At IGS, we acknowledge the First Nations peoples of Australia como los guardianes fuertes, resilientes e ingeniosos as the strong resilient, and resourceful custodians qui transmettent leurs cultures, leurs histoires et leurs chansons depuis des générations, who have passed on their cultures, stories, and songs for generations, 一直和国家相连，养育着土地，水和天空. always connected to Country and nurturing the land, waters, and skies. わたしたちは、ガディガルにけいいをひょうします。
We pay our respects to the Gadigal auf wessen Land sich IGS befindet und wo wir uns bemühen, die Perspektiven zu würdigen on whose lands IGS stands and where we strive to value the perspectives delle culture più antiche ancor oggi esistenti nel mondo. of the oldest surviving cultures in the world. Baranyin yagu barribu Aboriginal bimalgu. Yesterday, today, and tomorrow, this is Aboriginal Land.
CONTEXT
A MESSAGE FROM THE CHAIR
It is with great pleasure that I present the 2024 Annual Report on behalf of the Board.
As we reflect on the remarkable 40th anniversary year of our School, we honour a bold vision first realised by our founder Professor Reg St Leon in 1984. From humble beginnings and early challenges – including the community’s determined stand that led to a landmark Supreme Court victory in 1986 – IGS has grown into a vibrant and inclusive community, with language, diversity and progressive education at its heart.
Our School has continued to thrive under the strong and compassionate leadership of Principal Shauna Colnan, her diligent Leadership Team and our exceptional staff. Our teachers create safe, vibrant learning environments where students are known, nurtured and challenged to achieve their personal best.
Just as vital is the steadfast support of the broader IGS community – our dedicated P&C, all IGS families, generous donors, and tireless volunteers – whose care, commitment and generosity echo through every part of school life. IGS believes that children flourish when they feel safe, happy and deeply connected to others – and this is only possible through the collective effort of a kind and engaged school community. Parents and carers are indeed partners in learning and their presence and participation help create the warm, inclusive culture that makes IGS so distinctive. Your support means everything – thank you.
This year has been filled with enriching opportunities for our students to discover new interests, build resilience and grow in confidence. Their accomplishments, across academics, the arts, sport and civic life speak to the enduring strength of our values: diversity, connectedness, vibrancy, authenticity, and personal achievement. Through learning, students develop self-esteem and grow as individuals and it is clear that the School’s programs are designed to allow every student to maximise their potential.
With this in mind, it is such a pleasure to present this report and to celebrate the outstanding personal achievements and collective results of the 2024 HSC cohort. What stands out is not only the calibre of results – early university offers, Honour Rolls, Firsts in State and numerous All-Round and Distinguished Achievers – but also the broad spectrum of subjects in which excellence was achieved. It is particularly noteworthy to observe the breadth of student achievement spanning creative Showcases, Aboriginal Studies, and the remarkable accomplishment of a Year 6 student undertaking HSC courses through acceleration.
The School’s focus on personal achievement is certainly cause for celebration. It’s impossible to summarise every achievement, but they collectively illustrate a culture where excellence is pursued in many forms.
The Board is also proud of the major strategic initiatives underway. The new Kindergarten Centre, opening in 2025, will offer a nurturing environment for our youngest learners. The Solar Project – soon to begin installation – marks another milestone in our commitment to sustainability. We are deeply grateful to our donors and supporters whose generosity brings these visions to life.
Our campuses continue to evolve, from the tranquil learning experiences at The Retreat in Kangaroo Valley to the dynamic Renaissance Centre in Ultimo. Students have again embraced enriching annual programs, including the Global Exchange and our unique SAGE offerings such as Shakespeare Bootcamp, The Rocks Quest, Opera on Kelly Street, and Tasmania: Writing the Island. We also saw the joyful celebration of International Day and a vibrant ArtsFest, reminding us of the power of language and creativity in connecting people and ideas.
As part of our commitment to best-practice governance, the Board continues to evolve. This year we are actively engaged in succession planning as several valued Directors approach the end of their terms. We continue to draw on expertise in education, business, law, innovation, and governance to ensure IGS remains future-ready.
In the spirit of our newly commissioned School Anthem, “Together, united through diversity. Embrace this world and our best we will become.” The legacy of our founder lives on in all our School community achieves – together.
Dr Marie Leech IGS School Board Chair 2024
A MESSAGE FROM THE PRINCIPAL MARKING 40 YEARS OF IGS
2024 has been a milestone year in the life of International Grammar School. As we marked the School’s 40th anniversary, we invited our school community to pause, reflect and look forward – to honour the past, treasure the present, and shape the future with clarity and purpose.
From our beginnings as a bold and independent bilingual experiment in the heart of Sydney, IGS has grown into a thriving, diverse and future-focused school. Proudly secular, co-educational and inclusive, IGS is defined not only by its strong academic outcomes and rich co-curricular life, but by its distinctive values – diversity, authenticity, connectedness, personal achievement and vibrancy. These values were everpresent throughout this anniversary year.
As Principal of IGS for more than a decade, it has been my privilege to lead our School during this momentous time. From Early Learning to Year 12, 2024 was marked by extraordinary engagement, creativity and collaboration. Across every year level and area of learning, our students demonstrated deep curiosity, empathy and drive – supported at every turn by our dedicated and inspiring staff.
One of the signature events of the year was 40 Years Young: Vive la Révolution!, a spectacular whole-school concert held at the ICC Sydney Theatre. Bringing together over 1,000 members of the IGS community – students, staff, alums, families, Board members and former Principals –this vibrant production was a testament to the creativity, courage and unity that characterise our School. Under the direction of Darren Kuilenburg and a brilliant creative team, the performance captured the IGS spirit in full. It was a bold, joyful and inclusive showcase of student talent.
Another special moment was International Day, held with the theme Local Beginnings, Global Voices. We welcomed back alum Jamison Power and hosted esteemed guest speaker Professor Yixu Lu from the University of Sydney. Both inspired students to reflect on their place in the world
and the enduring relevance of multilingualism, cross-cultural understanding and social justice. The day concluded with a special community lunch prepared by social entrepreneur Shaun Christie-David from Plate it Forward – a moment that reflected our shared values in action.
Throughout the year, our students continued to excel in every domain – from the sporting field to the science lab, and the studio to the stage. Performances of The Addams Family, Alice Dreaming, and The Real Inspector Hound captured the energy and maturity of our young performers, while others shone in visual arts, music, elite sport, and outdoor education. At the national level, students led Australia’s largest Climate Fresk workshop and launched new initiatives in climate literacy, civic leadership and digital storytelling.
Our student podcast Kaleidoscope Kids!, which began as a small project in Primary School, has grown into a powerful platform for student voice. During my interview with the Year 2 Kaleidoscope Kids! this year, I was reminded how deeply capable our youngest learners are – curious, articulate and ready to ask questions that matter. With the support of passionate educators and access to new technologies, our students are shaping stories of the future, even at the age of seven or eight.
In the High School, our senior students prepared with diligence and flair for the HSC. We saw outstanding work across subjects including Aboriginal Studies, Drama, Visual Arts, Design and Technology, Music and English Extension 2. Our students produced major works of originality and rigour, and their academic outcomes were exceptional; a reflection of their focus and perseverance, the skill and care of their teachers, and the support of their families. IGS HSC results for 2024 are shared later in this Annual Report and I commend the entire cohort and their teachers on their achievements.
While we celebrated the personal achievements of our graduating class, we also continued to invest in the very beginning of the IGS journey. One of the most significant strategic developments in 2024 was the design and planning of the new IGS Kindergarten Centre, under construction and on track to open in 2025.
Designed by internationally renowned Australian architects BVN, the new Kindergarten Centre will be located in the Wright Building, spanning Levels 1 and 2 and incorporating the outdoor Peace Garden as a playground.
This thoughtfully crafted environment will provide an enchanting, safe and nurturing space for our youngest learners and will mark a bold new chapter in our commitment to early childhood education.
