Mentone Girls’ Grammar acknowledges the Bunurong People of the South-Eastern Kulin Nations for their connection to land, sea, and community, and for their custodianship of the land on which we live, learn and work. We pay our respects to their Elders past and present, and extend that respect to all Aboriginal and Torres Strait Islander people today.
© Mentone Girls’ Grammar School. CRICOS Registered Provider: 00324B. Principal: Ms Natalie Charles.
As a non-selective, open-entry Anglican school for girls from Early Learning (ELC) to Year 12, we offer a holistic education that nurtures the whole student. Our students thrive through outstanding opportunities in leadership, sport, travel, and the arts, underpinned by a long-standing tradition of academic excellence in English, Mathematics, Science, and the Humanities. We instil a strong sense of purpose, developing confident, compassionate, and capable young women who are ready to take on the world. Our dedicated educators bring deep subject expertise and a strong vocational commitment to supporting every girl to flourish.
This commitment begins in our ELC and Junior School, which have been thoughtfully designed to foster a sense of community within carefully curated learning spaces. With manageable class sizes, a dedicated library, and well-equipped facilities to support students, we create an environment where every learner can thrive academically, socially, and emotionally. Our unique blend of explicit instruction and inquiry-based learning encourages the development of curious, collaborative, and critical thinkers, laying a strong foundation for future success.
In Senior School, students benefit from personalised learning experiences that support the development of confidence, capability, and self-worth. VCE subjects are introduced from Year 10, ensuring early preparation for the academic rigour of the final years and readiness for each student’s chosen tertiary or career pathway. A wide-ranging program of travel, camps, and tours further enhances their learning, offering authentic, immersive experiences that broaden cultural understanding and global awareness.
Across every stage of their educational journey, our students are supported by a connected, caring community and a culture where every girl is known, seen, and heard. They are empowered to lead, explore, and achieve, emerging as young women equipped with the knowledge, character, and confidence to make a meaningful contribution beyond the school gates.
To provide an education that inspires a sense of purpose in our students and empowers confident, compassionate, and capable young women who are prepared for the future, whatever it brings.
To empower young women, fostering a nurturing environment where every girl is known, seen, and heard.
Responsibility, Relationships, Compassion, Integrity, Empathy, Respect, Justice, and Truth.
The story of Mentone Girls’ Grammar began in 1899, during a time marked by economic hardship, gender-based inequality, and rigid social expectations. In the face of these challenges, a passionate educator, Mrs Sarah Simpson, defied convention and chose to open a school for girls - an act of extraordinary courage and conviction.
Her visionary commitment to girls’ education, her boldness, and her belief in the power of opportunity continue to shape our identity 125 years later. Mentone Girls’ Grammar is more than a place of learning – it is a space where young women grow in confidence, discover purpose, and form lifelong connections.
In 2024, we proudly honoured our extraordinary legacy and the journey of our community across generations with a series of meaningful events celebrating our 125th anniversary. From the deeply moving Founder’s Day Service at St Paul’s Cathedral to the elegant Gala Dinner at the National Gallery of Victoria, each event was a testament to the enduring spirit, pride, and connection that define Mentone Girls’ Grammar.
The year concluded with the outstanding academic success of the Class of 2024. An impressive 76% of the cohort ranked in the top 20% nationally. With a median ATAR of 89.4 and 41% of students attaining an ATAR above 90, 92% received one of their top three tertiary education preferences. These exceptional outcomes reaffirm our standing as one of Victoria’s leading schools for girls.
Beyond academic achievement, 2024 was a remarkable year across our co-curricular and sporting programs. From winning the Division 1 Diving and Junior A Volleyball premierships to a record-breaking performance in Athletics, our students competed with heart and pride. Our Aerobics, Dance, and Glee teams shone at Nationals, returning with 40 medals, while individual athletes were selected for GSV representation and broke long-standing records. These accomplishments reflect not only talent but also teamwork, perseverance, and a commitment to excellence in every arena of school life.
