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 2025 Annual Report on behalf of the Board.
As this year draws to a close, I find myself reflecting on nine rewarding years as Chair of the International Grammar School Board. Serving this community has been one of the greatest privileges of my professional life. It has been a time of learning, challenge and inspiration, made possible only through the commitment of my fellow Board members, the wisdom of our Principal and the trust of our families, staff, students and supporters.
Looking back across my time as Chair, I see a school alive with growth. As I reflect, my overwhelming feeling is gratitude for the chance to serve, for the generosity of our supporters and for the daily dedication of staff and families who bring the school’s vision of Unity Through Diversity to life.
I am so proud to see the School embedding real-world opportunity into the heart of Ultimo, connecting students with leading Universities and the vibrant ecosystem that surrounds IGS. In partnership with parents and alums, the school is pioneering a Year 10 work-shadowing program that links students with leading institutions and industries across the Innovation Corridor, from universities and museums to tech hubs, start-ups and creative enterprises. This authentic learning is already taking shape through placements and internships in areas such as entrepreneurship, career readiness, hospitality, tech, broadcasting and community events, culminating in a Night of Industry that showcases student learning and celebrates the rich possibilities of IGS’s dynamic neighbourhood.
Over the past three years, IGS has revitalised its alumni community, creating a vibrant global network that celebrates connection and shared purpose. With more than 2,000 members on Facebook, 946 on LinkedIn and 919 on Instagram, engagement continues to grow. Highlights include global reunions in New York, London and Tokyo, and the brilliant Where in the World Are They? series led by Community Relations Manager Paul Galea. Looking ahead, I am delighted to see that IGS will launch a 2026 Career Connections Program linking alumni with senior students, ignite Alums as Parents initiatives to welcome alumni families back to the School, and formalise an Alum Association to strengthen lifelong engagement and mentorship.
IGS has always been built on the generosity of its community and over the past decade the Board has seen steady year-on-year growth in philanthropy that reflects this enduring spirit. The School’s major donors, together with families, staff and alums, have strengthened a culture of giving that supports the School’s mission and enriches opportunities for every learner. This commitment has been evident through vibrant community initiatives, thoughtful stewardship and the many ways people come together to advance the life of the School.
As this culture has grown, so too has our ability to deepen relationships and create meaningful avenues for engagement. New events, renewed traditions and expanding programs have helped connect donors more closely with the impact of their support, reinforcing the collective belief that our School thrives when our community stands behind it. The exciting launch this year of The IGS Foundation, created to invest for the future, stands as a personal high point and a significant milestone in the School’s long-term vision. This shared investment will continue to shape a confident philanthropic future for IGS and ensures the School remain well placed to serve future generations.
The Board has strengthened governance practices over recent years, including the introduction of a Board Secretary, which brought greater structure and clarity to our work. These steps have helped ensure the School remains forwardlooking and well equipped to guide world-ready students in the years ahead. I am impressed by the way the School has embraced technology to sharpen learning opportunities, giving students more knowledge, opportunity and resilience in unusual times.
Together, we have celebrated milestones that reflect shared values and ambitions: the opening of the Global Learning Centre in 2019, the Centre for the Dramatic Arts and Bibliothèque in 2020, the acquisition of The Retreat at Kangaroo Valley in 2023 and the opening of the Renaissance Centre in the same year. The School welcomed Bianca Caldwell as the First Nations Artist in Residence, saw the Indigenous Scholarship Program expand to 22 students and, this year, proudly opened the Kindergarten Centre while installing a solar panel array that reflects the School’s sustainability goals. Each project has strengthened the fabric of IGS, weaving together opportunity, creativity and community.
It has been a privilege to witness the dedication, spirit and care that define our community over the past year. I am proud of all we have achieved together and optimistic about the chapters ahead for our remarkable School.
Go n-éirí an bóthar leat
With warm thanks,
Marie Leech Chair of the Board
A MESSAGE FROM THE PRINCIPAL BUILD GOOD WORK AND GOOD CHARACTER
2025 has been a vibrant and wonderful year at International Grammar School. Our whole-school goal to Build Good Work and Good Character Every Day set the tone from our first day and I’ve been thrilled to see it embraced so genuinely by our students, staff and families throughout the year.
It’s a goal that sounds simple but runs deep. Good work and good character go hand in hand. They grow together, in classrooms, on the stage and on the sporting field and in the everyday interactions that make IGS the community it is. I’ve seen it all year in the care our young people show for one another, and in the effort they put into everything they do. When they leave us, it’s those qualities that will carry them forward.
We set the foundations for the year at our staff conference in January, exploring how diversity and inclusion strengthen learning and examining the growing role of artificial intelligence in education, a conversation that will only become more important in the years ahead. Foundation Day followed, giving us a moment to celebrate our history as we stepped into our fifth decade.
The New Kindergarten Centre
One of our most exciting moments of 2025 was the opening of our new Kindergarten Centre. A key initiative of our Into the World 2022–2026 Strategic Plan, the Centre is housed in the Wright Building, spanning Levels 1 and 2 and incorporating the outdoor Peace Garden. Designed by awardwinning Australian architects BVN, it is a safe, welcoming, flexible and purpose-built space for our children’s first year of school and it has been a joy to see it come to life. The design is inspired by the Reggio Emilia approach that shapes early learning education at IGS, creating a space where children can learn through play, inquiry and connection, enacting their many expressive voices. The new Kindergarten Centre is a beautiful reminder of how imagination, deeper learning and care for our youngest students shape everything we do here.
With the relocation of around 40 staff to our new premises on Mountain Street, additional classrooms were made available throughout the Reg St Leon Building creating new learning opportunities across the School. We also welcomed a new Year 5 class this year, as demand for an IGS education continues to grow.
The Middle School SAGE Program and Our Deeper Learning Timetable
SAGE continues to be one of the unique and treasured programs at IGS and I am so pleased that every student in Years 7 to 10 gets to take this journey each year. From the Shakespeare Bootcamp and The Rocks Quest to Opera on Kelly Street and Tasmania: Writing the Island, the focus and commitment our students bring to their SAGE projects never ceases to amaze me. More than a decade on, we know this program changes lives and the quality of this year’s student projects was further proof of that.
This was also the year our new deeper learning timetable came into being. I’m pleased to report that it is working very well, giving students more uninterrupted time to engage with their learning and giving teachers the space to do their best work.
Mamma Mia! and Creativity on Stage
What a triumph Mamma Mia! was! From the moment the curtain rose, it was clear something special was happening. The singing, acting, choreography, orchestra, staging, lighting, costumes, all of it outstanding. Our students rose to the challenge with real commitment and the results were there for everyone to see. The season at The Seymour Centre sold out and it was one of the highlights of the year for our whole school community.