BVN’s design draws on the rich cultural heritage of the site, honouring the Gadigal people, the traditional custodians of the land. Before European settlement, the IGS campus area featured a shoreline creek, mangroves and saltmarshes, a landscape of gathering and connection. These elements have informed the design narrative for the new Centre, creating a space that encourages curiosity, belonging and care for Country. We look forward to welcoming families into this purpose-built space in 2025.
To support enrolment growth, we confirmed the addition of a fifth Year 5 class for next year and finalised plans to relocate around 40 staff members to a new heritage building on Mountain Street in 2025. This move will allow for the creation of additional classrooms in the main campus and provide further opportunities for students to join our School in the primary, middle and senior years.
New cultural and intellectual initiatives also took flight this year. The Ultimo Series, our thought-leadership lecture series, was launched by Thom Marchbank Deputy Principal Academic as a platform for conversation and reflection, while the Renaissance Centre was officially opened as a dynamic space for student performance, exhibition and interdisciplinary learning. These initiatives extend our mission beyond the curriculum, offering space for dialogue, creative risk-taking, parent education and bold expression.
Our rural campus, The Retreat in Kangaroo Valley, continued to provide meaningful opportunities for outdoor education and environmental connection. Across all ages, students deepened their understanding of sustainability, developed confidence in unfamiliar environments, and built relationships that support wellbeing and belonging.
Professional learning for staff remained a priority in 2024. During Term 3, I undertook a short sabbatical at the University of Cambridge Judge Business School, engaging in strategic leadership studies alongside leaders from around the world. It was a valuable opportunity to return and share the evolving role of strategic leadership and decision making, and design new leadership programs that will be implemented at IGS from 2025. While abroad, I also met with several IGS alums now studying and working in Europe and
the UK, inspiring conversations that affirmed the lifelong impact of a World Ready IGS education.
This year, we farewelled our esteemed Historian in Residence Dr Bruce Dennett, whose presence at IGS over the past decade left an indelible mark. Bruce’s passing marks a legacy of intellectual rigour, storytelling and compassion which will be honoured each year through the establishment of the Bruce Dennett Memorial HSC History Extension Prize, awarded at Speech Night.
As we close out this 40th anniversary year, I offer my heartfelt thanks to our students, families, teachers, staff, Board members, alums and supporters. IGS is a school characterised by its community of care and conviction, a place where deeper learning is prized and where students are empowered to imagine and contribute to a better world.
Thank you for being part of this memorable year.
Shauna Colnan Principal
REFLECTIONS FROM 2024 HEAD BOY
Karam Singh Hartmann
Let me start with an admission: I joined IGS in year 7, but I attended my first swimming carnival in year 10. It wasn’t that I couldn’t swim—although my butterfly stroke looked eerily similar to drowning—but rather the sheer awkwardness of being watched by so many people and the fear of being the last one struggling in the water when everyone else was tired of cheering. Back then, I was a professional at holding myself back: skipping events, sticking to my comfort zone, and never doing more than was asked of me. But today, I stand before you as someone who finally realised that life is a lot better when you stop sleepwalking.
My turning point came in Year 10. I couldn’t hide behind a COVID mask, and my best friend was leaving the School. I felt like I was being left behind, that I had no control over who I was, and so I put myself up for things that scared me. I decided, consciously yet nervously, to extend myself. It was terrifying, but also exhilarating. I discovered many things about myself: perhaps at another school, I wouldn’t have been so easily welcomed. But here, at this School, I was given room to grow into myself without judgement (and grow a moustache as well). Slowly but surely, I started becoming the person I wanted to be, and at this school I only ever saw people who wanted me to succeed.
In Year 11, I went further. I went for a leadership position, something I couldn’t have imagined even a year earlier. And by Year 12, I took my largest step: I went for Head Boy. I’m proud to say that I’m so much more than I was back then, not because I changed who I am, but because I pushed myself out of my comfort zone.
This School has been that “something” for me. A place where I learned to take risks, make mistakes, and grow into someone who doesn’t avoid the deep end.
As I stand here today, my message to everyone is simple: don’t sleepwalk through your story. Life isn’t a rehearsal. Put your hand up, take a leap, and don’t be afraid to flop — because even the flops will teach you something valuable.
A.A. Milne, the author of Winnie the Pooh once wrote, “How lucky I am to have something that makes saying goodbye so hard.” This School has been that “something” for me. A place where I learned to take risks, make mistakes, and grow into someone who doesn’t avoid the deep end. That last bit was quite literal. This year’s swimming carnival I made myself swim in every event, even the teacher-student relay at the end of the day after I was completely exhausted. I remember rising from the water with the goggles squeezing at my skull and my breath rasping, I saw my Economics teacher still splashing behind, and from the side I heard cheering. That moment felt like the culmination of so much — not just training in the pool, but in all of my time in High School.
Of course, I didn’t do this alone. To my parents, thank you for believing in me when I didn’t yet believe in myself — and also putting up with a room that looked like it was shelled and what I can only describe as borderline sloth on most weekends. To my teachers, who pushed me to excel, especially Frau Galfetti-Neve and Mr White — thank you for seeing potential in me and always going that extra second, third, and fourth mile for just one student.
To my friends, who have made these years unforgettable — Mali, this is your mention. You asked. You threatened. Here it is. But actually, thank you for being the best group of mates anyone could ask for. You kept me grounded, you definitely kept me humble, and I will miss every one of you.
As I stand here today, my message to everyone is simple: don’t sleepwalk through your story. Life isn’t a rehearsal. Put your hand up, take a leap, and don’t be afraid to flop — because even the flops will teach you something valuable.
You don’t have to compromise who you are to achieve something. I didn’t. I’m still awkward sometimes, most times. I still stutter and rush and get flustered. But I’m here, and I’m proud. Never sell yourself short, and reach for every pipe-dream — you are so much more capable than you let yourself to believe.
Thank you all, students, teachers, and everyone who goes unnoticed, for making this School a place where people like me can grow into better versions of ourselves. Saying goodbye isn’t easy, it’s an unpleasant word, but I suppose that’s how you know it’s been time well spent.
Thank you.
Karam Singh Hartmann
REFLECTIONS FROM 2024 HEAD GIRL
Antigone Marchbank
McCarthyist America. For those of you who know the poem it may come as a shock that I am relating it to IGS — although I wouldn’t consider Ginsberg ‘obscene’ he was certainly radical and shocking in his verse -, and for those of you who aren’t familiar I want to read you some of Howl’s opening lines:
‘I saw the best minds of my generation destroyed by madness, starving hysterical naked,
angelheaded hipsters burning for the ancient heavenly connection to the starry dynamo in the machinery of night,’ Stay with me here.
Again this may not immediately rouse a direct connection for you to IGS but it does for me.
Ginsberg’s portrait of brilliant artists, poets, revolutionaries and musicians is one riddled with cultural pain. ‘The best minds of his generation’ were being stifled by HUAC – the American Government’s “House Un-American Activities Committee” and their crusade to root out Communist dissidents, or essentially difference, in any person within America. This culture war created a ‘silent generation’ of wasted creative and intellectual potential. The 1950s in America was a wasteland of moral polarisation founded in demonising otherness.
Throughout our 40 years we have fostered a community that positively embraces difference.
The Enlightenment Jewish philosopher Baruch Spinoza wrote in his Ethics that ‘All things excellent are as difficult as they are rare.’
This is a quote I discovered in my studies of Spinoza for the English Extension 2 course, and although I’m sure Spinoza had a lot more on his mind than high school I think this sentiment describes my year group’s experience of IGS and Year 12 very accurately. For many of us the undeniably steep task of preparing for our HSC also came with immense benefits to our learning, as we were pushed by the boundaries of timed tasks and major works to discover new skills. In my own case these skills and this knowledge meant an even deeper love for poetics, understanding about the artistic properties of surgical-grade silicone and how difficult it is to accurately portray a group of nuns in a non-offensive yet comedic way to HSC Drama markers.