Our Service Learning program continued to flourish, guided by the belief that our students must engage with the world as it is. Through strong partnerships with organisations such as St Kilda Mums, Share the Dignity, and Anglicare – as well as immersive experiences like our On Country program in Central Australia – our students embraced opportunities to lead with empathy, humility, and heart.
A particular highlight in 2024 was the inaugural Music Gala Concert, held at St Bede’s auditorium. It was a powerful celebration of student creativity and collaboration, none more so than Music Captain Emily Cullen’s original composition, ‘Fish’. Inspired by VCE Biology, her piece captured not only the imagination of the audience but the boundless potential of our girls to dream boldly and lead fearlessly, regardless of convention or statistics. It was a moment that moved me deeply and reminded me why all-girls’ education matters so profoundly.
On behalf of the Mentone Girls’ Grammar community, I thank our exemplary educators for their hard work, determination, and commitment to empower each student to achieve her personal best. Thanks to our community of parents, volunteers, alumnae, and council members who have continued to support the School with generosity and heart.
Ms Natalie Charles PRINCIPAL
PRINCIPAL
Ms Natalie Charles GradDipEd, BA(Hons)
DEPUTY PRINCIPAL / HEAD OF SENIOR SCHOOL
Ms Meg Adem
MBPsych, BSc(Hons), BTeach(Hons)
HEAD OF JUNIOR SCHOOL
Mr Ross Halliday (Jan–Aug) BEd(Hons), Cert(SchMgtLdrshp)
ACTING HEAD OF JUNIOR SCHOOL
Ms Camilla Gaff (Sept–Dec) BEd, BPrimEd
HEAD OF TEACHING AND LEARNING
Ms Lisa Hanlon
MArts(CommProWrit), PostGradDip(PP), GradDip(SecEnglish, Humm, PE), BA
DIRECTOR OF RESEARCH AND PRACTICE
Dr Karl Sebire (Jan–Sept)
DPhil, MEd, MDes(GrapComm), GradDipEd, BAppDes(Communication), CertLeadChgProg
DIRECTOR OF HUMAN RESOURCES
Ms Monica Cabrita BBusCom
DIRECTOR OF BUSINESS OPERATIONS
Mr Robert Konoroth BBus
DIRECTOR OF MARKETING AND COMMUNICATIONS
Ms Brigid Steele (Oct–Dec) MComm&Media, MIntRel, BA
PRESIDENT
Mr James Stewart CPA, BBus(Accounting)
DEPUTY PRESIDENT OF SCHOOL COUNCIL
Ms Nicole O’Donnell BSc, BA
CHAIR OF BUILDING AND ASSETS COMMITTEE
Ms Tara Chandler-Scott LLB, BA
CHAIR OF GOVERNANCE AND RISK
Dr Heather Schnagl AM DEd (honoris causa), PhD, MEd, DipEd, BSc(Hons) FACE, FACEL, MAICD
CHAIR OF COMMUNITY ENGAGEMENT
Ms Amanda Robertson (Resigned May 2024) LLB, BLC, AdvDip(Labour Law), ProfDip(HR), PRIMed
CHAIR OF FINANCE AND AUDIT COMMITTEE
Mr Jay Doherty
GradDip(Chartered Accounting), BBus(Acc), BBus(Mgt), CA
COUNCIL MEMBERS
Mr Ross Symons
Mr Bradley Cornwell (Resigned May 2024) BE(Ec), GradDip(ApplFin&Inv), DipBus(Gov), FICDA
Ms Andrea McMillan (Resigned May 2024) BA(Hons)
Mr Mogamad Louw (Commenced Nov 2024) BSc(Hons)(Mathematics), Strategic Management Professional (Wharton) CISA, MCIPM, CIPT
Ms Lucy Best-Jenkins (Commenced Nov 2024) BSc(Hons)(Arch), DipArch, RIBA, AIA, MAICD
Principal, Ex-Officio, Ms Natalie Charles GradDipEd, BA(Hons)
Council Secretary, Ex-Officio, Mr Robert Konoroth BBus
The School continued to demonstrate sound financial management in 2024, ensuring long-term sustainability while supporting the strategic priorities of our educational program.
