Lauriston Annual Report 2025 by Lauriston Girls' School

Annual Report 2025

2025 ANNUAL REPORT

Contents Chair’s report

Foundation report

Principal’s report

Our vision, mission and values

Foundation key achievements 2025

About Lauriston

Subject offerings

Co-curricular activities

2025 School Council

Subcommittees

Early Learning Centre report

Junior School report

Howqua report

Senior School report

School Co-Captains report

Old Lauristonians’ Association report

Class of 2025 Combined VCE and IB results

School Performance – NAPLAN results

Our students

Our staff

Classroom staff qualifications

Financial results

All information is correct at time of publication and is subject to change without notice. 2025 ANNUAL REPORT

Chair’s report

As we reflect on 2025, we do so with gratitude for a year of significant achievement, careful stewardship and important transition at Lauriston. It has been a year in which the School continued to deliver strongly for its students while preparing thoughtfully for the next chapter in its history. A defining feature of the year was our farewell to Principal Susan Just, whose exceptional leadership over more than 15 years has had a profound and enduring impact on Lauriston. Susan’s contribution is evident in the strength of the School’s academic, wellbeing and co-curricular programs; the ongoing development of Howqua; the renewal of our facilities and learning environments; and the confidence, capability and character of the young women who leave Lauriston prepared for life beyond school. The year also demonstrated the breadth and resilience of the Lauriston community. Across a full calendar of School, Foundation and alumnae events, we saw strong engagement from students, families, staff, donors and Old Lauristonians. Notable moments included: • The inaugural Twilight Cinema, which strengthened family connection at the commencement of the year; • The Gala Concert at Hamer Hall, showcasing excellence, discipline and creativity within Lauriston’s music program; • The Gala Ball, the first since the pandemic, reflecting the renewed momentum and generosity of our parent community; • The Foundation AGM, marking 40 years of purposeful investment in girls’ education; • International Women’s Day, the Student Futures Breakfast and the Old Lauristonians’ Association Lyceum Club event, each demonstrating the strength and influence of Lauriston’s alumnae network; and • The Huntingtower Lunch, an important occasion for connection across generations of the Lauriston community. Howqua remained a central strategic asset and an enduring expression of Lauriston’s educational purpose. Susan Just’s personal commitment to the program has been a hallmark of her tenure, and it was fitting that this year we opened Wu Kuo House, 4

Howqua’s 11th House, to support our growing student population. The Susan Just Appeal also directed Annual Giving towards the renovation and expansion of the Howqua Kitchen and Dining Hall, recognising its role as the heart of the campus and as a place where independence, connection and community are developed every day. These achievements were enabled by the sustained commitment of the broader Lauriston community. On behalf of School Council, I acknowledge our staff, parents, alumnae, students, volunteers and donors, whose contribution strengthens the School and supports its capacity to provide rich and meaningful opportunities for every girl. A further milestone was the appointment of Sabine Partington as Lauriston’s ninth Principal. Following a rigorous and considered search process, School Council was delighted to appoint Sabine to lead Lauriston from January 2026, as the School enters its 125th year. Her appointment provides strong continuity of purpose while positioning the School for future growth, innovation and impact.

I extend my sincere thanks to the members of School Council, its Committees and the School’s Associations for their governance, stewardship and service throughout the year. I also acknowledge the Executive team and all Lauriston staff for the care, professionalism and commitment they bring to sustaining the quality and character of the School. Finally, to Susan Just, we offer our profound thanks. Your leadership has left an enduring legacy in the life of the School and in the lives of thousands of Lauriston girls. As we farewell you with admiration and gratitude, we look ahead with confidence, guided by the values, educational purpose and sense of community that continue to define Lauriston as a School for Life. CLAUDETTE LEEMING CHAIR

2025 ANNUAL REPORT

Foundation report

The year 2025 marked a significant milestone for the Lauriston Foundation, celebrating its 40th anniversary and the conclusion of Principal Susan Just’s distinguished 15-year tenure. As Lauriston’s eighth Principal, Susan provided exceptional leadership and became the longest-serving steward of the Howqua Program, guiding its development for 15 of its 33 years. In recognition of her extraordinary contribution, the Susan Just Appeal honoured Susan’s enduring commitment to the Howqua experience. Thanks to the generosity of our community, the appeal has enabled the 2026 Year 9 cohort to benefit from newly renovated kitchen and dining facilities at Howqua.

This collective momentum reflects a shared and deep commitment to Lauriston’s vision for girls’ education.

In 2025, the Foundation raised $822,000, a testament to the philanthropic spirit of the Lauriston community. These funds play a vital role in supporting the School’s mission to inspire Lauriston girls to become courageous, ethical and life-long learners.

Sabine Partington. In the year ahead, the Foundation will prioritise the expansion of scholarship opportunities, ensuring that girls who may not otherwise have access to a Lauriston education are given the opportunity to thrive. I extend my sincere gratitude to the Lauriston community for its continued generosity and support. I also thank my fellow Foundation Board members for their dedication and service. Finally, I acknowledge with deep appreciation the outstanding leadership of Susan Just, and extend thanks to Claudette Leeming, Chair of Council, for her guidance and stewardship. ELISE GILLESPIE CHAIR, THE LAURISTON FOUNDATION

Looking ahead, 2026 will mark Lauriston’s 125th anniversary and the commencement of a new chapter under incoming Principal

Another significant achievement in 2025 was the opening of our 11th Howqua House, Wu Kuo, in October. I extend my sincere thanks to Mike Wu and Shan Kuo for their generous support, and to the wider Lauriston community whose contributions through the 2023 Howqua Appeal made this important development possible. Our Foundation community continues to grow in both strength and impact. During 2025, we welcomed 13 new Lauriston Foundation members, while eight existing members progressed to the next giving circle.

2025 ANNUAL REPORT

Principal’s report During 2025, the School Executive and staff worked with the School Council to develop the 2024– 2027 School Strategic Plan which encompasses seven strategic pillars:

3. Staff Personal Growth, Wellbeing and Belonging

1. Staff and Student Safety

4. Learning for Life

Continue to maintain a place of the highest level of safety for all students and staff.

Enable self-determined learners, who are competent, autonomous and connected through the provision of a holistic education.

2. Student Personal Growth, Wellbeing and Belonging Enable a thriving learning environment where children and young people cultivate and demonstrate the knowledge, attitudes, skills and values that enhance their own wellbeing and that of others.

Attract and retain quality staff, supporting individuals and teams who are aligned with our School Values, motivated to build our strength and capacity as a school and committed to their professional growth.

5. Technology as an Enabler Create a dynamic, technology enhanced educational environment that supports and values diverse teaching methods, fosters continuous learning, and equips both students and teachers with the skills and resources necessary for success.

6. Connected Community Build a sense of belonging for all members of our community, sustaining life-long connections with our school.

7. Resourcing the Future Provide and maintain high-quality education, and sustainable social, environmental and financial practices. During 2025, our strategic priorities included strengthening our Wellbeing curriculum with the introduction of a renewed curriculum from Years 7 to 12. The SPARK Wellbeing model informed the development of curriculum. The University of Melbourne completed a research inquiry for the School which confirmed that the SPARK Wellbeing model was in alignment with contemporary evidence-based research on adolescent wellbeing. In addition to the enhanced wellbeing curriculum, we have

2025 ANNUAL REPORT

reviewed and strengthened our student leadership protocols and processes to ensure fair, transparent and consistent appointments that empower students and reflect our School Values. Investigation continued throughout 2025 regarding the implementation of Intellischools which will support our data strategy and ability of teachers to analyse and use data to understand student progress and where individual or whole class interventions may be needed. Intellischools was launched in 2025 and will be fully operational in 2026. From Term 2, 2025, work began on the development of our Teaching and Learning Framework which is integrated with the Wellbeing Framework. The development process for the Teaching and Learning Framework has included consultation with curriculum leaders, teachers and students. A breadth of evidencebased research has informed the framework which will be implemented from Term 1 2026. Our 2024–2027 Sport Strategic Plan aligns seamlessly with the strategic themes of student personal growth, wellbeing, belonging and learning for life. Our robust sport program promotes student wellbeing and complements our view that physical wellbeing fosters both academic progress and belonging to a community. Our co-curricular program further enhances our sport program, and both encourage our students to discover their passions and interests that inspire their life-long physical activity. The Ullmer Sports & Wellbeing Centre continues to enable the implementation of our sport strategic plan and in 2025, the strength and conditioning coordinator continued to work directly with sports, such as rowing and netball, and also with individual students from both the Junior and Senior Schools to improve