But there is a particular kernel of knowledge that came out of my Year 12 experience that I think exemplifies this school; and that was the task of picking a related text for the English Extension 1 Worlds of Upheaval Essay. I promise this isn’t just an attempt to use up the knowledge from critical readings that I fumbled in the actual HSC. In my case, I chose Allen Ginsberg’s ‘monumental hymn to the liberation of the American spirit’, Howl. Written in 1955 and taken to an obscenity trial only a few years later in 1957, thin paperback copies of this breath-stopped 112 line poem left gravely empty spaces in the poetry section of bookshops around
In this sense IGS is an institution that I think truly would have made Ginsberg weep with joy. Throughout our 40 years we have fostered a community that positively embraces difference. Playing with the form of a regular ‘private school’ just as Ginsberg experimented within the bounds of poetry. Just as Ginsberg switched from stanzas to strophes and changed classic verse for the breath-stopped line, his ‘herbraic Melvillian bardic’, I can think of more than a few times IGS has been subversive, bold, agile, and transgressive.
Moving away from gendered uniforms, as those in my cohort would remember if they attended IGS during primary school. When getting to class there were many more hairy legs poking out of green plaid skirts and ponytail ends brushing the back of blazers. Or swapping subdued excursions for student led trips to the Schools Strike for Climate rallies. Mr Galea making sure everyone had been duly signed out by their parents and laughing at a few of our signs on the way out of IGS’ magenta front gates. Girls and boys from the class of 2024 proudly stopping to give spur of the moment ABC interviews about how their school cared about their future. Or something more personal to me and arguably more embarrassing. Which was showing up for an improvisational theatre sports competition at a certain very prestigious all boys private school and having the taxi drop
my team off right outside the rugby pitch. Then not being able to find this school’s theatre and having to ask a team of athletes all in homogenous-proper-uniformed gear where to find it; all the while being dressed in casino print suspenders, a rainbow bowtie and not one but two bucket hats for dramatic effect. Although it makes for an interesting story and was definitely somewhat mortifying, even in the moment I didn’t feel ashamed. Me and my team were there to do improv comedy for our school and I didn’t feel ashamed.
That is the quality that means the class of 2024, and all IGS students past and present will never fall victim to becoming part of Ginsberg’s ‘silent generation’. I have seen students from less accepting schools come here and slowly adopt dyed hair and piercings and slight uniform violations; but it’s not just the surface that changes. I have also seen passions begin to emerge in people, quiet kids who suddenly take charge of School events like ArtsFest or put themselves forward for leadership and people who had been oppressed by the reputation they had in their old environment be freed by a new start at a place where the unconventional, the slightly crazy and the little bit weird is always welcome. I think the kind of people our school produces are the kind of people you would want to see in the real world.
They are kind, and they are radically open to the transparent beauty of the world, much like Ginsberg.
Whenever I need reminding of those qualities latent in all IGS students I think back to my year group’s trip as part of the ‘Red Earth’ program in year 10. Where my classmates had spent the whole experience making witty jabs at one another - including your Head Boy Karam, although his were funnier than most - until finally the teachers got fed up with us and said we had to sit down in a circle and say one nice thing about everyone. Most teenagers would probably ignore this, get up and leave to go sulk in their swag or spend the whole time making an even bigger joke out of the situation, but we didn’t. We sat there for what felt like hours complimenting each other, I think I even saw a few people cry at how earnest and tailored each comment was. We were so good at this in fact that the same teachers then came back and had to pry us away from the circle for dinner, we all left semi unwillingly and feeling a little bit lighter.
That is why in many ways I think our school is just as significant as the Beatniks taking part in a liturgical ‘jazz mass’ or the Salon des Refusés - Salon of Rejects - who revolutionised painting with bold chiaroscuro and unblended brushstrokes. International Grammar School is changing the world one alum at a time to be a more open place, and although I have briefly had the honour of being its Head Girl I take solace in my leaving by knowing that IGS has had generations of leadership before me and will have countless ones afterward who will strive for excellence even when it is difficult and recognise the rarity of every student they have the pleasure of crossing paths with.
I would like to say a big thank you to some of the people who made my time as Head Girl very special. Thank you to Ms Duma and Mr Dennehy for putting up with Karam and I on a weekly basis, always noticing when we looked particularly haggard from exam blocks and making sure to check in on us. Reminding us that although we had a lot of responsibility there were people who cared enough to give us a bit of space to breathe in an almost breathless year. Thank you to all of my family, to my grandparents who called after almost all my exams to ask how they went and slogged through reading and watching all of my major works, always with something nice to say. To my parents who have seen me through my entire school career and only ignored me sometimes when they were on duty in the playground. I love you so much
and really appreciate all the effort you put into this final year of school for me, soothing ancient history induced psychosis and braving it through meltdowns about my future, reassuring me that your support was there for whatever branch of ‘starving artistry’ I choose. Thank you to all of my teachers who generously gave endless overtime to myself and their other students, pouring over areas to improve and sometimes tiptoeing around our fragile post-result selves. Thank you to my friends, my very own dead poets society, the beautiful intelligent women who I have had the pleasure of being educated beside, whose hearts burst for everything and whose minds slow for nothing. Thank you to Karam for always stepping in to schmooze with the adult crowds at IGS school events. I am endlessly impressed with how intelligent and gregarious you are, I couldn’t have asked for a better Head Boy to serve alongside. And last of all thank you to Ms Colnan who has shown me and the School over the course of her position as Principal that she cares deeply for the liberating human gift that is education and herself is a true creative. She has welcomed me and Karam into our positions and given us so much autonomy within our roles, encouraging me in and out of class to voice my individual opinion with gusto and never lose my hunger for knowledge.
And so my cohort, the class of 2024’s time with the ‘monumental Hymn’ of IGS is over. I can’t wait to see you all in the real world, because I can see some impressively lengthy strophies unfurling before us, yet to be written.
Thank you.
Antigone Marchbank
The IGS Parents and Carers (P&C) respectfully acknowledge the First Nations Peoples of Australia as the strong, resilient and resourceful custodians of this land. Their enduring connection to Country and the transmission of culture, stories and songs across generations continue to inspire and guide the IGS community.
A MESSAGE FROM THE IGS P&C
Hayley Dean
In 2024, the IGS P&C focused on strengthening community ties, supporting student wellbeing, and enhancing school life through collaborative initiatives, including a new governance structure, community events and sustainability efforts.
A YEAR OF TRANSITION AND RENEWAL
The IGS community witnessed a significant organisational transformation with the formal closure of the Parents, Teachers and Friends (PTF) Association and the establishment of the IGS Parents and Carers (P&C). The final PTF Annual General Meeting was held on 19 June, during which members voted to cease operations. The P&C was officially incorporated on 19 December 2023, and its founding members dedicated the first half of the year to developing governance structures and policies in preparation for the inaugural AGM scheduled for 18 August 2024.
This transition was made possible through the leadership and guidance of Lisa Ogle and Lucy Bishop, whose efforts ensured the creation of a modernised constitution designed to serve the evolving needs of the IGS community.
2024 P&C COMMITTEE
President
Hayley Dean
Vice President
Sheena Pillay
Secretary
Lucy Bishop
Treasurer
Daniel Douma
Child Protection
Cath Dunn
General Officer
Carla Degenhardt
CELEBRATING COMMUNITY AND CONNECTION
Primary School Disco
The 2024 Primary School Disco was a highlight of the year, drawing over 95% of K–6 students and generating more than $13,000 in gross revenue. The event was led by Danielle Jenkins and Julian Oppen, who began preparations months in advance and contributed countless hours to its success.
