Lauriston Annual Report - 2022

2022 Annual Report

CLAUDETTE LEEMING Chair

In 2022 it was heart-warming to witness a full return to campus, and in particular to see the Year 12 cohort embrace all rites of passage of their final year of school. Their enthusiasm was capped off by the outstanding

results achieved across VCE and IB, leaving them extremely well-placed for a successful transition into their chosen paths of endeavour. Their achievements were a testament to their resilience and strength as a cohort, and the steadfast support of their teachers and families. We could not be prouder, wishing them every success and happiness in their bright futures.

Whilst lockdowns were over, the School faced the very different challenge of operating with higher prevalence of COVID-19 cases and other illnesses. In the absence of a clear ‘rulebook’, Lauriston again navigated unchartered waters. This was particularly challenging at Howqua, with shifting pandemic definitions and requirements. Once more the leadership and agility of Principal Susan Just and the entire Lauriston staff across both campuses enabled Lauriston to deliver as ‘normal’ a year as possible, with a singular focus on the health and well-being of the girls and staff.

Mid way through 2022 saw Lauriston’s inaugural Giving Day. Alumni, students, parents and teachers past and present, and the widereaching Lauriston community, generously supported needs based full scholarships for two Year 7 students. With much enthusiasm, the ever-popular Huntingtower Lunch also threw its weight behind this initiative. In partnership with the Friday Night School, each year these scholarships will enable two students to experience the gift of a Lauriston education, who otherwise would not have had the opportunity.

At the end of Term 2 the School said a fond farewell to Vice Principal, Howqua, Sam Ridley. After 10 years of high impact contribution steering Year 9s through the life changing Howqua program, there were a lot of memories to celebrate and stories to share. Lauriston will always be grateful to Sam and his family for being a ‘second family’ to many cohorts of Howquarians.

The School was very pleased to appoint Dr Alison Manson, who took the helm at Howqua in Term 3. The impact Ali had on the girls and the program through the second half of 2022 was overwhelmingly positive and sees Howqua in a very safe pair of hands, bringing new perspective and leadership to the wider Howqua team.

Mid-year also saw a change-over of members of the Lauriston School Council. After 15 years of service to School Council and other Committees, and 8 as Chair, Rick Ball passed the baton, and I was honoured to step in as the first Old Lauristonian to Chair the School Council. We also welcomed 5 new Council members along with a further 10 joining existing and new Committees. This was in response to an open invitation for expressions of interest that surfaced diverse and valuable experience amongst the Lauriston community, all willing to contribute their time and expertise. There was a universal desire to give back from both alumni and parents, united in their recognition of the importance of the all-rounded education Lauriston provides to our young girls.

In October, the School community came together to celebrate the opening of the Ullmer Sports and Wellbeing Centre, followed by completion of the Adventure Playground and 5 / 6 Centre. These significant elements of the Armadale campus masterplan were the result of

years of planning, saving and fund-raising. The generosity of the Lauriston community was on full display at a wonderful opening event, the bleachers in the magnificent new facility filled with supporters. In the coming years we look forward to celebrating the last pieces of the masterplan with the completion of the Early Learning Centre at Blairholme, followed by the last of the Sports precinct, the courts along Malvern Road.

On behalf of the School I would like to thank the Lauriston community for embracing school events and opportunities to come back together face to face. It was great

to see numbers continue to grow as we reacclimatised to the benefits of real connection. To see the growing spirit of giving amongst our community was truly heart-warming and a sign of a strong and caring culture.

I would also like to thank the School Council and Committees for their continued commitment, contribution and support.

Your passion for the School and eye to the future creates a climate conducive to growth, innovation, continuing to position Lauriston as a leading educator.

Lastly thank you to Principal Susan Just and her entire team, teaching and non-teaching staff, for their unwavering dedication to providing our girls with what we all know to be life-shaping experiences and education. Under their stewardship, Lauriston lives and breathes its vision as ‘A School for Life’. This continues to see our graduates entering the world as well-rounded and well-principled young adults, ready to contribute and make a difference, wherever their passions lie.

‘ 2022 was a year that saw many reasons to celebrate across the Lauriston community. Like the thaw following a deep winter, there was a sense of emergence from the previous two pandemic years. ’

Principal’s report

SUSAN JUST Principal

During 2022 the School Executive and School Council undertook a review of the current school strategic plan, with due consideration to the impact of the COVID pandemic and a focus on priority areas. We determined that one priority was the implementation of the Quality Teacher Framework for our teachers, while another priority was establishing a whole of school understanding of International Mindedness and how this was embedded in our School culture, curriculum and co-curricular program. The development of a Data Plan and Data Strategy was also given priority. We determined that a review of the school’s wellbeing curriculum would begin in Term 4 2022 and conclude in Term 3 2023.

During 2022 a Digital Plan was developed with a focus on designing technology around the learning and teaching needs of students and teachers, and the administrative and business needs of the school. The Digital Plan will see the continued improvement of our cyber security capability and the adoption of Cloud based services. One aim is to maintain an efficient architecture that drives an optimal application landscape and reduces complexity. In practical terms, during 2022 new cyber security elements were introduced and technical work was completed on both the Armadale and Howqua campuses to improve the efficiency of our network.

Throughout 2022, the new Child Safe Standards were implemented across the school which included the implementation of new policies and procedures, along with training for all staff members.

The Reconciliation Action Plan was completed in 2022 with collaboration between students, staff members and parents. Staff participated in a presentation of Cultural Safety and plans were made for an Acknowledgement of Country Ceremony in 2023 at both the Armadale and Howqua campuses.

Continued refinements to our online reporting system were focused on providing more in depth information about progress to both the parents and students. The Junior School began the journey to a new reporting platform which will improve teacher input and information provided to parents.

The Digital Fabrication Laboratory and Tinkering space have been well used by children and students from Kindergarten to Year 12. The Kindergarten children and Junior School students undertook a variety of projects using an array of digital tools and their learning has been considerably enhanced as a result.

A highlight of 2022 was the Years 5 to 12 Concert held at the Recital Centre in the CBD of Melbourne. This was the first major concert held since the COVID Pandemic and enabled the students to perform in choirs, ensembles, orchestras and bands. One of the highlights of the concert was the joint performance of Lauriston Girls School senior choirs and the Xavier College senior choir.

Another highlight of 2022 was the Future Pathways week of activities and the Year 10 Career Readiness activities. Future Pathways week saw a panel of Old Lauristonians speak about their career pathways and a series of webinars featuring Old Lauristonians and parents about their careers. During the Year 10 Career Readiness Week, the students undertook mock interviews and participated in hands on activities such as a barista course.

2022 saw the resumption of Girls Sport Victoria competition and Sports Schools Victoria competition for our Junior School students with some impressive performances in Cross Country, Athletics, Netball and Swimming. The Lauriston Netball Team returned to competition with more than 100 students playing each Saturday. Lauriston Rowing was reimagined with a new Director of Rowing and improved results.

