2023 Annual Report
Chair’s report
CLAUDETTE LEEMING
Chair
A key role and responsibility of School Council is stewardship and contribution to the success of the school for future generations. Those who were in the seat over 30 years ago, supporting then Principal Ruth Tideman to realise her vision, have left a legacy far greater and impactful than they could have ever envisaged. In a rapidly evolving world, never has it been more valuable for our students to have the opportunity to take a year to test and build resilience, challenge themselves physically and emotionally, and connect deeply with their environment.
In acknowledgement of this 30 year milestone the Annual Giving campaign this year was directed to raising funds for an additional Howqua House which will accommodate Lauriston’s growing senior years’ cohort. When built, this house will enable an additional 12 girls to experience the Howqua program. The Lauriston Foundation, led by Chair Elise Gillespie, and Penny Richards-Fowlers, Director of Advancement, spearheaded a campaign that culminated in a widely attended on campus celebration in October.
‘ 2023 marked a significant milestone in the history of Lauriston Girls’ School, the 30-year anniversary of the opening of the Howqua Campus. 30 years of Year 9 Lauriston students embarking on the life-changing outcomes of this formative program.’
2023 also saw the school a step closer to the completion of the current masterplan, with the Blairholme Early Learning Centre well advanced and to be completed in 2024.This will be followed by the capstone of the Sports and Wellbeing precinct, the multi-purpose courts on the corner of Huntingtower and Malvern Roads. All of these projects are only possible due to the generosity of donors from the Lauriston community, the work of the Lauriston Foundation, and measured financial management over many years.
The Old Lauristonian Association, led by President Anna Wilson, collaborated with Lauriston on many events over the course of 2023, showcasing the professional diversity of Lauriston alumnae. At the inaugural Year 12 breakfast, as part of Lauriston’s Future Pathways program, alumnae shared their further education and career journeys with current students. Mid-year a wide group of OL’s gathered at the Lyceum Club at the inaugural OLA networking event, attendees enjoying a panel discussion on ‘women and networking’, and at the end of 2023, the third annual OLA fellowship was awarded, supporting two alumnae in the advancement of their professional and educational endeavours.
On behalf of the School Council and wider Lauriston community, I would like to acknowledge the entire team at Lauriston, led by Principal Susan Just, for their ongoing dedication in the delivery of Lauriston’s exceptional academic, well-being and extracurricular programs. From kindergarten through to year 12, learning at Lauriston is guided by the school’s vision; A School for Life. I also wish to recognise the support and contribution of the entire School Council and Committees, the LPA and all the Associations, and the OLA. The school is the richer for the time and commitment of these and many other passionate volunteers, who lend a hand, attend school events and support their children to get the most out of all the opportunities provided. The strength of the Lauriston community, like the Moreton Bay Fig tree, continues to grow.
Principal’s report
SUSAN JUST Principal
During 2023 the School Executive implemented a number of actions from the School strategic plan which had been reviewed in 2022. The priority of continued implementation of the Quality Teacher Framework resulted in the inclusion of teachers from the Junior School and Senior School being placed in pairs and completing classroom observations, post-discussions using the Quality Teacher Framework and a meeting with a member of the Executive team to confirm professional goals and offer feedback on the Quality Teacher process. Additional teachers completed online professional learning with Quality Teaching or attended face-to-face workshops or conferences. The Quality Teacher Framework is intended to support the ongoing professional learning of our teachers in their daily classroom practices.
Work was undertaken on the development of a Data Plan and Data Strategy for the Junior School and Senior School. The Junior School completed the framework for their data strategy at the conclusion of 2023 for use in 2024. The Senior School is due to complete their data strategy in readiness for Term 2, 2024 implementation. The framework will enable teachers to retrieve individual student data, such as NAPLAN results, standardised testing results and subject discipline data to develop individual interventions when required or whole of class interventions which support student learning.
There has been ample research on the importance of young people developing attributes which enable them to engage with people from different cultural backgrounds. Such attributes have been highlighted as valuable employment skills and attributes with which social and political concerns can be understood and approached. In 2023,
‘ Howqua is a place of powerful learning, where the young people who participate in the program learn about their capacities for physical activities, accepting challenges, being comfortable with the uncomfortable, being resilient and independent and simply being present in the moment. ’
Lauriston established its own definition for International Mindedness:
International Mindedness is an open mindedness that the world is much larger than oneself and the community in which you live. We have a curiosity about and willingness to embrace diversity and respect the values and history of other cultures and languages. We promote respect, encourage collaboration and develop high levels of empathy and compassion. We strive to understand the perspectives of others, break down our own misconceptions or cultural stereotypes, and act with awareness of our interconnectedness with our own community and communities around the world.
Throughout 2023, staff discussion was focused on school practices which promote International Mindedness and how subject disciplines could embed international mindedness in the curriculum of the Junior and Senior Schools.
In 2022, the School developed a Digital Plan and in 2023 a significant level of work was undertaken on our IT infrastructure and cyber security measures. There were further upgrades to the network and the introduction of Microsoft Teams for staff and students.
Throughout 2023, the School has continued to provide training to school staff, instrumental music teachers and sports coaches on the Child Safe Standards. Our staff undertake Child Safe training at least twice per year and Child Safe scenarios and policies are also discussed at Staff Meetings. Our School Council and School Council subcommittees complete Child Safe training twice per year.
Lauriston completed a Victorian Registration and Qualifications Authority (VRQA) re-
accreditation for our Howqua campus which included our suite of Child Safe policies and procedures, along with policies and procedures to meet the standards for a boarding school. Lauriston achieved accreditation and completed a successful campus visit by VRQA staff.
The Reconciliation Action group composed of students and staff collaborated in the implementation of goals within the Reconciliation Action Plan. All students and staff across the school attended a Welcome to Country and Reconciliation Action Week saw assemblies in the Junior and Senior School and our Howqua campus. We are planning for additional activities to be implemented during Reconciliation Action Week in 2024, along with some partnership activities with Stonnington Council.
A highlight of 2023 was the Gala Concert held at Hamer Hall in the CBD of Melbourne. The Gala Concert involves all students from Prep to Year 12 and the program included performances from our large and small music groups and choirs. A memorable performance of the evening was massed singing with all students from Prep to Year 12 joining together. The Lauriston Girls’ School Music program has grown in size and strength, with increased numbers of students learning instruments or taking voice lessons, and increased numbers of students participating in ensembles, bands, orchestra and choirs.
Performing Arts at Lauriston continues to grow in strength and the Year 5 to 8 Musical production of Aladdin was well attended by families and friends. The students valued the opportunity to participate in rehearsals during Term 1 and performing across two evenings. Plays and Musicals in association with Scotch College have been highlights
for students from Years 10 to 12. The Matchmaker performed by our Year 10 students and A Midsummer Night’s Dream performed by Year 10 to 12 students were well attended and our students benefited from the opportunity to perform with their peers from Scotch College.
Throughout 2023 Lauriston has connected with our past students through the Future Pathways week which included a breakfast for our Year 12 students and alumnae who spoke with them about their own career pathways, and an evening at the Lyceum Club for our alumnae to make professional connections. Our Future Pathways webinars and live presentations include alumnae who offer their insights into their career pathways and tertiary studies. Each year we hold a Future Pathways evening which includes a panel of speakers or a guest speaker. In 2023 we learnt more about the future trends in employment.
The Ullmer Centre has allowed us to implement our sport strategic plan and continue to enhance the sporting opportunities available for our students from both Junior and Senior Schools. Girls Sport Victoria for our Senior School students and Sports Schools Victoria competition for our Junior School students offers a range of team sports for our students. We have continued to give particular attention to our Athletics program and running program. The Lauriston Netball Club which offers Saturday competition for nearly 200 students had another successful season with many teams moving into Grand Finals. We introduced the Basketball Club in the Junior School and this has been well attended. The Lauriston
Rowing Club continues to grow in numbers with our students demonstrating enhanced performances at the regattas they attend. Our Snowsports Club continues to strengthen in numbers and successes in both Interschools and Nationals competitions.
In 2023 we celebrated the 30th anniversary of our Howqua campus. The culminating celebration saw the return of past students and families to an Open Day event. It became evident that Howqua students present and past become connected with the campus and the surrounding High Country through which they have travelled. They develop relationships with the place they call home for twelve months, with the people who live and work on campus and with the external environment. Howqua is a place of powerful learning, where the young people who participate in the program learn about their capacities for physical activities, accepting challenges, being comfortable with the uncomfortable, being resilient and independent and simply being present in the moment.
