2018 Annual Report

The School Board had seven ordinary meetings and one Annual General meeting during 2018, together with regular meetings of the Asset Management, Finance, Scholarship and Policy and Compliance Committees.

The Board Committee structure continues to function extremely well, with important input from key members of the School staff. The practice of having individual Senior Leaders and staff members address the Board meetings to report on their particular areas of responsibility, and to brief the Board on matters which might improve the delivery of quality education, was continued in 2018. The opportunity for face to face discourse is valuable for both Board members and staff.

M r s Kr ist ine L it tlewood

Board Chair

The Scholarship Committee oversees Tertiary Scholarships for Year 12 graduates in addition to the O’Brien Family Science

Scholarship, the Elite Athlete Program and the Indigenous, Music, and Academic Scholarships, which are on offer for both internal and external students. New donors and recipients continue to be identified, with the annual Business Industry Dinner being an important link between the School and community professionals, who can provide practical advice to students, and potentially become involved in the scholarship program.

The Asset Management Committee was busy in 2018 with oversight of the new Early Learning Centre (ELC) building and commencement of the cafeteria project. A lot of time and expertise has been spent on the detailed planning, consultation and costing of both projects. The new ELC was completed in December 2018 and is a truly magnificent space, offering outdoor and indoor environments guaranteed to inspire and occupy our youngest learners. The cafeteria project has broken ground with the demolition of the old canteen building, which served us well for many years. The project includes a conference area, cafĂŠ and an extension of the music space and is expected to be finished during Term 1, 2020. Enhancement and development of the School Farm was also a focus during 2018 with more work planned for 2019.

The Finance Committee oversees the budget and financial reporting, our income being substantially, tuition fees paid by

parents, and government funding. Parent contributions to the building fund also add to the pool available for major building projects. The School is in excellent financial shape and has received a clean bill of health from the auditors. The School continues to provide a quality and innovative teaching and learning environment while maintaining a high standard of fiscal responsibility and reporting. The importance of government funding has been highlighted by the changes to the School Funding Model proposed during 2018 and there has been much discussion around the Board table, and through our Principal closely monitoring of any developments and impact on HVGS. The Policy and Compliance Committee continues the rolling process of reviewing and updating policies to keep pace with changes in legislation and the many compliance issues underlying the School’s operations. 2018 has involved preparation for NESA accreditation, a monumental task, which from a governance perspective includes a review of key policies, practices and procedures for the compliant and safe operation of the School.

One of the most important responsibilities of the Board in 2018 was to consider the renewal of the Principal’s appointment and future leadership of the School. Mr Paul Teys has led HVGS through a period of great growth and development over the last ten years and it has been an extremely effective partnership

between the Principal and the School Board. The Board considers that Mr Teys has the vision and the energy to lead Hunter Valley Grammar School for a further five years and congratulates him on his reappointment.

The Principal, leadership team and staff members responsible for the daily operation of the School, are consummate professionals and make the Board’s oversight duty, both a pleasure and a privilege. I look forward to an exciting, collaborative and successful 2019, and thank the Board Directors Dr Ken Dobler, Mrs Michelle McPherson, Mr Anthony Dockrill, Rev Dr George Garnsey, Mrs Heather Russell-McLaren

(OAM) and Mr Martin Heffron for their generous and expert contribution to Hunter Valley Grammar School.

3

Hunter Valley Grammar School is the region’s own premier independent, coeducational school for students from Preschool to Year 12. Centrally located in East Maitland, we serve families of the Hunter Valley and Newcastle.

At Hunter Valley Grammar School parents are our partners and children are safe to be themselves, in an optimistic, healthy learning environment. We unashamedly believe that students benefit from striving for high standards and from an education that is anchored in our School’s Values for Life.

HVGS students enjoy outstanding facilities on 13 hectares of beautifully landscaped, tree studded grounds. They benefit from the commitment and care of professional staff. Students can choose from a wide range of regionleading academic and cocurricular programs for their personal development and growth.