2025 ANNUAL REPORT

the overall fitness and skills of our students. We have continued to give attention to our Athletics and Running program in 2025. Our Armadale Junior and Senior School students have access to Running Club and athletics training at school, which are well attended. The Howqua Running Program was further enhanced in 2025 and gave attention to supporting our Year 9 students in building their running technique, core strength and endurance. During 2025 we saw an overall improvement in students consistently participating in the Howqua fitness program, and a focus on individual goals and personal bests for trail running. Our Junior School students completed a successful sporting year in 2025. Participation is encouraged and in 2025, 55 students participated during the cross-country season, our swim squad comprising 20 students attending training two days each week, and 25 students participated in Term 4 diving. Running Club, and yoga are popular activities for our students. Participating in School Sport Victoria competition, Lauriston placed fifth at district swimming, and students placed in the top three in both Years 5 and 6 for district diving. Lauriston placed fourth in district cross-country, third in soccer, second in AFL 9s and third in basketball. It was pleasing to achieve a third place in district athletics with five students and a relay team progressing through to division athletics. Our Senior School students participate in more than 20 different sports through the GSV (Girls Sport Victoria) sporting competition. In 2025, in Division 1 our crosscountry team placed seventh and diving team placed eighth. In Division 2 our track and field team placed third and swimming team placed third. These results indicate continued improvement

for our sporting teams participating in carnivals with the independent girls’ schools that are part of the GSV. In GSV weekly sport, Junior Division 1, Intermediate Division 1 and Senior Division 2 participated in grand finals, Junior Division 1 netball won in their division and Junior Division 2 and Senior Division 3 participated in the soccer grand finals. It is pleasing that our netball club continues to have many participants, with seven grand final wins in season 1 and five teams playing in grand finals in season 2. Throughout 2025, the School has continued to provide training to school staff at both our Armadale and Howqua Campuses, instrumental music teachers and sports coaches on the Child Safe Standards. Our staff undertake Child Safe training at least twice a year and Child Safe scenarios and school policies are discussed at these training presentations and staff meetings. The Reconciliation Action groups 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. Our Howqua Campus students received a visit from a local Taungurung Elder, learning about their care of the environment and their history. There were several highlights in 2025 for music, including Lauriston in Recital and the Jazz Cabaret. The evenings showcased the high calibre of our music students and the professional working relationships they developed with our Lauriston teachers who accompanied them. Our Gala Concert, held at Hamer Hall was a major highlight of our music program with students from Prep to Year 12 performing in

choirs, ensembles, concert bands and orchestra. Performing Arts continues to build in strength and the Years 5–8 Musical production, Matilda, was well attended by families and friends. The students valued the opportunity to participate in rehearsals across Term 1 and perform across one matinee and two evening performances. The students benefited from working as an ensemble and being provided with the opportunity to design sets, lighting and sound. The Future Pathways week in 2025 was well attended and included an evening event with a panel of alumnae who work in non-traditional careers, our Year 12 and alumnae breakfast and an evening at the Lyceum Club for alumnae which enables them to make professional connections and listen to the career stories of our past students. In April 2025, we opened the Blairholme Early Learning Centre. The design of the construction incorporates Blairholme, an Italianate villa which was built in 1886 and an additional contemporary wing for our Kindergarten rooms and staff space. The Blairholme Early 8

Learning Centre brings together our early learning programs to a space that will enable us to fulfil our curriculum and wellbeing plans and promote collaborative working relationships between our children, educators and parents. The participation and involvement of our Lauriston Parents’ Association and its subcommittees is important to our School and the sense of belonging created through the various activities offered to parents and students throughout the year. Our flagship events for 2025 were the Twilight Cinema which saw attendees from the Junior and Senior Schools come together for entertaining craft activities, a Junior School film and a Senior School film, Gala Ball, Huntingtower Lunch and the Fathers of Lauriston Dinner all of which were well attended by current and past parents. Throughout the year there are many opportunities for our parent community to attend events, such as our Mother’s and Father’s Day Breakfasts, the end of Term 1 Easter Egg hunt and barbecue and morning tea presentations for our New and International Parents Group. In 2025, we welcomed parents to our Parent Series

which included presentations on navigating friendships for children and young people, finding the balance between school, cocurricular and family activities, fathers raising daughters, and a presentation on the topic of anxiety by Dr Susan Sawyer from the Royal Children’s Hospital. The Lauriston Foundation celebrated its 40th year in 2025. The Foundation plays a vital role in our school, raising funds through donations for our building fund, scholarship fund and library fund. The Lauriston community remained connected throughout 2025 and a hallmark of our school is the welcome offered to our parents and community members to our events and activities. Our students benefited from the care and professionalism of our teaching and general staff. Professional learning opportunities both internally and externally are offered to our teachers and staff to enable them to continue building their capability. Our focus is on student outcomes and the provision of a safe and caring environment in which to learn. SUSAN JUST PRINCIPAL

2025 ANNUAL REPORT

Our vision, mission and values

‘‘

It is our mission to inspire Lauriston girls to be courageous life-long 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.

Learning programs at Lauriston Girls’ School are based around the School’s five core values:

ENGAGEMENT IN LIFE We learn how to connect with others, manage the highs and lows and reap the rewards of our commitment by our purposeful engagement in all aspects of school life. We are motivated to participate and respond to changes in our world.

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.

COURAGE We are courageous in our approach to managing change; embracing physical, moral, and intellectual challenges; and standing up for what we believe. Courage enables us to understand our strengths and act accordingly.

CREATIVITY We approach learning and teaching with creativity as our cornerstone. We are imaginative, inventive, and entrepreneurial. We are open to and champion new ideas and new ways.

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.

2025 ANNUAL REPORT

Foundation key achievements 2025 A record year of giving, celebrating 40 years of the Lauriston Foundation.

439

GENEROUS D ONORS RAISED

$822K 114

FIRST-TIME D ONORS

NEW FOUNDATION MEMBERS

TOTAL D ONORS 439

OUR D ONORS

363 62 CURRENT PARENTS

ALUMNAE

PAST PARENTS

STAFF, FRIENDS, STUDENTS 2025 ANNUAL REPORT

OUR FUNDS TOTAL $822,470

$7.57M FOUNDATION VALUE AT YEAR END

65%

BUILDING $531,444

EDUCATION $71,500

26%

SCHOLARSHIP $216,826

<1%

LIBRARY $2,700

40TH ANNIVERSARY

GROWING COMMUNITY

The Lauriston Foundation celebrated 40 years of impact in 2025, reflecting on a legacy of supporting scholarship, education, and the development of the Howqua Program.

13 new Foundation members joined in 2025, and eight existing members progressed to the next giving circle – reflecting deepening commitment across the community.

SUSAN JUST APPEAL

WU KUO HOUSE OPENS

The 2025 Annual Giving Day honoured outgoing Principal Susan Just, funding the renovation of the kitchen and dining facilities at the Howqua Campus for the 2026 Year 9 cohort.

The 11th Howqua House, Wu Kuo, opened in October 2025, made possible through the generous support of Mike Wu and Shan Kuo and the 2023 Howqua Appeal community.

2025 ANNUAL REPORT

$735K DISTRIBUTIONS TO THE SCHOOL

About Lauriston 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. Lauriston is co-educational at Blairholme Early Learning Centre, from six weeks old to four years old; and girls only from Prep to Year 12. Established in 1901, Lauriston Girls’ School is a leading independent school with a proud tradition of academic excellence and educational innovation. Lauriston offers both the Victorian Certificate of Education (VCE) and the International Baccalaureate Diploma Programme (IBDP) in Years 11 and 12, providing students with diverse and globally recognised pathways.

EARLY LEARNING Our co-educational Early Learning and Kindergarten programs have been a vital part of Lauriston since 1992. Blairholme is a place of warmth, fun, joy, and laughter. A safe place, where each child is encouraged and respected for who they are. At Lauriston, our Early Learning programs are grounded in robust inquiry and play-based learning which support children as they are challenged to solve problems and engage with their community and the environment. This combination of an expertly planned curriculum with rich learning environments means our children can immerse themselves in both child and 12

teacher-led play, learning to embrace new experiences, build social skills and develop their curiosity.

subjects available to students by Year 12, with new subjects continuously introduced to reflect a dynamic world.

JUNIOR SCHO OL

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.

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 Lauriston 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 SCHO OL 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 daily. It allows for choice and balances critical and creative thinking with up to 28

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.