Our income was supported by government grants, with a strong base of Federal and State support, that allows the school to provide a quality education at a fee structure that provides value to families.
Expenditure was closely aligned with our strategic goals. The largest area of investment remained in curriculum delivery and digital infrastructure, reflecting our commitment to academic excellence and future-focused learning. Significant resources were also allocated to the ongoing maintenance and improvement of our facilities, ensuring that our learning environments remain safe, contemporary, and well-resourced.
Other key areas of expenditure included operating costs, marketing and community engagement, and scheduled depreciation – each managed carefully to balance day-to-day operational needs with long-term capital planning.
Overall, the School’s financial position remains robust, with decisions guided by a commitment to responsible stewardship and ongoing investment in student outcomes.
* Please note: totals may not equate to 100% due to rounding.
As a non-selective, open-entry Anglican school for girls, Mentone Girls’ Grammar enrolled 684 students in 2024, from Early Learning (ELC) through to Year 12.
Mentone Girls’ Grammar is more than a place of learning — it is a thriving, connected community where strong relationships underpin student learning and wellbeing. Students, parents, staff, the School Council, alumnae, the Parents’ Association (Friends of The Willow), volunteers, and donors all contribute to shaping the culture of the School and strengthening its foundation for the future. In 2024, our community was made up of:
Student attendance at Mentone Girls’ Grammar is recorded and monitored electronically via the Student Attendance Management System.
Parents/guardians can notify the School of their child’s absence through telephone, email, or the school intranet. In the Junior School, attendance is marked at the beginning of the day and again after lunch, while in the Senior School, it is recorded at the start of each lesson.
If a student is absent without prior notice, an Attendance Officer contacts the family to ensure the student’s wellbeing. In cases of extended absence, classroom teachers and the Head of Wellbeing work closely with families to provide support and maintain student engagement.
In 2024, the average student attendance rate from Prep to Year 12 was 93.94% – an increase of 0.85% from 2023 and 2.36% from 2022. This upward trend reflects growing student engagement and consistency, supported by ongoing improvements in wellbeing initiatives and the learning environment.
98.7 % of those students enrolled in Year 9 in 2021, continued to complete Year 12 in 2024.
Mentone Girls’ Grammar students in Years 3, 5, 7, and 9 undertook NAPLAN (National Assessment Program – Literacy and Numeracy) testing during Term 1. The assessments covered key areas of reading, writing, spelling, grammar and punctuation, and numeracy. These tests provide valuable insights into student learning progress and help identify areas for further development.
Following assessment, individual reports were generated by the Victorian Curriculum and Assessment Authority (VCAA) and provided to parents. The charts below highlight the results of Mentone Girls’ Grammar students in comparison to the state and national results.
Mentone Girls’ Grammar continues to demonstrate outstanding academic achievement, with NAPLAN results across all year levels significantly exceeding state and national averages in every domain.
Year 3 students at Mentone Girls’ Grammar outperformed the state by an average of over 40 points across the five domains. Particularly strong results were seen in Reading (469) and Grammar and Punctuation (469), both above state and national averages.
Year 5 results show continued improvement, with standout performance in Reading (582) and Grammar and Punctuation (583), both more than 75 points above the national averages of 492 and 498 respectively.
Year 7 students recorded exceptional results, particularly in Writing (609) and Numeracy (605), showcasing both literacy and numeracy strengths well above state and national averages.
Year 9 Mentone Girls’ Grammar students achieved their highest results yet, with Writing (647), Grammar and Punctuation (638) and Numeracy (615) far exceeding both state and national benchmarks, reflecting the strength and consistency of the School’s academic program.
These results highlight Mentone Girls’ Grammar’s commitment to excellence in teaching and learning, with strong literacy and numeracy foundations established from early years and built upon through to senior levels.