Our teaching and learning programs are designed to prepare young people for a life beyond school, equipping them with a mindset of lifelong learning and the attributes they will need for the workplaces of the future. In an increasingly global economy, greater value will be placed on ‘entrepreneurial’ skills. Young people will need to be flexible, think critically and creatively, collaborate, innovate and communicate.

The International Baccalaureate Program is central to our curriculum focus to develop the intellectual, personal, emotional and social skills of every child. Hunter Valley Grammar School is a Primary Years Program IB World School, and as a result of the skills and attributes that we have seen our students attain, we have implemented the Middle Years Program for Years 7 to 10.

HVGS students experience a balanced education. As a teaching and learning community that encourages the pursuit of excellence in all areas, our exhaustive and extensive range of cocurricular activities challenge, broaden and develop our students beyond the classroom.

The opportunities provided to our students cut across a broad range of interests: academic challenge, gifted and talented programs, the creative and performing arts, sport, debating and public speaking, clubs and associations.

Contextual information about the School is avialable on the My School website at http://www.myschool.edu.au

bands: Bands 1-6 for Year 3; Bands 3-8 for Year 5; Bands 4-9 for Year 7; Bands 5-10 for Year 9.

The national minimum standard was defined by ACARA Hunter Valley Grammar School participated in the 2018 National Assessment Program for Literacy and Numeracy

as attaining results in: Band 2 (Year 3), Band 4 (Year 5), Band 5 (Year 7), and Band 6 (Year 9).

(NAPLAN) for Years 3, 5, 7 and 9 with 99% of applicable students sitting for the tests in early Term 2.

Further detail, in addition to the following tables, regarding

Achievement for students in each year group was reported on

may be found on the My School website: http://www.myschool.edu.au

a five band scale across specified skill categories in numeracy, reading, writing, spelling, grammar and punctuation. A common scale divides NAPLAN attainment levels into 10

the performance of Hunter Valley Grammar School in the National Assessment Program for Literacy and Numeracy

YEAR 3 In 2018, 76 students in Year 3 sat their first NAPLAN tests.

YEAR 5 In 2018, 74 students in Year 5 participated in the NAPLAN tests.

Compares the percentage of Junior School students at HVGS achieving above the National Minimum Standard for Literacy and Numeracy with State data across Years 3 and 5

Compares the percentage of Junior School students at HVGS achieving in the top three reported performance Bands compared with State attainment across Years 3 and 5

YEAR 3

YEAR 5

% Achieving Above National Minimum Standard (Band 3 and above)

% Achieving Above National Minimum Standard (Band 5 and above)

HVGS

State

HVGS

State

Reading

100

89

97

83

Writing

99

92

93

80

Spelling

100

87

93

86

Grammar and Punctuation Numeracy

100

88

86

83

100

88

99

85

YEAR 3

YEAR 5

% Achieving in the Top Three Reported Performance Bands (Bands 6,5,4)

% Achieving in the Top Three Reported Performance Bands (Bands 8,7,6)

HVGS

State

HVGS

State

Reading

99

76

88

64

Writing

80

73

58

44

Spelling

92

74

86

69

Grammar and Punctuation Numeracy

95

75

80

67

95

71

74

59

YEAR 7 In 2018, 104 students in Year 7 participated in the NAPLAN tests.

YEAR 9 In 2018, 90 students in Year 9 completed their final NAPLAN tests.