‘ The Lauriston community remained resilient throughout 2022 and our objective for 2023 is to give attention to the return of our parents and community members to School events and activities ’

Community Service has continued to flourish at Lauriston and during 2022 our students worked with a number of local organisations in supporting young people and families both locally and within the Melbourne region. Very Special Children, Friday Night School and the Lighthouse organization were among the organisations supported by our students and their families. The focus has been to provide practical support, either through active participation such a tutoring at Friday Night School or spending time with young people at risk, or through providing groceries and necessities to families in need.

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 each year. The annual Huntingtower Lunch and Fathers of Lauriston dinner were both well attended. Planning was undertaken throughout 2022 to involve more parents within the Lauriston Parents Association and to encourage attendance at School events and activities.

In Term 4, the new Ullmer Sports & Wellbeing Centre was officially opened, along with the adventure playground for Years 3 to 6. Throughout 2022, students and teachers eagerly awaited the completion of construction and all facilities in the Ullmer Wellbeing Centre were used by students from the end of Term 3 which has made a significant difference in the

ability of the school to offer a broad variety of sports to our students and to enable strength and conditioning activities. The Junior School children have benefited from the new adventure playground. The Years 5 and 6 Centre was occupied for the last four weeks of Term 4 and will be officially opened in 2023.

During 2022, we were able to return to many of the activities offered in our Year 9 Howqua Program. The students benefited from the ability to use the national parks in the Victorian High Country and a full snow skiing program was implemented for the first time since 2019. COVID protocols were in place at the beginning of 2022 which resulted in disruption to the program for students during Term 1 in particular and the program was impacted upon by severe flooding during Term 2. The aim of our school, since 2020, has been to ensure that our Year 9 students complete their Howqua year and while this has resulted in changes to all aspects of the program, they have been able to complete most aspects of the Outdoor Program and Fitness program.

Our Class of 2022 completed their final year of their studies participating in face-toface teaching throughout the year. Their excellent results are a testament to the professionalism of their teachers and their consistent efforts. While these young women completed much of their senior years of school during the COVID pandemic, their results have allowed them to find places in their preferred tertiary courses.

The Lauriston community remained resilient throughout 2022 and our objective for 2023 is to give attention to the return of our parents and community members to School events and activities which are face-to-face rather than through virtual channels.

Foundation report

PENNY RICHARDS

In 2022 the Lauriston Foundation celebrated our community, their generosity and most importantly the impact for every Lauriston girl now and in the future.

608 donors supported Lauriston, an almost 25% increase on the previous year and double the year before that. 30% of our supporters in 2022 donated to Lauriston for the first time.

Donors supported our building program, as the Ullmer Sports & Wellbeing Centre neared completion, families came together and supported the supporter seats, scoreboards, and the leaves on the sculpture celebrating our School’s 120th anniversary.

The Adventure Playground was finalised, and we celebrated the first student down the giant slide. Blairholme eagerly packed their moving boxes in anticipation of the summer holiday move into the Unified Junior School, in what has transformed the “old gym” into a 21st century learning wonderland.

Donors supported our scholarship program. In a bold first move for Lauriston, together we took a deep dive into our first ever Giving Day, supporting an inaugural Foundation scholarship, and we smashed our goal.

It’s hard to believe that only this time a year ago there was a building project on the corner of Mercer and Malvern roads. Now we hear the basketballs bouncing in the Ullmer Centre, see the sweat on the faces in the Weights and Cardio Studios, hear the joys of laughter in the adventure playground, and appreciate the ease of all being together on one campus from Prep through to year 12 (with the notable exception of Howqua).

We also welcomed our Foundation Scholar at the start of 2023 – made possible through your support of Giving Day. She starts her journey at Lauriston knowing that her entire school community believes in her, supports her academic and co-curricular endeavours, and embraces the diversity that she and many others bring to our community.

Thank you to everyone who has supported Lauriston in 2022. Together, we inherited the buildings and the lands on which Lauriston stands, as a place that empowers and educates young girls. But together, we advance Lauriston to be the very best it can be for the future generations of Lauristonians.

‘ In 2022 the Lauriston Foundation celebrated our community, their generosity and most importantly the impact for every Lauriston girl now and in the future.’

FOWLER Director of Advancement

Key Achievements 2022

TOTAL DONORS

608 192 families 17 families

$1,130,662

TOTAL RAISED

OUR DONORS FUNDS

FIRST DONATION

NEW FOUNDATION MEMBERS

Our vision, mission and values

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.

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.

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

Subject offerings

Year 11

Physical Education (PE) and Health

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

Co-curricular activities

Junior school

Co-curricular activities

school

Leadership - leadership opportunities are also integrated in all co-curricular offerings

Co-curricular activities

Governance

Council members 2022 (as of 31 December 2022)

Resigned 27/7/2022

Representative BA Arts Interior

RMIT

Appointed Chair 28/7/2022

Representative

Resigned 30/3/2022

Appointed 1/4/22

Appointed 1/4/22

Resigned 30/3/2022

Representative

Diploma of Interior Design (RMIT) LLB/BA (Monash)

Appointed 1/4/22

Rick Ball Chairman BCom (Melb), CA

Claudette Leeming Old Lauristonians’ Association

Design

Tracey Curro Lauriston Parents’ Association

BBus Communications (QUT)

Melissa Dixon BComm(Melb), CA, GAICD

Caroline Dowling Chair of Lauriston Parents’ Association ML (Monash) MS (Melb)

Fellowship of the RACS (Urology)

Gill Dvir BEng (Monash)

Kathy Ge LLB(Hons), BCom, GradDipACGRM

Kirsten Gray BA, LLB (Hons), GDipMgmt (Melb) Resigned 30/3/2022

David Hackett BCom (Melb), MBA (Exec) (UNSW AGSM), CA

Rachel Irons Old Lauristonians’ Association

Diploma of Visual Arts (RMIT)

Susan Just Principal BA, DipEd (Qld), Med (Admin) (UNE)

Louise Kanis Certificate in Superannuation Management

Victoria Moffatt BA Bus (Events) Appointed 1/4/22

Robert O’Brien Assoc Prof, EdD, MEd, BA, BTeach, GAICD, CHSE

Susie Roberts Lauriston Parents’ Association Representative MWplce&IndRels (Monash) Resigned 30/11/2022

Alice Robinson Chair – The Lauriston Foundation Inc BComm, BE (Hons) Melb, MBA MBS, Executive Leadership Program MIT, Non-Executive Director Diploma Financial Times

Mark Schubert B. Chem Eng (Hons), Master Finance (Lon)

Appointed 1/4/22

Catherine Tan (ex officio) Business Manager/ School Council Secretary BEc (Monash), MBA (Hons) (Swinburne), Grad Cert Gov Prac, Dip Proj Mgt, CA

Sub-committees

Finance

Rick Ball Resigned 15/11/22

Charles Read Resigned 15/3/22

Dima Petherbridge Susan Just

Sophie Gibbons Appointed 1/4/22

Lindsay Kirsner Appointed 1/4/22

The Lauriston Foundation

Alice Robinson Chair

Elise Gillespie

Catherine Tan Secretary (ex officio)