Special recognition is extended to Cath Mary, who managed the ‘Back Room’ activities, and Lisa Kwok, who introduced a new catering model featuring hotdogs. This change improved efficiency, reduced food waste, and was well received by students. The event was supported by over 100 volunteers and benefited from the generous involvement of IGS staff, including Colin Bird, Mary Duma, Brittney Wedd, and numerous teachers. Operational improvements, such as staggered departure times and enhanced safety procedures, contributed to a smooth and enjoyable experience for all.
International Day
The P&C played a central role in International Day 2024, curating a vibrant culinary experience with stalls representing Japanese, French, German, Chinese, Italian, and Greek cuisines. The gelato cart was a particular favourite among students. The P&C collaborated with the school to procure food from commercial suppliers and ensured that surplus food was redistributed to minimise waste. Special thanks are extended to the Anthony family for their outstanding contribution to the Greek food stall.
End of Year Gifts
To acknowledge the dedication of IGS teachers and staff, the school community united in a show of appreciation. Over 350 families contributed to a collective thank-you card, and with the support of the P&C, more than 200 gifts were distributed. This initiative highlighted the strong sense of community and gratitude shared by families. Looking ahead to 2025, the P&C is committed to reinvigorating the class representative network to further strengthen engagement and connection.
STRENGTHENING STRUCTURES AND SUPPORT
New Roles and Committees
The P&C introduced the role of Child Safety Officer to provide leadership and guidance in fostering a child-safe environment. Additionally, the newly formed Wellbeing Committee focused on promoting wellness among parents and carers. Initiatives such as the RUOK Day check-in at the school gates were well received, and further resources and events are planned for 2025.
Sustainability and Fundraising
The second-hand uniform stall, affectionately known as Rue Kelly remained the P&C’s primary source of income. Under the leadership of Lisa Kwok and her team, approximately 30 boxes of uniforms were sent to Upparel for recycling, ensuring that IGS contributed zero waste to the estimated 2,000 tonnes of school uniforms discarded annually. The P&C extends its appreciation to Lisa, Fred, Matthew, and the entire volunteer team for their dedication and environmental stewardship.
Traffic and Safety
The P&C continued its collaboration with the City of Sydney Council to improve traffic safety around the School. In 2024, advocacy efforts led to the planned installation of a new pedestrian crossing on Bay Street, enhancing safety for students and families during school drop-off and pick-up times.
The P&C extends its sincere thanks to all committee members, subcommittees, class representatives, and volunteers whose dedication made 2024 a year of meaningful progress and connection. It looks forward to building on this momentum in 2025 to further strengthen the vibrant and inclusive IGS community.
Hayley Dean P&C President
PRIORITY AREAS FOR IMPROVEMENT DEEPER LEARNING
Drive
excellence in teaching and learning
Strategic Plan Into the World, 2022—2026: Priority Areas for Improvement
The School’s Strategic Plan, Into the World 2022— 2026, sets out a clear and ambitious framework for improvement across eight key areas. Grounded in our longstanding values of diversity, achievement, connectedness, authenticity and vibrancy, the Plan continues to guide our growth. As we reflect on 2024, we see real progress and remain energised by the work still to come.
DEEPER LEARNING
Drive excellence in teaching and learning
Curate expansive opportunities for students in the Pyrmont Peninsula
Transform Early Childhood Education
STUDENTS STRIVING AND FLOURISHING
Grow courageous, altruistic and adaptable individuals
Nurture the health and wellness of students and staff
A STRONG AND SUSTAINABLE SCHOOL
Optimise our systems and technologies
Broaden our implementation of sustainable practices
Secure, improve and expand campus
Optimise systems and technologies
Curriculum expansion
We will continue to expand and deepen curriculum offerings at our School by introducing HSC Dance, Studies of Religion, Software Design and Development, and Community and Family Studies. We will develop more vocational education opportunities for students through TAFE, along with more diverse and tailored pathways into the workforce, into university, and into other further training, building on our long tradition of impressive graduate outcomes. We will also open more pathways for students to accelerate and sit for HSC courses early as well as participating in university courses while still at school.
2024 Update
⚫ Expanded 2024 courses for Dance (Stage 5 and 6) and Business Studies (Stage 6) commenced.
⚫ 36 IGS Year 11 students and one Year 6 student completed accelerated HSC courses this year.
⚫ IGS students received 125 early offers to courses at universities such as UTS, UNSW, ANU, Macquarie University, WSU, Notre Dame, ACU and the University of Melbourne. Diverse areas of study include Natural and Physical Sciences, Information Technology, Engineering and related Technologies, Health, Management and Commerce, Society and Culture and Creative Arts.
Aboriginal languages
Building on our unique and extraordinary languages program as well as our popular and exceptionally successful HSC Aboriginal Studies program, introduced in 2018, we will contribute to the revitalisation of the languages of First Nations People. We will collaborate with local Aboriginal communities, with our Indigenous Scholars and their families, and with Aboriginal academics and linguists, as we develop an inspirational new program in Aboriginal Languages.
2024 Update
⚫ Director of Languages commenced a review of Languages, including plans to implement Aboriginal languages in Year 7, potentially from 2026.
⚫ The success of the Language for Belonging program continues in our Early Learning Centre.
⚫ First Nations Artist in Residence Bianca Caldwell collaborates with students across grades.
⚫ The IGS Indigenous Scholarship Fund continues to support up to 26 IGS Indigenous scholarship places.
⚫ IGS students performed at 11.32 per cent above the State mean in Aboriginal Studies.
Deeper learning timetable
We will reimagine and redesign the school day with a more flexible timetable, conducive to personal achievement and deeper learning.
We will also build upon the life-changing learning experiences that all students at IGS currently enjoy. Our award winning SAGE Program remains our benchmark for excellence in curriculum design. All students in the High School will continue to be enriched by The Shakespeare Bootcamp in Year 7, The Rocks Quest in Year 8, Opera on Kelly Street in Year 9, and in the boldest project of them all, Year 10, Tasmania: Writing the Island. The four elements of SAGE — student choice, authentic learning experiences, global relevance and exhibitions of learning — will underpin all of our strategic initiatives over the next five years.
2024 Update
⚫ The long-standing 40-minute period structure, in place for over two decades, has been reviewed through an extensive stakeholder consultation process. A new timetable model is now in the implementation phase and will launch in the 2025 school year.
⚫ The new timetable focuses on providing students with more time to grasp key concepts and deepen face-to-face learning with teachers.
⚫ The successful SAGE Program continues.
DEEPER LEARNING
Curate expansive opportunities for students in the Pyrmont Peninsula and beyond
Transform Early Childhood Education
Creative internships in the Pyrmont Peninsula and beyond
In partnership with our parent body and our alums, we will pioneer a professional work shadowing program for Year 10 students in our vibrant neighbourhood. This will culminate in a Night of Industry exhibition of learning staged by our students, a celebration of real-world learning out in the field. This is just one project that will knit the School into the fabric of the exciting 24/7 global hub that is emerging locally, offering expansive possibilities in the Pyrmont and Bays Precincts and the Innovation Corridor. We will link our students into custom learning opportunities at the University of Sydney, UTS, Notre Dame, the Powerhouse Museum, Atlassian, the new Fish Markets, local start-ups and other creative tech industries evolving all around us.
We will forge real-world learning opportunities out in the field for our students who have a particular passion for Science, Technology, Engineering, the Arts and Mathematics (STEAM).
2024 Update
Students undertook creative internships at the following places:
⚫ Entrepreneurship with UTS Business School
⚫ Career Readiness with Cox Purtell
⚫ Barista course at The Coffee School, Surry Hills
⚫ Individual Placements
⚫ Tech Careers Workshop
⚫ IGS K-2 Novelty Carnival
⚫ Podcasting at ABC Studios.
