ANNUAL REPORT 2024
Message from the Chair
2024 was the second year of our Strategic Plan, Future Directions 2023 – 2028, and it has been truly gratifying to see the progress we are making towards realising our Envisioned Future
During 2024, we have seen significant advancements across each of our four Priority Areas. Some of this year’s key highlights include:
Excellence in Holistic Education
Achieving the International Baccalaureate Diploma Programme authorisation in July 2024 reflects the high calibre and professionalism of our staff. The full report from the IBO highlighted our staff's dedication to excellence and commitment to holistic education
Connected and Flourishing Community
The work towards the establishment of the HVGS Parents and Carers’ Association, which was fully operationalised recently, has been a remarkable step forward, with wonderful engagement and contributions from our parent and carers community
Inclusion and Belonging
Our efforts in reconciliation and cultural connectedness have continued to strengthen, as demonstrated by the dedication and openness of our students
Human-Centred and Sustainable Systems
The commitment to professional development by our staff continues to inspire The investment we make in enabling professional development enhances the learning environment, and helps staff and students alike achieve excellence.
Our Principal, Rebecca Butterworth, has continued to demonstrate strong, values-driven leadership, fostering inclusivity and growth On behalf of the HVGS community, we offer our heartfelt thanks to Rebecca, the Executive Leadership Team, and all our dedicated teachers and professional staff. Their commitment to our shared vision shows up daily in our thriving students and welcoming community
In May 2024, I was honoured to be appointed Board Chair. I have big shoes to fill, succeeding Kristine Littlewood, who stepped down from the position of Board Chair after 19 years of unwavering dedication On behalf of the HVGS community, we extend our deepest thanks to Kris for her invaluable contributions We are grateful Kris will continue to share her insights as a director of the Board.
During 2024, we welcomed Cain Beckett as a new Board Director. Cain, a current parent, brings valuable skills and expertise in alignment with our Board Skills Matrix We are grateful to have the benefit of Cain’s experience on the HVGS Board
The full Board and Board Committees, with the exception of the Board Succession Committee, each have eight scheduled meetings a year, with additional ad-hoc meetings held as circumstances require. The Board Succession Committee meetings align with our requirements for new Directors
All Directors invest time in professional education related to their role as a Director of HVGS. Our Directors are volunteers, and I am deeply grateful for their selfless contributions, commitment and dedication to HVGS. I am incredibly grateful to share the responsibility for the governance of HVGS with Board members who are thoughtful, caring, and collaborative in their decisionmaking.
I remain confident that the School is in good hands with the leadership of our Principal, her team, and the governance of our Board
Michelle McPherson Board Chair
Our School
HVGS is an inclusive, co-educational, non-selective and secular school that cultivates a culture of belonging while striving for excellence in all endeavours
We foster a calm, welcoming and values-driven environment on a bush-style campus. HVGS students enjoy outstanding facilities on 13 hectares of beautifully landscaped, tree-studded grounds as well as our rowing facilities at Berry Park and the School Farm at South Maitland.
We believe students rise to a challenge when expectations are high, and they are supported to develop competence and mastery within and beyond the classroom
Our hope is that students possess a passion for justice and equality of opportunity for all, learn to think critically and be creative and resilient. They benefit from the commitment and care of our professional staff. At HVGS, students can choose from a wide range of region-leading academic and cocurricular programs for their personal development and growth
Our Mission
Hunter Valley Grammar School promotes the values for life education for each student which embraces their intellectual and emotional development, encourages the pursuit of excellence in all areas, and develops in students the desire to become lifelong learners with a desire to grasp life’s opportunities
We do this within a learning community that lives its values and provides each student with a range of quality educational and developmental experiences.
Our Values for Life
Respect Responsibility
Compassion Citizenship
Optimism Courage
Gratitude Integrity
Our Aspiration
In 2028 Hunter Valley Grammar School will be known as the school of choice where students achieve excellence because they feel safe, secure and a strong sense of belonging within the community. Students will have the competencies that enable them to be agents of change, and diverse pathways to excellence from which to choose.
At HVGS students will thrive because staff are flourishing in a school that is human-centred and sustainable by design HVGS students will be known as outwardly focused global citizens who are actively engaged in their local community and prepared for the challenges and opportunities the future holds.
Enrolment
In 2024, 1,129 students were enrolled from Kindergarten to Year 12
In 2024, HVGS was authorised to offer the International Baccalaureate Diploma Programme (IBDP), making us the only four programme IB school in Australia
HVGS graduates consistently rank highly against many academic benchmarks, with students routinely gaining entry to their first choice of university course or post-school option
The School extends students’ learning by offering a comprehensive Experiental Learning Program and exciting Co-curricular Program. The School also offers scholarships to internal and external students, including a unique set of tertiary scholarships for graduates.