Penny Richards Fowler (ex officio) Appointed 27/1/ 2022

Executive team

Susan Just Principal

Lindy Grahn Assistant Principal –Learning and Innovation

Lauren Pickering Executive Director – Marketing, Admissions, Advancement

Rick Ball Resigned 27/7/2022

Jane Freemantle OAM

Caroline Dowling Resigned 18/5/2022

Cherry Zhao Appointed 19/9/2022

Anne Wallington Deputy PrincipalHead of Senior School

Kate Hehir Assistant Principal – Junior School Curriculum

David Hackett Resigned 30/3/22

Catherine Tan

Alistair Thomas Appointed 1/4/22

Susan Just

Mark Roberts

Jenny Ullmer

Caroline Sladen Appointed 18/5/2022

Chris Toms Vice PrincipalHead of Junior School

Catherine Tan Business Manager

Patricia Stebbens Resigned 15/3/22

Melissa Dixon Appointed 1/ 4 /2022

Georgie Bruce Resigned 28/4/22

Livia Lu Resigned 12/10/2022

Tom O’Brien

Claudette Leeming (ex officio) appointed 17/8/2022

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

learning, a creator rather than a consumer. Lauriston Kindergarten 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 Kindergarten Curriculum is informed by the development of a Big Idea.

In 2022 the educators and children explored the theme of ‘Curious Listening’. Curiosity is a strength within the virtue category of wisdom, a desire to be inquisitive and to know more on a given topic. To develop curiosity children are given strategies in developing questioning skills. Questioning gives depth to thought and reason so children gain a deeper level of understanding and make valuable contributions to the knowledge base.

Inquiry skills are important for children’s learning. It requires them to be active participants as they gather information, analyse their findings, and apply critical thinking to what they learn. Instead of memorizing facts, students learn by doing.

This allows them to build knowledge through exploration, experience, and discussion. Listening is a crucial skill for young children to learn, it is a basic building block of language and communication and one of the main vehicles of a child’s learning.

After two years of periods of lockdown, in 2022 the kindergarten made social development a high priority. The ‘Stay Play and Talk’ program is well established within our curriculum and is a peer mediated intervention designed to increase the social interactions of target children. Although this program is commonly used for children with immature social skills or children who lack social competence, we see the benefits of using it in all our settings, with all the children.

The kindergarten was again able to run the ‘Artist in Residence Program’, which had been on hold for two years. The ‘Artist in Residence’ program allows our kindergarten students to engage with a chosen artist, who works with them on campus to create a meaningful piece of art, linked to the ‘Big Idea’ for the year. We welcomed Deborah Edwards a sculptor who worked with the children using the medium of clay. We were all keen to work with the idea of celebration, little children love to celebrate particularly birthdays so the idea was formed that the children would make a birthday cake. As the children worked on the design with Deborah, she was able to give the children skills to work with the clay and use their hands and the implements to gain the desired affects.

‘ 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.

Many techniques were used when it came time to decorate the cake. The birthday cake now stands in the kindergarten playground as a reminder of the children of 2022.

In August the four-five-year-old children were able to visit the museum on an excursion. This generated much excitement as the children explored the theme of the dinosaurs and the environment in which they lived. It created a wonderful community feel as many parents accompanied us on the day.

We were fortunate and privileged to welcome Murrundindi back into our Kindergarten environment to immerse the children in the rich culture of his heritage. Murrundindi is the Elder of the Wurundjeri clan from the Healesville area. The Wurundjeri people lived on the land we now occupy. Each group has the opportunity to listen and engage

with Murrundindi and prepare a number of questions to ask him.

Murrundindi spent the time, sharing stories and songs as well as playing the digeridoo. We looked at a number of artefacts and he taught us some words from the Wurundjeri language. We have learnt the Indigenous names of all our groups as well as new ways to wish each other “good morning”, “enjoy your meal” and to say “see you later”. The educators at the kindergarten believe it is vital to educate children around cultural awareness. As well as education about first nations people we celebrate the many different cultures that are part of our community as we wish to broaden the understandings of the children.

Junior School report

At Lauriston, we see education as a journey into which each of our school values are embedded. Engagement in Life is one of our core values at Lauriston. In education, student engagement refers to the degree of attention, curiosity, interest and passion that students show when they are learning or being taught. There is no doubt that learning improves when students are inquisitive, interested and inspired, and that learning tends to suffer when students are bored, dispassionate and disengaged. High levels of student engagement are common objectives of our Junior School teachers at Lauriston and we see high engagement from our students on a regular basis.

2020 and 2021 were challenging years for our students due to several lockdowns and periods of remote learning. During this time, we admired the resilience of the students and appreciated the support from parents. During 2022, the students enthusiastically returned to learning on campus for the entire year, and were fully engaged in their learning. Upon my visits to our Junior School classrooms, such engagement is evident when I see our students paying attention, listening, asking questions and responding to questions. Individually or in small groups, the students are creating, planning, problemsolving, discussing, debating, performing, presenting, exploring and experimenting.

I have been delighted by the manner in which our Junior School students have embraced and immersed themselves within all learning experiences throughout the year. Our students have been engaged with their learning, they have persisted when faced with challenges and obstacles, and they have taken visible delight in accomplishing high standards.

Throughout 2022, I observed the students involving themselves in various co-curricular activities which have been meaningful, challenging and fun, and which also complement and support the learning which is taking place in the classroom. New co -curricular opportunities in 2022 included the Prep-Year 2 Active Mornings, Year 1-2 Coding program, Year 2 Art Club, Year 2 Sporting Skills, Year 2 Netball program, Year 5-6 Minecraft Club, Year 3-5 Basketball Skills program, Term 4 Montrose Running Club and Year 5-6 Entrepreneurship program. Our students are privileged to be able to participate in such a broad range of activities which take place before, during and after school, which benefit the students in many ways. Participating in these extracurricular activities allows the students to develop other interests, demonstrate commitment and perseverance, develop leadership skills, improve selfconfidence, improve social development, develop a strong affiliation to our school, follow passions and of course have fun.

Our Junior School students were also fully engaged in our House Program. House competitions throughout the year included Cross Country, Drawing, Athletics, Public Speaking, Swimming and General Knowledge. Such activities enable the students to develop a close connection with others in their house and develop their house spirit.

In future years, I hope that the students continue to approach their learning with the same perseverance, commitment and enjoyment that has characterised their schooling during 2022.

I would like to take this opportunity to thank all of the parents in the Lauriston community. The teachers appreciate all of your support and it has been lovely to see parents able to attend our school events in 2022. Events such as the Mother’s Day Breakfast, Father’s Day Breakfast and Music Concerts were highlights of 2022 and we appreciated parents attending. Thank you to the Lauriston Parents Association for their continued wonderful efforts in supporting the School. In particular, I would like to acknowledge the Junior School LPA President, Siu-Ying Kwok, for her valuable contribution to the Junior School this year. Thank you also to the Class Representatives in each year level for their support.