2025 ANNUAL REPORT

WELLBEING At Lauriston, wellbeing is built into the way we operate each day through our whole-of-school program, SPARK. Our student wellbeing programs consist of eight domains: selfawareness, healthy holistic habits, emotional awareness, mindsets, positive direction, positive relationships, role modelling and looking outward. These domains complement Lauriston’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 grassroots 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.

2025 ANNUAL REPORT

Subject offerings CURRICULUM DOMAIN

YEAR 7

YEAR 8

YEAR 9

YEAR 10

Arts

Drama Music Visual Arts Arts Electives

Drama Music Visual Arts

Music Art Drama

Art Drama Media Music Visual Communication Design (VCD)

Languages other than English (LOTE)

Chinese (Mandarin) French Latin

Chinese (Mandarin) French

English

English Learning Enhancement EAL

English Learning Enhancement EAL Literature English skills support

Humanities

Geography History

Mathematics

Physical Education (PE) and Health

PE Health and Wellbeing

PE Health and Wellbeing Mind and Body elective

Health and Wellbeing Outdoor Studies PE elective

PE Sport Science Health and Wellbeing

Strength, Health, Inspire, Nurture and Engagement (SHINE)

SHINE

Howqua Wellbeing Program

SHINE Psychology

Science

Science Psychology

Social Sciences

Additional Subjects

Money Management

Economics and Globalisation International Relations The Law in Perspective Business Studies Philosophy eSchool Shark Tank Entrepreneurship

2025 ANNUAL REPORT

Subject offerings CURRICULUM DOMAIN

YEAR 11 VCE

YEAR 12 IB

VCE

Media Music Repertoire Studio Arts Theatre Studies VCD

Music III Visual Arts HL Theatre SL/HL

Arts

Media Music Studio Arts Theatre Studies VCD

Languages other than English (LOTE)

Chinese (Second language) Chinese A French Chinese B French Spanish ab initio

Chinese (Second language) Chinese A SL/HL French Chinese B SL/HL English B SL/HL French SL/HL Spanish ab initio SL

English

English Literature English as an Additional Language (EAL)

English A

English Literature EAL

English A SL/HL

Humanities

History

History Theory of Knowledge

Revolutions (History) Australian History

History SL/HL Theory of Knowledge Geography

Mathematics

General Mathematics Mathematical Methods Specialist Mathematics

Mathematics SL/HL

Further Mathematics Mathematical Methods Specialist Mathematics

Mathematics SL/HL

Physical Education (PE) and Health

Health & Human Development

Physical Education

Strength, Health, Inspire, Nurture and Engagement (SHINE)

SHINE

Science

Biology Chemistry Physics Psychology

Biology SL/HL Chemistry SL/HL Physics HL

Social Sciences

Economics Accounting Global Politics Legal Studies

Economics

Economics Legal Studies Global Politics Accounting Business Management

Economics SL/HL

Music Visual Arts Theatre

Additional Subjects

2025 ANNUAL REPORT

Co-curricular activities JUNIOR SCHOOL

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Arts Art Club Dance and Movement Lunchtime Drama Years 5–8 Musical Community and Leadership Chess Club Compass Program Debating

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House Student Representative Committee Languages Alliance Française French Program

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English as Another Language (EAL) Mandarin Lessons Music

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Allegretto Strings Concert Band Double Reed Band

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Flute Ensemble Fusion Ensemble Junior Chamber Strings Junior Percussion Ensemble

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Lauriston Collective Montrose Chamber Choir (auditioned) Montrose Choir Montrose Strings Musicianship Club Piano Club Prep–Year 2 Strings Private Instrumental Lessons Years 2–4 Choir Sport Active Mornings Athletics

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Basketball Club Diving Fit and Fast Fundamental Motor Skills Hockey Skills

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Montrose Swim Squad Netball Club

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Netta Program Snowsports Water Polo Yoga STEM, Design and Digital Afterschool Coding Club Entrepreneurship Club

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Minecraft Club Tinker Club

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Weekly Intraschool Sport

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2025 ANNUAL REPORT

Co-curricular activities SENIOR SCHOOL Arts Art Club Behind the scenes and prop making club Life Drawing Classes Lunchtime Drama Senior Musical with Scotch College Senior Production Hair and Makeup Team Years 5–8 Musical Camps and Outdoor

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Duke of Edinburgh Outdoor and Fitness Program Community and Environment Amnesty Chess Club Greening and Sustainability Library Reviewers

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Model UN Philosophy Club Pride Club Puzzle Club Languages

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Chinese Help Club Latin Club

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Leadership – leadership opportunities are also integrated in all co-curricular offerings Debating Indigenous Ambassadors Public Speaking Student Representative Committee House Music Anthem Choir Concert Band Contemporary Ensemble Double Reed Band Flute Ensemble Fusion Ensemble Howqua Band

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Howqua Choir Howqua Guitar Ensemble Howqua Strings Laurians (auditioned) Laurella (auditioned) Lauriston Collective Lauriston Orchestra Lauriston Voices Lillian Bayly Strings Musicianship Club Private Instrumental Lessons Senior Chamber Strings Senior Woodwind Ensemble Senior Jazz Band 2025 ANNUAL REPORT

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Co-curricular activities SENIOR SCHOOL

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Music continued Senior Percussion Ensemble Symphonic Band Trebellas (auditioned) Sport Athletics Track and Field Basketball Club Boxercise Cross-country Diving Indoor Cricket Netball Club Rowing Run Challenge Snowsports Softball Squad Swimming Strength and conditioning Table Tennis Tennis Triathlon Water Polo Yoga GSV AFL Basketball Badminton Cricket Golf Hockey Indoor Cricket Netball Soccer Softball Tennis Volleyball Water Polo STEM, Design and Digital AI Club STEM Club Entrepreneurship Club Minecraft Club

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2025 ANNUAL REPORT

2025 School Council

Claudette Leeming (OL 1991) Chair School Council

Melissa Dixon (OL 1985) Deputy Chair, Chair Governance & Nominations

Elise Gillespie (OL 1999) Chair Foundation

Jane Hider (OL 1985) Chair Building

Stewart McCallum Treasurer, Chair Finance

Gavin Wilson Chair, Risk

Susan Just Principal

Kathy Ge (OL 2005)

Victoria Moffat (OL 2002) LPA President

Sophie Rice (OL 1985) OLA

Mark Schubert

Catherine Tan Secretary, Business Manager

2025 ANNUAL REPORT

Subcommittees

THE LAURISTON FOUNDATION Elise Gillespie (Chair)

Victoria Moffat

Tony Kassimiotis

Joy Yin

Jenny Ullmer

Mark Roberts

Hugh Cattermole

Cherry Zhao Appointed

Susan Just (ex officio)

Penny Richards Fowler (ex officio)

Catherine Tan Secretary (ex officio)

Alix Bradfield (ex officio)

Susan Just Principal

Nat Fanariotis Deputy Principal – Wellbeing

Natalie Bunn Deputy Principal – Learning and Innovation

Kate Hehir Assistant Principal – Junior School Curriculum

David Joyce Vice Principal – Howqua

Vanessa McDonnell Head of Senior School

Andrew Smith Executive Director – Marketing, Admissions & Communications

Catherine Tan Business Manager

Chris Toms Vice Principal – Head of Junior School

Susan Coates Director of People and Capability

Claudette Leeming (ex officio)

EXECUTIVE TEAM

2025 ANNUAL REPORT

Early Learning Centre report

Each year the Blairholme ELC curriculum is informed by a Big Idea. The title for the Big Idea in 2025 was ‘Transformation’, the dictionary definition of which is: a marked change in form, nature or appearance. As a community of learners, we are inspired by the schools of Reggio Emilia, which envision ‘transformation’ in education as a dynamic and ongoing process of growth and change.