The School’s masterplan building construction continued throughout 2023, with the completion of the Years 3 to 6 adventure playground and the Years 5 and 6 centre. The students and their teachers have benefited from the new classroom spaces and learning commons. Buildings can provide opportunities to enhance learning and wellbeing for young people and teachers, and we have been pleased to observe this as everyone settled into the Years 5 and 6 centre. Our Junior School is now fully located on our Huntingtower site. In 2024 the Blairholme Early Learning Centre
will be concluded and we will be close to the completion of the masterplan.
The involvement of our Lauriston Parents Association is important to our School and the sense of belonging created through the various activities they offer to parents and students throughout the year. The Huntingtower Lunch and Fathers of Lauriston Dinner were the flagship events for 2023 and both were well attended. The Fathers of Lauriston Dinner included a panel of Old Lauristonians who have entered various legal careers. The quality of the speakers was highlighted by our attendees and the pride felt that past students are wonderful role models for our current students. Other highlights on the calendar for parents are the Mother’s and Father’s Day breakfasts, the Easter Egg hunt and barbecue for our Junior School families and a high tea for our New and International Parents group.
The Lauriston community remained connected throughout 2023 and our objective of welcoming parents and community members to School events was achieved. Our students benefited from the care and professionalism of our teaching and general staff. As a community, our attention is on how we can achieve the best outcomes for our students and provide them with a safe and caring environment in which to learn. We know that the COVID pandemic will continue to impact our students, staff and families for some years to come. Our objective is to provide a learning environment in which we can support everyone to thrive.
Foundation report
PENNY RICHARDS FOWLER Director of Advancement
The Lauriston Foundation’s journey is deeply rooted in the pioneering spirit of the Irving Sisters, who laid the foundation for girls’ education at Lauriston by introducing innovative ideas and practices. One such groundbreaking initiative was the introduction of hockey, which began in 1903 with Lauriston’s first inter-school hockey match, marking the start of a rich sporting tradition that endures today.
Building on this legacy, Lauriston embarked on another pioneering venture in 1993, launching the Year 9 program at the Howqua campus in the Victorian High Country. Howqua offers a transformative experience, combining academic, pastoral, and outdoor programs to nurture resilience, independence, and confidence in each student, preparing them for the challenges ahead.
In 2023, Lauriston celebrated significant milestones in both its sporting legacy and at the Howqua campus, celebrating 120 years
‘ Honouring the vision of the Irving Sisters, and supporting Lauriston students now and in the years to come’
and 30 years respectively. The School’s commitment to evolution and innovation was evident with the opening of the Year 5/6 Centre (the former gymnasium) and the unification of the Junior School, creating a cohesive learning environment for our youngest students.
Additionally, after a hiatus due to the pandemic, music returned to Hamer Hall, showcasing the talent and dedication of Lauriston’s musicians.
To commemorate the 30th anniversary of Howqua, the Lauriston Foundation launched a campaign to raise funds for an additional house at Howqua, responding to the growing demand and increasing enrolments at Lauriston. Additionally, the Back to Howqua Day was a joyous occasion, bringing together students, staff, and supporters, past and present, to celebrate this significant milestone.
Lauriston also welcomed the inaugural Foundation Scholarship recipient, who commenced her studies in year 7.
None of these achievements would have been possible without the generous support of our donors and supporters. Whether through supporting the means-tested Scholarship, leaving a lasting legacy at the new Sport precinct, or contributing to the new house at Howqua, your support ensures that Lauriston continues to thrive and evolve.
A special thanks to Chair of the Lauriston Foundation Elise Gillespie (OL 1999), and immediate past Chair Alice Robinson (OL 1991), Chair of Council Claudette Leeming (OL 1991), Principal Susan Just and Business Manager Cathy Tan for their unwavering support and guidance in 2023. Your leadership has been instrumental in shaping Lauriston’s future.
As we reflect on the past and look towards the future, we remain committed to honoring the vision of the Irving Sisters, always striving to do things differently and supporting Lauriston students now and in the years to come.
Our vision, mission and values
At the heart of Lauriston Girls’ School is a vision for girls’ education that encompasses pedagogical, environmental and pastoral considerations. Central to the success of this vision is our ability to think beyond the ‘now’ and plan for an ever-changing and complex future.
Vision
A school for life.
Mission
Our purpose is to inspire Lauriston girls to be courageous lifelong learners.
They are ethical and compassionate young women who seek to resolve new-world problems and strive to be responsible, global citizens working with others to shape their world.
Values Relationships
We communicate openly, honestly and respectfully, allowing us to have meaningful connections with each other in the community and beyond.
We foster a culture of optimism, collaboration and celebration.
Courage
We are courageous in our approach to managing change; embracing physical, moral and intellectual challenges; and standing up for what we believe in.
Courage enables us to understand our strengths and act accordingly.
Creativity
Creativity is a cornerstone of the way we approach our learning and teaching.
We are imaginative, inventive and entrepreneurial.
We are open to, and champion, new ideas and new ways.
Intellectual curiosity
We engage proactively with the world, determined to better understand, reflect upon and question ourselves, our experiences and the society in which we live.
We are critically engaged and curious about all that we encounter and learn.
Engagement in life
By our purposeful engagement in all aspects of school life, we learn how to connect with others, manage the highs and lows, and reap the rewards of our commitment.
We are motivated to participate and respond to changes in our world.
Introduction
Lauriston
Girls’ School is at the forefront of girls’ education, with a focus on providing individual learning and care for all students so that they build on their academic growth, as well as their emotional and physical wellbeing each year.
Our goal is to nurture leadership skills and build self-confidence, so students can create their own paths and help shape a better future.
Our School is spread across Kindergarten, Junior School and Senior School. The School is co-educational in Kindergarten (three-year-old and four-yearold) and all-girls from Prep to Year 12.
Kindergarten
Our co-educational Kindergarten Program has been a vital part of Lauriston since 1992. It is a place of warmth, joy and laughter and offers programs based on the Reggio Emilia philosophy, which has close ties with our School’s mission and values.
Our dynamic 3 and 4-year-old curriculums emphasise interaction with people, materials, and real-life situations to help each child establish their foundational physical, social, emotional, and cognitive skills.
The combination of an expertly planned curriculum with rich learning environments means our children learn to embrace new experiences, build social skills and develop their curiosity.
Lauriston’s Bush Kinder Program offers a unique learning environment for our children. Exploring nature enables children to problem-solve and become independent, while enjoying uninterrupted time to pursue games of imagination and creativity.
Junior School
Lauriston’s Junior School is where we begin honing each girl’s independent thinking skills, building confidence in STEM subjects, and instilling a sense of purpose through contribution.
Our Junior School promotes respectful relationships as a foundation for life, in line with our ethos of ‘care, share and respect’.
Junior School students participate in a broad-based curriculum which includes Mandarin, Visual Art, Drama, Music, Physical Education and Sport. In addition, through our digital fabrication laboratory, we teach our students the design thinking process, how to code and how to make objects they have designed.
The all-girls learning program and class sizes allow our dedicated teaching team the freedom to create the best possible learning environments; places where they can understand each girl as a learner and value her as a person.
Senior School
In our Senior School, we inspire strong, courageous, and adaptable thinkers; young women who, when they see the need for change, seize the opportunity to drive it.
We offer a broad-based curriculum that views local, national and global issues through multiple lenses, requiring our students to challenge their thinking on a daily basis. It allows for choice and balances critical and creative thinking with up to 28 subjects available to students by Year 12, with new subjects continuously introduced to reflect a dynamic world.
We offer the Victorian Certificate of Education (VCE) and the International Baccalaureate (IB) Diploma Programme for students in Years 11 and 12. Both courses of study provide intellectual challenges for our students and enable students the choice of a program of work that suits their outlook, interests, and academic goals.
Howqua
Year 9 is a crucial period of change in a girl’s life. It is one where she needs to feel supported and actively challenged, so that she can develop the resilience to be an effective agent of her own destiny.
Howqua’s unique program and learning environment challenges our girls to step outside their comfort zone and nurture the skills, attitudes and attributes that are essential for success at school and in the years beyond.
Throughout the year, each student is guided through a series of physical, social and academic challenges and acquires new skills such as teamwork, resilience and outdoor pursuits that build strength and confidence.
The immersive nature of the program truly embeds Lauriston’s values of relationships, courage, creativity, intellectual curiosity and engagement in life, leaving the girls with unbreakable bonds and fond memories which stand the test of time.
Wellbeing
At Lauriston, wellbeing is built into the way we operate each day through our whole-ofschool program, SHINE – Strength, Health, Inspiring, Nurturing and Engagement. Underpinned by the work of Dr Kenneth Ginsburg, the program’s goal is to equip girls with a toolkit of skills that they can draw upon to manage the demands of life.