Compares the percentage of Senior School students at HVGS achieving above the National Minimum Standard for Literacy and Numeracy with State data across Years 7 and 9

Compares the percentage of Senior School students at HVGS achieving in the top three reported performance Bands compared with State attainment across Years 7 and 9

YEAR 7

YEAR 9

% Achieving Above National Minimum Standard (Band 6 and above)

% Achieving Above National Minimum Standard (Band 7 and above)

HVGS

State

HVGS

State

Reading

96

83

96

81

Writing

76

67

84

62

Spelling

93

84

94

81

Grammar and Punctuation Numeracy

92

80

93

75

97

86

98

84

YEAR 7

YEAR 9

% Achieving in the Top Three Reported Performance Bands (Bands 9,8,7) HVGS State

% Achieving in the Top Three Reported Performance Bands (Bands 10,9,8) HVGS

State

Reading

81

59

79

55

Writing

54

40

64

40

Spelling

76

68

66

56

Grammar and Punctuation Numeracy

72

60

82

56

81

64

76

57

The Record of School Achievement (RoSA) credential recognises course completion and attainment levels for students who may leave school after Year 10 and before they receive their Higher School Certificate. Information on the RoSA is available on the NESA website: http://www.boardofstudies.nsw.edu.au/rosa In 2018, 111 students completed Year 10. Of these,

Rank in Sydney Morning Herald Top 100 Schools Report

Band 6 results (from 46 students)

three students left HVGS and transferred to other schools. In addition to this, four Year 11 students were issued with a RoSA credential in accordance with policy re: leaving secondary schooling prior to receiving a Higher School Certificate, and one student left HVGS and transferred to another school.

Students on the All Rounders List

Students on the Distinguished Achievers List

In 2018, 103 students sat the Higher School Certificate at Hunter Valley Grammar School.

There were 113 mentions on the Distinguished Achievers List, with 46 different students awarded the distinction (approx. 45% of the cohort). Student achievement at Band 5/6 level (or equivalent) reflects 65% of all results across all courses, a result considerably better than

State attainment.

Âź

Of students received an ATAR above 90

HSC major work nominations & 2 selections for ARTEXPRESS

SUBJECT Higher School Certificate Achievement over the past three years. *Marks not shown for small candidature to protect individual’s privacy.

Ancient History

Biology

Business Studies

Chemistry

Community and Family Studies

Design and Technology

Drama

Earth and Environmental Science

Economics

Engineering Studies

English (Standard)

YEAR

NO. OF STUDENTS

PERFORMANCE ACHIEVEMENT BY % IN BANDS 5 AND 6 HVGS STATE

2018

13

54

36

2017

24

33

34

2016

9

44

31

2018

46

48

37

2017

33

46

39

2016

34

62

35

2018

31

45

37

2017

33

49

36

2016

34

65

34

2018

21

62

42

2017

16

75

43

2016

25

24

41

2018

14

77

29

2017

12

58

30

2016

11

82

31

2018

6

83

47

2017

8

25

43

2016

7

71

41

2018

12

84

42

2017

17

53

42

2016

6

62

43

2018

5

20

38

2017

9

44

36

2016

7

71

34

2018

5

20

46

2017

5

20

49

2016

9

33

45

2018

11

55

36

2017

-

-

-

2016

5

60

38

2018

12

0

15

2017

13

0

16

2016

7

0

13

SUBJECT

English (Advanced)

Food Technology

Geography

Legal Studies

General Mathematics Mathematics

Modern History

Music 1

Music 2

PDHPE

Physics

Senior Science

Society & Culture

Software Design and Development Studies of Religion 2

YEAR

NO. OF STUDENTS

PERFORMANCE ACHIEVEMENT BY % IN BANDS 5 AND 6 HVGS

STATE

2018

91

62

63

2017

94

51

64

2016

89

52

62

2018

4

*

32

2017

17

41

30

2016

1

*

39

2018

8

75

43

2017

8

63

42

2016

12

42

41

2018

15

73

44

2017

19

68

44

2016

10

40

42

2018

47

64

27

2017

57

44

25

2016

45

53

26

2018

30

100

52

2017

16

94

53

2016

33

61

52

2018

11

55

42

2017

15

53

39

2016

10

60

41

2018

17

100

65

2017

12

75

65

2016

9

89

63

2018

5

100

91

2017

3

*

89

2016

4

*

90

2018

38

61

33

2017

29

48

31

2016

31

74

33

2018

17

47

34

2017

13

46

34

2016

21

19

30

2018

31

68

21

2017

24

38

24

2016

16

62

29

2018

4

*

47

2017

6

83

37

2016

10

80

48

2018

6

83

37

2017

7

27

35

2016

6

83

33

2018

10

50

41

2017

15

33

46

2016

21

62

48

SUBJECT

Textiles and Design

Visual Arts

French (Continuers)