Finally, I would like to thank all Junior School staff from Prep through to Year 6 for their unwavering professionalism, commitment and teamwork. Our Junior School continues to deliver an innovative and balanced curriculum, and a professional community among teachers. Our teachers ensure that each student continues to experience learning programs which are of an outstanding calibre. The passion and spirit that our staff bring to the classrooms at Lauriston each day enables our remarkable students to foster their love of learning.

‘ 2022 was a wonderful year in the Junior School. I would like to congratulate all of the students in the Junior School on their individual and collective successes this year.’

Chris Toms

Vice PrincipalHead of Junior School

One of the most significant events was the cancellation of first term Exeat, which was necessary to ensure the health and safety of the students but meant some students did not see their families until the first term holidays. The girls coped extremely well and were grateful to have opportunities that had not been available the previous two years.

The highlight of Term One was the 3-day hikes. The challenging and snowy conditions provided experiences and memories the girls will hold for many years to come. These extended walks were the first opportunity for the girls to get into the High Country proper and being up in the alpine region was a wonderful time for reflection and gratitude. Many of the girls reported this was when the enormity of the Howqua year sunk in, and it inspired them for the opportunities to come.

In Term Two the girls had the opportunity to participate in the important Community Service Program, assisting those people with greater need than themselves. This was a wonderful chance to provide support to places such as the Jamieson Wildlife Shelter,

Rosehaven Hospice, the Jamieson Primary School, Landcare, and Parks Victoria. The girls were proud of what they were able to achieve, and the local communities were certainly grateful for their support.

In Term Three the alpine season was the highlight of the year for many students with great weather and good snow coverage. The girls looked forward to their weekly trips up to Mount Buller and it was lovely to see such vast improvement over five weeks. The downhill days provided a solid foundation for cross country skiing and the remainder of the term was dedicated to experiences on Mount Stirling with day trips and an overnight House trip. The term concluded with the Falls Creek Ski Tour, three wonderful days in the Heathy Spur region of the resort.

Term Four always arrives with mixed emotions at Howqua. The girls are excited for the activities on offer but were also very aware that their time at Howqua was coming to a close. It was a time to reflect on all aspects of the program and the significance to each individual. The cohort of 2022 had not had a typical start to their secondary years of schooling and whilst

it took a period of adjustment, they did a wonderful job of adapting to their new environment and making the most of each and every opportunity presented to them. They had a rich academic experience which was enhanced by all other aspects of the program. What they learnt about themselves whilst participating in Fitness and Outdoor Program enabled them to recognise their strengths and capabilities and use these skills in the classroom environment. This transfer of skills set them up for a successful start of senior secondary schooling and beyond. The relationships they formed and fostered will never be forgotten. The shared experiences were unique to class of 2022 and whilst an outcome of the Howqua year is increased resilience and independence, a more important outcome is interdependence. Collaboration and a recognition of the power of vulnerability while working and living in small groups was one of the most significant lessons learnt throughout the year. Living in a community such as Howqua required each girl to maintain a balance of self and others and the 2022 cohort certainly established a wonderful mix of each.

‘ The Howqua Program was able to operate with very few disruptions in 2022. Whilst some restrictions relating to COVID isolation remained during the first half of the year, the traditional activities that make Howqua unique recommenced.’

Dr Alison Manson Vice Principal,Head of Howqua Campus

Senior School report

We enjoyed excursions, music events, drama, camps and conferences, student led lunchtime clubs and interest groups, whole school assemblies and our full program of House competitions.

The Year 10 Career Readiness program is one program which started in response to the sudden closure of the traditional Year 10 Work Experience program in 2020 and is continuing in its new format. Career Readiness is a three-day conference style program at school, bringing together a keynote speaker drawn from our rich alumnae base, recent Lauriston graduates from a range of professions and offering workshops on interview skills and resume writing. The program also incorporates visits to some of Melbourne’s top universities, for students to see what life is like on campus and to hear from university students about university life. As covid restrictions have eased some workplaces are re-opening their doors to school age work experience students and these opportunities are advertised to students throughout the year. The new Work Shadowing program launched in collaboration with the LPA, adds yet more depth and richness to the Future Pathways program.

The Arts blossomed again last year, with many music events, dramatic arts performances, and visual art exhibitions. We were pleased to hold our Annual Concert at the Melbourne Recital Centre. This was a magnificent evening of beautiful music, featuring ensembles from the Junior School and the Senior School. We also enjoyed House Music on the stage in the Irving Hall, instead of on zoom, the annual Jazz Cabaret, and several smaller soirees

and concerts featuring different ensembles and soloists.

Our Theatre students went to several live theatre productions as part of their studies, including Fun Home, Harry Potter and the Cursed Child and Looking for Alibrandi. These excellent educational experiences inspired our students in their own theatre making. Our students also collaborated with Scotch College in two live theatre productions, West Side Story, and Puff. In the Visual Arts the work of three students from Studio Arts and one student from Media was selected for display in the VCE Season of Excellence Exhibition at the NGV.

The SRC developed student voice versions of two new Child Safe Standards policies: the Child Safety and Wellbeing Policy –Student Use; and the Complaints Policy – Student Use. The SRC representatives also worked together to create and deliver education to their peers about these polices during the SHINE wellbeing periods. The SRC representatives created year level PowerPoint presentations and Kahoot quizzes. Year 8 ran a poster competition, with small groups of Year 8 student designing their own Child Safe posters, now displayed around the campus. Student empowerment and student voce has always been a strong component of a Lauriston education and has been strengthened with the implementation of the new Child Safe Standards.

The School Captains launched 2022 with their theme ‘Recreate, Reimagine’ as a celebration of coming out of lockdown and returning to regular, daily school life. A highlight of their leadership was the Whole School Picnic and Wellbeing afternoon held in March. It was perfect autumnal weather and students relaxed and enjoyed

each other’s company with a picnic lunch on the oval, followed by a range of different activities led by the student leadership team. Other special student led events included student led assemblies, management of the Dance Festival by the prefect team, and the captains’ beautiful tribute to their own fathers, and all fathers, at the Fathers of Lauriston dinner.

Student leadership opportunities take many forms, from participation in co-curricular activities, listening to and engaging with inspirational leaders both within and outside the school community, through to awarded positions or voluntarily embraced roles. These roles provide students across year levels with authentic experiences in initiating events, collaborating with peers, problem solving and event management. Students may achieve three levels of micro credentials for Student Leadership through embracing responsibility and the development of Leadership skills.

Debating was hugely popular in 2022, with more teams and participants in every year level. Two teams qualified for the state semi-finals in the Debating Association of Victoria competition and many of our Year 12 debaters have gone on to be adjudicators for the DAV

In sport we were thrilled to win the Huntingtower-Heyington Shield AFL match against St Catherine’s. Lauriston also achieved 3rd place in the GSV Cross Country Championships and competed in Division 1 for all GSV carnival sports: Swimming, Cross-Country and Track and Field.