Our student wellbeing programs consist of eight domains: self-awareness, healthy holistic habits, emotional awareness, mindsets, positive direction, positive relationships, role modelling and looking outward. These domains complement the School’s values and give attention to the development of young women who are resilient and have the skills to manage change and adversity in their lives.
Empathy and purpose go hand in hand when considering how we help our young people to flourish in their lives.
Community service
Sparking positive change in our community is what GIVE (Girls in Values Education) at Lauriston is about.
Our service program allows for the entire Lauriston community of staff, students and parents to be involved at a hands-on level and provide direct support through grassroot charities to those who desperately need it, making a difference to the lives of others in our greater community.
GIVE inspires the girls to work together for a positive social change. It encourages them to be curious about the world, look past the surface, and to see people for who they really are.
Subject offerings
Curriculum domain
Arts
Languages other than English (LOTE)
English
Humanities Geography
Mathematics
Physical Education (PE) and Health
Strength, Health, Inspire, Nurture and Engagement (SHINE) SHINE
Science
and Wellbeing
Health and Wellbeing Mind and Body elective Health and Wellbeing
Social Sciences Money
Additional Subjects
Literature
English skills support
Geography History
Mathematics
Science
Health and Wellbeing
Technology electives
STEM: Aviation and Space Science
STEM: Systems
Engineering
Economics and Globalisation
International Relations
The Law in Perspective
Business Studies
Philosophy eSchool
Shark Tank
Entrepreneurship
Subject offerings
Languages other than English (LOTE) Chinese
language)
Chinese
English
Humanities
Mathematics
English as an Additional Language (EAL)
Physical Education (PE) and Health Health & Human Development
Strength, Health, Inspire, Nurture and Engagement (SHINE)
Co-curricular activities
Junior school
Arts
Art Club
Ballet
Drama
Digital
Afterschool Coding Club
Curious mind – Code camp
Minecraft Club
Tinker Club
Languages
Alliance Francaise French Program
EAL
Mandarin Lessons
Music
Concert Band
Double Reed Band
Flute Ensemble
Fusion Ensemble
Junior Chamber Strings
Lauriston Collective
Montrose Chamber Choir (auditioned)
Montrose Choir
Montrose Strings
Piano Club
Prep-Year 2 Strings
Private Instrumental Lessons
Years 2-4 Choir
Sport
Active Mornings
Athletics
Basketball
City Football program
Hockey Skills
Learn to Dive
Montrose Running Club
Montrose Swim Squad
Netball
Skipping Program
Snowsports Dryland Training
Sporting Skills
WaterPolo
Yoga
Other
Chess Club
Communication and Speech
Compass Program
Entrepreneurship Club
Podcast Club
House
Co-curricular activities
Senior school
Arts
Art Extension
Behind the scenes and prop making club
Dance
Life Drawing Classes
Lunchtime Drama
Camps and Outdoor
Duke of Edinburgh
Outdoor and Fitness Program
Community and Environment
Amnesty
Greenies and Sustainability
Model UN
Philosophy Club
Pride Club
Languages
Chinese Help Club
Linguistics Club
Leadership - leadership opportunities are also integrated in all co-curricular offerings
Debating
Public Speaking
Student Representative Committee
House
Music
Anthem Choir
Concert Band
Contemporary Ensemble
Double Reed Band
Flute Ensemble
Fusion Ensemble
Howqua Band
Howqua Choir
Howqua Guitar Ensemble
Howqua Strings
Lauriana (auditioned)
Laurietta (auditioned)
Lauriston Collective
Lauriston Orchestra
Lauriston Voices
Lilian Bayly Strings
Musicianship Theory Club
Private Instrumental Lessons
Senior Chamber Strings
Senior Woodwind Ensemble
Senior Jazz Band
Senior Percussion Ensemble
Symphonic Band
Trebelles (auditioned)
Co-curricular activities
Sport
Athletics
Cross Country
Diving
Indoor
Rowing
Snowsports
Softball
Strength
Table
Volleyball
WaterPolo
Coding
Governance
Council members 2023 (as of 31 December 2023)
Claudette Leeming Old Lauristonians’ Association Representative BA Arts Interior Design RMIT Chair
Elise Gillespie Chair - The Lauriston Foundation Inc BComm (Melb), GAICD
Melissa Dixon BComm(Melb), CA, GAICD
Caroline Dowling Chair of Lauriston Parents’ Association ML (Monash) MS (Melb) Fellowship of the RACS (Urology) Resigned 13/02/2023
Rachel Irons Old Lauristonians’ Association Representative Diploma of Visual Arts (RMIT) Diploma of Interior Design (RMIT) LLB/BA (Monash)
Robert O’Brien
Assoc Prof, EdD, MEd, BA, BTeach, GAICD, CHSE
Mark Schubert B. Chem Eng (Hons), Master Finance (Lon)
Susan Just Principal BA, DipEd (Qld), Med (Admin) (UNE)
Gill Dvir BEng (Monash)
Kathy Ge LLB(Hons), BCom, GradDipACGRM
Louise Kanis Certificate in Superannuation Management
Moffat BA Bus (Events)
Catherine Tan (ex officio) Business Manager/ School Council Secretary BEc (Monash), MBA (Hons) (Swinburne), Grad Cert Gov Prac, Dip Proj Mgt, CA
Victoria
Finance
Dima Petherbridge
Sophie Gibbons
Susan Just
Lindsay Kirsner
The Lauriston Foundation
Susan Just (ex officio)
Catherine Tan Secretary (ex officio)
Caroline Sladen
Executive team
Susan Just Principal
Lindy Grahn Assistant Principal –Learning and Innovation
Andrew Smith
Executive Director – Marketing, Admissions & Communications 20/03/2023
Elise Gillespie (Chair)
Jenny Ullmer
Claudette Leeming (ex officio)
Anne Wallington Deputy PrincipalHead of Senior School
Kate Hehir Assistant Principal – Junior School Curriculum
Catherine Tan Secretary
Alistair Thomas
Jane Freemantle OAM
Tom O’Brien Treasurer
Melissa Dixon (Chair)
Mark Roberts
Cherry Zhao Appointed
Chris Toms Vice PrincipalHead of Junior School
Catherine Tan Business Manager
Alison Manson Vice Principal – Howqua
Nick Thornton Director of Lauriston Institute
Kindergarten report
Fiona Ireland Director of Kindergarten
Play is essential for optimal development and research shows that play enhances every aspect of children’s growth and learning. Play nourishes a child’s development and forms the foundation of intellectual, social, physical and emotional skills that are necessary for building their understanding about the world around them. We value the many possibilities and significant learning opportunities found in play, where there is no one right or wrong way to do things.
Children construct knowledge and develop richer understandings by interacting with their physical world and sharing their ideas and opinions with other children and adults. Play allows children to make sense of their experiences and discover the joy of friendship and teamwork, acting as a vehicle for the establishment of a social and cultural environment within our community.
By building upon each child’s current curiosity and knowledge we search together to discover new and different possibilities and encourage children to take responsibility for initiating their own creativity and learning.
We are inspired by the Reggio Emilia approach, which underpins our values and beliefs about how children learn and think and provokes us to reflect and revise our ever-changing image of the child as a creator and architect of his/her own
‘ Our task is to help children communicate with the world with all their potentials, strengths and languages..... And we must allow children to understand how their playing, seeing, feeling, doing and thinking leads them toward knowledge and how knowledge produces more knowledge..’ Loris Malaguzzi, The Hundred Languages.
learning, a creator rather than a consumer. Lauriston ELC is also informed by The Early Years Learning and Development Framework (EYLDF). The framework draws on conclusive internationally recognised evidence that early childhood is a vital period in children’s development and learning. It emphasises play-based learning that is supported by intentional teaching and recognises the importance of social/ emotional development and communication/ language skills, including early literacy and numeracy. The Framework outlines the highest expectation for children’s learning and development from birth through to their transitions to school.
The ELC Curriculum is informed by the development of a Big Idea.
In 2023 the educators and children explored the theme of ‘Active Hands, Creative Brains’. The early years is a critical phase in brain development when the foundations for lifelong learning are laid down. We know from research that ‘the environment’ the children work and play in is a key factor in building the neural pathways and constructing the basic capacity of the brain. This in turn impacts the actions we are able to develop with our hands and is why practical learning is so important in these early stages of development. The more a child can engage in different activities and with different materials the more motivated they will become to pursue new challenges, solve problems and learn new skills.
Montessori recognized the importance of the hands as the tool that can make what the mind sees as real. The Montessori method puts emphasis on hands-on learning for this reason. Children who work with their hands develop a more complete understanding of concepts than children who merely read or view instructions. She believed that the hand and brain must develop in harmony. The hand reports to the brain; the brain guides the hand; the cycle continues, resulting in the development of the intellect. ‘As a child, the hands play an important role in improving cognitive skills and making connections in the brain. The hand is the instrument of the mind.’ Dr. Maria Montessori.