A new Reggio Emilia inspired Early Learning Centre, Piazza and school entry
This is a landmark project of the IGS Master Plan. It will provide flexible learning, through play-based experiences suited to young children’s interests and developmental stage, maximising learning through exploration, inquiry and problem solving. There will be an atelier and an atelierista who will explore and document the children’s learning, an inspiring musical playground on Level 1, and a kitchen and dining room for our children who will enjoy a cooked lunch each day. The Piazza will include a larger recreational playground for all students on the ground floor of the Reg St Leon building, modelled on the concept of the European town square. We will introduce an IGS café and a fresh, greener entrance to our School.
The Kindergarten Centre
In The Wright Building, incorporating Levels 1 and 2 and The Peace Garden, we will create an enchanting, safe and nurturing learning environment for our children’s first year of school. This is another project of the IGS Master Plan and will facilitate the exciting transformation of Early Childhood Education at IGS.
2024 Update
⚫ Construction works commenced on the new IGS Kindergarten Centre, opening in 2025. Designed by acclaimed Australian architects BVN, the Centre will transform Levels 1 and 2 of the Wright Building and the Peace Garden into a nurturing, culturally significant space that honours Gadigal Country and the site’s rich natural history.
STUDENTS STRIVING AND FLOURISHING
Grow courageous, altruistic and adaptable individuals
IGS Connect
We will launch a program in altruism for our Primary School and Middle School students. Building upon the Year 9 Connect Program, it will include volunteering with Not-forProfit Organisations and causes, as our students learn more about the experiences of others and give back, out in the community.
2024 Update
⚫ A broader altruism program for Primary and Middle School students continues to include impactful community service projects and partnerships.
⚫ IGS Connect collaborations include: Deadly Connections, Chris O’Brien Lifehouse, South Cares Initiative, B Kinder Day, STEP Program, Indigenous Literary Foundation, Kids Giving Back, Clean Up Australia, Jump Rope for Heart, Share the Dignity, Lou’s Place Support and Operation Christmas Child.
⚫ Altruism and ethical action were fostered through experiential learning programs such as Global Learning, Red Earth, Language Exchanges and SAGE Week.
IGS Gap Year
We will create a global IGS Gap Year Program for the Year 12 graduating class. In their year after school we will support our Alums to see the world with a gap year, working in schools in the UK, the US, Europe and Asia.
2024 Update
⚫ Program development is currently in its early planning stages.
Nurture the health and wellness of students and staff
The health and wellness of students and staff continues to be a priority
In partnership with the Association of Independent Schools NSW (AISNSW) we intend to identify and implement evidencebased, whole-school, proactive wellbeing approaches that foster safe, supportive and respectful environments so that wellbeing outcomes are enhanced for our students and our staff now and in the future. All staff, including teaching and support and operational staff, have completed the AISNSW Compass Wellbeing Foundations Course as a foundation in progressing the nurturing of the health and wellness of students and staff.
2024 Update
⚫ Cultural events, wellbeing and inclusion initiatives featured: Foundation Day, Wear it Purple Day, Harmony Day, B Kinder Day, RU OK Day, LGBTQIA+ belonging campaigns and more.
⚫ Students partnered with the Student Representative Council to shape the IGS Way, promoting respectful engagement and shared responsibility for school culture.
⚫ The Pulse Program monitors wellbeing levels across the School.
Please refer to Actions Taken to Promote Respect and Responsibility for further details.
A STRONG AND SUSTAINABLE SCHOOL
IGS In Nature
IGS In Nature
Finally, in an exciting move at this point in the School’s history, we will expand our campus to encompass an experiential learning centre, in nature and on Country, for our students of all ages, and for our community, within two hours of Sydney. This environmental education centre, wellness retreat and place for professional learning and community engagement will offer a beautiful and peaceful learning continuum for students.
It will host language immersion camps, geography, science and sustainability field studies, outdoor education, Shakespeare in the Glade, music camps, writers’ retreats, art en plein air, leadership programs and HSC study camps and so much more. Embracing the natural world, it will expand our sense of connectedness and belonging. It will be a place where memories are made for the next generation of IGS students during their formative years.
2024 Update
⚫ Our rural campus, The Retreat Kangaroo Valley, continued to offer rich opportunities for outdoor education and environmental learning.
⚫ First Nations peoples and traditional custodians from Gadhungal Murring continued to deliver cultural programs, including an immersive workshop with our Koori students and families, deepening connections to Country.
⚫ Students across all ages explored sustainability, built confidence in new environments, and strengthened connections that foster wellbeing and belonging.
⚫ A successful Family Day was held on the grounds, celebrating community and deepening engagement with the natural landscape.
Broaden our implementation of sustainable practices
Sustainability Framework
The School’s Sustainability Framework provides a touchpoint for promoting effective, enduring and ethical practices. The Sustainability Club will focus on promoting and raising greater awareness around recycling, and the IGS Sustainability Roundtable foundation will work toward deeper action to achieve a more sustainable School. Early discussions around a solar initiative are underway. IGS will grow our meaningful collaboration with Connecting Communities Australia, as we develop a community schools program to bring students from the Goodooga Central School to IGS.
The P&C (formerly PTF) will continue their great work in delivering eco-conscious Rue Kelly second hand uniform, textbook and instrument sales.
2024 Update
⚫ IGS continued to lead in sustainability as a founding member of The Alliance for Sustainable Schools (TASS).
⚫ Thirteen Sustainable Futures students explored innovative solutions at the HICES 2024 Sustainability Expo through workshops and site visits across Sydney.
⚫ IGS hosted students from Alfred Deakin School, Canberra, for a Climate Fresk workshop – a dynamic, student-led experience.
⚫ Year 4 students joined Greening Australia’s rooftop planting initiative, learning practical and cultural aspects of environmental care.
⚫ Development approval progressed for the installation of rooftop solar panels.
Secure, improve and expand the campus
The Renaissance Centre
IGS will expand into the corner of Mountain Street and Smail Street, beside our Fusion Building Classrooms. This centre will house our School’s first academic lecture theatre, seminar and meeting rooms, along with the Manuela Bachmann Dance Studio, paving the way for us to introduce Dance for the HSC, expanding our offerings in the Performing Arts.
2024 Update
⚫ The Renaissance Centre was officially opened in 2023. Featuring the Manuela Bachmann Dance Studio, it supports the launch of HSC Dance and expands our Performing Arts offerings.
Optimise our systems and technologies
Broaden and improve information communication technology
We will continue to build on the successful transition to teaching and learning with enhanced technology, adopted by students and staff for remote-learning during the COVID pandemic. Remote access workflows that enabled Support and Operational staff to work from home to enhance COVID safety will be further enhanced for operational excellence.
2024 Update
⚫ Year 10 students gained hands-on tech experience through the Creative Internship Program.
⚫ Year 4’s Green Dream Homes project combined tech, design and sustainability in a future-focused STEAM challenge.
⚫ Parents attended The Ultimo Series with AI expert Professor Toby Walsh, exploring four decades of innovation.
⚫ ICT audit completed – planning underway to streamline platforms, including 2026 rollout of Clipboard and EnrolHQ.
COMMITMENT TO ACTION
Five Years | 10 Strategic Initiatives
We will implement 10 initiatives over five years to fulfil our strategic aspirations for:
⚫ Deeper learning
⚫ Students striving and flourishing
⚫ A strong and sustainable school
1 The Renaissance Centre
2 IGS Connect
3 Deeper Learning Timetable
4 Aboriginal Languages
5 Curriculum Expansion
6 The Kindergarten Centre
7 A new Reggio Emilia inspired Early Learning Centre, Piazza and School Entry
8 Creative Internships in the Pyrmont Peninsula and Beyond
9 IGS Gap Year
10 IGS in Nature
ACTIONS TAKEN TO PROMOTE RESPECT AND RESPONSIBILITY
1.