A belief that education should be a journey of exploration, discovery and co-creation, where learning is not a destination but a continuous unfolding of potential. Children’s brains are in a constant state of change and growth, forming and reinforcing neuron connections with each experience. They are also transforming their perception of the world and their place in it, ‘making sense of their theories’. We wondered what the children would see as they investigated what a transformation might be and how it would unfold. The Dolphin children’s interest in nature and bees became the foundation for their project, exploring ways in which they could support bees and other insects in the Blairholme environment. Each 22

child worked on designing and building their own insect hotel. This phase encouraged deep thinking, creativity and problem-solving as they considered how to turn their plans into three-dimensional forms. The project then transformed into a collaborative effort. As a group, the children voted on the base shape for a larger, shared insect hotel, a lasting structure of wood that reflects the children’s shared vision. The Kookaburras were keen to investigate the human life cycle. The children started by looking at themselves as babies, and their thoughts were extended to understanding and seeing differences in themselves from being an infant to a child, and then what they might be like in the future. The children designed and illustrated books about themselves and their transformation from baby to adult, engaging their creative and literacy skills. The Lyrebirds investigated the idea of transformation through personal observation and experiment. Particular investigations focused on how the seasons change from one into the other, how plants grow from seed, how food waste becomes new soil, how the caterpillar bursts out of its cocoon as a butterfly and how they, by their own efforts, are able to transform themselves through the acquisition of skills, understandings and habits of mind. They have discovered early that change is the only constant. The Wombat children deepened their understanding of transformation through the lens of personal growth. A key focus was on developing flexible

thinking – the ability to adapt and respond thoughtfully to change or unexpected situations. This is particularly important in supporting positive social interactions and helping children move away from rigid thought patterns. Through ongoing collaboration in our buddy system, we are encouraging the children to use strategies that promote empathy, perspectivetaking and problem-solving. In 2025 we saw a real shift in how the children approach challenges and relate to one another. The Emu group explored the concept of transformation through their strong interest in dramatic play. By nurturing this interest, we supported children to see how imagination, kindness and cooperation can transform not only their play but also their understanding of the world around them. Together, we investigated questions about friendship: How can we make a friend happy when they are sad? How can we play kindly and happily with one another? How can we help to transform a friend’s emotions? Building on these ideas, the children collaborated to create their very own fairyland – a shared imaginative space where friendship, creativity and transformation come to life. The Koala children were inspired by the picture story book The Digger and the Flower. The children’s connection to this book has seen them engage with a hundred languages. They have also challenged their mathematical skills, learning

2025 ANNUAL REPORT

about shapes and sizes using boxes to create their own construction vehicles. The children gained confidence in being able to name and identify the various feelings they share with the characters in the book. The Possum children loved listening to the story of The Snail and the Whale. The concept of reciprocal friendship and the adventure the whale and the snail take together walk side by side with the Possums’ experiences. This year we observed the transformation of how the Possums’ friendships and social skills – such as care, empathy and sharing the fun times – have developed. Their love of learning was fostered by investigations into the incredible lives of the humpback whales and little sea snails. Our attention later in the year focused on solving the problems of plastic waste and human noise in the ocean, which left the poor humpback whale stranded on the beach. The Bilbies became curious when a bilby puppet arrived in the Bilby room, and quickly the educators realised that the group were not at all familiar with this Australian animal. The children took great interest in the bilby and were very enthusiastic to learn about them, what they eat and where they live. This resulted in the classroom exploring habitats. A bilby habitat, we learnt, was not at all like ours, and we decided to transform the stairs in the corner of the room into our very own bilby habitat. The Gumnuts explored the fascinating changes that living things go through. Their journey began with the story of The Very Hungry Caterpillar, which sparked a deep fascination among the children. Using cardboard apple holders, they created their own caterpillars by painting them green and adding eyes. The educators extended this curiosity by helping the children build a

2025 ANNUAL REPORT

large cardboard cocoon for the children to decorate, prompting rich conversations about transformation. Questions about what happens next have led us to introduce real chrysalises into the room and study the butterfly life cycle. The Snugglepots explored light and colour by looking through translucent blocks, discovering how the world changes through different lenses. This curiosity extended to our

large window overlooking the ‘piazza’, where the children can connect with familiar faces and surroundings. The window has become our ‘window of wonder’, transforming over time to spark new interactions, recognition and connections with others in our centre. FIONA IRELAND CO-DIRECTOR OF CURRICULUM AND COMMUNITY BLAIRHOLME EARLY LEARNING CENTRE 23

Junior School report As 2025 draws to a close, I find myself reflecting with pride and admiration on another remarkable year in the Junior School. From the joyful buzz of our Book Week parade to the excitement of our sporting carnivals, the magic of our music concerts, and the success of our Community Service initiatives, there have been countless moments of growth, celebration and community. It was a year of learning, laughter and leadership. A defining theme for the Junior School in 2025 was student leadership. This year, we 24

continued to build on our vision of empowering every Year 6 student with the confidence, skills and mindset to lead – regardless of title or role. The concept of leadership in our Junior School is not reserved for a select few. Rather, we embrace a distributive model, grounded in the belief that all of our students have leadership potential and that every Year 6 student should be given the opportunity to grow and shine. The Year 6 Leadership Program began with a dynamic threeday leadership conference in early Term 1 – an immersive experience featuring guest speaker Jacqui Cooper, handson workshops and engaging incursions. The conference

introduced the girls to the core attributes of effective leadership, including planning, teamwork, communication, decision-making and public speaking. Throughout the year, the Year 6 students took part in leadership lessons centred on the ‘Five Building Blocks of Leadership’: confidence, organisation, responsibility, teamwork and public speaking. These sessions allowed students to learn and practise key skills in a safe and supportive environment, while also encouraging them to take initiative, solve problems and think creatively. When I first joined Lauriston, leadership opportunities in the

2025 ANNUAL REPORT

Junior School were limited to six formal positions: a Junior School Captain, Vice-Captain and four House Captains. While those roles were highly valued, they represented just a small portion of the cohort. In contrast, our current program ensures that every Year 6 girl holds a position of responsibility – whether it’s leading assemblies, organising School events, mentoring younger students or representing Lauriston on School tours. These authentic, hands-on experiences enable our students to practise leadership with purpose and impact. The Year 6 students made an outstanding contribution to School life in 2025. They hosted assemblies, ran the Years 5–6 Disco and supported special events for our younger students, including the Prep–Year 2 Spring Market and the much-loved Picnic Races. Many gave up their time before school to help our younger students with reading or maths. Their enthusiasm, generosity and sense of responsibility were very impressive. One of the most powerful aspects of this program is the way it strengthens student voice. By encouraging our girls to speak up, share ideas and collaborate with others, we give them ownership over their learning and their School. They learn that leadership is not about popularity or perfection, it’s about service, influence and integrity. In 2025 we also saw the broader benefits of the program in the classroom and playground. Our Year 6 leaders modelled empathy, resilience and inclusion, helping to foster a Junior School culture in which students care for each other and take pride in their community. They learned to lead by example and to make a difference – quietly or boldly, but always with purpose.

achievements throughout the year. Whether it was in the classroom, on the sporting field or on stage, their contributions enriched our School. I continue to be impressed by their enthusiasm, manners and eagerness to be involved in all aspects of School life. My heartfelt thanks to our dedicated and passionate Junior School staff. Their tireless work teaching, mentoring and encouraging is appreciated. To the Junior School Leadership team – Kate Hehir, Shayne Pollard, Caroline Long, Monique Stewart, Fiona Ireland and Amanda Jones – thank you for your exceptional guidance and oversight of the Leadership Program. Special thanks also to our Junior School Executive Assistant, Debbie Henderson, for her warm and steady support of our students, families and staff. To our wonderful parent community – thank you for your unwavering support, presence and partnership. Your encouragement helps our girls to thrive, and your participation at events helps to build the vibrant community spirit we are so proud of at Lauriston. Finally, I would like to express my deepest gratitude to our Principal, Susan Just, for her inspirational leadership over the past 15 years. I have been privileged to experience Susan’s support, trust and guidance first-hand. Her vision for Lauriston – especially her unwavering belief in the potential of every student – has shaped not only our programs, but our purpose. As the year concludes, I wish all of our Lauriston families a joyful, safe and restful holiday. I look forward to welcoming you all back in 2026. CHRIS TOMS VICE PRINCIPAL, HEAD OF JUNIOR SCHOOL

I would like to extend my congratulations to all of our Junior School students for their 2025 ANNUAL REPORT

Howqua report

As the year concludes, we celebrate a wonderful 2025 at Howqua. In completing my first full year as Head of Campus, I have observed the complete cycle across teaching, House Life and the Outdoor Program, and shared the joy of the Howqua Program. 2025 was marked by steady improvement in systems, ongoing staff cohesion and community connection, and significant facility development to support the student experience.

ACADEMIC PRO GRAM A positive learning culture and clear routines supported engagement and progress across all subjects. Work focused on consistency of practice, timely feedback and alignment with Armadale learning programs. Flexible spaces and adjusted timetabling supported refined language classes. Targeted supports – Maths Help and Flex study sessions – provided structured time for consolidation and assessment preparation. Evening Prep continues to support learning and positive study habits and Masterclasses strengthened study techniques, rubric interpretation and exam readiness.