At the ELC, we firmly believe in the holistic development of children. This means focusing not only on their academic progress but also on their emotional, social, and physical wellbeing. It’s a comprehensive approach that involves the committed work of our educators, the support of families, and a deep, shared understanding of the importance of wellbeing in early childhood.
Our aim is to foster a nurturing and supportive environment that caters to the individual needs of each child and promotes positive relationships, resilience, and self-esteem. When children experience secure, supportive relationships, they feel respected and valued. This in turn fosters the development of self-confidence and the ability to act independently but also in their early attempts to form and maintain friendships.
We embed mindfulness activities into our daily routine to help children understand and manage their feelings. This includes guided relaxation, simple breathing exercises, and age-appropriate meditation. We read stories about feelings and emotions, facilitating discussions that foster emotional intelligence.
We understand that a healthy mind resides in a healthy body. Our program incorporates regular physical activity, including outdoor play, dance and yoga. We aim to achieve a balance for children between a physical environment that is arranged so that it is predictable for children, where they can make decisions and do things for themselves, and experience success in doing so, as well as provide challenges so that children can make decisions regarding new challenges to try. Educators can then acknowledge children’s achievements and support them to move forward when they experience difficulties, or do not immediately feel success.
To foster the growth of imagination and support children in oral language development the educators at the ELC have been using the ‘Conceptual PlayWorld’ model developed by Monash University. Conceptual PlayWorlds are imaginary scenarios based on familiar picture story books. Educators and children play in the created world together, and encounter problems to solve. It fosters children’s scientific curiosity, mathematical logic and design thinking, as well as supporting their social and emotional development.
To nurture sustainable thinking, opportunities are developed within the curriculum to support children to become aware of sustainable practise. Educators encourage children to develop appreciation of the natural world, understand our impact on the natural world, and the interdependence between people, animals, plants, lands and waters. Sustainable practices are created with children and
children are supported to take an active role in caring for the environment and to think about ways they can contribute to a sustainable future. Recognising that Aboriginal and Torres Strait Islander peoples have looked after Country for the past 60,000 years, educators and children learn about Aboriginal and Torres Strait Islander history, culture and rich sustainable practices. Educators provide opportunities for children to learn about all the interconnected dimensions of sustainability, understanding that sustainability goes beyond learning in nature and being involved in nature conservation. Children are supported to appreciate that sustainability embraces social and economic sustainability – as well as environmental sustainability – and to engage with concepts of social justice, fairness, sharing, democracy and citizenship.
Junior School report
Chris Toms
Vice PrincipalHead of Junior School
An important focus within the Junior School throughout 2023 has been the continued development of our Community Service program. The Junior School has a proud tradition of community service, and this year we continued our support of valuable causes including the Malvern Emergency Food Program and the Will Murray Foundation.
Under the leadership of Community Service Coordinator Sarah Jessup, we have been further developing our Community Service program to provide our students with more opportunities to give back. At Lauriston, community service is about making a positive difference and helping those in need. It is an opportunity to show kindness and compassion to the wider community.
This year, each year level within the Junior School supported an individual charity or organisation. These included:
• Prep-Year 2: Duang Prateep Foundation Thailand
• Year 3: Bridgeit /MECWA
• Year 4: Endangered Animals
• Year 5: Robert Connor Dawes Foundation, a foundation created in memory of student, Robert Connor Dawes, and
• Year 6: Asylum Seekers Resource Centre.
The three goals that were set for students in each year level were to raise awareness, raise funds and participate in hands-on service. Each year level has achieved their goals and surpassed our expectations. I congratulate our students and staff for this.
Another important aspect of our Community Service program is our student-initiated service. It allows our students to be empowered and is designed to enable them to support causes which they are passionate about.
‘ I would like to congratulate all our students in the Junior School on their individual and collective successes during 2023.’
There have been several examples of student-initiated service this year. Year 5 students Emily K, Sophie N, Stella T, Lucy J, Amelia K, Megan C and Emily W raised money for the RSPCA by having a stall at school. Year 6 student Violet F participated in the Leukaemia Foundation’s World’s Greatest Shave, raising $1800. Year 5 and Year 3 students Allegra D, Mia B, Gabriella D and Hannah B raised money for an organisation who support the homeless by washing cars, selling sweets and selling coffees. Year 6 students Emma M, Estelle T, Lucy S and Miranda M organised for the Junior School to raise money and awareness for Deaf Children Australia by wearing a touch of blue on a Casual Clothes Day.
Community service teaches students about empathy and compassion. It helps students to understand that there are people around us who may be less fortunate, facing challenges or feeling lonely. By stepping into someone else’s shoes, and seeing the world through their eyes, students develop empathy and compassion.
Community service also helps students develop a sense of gratitude. When they see the smiles on people’s faces or witness the gratitude they express, it reminds the students of how fortunate they are. It teaches the students to appreciate the little things in their life, such as a loving family, a roof over our heads, and food on their plates.
By participating in community service projects, students become more aware of societal issues and they learn how their actions can contribute to the betterment of their community. Working on community service projects often involves collaboration amongst students. The students learn how to communicate effectively, resolve conflicts, and work towards common goals with their peers.
Community service in schools during their Junior School years plays an important role in nurturing well-rounded individuals who are not only academically proficient but also socially responsible and empathetic members of society. I encourage the Junior School students to maintain this commitment towards assisting others and making a positive impact upon the world in which you live.
I would like to thank all our Junior School students for their contribution throughout 2023. In particular, I would like to thank our Year 6 students who have fully embraced their time in the Junior School and we are very proud of them. We wish our Year 6 students well in the Senior School.
I would like to take this opportunity to thank all Junior School staff for their unwavering professionalism, commitment and teamwork which has once again, ensured that our students continue to experience learning programs which are both innovative and of outstanding calibre. It is both a pleasure and a privilege to lead a team of professionals who give so much to both the students and the school, year after year. I also extend my thanks to the Junior School Leadership team which includes Ms. Kate Hehir, Mr Shayne Pollard, Ms. Caroline Long, Mrs. Monique Stewart, Mrs Emily Connor, Mrs Cate Kalnins and Mrs. Fiona Ireland for leading their areas so efficiently, professionally and with such care.
In conclusion, I would also like to thank our parent community for their invaluable support through the year. Thank you to the Lauriston Parents Association for their wonderful efforts in supporting the School. I wish all families well for 2024.
Howqua report
Dr Alison Manson Vice Principal,Head of Howqua Campus
‘ This year has been filled with adventures, challenges and unforgettable experiences that have not only enriched their lives but also shaped their futures.’
As 2023 comes to a close, it’s time to reflect on the incredible journeys of our Year 9 Howqua students. This year has been filled with adventures, challenges and unforgettable experiences that have not only enriched their lives but also shaped their futures. One of the key lessons of Howqua and an experiential learning program is the importance of stepping out of one’s comfort zone. This year the students embarked on journeys that challenged their limits. Whether it was conquering their fears during Outdoor Program or learning about the importance of teamwork when living and working so closely with their peers, they learned that growth happens when we push ourselves beyond familiar boundaries.
We welcomed the 2023 cohort to Howqua in quite a different climate to the previous three years. It was liberating for the students to know that their Howqua year would be relatively free from COVID-19 restrictions. Term 1 started with the traditional Orientation Program where students spent the first week settling into their Houses and familiarising themselves with the campus. It doesn’t take long before Howqua starts to feel like ‘home’, and we are incredibly proud of the way the students adapted to the change. Rotation One of Outdoor Program provided an opportunity for the students to try a range of new activities in a safe and supportive environment. Day trips like Local Exploration,Navigation, Hiking and Mountain Biking were coupled with overnight House campouts to introduce new skills and continue to build relationships. Once all students had a taste of each activity and an opportunity to explore local areas in the High Country, Rotation Two provided a two-day experience.