ArtsFest continued to be an outstanding display and celebration of creativity and school spirit. It showcased the extraordinary range of talent across our student body and reminded us, as it does every year, of just how much our students can do when they back themselves.
Beyond the stage, the High School Colour Run raised an extraordinary $40,000 for the School’s Indigenous Scholarship and Building Funds, and the Primary Colour Run at Wentworth Park raised a further $6,846.
Theatresports, the Vocal Competition and Rock Band Competition are other examples of events that brought great energy to the year and our students represented the School with pride at the HICES Music Festival at Sydney Town Hall and the IPSHA Performing Arts Festival.
Global Connections
Our Global Exchange Program hit a record high in 2025, with students embarking on immersive learning experiences in France, Germany, Italy, Spain, Japan and China. We are pleased at the abiding connections our students and their families have forged. We were equally pleased to welcome exchange students from global partner schools in China, Japan, Italy, France, Germany and Spain. Their presence adds a great deal to the life of our campus and brings our vision of Unity Through Diversity to life in the most tangible way.
International Day, celebrated under the theme Stronger Together: Celebrating Our Stories, was one of the highlights of the year. Come rain, hail or shine, this day always delivers! This year’s special lunch in the Bibliothèque catered by Ravi Prasad founder of Parliament on King, a social enterprise providing employment to refugees and those seeking asylum, was a meaningful addition to the day and a powerful reminder of the values we hold dear at IGS.
The breadth of learning beyond campus this year was impressive. Senior students travelled to Lizard Island for hands-on learning in biodiversity, sustainability and conservation. Year 7 students explored poetry and place at The Retreat in Kangaroo Valley. Our Red Earth immersion gave students a meaningful and memorable experience connecting with First Nations communities and Country. Year 12 student Anna Sulan studied at Oxford University through the Oxford Royale Summer Program. These experiences are at the heart of what it means to equip our students to be world ready.
The Launch of The IGS Foundation
On Giving Day in November, we officially launched The IGS Foundation and it was a moment we had been looking forward to for some time. The Foundation represents a lasting commitment to advancing our vision of Unity Through Diversity and fulfilling our mission to equip every student to be world ready. It brings together our philanthropic efforts in a meaningful and enduring way, supporting scholarships, creating flexible and inspiring learning spaces and building world ready futures for all of our students.
The theme of our inaugural Giving Day was Shine the Light Forward, and our community responded with extraordinary generosity. With donations matched by generous supporters from within the School community we raised over $170,000, surpassing our goals and exceeding all expectations. The IGS Foundation is now a strong and lasting part of our School’s story.
HSC Achievement and A Year of Learning
Our 2025 HSC cohort approached their examinations with focus, determination and real support for one another. Multiple nominations across NSW HSC Showcases reflect the talent and hard work of our senior students: Simon and Tehēke for ENCORE in Music, Tomas Mimmocchi selected
for ENCORE, Lucinda nominated for OnSTAGE in Drama, Elka for SHAPE in Design and Technology, and Amy Unsworth for the HSC Young Writers Showcase in English Extension 2 for her extraordinarily lyrical new work set in the glorious Blue Mountains. Each selection and nomination is a proud moment for our School.
Across the School, there was much to celebrate. The Ultimo Series now in its second year brought renowned public intellectuals to our community including Professor Amanda Third who spoke about young people and AI and psychologist Marina Bailey who spoke on wellbeing.
I am pleased to celebrate the well-deserved promotion of Sarah Herbert to Deputy Principal Junior School. Sarah’s work at IGS has been outstanding and her commitment to children’s learning is evident in everything she does. The Year 6 Graduation Dinner led by Sarah was a lovely new tradition and a warm send-off for students stepping into High School. Our staff continued their own professional learning throughout the year. Sarah Herbert and Director of Early Learning Victoria Kirkwood took part in the Reggio Emilia International Study Program in northern Italy, bringing fresh thinking to our early childhood programs. Deputy Principal Academic Thom Marchbank, Head of Staffing Alec Openshaw and Director of the Bibliothèque travelled to San Francisco for the Deeper Learning Conference, returning with new ideas and perspectives that will continue to shape our approach to teaching and learning. Deputy Principal Mary Duma’s visit to Japan strengthened our global partnerships as we continue our crucial work to build our global partners program in Asia and Europe. I am grateful to our entire staff for their commitment to their own growth and to the students they support.
Looking to 2026
As we head into the final year of our Into the World 2022–2026 Strategic Plan, I am in awe of everything our community has achieved. The strategic aspirations for deeper learning, students striving and flourishing and a strong and sustainable school are the everyday life of our School.
2025 also marked the conclusion of nine years of distinguished service by our Board Chair Dr Marie Leech. It is my honour to acknowledge Marie’s outstanding contribution to IGS. She led our Board with wisdom and steadiness that was especially valued. During Dr Leech’s time as Chair, we worked in partnership to enact substantial campus growth including the opening of the Bibliothèque, our new rural campus The Retreat at Kangaroo Valley, the Renaissance Centre and most recently our new Kindergarten Centre. The launch of The IGS Foundation is another significant milestone that forms part of her legacy. Dr Leech leaves IGS in a very strong position, and we are enormously grateful for everything she has given to this School.
Thank you to our Board, staff, families and students. It is a privilege to lead this School and I look forward to 2026.
Shauna Colnan Principal
REFLECTIONS FROM 2025 HEAD BOY
Lachlan Berton
Some people here chose to attend IGS, maybe they joined half way through year 11 at the start of year seven or at the end of year 4. I didn’t though. I was enrolled to come here at the age of one and started at 3. There was no choice made by me, but every day I am increasingly thankful for the decision that was made on my behalf. When I am asked about my high school as a new graduate I’m able to truly reflect on my journey, not just what week it was but the whole picture from preschool to graduation. Everything. I think about it all, every single friend I made even if we weren’t the closest I think about the extensive impact they had on my school journey and will continue to have on my life. The same goes for teachers, how who I am was constantly being molded by whoever was teaching me maths, science or English. How it became more than Shakespeare or algebra. I was being taught how to be a better human through empathy, kindness and care, things that I doubt I would have learnt if I were at another school. For that I thank IGS.
I will forever be grateful for what IGS has given me. It connected me to my culture in ways that nothing else could have. I’m not the son of a first generation immigrant, I’m quite boring to be honest. However my grandfather was, in fact his first language was Italian. He could barely speak any English, so little that one day a letter was sent home in his bag to his Italian parents forcing them to stop speaking their language, so my grandfather could learn English. Like that Italian was no longer spoken in my family, the strongest connection that tied them to where they were from was severed with that letter. However, when my mother heard about IGS the school that taught children languages at the age of three she knew to send me there. So that the connection that was destroyed for her and her father could be repaired for my brother and I. Repaired it because through IGS many years later I was able to live in Italy, adjacent to where my family was originally from and visit them as their Australian cousin who they could speak with, joke with and share stories with in Italian. For that I thank IGS.