The Year 3 NAPLAN data reveals that Mentone Girls’ Grammar students are already performing at a high level in their early years of schooling, with the vast majority of students achieving in the Strong or Exceeding proficiency bands across all domains.
• Reading and Writing stand out, with nearly all students performing above expected levels, and a substantial proportion Exceeding proficiency standards.
• Spelling, Grammar and Punctuation, and Numeracy also show strong results, with the majority of students performing in the higher bands and only a small proportion requiring additional support.
These results reflect the strength of our early years teaching and our focus on developing essential literacy and numeracy skills from the outset.
Mentone Girls’ Grammar Year 3 students have made an exceptional start to their learning journey, with proficiency levels in all NAPLAN domains surpassing state averages, particularly in the Strong and Exceeding bands.
• In Reading, 75.86% of Mentone Girls’ Grammar students are achieving in the top two proficiency bands (Strong or Exceeding), compared to 71.2% statewide. Nearly 45% of Mentone Girls’ Grammar students are in the Exceeding category.
• Writing shows a particularly strong result, with 96.55% of Mentone Girls’ Grammar students achieving Strong or Exceeding, compared to 80.1% for the state.
• In Spelling, 68.96% of Mentone Girls’ Grammar students are Strong or Exceeding, comfortably above the state’s 62.8%, with strong performance distributed across both the Strong and Exceeding bands.
• Grammar and Punctuation results are also outstanding, with 68.96% of students performing in the top two bands (Strong or Exceeding) (vs 56.5% state-wide).
• Numeracy shows solid performance, with 75.87% of students in the Strong or Exceeding bands, outperforming the state average of 67.6%.
These results highlight the strength of early years instruction at Mentone Girls’ Grammar, and a strong academic foundation that sets students up for future success in literacy and numeracy.
The Year 5 NAPLAN data further affirms the strong academic progress of students at Mentone Girls’ Grammar, with a continued trend of high achievement across all literacy and numeracy domains.
• The majority of students are achieving in the Strong or Exceeding bands in Reading, Writing, Numeracy, Grammar and Punctuation, and Spelling, showing well-rounded capability.
• Writing is a clear area of strength, with the majority of students achieving well above expected levels and only a very small percentage in the Developing band.
• Spelling, and Grammar and Punctuation, also demonstrate solid outcomes, though there is a slightly higher proportion of students in the Developing band in Spelling, which may warrant some targeted focus.
• Reading and Numeracy results are particularly impressive, with most students operating well above national benchmarks.
These outcomes reflect the impact of high-quality, differentiated teaching and a learning environment that encourages the continual growth of each student.
Mentone Girls’ Grammar Year 5 students continue to significantly outperform state averages, with a notably high percentage of students achieving in the top two proficiency bands across all NAPLAN domains.
• In Reading, 83.34% of Mentone Girls’ Grammar students are achieving at Strong or Exceeding levels, compared to 76.5% across the state. Notably, two-thirds of Mentone Girls’ Grammar students are in the Exceeding band alone.
• Writing results are also strong, with 96.67% of students at Strong or Exceeding—more than 20% higher than the state average of 73.4%.
• In Spelling, 86.66% of students fall within the top two bands, compared to the state’s 69.2%, with a particularly strong showing in the Exceeding band (63.33%).
• Grammar and Punctuation shows a strong performance as well, with 93.33% of Mentone Girls’ Grammar students in the Strong or Exceeding bands—well ahead of the state’s 66.8%.
• In Numeracy, 83.33% of students are in the top two bands (vs
already Exceeding the expected standard.
Year 7 results at Mentone Girls’ Grammar demonstrate sustained academic strength as students transition into secondary schooling, with high performance maintained across all Literacy and Numeracy domains.
• In Reading, Grammar and Punctuation, and Spelling, a large majority of students are in the Strong or Exceeding proficiency bands, with Reading particularly notable due to the high proportion of students achieving in the top band.
• Numeracy results are similarly impressive, with almost all students performing above the national standard.