Throughout the year, the Howqua students had the privilege of immersing themselves in the beauty of the natural environment. Whether it was sleeping under the bivvy on Mount Stirling, exploring the Howqua River or planting trees for Landcare, they developed a deep appreciation for the environment. These connections have not only inspired stewardship, sustainability and conservation, they promoted a strong sense of community service. Having the privilege of spending the entire year in the Mansfield-Howqua area, the students were keen to give back to the local community. Our position and networks are extremely important and it was lovely to spend our four weeks of Community Service giving our time to those who needed it the most. The students worked tirelessly in often very wet and miserable conditions to plant over 2000 trees, they raked leaves and helped clean up the town of Jamieson, raised over $3000 for the Jamieson Wildlife Shelter, assisted Parks Victoria with track clearing and general maintenance, worked at the local radio station and supported Rosehaven Respite Centre. Students working with students at Jamieson Primary School to put on a beautiful concert for the community on the last day of Community Service, a celebration of music but more importantly, connections. In Term 3 we welcomed the colder weather as it meant there was snow on the peaks. The students’ second day back at Howqua after the holidays was the first of five weeks at Mount Buller for downhill ski days. Every Tuesday the students had the opportunity to improve their skiing and explore the mountain. Each Wednesday, the groups headed to Mount Stirling for cross country skiing. While the snow had started to melt much earlier this year and we were losing hope for our trip to Falls Creek, a cold front crossed the state just days before we were
due to leave and left just enough fresh snow for an extremely fun and rewarding trip.
Experiential learning is not just about experiences and acquiring knowledge, it is also about personal growth. Through challenges and setbacks, our Howqua students learned resilience, perseverance and the importance of adaptability. They discovered that they can achieve much more than they had imagined. In Term 4 we saw the skills and experience come together in some amazing opportunities. As the academic program was wrapping up for the year, the students completed the final Outdoor Program rotation, and both the three- and six-day hikes. After an intensive but rewarding Fitness Program, the Final Fling and End of Year Challenge were an exciting culmination to the year. As the year comes to an end and we say goodbye to over 90 remarkable young women, it’s important to remember that this is just the beginning of a lifelong journey of learning, discovery and personal development. Howqua is more than just a program, it is a way of life. The lessons and experiences gained in the Howqua year will shape the students’ futures in profound ways and we can’t wait to see where their journeys take them.
Senior School report
ANNE WALLINGTON Deputy Principal –Head of Senior School
It astounds me every year how quickly the school year flies past, with each term marked by its own rhythms and events. In 2023, Term 1 was all about settling in, with House Swimming, House Cross Country and the Dance Festival. Year 7s departed for camp in Week 2 and by the time they returned, they knew each other and their teachers well and were ready to jump into the array of House and co-curricular activities on offer. This year we also had the joy of Aladdin, our Year 5–8 musical, which was so special after the COVID-19 years of cancelled plans and online music performances. The Jazz Cabaret was another fabulous evening of live music, as much enjoyed by the parents and friends in the audience as by the performers. And the Year 12 students looked so beautiful and sophisticated at their Formal.
Term 2 commenced with House Debating, an event which saw many students overcome their nerves and represent their House, debating topics as diverse as ‘Maths is more enjoyable than art’ to ‘Schools should not have standardised testing’. Debating has grown rapidly, with nearly 100 students from Years 7 to 12 actively involved in House and DAV Debating. The 2023 Student Futures Forum was a week of activities and guest speakers. This year we introduced the Year 12 Find Your Pathway breakfast, which was a great success. Old Lauristonian (OL) Livinia Nixon hosted the breakfast with great aplomb. We were very fortunate to hear from a range of OLs about the ways in which their different careers continue to unfold. They spoke about how their career paths have not always been what they expected when they were in Year 12, but have been very interesting and satisfying nonetheless. The end of term House Drama Festival was great fun, and a wonderful outcome for students after weeks of serious collaboration, problem-solving
‘ Each principal with whom I have worked has had her own approach to leadership, but with the common underlying belief in providing girls with strong values and the best possible education to equip them to move into their adult lives’
and troubleshooting through the preparation and rehearsal process. We are now almost at the end of Term 3. Highlights have been the stunning production of A Midsummer Night’s Dream, in collaboration with Scotch College; Science Week with activities led by our STEM Prefects and featuring the Year 8 ‘Escape Room’; and the Gala Concert at Hamer Hall. We have been spoilt for riches with music this year, enjoying numerous concerts and soirees. I would also like to thank and congratulate the Year 11 students who put themselves forward for one of the senior leadership roles for 2023–24.
It takes tremendous courage to do so, submitting a written application, delivering a speech, facing up to an interview panel and awaiting the results. Thank you to each student who applied. I hope that those who gain a role carry it out with integrity and enthusiasm. Similarly, I hope those who miss out will nevertheless support their peers and help to ensure the success of the many and varied initiatives and events our leaders will run next year.
It was February 1995 when I commenced at Lauriston to take up my very first teaching position. So commenced a long and fulfilling career teaching and working in Australia’s best independent girls’ schools. I left Lauriston at the end of 2005 and returned in my current role in 2020, just in time for COVID-19 and remote learning. I could not have predicted back in 1995 just how satisfying and rewarding teaching would be for me, or how hard I would work and what surprises and challenges I would encounter along the way.
I was thrilled to have my first teaching position at Lauriston, not only because of the School’s very fine and well-deserved reputation, but also because Lauriston was already a part of my family history. I grew up on my mother’s stories of her time at
Lauriston with her two sisters, including a year of boarding when she was about 13, under the principalship of Elizabeth Kirkhope. I loved Mum’s boarding school stories. The stress of being seated in the middle seat of Miss Kirkhope’s table, ‘Joan, pass the bread, please’, ‘Joan, make sure you ask those seated on either side of you if they would like the salt and pepper’ and so on. Mum said she barely ate when it was her turn to sit at the Principal’s table.
Several of my cousins attended Lauriston and I even taught one of them VCE Australian History. When my youngest daughter was in Year 8 at a different school, she put her case to us that she should be allowed to move to Lauriston to go to Howqua, and she loved every minute of it. My ‘hidden agenda’ for agreeing was so that she could have the choice of IB or VCE and she eventually chose the IB. As a teacher of both pathways, I knew that having that choice is so important for students.
I was very fortunate to have the support of some excellent mentors when I began my teaching career at Lauriston and I was happy to return in 2020.
I have worked with some wonderful colleagues who share a passion for ensuring the absolute best in girls’ education. Each principal with whom I have worked has had her own approach to leadership, but with the common underlying belief in providing girls with strong values and the best possible education to equip them to move into their adult lives. It has been an honour and privilege to be a part of Lauriston – thank you very much to the staff, students and parents for your support along the way. I wish you all the best in the years ahead.
School Co-Captains report
Holly Rice & Sophie Smith
It’s hard to explain what the role of School Co-Captains has been like this year without first describing the wonderful group of girls who constitute the 2023 Year 12 cohort. Both VCE and IB students have been unwavering supporters of each other, fostering remarkably strong bonds among us that have been vital. Representing this exceptional group of people has been a privilege, and it is the collective effort of every Year 12 student that has made this year the highlight of our schooling careers.
Being School Co-Captains this year has been such an incredible experience. When the positions were announced, we ran onstage and bowed (something we still cringe about), full of excitement for the year ahead. Since then, we have taken to the stage for numerous impromptu performances for student assemblies and many speeches to the Senior School. This began when announcing the year’s theme. We chose the theme of ‘Embrace’ for 2023, to maintain and reflect the wonderful culture of the School. We focused on four categories of embrace: challenges, ourselves, each other and opportunities. Emphasising growth through challenges, fostering self- compassion and empathy for each other, and encouraging students to embrace all the wonderful opportunities presented to us. The four categories of Embrace reflect our desire to encourage a community of students who reach their potential for involvement in and enjoyment of all Lauriston has to offer.
On par with the theme, there has been an outstanding range of participation from students across School and House events such as Music, Drama, Sport and Debating. With the help of the Prefects, we organised the Dance Festival with each year level performing enthusiastically to Songs from Musicals. Another standout performance of the year was our first Gala Concert since
‘ Representing this exceptional group of people has been a privilege, and it is the collective effort of every Year 12 student that has made this year the highlight of our schooling careers.’
2019 at Hamer Hall, where girls from Prep to Year 12 performed at a high standard before peers, friends and family.
We were lucky enough to meet Old Lauristonians of all generations this year, gaining insight into the growth of Lauriston across generations. We also had the opportunity to look back to our Junior School years as we led the Year 6 Leadership Conference, where we were delighted by the enthusiasm and ambitions of our younger students.
Throughout the year, we aimed to encourage the social aspect of school life that was hindered during the pandemic. We organised a Year 12 Teddy Bear Picnic in Term 2 where the Year 12s enjoyed a sunny lunchtime on the oval, expressing gratitude to both each other and their favourite teddy bears. During times like these, our year level was able to come together to celebrate the achievement of being in Year 12 and reward ourselves for the hard work that brought us here.
We are immensely thankful for the support this year from our peers, teachers and families. Especially Ms Just and Ms Wallington, who guided us to grow as leaders
and individuals. Working with you has been a privilege, and we are so grateful for this opportunity. A special thanks to the Prefects who have also worked so hard this year to run events and represent the student body in a variety of different ways. Additionally, we extend our gratitude to the entire staff and students at Lauriston. To the teachers who supported us throughout this year, thank you. To all the students who embraced every opportunity and lifted each other’s spirits in 2023, thank you.