Now that I am moving into adulthood, I’m realising just how well IGS has prepared me for the world. It’s because of the environment we grew up in, one that actually lived its values, not just printed them on a website.
I think that’s what makes IGS special. That sense that the world is bigger than you, but also that you have a place in it.
It connected me to my culture in ways that nothing else could have. Through IGS, many years later, I was able to live in Italy, visit my family, and speak with them, joke with them and share stories with them in Italian.
Our school motto is literally Unity Through Diversity, but more importantly, it’s something we saw every day. We didn’t just learn about different cultures in textbooks, we lived alongside them. We learnt how to listen, how to respect differences, how to have conversations with people whose lives looked nothing like our own. And it wasn’t forced or awkward or treated like a lesson, it was just normal. It was what school felt like. And I think that’s what makes IGS special. That sense that the world is bigger than you, but also that you have a place in it. That you can walk into any room, any country, any culture, any situation and feel like you belong there, or at least like you can find your own way. That’s not something every school can give you, and for that I thank IGS.
Throughout this year a lot has happened, more than I could’ve imagined as a year 11 student going into year 12. I’m not saying this to strike fear into any of you. I say it because I’m grateful for all that has happened. However throughout the whole year, through all my trials and tribulations there has been an inescapable task, that I have been thinking about since a year ago to the day, this speech. The more I have been typing words, finding synonyms and deleting pages because I need to restart. I began to realise that this is my last moment at IGS and the more I talk the more it’s fading. I would like to finish my 15 year journey with some advice that you’ve all heard a million times before, so I will try to word it in my best manner. Please cherish these moments, every laugh you share with classmates you barely know. Every lunch that goes by so fast that when you check your phone already it’s 2:01 and you’re sprinting down the broadway escalators. Every time you’re able to see your closest friends at the gates and that four o’clock finish seems a lot sooner. Genuinely cherish every moment not just the great ones but the mediocre ones too, and even some of the bad, because to quote my favourite film “I know these will all be stories some day and our pictures will become old photographs, we all become somebodies mum and dad but right now these moments are not stories this is happening “ so don’t waste a moment. Thank you.
Georgina Miller REFLECTIONS FROM 2025 HEAD GIRL
One memory I am particularly fond of was during Red Earth where, amongst other things like eating witchetty grubs, making clapping sticks and bush medicine and learning the history of the land I call home, I with my fellow classmates, slept in swags around the fire. One night I found myself lucky enough to wake up at some point while the sun was still out of sight. Devoid of clocks or phones I did not and still don’t know what time it was, but what I do remember is that I saw another world above me. One which, as a city dweller I had never had the ability to see so clearly. It struck me then how fortunate I was to go to a school like IGS which treated experiences like that one with a sincere seriousness.
This is what I love most about IGS, the fact it has not only provided me with academic opportunities but life experiences. Wallace said in his speech that the “real value of a real education has almost nothing to do with knowledge, and everything to do with simple awareness”, with being able to think critically, purposefully and with an open mind about the world around us. I can say with absolute certainty that IGS, or more specifically the incredible teachers and administrators who make up IGS, have more than succeeded on this front.
Throughout our 40 years we have fostered a community that positively embraces difference.
Earlier this year I came across a commencement speech author David Foster Wallace gave where he talked about the purpose of education being as much about teaching one how to think as it is filling one up with knowledge. Wallace believed the idea of teaching one how to think, whilst sounding like a banal cliche was “shorthand for a much deeper, more serious idea: learning how to think really means learning how to exercise some control over how and what you think. It means being conscious and aware enough to choose what you pay attention to and to choose how you construct meaning from experience.”
In this area I can say with complete certainty that IGS exceeds. In the opportunities afforded to myself, my cohort and everyone at IGS we are constantly provided with experiences in which we can exercise our critical thinking and learn outside of the classroom, pushing ourselves and our abilities to new, practical and invaluable heights. These experiences, like Red Earth, SAGE, Space Camp and more challenge us as students, and more importantly as people, to extend our knowledge and curiosity beyond the confines of a classroom. It is this environment of opportunity designed for our growth not only as students of a school, but students of the world that make IGS an incredibly unique place, and one for which I will always be grateful.
I cannot imagine another school in which, during my time there I would also have been able to write an opera in a week, visit central Australia and Tasmania, try muttonbird, spear throwing and weaving all whilst learning about the complex history of the local indigenous communities and partake in the uniquely IGS tradition of ArtsFest every year.
What I began learning at Red Earth and Tasmania, about the history of the land which I am lucky enough to call home, I continued back at IGS in Aboriginal Studies. A class which managed to more than fulfill Wallace’s criteria for a real education all on its own. Not only was I filled up with knowledge which made me more conscientious about the history and current standing of my home, but it also taught me an awareness of that same world that is unquestionably important as I enter the so-called real world.
It is classes like Aboriginal Studies with Miss Carr, History Extension with Dr Westcott and both English Extension 1 and 2 with Mr Marchbank, Miss Bolt and Mrs Colnan which have challenged both myself and my classmates to test our academic and empathetic mettle. To consider all sides of an argument with complete sincerity and to not give in to the comforts of our own preformed opinions.
One of my closest friends who moved to IGS last year from a much different school said something recently that all but summed up what it is like to become a part of IGS. She said that at IGS she no longer felt like a crazy person screaming into the void. I think this comes down to two main reasons, the first being that we’re all at least a little crazy at IGS, the second being that IGS seems to instill and encourage in its students a genuine and passionate curiosity and an
interest in understanding the people and world around us. At IGS you don’t need to scream to be heard because there is always somebody who is interested in whatever interesting and potentially odd thing you have to say, in fact they likely have something equally if not exceedingly odd to say back. I’m reminded of a certain debate in English Extension 2 about the values and limitations of AI that eventually led to a discussion about the population control of cane toads.
It is this curiosity and openness that also makes IGS students some of the kindest people I know. It is this unending kindness and sincere curiosity that have made extension classes ending at 5:00 not only tolerable but enjoyable. Especially when English Extension 2 not only provided the ability to create rich new worlds of our own but also included a baking roster so that each week, be it cookies, brownies or cheesecake, there was always something to fuel us through that final hour of the day.
While writing this speech, I revisited a poem by EE Cummings in which he writes “in time of all sweet things beyond whatever mind may comprehend, remember seek, forgetting find”. Like many of Cummings poems I didn’t immediately understand his meaning, which in any case is often amenable to his audience, and so ultimately found, or rather choose to believe that what he means is this: to find the extraordinary beauty of the world in your journey through it, by remembering to seek, to be an always curious and open student of life, venturing to learn constantly and grow through that learning rather than find any one single answer to be satisfied with.