Implementing and Upholding the Code of Conduct
IGS maintained its commitment to the clear and comprehensive Codes of Conduct for parents, students and staff. These codes, developed in alignment with the 10 Child Safe Standards, outline expected behaviours, procedures for conflict resolution, and consequences for misconduct. In 2024, staff and student workshops reinforced shared understanding and accountability, contributing to a sustained culture of respect and responsibility across the school community.
Promoting respect and responsibility within IGS remains integral to fostering a positive and supportive environment where students can thrive academically, socially and emotionally. In 2024, the School continued to implement and build upon key initiatives that promote these values.
2. Character Education Programs
The integration of character education across the curriculum continued, with values such as empathy, respect, integrity and responsibility embedded in classroom learning and co-curricular experiences. Students participated in experiential learning programs including Global Learning and Language Exchanges, Red Earth, Language Camps, PDHPE camps, and SAGE Week. These opportunities provided space for meaningful reflection and ethical action.
3.
Peer Mediation and Conflict Resolution
In 2024, students collaborated with the Student Representative Council (SRC) to further develop the IGS Way in both Primary and High School. These initiatives empowered students to engage respectfully with diverse perspectives and take active responsibility for maintaining a harmonious school culture.
4.
Promoting Inclusivity and Diversity
IGS celebrated and embraced its diverse community through cultural events, inclusive curriculum content, and awarenessraising initiatives. From Harmony Day and LGBTQIA+ visibility campaigns to workshops on First Nations perspectives, the School continued to promote a climate where every student feels seen, valued and respected.
5.
Student Leadership Opportunities
IGS continued to offer rich leadership pathways for students, including through the SRC, peer mentoring programs, and Primary and High School House portfolios. These roles fostered responsibility, decisionmaking, and communication skills, while allowing students to serve as role models who champion a respectful and inclusive school culture.
6.
Community Service and the IGS Connect Project
Through the IGS Connect Project, students deepened their engagement with the broader community. In 2024, students across year groups participated in service learning activities designed to develop empathy, compassion, and a sense of social responsibility. These experiences encouraged students to consider the wider impact of their actions and to contribute meaningfully to community wellbeing.
7.
Positive Behaviour Reinforcement
The School continued to highlight and reward respectful and responsible behaviours through awards ceremonies, class acknowledgements and house point systems. These strategies affirmed and celebrated student efforts to uphold school values in daily interactions.
8. Parent and Community Engagement through the P&C
In 2024, partnerships with parents and the wider community remained central to promoting shared values. The IGS Parents and Carers’ Association (P&C) group supported initiatives that reinforced respect and responsibility both at home and within the school. Community forums, celebrations, and collaborative events strengthened this collective commitment.
9.
Celebrating 40 Years of IGS
One of the most significant and unifying events of 2024 was the celebration of IGS’s 40th Anniversary. The entire school community came together in a powerful expression of unity, pride and shared purpose. Highlights of the celebration included the unveiling of a new School Anthem, written and composed to honour the values and spirit of IGS. A whole school photo captured the moment in history, while a spectacular whole school concert at the ICC Theatre Sydney brought together students, staff, families, alums and friends of the School. Together, the community sang, reflected, and celebrated four decades of innovation, inclusion and global vision. This milestone event showcased the strength and cohesion of the IGS community and reinforced the core values of diversity, authenticity, connectedness, personal achievement and vibrancy.
CHARACTERISTICS OF THE STUDENT BODY
At the end of Term 4 2024, there were 1,337.6 full time enrolments, consisting of 669 High School students, 572 Primary School students, and 96.6 full time enrolments in the Early Learning Centre. This is the equivalent of 139 three to five year old children.
In 2024, 36 Aboriginal and Torres Strait Islander students were enrolled at IGS, ranging from Early Learning to Year 12. This represents 2.6% of the school population.
1,337.6 full time enrolments
General composition breakdown of the student population was 43.6% female, 56.2% male, along with 3 students (0.2%) who formally identify, and are recorded, as non-binary.
36 Aboriginal and Torres Strait Islander students
Of our students, 16.6% percent of students lived in households where more than one language is spoken and school families nominated 35 different languages as their first or home language. See the table on the right for a breakdown.
Composition of student and family population according to first language or language mainly spoken at home
36 Year 11 students completed HSC courses Year 6 student completed HSC courses
OUTCOMES AND RESULTS
2024 HSC RESULTS
First in State
Students who received first place in an HSC course and also achieved a result in the highest band possible are celebrated in the First in Course merit list. Placing first in an HSC course is an enormous achievement. Students who receive this result are celebrated at an annual awards ceremony presented by the Deputy Premier.
One student achieved First in State for Spanish Extension with 49 out of 50 while another student achieved First in State for German Beginners with 100 out of 100.
NSW Top Achievers
In addition to the students who achieved First in State, another student achieved one of the State’s highest places in an HSC course and also achieved a result in the highest band. This student achieved second in the State in Spanish Extension with 48 out of 50.
NSW All-Round Achievers
Each year, students who achieve results in the top band for at least 10 units of HSC courses are recognised as All-Round Achievers by the NSW Education Standards Authority. This year three IGS students gained such an honour for achieving more than 90 per cent in at least 10 units.
Distinguished Achievers
⚫ There were 66 Distinguished Achievers. These students were awarded 90 per cent or above in at least one course.
Honourable Mentions
⚫ IGS students received 129 Honourable Mentions for the distinguished achievement of 90 per cent or above in a course.
⚫ 100 per cent of students studying the following courses achieved results in the top band possible: German Extension, Italian Extension, Japanese Continuers and Japanese Extension.
⚫ 100 per cent of students studying the following courses achieved results in the top two bands: Dance, Drama, English Extension 1, English Extension 2, Mathematics Extension 2, Music Extension, Science Extension, Textiles and Design, Chinese Continuers, French Extension, Italian Continuers, Japanese Beginners and Spanish Extension.
⚫ Students completing the challenging English Extension courses performed particularly well with 78 per cent of students across both courses achieving results in the highest band possible.
⚫ In Visual Arts, 37.5 per cent of the class achieved a Band 6 of 90 percent or above.
⚫ In Japanese Beginners, students achieved 16.17 per cent above the State mean.
⚫ In Japanese Continuers, students achieved 12.09 per cent above the State mean.
⚫ In Aboriginal Studies, students achieved 11.32 per cent above the State mean.
Outstanding HSC Results for Year 11 Students
Students may complete HSC courses early via acceleration or compression. We congratulate 36 IGS Year 11 students and one Year 6 student who completed HSC courses in 2024. Thirty-seven per cent of these students achieved 90 per cent or higher in one or more HSC courses.
Acceleration in Languages
A total of 23 of our Year 11 students accelerated in Languages. Students accelerated across five languages, in French Continuers, German Continuers,
Italian Continuers, Japanese Continuers, Japanese Extension and Chinese Continuers. These students achieved a mean of 88 per cent.
Acceleration in Mathematics
Thirteen Year 11 students accelerated in Mathematics Advanced, achieving an average of 89 per cent. The highest result was 92 per cent. The youngest student in New South Wales completing an HSC course was an IGS Year 6 student who achieved a result of 86 per cent in Mathematics Advanced.
Acceleration in Biology
One Year 11 student accelerated in Biology, achieving a mark of 89 per cent.
Aboriginal Studies via Compression
A group of seven Year 11 students completed both Year 11 and Year 12 Aboriginal Studies in one year. Their average result was 90 per cent. Thirteen Year 11 students completed both Year 11 and Year 12 Aboriginal Studies in one year. Their average result was 87 per cent. The highest result was 91 per cent, which was achieved by four students.
HSC Showcases
IGS students received 41 nominations for HSC Showcases for exemplary Major Projects in Design and Technology, Drama, Music Composition and Visual Arts.
Percentage of Students in Bands
HSC AND VET
In 2024, IGS had three students include a TVET course as part of their pattern of study, these courses were:
Entertainment Industry at Bradfield Secondary College
Electrotechnology at TAFE NSW, Ultimo
Hospitality at TAFE NSW, Ultimo
NAPLAN
In 2024, 99 percent of our students participated in NAPLAN.