After a year of leadership, words cannot express the amount of gratitude and love we have towards the entire School community, who trusted us to embrace being CoCaptains in our last year of schooling. And we are so excited to see what the Captains of 2024 bring to the role. We wish you and the entire leadership team the best of luck.
Lauriston will always be considered home to us and hold a special place in our hearts. While the journey to graduation is an emotional one, we look forward to becoming part of the Old Lauristonians’ Association and continuing to watch this incredible School evolve.
Old Lauristonians’ Association report
Anna Wilson (OL 1990) President
As I reflect over the past year, I recognise how many times we as a community refer to ‘The Huntingtower Gates’ literally and figuratively in general conversation, publications and as a meeting point. Used every day by staff and students as they come and go, the Huntingtower Gates have become a symbol of departure for the Old Lauristonian community.
As my own daughter prepares to walk through ‘The Huntingtower Gates’ for the final time as a Year 12 student, soon becoming an Old Lauristonian herself. I am reminded of the traditions of passage these girls experience in their final years that become the strong memories and links back for older OLs.
Throughout our events in 2023, including our wonderful reunions, this year’s Huntingtower Lunch, golf day, Year 12 ‘Future Pathways’ breakfast, ‘Back to Howqua 30-Year Reunion’, professional meetings and mentoring sessions to name a few, the connections of the shared educational experience within the Huntingtower gates are more evident than ever before. Whatever the event, OLs of all ages have the opportunity to connect about their time together at School. It’s a privilege for the OLA Committee to work closely with the School to support these important times of connection that serve as a testament to the enduring friendships and networks that were cultivated during our time as a Lauriston student.
‘ Each time I see my friends from school I wear the ring the OLA gave me. Actually, many of us do without thinking. It reminds us all of our school days and that we have joined special group of talented OLs across the world’
The OLA’s mission statement is: ‘To engage, connect and provide relevant support to our alumnae and students to foster a lasting and meaningful relationship with the Lauriston community for life.’ I have been President of the OLA for nearly five years and over that time I can see that we are building exciting engagement within our community. As a committee, we are listening and responding while ensuring we remain relevant through our prizes and scholarships on offer to the current student body.
The OLA Committee is thrilled to announce not one but two OLA Fellowships in 2023! Binny Langler (OL 1991) and Izzi Harris (OL 2016) both submitted outstanding applications and shone in their interviews. Both worthy candidates will receive $5000. Binny will use her Fellowship to enrol in a global career coaching course and Izzi will use her Fellowship to make her first film. Congratulations to both outstanding Old Lauristonians and we look forward to hearing you speak at OLA and Lauriston events in 2024.
Finally, on behalf of the OLA Committee I want to welcome the class of 2023 to the Old Lauristonians’ Association. I have known many of these young women their whole lives. The legacy this years group will leave will be felt in the Lauriston community for many years thanks to the heart they bring to all they do, their professional endeavours, their work ethic, leadership, and unwavering socially compassionate nature. This cohort has fostered positive change at the grassroots of our community that I know will continue as they become proud Old Lauristonians for many years to come. My heartfelt congratulations to this year group as they walk through the Huntingtower Gates for the last time.
School performance - ATAR results
School performance - NAPLAN results
Lauriston participates in the National Assessment Program – Literacy and Numeracy (NAPLAN) in Years 3, 5, 7 and 9. The tables below detail the mean score achieved across each tested cohort for 2023.
Our workforce
Workforce composition
Number of teachers & assistants employed in 2023 and their full time equivalency
Number of non-teaching members of staff employed in 2023 and their full time equivalency
Staff retention
The average tenure of all existing teaching staff employed at the end of 2023 was 8.5 years (2022: 8.6 years).In 2023 there were 16 departures from the teaching staff including teachers and teacher assistants. Of those who departed in 2022: : Resignation/Retirement 11
End of contract 5
Staff attendance
During 2023, the staff attendance was rate was 95%, indicating that staff missed 2.4 days each school term. In 2022 the attendance rate was 96%.
Our students
Student attendance
The student attendance rate is defined as the number of actual full-time equivalent student days attended by full-time students in Years
1 to 10 as a percentage of the total number of possible student days attended over the reporting period.
Any unexplained student absence is first addressed with an SMS to parents, with a follow-up communication made by the student’s Tutor or Head of House if necessary.
Students who are continually absent or late without reason are given an afterschool detention.
Student retention
In 2023, the student retention rate (that is, how many students who graduated Year 12 in 2023 completed Year 9 with Lauriston) was 83.56%.
Our staff
Human Resources Management and Staff Support
The Director of the Lauriston Institute and HR (Teaching) is responsible for managing the recruitment and retention of highly qualified and motivated teachers. This management responsibility also includes ongoing professional development, probation, and confirmation of ongoing employment. This function is carried out in conjunction with the School Executive, which has a strong commitment to ensuring that staff have appropriate pedagogical skills and a capacity to form meaningful relationships with students and with their colleagues.
Lauriston also provides mentoring and coaching services to nominated members of the school staff across the leadership and practice dimensions. The Human Resources team also includes a specialist human resources operations officer who assists the Business Manager and the Director of the Institute and HR (Teaching) in the refinement of our onboarding systems and the development of employment contracts.
In addition to the provision of a broad range of professional learning, the Director is responsible for a range of human resource functions which includes performance management, the School Employee Assistance Program (EAP), study support and staff welfare generally. Lauriston’s approach to the management of its workforce is family friendly and flexible, embracing part-time employment and job sharing. We recognize that it is important to be an attractive and responsive employer..
During 2023 Lauriston has made a commitment to train a significant number of staff in mental health first aid (MHFA). It is
our intention to extend this training and to also offer it to students in the school.
In conjunction with the Executive team and the Principal and Deputy -Principal programs focused on child safety are regular agenda items on professional development days. Lauriston takes very seriously its responsibilities for child safety and for duty of care generally. Policy guidelines exist within the school in relation to staff, student and parent conduct and staff are regularly briefed on their responsibilities. Likewise, we meet our statutory responsibilities in relation to anaphylaxis and asthma training and positively encourage first aid training.
The Business Manager and the Director of the Lauriston Institute and HR (Teaching) are the employer representatives on the Certified Agreement Bargaining Committee which negotiates the Certified Agreement for submission and approval of Fair Work Australia. Lauriston is in the process of negotiating a sixth certified agreement during 2023.
Feedback on Performance
As indicated in last year’s annual report, Covid 19 and its aftermath had a material effect on our capacity to put a refurbished performance feedback system in place. Our planned refinements to the Lauriston Professional Recognition Program (LPRP) included retraining staff in the use of a classroom observation template based on Quality Teaching Rounds (QTR).
We made considerable progress with the training component but the observation and discussion component was delayed by our incapacity to see teachers at work in classrooms. In the earlier iteration of the LPRP there was considerable scope in terms
of teacher choice of topic for the review process, but we have now chosen to move to a model based around the QTR template. The observations are shared and discussed and out of that comes a conversation which guides future professional learning activities. Fortunately during 2023 we have been able to extend the number of people formally training in QTR.
Broad Participation in Decision Making
During 2023 we continued to hold meetings of the Staff Consultation Committee which is based on the consultation principles set out in the current Certified Agreement. The committee usually meets once a term and has the option of calling additional meetings should any key issues need advice to be provided to the Principal of Lauriston Girls’ School. While the various school sectors are represented on the committee individual staff members are also able to agenda items for discussion and attend the meeting.
As part of the formal operations of the School regular whole school and section staff meetings are scheduled on the termby-term calendar. We also operate ad hoc project and advice committees as the need arises.
The other major consultation process for employees is the negotiation of the certified agreement. As the current agreement expires on January 31, 2023, planning is proceeding to establish a new negotiation committee for an agreement to cover the next three or four years. The Director of the Institute and (HR (Teaching) chairs the committee and is supported by the Business Manager in the negotiation process as employer representatives.
