Mentone Grammar Community Report 2025

OUR VISION

Our Vision is to develop Happy, Healthy & High Achieving young people of outstanding character who can thrive in an ever-changing world.

OUR MISSION

Our Mission is to provide our students with a dynamic learning environment in which well-resourced and committed staff lead engaging Academic, Pastoral and Cocurricular programs.

OUR VALUES

Mentone Grammar is an Anglican school, and we welcome students of all backgrounds and religious beliefs. We are committed to our strong Values of Caring, Discipline, Endeavour, Integrity, Resilience, Respect and Service, which are embedded in the life of our School every day.

INCLUSIVITY STATEMENT

We strive to be inclusive, and welcome and respect all people. We acknowledge the diversity of our School community and care for the safety of all within it; for it is through our differences, that we learn and grow together.

MENTONE GRAMMAR SCHOOL BOARD OF DIRECTORS 2025

Ross Joblin (CHAIR)

Sally Buckley

Natalie Burrows

Amanda Codila

Matt Finnis

Rev. Kevin Pedersen

Michele Rowse

Tony Sheumack

Bruce Stradling

Attendees

Andy Müller – Principal

Jarrod O’Neill – Deputy Principal

Scott Butler – Director of Business

RISK AUDIT & FINANCE COMMITTEE 2025

Ross Joblin (ACTING CHAIR)

Natalie Burrows

Michele Rowse

Bruce Stradling

Attendees

Andy Müller – Principal

Jarrod O’Neill – Deputy Principal

Scott Butler – Director of Business

Julie Aarons – Head of Finance and Business Performance

Yana Hall – Director of Risk and Compliance

Tim Baker - Director of ICT

PROPERTY COMMITTEE 2025

Rev. Kevin Pedersen (CHAIR)

Ross Joblin

Tony Sheumack

Attendees

Andy Müller – Principal

Jarrod O’Neill – Deputy Principal

Scott Butler – Director of Business

Andrew Baillie – Property Manager

BOARD NOMINATIONS COMMITTEE 2025

Amanda Codila (CHAIR)

Ross Joblin

MENTONE GRAMMAR SCHOOL FOUNDATION BOARD OF DIRECTORS 2025

Geoff Ryan AM (CHAIR)

Natalie Burrows

Rev. Kevin Pedersen

Attendees

Andy Müller – Principal

Jarrod O’Neill – Deputy Principal

Scott Butler – Director of Business

ABOUT US

From ELC - Year 12, Mentone Grammar sets the benchmark for outstanding coeducation with our unique Together-Apart-Together learning model, specialist age and stage campus structure and dynamic staff.

We empower student growth and achievement through positive relationships, diverse opportunities, and enriching experiences to ensure every student can develop their own definition of Happy, Healthy & High Achieving

Our success is attributed to our constant drive to ‘be the best we can be’ in everything we do, for our students, our staff and our community.

This drive to always do our best, has been entrenched with our School since 1923 when the first School crest was emblazoned with the words ‘Labore et Honore’ meaning ‘by work and with honour’.

We have carried this motto for over 100 years and draw strength from its simplicity and the sense of purpose it provides.

ACKNOWLEDGEMENT OF COUNTRY

We acknowledge the Bunurong people of the Kulin Nation as the Traditional Custodians of the lands where Mentone Grammar now stands and recognise that these have always been places of teaching and learning.

We pay respect to their Elders past and present and acknowledge the important role Aboriginal and Torres Strait Islander people have played and will continue to play in our country.

FROM THE CHAIR

Following a period of significant change, our focus for 2025 was on promoting a sustainable rhythm to support the strength and resilience of the School, while fostering educational excellence and operational effectiveness. Central to this was our ongoing commitment to financial stability and strategic alignment, as we collectively worked to deliver on the School’s Strategic Vision 2025 – 2030, launched at the start of the year.

This Vision, developed through a thoughtful and inclusive process led by Principal Andy Müller and the Executive team, is not about radical transformation but about purposeful evolution. It builds on our strengths and reinforces our core purpose; to provide the best possible learning and teaching environment where students and staff can thrive.

THE FIVE STRATEGIC OUTCOMES (PICTURED) WILL CONTINUE TO GUIDE OUR DECISION‑MAKING AND SHAPE OUR ASPIRATIONS FOR THE NEXT FIVE YEARS.