• Writing continues to be a strength, with over 90% of our students scoring in the top two levels, Strong and Exceeding. These results reflect a well-established learning culture, and a strong foundation built in the primary years, with clear progression into middle school literacy and numeracy success.
Mentone Girls’ Grammar Year 7 students have continued to perform well above state benchmarks across all NAPLAN domains, with high proportions of students achieving in the Strong and Exceeding proficiency bands.
• In Reading, 93.44% of Mentone Girls’ Grammar students achieved in the top two (Strong or Exceeding) bands, significantly ahead of the state’s 72%.
• Writing results were also impressive, with 91.8% of students at Strong or Exceeding, compared to the state’s 71.3%. Over 40% of students exceeded proficiency benchmarks.
• In Spelling, 93.44% of students reached the top two bands (Strong or Exceeding), with 37.70% exceeding expectations (vs 23.1% statewide).
• In Grammar and Punctuation, over 80% of students achieved at Strong or Exceeding, ahead of the state’s 63.4%.
• Numeracy outcomes show 93.44% of Mentone Girls’ Grammar students achieving Strong or Exceeding proficiency (vs 69.7% for the state), with strong performance across the full cohort.
By Year 9, Mentone Girls’ Grammar students are achieving at consistently high levels, with outstanding performance across all NAPLAN domains.
• Reading and Writing demonstrate continued literacy strength, with half of our students Exceeding expectations in both areas.
• Numeracy, Spelling and Grammar and Punctuation results are exceptional, with the vast majority of students performing in the Strong or Exceeding bands.These results reflect the School’s ongoing commitment to academic excellence and the effectiveness of its programs in preparing students for the demands of senior secondary learning.
Mentone Girls’ Grammar Year 9 students have once again demonstrated exceptional academic achievement, with consistently high proportions of students performing in the Strong and Exceeding bands across all NAPLAN domains.
• In Reading, 95.24% of students are achieving Strong or Exceeding (vs 66.4% for the state), with 49.21% in the Exceeding category alone.
• Writing shows 93.65% of students in Strong or Exceeding (vs 66.1% state), with a balanced spread between the two bands and 53.97% demonstrating Strong proficiency.
• Spelling also reflects outstanding literacy skills, with 98.41% of students in the top bands, compared to 72.6% across the state. Over 63% of students are Strong, and more than one-third are Exceeding
• Grammar and Punctuation results show 87.3% of Mentone Girls’ Grammar students in the top two bands (Strong or Exceeding) compared to just 55.5% statewide, with a strong distribution across both Strong and Exceeding
• In Numeracy, 87.3% of students achieved Strong or Exceeding, compared to 65.4% at the state level.
The Class of 2024 has achieved exceptional individual and collective VCE results, with 76% of the cohort placing them in the top 20% nationally. Their achievements place Mentone Girls’ Grammar once again among the highest-performing schools in Victoria and as a leading educator of girls.
Median ATAR
Median Study Score
an ATAR of >95
Meagan Ngo, 99.85
Emily Cullen, 99.5
Perfect Study Scores of 50 were achieved in English, Psychology, VET Dance, and Chinese 1st Language
22% of our students achieved a Study Score of 40+ in Accounting, Biology, Business Management, Chemistry, Chinese 1st Language, French, Health and Human Development, Music, Physical Education, Physics, Psychology, VET Creative Digital Media and VET Dance
20.5% of students were awarded the VCE Baccalaureate
As we celebrate these accomplishments, we are reminded that success is not solely defined by numbers or accolades, but also by the character, resilience, and compassion demonstrated by each student. These outstanding results are a testament to both the dedication of our students and the unwavering support of our committed educators, whose guidance has been instrumental in helping students reach their full potential, no matter their goals.