WELLBEING, COMMUNITY AND HOUSE LIFE With the tireless work of Alana Murdoch and her extensive residential school experience, house‑based routines and the wellbeing curriculum underpinned student welfare and belonging.

Staff refined daily expectations and communication; students participated in structured activities that reinforced responsibility, respect and positive contribution to House culture. Regular check‑ins and timely follow‑up supported calm operations. Collaboration with families was strengthened through scheduled Schoolbox updates and regular House and academic email contact.

COMMUNITY CONNECTIONS Connections with the broader community continued through Armadale links and the Community Service Program. The Year 6 Visit Day introduced prospective students to Howqua Life, House routines and campus. We hosted our first Year 7 Camp visit with round‑robin activities and an introductory Outdoor Program camp‑out, offering a structured sample of fitness, navigation and campcraft. A Year 10 Community Connection online session bridged cohorts with practical advice for the final Howqua term and reintegration to Armadale. Locally, students contributed through partnerships with Parks Victoria, the Jamieson Wildlife Shelter, Mansfield Radio, Jamieson Primary School, the Mansfield CWA, Rosehaven Hospice and the Mansfield Zoo. On campus, students constructed a new Top Paddock deck, maintained running trails and prepared tracks and equipment for the Outdoor Program.

OUTD O OR PRO GRAM AND FITNESS Stable weather and adjustments for bushfire safety enabled a full Term 1 program on Taungurung Country, progressing from local activities to Mount Stirling hikes. In Term 2, extended journeys built capacity, culminating in Three‑Day Hike routes including the Crosscut Saw and Mount Howitt. The Fitness Program focused on training, recovery and injury management; strength and conditioning and trail‑running technique sessions supported participation across differentiated groups. The bumper snow season saw wonderful winter adventures in Term 3. Students developed confidence in downhill and cross‑country skiing through structured instruction and refined safety processes. The term built towards overnight back‑country ski tours and a memorable four-day Bogong High Plains trip from Falls Creek, with excellent conditions enabling extensive travel on snow. Term 4 combined fitness and extended hikes and culminated in the Seven‑Day Hike and the End‑of‑Year Celebration Run on Mount Stirling. Across the year, planning, preparation and risk management were refined to balance challenge and support. My thanks to the 2025 cohort for embracing growth through experience, and to staff whose guidance ensured students progressed at an appropriate pace while meeting safety expectations.

2025 ANNUAL REPORT

FACILITIES AND INFRASTRUCTURE Key projects in 2025 included Wu Kuo House (Howqua House 11) being completed and ready for the first residents in 2026. In addition, works commenced on a new kitchen and the refurbishment of the dining hall. Thanks go to our Maintenance team for their tireless work and planning to minimise disruption while improving learning, living and program spaces.

ACKNOWLED GEMENTS Thank you to staff across teaching, House, outdoor, operations and medical teams for your professional 2025 ANNUAL REPORT

work, and to families for ongoing support. We bid a sad farewell to Alana Murdoch as she relocates to Melbourne and thank her for her work and impact at Howqua. 2025 sees the significant farewell to Susan Just. Susan’s visionary leadership and support have guided Howqua for almost half of its life as a campus. She has never wavered in her support of the staff, campus and the exceptional program that is Howqua, and Lauriston is all the better for her stewardship. I want to thank Susan personally for her patience, support and wisdom as I have learnt the ropes over the last 18 months and

know that she will keep a close eye on us and will always support the Howqua Program. Our students are the lifeblood of Howqua and we farewell the Class of 2025 with pride. Each student’s journey is distinct – across classroom learning, House life and the outdoors – and growth is evident. Their care and support for each other have been a highlight, and the bonds formed here will endure. We look forward to their continued success. DAVID JOYCE VICE PRINCIPAL, HEAD OF HOWQUA CAMPUS

Senior School report At the end of each year, I look forward to pausing and reflecting. It’s a moment to celebrate the many opportunities our students have embraced, the challenges they’ve overcome, and the rich tapestry of experiences that have shaped their year. To capture 2025, I invited students to share their personal highlights. Their responses were heartfelt, diverse and inspiring – a vibrant collection of memories that capture the essence of their Lauriston year. This is just a small sample of them.

YEAR 7: NEW BEGINNINGS For our Year 7 students, 2025 was a year of firsts – first camps, first House events and first steps into high school life. Tilly Day and Matilda Perks shared their

excitement about the Year 7 Camp, describing it as a place where fun activities, challenges and new friendships came together. ‘We went away with strangers and came back with friends and memories,’ Tilly said. House events helped students connect across year levels, building camaraderie and School spirit. ‘House Swimming was our first event – it really helped us get into the spirit,’ said Matilda. Friendships blossomed throughout the year, with students appreciating the diversity of opinions and interests among their peers. Academically, students explored a wide range of subjects, and said they felt empowered by the opportunity to choose electives. The library, with its vast collection and welcoming atmosphere, became a favourite space for many. ‘It was one of the reasons I chose Lauriston,’ Tilly shared.

YEAR 8: CREATIVITY, COURAGE AND CONNECTION Grace Stevens and Hillary Leung from Year 8 painted a vivid picture of a year filled with creativity and courage. Grace highlighted the 2025 Gala Concert as a standout moment, where students showcased their musical talents in a truly memorable evening. For Hillary, the year was a journey of exploration and growth, and she found joy in Sport. ‘Badminton has always been a sport I truly enjoyed,’ she said, appreciating the friendly competition and the chance to push her limits. Academically, the subject Media stood out. ‘It was different from other subjects and gave me the opportunity to explore photography,’ Hillary shared. ‘Year 8 has been a blast – it went by in the blink of an eye,’ she added, reflecting on the many bold and

2025 ANNUAL REPORT

colourful memories that made the year unforgettable.

YEAR 10: GROWTH, CREATIVITY AND CONNECTION 2025 was a year of transition and opportunity for our Year 10 students, with many returning to Armadale after their Howqua experience with a renewed sense of independence. Ziggy Baily-Wong reflected on her first year at Armadale, describing it as ‘full of excitement, wonder and learning’. One of her standout experiences was joining the rowing team as a first-time cox. ‘I learned leadership, teamwork and resilience – especially during 6 am training sessions in the rain,’ she shared. The season tested her limits but also instilled pride and grit. Creativity thrived throughout the year, with students performing in concerts, productions and House Drama. Victoria (Tori) Moulton described these events as ‘rewarding and memorable’. She also enjoyed House Debating, which sharpened her public speaking and critical thinking skills.

2025 ANNUAL REPORT

YEAR 11: LEADERSHIP, CELEBRATION AND ACHIEVEMENT Alice Skinner and Katie Van Rooyen from Year 11 described a year filled with leadership opportunities and memorable events. The senior rowing team’s trip to the NSW State Championships was a highlight, offering inspiration and a chance to compete at a high level. The Dance Festival at the end of Term 1 brought the whole School together. ‘Everyone worked so hard and had so much fun on stage,’ Alice said. House Drama allowed Year 11s to take the lead, highlighting their creativity and dedication. ‘The plays were incredible and made for a fantastic start to the winter holidays,’ Katie shared. ‘2025 has been an incredible year for the Year 11s,’ Alice and Katie concluded. ‘We can’t wait for 2026!’

YEAR 12: FRIENDSHIP, FAREWELL AND GRATITUDE Alexandra (Axy) Park reflected on her final year of school as one ‘filled with many highlights and hard work’. Among the standout moments were the Year 12 Sleepover in Irving Hall, where everyone snuggled up together,

and the many breakfasts hosted by the amazing Prefects and teachers – complete with hot choccy and marshmallows to warm up winter mornings. Axy fondly recalled dancing on the Irving Hall stage after House Music, singing in the common room at lunchtime and celebrating at the final School Formal. ‘We are so grateful for the teachers’ ongoing support throughout the year, providing us with all the help we need to succeed.’