■ Engaged & Empowered Learners

■ Healthy & Holistic Development

■ Compassionate & Connected Community

■ Aligned & Integrated Operations

■ Responsible & Sustainable Futures

We also saw the School community embrace this Vision with energy and commitment. Staff undertook Action Research Projects aligned with strategic priorities, exploring areas such as design thinking, diversity and inclusion, wellbeing, experiential learning, and environmental sustainability. These initiatives showcased the innovative and thoughtful practices that define our School and reflect the professionalism and passion of our educators.

Financial sustainability remained a key priority for the Board. We worked closely with the Executive to ensure prudent resource management, and ongoing investment in people, infrastructure, and operational efficiencies. Our aim is not endless expansion, but long‑term viability, ensuring Mentone Grammar remains resilient and responsive to future challenges and opportunities.

The Board was also proud to be part of the inaugural Giving Day, which created a powerful opportunity for our entire community to unite behind a common purpose. In 2025, that purpose was to support the life‑changing gift of a Mentone Grammar education through our new Community Scholarship. The enthusiastic participation from current and past parents, alumni, staff, and students was an impressive demonstration of the generous spirit of our community. This initiative not only supported access and inclusion but also reinforced our shared commitment to service, a value that sits at the heart of our School culture.

Service is not just a student experience but a leadership responsibility. As a Board, we continued to embrace this responsibility with care and dedication, and remain committed to fostering character, compassion, and community‑mindedness across all aspects of School life.

In support of this commitment, we continued to strengthen the Board through the appointment of three new Directors in 2025; Michele Rowse, Bruce Stradling and Matt Finnis, enhancing the depth and effectiveness of our governance. As always, the Board’s collective expertise and considered oversight played a critical role in guiding the School’s strategic and operational priorities.

STRATEGIC VISION 2025 2030

DISCIPLINE

ENGAGED & EMPOWERED LEARNERS

RESPONSIBLE & SUSTAINABLE FUTURES

VALUES

E S OUR SCHOOL OUR PEOPLE OUR CULTURE

HEALTHY & HOLISTIC DEVELOPMENT

ENDEAVOUR SERVICE

ALIGNED & INTEGRATED OPERATIONS

INTEGRITY RESILIENCE

COMPASSIONATE & CONNECTED COMMUNITY

CARING

RESPECT

I extend my sincere thanks to all Board Directors for their invaluable contributions throughout the year. Thanks also go to Geoff Ryan AM (Class of 1965) for his leadership as Chair of the Mentone Grammar School Foundation.

The Board remains focused on supporting the School to deliver on its strategic goals while nurturing a culture of excellence, inclusion, service, and care. We are proud of the progress made during the year and deeply grateful to our staff, students, parents, and alumni for their continued support and commitment.

Together, we are shaping a future defined by purpose, possibility, and shared commitment. With the strength of our community and a clear vision, Mentone Grammar continues to grow as a place where students thrive, and excellence is pursued with compassion and integrity.

Thank you for being part of this journey in 2025.

ROSS JOBLIN CHAIR

THE GREEN REPORT

In 2025, Mentone Grammar formally began a whole-school sustainability journey. This marked a deliberate shift from individual initiatives to a coordinated, long term focus on responsible environmental, social and governance practices. Guided by our Strategic Vision 2025 – 2030 and informed by community consultation, this is about embedding sustainability into how we plan, operate, learn and engage, now and into the future.

WHY SUSTAINABILITY MATTERS

As an educational institution, we recognise our responsibility to prepare young people for an increasingly complex world while acting as ethical stewards of the resources entrusted to us. As such, sustainability is now embedded into our Strategic Vision 2025–2030 and is a core element of Responsible & Sustainable Futures ; one of five Strategic Outcomes identified as priority areas for our School.

Our approach also reflects our School Values, in particular Caring, Integrity, Service and Resilience. By integrating sustainability into governance, operations and learning, we aim to strengthen long term organisational resilience, reduce environmental impact, and model responsible leadership for our students and community.

OUR JOURNEY

Over the past 12 months, we have undertaken a consultative process to develop a new whole school Sustainability Framework. This work has combined expert guidance with input from students, staff and leadership to ensure the Framework reflects both best practice sustainability principles and the lived experience of our School community.

The resulting Mentone Grammar Sustainability Framework is structured around five guiding principles that will shape our actions across the School.