School Determined Areas for Improvement
The 2023 – 2028 HVGS strategic plan, Future Directions, guides the School’s areas of focus and strategic priorities. HVGS Priority Areas include: Excellence in Holistic Education, Connected and Flourishing Community, Inclusion and Belonging and Human-centred and Sustainable Systems
The four priority areas are detailed further below:
Excellence in Holistic Education
A commitment to maintaining high standards of excellence in learning across academics, social emotional learning, vocational studies, arts, sports and service HVGS values the whole student and is committed to providing innovative learning pathways that prepare students for the world while engaging their passions and challenging them to be global citizens who seek to make a difference in their world.
Connected and Flourishing Community
HVGS aims to be a community that fosters local and global connections where students, alumni, staff and parents feel connected to a shared purpose and identity We endeavour to build a culture of authentic collaboration across the School community and with local and global communities.
Inclusion and Belonging
A commitment to building systems and structures that ensure everyone is cared for, valued and recognised for their unique identities and experiences.
Human-centred and Sustainable Systems
A commitment to maintaining and creating an infrastructure that enables highquality teaching and learning, is human-centred by design and in implementation and is sustainable for the future HVGS recognises that sustainable systems look after our environment, are financially responsible and future-focused, support the wellbeing of the community, and reflect the culture and values of the School. HVGS understand that simple and intuitive systems are key to a thriving community.
In 2024, to realise the School’s goal of excellence in holistic education, HVGS was accredited to run the IB Diploma in Years 11 and 12, thereby becoming the only four-programme IB school in Australia In relation to this strategic pillar, teachers continued to strive for excellence by reviewing and rewriting curricula in line with NESA curriculum changes.
Students, parents and staff were involved in a review of the HVGS school uniform in 2024 and provided recommendations for changes that would modernise the uniform while retaining the distinctiveness of the HVGS formal uniform HVGS’ ongoing goal to improve communications with parents led to the launch of the HVGS App in 2024. Steps were also taken to build stronger connections with the parent community through the launch of an Interim Parents and Carers’ Association (IPCA) with the goal of developing a formal PCA in 2025
In 2024, capital projects were initiated to enhance and upgrade playground facilities for Junior School students and the Cameron Centre Multipurpose Sports Centre. The HVGS areas of focus for 2024 are detailed in the 2023 Community Report, and achievements for 2024 are outlined in the report of that same year.
Intiatives Promoting Respect and Responsibility
In line with the School’s strategic focus on inclusion and belonging, the following initiatives took place in 2024:
The School launched its Reconciliation Action Plan (RAP), led by the Head of Aboriginal & Torres Strait Islander Education in consultation with a working party of staff and students. AECG student leaders worked with staff to audit the curriculum for authentic Aboriginal and Torres Strait Islander content, culture and perspectives In collaboration with the local Aboriginal and Torres Strait Islander community, the school engaged in listening, truth-telling, and authentic collaboration with artists, speakers, and authors.
The School continued its partnership with Associate Professor Eeqbal Hassim to undertake an Intercultural Development Inventory, as part of a commitment to continuous professional development in the field of Intercultural Learning Staff and students developed stronger intercultural competencies by moving from minimisation, through to acceptance, and adaptation in response to cultural diversity. The development of inclusive programs and pedagogies supported students in engaging with each other as respectful, global citizens.
The School partnered with Adam Voigt (Real Schools) and consultant Marion Walsh-Gay, to develop a stronger culture of restorative practice Strategies such as affective language, positive priming, circle architecture and reflective interactions were used to empower students to develop emotional literacy, resilience, ownership of their behaviour and conflict resolution skills. Restorative interventions with students focused on respectful language, anti-racism practices, and navigating social media
Wellbeing programs across HVGS (such as Grow Your Mind, UR Strong, Zones of Regulation, Respectful Relationships, Drug & Alcohol education, Amazing Me, Leadership Workshops, and Cybersafety Programs) were used to teach weekly lessons, focused on the social and emotional competencies of selfawareness, self-management, social awareness, relationship skills and responsible decision-making
As an IB World School, opportunities are provided to amplify student voice, agency and responsibility In 2024, a podcast (‘The Grammar Grapevine’) was developed, hosted and produced by Year 10 students to showcase the people and stories of the School community.