‘ After two years of Covid-19, long periods of remote learning, staggered returns to school and modified or cancelled activities, 2022 was the year of being (almost) back to ‘normal’.’

ANNE WALLINGTON

Deputy Principal –Head of Senior School

School Co-Captains report

Our excitement was overwhelming as we instantly messaged each other in disbelief. It has been such an incredible and immensely rewarding year and we have loved every minute of sharing 2022 with the whole Lauriston community.

Term 4 of 2021 was the beginning of a jampacked year.

The holidays were filled with exciting brainstorms as new ideas emerged and we found a theme to match our vision for the year ahead: ‘Recreate, Reimagine.’ After two years of Covid-19, for us this meant reimagining the way we connect with each other and recreating the sense of camaraderie and togetherness that Lauriston so deeply cherishes.

Redefining all the events that we missed during Covid-19 and reinvigorating our House spirit, this year was about connection, about reviving our community.

The year 2022 was interspersed with many highlights.

Concluding Term 1 with the School Picnic, we focused on foregrounding student wellbeing with a variety of mindfulness activities including origami, colouring, pilates and yoga. The oval came alive with enthusiastic and spirited crowds of students participating in a rather competitive game of dodgeball. The Dance Festival was also a memorable event, filling the Irving Hall with the lively performances of ABBA, The Spice Girls and more.

During the more challenging times of the year, we persevered through exams, SACs and IAs with the support of our teachers and each other. The exam care packages brightened our day and strengthened our gratitude for the incredible network of

Lauriston students who helped us through each step of the way.

This year we were given the opportunity to foster our relationships with Lauristonians of all generations.

Connecting with the junior girls in leadership conferences and assemblies and meeting a number of our old Lauristonians inspired us to carry on the pioneering spirit of our founders and forge new legacies. It is such a delight to see the younger Lauriston girls engaging in all aspects of our School. By diving into extracurricular programs and taking on extra leadership responsibilities, our Laurie girls are trailblazing and paving their paths towards a bright future.

This year would not have been possible without the support of the 2022 Leadership Team. From day one, it has been a privilege to work closely beside you and create new initiatives like the Reconciliation Action Plan, which holds such a significant place in our community. The amount of effort and enthusiasm you have put into these initiatives cannot be understated and we are so proud of everyone’s commitment to our School vision.

We would also like to thank Ms Just, Ms Wallington and all of our teachers. We would have never been able to carry out these events without your guidance, years of experience and Mr Robertson’s technological wisdom. And thank you to all the students for embodying our theme perfectly, we hope you have enjoyed it as much as we have. Every challenge was taken in your stride and every opportunity was embraced, each student making the most of 2022 together.

We look forward to Holly and Sophie’s year ahead and are eager to see the passion they bring to the role. We wish you the best of luck and we know that 2023 will be an amazing year. We are so grateful to have had the opportunity to share this year with you in our journey as Co-Captains. We will certainly miss the lively School atmosphere but will always look back on this time with fondness, cherishing our high school memories. Lauriston will always hold a special place in our hearts and we will take the valuable lessons we have learned from Lauriston with us as we venture into the big, wide world. After all, it really is a School for life.

‘ As we began writing this article it struck us how quickly the year has passed. We vividly remember September last year when our captaincy was announced over zoom.’

Tegan Gheri and Selina Richter

Old Lauristonians’ Association report

Anna Wilson (OL 1990) President

With our community front of mind, the Old Lauristonian Association began 2022 with a committee strategy session that allowed us to reflect on our achievements, our learnings through COVID and the needs of our community.

Aligning ourselves with the School and the Foundation while maintaining our independence, we recognised the real need to focus our energies toward our youngest OLs. These young women, both current year 12’s and those 2-5 years post walking through the Huntingtower gates for the last time, have been forced to live the adjectives of ‘unprecedented’, ‘new normal’, ‘pivot’, ‘adapt and overcome’ to mention a few.

We knew we needed to do more to truly support this section of the OLA community.

The OLA Committee provided funding to assist with the running of 2 key events.  The Annual Lauriston Luncheon at Kooyong Lawn Tennis Club for 50+ year out alumnae held in October 2022, and the networking event, exclusive to Old Lauristonians, at the Lyceum Club held on 18 May 2023.  We were also proud of the Old Lauristonians who took part in the Student Futures program at the School, participating in the online webinars throughout April and May and attending the Year 12 breakfast on 24 May 2023 to provide industry-specific advice and guidance to Year 12 students.

We were thrilled with a robust attendance from Old Lauristonians at the Huntingtower Luncheon held at the Glasshouse in September 2022 and were proud that Kit Willow (OL 1993) was the keynote speaker, speaking warmly of her time as a student at Lauriston

The OLA Fellowship continued for the second year in a row with great interest resulting in an increase in applications. Not only did this process uncover some incredible OLs and their careers we discovered the inspiring Stephanie Parsons who is successful recipient of the 2022 OLA Fellowship. Speaking to a packed Irving Hall Steph gave one of the most engaging, honest, amusing, and empowering speeches to our Valedictorians and their parents. As each Valedictorian left the hall for the last time that day wearing a beautiful ring gifted by the OLA and School it again highlighted to me that community really is everything.

The OLA committee continue to work closely with the school on several new and existing initiatives. Reunions and luncheons are a highlight of being an OL of any age and we are thrilled to see the numbers continue to increase at face-to-face events during 2022. Special mention must be made of the OLs lead by Amanda Allen who played in the 94th Inter School Golf Challenge Cup representing the Old Lauristonian community well. We are all looking forward to welcoming many OLs to the 30-year “Back to Howqua event on October 15th.

The OLA committee structure remains robust with members completing their 3-year terms of service. We will welcome new members at the 2023 AGM.

As my girls enter their senior years of school at Lauriston, I can see how the OLA is relevant, how we can keep evolving and what it will mean to them and their peers in the coming years.

As they prepare to farewell Lauriston and the community that has supported them for so many years it makes me very proud to know that they will be joining another strong community of over 6,000 OLs scattered across the globe.

As an Old Lauristonian of any age we are forever bonded by our shared experience of education at Lauriston Girls’ School. In the years after school, it is our OLA committee that will continue to support and connect each of us while remaining relevant to all. The special bond we all share with Lauriston means two communities are working together for the betterment of its members, so we remain a school for life.

‘ Community is everything. I have said this many times since proudly accepting the role of OLA President in 2019 and upon reflection I believe 2022 was the epitome of this statement.’

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.

Assessments have been conducted since 2008.

The tables below detail the mean score achieved across each tested cohort for the past five years.

Our workforce

Workforce composition

Staff retention

The average tenure of all existing teaching staff employed at the end of 2022 was 8.6 years (2021: 8.4 years).In 2022 there were 22 departures from the teaching staff including teachers and teacher assistants. Of those who

Staff attendance

During 2022, the staff attendance was rate was 96%, indicating that staff missed 2 days each school term. In 2021 the attendance rate was 97%.

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 2022, the student retention rate (that is, how many students who graduated Year 12 in 2022 completed Year 9 with Lauriston) was 93.88%.