Classroom Staff Qualifications
TERENCE ABRAHAM
DipT, BEd, BDes (University of South Australia)
EMILY ANGUS
BA (NSW), Dip Vocational Chinese, PostGradDipTeach(Sec), MTeach (University of Melbourne)
JANET APPLEBY
GradDipEd (University of Melbourne), BA (Monash University)
RANI BAKER
BEd (Deakin University), GradDip Comms & PR (RMIT)
SARAH BALLANTYNE-BRODIE (Psychologist)
BA (Monash University), PostGradDip Psych (Bond University), MA (University of Ballarat), MAPS
NICOLE BARRAH
MEd (Teacher Librarianship) (Charles Sturt University), PostGradDip Vocational Ed & Training, BEd(Sec) Science (University of Melbourne)
MARK BARRATT BEc, MEd (Monash University)
LISA BELCOURT
BA, BTeach (Deakin University), GradDipEd (La Trobe University)
EMILY BIERNACKI
BA, MTeach (University of Melbourne)
FIONA BONNYMAN
BA, DipEd (University of Melbourne)
JAYDE BOOTH
BA (CSU), GradCertUX&WebDesign (Torrens University), MTeach (ACU)
FIONA BREBNER
DipEd(Prim) (ICE)
MATTHEW BRETHERTON
GradDipTeach, BOutdoorEdExt (La Trobe University), CertIII Outdoor Recreation
EVAN BROPHY
GradDipEd, BOutdoorEd (La Trobe University), Dip Outdoor Recreation and Adventure Tourism (La Trobe University Alpine Institute)
LACHLAN BROWN
GradDipTeach, BOutdoorEd (La Trobe University)
JOHN BURKE
BEc, DipEd (Monash University), GradDipEd (University of Melbourne)
PAUL BUTLER
MA, PGCE (University of Oxford), BEd, MEd (Monash University)
SARAH CAIN
BECS (University of Melbourne)
PETER CAMPITELLI
BEd (Victoria College), DipT (Deakin University)
TIM CAVANAGH
BEd (MCAE), BEd(Sec) Science (University of Melbourne)
JULIE CHONG
BSc (University of Melbourne), MTeach (MGSE)
JONATHAN COLLENETTE
BSc (Hons) (Lancaster University), PGCE (Exeter University)
RACHAEL COLLIER
BECE (Holmesglen)
KATE COLLIN
DipT (Victoria College), Cert A
DANIELLE CONQUEST
BBldg (Deakin University), GradDipEarlChildTeach (RMIT)
ROB COOPER
BPhEd (Deakin University)
BRENT CORNELL
BBiomed (Hons), DipEd (Monash University)
SALLYANNE CRAIG
BA (RMIT), GradDipHort (University of Melbourne), GDipECEd (Monash University)
FIONA CURNOW
BA (Hons) (University of Melbourne), DipEd (La Trobe University)
JENNY D’ALTERA
BCom (Deakin University), GradCertCarCounsel (RMIT), GradDipEd (La Trobe University), MEd(StudWell) (University of Melbourne)
CAROLYN DANCE
BEd (ACU), DipT (Victoria College), MEd (University of Melbourne)
GIULIANA D’ANGELO
BEd(Sec) VisArts (University of Melbourne)
CHRISTIANA DAVID
BEd (Hons), BSc (Monash University)
AMY DAVIES
BA, PostGradCertEd (University of St Mark & St John)
JANNAH DAVIES
BEd (Deakin University)
DR ZARA DENNIS
BSc(Hons) (University of Salford), PhD (Monash University), DipEd (La Trobe University)
DENISE DESSAU
DipArt (RMIT), DipT (Australian Teacher Training Institute), GradDip InfoLib (University of Melbourne), MA (Deakin University)
AMY DEVEREUX
BA (University of Melbourne), BVisArts, DipEd (University of Ballarat)
CRAIG DRINKWATER
BSc, DipEd (Monash University)
STEPHEN EDMONDS
BSc, BA, DipEd (Monash University), GradDipComp (RMIT)
PETER EDWARDS
BA(Jus) (Edith Cowan), GradDipEd(Sec) (UNE), MEd(Ldshp&Mgt) (University of Melbourne)
LUCY ELLIS
BExSc (ACU), GradDipEd(Sec) (Monash University), GCertAdolHlthWelb (University of Melbourne)
AMANDA EMERSON
BA, BEd (Griffith University)
GEORGIA EMSELLE
BEd(Prim) (University of Melbourne)
XI FENG
MLangTeach, GradCertTeachLOTE, BTch, BA(Educ) (Deakin University), GCertintEd(IB) (University of Melbourne)
PRUE FERGUSON
BA, MAgScience, MTeach (University of Melbourne), CertIII Outdoor Recreation
ROBYN FOX
BEd (ACU), DipTeach (Griffith University)
JOANNE FRANCKEN
BSc, DipEd (Monash University)
EMMA FRASER
BAppSc(PhyslEd) (RMIT)
SUE FRYER
BSc, DipEd (University of New England), PGDipCompEd, MITEd (University of Melbourne)
SAMANTHA FYNMORE
BA, MTeach (Monash University)
MARIA GALANIS
DipEd, GradDipLang (University of South Australia)
JAMES GARKEL
BEd, DipT (University of Melbourne)
KATE GEIER
BA, BTeach(Prim), MEd(SchLead) (Monash University)
KATE GILCHRIST
BAppSc (Victoria University), DipEd, MEd(StudWell) (University of Melbourne)
JEFFREY GOONAN
BA (Hons), DipEd (University of Melbourne)
LINDY GRAHN
BA, BSc, DipEd (University of Melbourne), GradCertBusAdmin (Mt Eliza)
BRONWYN GREIG
BEd (Deakin University)
YIFAN (ECHO) GU
BCom, MDataSc (University of Melbourne), MTeach (MGSE)
LEANNE GUINEA
BAppSc(PhyslEd) (RMIT)
Classroom Staff Qualifications
TRACY BENTIN HARITOPOULOS
Registered Psychologist
EDWARD HARRIS
BA (Hons) (La Trobe University), MIR, MTeach (University of Melbourne)
KYLIE HARRIS
BEd(Prim), BSc (Deakin University)
NINA HARRISON
DipTeach(Prim), GradDip Special Ed, ME, GradCertTESOL (Deakin University)
KATRINA HEHIR
BA, BEd (Deakin University), MEd(SchLead) (Monash University)
TOM HETHERINGTON
BTeach(Prim) (Deakin University), CertEd (Integration Aide) (Monash University)
VANESSA HEWSON
BA, DipEd, PostGradCertEnv (University of Melbourne)
CAROLINE HODGES
BAppSc (Hort) (University of Melbourne), BTeach (Deakin University)
DARSHINI HOSANEE
MTeach (ACU), BBus(Acc) (KBS)
PAULA HOWARD
BA, GradDipEd (University of Melbourne)
LISA HOWDEN
BEd(Prim) (University of Melbourne)
SHANNON HUANG
BA (Shanghai International Studies University), DipEd (Monash University)
JAMES INCE
MTeach(Prim&Sec) (Deakin University), BMarAntSc (University of Tasmania)
FIONA IRELAND
BTeach (Monash University), BEd (University of Melbourne)
JOEL IRONS
BEd PE (University of Ballarat), MSc (Curtin University)
SARAH JESSUP
BEd (Victoria College)
AMANDA JONES
BEd (Deakin University), DipTeach(EC), GDipSpecEd(EC) (University of Melbourne), DipCouns (AIPC)
SUSAN JUST
BA, DipEd (University of Queensland), MEdAdmin (University of New England), Advanced Management Course (Harvard University)
KATHRYN KENNEDY
BMusEd (Hons) (University of Melbourne), GradDipArtsAdmin (Deakin University)
LISA KHAN
BEd Drama (Hons) (University of Tasmania)
STEPHANIE KLAVINS
MTeach(EY) (University of Melbourne), BCom (Monash University)
KAREN KOCH
BA, DipEd (University of Melbourne), GradDipMediaStuds (Deakin University)
SARADHA KOIRALA
MA, DipEd (Victoria University of Wellington), BA (University of Otago)
ALICE LANGLEY
BPhysEd&Health (Federation University)
JULIAN LEE-HOLMAN
BA (Special Hons) (University of Hull), Further & Adult Education Teaching Cert (City of Bristol College), MTeach(Sec) (University of Melbourne)
MARINA LEGGATT
BEd, MSpecEd, PGDipPsychStudies (Deakin University)
MARIA LIEBERTH
BA (RMIT), GradDipEd (University of Melbourne)
JULIA LIPPOLD
BArts (Languages) (Hons), DipEd (Monash University), MPub&IntLaw (University of Melbourne), GCertLiteraryClassics (Griffith University), CertIV Training & Assessment (Chisholm Institute)
SASHELLE LOCK
BA (La Trobe University), BEd (Deakin University), MLitEd (University of Melbourne)
CAROLINE LONG
BA (Deakin University), MEd (University of Cambridge)
TAMARA LOVETT-MACKELLAR (Psychologist)
BEd, GDipPsych (Deakin University), PGDipEd(Welf), MEd, CertIV Training and Assessment, GradCert Special Ed (University of Melbourne), MPsych (Clinical), Assoc MAPS, MAGCA
ANDREA MACRAE
BSc, MTeach (University of Melbourne)
MICHELLE MAI
BA (Henan University), DipEd (Victoria University)
DR ALISON MANSON
BHuMove, MEd PhD (University of Tasmania)