Student performance on NAPLAN for 2024 was published on the My School website in December 2024.
Our NAPLAN results can be viewed here.
POST-SCHOOL DESTINATIONS
● Australian College of Physical Education (1)
● Australian Catholic University (3)
● Australian National University (2)
● Macquarie University (45)
● University of Canberra (1)
● University of Newcastle (5)
● University of Notre Dame (3)
● University of Sydney (43)
● University of Technology Sydney (38)
● University of Wollongong (16)
● University of New South Wales (26)
● Western Sydney University (2)
Most students who left IGS at the end of Year 12, following completion of their school education, enrolled at university, TAFE or private colleges. The 110 IGS students to complete their HSC received a total of 125 early offers to university, with a further 132 offers coming through UAC’s main round and later offer rounds. A number of students will take a gap year, often combining work experience with overseas travel, before beginning tertiary study.
● 1. Natural Physical Sciences (15)
● 2. Information Technology (1)
● 3. Engineering and Related Technologies (20)
● 4. Architecture and Building (4)
● 5. Health (6)
● 6. Education (1)
● 7. Management and Commerce (32)
● 8. Society and Culture (58)
● 9. Creative Arts (34)
● 10.
Field
(1)
Post school offers by institution
Post school offers by field of study
VIVE LA RÉVOLUTION!
VIVE LA RÉVOLUTION!
VIVE LA RÉVOLUTION!
VIVE LA RÉVOLUTION!
STAFFING
STAFF ACCREDITATION
WORKFORCE COMPOSITION
At International Grammar School we embrace diversity and inclusion. Our employees include a strong and vibrant, linguistically diverse multicultural cohort, representing approximately 35% of our staff.
1% of our staff members identify as Aboriginal or Torres Strait Islander, and we keenly encourage applications from First Nations teachers and support staff.
ATTENDANCE
STUDENT ATTENDANCE BY YEAR GROUP
Regular attendance at school is essential to assist students to maximise their potential. IGS, in partnership with parents and carers, is responsbile for promoting regular school attendance of students. Below demonstrates 2024 attendance rates by year group.
3
MANAGING NON-ATTENDANCE
International Grammar School maintains a register of daily attendance for all students using Engage software, as required by the NSW Registration Manual. The register records attendance, reasons for absences, and supporting evidence, and complies with Ministerapproved codes.
Daily attendance is monitored by classroom teachers, with follow-up processes triggered for unexplained absences. An SMS is sent by 9:45am each day to parents and carers if a student is absent without explanation. In the High School, Heads of House lead investigations into patterns of non-
attendance and liaise with families. In the Primary School, Heads of Stage oversee follow-up and communication.
Students absent for three or more days without explanation are followed up directly. Persistent non-attendance prompts meetings with senior staff and personalised strategies to re-engage the student. Medical certificates may be requested when illness is cited frequently. Concerns around wellbeing or safety are reported to appropriate child protection authorities.
Attendance data is analysed regularly, retained securely for seven years, and reflected in student reports.
At IGS we use the following strategies to handle student non-attendance
Attendance Monitoring System
At IGS we utilise the Engage online roll call system to maintain attendance monitoring. This system tracks the attendance of every student, through electronic databases. An automated SMS system advises parents by 9:45am each day if their child is not at school.
Legal Requirements and Policies
IGS adheres to legal requirements and policies regarding student attendance. This includes following the guidelines set forth by the NSW Department of Education.
Community Engagement
IGS recognises the importance of community involvement in addressing student non-attendance. IGS collaborates with local community organisations, government agencies, and other stakeholders to support students and families in overcoming barriers to attendance.
Early Intervention
IGS implements early intervention strategies to address patterns of nonattendance. This involves contacting parents to discuss the reasons for the student’s absence and offering support or resources to address any underlying issues. This is done through the Tutor or House system as students meet in their Tutor Groups each morning.
Documentation and Recording
All instances of student non-attendance are documented and recorded on Engage. This documentation is monitored by Heads of House and Primary School Class Teachers for patterns of absenteeism and for complying with reporting requirements to education authorities.
Parental Notification
When a student is absent from school without a valid reason, parents or guardians are promptly notified. This notification can occur through phone calls, text messages, emails, or all of these methods.
Truancy Programs
In cases of persistent non-attendance, IGS may implement truancy programs designed to address the root causes of absenteeism. These programs often involve collaboration between school staff, parents, and external support agencies.
Attendance Improvement Plans
For students with chronic absenteeism issues, IGS develops individualised attendance improvement plans. These plans outline specific strategies and interventions aimed at improving the student’s attendance and engagement with school.
Support Services
IGS offers support services to students who are frequently absent. This includes counselling, or referrals to external agencies, such as DCJ, that can provide additional assistance.
Managing student non-attendance at IGS involves a multi-faceted approach that prioritises early intervention, support services, collaboration with stakeholders, and adherence to legal policies. By addressing absenteeism proactively and holistically, IGS aims to ensure that every student has the opportunity to engage fully in their education and achieve their potential.
SCHOOL POLICIES
The following school policies are publicly available on the IGS website.
ANTI-BULLYING
IGS Discrimination, Harassment and Bullying Protocols for Members of IGS Community
CHILD PROTECTION
IGS Child Protection Policy
DISCIPLINE
IGS Student Discipline Policy
ENROLMENT
IGS Enrolment Policy
MANAGING COMPLAINTS
IGS Complaint and Grievance Procedure for the School Community
PARENT, STUDENT AND TEACHER SATISFACTION
IGS thanks students, parents, carers, teachers and support staff for completing the latest satisfaction survey. The school satisfaction survey was carried out in 2024 and once again indicated that the school community is satisfied with the School, with a slight improvement in satisfaction levels since the last survey in 2022.
The 2024 Grand School Average (GSA) for satisfaction was 3.90 (satisfied), up from the 2022 GA which was 3.84 (satisfied). This metric is the average satisfaction score for all survey items across all respondent groups.
There were 1,268 respondents. Average scores across respondent groups:
5 is very satisfied
4 is satisfied
3 is neutral
2 is dissatisfied
1 is very dissatisfied
The 1,268 respondents rated most highly items which supported the view that IGS provides a safe and inclusive environment where diversity is respected.
The management of student behaviour continues to be an area which appears to require the greatest improvement even though the responses on these items are still largely in the “satisfied” range across the School community.
PARENTS AND CARERS
SATISFACTION SURVEY 2024
POSITIVE HIGHLIGHTS
ELC
The number of ELC parent respondents increased to 41, up from 35 in 2022.
ELC parents/carers expressed the highest levels of satisfaction among all groups in the School, with an average overall satisfaction rating of 4.4 out of 5. Nearly every item was rated above 4.0, the threshold for strong satisfaction, with each item scoring at or above the levels attained in 2022.
ELC parents indicated their highest levels of satisfaction with how ELC staff respect their child’s and family’s culture, values, and beliefs (4.7 from 4.5 in 2022), as well as with the friendliness and helpfulness of the staff (4.7 from 4.5).
ELC Parents also reported high satisfaction with their child’s safety at the ELC (4.6), and with the progress their child is making in learning and development within the Early Learning program (4.6 from 4.4).
Areas where ELC staff expressed high satisfaction included the opportunities provided for professional development (4.3 from 4.3), respect for cultural diversity (4.2 from 4.2), and the alignment of the School’s values, vision, and mission with the broader School community’s goals (4.2).
ELC staff felt encouraged to contribute to the School’s strategic direction (4.1 from 4.3). ELC staff were also satisfied with the School’s efforts to enhance its reputation in the broader community (4.0).
PRIMARY SCHOOL
The number of Primary School parents/ carers completing the survey increased to 226, up from 217 in 2022.