Students from Years 2-12 were integral members of a Uniform Review Consultative Committee and a Positive Behaviour Expectations Committee They analysed stakeholder data, contributed ideas, and reported to the HVGS Executive and Board of Directors. For school leadership positions (such as Head of Curriculum, Head of Co-curricular Sports K - 12, and Deputy Principal/Head of Senior School), student panels were a key part of the recruitment process Students interviewed candidates and provided feedback to the Principal
Responsibility is nurtured through formal and informal student leadership opportunities. In 2024, the Senior School Student Council was formed and a charter, meeting structure and roles were established by the President and Vice President (Year 12 students). The Junior School Student Representative Council (SRC) worked collaboratively with staff to lead multiple charitable and service initiatives
Student Outcomes and Results
National Assessment Program for Literacy and Numeracy (NAPLAN)
Hunter Valley Grammar School participated in the 2024 National Assessment Program for Literacy and Numeracy (NAPLAN) for Years 3, 5, 7 and 9 Achievement for students in each year group was reported across specified skill categories in numeracy, reading, writing, spelling, grammar and punctuation.
The reporting format consists of a 4-level proficiency scale These “represent a challenging but reasonable expectation of what students at each level know and can do at the time of the NAPLAN testing”
Descriptions of these 4 levels of proficiency are:
Exceeding: The student’s result exceeded expectations at the time of testing
Strong: The student’s result met challenging but reasonable expectations at the time of testing
Developing: The student’s result indicated that they are working towards expectations at the time of testing.
Needs additional support: The student’s result indicated that they did not achieve the learning outcomes expected at the time of testing. They are likely to need additional support to progress satisfactorily
Further detail, in addition to the tables on the following page, regarding the performance of Hunter Valley Grammar School in the National Assessment Program for Literacy and Numeracy may be found on the My School website at http://www.myschool.edu.au.
Junior School
Year 3
In 2024, 76 students in Year 3 sat their first NAPLAN tests.
Year 5
In 2024, 83 students in Year 5 participated in the NAPLAN tests
Year 3 Year 5 %
Senior School
Year 7
In 2024, 110 students in Year 7 participated in NAPLAN tests.
Year 9
In 2024, 100 students in Year 9 participated in the NAPLAN tests Year 7 Year 9
Senior Secondary Outcomes (Student Achievement)
HIGHER SCHOOL CERTIFICATE
In 2024, 91 students sat examinations for the Higher School Certificate (HSC) at HVGS. Of these, 85 students were eligible for the award of the Higher School Certificate, with 6 students completing a pathway/partial pattern of study
HSC HIGHLIGHTS
There were 65 mentions on the Distinguished Achievers List, with 30 different students awarded the distinction (approx. 33% of the cohort). Student achievement at Band 5/6 level (or equivalent) reflects 50% of all HSC results across all courses, whilst student achievement at Band 4+ (or equivalent) reflects 83% of all results achieved across all HSC courses
ADDITIONAL CREDENTIALS
Five different students (approximately 6% of the graduating cohort) undertook at least one vocational or trade training provided externally
One student completed courses in both Music Technology and Electrotechnology via TAFE NSW; three students completed SBAT studies in Human Services (Health Services Assistance); one student completed a course in Automotive via TAFE NSW; and three students completed studies in Animal Care via TAFE NSW
POST-SCHOOL DESTINATIONS
Total students from the 2024 cohort eligible for an ATAR = 85 Total number of students offered a University place in NSW/ACT for Semester 1 intake 2024 through UAC = 69
The remaining 16 students have either accepted direct entry University offers independent of UAC, have elected to join the workforce, have accepted offers to study interstate, or have plans unconfirmed.
The majority of our 2024 HVGS graduates have gone on to study selected degrees locally at the University of Newcastle in 2024
The most popular fields for further education continue to be in the Health Sciences; Business; Agriculture, Environmental Studies and Rural Sciences; Psychology; Law; and Science & Engineering.
HIGHER SCHOOL CERTIFICATE ACHIEVEMENT
1 student received recognition on the NESA All-round Achievers’ List
7 Nominations for HSC Major Works and Performances
31 Students on the Distinguished Achievers’ List
90
15 students received an ATAR above of HVGS graduates achieved an ATAR over 80 50% 98.80
Norah Rogers has achieved the highest HVGS ATAR
Antoinette Harris-Payne
Teacher Accreditation
The accreditation status of all teaching staff responsible for delivering the curriculum is detailed in the table below
Workforce Composition
HVGS embraces the backgrounds of all staff and students.
HVGS does not require staff to disclose their indigenous status at any stage during their employment with the School; however, staff may voluntarily disclose their Aboriginal and/or Torres Strait Islander status. There are six Aboriginal and/or Torres Strait Islander staff members at HVGS.
