BA(Hons), GradDipEd, GradCertAppLing, DipOutRec, GradDipEdLdshpMgt, CertIVWPTA, PSAC Mr J Grigg, BA, DipEd Mr W Ha, BA, DipEd Mr J Hall, BA(Hons) Mr M Heyes, BSc, DipEd Mr W Hone, BA, GradDipEd Ms F Howie, MEd, BEdSt, DipTeachECE Mr L Ince, BSC, Bed, Med, GDQM Mrs H Irvine, TPTC, CertA, TSpTC, GradDipEdTESOL *Ms S Jack, BSc, GradDipEd Miss M Jackman Mr N Johnston, BA(Mus), GradDipTeach(Sec) Mr M Jones, BSc(Hons), GradDipEd Mr N Jones, BEd Ms M Kelly, MEd, BEd, PGradDipArt(Cur) Mr M Kerr, BA(Hons), DipEd, LTCL, FTCL, AMusA, LMusA Dr M Khor, PhD, BE(Hons), MDiv, GradDipEd, MEd Mrs K Kollmorgen, BA, DipEd Mrs A Kollosche, DipVArts, BFineArt, GradDipEd Dr T Kusserow, PhD, BA, DipEd Ms N Layton Mrs H Lowe, CertIIIChildrServ

community report | 2017

Ms Y Lu, BSc, GradDipEd *+Mr G Lucas, BEd,BComm (Media/MultiProd) Ms M McDonald, BCI(Dance), BEd Mrs K McDougall, BEdEC, DipT, GradDipLib Ms K McDougall, MEd, GradDipEd, BA(OutDEd) Mr B McManus, BA(Hons), GradDipArtsAdmin, GradDipEd *Mr M McRae, BA, BEd (Primary) Mr I March, BSocSci, GradDipEd Mr N Martin, BEd Mr R Mason, BEd Ms K Massey, BSc, GradDipEd Mr S Meighan, DipMus, GradDipMus Mr M Mews, BSc(Hons), PGCE Mr T Miriklis, BAppSc(PhysEd) ^Dr G Morey-Nase, PhD, BA(Hons), DipEd Ms C Morgan, BEd, DipTeach #Mr B Nguyen, BSc, MSc(HumMovt), DipEd Ms C Ni Ms I Norris, BSc, DipEd, GradDip(StudWelf) Miss A Nucci, BA(Hons), MA, DipED Mr B O’Callaghan, AMusA, BMus(Hons), GradDipEd Mr P O’Connell, MEd, BEc, DipEd Mrs H Papageorgiou, BEd, DipT Miss V Papaioannou Mr F Petricca, BScEd Mr B Peisley Mrs J Pietralla, BEd(Librarianship) Mr M Pietralla, BA, DipEd Mr V Piscioneri, BA(Hons), PostGradDipCurStudies, B.Litt, MA, DipEd Mr S Pountney, BSc(Hons), DipEd, GradDipCompStudies, GradDipCompEd #Ms O Rae, MEd (SpecEd), BEd Mr D Ramalingam, MEdMgt, BSc, AssDipMin, GradDipEd Mr D Rayner, BCom, BEng(Hons), GradDipEd Mrs L Reiger, MBIT, BEd, CertIVCareersEd Mr G Roberts, BMus(Hons), ArtDip, LMusA Mr P Robinson, MEd, BEd, DipT Dr J Rodgers, PhD, BAppSc(Hons), DipEd, CertIVTAA Mr G Ruffles, BAppSc, DipEd Mrs P Runge, BA, DipEd Mr K Schwab, BA, DipEd Ms J Sharman, BA, GradDipEd, GradDipLib Ms C Shiau, MA, BEd Mrs G Silberer, BCom, DipEd, GradDipBus *Mr M Sofoulis, BAs(PE), GradDipSecEd Dr J Smith, PhD, BSc(Hons), DipEd Mrs K Smith, BA, MIMS, GradDipEd Mr S Smith, BEng, GradDipEd Ms A Spragg Mr C Stein, BA, MA, DipEd +#Mr D Stephenson Mr A Stocker, BA(Hons), PGCE, CertHE