In the opportunities afforded to myself and all students at IGS I know that we have been thoroughly prepared to be students of the world. To remain constantly curious, constantly seeking and to do much more than, as Wallace put it, “be lords of our tiny skull-sized kingdoms”. I have had some incredible discussions at IGS over the years, with friends, teachers and entire classes that have pushed me to be critical of my own assumptions and beliefs, to think as deeply as possible and to not hesitate to add to the discussion based on the fear that I might be wrong. And a place as wonderful as this cannot exist on its own so I would like to thank everyone who makes IGS what it is. Thank you to all my teachers who have guided myself and my cohort. Thank you to Ms Duma and Mr Dennehy for your unique guidance and reassurance to me and Lachie over the last year in our positions as Head Boy and Head Girl. And thank you Lachie, for being a wonderful Head Boy and ally throughout the last year. Thank you also to Ms Colnan, for continuing to work to make IGS the incredible place it is. I would also like to thank my parents for their constant support and my grandparents, without whose encouragement and endless kindness I certainly would not be on this stage today.
To finish I would like to return one final time to Wallace’s speech. He, like many, believed that education is power, that from a real education freedom grows. He said that “The really important kind of freedom involves attention and awareness and discipline, and being able truly to care about other people and to sacrifice for them over and over in myriad petty, unsexy ways every day. That is real freedom. That is being educated, and understanding how to think.” And so my last thank you goes to the incredibly kind and unwaveringly genuine group of people I am glad to call my cohort. It has been incredible to go through the last 6 years with you all and see so many of you learn and exercise this freedom with ease and generosity and I look forward to seeing you all join the dreaded real world which I know is all the better for having you enter it. Thank you.
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
Families have always been central to IGS. From the very beginning, parents backed a model of education that was – and remains – unique: one that values academic rigour alongside curiosity, resilience, empathy and global citizenship. In a school that does not centre on a religion or singular cultural group, the participation for parents and carers is channelled through the work of the IGS Parents’ and Carers’ Association (P&C).
2025 P&C COMMITTEE
President
Carla Degenhardt
Vice President
Sheena Pillay
Secretary
Lucy Bishop
Treasurer
Daniel Douma
Child Protection
Cath Dunn
General Officer
Sue Ostler
Run entirely by volunteer parents and carers, the P&C works alongside the school to help build the community around it creating opportunities for connection, celebrating diversity and supporting students from Early Learning through to Year 12.
In 2025, the P&C launched the IGS P&C website and introduced a more structured, moderated WhatsApp Community making it easier for families to access information, connect with one another and find their place within the school.
The website gives the P&C a clear and permanent online home, making it easier for families to understand what the P&C does, how to get involved and where to find practical information about parent-led initiatives, events, volunteering, fundraising and subcommittees.
Importantly, the website also supports transparency and continuity. It provides an easy place for families to find information about meetings, governance, contact points and current initiatives, rather than relying on word of mouth or fast-moving communication channels.
The launch reflects the P&C’s broader goal of being inclusive, approachable and easy to navigate for all families, including those who are new to the school or less familiar with how the P&C operates.
Much of the P&C’s work happens through volunteerled subcommittees. These include Rue Kelly, our pre-loved uniform initiative supporting families and promoting sustainability; the International Day Food Bazaar, a muchloved part of the School’s International Day program and a vibrant celebration of the cultural richness of the IGS community; and Primary Disco, the most popular event in the primary school calendar.
Through its Teacher and Staff Appreciation Program, the P&C coordinates meaningful ways for families to celebrate and thank IGS staff, from the World Teacher’s Day morning tea to the end-of-year community card and gifts.
In 2025, the P&C launched CommUNITY through Diversity, bringing together families at key intake years – Kindergarten, Year 5 and Year 7 – helping new students and families connect and feel at home at IGS.
The program recognises that these are significant transition points, not only for students but also for parents and carers. The P&C works with parent volunteers in each intake year to help incoming families connect early, feel welcomed and begin forming relationships across the school community.
A key part of the initiative is the P&C-funded welcome events for each intake year. These events are supported through funds raised by the P&C’s broader community activities. In this way, the program reflects the circular nature of P&C fundraising: money raised from the school community is returned to the school community through initiatives that build connection, inclusion and belonging.
CommUNITY through Diversity also provides an early and practical pathway into P&C involvement, showing new families that contribution can be informal, flexible and community-focused.
All funds raised by the P&C are returned directly to the community through events, initiatives and practical support across the school. At its heart, the P&C is about participation. Whether volunteering, attending an event or simply connecting families, every contribution helps build the inclusive community that makes IGS what it is.
The P&C invites all parents and carers to be part of its work.
PRIORITY AREAS FOR IMPROVEMENT DEEPER 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 2025, 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 and beyond
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 the campus
Optimise systems and technologies
Drive excellence in teaching and learning
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.
2025 Update
⚫ IGS expanded HSC courses to include Earth and Environmental Science, Studies of Religion, and Work Studies, a NESA Content Endorsed Course (CEC).
⚫ 39 IGS Year 11 students and one Year 7 student completed accelerated HSC courses this year.
⚫ IGS students received 178 early offers to courses at universities including UTS, UNSW, ANU, Macquarie University, WSU, Notre Dame, ACU, UOW, ICMS, UTAS, RMIT and JCU. Diverse areas of study include Natural and Physical Sciences, Architecture and Building, Engineering and related Technologies, Health, Management and Commerce, Society and Culture and Creative Arts.
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.
2025 Update
⚫ The new Deeper Learning Timetable was successfully launched in 2025 following extensive consultation, replacing the School’s former long-standing timetable structure. Built around a six-period day with extended 55-minute lessons, the timetable supports more sustained learning experiences, reduced movement across campus, and deeper engagement with key concepts.
⚫ The redesigned timetable also created dedicated opportunities for staff collaboration and curriculum-focused professional learning through fortnightly Curriculum Meetings.
⚫ The School’s commitment to authentic and experiential learning continued through the ongoing success of signature SAGE experiences including Year 7’s Shakespeare Bootcamp, an updated Year 8 Rocks Quest that featured “A Night at the Museum”, Year 9’s Opera on Kelly Street and new student stream choices for Year 10’s Tasmania: Writing the Island.
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.
2025 Update
⚫ IGS’ Director of Languages announced the introduction of Aboriginal Languages as a Third Language option for Year 7 students commencing in 2026. Following consultation with community and stakeholders, Dharug – the language of the Country on which IGS stands – was selected as the language to be taught in the new program. Strong interest from families was received for the inaugural Year 7 Aboriginal Languages intake for 2026.