CLAIRE MARTIN
BA (La Trobe University), BA (Hons) (University of Tasmania), DipEd (Monash University)
NICHOLAS MARTURANO
BMusPerf(Hons) (Monash University), DipEd (ACU)
NICHOLAS MCCANDLISH
GradDipEd (University of Melbourne), BA (Visual Arts) (Monash University)
VANESSA MCDONNELL
BSc, DipEd (Macquarie University)
KATHRYN MCKENDRY
BEd(Sec) (MCAE), MEd Librarianship (Charles Sturt University)
EMMA MCKILLOP
BMus, DipEd (ACU)
CASSANDRA MCLEAN
BHealthSci (La Trobe University), MTeach (Monash University)
REBECCA METZ
BBus Mgt/Mktg (Monash University), GradCertMath (University of Notre Dame), MTeach (MGSE)
EMMA MILLIGAN
BECE (University of Melbourne)
JODIE MITCHELL
BSc (Monash University), DipEd (La Trobe University)
CHRISTOPHER MUIR
MTeach(Sec), PGDipTeach(Sec) (University of Melbourne), BCreative Arts (La Trobe University)
KATE MURRAY
BDes(CommDes) (RMIT), DipEd (University of Melbourne)
DOLINE NDORIMANA
MSc Child Studies (Linköping University), BSc (Hons) (Mälardalen University), PGCE (University of Coventry)
CRAIG NICHOLLS
BTeach(Prim), BEdStud, MEd (Monash University)
ELISE NICHOLSON
BFineArts (Deakin University), MEd (ACU)
ALICIA O’CONNOR
BSc, MTeach (Deakin University)
ALEXANDER OUCHTOMSKY
BFinArt (RMIT), DipEd (Monash University)
JENNIFER OWENS
BHSc, GradDipEd(Prim) (Monash University)
PUSHPA PARASURAMAN
BSc, MSc (University of Aberdeen), MTeach(EY) (University of Melbourne)
SARAH PARK
BAEd (Monash University), MEd(SpecLearnDiff) (University of Melbourne)
VERONICA PARSONS
BEd(Sec) Science (University of Melbourne), PGDipPsych (Monash University)
JENNIFER PHILIS
BA (University of Paris), PGCE (Kingston University)
SHAYNE POLLARD
BEd (Southern Cross)
KELLIE PRESNELL
BAppSc(PhyslEd), BSpSc(HM) (RMIT), DipEd, MEd(StudWell) (University of Melbourne)
Classroom Staff Qualifications
ELEANOR RICHARDS
BEd(Sec) Science, PGDipEdSt (University of Melbourne)
SOPHIE RICHARDS
BEd (PhysEd/Sc), BTeach(Prim) (Deakin University), MEd (University of Melbourne)
CHRISTINE ROUX
BEd Primary (University of the Witwatersrand), MEd – Special Needs (Deakin University)
URSULA ROWE
BA (Mus), DipEd (Deakin University)
JESSICA SALADIN
BEd(Prim) (ACU)
ELODIE SALAMON
MLettresClassiques (University of Paris), CertIII Early Childhood Ed and Care
TIM SANTAMARIA
BA, BTeach(Prim) (University of Melbourne)
DEBBIE SCALLY
BSc, DipEd, BEd (Monash University)
LACHLAN SEARLE
BA, MJour, MTeach (University of Melbourne)
AMY SELLARS
BMus, MMus(PerfTchng) (University of Melbourne), MTeach (ACU)
WARWICK SHARPIN
BMus, BMusEd (University of Melbourne), AMusA (Clarinet), AMusA (Piano)
SHERRIN SIBLY
BEdMus (University of Melbourne)
NATASHA SIEDLECKI
BA (Monash University), MTeach (Deakin University)
EMILLY SPANOS
BSc(FoodSc) (Victoria University), DipEd (Monash University)
EMMA STEER (Lead Psychologist)
DClinical Psych, MPsych Ed & Dev, PostGradDip App Psych, PostGradDipEd (Monash University), BSc (La Trobe University), ExecCert (Positive Psych Coaching), Reg Psych (Clinical and Ed & Dev), MAPS
MONIQUE STEWART
BAppSc(PhyslEd) (RMIT)
JODIE STIRLING
BTeach (Charles Sturt University), Dip Children’s Services
TERESA SWIERCZYNSKI
BSc, MTeach, GCertEd(SLD) (University of Melbourne)
NICK THORNTON
BCom (Deakin University), TSTC (Melbourne State College), DipBus (GIT), GradDipEdAdm HIE, CPA, FACE, FACEL (Vic), MAHRI
ELIZABETH TINDALL
BA, BMus(Hons), GradDipEd (ACU), MMus(PerfTchng) (University of Melbourne)
DANNY TISNADO-ORTIZ
MEd (Monash University)
CHRIS TOMS
BCom (University of Melbourne), BEd (Deakin University), MEd (Monash University)
PETER TOOHEY
MMus, BMus (University of Melbourne)
SUE TRAYNOR
MAppPosPsych (University of Melbourne), BEd (Rusden)
NEERAV TRIVEDI
BSc SportPE&CoachSci (University of Birmingham), PGCE (University College London)
PHILLIPE VALLANTIN
BA, GCertTESOL (University of Melbourne)
AMANDA VARMALIS
BEd Math/Sc (Rusden State College)
MATTHEW VLAHOS
BEd P-12 (Victoria University), Cert TEFL (Maximo Nivel), GradCert IB (University of Notre Dame [in progress])
ANDREA WALTER
BEd(Prim), DipEd(Prim) (University of Melbourne)
JAMIE WATSON
BBltEnv (IntDes), BSecEd (PE), MEd (QUT)
TOM WATSON
BSecEd (PE & Science), MEd (QUT)
WILL WHITE BA,
GradDipEd (University of Queensland), ProfCert Instructional Leadership (University of Melbourne)
AARON YEOH
BMus (University of Melbourne), MMusStud (University of Tasmania), DipEd (Monash University)
SAMUEL ZHANG
BA (Sun Yat-sen University), MGMC, MTeach (University of Melbourne)
YAN ZHANG
MTeach (Victoria University), BSc (University of Melbourne)
JOSEPH ZHOU
BA (Tianjin Foreign Studies University), BEd (Deakin University)
Financial results
The Finance Committee is a formal sub-committee of the School Council and during 2023 met seven times.
The Finance Committee also provides informal consultation to the School’s management across the year. This committee has direct responsibility for overseeing the financial operations of the School and is tasked with recommending annual budgets, reviewing and monitoring monthly results and formally recommending the annual financial statements to School Council.
The School’s annual financial statements are audited by Deloitte. These consolidated accounts include the revenue and expenses of the School and the Lauriston Foundation (which is the fundraising entity of the School).
Lauriston derives the majority of its operating revenue from tuition and residential program fees (see Figure 1 – Income 2023).
The School also supplements its income by hiring out facilities to external users, operating the uniform shop and Aquatic Centre.
The primary cost of operating the School is the employment costs of our staff together with other expenditure on educational resources for our students. When setting the annual budget, the School seeks to minimise increases in tuition fees and to operate with a modest operating surplus (after allowing for depreciation costs).
The surplus or deficit naturally varies from year-to-year depending on enrolment numbers, programs operated and expenditure incurred.
During 2023, the majority of the School’s operational expenditure related to staffing (see Figure 2 – Expenses 2023).
Student enrolments increased slightly during the year and the School reported a surplus of $1.1 million for 2023.
The School continued major building works on the ELC facility at the Armadale Campus, Blairholme site. This building and the Sports precinct is expected to be completed during 2024.
Figure 1: Income - 2023
Figure 2: Expenses - 2023
LAURISTON GIRLS’ SCHOOL
2023
LAURISTON GIRLS’ SCHOOL
Deloitte
477 Collins Street Melbourne VIC 3000 GPO Box 78 Melbourne VIC 3001 Australia
Tel: +61 (0) 3 9671 7000
Fax: +61 (0) 3 9671 7001
www.deloitte.com.au
Girls’ School
(the “summary financial statements”), are derived from the audited financial Girls’ School (the “Audited Financial Report”)
financial statements and the auditor’s audited financial report and the auditor’s report thereon. The summary financial statements and the
summary financial statements and our auditor’s report thereon.
obtained prior to the date of this auditor’s report, we conclude that there is a material misstatement of
rs’ Responsibility for the Summary Financial Statements
Auditor’s Responsibility