Mrs K Thiedeman, *+Mr R Thomas, BSc(Hons), PGCE Mrs H Thomas, BEd, GradDipMusEd, AMusA, LTCL Ms K Thornburn, BTeach, BFine Art Mr J Tierney, BSc, DipEd Mr J Tuckfield, BA(Hons), DipEd, DipIndEmpRel Ms J Turnnidge, MEd, BSc(Hons), BA, DipEd Mr J Victor, BA(Hons), HDE, CFPS, CertCompEd Mrs B Wade, MEd, BFArt, BTeach(Hons) Mr R Wakely, MMus, GradDipEd, AGSM Mrs A Walters, MEd, BEdSt, DipT Ms (E) Hai Yan Wang, BEd, DipAcc Miss M Wang Mr A Warne, BA, DipEd, GradDipComp #Mr J Watson, BAppSc, GradDipEd ^Mr M Williams, MEd, BA(Hons), DipEd, GradDipTechEd, GradDipCompStd Mr D Williamson, GradDipEdAdmin, DipT Mr I Wilmoth, BA, LLB, GradDipEd Mr G Wilson, BScEd Mr M Wood, MA, MEd, CertGiftEd, CertIVTAA Ms P Wood, BEd #Mr B Woodlock, BPD, BPC, GradDipEd Ms L Wostry, BEd(Mus) *Ms R Wu, MEd, BMultiSys Mr S Wyatt, MEd, BSc(Hons), BA, AMusA Mr P Young, BA, DipEd Mr R Young Ms M Zhang, BSc, DipEd SUPPORT STAFF Business Manager Mr Chris Lloyd, Chartered Accountant, M.Corp Law, FCA, FCPA, FAICD, FCIS Development Director #Mrs E Board, MEd, BEd, BA, GradDipBusAdmin, TTLC, TPTC Registrar Mr P O’Connell, MEd, BEc, DipEd Property Manager Mr G Briers, RBP, CertIVTrainAssess Finance Manager Mr G Wensor, BEc, ACA *Ms S Barras, AdvDipBus(PR) Ms J Bennie, BN, GradDipNurs, CertIVWorkTrain, RN Ms K Booth *+Ms B Bowden, BBus (Marketing) Mr P Brincat *Mrs M Carbone Ms D Chapman, DipAplSci 19

*Ms E Crawford, AdDipMusPerf, BMus Dr A Dai, PhD, MEng(Chem), BEd ^Mrs J Dolling, BComm *Ms J Doutch, CertIIMulti,BPA, MACM Mr C Edwards Mrs J Elliott, CertIVTrainAssess Miss H Falconer, AssDipSocSci(Lib/Info) Mrs H Fethers *Mr L Foster, CertPermaDes *Mr J Hatton, CertIIIElect, CertIVElect *Ms M Hogg, Mr S Feldt Miss A Gerhke, BFA Mr A Green, AdDipCompSystEngin *+Mr Z Gong, MTSc, GradDipEd, BA (Eng&Chinese Interpretation) Ms T Hayes Mr A Hopcroft, CCNA #Ms S Hussey, CertIIIChildrServ #Mrs F Iversen, AssDipSocSci(Lib/Info) Mr D James Mrs A Kerr Mr G Leach, BAM, DipEd, CertIVTAA Mrs S Li, MSc, DipEd *Ms L Longridge, CertIIIFit Mrs S Marchouba, DipAplPhysicsCompSci, CertlVAssTrain Miss A McAlpine, GradDip BusHR Mrs R McArdle Mr H Meachem, BSportSc, CertIIISport/Rec *Ms R Miriklis, DipMgmt Ms R Mounsey Mrs K Munro Mr M Neal Mr P Newton Mrs R Nicholson, GradCertHealthPromPlan, GradCertIntHealth, GradCertAnaphyMgt, CertIVTrainAssessEd Ms A O’Brien Mrs C Parker, BBus Ms L Perna, CertIVBusAdmin Ms M Perna, CertIVFinServices Ms S Power, CPRM CertDetDft(Mech) DipPM AdvDipGRC *Ms V Svigos, DipECE, CELTA, LitProg, CertEd Mrs D Richards Ms J Sangster, DipHotel/CaterOps, CertIVAdmin Mr I Spoljaric Ms J Stasiak, CertIIIBusAdmin Mr M Tarr Mr M Towson Mrs L Turner