VET Hospitality Examination

SUBJECT

English (Ext 1)

English (Ext 2)

Maths (Ext 1)

Maths (Ext 2)

History (Ext)

Music (Ext 1)

PERFORMANCE ACHIEVEMENT BY % IN BANDS 5 AND 6

YEAR

NO. OF STUDENTS

HVGS

STATE

2018

6

100

46

2017

-

-

-

2016

6

67

47

2018

7

71

53

2017

7

86

55

2016

7

100

54

2018

2

*

64

2017

7

14

66

2016

1

*

65

2018

3

*

33

2017

7

43

30

2016

2

*

30

YEAR

NO. OF STUDENTS

PERFORMANCE ACHIEVEMENT BY % IN BANDS E3 & E4 HVGS

STATE

2018

13

100

95

2017

21

90

93

2016

17

100

95

2018

6

100

71

2017

11

45

77

2016

11

73

79

2018

11

100

80

2017

7

100

82

2016

10

100

79

2018

3

*

85

2017

2

*

84

2016

2

*

85

2018

11

64

79

2017

13

62

80

2016

4

*

81

2018

5

100

96

2017

2

*

95

2016

4

*

94

With a continued focus on the International Baccalaureate and building collaborative practice in 2018, staff achieved significant progress in their understanding of the administration and realisation of working in the IB

As an endorsed provider of registered professional learning, the School successfully provided training across

learning.

pedagogy, working in supportive, collaborative teams.

Four staff achieved an additional level of accreditation recognised in the Independent Schools sector (Experienced Teacher – Independent Schools

framework

several targeted areas including bullying prevention, reportable conduct, staff wellbeing, and teaching and

Staff engaged in Professional Learning Communities throughout the year, homing in on improving their

accreditation process) in 2018, joining the substantial number of Experienced teachers at HVGS. One of these submissions was through the new action research pathway and has been celebrated for the quality of the submission.

NUMBER OF PROFESSIONAL LEARNING Summary of teacher professional learning in 2018

IB PYP/MYP Leadership Pastoral Care/ Wellbeing Teaching and Learning/ ICT All Staff: WHS/ Compliance All Staff: Child Protection, CPR, Risk Management

LEVEL OF ACCREDITATION Teacher accreditation status

Conditional Provisional Proficient Teacher

CATEGORY Teacher qualifications *Note that the number of teachers falling within these two categories may not sum to the total number of teachers as reported in the previous accreditation table as some teachers with Conditional accreditation may not be included.

Teachers having teacher education qualifications from a higher education institution within Australia or as recognised within the

National Office of Overseas Skills Recognition (AEI-NOOSR) guidelines, or

STAFF PARTICPANTS 104 29 104 104 170 170

NUMBER OF TEACHERS 0 0 104

NUMBER OF TEACHERS 104

The staff at Hunter Valley Grammar School are committed to providing an effective learning environment for all students and are suitably qualified to fulfil their designated roles. HVGS chooses not to invite staff to disclose their indigenous origin to the School.

NUMBER OF

CATEGORY HVGS workforce composition

STAFF

Teaching Staff Full-time equivalent teaching staff Non-teaching staff

104 100.9 59

Full-time equivalent non-teaching staff

Student attendance rates in 2018, Kindergarten – Year 12

YEAR

%

K

99.2

1

98.5

2

99.3

3

98.8

4

98.5

5

99.0

6

98.4

7

98.9

8

98.7

9

98.8

10

98.1

11

97.4

12

98.4

49.2

•

•

•

•

The School records and retains the daily attendance and absence of all students enrolled in the School by maintaining a daily register for each class.