⚫ IGS students performed at 12.51 per cent above the State Mean in Aboriginal Studies.
⚫ First Nations Artist in Residence Bianca Caldwell continued to collaborate with students across grades, from Early Learning to HSC Aboriginal Studies students.
⚫ The School supported 27 Aboriginal students across K–12 through the Indigenous Scholarship Fund, including 19 in the Primary School and 8 in the High School, drawn from 15 families across local communities.
DEEPER LEARNING
Curate expansive opportunities for students in the Pyrmont Peninsula and beyond
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).
2025 Update
⚫ Students undertook creative internships and workplace experiences in 2025, with the program expanding through outreach to community and industry partners including Sydney Rotary, enabling Year 10 students to explore career pathways through work-shadowing across a range of professions. Programs and placements included:
⚫ Entrepreneurship with UTS Business School
⚫ Career Readiness with Cox Purtell
⚫ Podcasting at ABC Studios
⚫ Barista course at The Coffee School, Surry Hills
⚫ Tech Careers Workshop
⚫ Individual Placements
⚫ IGS K-2 Novelty Carnival
Transform Early Childhood Education
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.
2025 Update
⚫ IGS celebrated the completion of its new Kindergarten Centre in 2025. Designed by award-winning Australian architects BVN, the Centre provides a vibrant, purposebuilt learning environment designed to nurture creativity, curiosity and confidence in young learners.
⚫ Student voice and imagination informed the development of the new learning environment, including the design of a slide between Level 2 and Level 1.
⚫ Kindergarten students commenced learning in the new Centre in Term 2, marking a significant milestone in the evolution of early years education at IGS.
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.
2025 Update
⚫ The IGS Connect Program continued to grow in 2025, deepening opportunities for Primary and Middle School students to engage in altruism, ethical action and community partnership through service learning, fundraising and student-led advocacy.
⚫ IGS Connect collaborations included: Chris O’Brien Lifehouse, Kids Giving Back, STEP Program, Lou’s Place, Share the Dignity, Clean Up Australia, Jump Rope for Heart, Indigenous Literacy Foundation, South Cares Initiative, B Kinder Day and Deadly Connections.
⚫ A highlight was the Chris O’Brien Lifehouse partnership. Student Leaders and the IGS Choir visited the YouCan Centre, delivering care hampers and performing for patients and staff, before organising a whole-school Pink Fundraiser that raised close to $2,000 for cancer research and patient wellbeing.
⚫ Students supported Lou’s Place through donation and outreach initiatives for women in the local community experiencing vulnerability and homelessness.
⚫ Through STEP, Middle School students built relationships with residents at Annandale Grove Care Community via regular visits and shared experiences, developing empathy and intergenerational understanding.
⚫ Year 9 Connect students partnered with Kids Giving Back for hands-on volunteering supporting vulnerable communities across Sydney.
⚫ Altruism and global citizenship were further fostered through Global Learning, Red Earth, Language Exchanges, SAGE Week and student leadership initiatives.
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.
2025 Update
⚫ Planning and exploration of the IGS Gap Year Program continued in 2025, with investigations into opportunities for graduating students to participate in global experiences, internships and service learning opportunities following Year 12.
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 Independent Schools NSW (ISNSW, formerly AISNSW) we intend to identify and implement evidence-based, 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 ISNSW Compass Wellbeing Foundations Course as a foundation in progressing the nurturing of the health and wellness of students and staff.
2025 Update
⚫ Cultural events and inclusion initiatives included Foundation Day, Harmony Day, Wear it Purple Day, RU OK? Day, B Kinder Day, Bullying No Way: National Week of Action and LGBTQIA+ belonging campaigns.
⚫ RU OK? Day engaged students across Early Learning, Primary and High School in age-appropriate activities around mental health, resilience and friendship.
⚫ Therapy dog visits remained a valued part of the IGS Wellbeing Program, offering students calm and connection during busy assessment periods.
⚫ Wellbeing was supported by a strong network of counsellors, wellbeing leaders, nurses and support staff, with ongoing professional learning including the AIS Wellbeing Conference.
⚫ Student leadership and the Student Representative Council contributed to initiatives promoting inclusion, respectful engagement and shared responsibility.
⚫ The Pulse Program monitored wellbeing across the School community, informing proactive and responsive practices.
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.
2025 Update
⚫ Our rural campus, The Retreat Kangaroo Valley, continued to offer rich opportunities for outdoor education, environmental learning and community connection.
⚫ First Nations peoples and traditional custodians from Gadhungal Murring continued to deliver cultural programs, including immersive workshops with our Koori students and families, deepening connections to Country.
⚫ Students across all ages continued to explore sustainability, build confidence in new environments, and strengthen connections that foster wellbeing and belonging.
⚫ A second 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.
2025 Update
⚫ IGS was a Finalist in the 2025 NSW Sustainability Awards, Minister’s Young Climate Champion category.
⚫ Following DA approval, the rooftop solar panels were installed, reducing campus energy usage and carbon footprint.
⚫ Sustainable Futures students applied behavioural science to design energy awareness posters promoting a culture of switching off unused lights and projectors.
⚫ A Bin Trim report was finalised with waste consultants ECFocus to optimise on-campus waste streams and support future grant applications.
⚫ IGS was selected for the Return and Earn NSW pilot program for non-government schools, entering the codesign phase for campus container recycling.
⚫ Climate Fresk workshops were facilitated for IGS parents, Redlands School and Saint Ignatius College Riverview, with 16 new student facilitators trained in peer-to-peer climate literacy.
⚫ Biodiversity Collage workshops were introduced to senior Geography classes to map and analyse ecosystem interconnections.
⚫ IGS hosted a public screening of The Future Council, followed by a community Q&A featuring the CEO of Parents for Climate.
⚫ Students engaged with the City of Sydney Council to advocate for green spaces, native tree canopies and sustainability features at Mountain Street Reserve.
⚫ A student initiative transitioned senior school diaries to an opt-in system, reducing paper waste.
⚫ IGS maintained its coordinating role in the HICES Educating for Sustainability program, supporting professional development and student participation at the annual Sustainability Expo.
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.
2025 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.
2025 Update
⚫ Year 10 students continued to gain hands-on tech experience through the Creative Internship Program.
⚫ Year 4 continued the Green Dream Homes project, combining tech, design and sustainability in a futurefocused STEAM challenge.
⚫ The Ultimo Series brought parents together with leading experts, featuring lectures Thinking Through Young People’s Engagement with Technology with Professor Amanda Third and Leading the Future: Skills Our Children Need in a Post-AI 21st Century with Dr Sandra Peter.
⚫ Platform streamlining progressed with the onboarding and rollout of Clipboard and EnrolHQ, alongside early plans to upgrade our Student Information System in 2027.