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.

Our former People and Culture Manager provides coaching services to nominated members of the school staff across the leadership and practice dimensions. During 2022 the school also recruited a specialist human resources operations officer to assist the Business Manager and the Director of the Institute and HR (Teaching) in the refinement of our onboarding systems.

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.

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.

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 will begin negotiations for a sixth Certified Agreement in early 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.

Broad Participation in Decision Making

During 2022 we took the opportunity to elect a new representative Staff Consultation Committee which is based on the consultation principles set out in the current Certified Agreement. The committee 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 Girl’ 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 term-by-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 the 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

B.A (NSW) Dip Vocational Chinese, Post Grad Dip Teaching –Secondary) M. Teach (Melb)

Rani Baker

B.Ed, Deakin University; Grad Dip Communications & Public Relation, RMIT

William Balme

B. A, LLB, (Deakin), M. Teach (Melbourne)

Mark Barratt

B.Ec , M.Ed (Monash)

Roger Bamforth

MArts, PostGradCertEd, University of Cambridge; MEd, Latrobe University; GDipEd(EdAdmin), MA (LiteraryStuds), Deakin University; GradDip(MulticulEd/TESOL), University of New England; M.(AppLing), University of Melbourne

Kim Beale

B. Sc, PGCE (London)

Tracey BentinHaritopolous Registered Psychologist

Emily Biernacki

B.A, M. Teach (Melbourne)

Sarah Ballantyne Brodie (Psychologist)

B.A, Monash University; Post Grad Dip Psych, Bond; M.A., Ballarat, MAPS

Fiona Bonnyman

B.A., Dip Ed (Melbourne)

Fiona Brebner

Dip Teaching – Primary ICE – Mercy Campus

Christine Brown (Roux)

B, Ed Primary (Witwatersrand –South Africa), M. Ed (Special Needs) Deakin

Noel Broadway

BArts, DipEd, GradDip(EnvSc), Monash University

Brigitte Brocklesby

B. Arts (Outdoor Ed) (Latrobe) Dip Ed (Charles Darwin)

Evan Brophy

B.A Outdoor Ed, Latrobe; Grad Dip Ed, Latrobe

John Burke

BEc, DipEd, Monash University; GradDipEd, University of Melbourne

Laura Burt

B.A (Outdoor) Grad Dip Ed(Latrobe)

Paul Butler

M.Arts, PGCE University of Oxford; B.Ed, M.Ed, Monash University

Sarah Cain

B.Ed (EarlChildhood ), University of Melbourne

Peter Campitelli

BEd, Victoria College, Burwood; DipT, Deakin University

Kydi Cassar

B.Bus (RMIT), M. Teach (Melbourne), CA

Tim Cavanagh

B. Ed (MCAE), B.Ed (Secondary Science), University of Melbourne

Jonathon Collenette

B.Sc (Lancaster – UK) PCE (Exeter)

Rachael Collier

B. Early Childhood (Holmesglen)

Kate Collin

DipT, Victoria College, Cert A

Danielle Conquest

B. Building, Deakin University; DipEd(Early Childhood), RMIT

Rob Cooper

B. Physical Education, Deakin University

Brent Cornell B. Biomed (Hons), Dip Ed (Monash)

Fiona Curnow

B.A. Hons, University of Melbourne; Dip Ed, Latrobe

Sallyanne Craig B.Arts, RMIT; GradDip (EarlChildEd), Monash University

Jenny D’Altera

B. Com, Deakin University; Grad Cert Careers Counselling, RMIT; Dip Ed, Latrobe

Giuliana D’Angelo BEdSec (VisArts), University of Melbourne

Carolyn Dance

BEd, Australian Catholic University; DipT, Victoria College Burwood; MEd, University of Melbourne

Briony Davenport

BSc(Hons), University of Adelaide; GradDipEd(Sec), Southern Cross

Jannah Davies B. Ed, (Deakin)

Amy Davies

B.A , Post Graduate Certificate in Education (University of St Mark & St John) UK

Dr. Zara Dennis PhD (Monash), Dip Ed (Latrobe)

Denise Dessau

DipArt, RMIT; DipT, Australian Teacher Training Institute; GradDip(InfoLib), University of Melbourne; MArts, Deakin University

Amy Devereux

B.A (Melb), B. Visual Arts, Dip Ed (University of Ballarat)

Craig Drinkwater

B.Sc, Dip Ed (Monash)

Stephen Edmonds

BSc, BArts, DipEd, Monash University; Grad Dip Computing, RMIT

Peter Edwards

B. A (Edith Cowan, Dip Ed (UNE), M. Ed Leadership (Melbourne)

Amanda Emerson

B. Arts; B. Ed (Griffith)

Georgia Emselle B.Ed Primary, (Melbourne)

Stacey Falla

B.A, (Monash), Dip Ed (Southern Cross)

Xi Feng BArts, BTeach(Prim), GradCertTeachLOTE, Deakin University

Prue Ferguson B.A, M. Ag Science, Dip Ed, M.Teach (Melbourne)

Samantha Fynmore B. Arts, M. Teach (Monash)

Katrina Fox BSc, DipEd, Monash University

Robyn Fox B.Ed, (ACU), Dip Teaching, Griffith

Joanne Francken B.Sc, Dip Ed (Monash)

Emma Fraser B. Applied Science (PE) (RMIT)

Sue Fryer B.Sc, Dip Ed (New England)

Maria Galanis

DipEd, Grad Dip Lang, University of South Australia

James Garkel BEd, DipT, University of Melbourne

Kate Geier B. Arts (MediaSt), BTeach (Prim), M Ed (School Leadership), Monash University

Emily Gibbs –Connor

B. Soc Sci, RMIT; B. Teaching, University of Melbourne

Angela Gilchrist

B. Com (Hons), University of Melbourne; DipEd, Monash University

Kate Gilchrist

BAppSc, Victoria University; DipEd, M.Ed 9Student Welfare, University of Melbourne

Gillian Goldsworthy B. Arts (Melbourne), Dip Ed (Monash)

Jeffrey Goonan B. Arts (Hons), DipEd, University of Melbourne

Lindy Grahn

B.A, B. Sc, University of Melbourne; Dip Ed, University of Melbourne; Grad Cert Business Admin, Mt Eliza

Bronwyn Greig

BEd, Deakin University

Classroom Staff Qualifications

Liana Griggs

B. A (Hons), Dip Ed (Melbourne)

Yifan (Echo) Gu

B. Com, University of Melb; Grad Dip Ed, MGSE

Leanne Guinea

B App Sc(Phys Ed), RMIT

Florence Guthrie

MArts, Paris –Sorbonne University; Post Grad Dip (Russian), Polytechnic of Central London; DipEd, University of Melbourne

Kylie Harris

BEd(Prim), BSc, Deakin University

Edward Harris

B.A (Latrobe), M. Intl Relations, M.Teach (Melbourne)