OUR STUDENT VOICES What stands out most in these reflections is the diversity of experiences and the shared sense of community. As we look ahead, I’m filled with pride and gratitude. Pride in our students for their courage, creativity and kindness. Gratitude for the staff, families and wider community for providing these wonderful opportunities and supporting students to pursue their individual interests. 2025 was a celebration of learning, leadership and opportunities. And if this year is any indication, the future is full of promise. VANESSA MCDONNELL HEAD OF SENIOR SCHOOL

School Co-Captains report

As our time at Lauriston draws to a close, we feel so grateful to have had the privilege of serving as your 2025 School Captains. The year was one of spirit, kindness and connection as we saw our theme, ‘Come Alive in 2025’, come to life across the Lauriston community. Our vision was to encourage every student to ‘come alive’ by embracing opportunities, celebrating one another and spreading kindness and connection throughout the School. We saw this everywhere: in the way students threw themselves into House events, in the enthusiasm at the Clubs Expo, in the Affirmations Tree filled with kindness and in the way you all went along with our antics in student-led assemblies. Initiatives like Active Mornings with the Prep–2 students, International Children’s Book Day, Reconciliation Action Week and R U OK? Week all reminded us that connection across ages and experiences is what makes Lauriston so special. To our fellow Year 12s – we are so proud of all of us for getting through the ups and downs of this final year together. Through gaining 30

access to the common room, coffee breaks during frees, Formal, SACs, IAs, Celebration Day, Valedictory and more, the year was both memorable and fulfilling, closing off our final chapter at Lauriston in the best way possible. Of course, none of this would have been possible without the support of so many in our community. To the Prefect team – thank you for your creativity, positivity and commitment; we could not have done it all without you. To Ms McDonnell and Ms Fanariotis – thank you for your guidance, encouragement and for always helping us bring our ideas to life. To all our teachers and staff, we are endlessly grateful for your patience, energy and belief in us, always going above and beyond to help us succeed in our aspirations.

We feel very lucky to have been guided by you throughout the year and would like to thank you for everything you gave us on behalf of the 2025 student cohort. To the next team of student leaders: we have full confidence that you’ll bring your own energy and ideas to Lauriston. We’re so excited to see what you get up to and how you continue to shape this community in your own way. It was an honour to lead, laugh, dance and grow with you all. Thank you for making 2025 a year where Lauriston truly came alive. With love and gratitude. ANNABEL REITH AND ANNABEL WU CO-CAPTAINS

This year was especially significant as we farewelled Ms Just in her final year as School Principal. Ms Just, your genuine care for students, your openness to our ideas and your passion for creating a community where every student can thrive in their own way have shaped Lauriston in profound ways. 2025 ANNUAL REPORT

Old Lauristonians’ Association report When I stepped into the role of President of the Old Lauristonians’ Association (OLA) in March 2025, I did so with immense pride and a deep sense of responsibility. As an Old Lauristonian from the Class of 2002, I’ve seen first-hand how powerful our community can be when we come together with purpose and passion. The OLA, established in 1913, has long been a pioneer among girls’ school alumnae associations. And thanks to the incredible leadership of my predecessor Anna Wilson (Murray, OL 1990) and the tireless work of our Alumnae Relations Manager Catherine McVean, we are now entering an exciting new chapter – one where our alumnae network is not only thriving but setting the benchmark for others to follow. In 2025, we were proud to once again offer a dynamic and everevolving program of events and initiatives that reflect the diversity, ambition and generosity of our OLs. Here’s a snapshot of what happened in 2025: • The OLA Fellowship – Our annual $5000 grant continues to empower OLs pursuing further study, launching businesses or leading impactful projects. In 2024, we awarded the Fellowship to Sarah Rejman (Wallis, OL 1993), Founder and CEO of Kafika House in Tanzania. Sarah returned to Lauriston in March 2025 as our keynote speaker for International Women’s Day, where she was formally presented with 2025 ANNUAL REPORT

her Fellowship medal. We were thrilled in August to announce the recipient of the 2025 OLA Fellowship, which was awarded to May Warner (OL 2016). May was awarded and presented with her OLA Fellowship at the OLA Networking Event, held on 28 August at The Lyceum Club. A wonderful evening that highlighted the professional community that spreads beyond alumnae, and into our wider School community. • Reunions – From 5 to 75 years, our class reunions remain a cornerstone of connection. 2025 reunions included the Howqua 10-Year Reunion, the Lauriston Luncheon for OLs who left 50 or more years ago, our Bellarine

Peninsula and Mornington Peninsula gatherings and a brilliant event in Sydney. • Professional networking and mentoring – Our career-focused events and the Student Futures Program continue to grow, with OLs mentoring senior students and supporting one another across industries. • Community engagement – OLs are returning to Lauriston to speak at Founders’ Day, Valedictory, International Women’s Day, Huntingtower Lunch and other events, inspiring the next generation of students and continuing our connection with our past communities.

• The Fathers of Lauriston Dinner and the Huntingtower Lunch – Two unique opportunities for community members to hear from OLs and gain insight into the pathways that current students may pursue. • Support for the Lauriston Parents’ Association and the Lauriston Foundation – Strengthening ties across the broader School community. Our mission is clear:

‘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.’ At the 2025 Valedictory, each graduate received a customdesigned OLA ring – created by OLs and manufactured by a Lauriston family – featuring five stars that represent our School’s core values: relationships, courage, creativity, intellectual curiosity and engagement in life.

2025 also marked a significant moment in Lauriston’s history as we farewelled Principal Susan Just, who has led our School with vision, integrity and unwavering commitment for the past 15 years. Susan’s legacy is profound – she championed innovation in education, strengthened our global perspective and nurtured a culture of courage and compassion. Her leadership has left an indelible mark on generations of Lauriston students, staff and families, which

2025 ANNUAL REPORT

was evident from the wonderful ‘Just’ Leaders Event held in October, welcoming former leaders back to school for an occasion to honour Susan. As OLs, we are deeply grateful for the foundation she has laid and the values she has instilled in us. Her impact will continue to shape our community for years to come. To the Class of 2025, including many of you I’ve had the pleasure of meeting already: welcome to the OLA. I encourage you to 2025 ANNUAL REPORT

stay connected, take part in our events, and embrace the incredible opportunities available to you as proud OLs. With over 6000 OLs around the world, we are united by our shared Lauriston experience. As your new President, I am committed to building on our strong foundation and ensuring that every OL feels seen, supported and celebrated – wherever life takes you.

A heartfelt thank you to our Alumnae Relations Manager, Catherine McVean, who coordinates all alumnae engagement at Lauriston. From reunions and events to communications and connections, Catherine is the driving force behind it all and without her, we’d be far less connected and certainly less organised. ALEXANDRA HARVEY (OL 2002) OLA PRESIDENT

Class of 2025 Combined VCE and IB results Median ATAR

Results Summary

90.40 90.15 58

100%

Students in Visual Communications Design achieved scores of 40+

Students in Chinese B (SL & HL) achieved a perfect subject score of 7

8% 14%

26% 33%

51% 51%

ATAR greater than 99

ATAR greater than 95

ATAR greater than 90

Top 1% of the nation

Top 5% of the nation

Top 10% of the nation

100%

Students in Theatre HL achieved a perfect subject score of 7

42%

of Year 11 VCE students achieved scores of 40+

4 perfect study scores of 50 in VCE Isabelle Nock Business Management

Charlotte Roberts and Eloise Forsyth-Ayres

Lucy Gough Legal Studies

Business Management

2025 ANNUAL REPORT

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 2025.

READING

WRITING

SPELLING

GRAMMAR

NUMERACY

YEAR 3

482

480

460

489

474

YEAR 5

584

570

562

590

579

YEAR 7

627

631

610

639

640

YEAR 9

641

636

614

657

665

INTERPRETING THE TABLE Selected school’s average when compared to students with a similar background NAPLAN participation for this school is 100%

Well above

Below

Above

Well below

Close to

No comparison available

NAPLAN participation for all Australian students is 95% NB A school’s NAPLAN test must have a minimum of 11

participants and 80% participation rate for a comparison colour to be available. Grey shading indicates participation did not meet these thresholds.

2025 ANNUAL REPORT

Our students

STUDENT AT TENDANCE

STUDENT RETENTION

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.

In 2025, the student retention rate (that is, how many students who graduated Year 12 in 2025 completed Year 9 with Lauriston) was 88%

Year 1

94%

Any unexplained student absence is first addressed with an SMS to parents, with a followup communication made by the student’s Tutor or Head of House if necessary.

Year 2

96%

Year 3

95%

Year 4

95%

Year 5

95%

Year 6

94%

Year 7

93%

Students who are continually absent or late without reason are given an afterschool detention.