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 clear and comprehensive Codes of Conduct for students, staff and parents. Developed in alignment with the Child Safe Standards, these codes outline expected behaviours, procedures for resolving concerns and consequences for misconduct.
Throughout 2025, regular communication, professional learning and student education sessions reinforced shared expectations and accountability, contributing to a culture of respect, responsibility and safety across the School.
Promoting respect and responsibility within IGS remains integral to fostering a positive and supportive environment where students can thrive academically, socially and emotionally. In 2025, the School continued to implement and strengthen a range of initiatives that foster these values across all areas of school life.
2.
Character Education and Values-Based Learning
The School continued to embed character education across academic, pastoral and co-curricular programs. Values such as empathy, integrity, respect, resilience and responsibility were explicitly taught and reinforced through classroom learning, wellbeing programs and experiential education opportunities. Students were encouraged to reflect on their actions, develop ethical decision-making skills and contribute positively to their communities.
3.
Student Voice, Leadership and Responsibility
Students continued to play an active role in shaping school culture through the Student Representative Council (SRC), House leadership opportunities, peer mentoring programs and a range of student-led initiatives. These programs encouraged students to engage respectfully with diverse perspectives, advocate for their peers and take responsibility for creating an inclusive and welcoming environment.
4.
Promoting Inclusivity and Diversity
IGS celebrated its diverse and multilingual community through cultural events, curriculum initiatives and awareness programs that foster understanding and belonging. Students participated in activities that promoted intercultural understanding, celebrated linguistic diversity and encouraged respectful engagement with different cultures, identities and perspectives. These experiences reinforced the School’s commitment to ensuring every member of the community feels valued, respected and included.
5.
Global Learning and International Exchange Programs
A significant feature of 2025 was the continued growth of the School’s Global Learning and International Exchange Programs. Students participated in exchanges and hosting experiences with partner schools in Europe, Japan and China, providing authentic opportunities for cultural immersion, language development and personal growth. Through living with host families, attending local schools and navigating unfamiliar environments, students developed resilience, independence, empathy and intercultural understanding. Equally important were the opportunities for IGS families to host visiting students, fostering meaningful international friendships and strengthening the School’s global community. These programs exemplify the School’s commitment to learning beyond the classroom and preparing students to be responsible global citizens.
6. Community Service and Social Responsibility
Students continued to engage in service learning and community-focused initiatives that encouraged them to consider the needs of others and contribute positively to society. Through fundraising activities, social justice initiatives and community partnerships, students developed empathy, compassion and a stronger understanding of their responsibilities as active members of local and global communities.
7.
Student Wellbeing and Therapy Dog Program
The School continued its partnership with PAWS Pet Therapy, welcoming therapy dogs onto campus to support student wellbeing. These visits provided students with opportunities to build emotional regulation skills, reduce stress and strengthen positive connections within the school environment. The program complemented the broader wellbeing framework and reinforced the importance of kindness, empathy and respectful relationships.
8. Positive Behaviour Recognition
IGS continued to celebrate and reinforce respectful and responsible behaviour through awards, acknowledgements, House systems and other recognition programs. These initiatives highlighted positive contributions to the School community and encouraged students to model the values that underpin the IGS culture.
9.
Parent and Community Partnerships
Strong partnerships between the School, families and the wider community remained central to promoting respect and responsibility. The Parents and Carers’ Association (P&C), community events, information evenings and collaborative initiatives provided opportunities for families and staff to work together in supporting student growth, wellbeing and learning. These partnerships strengthened the shared commitment to fostering a respectful, inclusive and supportive community for all.
10.
Building a Connected and Globally Minded Community
Throughout 2025, IGS continued to strengthen connections across its local and international communities. Through language learning, cultural exchanges, global partnerships and collaborative learning experiences, students were encouraged to develop curiosity, respect for others and a deep appreciation for different perspectives. These opportunities reinforced the School’s vision of preparing young people to contribute responsibly and confidently in an increasingly interconnected world.
CHARACTERISTICS OF THE STUDENT BODY
At the end of Term 4 2025, there were 1,324.8 full time enrolments, consisting of 671 High School students; 567 Primary School students; and 86.8 full time enrolments in the Early Learning Centre. This is the equivalent of 124 three to five year old children.
1,324.8 full time enrolments
General breakdown of composition of the student population was 43.7 per cent female, 56.2 per cent male along with 2 students (0.1 per cent) who formally identify as non-binary.
In 2025, 29 Aboriginal or Torres Strait Islanders students, enrolled from Early Learning to Year 12 attended IGS. This represents 4 per cent of the school population.
29 Aboriginal and Torres Strait Islander students
Of our students, 16.1 per cent of students lived in households where more than one language is spoken and school families nominated 31 different languages as their first or home language. See following Table for breakdown.
Composition of student and family population according to first language or language mainly spoken at home
16.1% more than one language spoken at home
OUTCOMES AND RESULTS
We are delighted to share our 2025 HSC highlights. Our students approached their studies with focus, tenacity and passion – achieving outstanding personal milestones.
2xFirstinState
NSW Top Achievers
2025 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 a State awards ceremony.
One Year 11 accelerated student achieved First in State for Italian Continuers with 98 per cent and First in State for Italian Extension with 49 out of 50. Only 7 of 73,000 students topped the State in 2 HSC courses. To accomplish this in Year 11 is extraordinary.
NSW Top Achievers
In addition to the First in State achievements, IGS students received some of the highest places in the State while also achieving results in the highest band. These included third place in German Extension with 49 out of 50, fifth place in Italian Continuers with 97 per cent, and fifth place in Japanese 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 achieved this.
Distinguished Achievers
There were 63 Distinguished Achievers who between them received 120 honourable mentions by being awarded 90 per cent or above in at least one course.
Honourable Mentions
IGS students received a total of 120 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: Music 1, Music Extension, Science Extension, Chinese Extension, French Beginners, Italian Extension, Japanese Beginners, Japanese Extension and Spanish Extension.
⚫ 100 per cent of students studying the following courses achieved results in the top two bands: English Extension 1, History Extension, Music 2, French Extension, German Extension, Italian Beginners and Spanish Beginners.
⚫ Students performed particularly well across all Science Courses with students achieving 8.75 per cent above the State mean in Biology, 4.43 per cent in Chemistry, 6.10 per cent in Physics, 7.54 per cent (IGS students achieved 3 of the 60 E4 top band results in the State) in Science Extension.
⚫ In Music 1, students achieved 11.38 per cent above the State mean. In Geography, students achieved 9.80 above the State mean. In Japanese Continuers, students achieved 10.69 per cent above the State mean. In Aboriginal Studies, students achieved 12.51 per cent above the State mean.