In practical terms, our priorities include improving how we measure and manage energy, water and waste; embedding sustainability into planning and decision making; strengthening governance and risk oversight; and increasing visibility and engagement across our community.

MG20

These baseline figures are the starting point for the School’s goal to achieve an aspirational 20% reduction in key resource use by 2035. Progress will be shared annually in the Community Report, ensuring our community remains informed and engaged throughout the journey.

FOCUS ON WASTE

In 2025, 237 staff, and 396 students from Years 5–12 completed a sustainability survey. The results were very similar across both survey groups, which provided a number of school wide insights including a clear priority around waste, water and energy reduction.

51% of staff and 52% of students cited waste (reduction, reuse and recycling) as the immediate priority.

As a result, from 2026, we will prioritise targeted waste reduction and management initiatives, strengthening student leadership, agency and advocacy alongside improved waste infrastructure. Creating meaningful and lasting change will require a collective effort from our entire community, working together for shared impact.

UNIFORM RECYCLING

To kick start our waste management focus, we were pleased to partner with the Parents & Friends group to offer families the opportunity to recycle unwearable branded uniform items following the completion of our two year transition to the Centenary Collection academic and core PE uniform.

Across the two collection days held in 2025, families contributed an impressive 825 kg of textile waste, all successfully diverted from landfill.

Our ethical and sustainable recycling partner, AFTER. will now process the unwearable garments and transform them into new yarn, ensuring these textiles are kept in circulation rather than entering the waste stream.

We will share a full summary of our uniform recycling outcomes, including environmental impact data at the conclusion of the collection program in 2026.

SUSTAINABILITY FRAMEWORK

GUIDING PRINCIPLES

DATA INFORMED DECISIONS & CONNECTED OPERATIONS

Sustainability is strengthened through data, connected operations and evidence driven decisions.

BUILT ENVIRONMENT & RESPONSIBLE PROCUREMENT

Facilities and footprint, assets and supply networks reflect a commitment to a sustainable future.

STEWARDSHIP, LEARNING & CULTURE

Sustainability learning is experiential and reflective, helping students “learn how to learn” as future leaders.

MG20

AGENCY & ACCOUNTABILITY

Empowering students, staff and leaders to act as stewards of sustainability through participation and accountability.

BASELINE METRICS

Our aspirational goal to achieve a 20% reduction in key resource use by 2035

To track progress meaningfully, we have established 2024 as our baseline year. These baseline metrics will allow us to measure changes over time and provide transparent reporting to our community.

CONTINUOUS IMPROVEMENT

Commitment to continual measurement, reflection and improvement.

Student data for 2024 is based on 2027 students. Student data for 2025 is based on 2121 students.

FROM THE PRINCIPAL

As we reached the end of 2025, we reflected on another remarkable year in the life of Mentone Grammar. There were many marvelous moments throughout the year, and once again it was not only the level of accomplishment across a wide variety of experiences and areas of interest that stood out, but also the students’ infectious enthusiasm. This enthusiasm continued to impress and inspire, and School Spirit was certainly alive and well at Mentone Grammar.

As a community, we embraced an enormous breadth of subjects, integrated learning opportunities, philanthropic challenges, pastoral growth, and a myriad of cocurricular endeavours that catered to our students’ passions and talents. Our students’ diverse histories, interests, personalities, growth, and choices opened our eyes, expanded our minds, built our understanding, and ultimately bound us together as the strong school community that we are. As expressed in our Inclusivity Statement, ‘for it is through our differences that we learn and grow together’.

Collectively, we shared our School Values, friendships, collegiality, a willingness to give of ourselves, and a commitment to being actively involved in school life. These connections served as touch points between us and helped to create a genuine sense of belonging. Each student and staff member navigated a unique path throughout the year, and it was this diversity that gave our lives, and that of Mentone Grammar, the rich texture that made it such a rewarding environment in which to learn, grow, and develop.

The Academic, Pastoral, and Cocurricular programs were intentionally intertwined to provide the holistic education our students needed to thrive. This integration remains one of the greatest strengths of our School and something of which we are rightly proud. Our holistic approach provided a broad range of experiences that enabled every student to find their niche, experience success, and celebrate the endeavour and achievements of others. Whether in the classroom, on stage, on the field, pitch, or court, across the chessboard, or in the heat of a debate, the Mentone Spirit was evident for all to see.