Nina Harrison

Dip Teaching (Primary) Deakin University

Katrina Hehir

B.Arts, BEd, Deakin University; M.Ed ( School Leadership), Monash University

Vanessa Hewson

B.A, Dip Ed, Post Grad Cert – Environment (Melbourne)

Tom Hetherington

B. Teaching (Prim), Deakin University; CertEd (Integration Aide), Monash University

Caroline Hodges

B. Applied Sc Horticulture, (Melbourne); B. Teaching, (Deakin)

Lisa Howden

BEd, DipEd, University of Melbourne

Shannon Huang

B. Arts, Shanghai International Studies University; DipEd, Monash University

Fiona Ireland

B.Teach, Monash University; BEd, University of Melbourne

Joel Irons

B.Ed (PE) Ballarat, M. Sc (Curtin)

Sarah Jessup

Dip Teaching Primary, Victoria College, Cert A

Eric Joyce

B.A, Dip Ed (Melbourne)

Susan Just

B Arts, DipEd, University of Queensland; M.Ed(Admin), University of New England; Advanced Management Course, Harvard University

Diana Kelly

B.A, Dip Ed., M.Ed –Libarianship (Melbourne)

Kathryn Kennedy

B. Mus Ed (Hons), University of Melbourne

Lisa Khan

BEd (Drama) (Hons), University of Tasmania

Karen Koch

B. Arts, Dip Ed (Melbourne, Grad Dip Media Studies (Deakin )

Saradha Koirala

M.A (Creative Writing – Poetry), Grad Dip Ed, Victoria University – Wellington NZ; B.A, Otago

Jentian Krijnen

B.Sc, Dip Ed (Monash)

Alice Langley

B. PE and Health (Federation)

Marina Leggatt

B.Ed, Victoria College – Rusden; M. Special Ed, Grad Dip Psychological Studies, Deakin University

Stephanie Leung

M. Teach (Early Childhood), University of Melbourne

Maria Lieberth

BArts, RMIT; Grad DipEd, University of Melbourne

Julia Lippold BArts(Hons), DipEd, Monash University; Certificate of Workplace Training, (Chisholm Institute)

Sashelle Lock

BArts, La Trobe University; BEd,Deakin University

Caroline Long

BArts, Deakin University; MEd, University of Cambridge

Lisa Loveless

BArts, BTeach, Deakin University; GradDipEd(MidYears), Latrobe

Tamara Lovett –Mackellar (Psychologist) B.Ed, Deakin University; Post Grad Dip Ed Welfare, M.Ed, University of Melbourne; Grad Dip Psychology, Deakin University; Cert IV Training and Assesmsnt, Grad Cert Special Education, University of Melbourne; M Psych (Clinical), Assoc MAPS, MAGCA.

Andrea Macrae

B.Sc, M. Teach (Melbourne)

Elspeth Maddocks

BArts, DipEd, University of Melbourne; MArts, DipModLang(French), University of New England

Michelle Mai

BArts, Henan University, China; DipEd, Victoria University

Dr. Alison Manson

B. Human Movement, M.Ed, PhD (University of Tasmanis)

Claire Martin

B.A (Hons) Tasmania, Dip Ed (Monash), B.A (Latrobe)

Nicholas Marturano

B. Music (Hons)Performance (Monash), Dip Ed. (ACU)

Cassandra McLean

B. Health Science (Latrobe), M. Teach (Monash)

Georgia McClure

B. Fine Arts, M. Teach (Melbourne)

Sandra McCowan

B. A, M.A., Dip Ed (UWA)

Vanessa McDonnell

BSc, DipEd, Macquarie University

Kathryn McKendry

B.Ed (Secondary) MCAE, M. Ed Librarianship (Charles Sturt)

Emma McKillop

BMus, DipEd, Australian Catholic University

Emma Milligan

BEd(EarlChildEd),University of Melbourne

Jodie Mitchell

BSc, Monash University; DipEd, La Trobe University

David Morrison

DipArt, Prahran College of Advanced Education; DipEd, Monash University

Kate Murray BDes (CommDes), RMIT; DipEd, University of Melbourne

Doline Ndormana

MSc Child Studies (Linkoping –Sweden); B. Sc (Hons), (Malardalen – Sweden)

Thomay Nicolaou

B. Applied Science (PE) RMIT

Jennifer Owens

B. Health Science, Grad Dip Ed – Primary, Monash University

Alexander Ouchtomsky

B. Fine Arts (RMIT), Dip Ed (Monash)

Pushpa Parasuraman

M. Teaching (Early Childhood), University of Melbourne

Veronica Parsons

B.Ed Secondary Science) Melbourne, Grad Dip Ed Psych (Monash)

Jennifer Philis

B. Arts (University of Paris), PGCE (Kingston –London)

Shayne Pollard

B. Ed Southern Cross

Kellie Presnell

B. Applied Science (PE B. Sports Science –Human Movement (RMIT)

Sophie Richards

BEd (Phys Ed/Sc), BTeach(Prim), Deakin University; MEd, University of Melbourne

Melanie Ridley

B. Ed –PE, University of Ballarat); Grad Dip Ed Outdoor Education, Latrobe; M. Ed Student Welfare, University of Melbourne

Samuel Ridley

BArts, La Trobe University; DipEd, Monash University

Caroline Rose

M. Ed, Monash University; B.A., Monash University; Dip Ed, University of Melbourne

Classroom Staff Qualifications

Dr. Jesse Roth –Barton B.Sc Hons, PhD, University of Melbourne; M. Teach, Deakin University

Ursula Rowe BArts (Mus), DipEd, Deakin University

Jessica Saladin B. Performing Arts (Monash), B.Ed (Primary), (ACU)

Elodie Salamon Licence – Lettres Classiques (University of Paris)

Josefine Samuel B. Sports Science (PE), (Victoria) M. Teach (Melb)

Christine Sandow Trained Infant Teachers Certificate, Toorak Teachers College/ Deakin University; Cert 3 in Early Childhood Education and Care

Tim Santamaria B. A, B. Primary Teaching (Melbourne)

Debbie Scally BSc, DipEd, BEd, Monash University

Amy Sellars B. Music (Melb), M. Teach (ACU)

Warwick Sharpin BMus, BMusEd, University of Melbourne; AMusA(Clarinet), AMusA(Piano)

Natasha Siedlecki B. Arts (Monash), M. Teach (Deakinn)

Sherrin Sibly BEed (Mus), University of Melbourne

Trevor Smith BEd, Rusden

Jeanne Sorich BEd, Monash University; DipT, Institute of Early Childhood Development

Emilly Spanos BSc (Food Sci), Victoria University; DipEd, Monash University

Monique Stewart BAppSc(PhyslEd), RMIT

Emma Steer (Lead Psychologist) D.Clinical Psych, MPsych (Ed & Dev), PostGradDip App Psych, PostGradDip Ed, Monash University; B.BSc, La Trobe University; ExecCert (Positive Psych Coaching), Reg Psych (Ed & Dev), MAPS

Jodie Stirling B. Teach (Charles Sturt, Dip Children’s Services

Jane Sutton

Grad Dip Library Science (QUT), Grad Dip Ed, Monash University

Erin Swanson B. Pysch Science (Monash), M. Teach (Melbourne)