ATAR Highlights
The highest ATAR achieved by an IGS student was 98.55. Sixteen students received ATARs of 95 or above, representing 16.7 per cent of the Year 12 cohort. Twenty-five per cent of the Year 12 cohort received ATARs of 90 and above, and almost 70 per cent received ATARs of 75 and above.
Outstanding HSC Results for Year 11 Students
Students may complete HSC courses early via acceleration or compression. We congratulate 39 IGS Year 11 students and one Year 7 student who completed HSC courses in 2025. Thirty-eight per cent of these students achieved 90 per cent or higher in one or more HSC course.
Acceleration in Languages
Twenty-four Year 11 students accelerated in Languages across four languages and seven courses: French Beginners, French Continuers,
German Continuers, Italian Continuers, Italian Extension, Japanese Continuers and Japanese Extension. These students achieved a mean of 90 per cent and a median of 89 per cent.
Acceleration in Mathematics
Fourteen Year 11 students accelerated in Mathematics Advanced, achieving a mean of 84.7 per cent and a median of 83.5 per cent. The highest result in Mathematics Advanced was 97 per cent. This year, the youngest IGS student completing HSC courses was a Year 7 student who studied Mathematics Extension 1 and Mathematics Extension 2.
Aboriginal Studies via Compression
Nine Year 11 students completed both Year 11 and Year 12 Aboriginal Studies in one year. Their mean result was 86.4 per cent with a median of 86 per cent. The highest result was 94 per cent, achieved by two students.
HSC Showcases
IGS students received 7 nominations and 1 selection for HSC Showcases for exemplary Major Projects. Tomas Mimmocchi was selected for ENCORE Music (Musicology), Lucas Kung was nominated for ENCORE Music (Composition), Simon Matar and Teheke Hape-Knap were nominated for ENCORE Music (Performance), Lucinda Crompton was nominated for OnSTAGE Drama (Individual Performance), Elka Donnelly was nominated for SHAPE Design and Technology (Major Design Project), and Amy Unsworth was nominated for Young Writers English Extension 2 (Major Work).
Together, this community cultivated an inclusive environment where every learner aimed for individual excellence. Congratulations Class of 2025!
—Ms Shauna Colnan, Principal
Percentage of Students in Bands
HSC AND VET
In 2025, IGS had eleven students in Years 11 and 12 include a TVET course as part of their pattern of study, courses included:
Music Industry at Bradfield Secondary College
Screen and Media at TAFE NSW, Ultimo
Design Fundamentals at Whitehouse Institute of Design and TAFE NSW Design Centre Enmore
Entertainment Industry at Bradfield
Secondary College
Information and Digital Technology at TAFE NSW, Ultimo
Electrotechnology at TAFE NSW, Ultimo
Business Services at TAFE NSW, Ultimo
Construction at TAFE NSW, Randwick
NAPLAN
In 2025, 99 percent of our students in Years 3, 5, 7 and 9 participated in NAPLAN. Student performance on NAPLAN for 2025 was published on the My School website in December 2025.
Our NAPLAN results can be viewed here.
POST-SCHOOL DESTINATIONS
● Australian College of Physical Education (1)
● Australian Institute of Music (1)
● Australian Catholic University (8)
● Australian National University (1)
● Charles Sturt University (1)
● International College of Management Sydney (1)
● Macquarie University (38)
● National Art School (1)
● University of Canberra (2)
● University of Newcastle (12)
● University of Notre Dame (5)
● University of Sydney (35)
● University of Technology Sydney (30)
● University of Wollongong (33)
● University of New South Wales (20)
● Western Sydney University (6)
Following completion of their school education, the majority of students who left IGS at the end of Year 12 applied to study a university course. 99 IGS students submitted a UAC application for the 2025/2026 application cycle and 119 offers were made across the December and January rounds. Those who did not apply to study at university applied to either TAFE or private college. The 105 IGS students to complete their HSC received a total of 178 early offers to university. A number of students will take a gap year, often combining work experience with overseas travel, before beginning tertiary study.
● Natural Physical Sciences (24)
● Information Technology (3)
● Engineering and Related Technologies (18)
● Architecture and Building (11)
● Agriculture, Environmental and Related Studies (1)
● Health (18)
● Education (6)
● Management and Commerce (21)
● Society and Culture (41)
● Creative Arts (22)
Post school offers by institution
Post school offers by field of study
STAFFING
STAFF ACCREDITATION
WORKFORCE COMPOSITION
At International Grammar School, we embrace diversity and inclusion, and our staff includes a strong and vibrant multicultural and linguistically diverse cohort.
We are committed to fostering an inclusive workplace and encourage applications from people of all backgrounds, including First Nations teachers and support staff. 0.5 per cent of our staff members identify as Aboriginal or Torres Strait Islander.
ATTENDANCE
STUDENT ATTENDANCE BY YEAR GROUP
2 6 10
Regular attendance at school is essential to assist students to maximise their potential. IGS, in partnership with parents and carers, is responsible for promoting regular school attendance of students. Below demonstrates 2025 attendance rates by year group.
3 7 11
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 Minister-approved attendance codes.
In 2025–2026, the School strengthened its attendance management procedures through the implementation of a structured attendance monitoring and intervention framework designed to identify concerns early and provide timely support to students and families.
Daily attendance is monitored by classroom teachers, with attendance recorded each lesson and reviewed regularly by Tutors, Heads of House, Heads of Year and senior staff. Parents and carers are notified promptly of unexplained absences, and weekly
attendance reports are generated to identify patterns of concern. Tutors contact families regarding unexplained absences and maintain records of communication and follow-up actions.
The School utilises a graduated “traffic light” approach to attendance management. Students with emerging attendance concerns are monitored through regular communication with families and ongoing review of attendance data. Where attendance patterns indicate increased concern, targeted support is provided through meetings with students and parents and the development of a Student Attendance Improvement Plan (SAIP), outlining agreed goals, strategies and review timelines.
For students experiencing ongoing attendance difficulties, a collaborative and personalised approach is adopted involving relevant staff, including
Tutors, Heads of House, Heads of Year, Counselling Services and senior leadership. Attendance plans are reviewed regularly, progress is monitored, and additional interventions are implemented where required.
Where significant concerns persist despite school-based interventions, the School may seek advice from external agencies and, where appropriate, make referrals to relevant authorities in accordance with legislative requirements and child protection obligations.
Attendance data is analysed regularly to identify trends and inform support strategies. Records are maintained securely for a minimum of seven years and attendance information is reflected in student reports in accordance with NSW regulatory requirements.
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
SATISFACTION SURVEY 2025
PARENT, STUDENT AND TEACHER SATISFACTION
SCHOOL SATISFACTION SURVEY
In 2025, IGS conducted surveys of parents, students and staff to gather and analyse school satisfaction data. The survey was based on the Australian Curriculum Assessment and Reporting Authority (ACARA) feedback tool, adapted to suit the specific context of the School. The results were analysed in comparison with available data from 2024.