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Ms M Walsh, BCom, DipLibStd, GradDip(Info/Lib) Mr J Wang, BEng, AdvDipSoftDevt, MTech, CCNA Mr T Wells, BA(FArts) Mr M Warner, AssocDipHorticult, CertIVOHS, CertIIISportsTurf Mrs M Watt Mr J Weymouth, BAppSc(CompSci), BMus(Hons), LMusA Ms S White, DipBusStud *+Ms S Yap, BHSc Mr A Yianni Mr M Zanin, DipMus, DipEd *+Ms Y Zhang VISITING MUSIC STAFF Ms R Atkinson, LRAM, DipRAM Ms S Aw, BA(Mus), MMus Mr C Bayliss, BA, BMusEd Ms A Beadell, LMus, LGSM, MMus(Perf) Mr L Clayton, BMus(Hons) Ms W Couch, MA, BMusEd, GradDipMus, DipArtMus Mr C Day, BMus, DipEd Ms S Dixon, BMus(Adv Perf) Mr G Ellis, BMusEd Ms M Falloon, DipMus, DM, DipEd Ms A Farrands, BA, GradDipEd Mr B Finnigan, BMusPerf, BMus(Hons), GradDipMus Mr R Keijzer, MMus(Perf) Ms M Krupina, BMusEd, LMusA Mr G Lee, MMusPerf, BMusPerf(Hons), LMusA, AMusA Mr I Lowe, BMus, DipTeach Mr A Marshall, BMus, GradDipEd Ms H McMahon, BMus ANAM Ms S Ng, DipMus Ms Z Pepper, MMus (Perf) Mr E Pritchard, DipMus Ms J Robertson, BA(Mus), GradDipPerf Ms E Toh, BMus(Perf), MMus(Perf), GradDipEd Ms E Viskic, BA(Mus), GradDipEd * New 2017 # Departed 2017 + Temporary Assignment ^ Mat Leave/LSL

community report | 2017

Finance Report 2017 Income 5% Other 3% State Grants

10% Commonwealth Grants

82% Fees

2017 Expenditure 8% Teaching Resources 6% Capital Works 4% Finance Expenses

7% Property Expenses

4% Administration Expenses

13% Depreciation 58% StafďŹ ng Costs

Detailed figures and totals available online at: www.myschool.edu.au 21

Parent, Student and Teacher Satisfaction Parent Satisfaction The School surveyed parents in 2017 using question items designed by the Australian Curriculum and Reporting Authority (ACARA) (http://www.acara.edu. au/reporting/school_opinion_information.html#2).

22

The survey was carried out electronically. Overall 369 responses out of a total possible 1300 students were received, giving a good return rate. Fifty-seven Junior School parents, 154 Middle School parents, and 217 Senior School parents responded (some parents have boys in more than one section of the School).

community report | 2017

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

Agree

Neither Agree Nor Disagree

Disagree

Strongly Disagree

NA

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

50%

47%

3%

0%

0%

0%

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

51%

44%

3%

1%

1%

0%

Teachers at this school treat students fairly.

35%

54%

8%

3%

1%

1%

This school is well maintained.

33%

50%

11%

5%

1%

0%

My child feels safe at this school.

80%

18%

1%

0

0%

0%

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

60%

33%

5%

1%

1%

0%

Student behaviour is well managed at this school.

54%

38%

5%

2%

1%

1%

My child likes being at this school.

43%

44%

9%

2%

1%

0% 0%

This school looks for ways to improve.

61%

31%

5%

1%

1%

This school takes parents’ opinions seriously.

44%

39%

13%

2%

1%

1%

Teachers at this school motivate my child to learn.

33%

47%

9%

5%

1%

0% 0%

My child is making good progress at this school.

38%

47%

9%

5%

1%

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

40%

42%

12%

4%

1%

0%

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

39%

42%

13%

5%

1%

0%

38%

39%

15%

6%

1%

1%

In almost every area the School achieved 80% approval ratings, with respondents indicating either ‘agree’ or ‘strongly agree’. It is interesting to note that 81% of parents felt that their son’s learning needs were being met, with most parents finding that the teachers are approachable and improvement-

focused. In addition, parents raised many useful points for improvement which the School will look into. Camberwell Grammar School is committed to constant improvement and welcomes feedback from parents and students.