Student absences from classes or school are identified and recorded in a consistent manner by the staff member responsible.

Unexplained absences from classes or school are followed up in an appropriate manner with the student and/or their parent or guardian.

The School notifies parents and/or guardians in an appropriate manner where a student has a poor record of school or class attendance.

•

Where unsatisfactory class or school attendance is identified, the attendance issue and any action taken is recorded, as appropriate, on the student file.

At the conclusion of 2018, 103 students graduated from Year 12. This represents a retention rate of 88%.

Whole school attendance rate data may be found on the My School website: http://www.myschool.edu.au

Total students from 2018 cohort eligible for an ATAR = 102 Total number of students offered a University place for 2019 (at a University/Private College) = 90 Remaining 12 students have either joined the workforce, taken a break from study for travel, or plans unconfirmed.

University selections of the Class of 2018

Areas of tertiary study for the Class of 2018

UNIVERSITY

NUMBER OF STUDENTS

% OF STUDENTS

Newcastle UNSW

54 5

60 6

Sydney Macquarie

6 9

8 10

University of New England

1

1

University of Technology Sydney Charles Sturt University

3 1

3 1

Griffith University Western Sydney University

2 1

2 1

QTAC

1

1

Adelaide Conservatorium SAE Institute

1 1

1 1

Australian National University University of Canberra

3 2

3 2

AREA OF STUDY

NUMBER OF STUDENTS

Animation

1

Art History

1

Arts

3

Biomedical Science

3

Business/Commerce/Economics

14

Criminology

1

Design/Architecture

4

Education

4

Engineering/Construction

6

Environmental Science & Management

3

Health Sciences

27

Information Technologies

4

Law

5

Media

2

Medicine

2

Music

2

Pathways

1

Science

3

Social Science/Development Studies

4

School enrolment policies are detailed on the following pages.

Summaries of School Policies are contained below. Details of the full policies can be

•

the Head of Junior School;

empower students to build social skills,

In Senior School (Years 7-12) the Heads

resilience and responsibility.

obtained on the my.HVGS Parent Dashboard

of House and Heads of Year have

or from the School.

oversight of student wellbeing. Heads of

The policies incorporate, as appropriate,

House and Heads of Year are in turn

principles of procedural fairness and natural

supported in their work by a team of

justice, and expressly prohibits corporal

Mentors; The Student Wellbeing Program is in

punishment.

place across the whole school; and

A full copy of policies can be accessed via:

Student wellbeing is supported by the

•

School Diaries

Principal and School Psychologists.

•

My.HVGS Parent Dashboard

•

The Staff Handbook, or

•

The School Compliance Manager.

Student welfare encompasses everything

•

that Hunter Valley Grammar School does to enhance the wellbeing of students and to

•

meet their personal, social and learning needs. It involves recognising, valuing and developing each student as a total and

The following policies support the School’s

unique person, and fostering attitudes of

Student Wellbeing Program and

mutual respect and confident participation.

incorporates the principles of procedural

Complaints and Grievances Resolution

fairness and natural justice:

Hunter Valley Grammar School is committed

Hunter Valley Grammar School aims to

to the maintenance of a positive relationship

develop a community in which all

•

Student Welfare Policy;

with the school community, and to the

participants have the support and

•

Student Wellbeing Policy;

timely resolution of any grievance of a

opportunities needed to grow physically,

•

Student Bullying Prevention Policy;

parent or student.

emotionally, socially and intellectually.

•

Student Behaviour Management Policy;

At Hunter Valley Grammar School student

•

Anti-Discrimination Policy;

The School aims to provide a prompt

wellbeing has the individual as its focus and is an integral part of the school philosophy

• •

Critical Incident Policy; Child Protection Policy;

response to all telephone and written inquiries, and subject to the need for any

and curriculum. It promotes respect for the

•

Student Services Policy;

further investigation and evaluation in

rights of every person and is fostered by

•

Student Attendance Policy;

relation to a particular complaint, the

cooperation between all members of the School Community.