There were 1,268 respondents to the 2025 survey. Average scores across all respondent groups remained positive, with a Grand Level Average rating of 3.8 out of 5.
PARENT SURVEY RESULTS
Parents of Early Learning Centre (ELC) students again reported the highest levels of satisfaction among parent groups, with an overall average of 4.2. The highest ratings were given to statements relating to the respect shown for each child and family’s culture, values and beliefs (4.7), the friendliness and helpfulness of staff (4.6), opportunities to communicate with staff (4.5), children’s progress in language learning (4.5), and children feeling safe at the ELC (4.5). The lowest result related to the efficiency and clarity of billing and payment systems, which was rated 3.5.
Primary School parents reported an average satisfaction level of 3.8. Strong results were recorded across teaching and learning, including teachers expecting students to do their best (4.1), teachers treating students fairly (4.0), useful feedback about student progress (3.9), children enjoying school (4.3), and children feeling safe at school (4.1). Lower, though still positive, ratings related to parent opinions being taken seriously (3.5) and the management of student behaviour (3.4).
High School parents reported an average satisfaction level of 3.7. Parents expressed the greatest satisfaction with their child feeling safe at school (4.2), their child enjoying school (4.1), teachers expecting students to do their best (4.0), and opportunities to raise concerns with teachers (4.0).
The lowest rating for High School parents related to the management of student behaviour, at 3.1, which remains above the satisfaction threshold.
STUDENT RESPONSES
Primary School students reported an average satisfaction level of 3.8. Students expressed the highest satisfaction with the statement that their teachers expect them to do their best (4.4). They also responded positively to receiving useful feedback (4.2) and feeling safe at school (4.0). The lowest level of satisfaction related to the management of student behaviour, which was rated 3.2.
High School students reported an average satisfaction level of 3.7. Students were most satisfied with teachers expecting them to do their best (4.2), feeling safe at school (4.2), and the School giving them opportunities to do interesting things (4.2). Behaviour management remained the lowest-rated area, although the result improved to 3.0 and now sits at the satisfaction threshold.
STAFF RESPONSES
ELC staff reported an average satisfaction level of 3.6. Staff satisfaction remained strongest in relation to professional development opportunities (4.3) and ICT resources (3.9). Lower levels of satisfaction were recorded for respect for personal and family commitments (3.0), involvement in the strategic direction of the School (3.3), and the usefulness of newsletters and communications (3.2).
Primary School staff reported an average satisfaction level of 3.7. Respect for cultural diversity continued to rate highly (4.1), and staff expressed positive views about the School’s reputation and broader community connections (3.8), open communication with supervisors (3.8) and respect for personal autonomy (3.8). Satisfaction also increased in relation to encouragement to participate in fundraising activities (3.6). Lower results were recorded for leadership vision and direction (2.7) and encouragement to contribute to the School’s strategic direction (2.6).
High School staff reported an average satisfaction level of 3.9, based on 49 responses. Staff expressed high levels of satisfaction with professional autonomy (4.4), respect for cultural diversity (4.3), professional development opportunities (4.3), open communication with supervisors (4.3), and feedback from supervisors (4.0). Lower results related to involvement in the School’s strategic direction (3.3) and the effectiveness of technology solutions for communication and operations (3.2).
Professional and Operational staff reported an average satisfaction level of 3.7, based on 29 responses. Staff satisfaction with professional development rose to 4.2, and open discussions with supervisors were also rated highly at 4.2. Respect for cultural diversity (4.3) and respect for personal and family commitments (3.8) were further areas of strength.
OVERALL RESULTS
The 2025 survey results confirm that IGS continues to be regarded as a safe and inclusive school, with strong satisfaction across key measures of teaching, learning, professional development and respect for diversity. The Grand Level Average was 3.8, broadly consistent with the 2024 result of 3.9.
Across the school community, all respondent groups remained at or above the general satisfaction threshold. The results highlight continued strengths in safety, inclusion and teacher expectations, while also identifying areas for ongoing attention, including behaviour management, communication, leadership vision and staff involvement in the School’s strategic direction.
2025 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 school utilises effective technology solutions for communications and school operations
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 school utilises effective technology solutions for communications and school operations 3.6 3.8 3.8 3.8 4.2 4.0 3.8 4.3 3.5 3.7 3.5 3.9 3.8 3.9 3.7 3.3 3.2
YEAR 12 EXIT SURVEY
The annual exit survey of Higher School Certificate (HSC) students provided a range of insights into students’ experiences at IGS. In 2025, 78 students from a cohort of 106 completed the survey.
The overall results show a high level of student satisfaction, consistent with previous years. The data shows an overall satisfaction level of 4.2, with a grand average of 4.1. Students reported particularly high levels of satisfaction with the enthusiasm of teachers and academic encouragement, both rated at 4.3. The school as a safe place was also rated highly at 4.3, along with the quality of teachers at 4.2 and support from the School at 4.1.
Several areas showed improvement from 2024. Satisfaction with the quality of teachers increased from 3.8 to 4.2, while enthusiasm of teachers rose from 4.0 to 4.3. Academic encouragement increased from 4.1 to 4.3, feedback from teachers rose from 3.8 to 4.0, and learning needs being met increased from 3.9 to 4.0.
The lowest ratings, while still indicating overall satisfaction, identified opportunities for further development. These included the school’s physical environment, rated 3.8, and students feeling equipped for the future, rated 3.9.
These results demonstrate the School’s continued ability to provide a positive and supportive learning environment for Year 12 students. They offer a valuable opportunity for the school to focus on maintaining its strengths while also addressing areas for further development and enhancement.
FINANCIAL INFORMATION
SUMMARY OF 2025 FINANCIAL INFORMATION
● Tuition Fees (83.3%)
● Other Net Fee Income (1.2%)
● Federal/State Government Grants (13.2%)
● Donations (P&C and Building Fund) (0.8%)
● Other Net Income (1.5%)
EXPENDITURE 2025
● Salaries and On Costs (66.3%)
● Teaching and Learning Costs (4.1%)
● Excursion and Activities (0.03%)
● Occupancy Costs (13.7%)
● Administration Costs (6.1%)
● Admissions, Community Engagement and Communications (1.6%)
● Scholarships (1.5%)
● Kangaroo Valley Costs (0.2%)
● Depreciation and Provisions (5.6%)
● Interest (0.9%)
INCOME 2024
● Tuition Fees (82.1%)
● Other Net Fee Income (1.1%)
● Federal/State Government Grants (14.5%)
EXPENDITURE 2024
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● Admissions, Community Engagement and Communications (2%)