Year 8

92%

Year 9

95%

Year 10

92%

2025 ANNUAL REPORT

YEAR LEVEL

ATTENDANCE RATE

YEAR

RETENTION RATE

2014

96%

2015

92%

2016

89%

2017

82%

2018

92%

2019

90%

2020

90%

2021

89%

2022

94%

2023

84%

2024

91%

2025

88%

Our staff WORKFORCE COMPOSITION

STAFF RETENTION

HEAD COUNT

FULL-TIME EQUIVALENT (FTE)

Number of teachers & assistants employed and their full time equivalency

184

153.91

Number of nonteaching members of staff employed and their full time equivalency

2025 Average tenure of all existing teaching staff (Teachers)

8.5

STAFF DEPARTURES 68.65

2025 Resignation/retirement

End of contract

Total departures

STAFF AT TENDANCE 2025

Staff attendance rate (all staff)

96%

Average school days missed per term

1.9

2025 ANNUAL REPORT

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)

DAVID ATKINS

DipEd, BA(OutdoorEd) (La Trobe 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

BEdSci, GDip Training & Dev (University of Melbourne), MEd (TeachLib) (Charles Sturt University)

MARK BARRATT

BEc, MEd (Monash University)

LISA BELCOURT

MATTHEW BRETHERTON

BOutdoorEdExt, GradDipTeach (La Trobe University), CertIII Outdoor Recreation

EVAN BROPHY

BOutdoorEd, GradDipEd (La Trobe University), Dip Outdoor Recreation and Adventure Tourism (La Trobe University Alpine Institute)

LACHLAN BROWN

BOutdoorEd, GradDipTeach (La Trobe University)

DR NATALIE BUNN

BSc (Hons), PhD Chemistry (University of Wales, Cardiff), PGCE (University of Manchester)

PAUL BUTLER

BEd, MEd (Monash University), MA, PGCE (University of Oxford)

SARAH CAIN

BECS (University of Melbourne)

PETER CAMPITELLI

BEd (Victoria College), DipT (Deakin University)

BA, BTeach (Deakin University), GradDipEd (La Trobe University)

TIM CAVANAGH

STEVEN BELL

JULIE CHONG

CertIII Group Fitness (Australian Institute of Personal Trainers), CertIV TAA (Australian College of the Arts), PgDipEd (Monash University), BAMus (Box Hill Institute)

EMILY BIERNACKI

BA, MTeach (University of Melbourne)

FIONA BONNYMAN

BA, DipEd (University of Melbourne)

JAYDE BOOTH

BEd (MCAE)

BSc (University of Melbourne), MTeachSec (University of Melbourne)

JONATHAN COLLENETTE

BSc (Hons) (Lancaster University), PGCE (Exeter University)

RACHAEL COLLIER BECE (Holmesglen)

KATE COLLIN

DipT (Victoria College), Cert A

BA (Charles Sturt University), GradCertUX & WebDesign (Torrens University), MTeach (ACU)

DANIELLE CONQUEST

FIONA BREBNER

ROB COOPER

DipEd(Prim) (ICE)

BBldg (Deakin University), GradDipEarlChildTeach (RMIT) BPhEd (Deakin University)

BRENT CORNELL

BBiomed (Hons), DipEd (Monash University)

ANNA CORNEY

BA (Monash University), DipEd (University of Melbourne), MEd(TeachLib) (Charles Sturt University)

SAMUEL COUSINS

BSc (Victoria University of Wellington), GradDipEd(Sec) (University of Waikato)

SALLYANNE CRAIG

BA (RMIT), GradDipHort (University of Melbourne), GDipECEd (Monash University)

SIMON CROSS

BBus, BSocSci (Monash University), Dip Outdoor Recreation (Swinburne University), GradDipEd(Sec) (Monash University)

FIONA CURNOW

BA (Hons) (University of Melbourne), DipEd (La Trobe University)

JENNY D’ALTERA

BCom (Deakin University), GradCertCareers (RMIT), GradDipEd (La Trobe University), MEd(StudWell) (University of Melbourne), UGradCertMentalHealth (Monash University)

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)

JANNAH DAVIES

BEd (Deakin University)

DR ZARA DENNIS

BSc (Hons) (University of Salford), PhD (Monash University), DipEd (La Trobe University)

2025 ANNUAL REPORT

DENISE DESSAU

SUE FRYER

AMY DEVEREUX

SAMANTHA FYNMORE

DipArt (RMIT), DipT (ATTI), GradDip InfoLib (University of Melbourne), MA (Deakin University) BA (University of Melbourne), BVisArts, DipEd (University of Ballarat)

BEN DONALDSON

BEd(Human Movement and Health Education), MMgt(Sport Management) (University of Technology Sydney)

CLARE DONNAN

BEd(Prim), MEd (University of Melbourne)

CRAIG DRINKWATER

BSc, DipEd (Monash University)

STEPHEN EDMONDS

BSc, BA, DipEd (Monash University), GradDipComp (RMIT)

PETER EDWARDS

PHF BA(Jus) (Edith Cowan), GradDipEd(Sec) (UNE), MEd(Ldrshp & Mgt) (University of Melbourne)

AMANDA EMERSON

BSc, DipEd (University of New England), PGDipCompEd, MITEd (University of Melbourne) 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

MERRAN GOSS

BEd(Prim) (University of Melbourne)

BEd (Deakin University)

NATALIE FANARIOTIS

YIFAN (ECHO) GU

BA, MAgScience, MTeach (University of Melbourne), CertIII Outdoor Recreation

WILLIAM FOGARTY

BEdEarlChildPri (Australian Catholic University)

ROBYN FOX

BEd (ACU), DipTeach (Griffith University)

JOANNE FRANCKEN

BSc, DipEd (Monash University)

EMMA FRASER

VANESSA HEWSON

BA, DipEd, PostGradCertEnv (University of Melbourne)

CAROLINE HODGES

BAppSc(Hort) (University of Melbourne), BTeach (Deakin University)

DARSHINI HOSANEE

BBus(Acc) (KBS), MTeach (ACU)

LISA HOWDEN

BA (Hons), DipEd (University of Melbourne)

BRONWYN GREIG

PRUE FERGUSON

BTeach(Prim) (Deakin University), CertEd (Integration Aide) (Monash University)

JEFFREY GOONAN

GEORGIA EMSELLE

BA(Educ), BTch, MLangTeach, GradCertTeachLOTE (Deakin University), GCertintEd(IB) (University of Melbourne)

TOM HETHERINGTON

PAULA HOWARD

DEVON GREETHAM

XI FENG

BTeach (Prim & Sec) (Deakin University), BCom (Monash University)

BAppSc (Victoria University), DipEd, MEducation(Student Wellbeing) (University of Melbourne)

BA(Psych), BEd (Griffith University), MTherapeuticArtsPractice (Miecat Institute)

BHealthSci, BTeach (Deakin University)

PRUDENCE HERRON

BOutdoorEd, GradDipEd (La Trobe University)

BCom, MDataSc, MTeach (University of Melbourne)

LEANNE GUINEA

BAppSc(PhyslEd) (RMIT)

TRACY BENTIN HARITOPOULOS

BA, GradDipEd (University of Melbourne) BEd(Prim) (University of Melbourne)

SHANNON HUANG

BA (Shanghai International Studies University), PGradDipEd (Monash University)

SARAH HUBBARD

BCom/BEc (Monash University), DipED (UWA)

JAMES INCE

BMarAntSc (University of Tasmania), MTeach(Prim&Sec) (Deakin University)

FIONA IRELAND

BTeach (Monash University), BEd (University of Melbourne)

JOEL IRONS

Registered Psychologist

BEd PE (University of Ballarat), MSc (Curtin University)

EDWARD HARRIS

SARAH JESSUP

BA (Hons) (La Trobe University), MIR, MTeach (University of Melbourne)

KYLIE HARRIS

BEd(Prim), BSc (Deakin University)

NINA HARRISON

DipTeach(Prim), GradDip Special Ed, MEd, GradCertTESOL (Deakin University)

KATRINA HEHIR

BA, BEd (Deakin University), MEd (SchLead) (Monash University)

BEd (Victoria College)

JOURDAN JOHN

BSc, MTeach (University of Melbourne)

AMANDA JONES

BEd (Deakin University), DipTeach(EC), GDipSpecEd(EC) (University of Melbourne), DipCouns (AIPC)

DAVID JOYCE

BA(OutdoorEd) (La Trobe University), GradDipEd (Monash University)

BAppSc(H&PE) (RMIT)

2025 ANNUAL REPORT

SUSAN JUST

BA, DipEd (University of Queensland), MEdAdmin (University of New England), Advanced Management Course (Harvard University)