• •

Duty of Care Policy; and Grievance & Communication Policy.

complete resolution of an issue as soon as practicable.

Inquiries should be directed to the

The School cares for each individual student

Hunter Valley Grammar School’s values

appropriate staff member as per the procedure. If the grievance concerns that

through a well developed wellbeing

provide the framework for the School’s

staff member, or if it is believed that the

structure:

Behaviour Management and Discipline

issue has not been dealt with expeditiously

Policy.

by that staff member, a more senior person should be informed.

•

•

The Sub Schools are managed by the Head of Senior School and the Head of

The School’s behaviour management

Junior School;

strategies include addressing issues such as

A full copy can be accessed via:

In Junior School the classroom teacher is the primary wellbeing carer. The Heads

behaviour management and discipline, bullying and harassment, student health and

• •

The my.HVGS Parent Dashboard The Staff Handbook, or

of Stage advise and support classroom

wellbeing, improved relationships and

•

The School Compliance Manager.

teachers and individual students, and

personal achievement. These strategies

they are responsible to

POLICY Summary of key policy changes in 2018

CHANGES IN 2018

ACCESS TO FULL TEXT

No changes made in 2018.

The Student Welfare Policy can be accessed by request from the principal or from the my.HVGS Parent Dashboard

No changes made in 2018.

The Student Bullying Prevention Policy can be accessed by request from the principal or from the my.HVGS Parent Dashboard.

No changes made in 2018.

The Behaviour Management and Discipline Policy can be accessed by request from the principal, from the student diary and from the my.HVGS Parent Dashboard.

STUDENT WELFARE The School aims to support the mental, physical and emotional wellbeing of students through: • Creating a safe, secure and caring environment; • Delivering effective teaching and learning; • Provide early intervention programs for students; • Providing a positive climate and good discipline; and • Encouraging community participation.

ANTI-BULLYING The Student Bullying Prevention Policy addresses issues involving bullying and harassment and student health and wellbeing. The policy clearly outlines the responsibilities of school staff, students, and parents/ carers.

The School provides procedures for responding and managing allegations of bullying.

DISCIPLINE The Behaviour Management and Discipline Policy incorporates principles of procedural fairness and involve parents in the process of procedural fairness for suspension and expulsion.

The School expressly prohibits corporal punishment and does not sanction the administering of corporal punishment by nonschool persons, including parents, to enforce discipline at the school.

COMPLAINTS AND GRIEVANCES RESOLUTION The Grievance and Communication Policy endeavours to provide a prompt response to all complaints and grievances to resolve issues as soon as practicable.

The policy uses procedural fairness in dealing with complaints and grievances. The processes incorporate how parents can raise complaints and grievances and how the School will respond.

No changes made in 2018.

The Grievance and Communication Policy can be accessed by request from the principal and from the my.HVGS Parent Dashboard.

•

Affirm our mission and ethos – a broad, liberal education across P-12 with a curriculum that leads

•

Develop concept plans for a new Cafeteria and additional Music teaching/rehearsal space. Ongoing.

•

Refurbishment of D Block. Part-refurbishment of the Business, Commerce, History & Philosophy teaching block in 2017, with the development of a plan for full re-fit of the block in 2018/2019. Achieved.

towards the NSW HSC, the IB Diploma and a range of vocational pathways. Embedded and ongoing.

•

Affirm our broader vision of what it means to be human, encompassing artistic faculties, sporting prowess, moral sensibilities, spiritual quest; to educate the whole child. Embedded and ongoing.

•

•

Affirm our School Values and commitment to respect the numerous cultures and faiths within the HVGS community. Embedded and ongoing.

Adopt the IB in four programs, PYP, MYP, Diploma, and the Career Related Program. As a non-selective school, we provide multiple pathways for our students.

PYP and MYP achieved. DP and CP in development.