Teresa Swiercznski

B.Sc, M. Teaching, University of Melbourne

Elizabeth Tindall

BA, BMus, BMus Hons, Grad Dip Ed, Australian Catholic University (ACU) MMus-PT, University of Melbourne

Nick Thornton

BCom, Deakin University; TSTC, (Melbourne State College) Dip.Bus, GIT; GradDipEdAdm, HIE; CPA, FACE, FACEL (Vic) MAHRI

Sue Traynor

M. Applied Positive Psychology, University of Melbourne, B. Ed (Rusden)

Danny Tisnado –Ortiz MEd, Monash University

Chris Toms

B.Com, University of Melbourne; B.Ed, Deakin University; MEd, Monash University

Phillipe Vallantin

B.A. (Melbourne), Grad Cert TESOL (Melb)

Matthew Vhalos

B.Ed (Victoria)

Amanda Varmalis BEd(Math/Sc), Rusden State College

Anne Wallington

B.Com. Dip Ed, M. School Leadership (Melbourne)

Andrea Walter BEd(Prim), DipEd(Prim), University of Melbourne

Jamie Watson

B. Built Environment (Interior Design), B. Sec Education (PE), M. Ed (QIT)

Tom Watson

B. Sec Ed (PE and Science), M. Ed (QIT)

Will White

B. A (UQ), Grad Dip Ed (UQ)

Diane Wood

M. Sc (Auckland), Dip Teaching, (Auckland Teachers’ College)

Aaron Yeoh

B. Music (Melbourne); M. Music Studies (Tasmania) Dip Ed (Monash)

Samuel Zhang

B.A, (Dr Sun Yat –Sen University, China), M. Global Communication, M.Teach (Melbourne)

Joseph Zhou

B.A, (Tianjin) B. Ed, Deakin University

Financial results

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 2022).

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 2022, the majority of the School’s operational expenditure related to staffing (see Figure 2 – Expenses 2022).

The School reported a modest surplus of $5.78M, for 2022, which included capital donations of $3.32 million.

Materials shortages and restricted labour supply impacted the Works program however construction has continued throughout 2022.

The capital works expenditure associated with the masterplan works has resulted in a decline in the School’s cash position during 2022.

Further capital expenditure will continue in 2023 as the Blairholme ELC construction progresses.

72.8% tuition & residential fees

8.2% government grants 4.1% childcare 7.7% other 7.2% donations for capital purposes

75.0% staff

5.0% educational / curriculum

6.4% services

2.8% sundry

1.3% development / marketing

5.5% depreciation

2.2% camps and student expenses

1.8% howqua boarding

The Finance Committee is a formal sub-committee of the School Council and during 2022 met eight times.

Figure 1: Income - 2022

Figure 2: Expenses - 2022

STATEMENT OF PROFIT OR LOSS AND OTHER COMPREHENSIVE INCOME FOR THE YEAR ENDED 31 DECEMBER 2022

CONSOLIDATED STATEMENT OF PROFIT OR LOSS AND OTHER COMPREHENSIVE INCOME FOR THE YEAR ENDED 31 DECEMBER 2022

The accompanying notes form part of the financial statements.

LAURISTON GIRLS' SCHOOL

CONSOLIDATED STATEMENT OF FINANCIAL POSITION AS AT 31 DECEMBER 2022

STATEMENT OF FINANCIAL POSITION AS AT 31 DECEMBER 2022

The accompanying notes form part of the financial statements

Report of the Independent Auditor on the Summar y Financial Statements to the M embers of Lauriston Girls’ School

We report on the Summary Financial Statements of Lauriston Girls’ School (the “Entity”) for the year ended 31 December 2022. The summary financial statements, which comprise the consolidated statement of financial position as at 31 December 2022 and the consolidated statement of profit and loss and other comprehensive income for the year then ended (the “summary financial statements”), are derived from the audited financial report of Lauriston Girls’ School for the year ended 31 December 2022.

In our opinion, the accompanying summary financial statements are consistent, in all material respects, with the audited financial report.

Summary Financial Statements

The summary financial statements do not contain all the disclosures required by the Australian Accounting Standards. Reading the summary financial statements and the auditor’s report thereon, therefore, is not a substitute for reading the audited financial report and the auditor’s report thereon. The summary financial statements and the audited financial report do not reflect the effects of events that occurred subsequent to the date of our report on the audited financial report.

T The Audited Financial Repor t and Our Report Thereon

We expressed an unmodified audit opinion on the audited financial report in our auditor’s report dated 29 March 2023.

E Emphasis of Matter

basis of preparation and restriction on distribution and use

The Summary Financial Statements have been prepared for the purpose of the Entity to meet the financial reporting responsibilities under the Australian Charities and Not-for-Profits Commission Act 2012 (the ACNC Act 2012) . As a result, the Summary Financial Statements may not be suitable for another purpose. Our opinion is not modified in respect of this matter. Our report is intended solely for the members, the Directors and the Australian Charities and Not-for-profits Commission (ACNC) and should not be distributed to or used by parties other than the members, the Directors and the ACNC. Our opinion is not modified in respect of this matter.

O ther Information

The Directors are responsible for the other information. The other information comprises the information included in the Entity’s Annual Report obtained at the date of this auditor’s report, but does not include the summary financial statements and our auditor’s report thereon.

Our opinion on the summary financial statements does not cover the other information and we do not express any form of assurance conclusion thereon.

Liability limited by a scheme approved under Professional Standards Legislation. Member of Deloitte Asia Pacific Limited and the Deloitte Organisation

In connection with our audit of the summary financial statement, our responsibility is to read the other information and, in doing so, consider whether the other information is materially inconsistent with the summary financial statements or our knowledge obtained in the audit or otherwise appears to be materially misstated. If, based on the work we have performed on the other information that we obtained prior to the date of this auditor’s report, we conclude that there is a material misstatement of this other information, we are required to report that fact. We have nothing to report in this regard.

T The Directors’ Responsibility for the Summary Financial Statements

The Directors are responsible for the preparation of the summary financial statements, including their derivation from the Audited Financial Report of the Entity for the year ended 31 December 2022.

Auditor’s Responsibility

Our responsibility is to express an opinion on whether the summary financial statements are consistent, in all material respects, with the audited financial report based on our procedures, which were conducted in accordance with Auditing Standard ASA 810 Engagements to Report on Summary Financial Statements

I Independence

In conducting our audit, we have complied with the independence requirements of subdivision 60-C of the Australian Charities and Not-for-Profits Commission Act 2012 . We confirm that the independence declaration required by subdivision 60-C of the Australian Charities and Not-for-Profits Commission Act 2012, which has been given to the directors of Lauriston Girls’ School would be in the same terms if given to the directors as at the time of this auditor’s report.

Isabelle Lefevre Partner Chartered Accountants Melbourne, 4 August 2023

DELOITTE TOUCHE TOHMATSU

Photography: Bruce Song