At Mentone Grammar, it is never a case of either or. Students remain engaged across a wide range of opportunities and, in doing so, develop the knowledge, skills, personal attributes, and character that will ensure they step beyond our gates as well rounded young adults, prepared for their future.

We often hear about the dynamic world into which our students will graduate, and it is frequently framed in a worrisome way. However, while that world may be challenging, I am confident that our students are ready to take their place in it and will carry themselves with a balance of humility and self assurance. The young adults who graduated from Mentone Grammar in 2025 came from an environment rich in difference and united by a strong sense of belonging. As a result, they viewed their world with confidence and tolerance and are well placed to make a positive difference within their future communities.

ANDY MÜLLER PRINCIPAL

EXECUTIVE

Together with the Board, the Executive Team is responsible for ensuring that Mentone Grammar and everyone who is a part of it contributes to the success of the Strategic Vision, meeting our targets for quality and outcomes and staying true to our School Vision.

SCHOOL EXECUTIVE 2025

Andy Müller

PRINCIPAL

BAppSc, Grad Dip Ed, Post Grad Dip Ed (Admin), MEd

Jarrod O’Neill

DEPUTY PRINCIPAL

B App Sc, Grad Dip Sports Sc, M Ed (School Leadership)

Scott Butler

DIRECTOR OF BUSINESS

B Bus (Acc) GAICD

James Walton

DIRECTOR OF LEARNING & TEACHING

BA (Hons) ES, PGCertEd (Secondary English), M Ed (Leadership & Management)

Cameron Lancaster

DIRECTOR OF SCHOOL OPERATIONS

B ASc (Digital Technology), Dip Ed M Ed (Leadership and Management)

Katya Dunham

DIRECTOR OF ADVANCEMENT

BSc BioMedSci (Hons)

Yana Hall

DIRECTOR OF RISK AND COMPLIANCE

BA (Business Administration), MA (Health, Safety & Ergonomics), Graduate Certificate in Cyber Security Governance and Risk Management

Alisa McAlpine

DIRECTOR OF PEOPLE AND CULTURE

Grad Dip Business (Human Resources)

Jason Mann

HEAD OF FROGMORE

B App Sci, (Mathematics)

Grad Dip Ed, M Ed (Management)

Julie James HEAD OF GREENWAYS

B App Sc (Hons) Sports Science

B Teach

Dan Newton

HEAD OF BAYVIEW

B App Sc (Human Movement) Dip Ed, M Ed (Leadership)

Mary Craven

HEAD OF RIVIERA (SEM 1)

Post Grad, B Ed M Ed (Leadership and Wellbeing)

Julie Morgan (ACTING) HEAD OF RIVIERA (SEM 2)

B Teach (Secondary), B App Sport Sc (Hons)

Jess Richards

HEAD OF EBLANA

B Ed, B Teach

FROM THE

DEPUTY PRINCIPAL

In 2024, a dedicated team of staff piloted a new professional learning model in which teachers collaborated on a strategic project under the guidance of an external specialist. Focused on secondary wellbeing, this pilot initiative laid the foundation for the Action Research Project model implemented in 2025.

In 2025, almost 60 teachers, supported by Executive sponsors, engaged in action research aligned with the School’s Strategic Vision 2025–2030.

Within this model, educators took on the role of researchers within their own school context, investigating practices and programs to generate insights that informed and improved school operations (Dolan, 2023). Beyond driving School improvement, action research empowered staff to build professional capacity while also informing processes of change and transformation. Each action group identified a problem or question aligned with the School’s Strategic Vision and conducted an inquiry to develop recommendations for Executive consideration.

The following is a summary of the eight projects undertaken in 2025.

EXPERIENTIAL LEARNING – ROUND SQUARE IDEALS

This project conducted a desktop audit of Mentone Grammar’s Vision, Mission, Values, and programs against the internationally recognised Round Square IDEALS and character education philosophy.

The team explored:

■ The School’s alignment with the Round Square philosophy

■ Potential benefits of becoming part of the Round Square network of schools

■ Program enhancements required to meet Round Square standards

■ Roles needed to lead and embed the Round Square philosophy across the School

DESIGN THINKING

This project brought together a team of Years 7–9 teachers to co design an innovative project based program for students in these year levels, underpinned by the Design Thinking process. Staff learned and applied Design Thinking principles to create sequenced, interdisciplinary learning experiences that fostered creativity, collaboration, and problem solving. The program aimed to deliver real world outcomes while developing students’ complex competencies.