100% 71% 90%
92% of applicants received a tertiary offer of students received their 1st preference of graduates received their 1st or 2nd preferences of graduates received one of their top 3 preferences
In addition to VTAC offers, several students have received offers to interstate universities including:
• ANU
• University of Sydney
• UNSW
• Macquarie University
• University of Queensland
• University of Technology Sydney
• University of Tasmania
2024 was a busy and fulfilling year for FoTW as we remained dedicated to our mission of strengthening community bonds and enriching the school experience for students, parents, and guardians. In partnership with the Dad’s Club, we organised a variety of initiatives, events, and fundraisers, including:
• Dad’s Barefoot Bowls
• Second-hand uniform sales
• Easter gifts for Junior School students
• Mother’s Day and Father’s Day stalls, featuring gifts made by Junior School students
• Junior School Disco, Years 3-6
• Dads’ Club Snooker Night
• Sausage sizzle at the Years 3-6 Athletics Carnival
• Snack kiosk at the School Production
• Junior School 125-year celebration
• Dad and Daughter Campout
• Sausage sizzle for the Years 3-6 Swimming Carnival
• World Teachers’ Appreciation Morning Tea
• Class Representatives’ social gathering
• FoTW AGM
• Diwali celebration
• Halloween Activity
• Rose Lunch farewelling Year 12 parents
• $2,500 donation in support of the funeral for alumna, Bianca Jones (Class of 2023)
• Production and sale of tea towels and aprons, featuring portraits of ELC and Junior School students and staff
These initiatives would not have been possible without our incredible volunteers. Their dedication and generosity helped us achieve so much. We sincerely thank each one of them for making FoTW a welcoming and supportive committee that brings our community together.
Tiffany Middleton PRESIDENT
COMMITTEE:
PRESIDENT
Tiffany Middleton
SECRETARY
Steph Liyanage (until July 2024)
Susan Nickols (from July 2024)
TREASURER
Anna Lewis
CLASS REP CO-ORDINATOR
Rebecca Shapleski
COMMITTEE MEMBER/CO-CHAIR OF DAD’S CLUB
Austin Sellyn
COMMITTEE MEMBERS
Kendall Lister
Mandira Thakur (from July 2024)
Urska Sabec (from July 2024)
Steph Liyanage (from July 2024)
Susan Nickols (April-July 2024)
Erin Barry
Danielle Egerton
Lucie Morris-Marre
2024 was a year of connection and celebration, bringing our Old Girls together in meaningful ways.
One of the highlights was the reunion for alumnae celebrating their 30th, 40th, and 50th anniversaries since leaving school (Classes of 1994, 1984, 1974). The event was a great success, featuring a beautiful high tea and a school tour where cherished memories were shared, and new ones were made. It was heartwarming to see how our community continues to thrive, regardless of the years that pass.
Earlier in the year, we hosted the 5, 10, 15, and 20-year reunion for the Classes of 2019, 2014, 2009, and 2004. It was a fantastic evening filled with laughter, reminiscing, and reconnections. A sincere thank you to all who attended and contributed to making the night so memorable.
Additionally, we hosted an Alumnae Afternoon for the Class of 2024 during their final week of school. The event introduced them to the Old Girls’ Club and included the presentation of their alumnae badges, symbolising the beginning of their lifelong connection with our community.
While 2024 brought many moments of joy, it also held moments of sorrow. The loss of Old Girl Bianca Jones (Class of 2023) was deeply felt, and we acknowledge the grief shared by her family, friends, and all who knew her. In her honour, the Old Girls’ Club donated $2,500 towards her funeral. Though we have faced loss, the strength and unity of our community were evident as we came together to support one another, honour Bianca’s memory, and cherish the bonds that connect us across generations.
In every celebration, every reunion, and even in our shared moments of grief, 2024 reminded us that the ties formed at Mentone Girls’ Grammar are enduring - woven through time, strengthened by memory, and cherished for a lifetime.
Courtney Walsh PRESIDENT
COMMITTEE
PRESIDENT Courtney Walsh
SECRETARY Elle Haryanto
TREASURER
Chrissy Slater GENERAL
Kayla Preller
Leanne Fink
Gayle Neylan
Fiona Sherlock
Meg Brydon
Caitlin Cole