•

Develop staff capacity for implementation of the IB MYP philosophy - achieved; and investigate the Diploma and Career programs for stage 6 students.

Ongoing.

•

Plan for the introduction of Chinese (Mandarin) at Year

•

7 in 2018. Achieved.

Embed the new courses in Agriculture into the curriculum across Senior School, including constructing on campus facilities for practical studies and the purchase of a farm. Achieved - school farm

purchased in South Maitland.

•

Adoption of an eighth school value, ‘Gratitude’.

Achieved.

•

Develop 1 Celebes Street as a new ELC; refitting the current ELC for primary specialist STEAM subjects.

Achieved.

•

Pursue strategic acquisition of additional properties, on the boundaries of the school. Ongoing.

•

Affirm our mission and ethos – a broad, liberal education across P-12 with a curriculum that leads towards the NSW HSC, the IB Diploma and a range of vocational pathways.

•

Affirm our broader vision of what it means to be human, encompassing artistic faculties, sporting prowess, moral sensibilities, spiritual quest; to educate the whole child.

•

•

Affirm our School Values and commitment to respect the numerous cultures and faiths within the HVGS community.

Adopt the IB in four programs, PYP, MYP, Diploma, and the Career Related Program. As a non-selective school, we provide multiple pathways for our students.

•

Develop staff capacity for implementation of the IB MYP philosophy; and begin planning for the candidacy application to deliver the Diploma and Career programs for Stage 6 students.

•

Ensure a renewed and individualised focus on futures planning for students in Years 10, 11 and 12.

•

Plan for Centres of Excellence programs; and make Budget provision for implementation in 2019 - the

•

Develop plans for a teacher resource centre where teachers meet for learning and PD development.

•

Delivery of a new school website that focuses on prospective parents, and the development of ‘My HVGS’ as a source of school information for current families

•

Investigate and begin implementation of new student management system to replace iWise.

•

Work with Mayoh Architects to design new Cafeteria/ Music teaching/rehearsal space and seek tenders for

•

to increase accessibility for disabled students to various areas of HVGS. •

•

support staff to engage with professionals who have reached levels of excellence in their field; spending periods of time in the School. For example, composer in residence, artist in residence, STEAM expert in

residence. Make Budget provision for implementation in 2019.

Employ a Farm Manager to support the new courses in Agriculture across Senior School, to manage the oncampus facilities for practical studies and the School Farm in South Maitland.

•

Employ a School Nurse to manage the increasingly complex medical needs of students at HVGS.

•

Employ a second full time School Psychologist Counsellor

•

Appointment of staff to new roles that will support the future strategic direction of HVGS: Head of Pedagogy Years 7 – 12, IB MYP Projects Coordinator, Head of Academic Care – Junior School and Head of Positive

opportunities to advance students' engagement in specified fields of excellence (academic, sporting, cultural/leadership).

Plan for Centres of Excellence for teaching and

construction.

Work with Mayoh architects and HVGS Facilities Team

•

Education.

Pursue strategic acquisition of additional properties, on the boundaries of the school.

All students are familiar with the Hunter Valley Grammar School Values for Life Statement, made up of the values that

peer and adult support for students who are bullied; and promote peer and adult discouragement of bullying

are to be embraced by each member of the School community.

behaviour. The initiative also addresses research suggesting that the development of qualities like resilience, positive self-

Two of those explicit values are:

esteem, empathy, social skills, self-management skills, decision-making skills and conflict resolution can help to protect students from the harmful effects of bullying.

1.

2.