TOGETHER‑APART‑TOGETHER

The aim of this project was to investigate pedagogical strategies and bespoke programs to enhance the delivery of curriculum suited to the needs of each gender within the School’s tailored Together Apart Together model, with a focus on the Apart stage across Years 5–9.

WHOLE‑SCHOOL WELLBEING

Building on preliminary work undertaken in 2024, this project reviewed and audited the existing school wide wellbeing program and proposed research based recommendations. The goal was to develop a holistic approach that would equip students with the tools to manage their wellbeing and learning, fostering positive social and emotional outcomes.

SCIENCE OF LEARNING & READING

This project applied insights from the Science of Learning and Reading informed by the Australian Education Research Organisation, to develop a curriculum and

instructional model that enhanced student achievement in reading comprehension, vocabulary acquisition, and writing. These skills were identified as having a significant impact across all areas of learning. The approach emphasised the importance of explicit literacy instruction across all year levels and subjects. The project also focused on upskilling teachers and embedding these practices within the Learning & Teaching Framework.

DIVERSITY & INCLUSION

Following the Cultural Safety Framework Audit and Report completed for the Executive in 2024, an action group was established to oversee the review, development, and implementation of the School’s Reconciliation Action Plan and other inclusivity initiatives.

The project focused on three key pillars:

■ Indigenous Understanding and Cultural Safety

■ Pride

■ Social Inclusion

The team reviewed current practices, audit findings, and community feedback to develop recommendations for a school wide action plan, ensuring Mentone Grammar remains a safe, inclusive, and welcoming environment for all.

EXPERIENTIAL LEARNING

This project audited all Learning Journeys across the School to evaluate their purpose, progression of skills and character development, alignment with the curriculum, and connection to the School’s strategic direction. The project also provided recommendations for future Learning Journeys to enhance student growth and engagement.

PROMOTING POSITIVE ENVIRONMENTAL IMPACT

This project explored best practice sustainability initiatives in schools and how these could be embedded within Mentone Grammar’s context, including opportunities for curriculum integration. The team also reviewed the current student leadership model and proposed a new framework to strengthen student agency and foster long term environmental engagement and impact.

Beyond driving school improvement, action research empowered staff to build professional capacity while also informing processes of change and transformation.

ACTION RESEARCH PROJECTS

NEXT STEPS

Each group presented their findings and recommendations to the School Executive. The depth and quality of both quantitative and qualitative research were outstanding, and we thank all participants for their passion and commitment. These insights now form the basis of a coordinated action plan for 2026 and beyond.

SHAPING THE FUTURE

A NEW MODEL FOR PRIMARY EDUCATION

Another significant development during the year was the strategic review of the School’s structure, resulting in the establishment of one unified Junior School from Foundation to Year 6 to benefit the School’s educational offering. Preparations were made to launch the working model at the start of 2026 under the leadership of Belinda Klose, as the new Head of Junior School and Julie Morgan, Deputy Head of Junior School.

SUPPORTING OUR SENIOR STUDENTS

As students enter Frogmore and commence their VCE journey, senior staff and teachers work collaboratively to provide a positive learning environment that both challenges and supports students to achieve their potential. To further strengthen this support, the leadership structure in Frogmore was enhanced in late 2025 to include two Deputy Heads, each with a distinct focus on student development.

LISA TURNER - DEPUTY HEAD OF FROGMORE

Student Pastoral Care

Lisa continues her role as an experienced and valued Deputy Head, focusing on the welfare of students, paying particular attention to special provisions, engagement and wellbeing.

NIZAM ABDALLAH - DEPUTY HEAD OF FROGMORE

Student Performance

Nizam transitioned from his role as VCE Coordinator into a new position as Deputy Head of Frogmore. In this role, he is focusing on supporting every student to achieve their personal best through holistic engagement, bringing a proven ability to inspire and motivate students to realise their full potential.

JODI SHEPHERD

VCE Coordinator

Jodi is an exceptional VCE Mathematics teacher with extensive experience in Senior School leadership. Her knowledge and expertise are adding significant value to this important role.