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Student Satisfaction The School surveyed students in 2017 using question items designed by the Australian Curriculum and Reporting Authority (ACARA) (http://www.acara.edu. au/reporting/school_opinion_information.html#2).

The survey was carried out electronically with students from Years 6 to 11. Overall 376 responses were received.

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community report | 2017

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

Agree

Neither Agree Nor Disagree

Disagree

Strongly Disagree

NA

My teachers expect me to do my best.

42%

50%

6%

1%

1%

0%

My teachers provide me with useful feedback about my school work.

20%

57%

16%

6%

1%

0% 0%

Teachers at Camberwell Grammar treat students fairly.

12%

41%

27%

13%

7%

Camberwell Grammar School is well maintained.

50%

40%

8%

1%

1%

0%

I feel safe at my Camberwell Grammar.

45%

40%

9%

4%

2%

0%

I can talk to my teachers about my concerns.

15%

39%

30%

10%

5%

0%

Student behaviour is well managed at Camberwell Grammar.

15%

36%

31%

15%

4%

0%

I like being at Camberwell Grammar School.

44%

39%

11%

2%

3%

1%

Camberwell Grammar School looks for ways to improve.

28%

44%

18%

7%

2%

1%

Camberwell Grammar School takes students’ opinions seriously.

16%

32%

26%

14%

10%

2%

My teachers motivate me to learn.

20%

43%

27%

6%

3%

0%

Camberwell Grammar gives me opportunities to do interesting things.

54%

35%

8%

2%

1%

0%

Students indicated that they felt the School was a safe place for them, with a range of support from teachers and their friends. There was a high level of respect for and from teachers, with most students happy with

their experience of the School. However, there are still several areas where the School can improve, and ongoing work with teachers and pastoral care teams across the School will continue in 2017.

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Staff Satisfaction The School surveyed all staff, teaching and non-teaching, in 2017. Almost all teachers responded, giving a very high return rate.

“ An overwhelming number of staff appreciate working at

Camberwell Grammar School.�

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community report | 2017

TEACHERS INDICATED A HIGH LEVEL OF SATISFACTION WITH THE SCHOOL: Strongly Agree

Agree

Neither Agree Nor Disagree

Disagree

Strongly Disagree

NA

I feel my contributions to the school are valued.

30%

48%

13%

6%

4%

0%

I get sufficient feedback and acknowledgement about my teaching/work.

19%

40%

17%

18%

4%

2%

The school encourages me to undertake professional development.

27%

35%

20%

14%

4%

0%

The school gives me the space to develop my skills.

25%

43%

19%

8%

4%

0%

I am able to access all the materials and resources I require.

50%

41%

6%

1%

2%

0%

I am able to maintain a good work/life balance.

25%

33%

18%

15%

9%

0%

I know who to go to in the school for a range of matters.

35%

37%

13%

11%

3%

1%

I feel confident using digital technology in the classroom/my work.

36%

46%

10%

6%

1%

1%

Colleagues at the school work well together.

22%

59%

10%

7%

1%

0%

Co-curricular commitments are shared equally across the school.

10%

22%

25%

15%

15%

12%

Extra duties are allocated fairly.

12%

26%

29%

15%

8%

10%

Parents appreciate the efforts of CGS staff.

23%

61%

12%

2%

0%

2%

Students appreciate the efforts of CGS staff.

24%

57%

15%

2%

0%

1%

Senior staff members appreciate the efforts of CGS staff.

19%

42%

23%

8%

5%

3%

I know and share the values of the school.

43%

46%

8%

1%

1%

0%

Staff are supported by the school in times of crisis.

62%

24%

8%

1%

1%

2%

CGS is a good place to work.

58%

33%

5%

1%

2%

0%

Staff indicated that they appreciated the resources and support offered to them, and felt that parents, students and senior management acknowledge their efforts.

There was a strong feeling of consensus about the values of the School and these were actively supported by the staff. An overwhelming number of staff appreciate working at Camberwell Grammar School.

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