Responsibility: we are able to be trusted to do what is right. We can be relied upon to do the things that are expected of us. We strive for personal excellence in any

The Heads of Stage, Heads of Year and Heads of House met frequently and regularly as wellbeing teams to facilitate

endeavour. We take care of yourself, fellow students and our School. We are accountable for our own behaviours.

programs, workshops and ideas that support and strengthen the comprehensive learning environment at HVGS. These

Respect: we act in a way which shows that we are aware

programs continue to provide all students with the skills necessary to engage deeply with their learning at every stage,

of other people’s feelings, wishes and rights. We treat other people properly. We are thoughtful and considerate

and to equip the students for the life they are living as well as life after school. These skills endow our graduates with moral

of other people, our School environment and general property. We have self-respect behaving with hour and

purpose and integrity, a drive to achieve personal bests with a passion for continued learning and contributing to their

dignity.

community. HVGS students are known for being optimistic, resilient and emotionally intelligent. They have a growth

In 2018, as part of our service as learning program with particular focus on the demands of the International

mindset and take positive risks as they develop their whole person through a balance of endeavours and experiences

Baccalaureate Primary and Middle Years Programs, each student is participating in both school-based and self-sourced

explicitly designed to challenge and motivate.

service as learning activities. In 2018, Heads of School maintained a program in which all students across K-12 had

Students have been given the opportunity to be involved with many national charitable and service organisations, as well as

the opportunity to engage in appropriate (time and level) community service.

supporting our own local organisations. Our Leo Service Club of over 80 members continued to address the principles

In 2018, further incremental changes were made to the

inherent in this Reporting Area as did the planning that took place in 2018 for the biennial service trip to Zimbabwe. This

wellbeing and personal development programs. HVGS Junior School introduced the Friendly Schools Program. This

initiative continues to develop values of respect and responsibility in our students at a global level. HVGS now has

program is a comprehensive, evidence-based approach that has been designed to align with both the Australian

two Aboriginal Education Coordinators who liaise and meet regularly with the local AECG to enhance the respectful

Curriculum and the National Safe Schools Framework. Friendly Schools aims to increase understanding and awareness of

relationship that we maintain with the indigenous community inside and outside the school. Our Grandparents and Special

bullying; improve communication about bullying; foster adaptive responses to bullying; encourage

Friends’ Day, ANZAC Day, Founders’ Day assemblies are all great examples of the depth with which our core values can be expressed in a very practical and visible way.

There were no formal Teacher Surveys conducted in 2018.

Once again, HVGS engaged the services of MMG Education to conduct an exit survey of Year 12 2018.

This was conducted in November 2018, after the students had finished their examinations but before

At the end of Term 3, Year 11 students complete teacher

the release of ATAR results and offers of university places.

surveys for each preliminary course they study. Reports for each course are generated and made available to the teacher and Head of Faculty. The feedback contained in the report forms part of the teacher’s

There were no formal surveys of parents done in

performance review. The purpose of having the students’ complete surveys at this time of year is so that

2018, we do try and avoid survey fatigue for our parents.

the feedback can direct and inform teacher practices in the HSC year (which starts in Term 4) for the benefit of the students directly involved.

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INFORMATION TAKEN FROM FINANCIAL QUESTIONNAIRE TOTAL INCOME

$25,718,900

Percent Fees and Private Income 49 State Recurrent Funding 8 Commonwealth Recurrent Funding 33 Government Capital Grants 0 Other Capital Income 9 100

TOTAL EXPENDITURE

Salaries and Related Expenses Non-Salary Expenses Capital Expenditure Debt Reduction

$29,113,267 Percent 62 20 17 1

INCOME Fees and Private Income 49% State Recurrent Funding 8% Commonwealth Recurrent Funding 33% Government Capital Grants 0% Other Capital Income 9%

EXPENDITURE Salaries and Related Expenses 62%

Non-Salary Expenses 20% Capital Expenditure 17% Debt Reduction 1%

100

Hunter Valley Grammar School will maintain the relevant data and will comply with reporting requirements for NESA. The Annual Report will be provided to NESA via RANGS online and be available for public disclosure on the School’s website from June 30, 2019.

Copies will be obtainable for those who cannot access the internet.

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42 Norfolk Street, Ashtonfield NSW 2323, Australia T 02 4934 2444 F 02 4934 2404 W hvgs.nsw.edu.au E registrar@hvgs.nsw.edu.au