JARROD O’NEILL DEPUTY PRINCIPAL

FROM THE DIRECTOR OF LEARNING AND TEACHING

One of the core tenets of our Learning and Teaching Framework is ‘Personalisation’ – the drive to nurture every student to achieve their personal best in their chosen pathways, whether in the classroom, sport, the arts, or through our extensive cocurricular offerings. It was through this commitment that we continued to see Happy, Healthy & High Achieving young people flourish across the School.

In 2025, our focus on personalisation led to several exciting innovations in curriculum design and delivery. Building on a review of Years 7–9 pathways conducted in 2024, we identified Year 8 as a key opportunity to develop a program where students could take greater ownership of their learning. In response, we prototyped a Design Thinking project called ‘Innov8’, trialled with our Bayview Leaders in Term 3. This initiative was designed to foster genuine choice in learning, develop soft skills sought by universities and employers, and provide a real world assessment of student efforts. In its first iteration, students explored the question: What helps or harms the health and wellbeing of students at Mentone Grammar? Over several weeks, they engaged in the full Design Thinking cycle – empathising, defining, ideating, prototyping, and testing – culminating in a presentation of their proposed solutions to the Head of Bayview and senior leadership team.

In addition, we continued to broaden our elective offerings to provide students with greater choice and voice in their learning across Years 9–12. The Business Entrepreneur elective in Year 9 proved a hit in its inaugural year, attracting a large cohort eager to develop their financial literacy in the context of small business enterprises. We also introduced Unit 3/4 studies in Media and Sociology onsite for the first time, providing further opportunities for students to explore their personal pathways and passions.

Looking ahead, we are excited to launch a Year 9 Guided Inquiry unit in 2026, developed this year to consolidate the autonomy and curiosity fostered in the Innov8 project. This elective will allow students to select an area of personal interest and explore it in depth, reinforcing our belief that learning should be relevant and meaningful to each student.

Personalisation also involved assessing prior knowledge – particularly in literacy and numeracy – to inform our programs.

Following a review by The Inclusive School in 2024, we implemented targeted changes to our Learning Enhancement program in 2025 to ensure support structures are inclusive, best practice, and responsive to individual needs. Moving away from an extended withdrawal model, we introduced targeted screening across F–Year 7 and used insights from this data to identify the types of support best suited to individuals and small groups. Support was delivered through short, focused withdrawal interventions, after which students returned to their regular programs. This approach allows us to provide timely, targeted support while maintaining a strong sense of inclusion and belonging.

As part of these changes, we also trialled a ‘co design, co teaching’ model in selected year levels, including my own Year 10 Essentials class. In this model, classroom teachers and Learning Enhancement specialists collaboratively designed units of work to ensure that

content and delivery were differentiated and accessible while maintaining academic rigor. Once planned, the classroom and Learning Enhancement teacher taught together to enact the program, opening new possibilities for team teaching and curriculum design across the School.

Throughout the year, our teachers have continued to embrace the principles of personalisation in our Learning & Teaching Framework. Several staff participated in Action Research Projects (see page 10) alongside our Teacher Learning Communities (TLCs), investigating approaches to wellbeing, experiential learning, and girls’ and boys’ education. These teams developed research and data informed recommendations for further improvements across the School, as we continue to look for ways to personalise learning more effectively and ensure that every student is known, challenged, and supported.

I would like to thank our exceptional teaching and support staff for their dedication, creativity, and care during the year. Their commitment to understanding and teaching our students as individuals continued to shape a school culture where every student is known and valued. It is their drive for continuous improvement that makes Mentone Grammar such a vibrant and forward thinking learning community.

JAMES WALTON DIRECTOR OF LEARNING & TEACHING

HEAD PREFECTS

As the sensational singer Marie Osmond once said:

Being of service to others is what brings true happiness.

This year, we Head Prefects have strived to embody Mentone Grammar’s core Value of Service, giving back to the community that has given us so much.

As our leadership journey draws to a close, we are grateful for the opportunity to reflect on the remarkable year that 2025 has been. Over the past 12 months, we have witnessed our School grow, adapt and achieve, often through acts of service to those around us, from fellow students and staff to the wider community.

While the School has celebrated many accomplishments, we have remained grounded in the values that unite us. From House events that brought campuses together to the development of strong classroom habits, Mentone Grammar’s vibrant culture has continued to flourish.