GAIL KELLY

BEd (South Australian College of Advanced Education)

KATHRYN KENNEDY

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)

JODIE MITCHELL

BSc (Monash University), DipEd (La Trobe University)

ANNA MOORE

BEnv (University of Melbourne), GradDipEd (Queensland University of Technology)

CHRISTOPHER MUIR

BCreative Arts (La Trobe University), PGDipTeach(Sec), MTeach(Sec) (University of Melbourne)

BMusEd (Hons) (University of Melbourne), GradDipArtsAdmin (Deakin University)

MICHELLE MAI

LISA KHAN

CHRISTA MALONE

MADELYN KITSON

DR ALISON MANSON

BHuMove, MEd, PhD (University of Tasmania)

BS (Brown University), MS (Bank Street College of Education), MA French (Middlebury College)

STEPHANIE KLAVINS

CLAIRE MARTIN

DOLINE NDORIMANA

NICHOLAS MARTURANO

ANDREA NELSON

BEd Drama (Hons) (University of Tasmania) BAppSc (PhysEd) (Victoria University), DipEd (ACU) BCom (Monash University), MTeach(EY) (University of Melbourne)

KAREN KOCH

BA, DipEd (University of Melbourne), GradDipMediaStuds (Deakin University)

SARADHA KOIRALA

BA (University of Otago), MA, DipEd (Victoria University of Wellington)

ALICE LANGLEY

BA (Henan University), DipEd (Victoria University) BA (Hons), PGDipEd (University of Birmingham)

BA (La Trobe University), BA (Hons) (University of Tasmania), DipEd (Monash University) BMus (Hons) (Monash University), DipEd (ACU)

NICHOLAS MCCANDLISH

BA (Visual Arts) (Monash University), GradDipEd (University of Melbourne)

BPhysEd&Health (Federation University)

VANESSA MCDONNELL

JULIAN LEE-HOLMAN

KATHRYN MCKENDRY

BA (Special Hons) (University of Hull), Further & Adult Education Teaching Cert (City of Bristol College), MTeach(Sec) (University of Melbourne)

MARIA LIEBERTH

BA (RMIT), GradDipEd (University of Melbourne)

JULIA LIPPOLD

BA(Lang) (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)

BSc, DipEd (Macquarie University) BEd(Sec) (MCAE), MEd(TeachLib) (Charles Sturt University)

EMMA MCKILLOP

KATE MURRAY

BDes(CommDes) (RMIT), DipEd (University of Melbourne)

JULIE BRIN NADLER

BSc (Hons) (Mälardalen University), PGCE (University of Coventry), MSc Child Studies (Linköping University) BSc, GradDipEd (University of Melbourne), MEd(SpecEd) (Monash University), PGCertMathsEd, MEdInstrLead (University of Melbourne)

HANG NGUYEN

BSc, BEd (Monash University)

CRAIG NICHOLLS

BTeach(Prim), BEdStud, MEd (Monash University)

ELISE NICHOLSON

BMus, DipEd (ACU)

BFineArts (Deakin University), MEd (ACU)

JENNIFER MCKINNEY

LACHLAN O’CONNELL

BA (Monash University), DipEd, MEd (University of Melbourne)

CASSANDRA MCLEAN

BHealthSci (La Trobe University), MTeach (Monash University)

REBECCA METZ

BBus Mgt/Mktg (Monash University), GradCertMath (University of Notre Dame), MTeach (University of Melbourne)

EMMA MILLIGAN

BECE (University of Melbourne)

BAppSc(H&PE) (RMIT)

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)

2025 ANNUAL REPORT

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(Prim) (Southern Cross University)

LEESA POLETTI

LACHLAN SEARLE

BA, MJour, MTeach (University of Melbourne)

AMY SELLARS

CHRIS TOMS

BCom (University of Melbourne), BEd (Deakin University), MEd (Monash University)

BMus, MMus(PerfTchng) (University of Melbourne), MTeach (ACU)

PETER TOOHEY

WARWICK SHARPIN

SUE TRAYNOR

BMus, BMusEd (University of Melbourne), AMusA (Clarinet), AMusA (Piano)

SHERRIN SIBLY

BEdMus (University of Melbourne)

NATASHA SIEDLECKI

BMus, MMus (University of Melbourne) BEd (Rusden), MAppPosPsych (University of Melbourne)

PHILIPPE VALLANTIN

BA, GCertTESOL (University of Melbourne), BEd(Prim) (Ecole Normale d’Instituteurs – Rouen)

BECE (Holmesglen)

BA (Monash University), MTeach (Deakin University)

AMANDA VARMALIS

KELLIE PRESNELL

EMILLY SPANOS

MATTHEW VLAHOS

BAppSc(PhyslEd), BSpSc(HM) (RMIT), DipEd, MEd(StudWell) (University of Melbourne)

ELEANOR RICHARDS

BSc(FoodSc) (Victoria University), DipEd (Monash University)

SIOBHAN STAGG

BEd Math/Sc (Rusden State College) BEd P–12 (Victoria University), Cert TEFL (Maximo Nivel), GradCert IB (University of Notre Dame [in progress])

BEd(Sec) Science, PGDipEdSt (University of Melbourne)

BBiomedicine (University of Melbourne), MTeach (Monash University)

ANDREA WALTER

SOPHIE RICHARDS

EMMA STEER

JAMIE WATSON

BEd (PhysEd/Sc), BTeach(Prim) (Deakin University), MEd (University of Melbourne)

RYAN RINGIN

BWildConsBio (La Trobe University), MTeach(Sec) (Federation University), GCertSMath (Deakin University)

CHRISTINE ROUX

BEd(Prim) (University of the Witwatersrand), MEd(SpecNeeds) (Deakin University)

URSULA ROWE

BA (Mus), DipEd (Deakin University)

(Lead Psychologist) DClinical Psych, MPsych Ed & Dev, PostGradDip App Psych, PostGradDipEd (Monash University), BBSc (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

KELLIE STRAUSS

JESSICA SALADIN BEd(Prim) (ACU)

BPsych/SocSci (ACU), DipEd (Monash University), MEd (StudWell) (University of Melbourne)

ALESSANDRA SALADINO

TERESA SWIERCZYNSKI

BHSc, MOrth (La Trobe University), MTeach (University of Melbourne)

ELODIE SALAMON

MLettresClassiques (University of Paris), CertIII Early Childhood Ed and Care

TIM SANTAMARIA

BA, BTeach(Prim) (University of Melbourne)

BSc, MTeach, GCertEd(SLD) (University of Melbourne)

ELIZABETH TINDALL

BEd(Prim), DipEd(Prim) (University of Melbourne) BBltEnv(IntDes), BSecEd (PE & Biology), MEd(Leadership & Mgt) (QUT)

TOM WATSON

BSecEd (PE & Biology), MEd(Leadership & Mgt) (QUT)

WILL WHITE

BA, DipEd (University of Queensland), ProfCert Instructional Leadership (University of Melbourne)

WALTER WILSON-RAMIREZ BA (Edith Cowan University), GradDipEd (Curtin University)

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)

BA, BMus (Hons), GradDipEd (ACU), MMus(PerfTchng) (University of Melbourne)

YAN ZHANG

DANNY TISNADO-ORTIZ

JOSEPH ZHOU

MEd (Monash University)

CORREDINA TODARO

BSc (University of Melbourne), MTeach (Victoria University) BA (Tianjin Foreign Studies University), BEd (Deakin University)

BCA (Hons) (University of Melbourne), MTeach (University of Melbourne)

2025 ANNUAL REPORT

Financial results INCOME 2025

76.7%

tuition & residential fees

7.9%

government grants

4.3%

childcare

10.1%

other

1.0%

donations for capital purposes

72.7%

staff

3.9%

educational / curriculum

8.5%

services

5.0%

sundry

1.0%

development / marketing

0.0%

interest

5.3%

depreciation

2.1%

camps and student expenses

1.5%

Howqua boarding

EXPENSES 2025

2025 ANNUAL REPORT

LAURISTON GIRLS’ SCHOOL

BLAIRHOLME EARLY LEARNING CENTRE

HOWQUA RIVER CAMPUS

Prep–Year 8, Years 10 –12

6 weeks old to 4 years old

Year 9

38 Huntingtower Road Armadale VIC 3143

1034–1040 Malvern Road, Armadale VIC 3143

450 Howqua River Road, Howqua VIC 3723

CRICOS Number 00152F ABN 93 250 982 468 Reg no. A0003450L 46

2025 ANNUAL REPORT