Student Attendance and Retention Rates
The attendance rates of students from Kindergarten - Year 12 in 2024 are detailed in the table below.
HOW THE SCHOOL MANAGES STUDENT NON-ATTENDANCE
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 carer.
The School notifies parents and/or carers 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.
HVGS School Policies
The School Policies detailed below are publicly available on the Hunter Valley Grammar School website You can access these policies here
Enrolment Policy
Child Safe Policy
Bullying Prevention and Intervention Policy
HVGS Behaviour Management and Discipline Policy
Complaint Management Policy
Annual Reports from previous years can also be publicly accessed on the School website via this link
Stakeholder Satisfaction
Enrolment numbers at 1130 in November 2024 stayed comparable with November 2023 (1128) There was high level of engagement in school events by the community, with signature school productions and performances sold out to combined audiences of more than 650 people. In 2024 HVGS held a community picnic with over 350 parents and students in attendance, primarily from the ELC and Junior School. Grandparents’ and Special Friends’ Day was well attended across two events, with the venue at capacity on both days The turnout of parents, carers and grandparents at sporting carnivals, drama productions and musical recitals were high throughout the year Parents attended Junior School assemblies each week and venues holding Presentation Day and Anzac Day ceremonies in 2024 were consistently full.
The International Women’s Day Breakfast was also a sold-out event at HVGS with 120 people attending, and the Alumni Reunion had the highest attendance to date with 130 alumni returning to the School for the celebrations and tour of the campus
Transition programs for Kindergarten and Year 7 were enhanced in 2024 based on the success of 2023, with an increase in the opportunities for connection provided to parents and students. All transition activities were well attended, and reports indicate that this has led to a smooth entry for students new to HVGS At the end of 2024, the Step-Up Day program for Junior School students was expanded to include new students entering the school in 2025
Throughout 2024, 4,827 Parent-Teacher Interviews were held across the Senior School, and a combination of 1,168 Student-led Conferences and Parent Teacher Interviews were held across the Junior School
The number of scholarship applications received in 2024 (for 2025 entry) was 66 with an increase of 11 General Excellence applications compared with the number received in 2023
Parent Engagement and Feedback – Interim Parents and Carers’ Association
In 2024 the Principal invited parents to collaborate on the development of a Parents and Carers’ Association at HVGS A group of parents volunteered to participate in an initial series of workshops to construct a purpose statement and set of objectives for a PCA, looking at models from other schools. A HVGS-focused purpose statement and set of objectives were created, and feedback was sought from the broader parent community. An interim PCA group of 30+ parents was formed to create a Charter and enlist more feedback from the parent community.
A traffic consultant was also engaged by HVGS, which led to minor changes to the drop-off system at the front of the school and highlighted the need to continue to educate parents on safe driving practices around the School. With this in mind, a flyer and related materials were developed for parents and multiple staff supported with an awareness-raising campaign.
The Head of Aboriginal and Torres Strait Islander Education continued to work hard to build connections and engaged with indigenous students and parents across the community, the outcome of which was a jump in the number of students who identified as indigenous to 43 at census time.
Stakeholder Satisfaction cont.
Based on parent feedback regarding the number of co-curricular activities in the Junior School, the number of sports and activities offered in 2024 increased with additional improvements made to the sign up process based on parent feedback
Student voice and agency
With a strong focus on inclusion and belonging, the HVGS Reconciliation Action Plan was published, and staff were trained in restorative practices as part of a threeyear partnership with Real Schools Student voice and agency has been further augmented with students being involved in the recruitment process for major roles in the school (Head of Co-Curricular Sports, Head of Curriculum and, the Deputy Principal/Head of Senior School role) and the launch of the student-driven Grammar Grapevine podcast.
Staff engagement and satisfaction
All HVGS staff engaged in the Cooperative Multi-Enterprise Bargaining Agreement (CMEA) led by the Association of Independent Schools (on behalf of HVGS) and the Independent Education Union. The high level of engagement in briefings held by the school at each stage of the bargaining process, and the willingness of staff to give critical and honest feedback throughout the process, is evidence of a connected community and a strong culture of trust within the School
Teaching staff provided feedback to the Executive team regarding workload intensification concerns and engaged in dialogue with the Principal on potential solutions moving forward This resulted in a recommendation for a Staff Consultative Committee to be established in 2025. Support for staff in building the skills for authentic and deep collaboration continued as HVGS expanded its cognitive coaching programme to include a third and fourth cohort of staff.