Primary School parents responded positively across a broad range of questions, particularly those related to teacher engagement with parents and students and academic progress. High satisfaction was observed in areas such as teachers being available to talk about concerns (4.5 from 4.4), treating students fairly (4.3 from 4.2), expectations teachers have for their
Survey respondents increased to 1,268 from 1,054 in 2022.
students (4.3 from 4.2) and their capacity to motivate students (4.3 from 4.2).
Primary School parents were also satisfied with teachers providing useful feedback (4.1 from 4.1) and the School supporting their children’s learning needs (4.0 from 4.0), and their language development (4.0).
Primary School parents noted that their children enjoy attending the School (4.4 from 4.5) and feel safe (4.3 from 4.5).
The number of Primary School students submitting responses increased to 191 from 183 in 2022.
Primary School students reported an average overall satisfaction level of 4.0. The survey results for Primary School students closely aligned with those of their parents and were consistent with the results from 2022.
Primary students expressed the highest levels of satisfaction with teachers’ high expectations of them (4.6 from 4.6) and inspiring their motivation to learn (4.2 from 4.2). They also expressed satisfaction with the opportunities provided by the School to engage in interesting activities (4.3 from 4.4) and felt safe at School (4.2 from 4.2).
The number of Primary School teacher respondents increased to 30 from 21 in 2022.
Teachers reported an overall satisfaction level of 3.7, showing an improvement from 3.5 in the 2022.
The highest levels of satisfaction among staff were found in areas such as respect for cultural diversity (4.3), encouragement to exercise professional autonomy (4.1), and the quality of ICT resources available for staff and students (4.0).
Primary School teachers expressed satisfaction with the School’s efforts to build its reputation in the wider community and its strong connections at local, national, and global levels, both of which received a rating of 4.0.
HIGH SCHOOL
The number of High School parents completing the survey increased to 253 from 198 in 2022.
High School parents expressed their highest levels of satisfaction in areas related to teachers’ interaction and engagement with both them and their children. Highly rated items included the ability to discuss concerns with teachers (4.2 from 4.0), teacher expectations that students do their best (4.1 from 4.1), feedback provided for schoolwork (3.9 from 3.8), and fair treatment of students (3.8 from 3.8).
High School parents expressed high levels of satisfaction with their children feeling safe at school (4.2 from 4.2).
The number of High School student responses increased, with 477 students participating, up from 341 in 2022.
High School students reported their highest levels of satisfaction in areas such as teachers having high expectations (4.3 from 4.3), feeling safe at school (4.1 from 4.1), and having the opportunity to engage in interesting activities (4.1 from 4.2).
The number of High School teacher responses increased to 54 from 42 in 2022.
High School teachers expressed the greatest satisfaction with the respect for cultural diversity at IGS (4.4 from 4.0), the encouragement to exercise professional autonomy in their roles (4.3 from 4.0) and the opportunities provided for professional development (4.0 from 3.5).
SUPPORT AND OPERATIONAL
For Support and Operational staff, areas of satisfaction included respect for personal and family commitments (4.3).
2024 SCHOOL OPINION SURVEY
Early Learning Centre Parents
The IGS Early Learning Centre (ELC) premises are suitable for their purpose
ELC staff are friendly and helpful
I am given opportunities to communicate with my child’s teacher and educators
ELC staff respect my child and family’s culture, values and beliefs
I am given opportunities to contribute to the individual goals of my child
ELC staff meet the individual needs of my child
My child is making progress in their learning and development in the Early Learning program
I am given information and feedback about my child’s program, learning and progress
I am provided with information and or strategies to help support my child’s development
ELC billing and payment systems are timely, accurate and easy to understand
ELC hours of operation (7.30am to 6pm) meet our family’s needs
My child is safe at the ELC
My child’s second language is progressing well
The school’s values, vision and mission authentically reflect the aspirations of the school community
IGS newsletters and communications are helpful
The school actively seeks to build its reputation in the wider community
I am encouraged to participate in school fundraising activities
The school utilises effective technology solutions for communications and school operations
ELC Staff
I feel the School Leadership Team has a clear vision and direction
I am encouraged to participate in the strategic direction of the school
IGS provides me with opportunities for professional development
I receive appropriate and adequate feedback about my work from my superior
I am encouraged to exercise professional autonomy in my work
I have open discussions about work-related issues with my direct supervisor
IGS has strong connections at local, national and global levels
IGS respects my personal and family commitments
IGS respects the cultural diversity of staff
IGS has good ICT resources for staff and students
IGS is a school that encourages staff to be at their best
I would recommend IGS as a place to work to friends
The school’s values vision and mission authentically reflect the aspirations of the school community
IGS newsletters and communication are helpful
The school actively seeks to build its reputation in the wider community
I am encouraged to participate in school fundraising activities
The 2024 survey results reaffirm the school community’s overall satisfaction with IGS, reflecting trends consistent with the 2022 survey. The 2024 Grand Level Average (GLA) for satisfaction was 3.9, up from 3.8 in 2022, continuing a steady upward trend. This score represents the average of all survey items across all respondent groups.
Across the school community, there is a clear consensus that IGS is considered a safe and inclusive environment where diversity is respected. Behaviour management remains a key area for ongoing attention and development.
YEAR 12 EXIT SURVEY
The annual exit survey of Higher School Certificate (HSC) students provided a range of insights about students’ experiences at IGS. In 2024, 71 students from the graduating class completed the survey with three responses excluded when found to be anomalous upon investigation.
The overall results show a high level of student satisfaction which is consistent with previous years. The data shows an overall satisfaction of 4.3, down slightly from 4.5 in 2023 but still indicative of a high level of satisfaction. Student satisfaction with the school as a safe place was very high (4.5) along with the support students receive from the school (4.4). Similarly, there were high levels of satisfaction with the academic encouragement students received (4.2), as well as the enthusiasm of teachers (4.1), the school’s physical environment (4.1) and students being equipped for the future (4.0).
The lowest levels of satisfaction still represented a sense of satisfaction while identifying opportunities for growth. These included satisfaction with learning needs being met (3.9), feedback from teachers (3.8) and teacher quality (3.8).
These results demonstrate the school’s ability to maintain high standards in many key areas. They offer a valuable opportunity for the school to focus on maintaining its strengths while also addressing areas for further development and enhancement.
Comparison with 2022 Responses
FINANCIAL INFORMATION
SUMMARY OF 2024
FINANCIAL INFORMATION
⚫ Enrolments grew from 1,322.6 in 2023 to 1,337.6 in 2024, the highest level in the school’s history.
⚫ Tuition fees made up 82.1% of the school’s revenue in 2024. IGS received 50% of the annual entitlement from the Federal Government in January and 50% of the annual entitlement from the State Government in February. A further 25% was received in July with the Federal balance received in October and the State balance in November. This amounted to a total of $6.439m in Federal and State grants.
⚫ The Kindergarten Centre project commenced on Monday 13 September 2024 with completion May 2025.
INCOME 2024
● Tuition Fees (82.1%)
● Other Net Fee Income (1.1%)
● Federal/State Government Grants (14.5%)
● Donations (P&C and Building Fund) (0.5%)
● Other Net Income (1.8%)
EXPENDITURE 2024
● Salaries and On Costs (65.3%)
● Teaching and Learning Costs (4.7%)
● Occupancy Costs (13.4%)
● Administration Costs (6.1%)
● Admissions, Community Engagement and Communications (2%)
● Scholarships (1.7%)
● Kangaroo Valley Costs (0.3%)
● Depreciation and Provisions (5.4%)
● Interest (1.1%)
INCOME 2023
●
●
●
● Donations (P&C and Building Fund) (0.5%)
● Other Net Income (3.2%)
EXPENDITURE 2023
● Salaries and On Costs (64.8%)
● Teaching and Learning Costs (4.7%)
● Occupancy Costs (13.9%)
● Administration Costs (6.2%)
● Admissions, Community Engagement and Communications (1.8%)