This year has been defined not only by milestones but also by the people who made them possible. The dedication, enthusiasm and hard work of our staff, teachers and students have made 2025 both memorable and meaningful. Mentone Grammar has enjoyed another outstanding year across academics, sport and cocurricular pursuits. Our peers demonstrated exceptional sportsmanship, teamwork and determination in a wide range of competitions. These achievements were the result of countless hours of preparation, supported by the unwavering commitment of staff and the encouragement of families. The passion and perseverance of our students, paired with the support of their peers cheering from the sidelines, have been truly inspiring. Beyond the victories, Mentone has fostered lifelong friendships and created memories that will endure well beyond our final moments together.

The Performing Arts department has also shone brightly in 2025, with a host of showcases, concerts and productions that lit up the School. Our Senior Musical, Heathers, brought a dark comedic rock storyline to life in Term 3, exploring a mysterious world of revenge. From the Rock Band Experience and Jazz Cabaret to Cre8tive Dance and the Singers Concert, students embraced opportunities to perform, rehearse and grow. These vibrant productions were a testament to the persistence, passion and commitment of our Performing Arts community.

This year, Mentone Grammar students and staff ventured far and wide. Year 7s slept under the stars in Central Australia, Years 9 12 students marched confidently at the Puckapunyal Cadet Camp, and Year 9s embarked on their Interstate Learning Journeys. These camps offered students the chance to develop new skills and live out the School’s Values, particularly Service. Whether cleaning up communities, learning about Aboriginal cultural traditions or working with local charities, our students and staff demonstrated service in action.

The Cadet program flourished in 2025, with a notable increase in students seeking promotion. The introduction of Advanced Company for Year 10 provided an alternative leadership pathway

and proved to be a great success. The growth of the program highlighted the strength of the Mentone Grammar Army Cadet Unit and the increasing number of students eager to serve something greater than themselves.

Sport continued to be a cornerstone of student life at Mentone Grammar. The Girls’ Firsts Touch Football team secured their ninth premiership in ten years, a truly remarkable achievement, while the Boys’ Tennis team also claimed the premiership title. These results reflect the dedication of students, coaches, and families who gave their time and energy to support success.

All students who participated in sport this year should be proud of their efforts, showing humility in victory and graciousness in defeat, and embodying the School’s Values of Respect, Resilience and Integrity.

For our Year 12 cohort, 2025 was filled with celebrations and many “lasts”. From the Year 12 Formal (where Nutbush dancing took centre stage) to House events, cocurricular and special activities like Fun Day, Pancake Breakfasts and Movie Night, we’ve had many opportunities to pause, reflect and enjoy our final year.

Academically, this year tested our resilience. SACs, study sessions, and final exams pushed us to our limits, teaching us the importance of balance, consistency, and community.

In moments when motivation waned and goals felt distant, our cohort came together, sharing notes, walking into SACs side by side, and lifting each other up. The bonds we’ve formed will last well beyond graduation.

As Head Prefects, we are deeply grateful for the opportunity to serve our community. From supporting charities during MAD (Make a Difference) Week to fortnightly readings with junior students, Mentone’s student leaders have made a meaningful impact both within and beyond the school gates. Connecting with students of all ages, from those learning to read in Foundation to those preparing for exams in Frogmore, has been a privilege.

This role has taught us so much and has truly been an experience like no other. We will miss the assembly speeches and early morning gate greetings, because even when the job felt overwhelming, we were supported by a community that helped us grow and strengthened the brilliant culture that Mentone Grammar offers.

DARCY HODGSON MELROSE, HELENA SCOTT, RUBY APPEL AND JULIAN LAU

CLASS OF 2025

Dux: Jessica Chaplin

Median ATAR

CLASS OF 2025

AS WE LOOK BACK ON THE ACHIEVEMENTS OF 2025, IT IS A PRIVILEGE TO ACKNOWLEDGE AND CELEBRATE THE OUTSTANDING VCE RESULTS OF OUR GRADUATING YEAR 12 STUDENTS.

This exceptional cohort has demonstrated remarkable perseverance, dedication, and maturity throughout their final year. Their enthusiasm, leadership, and contributions have enriched our School community and left a lasting legacy.

These accomplishments also reflect the unwavering commitment of our staff across every campus. The guidance, care, and expertise offered by our teachers and support teams have been instrumental in nurturing both the academic growth and personal development of our students during their time at Mentone.

As the Class of 2025 steps into the next chapter of their lives, we look forward to seeing where their aspirations lead them. We have every confidence that the opportunities ahead will be diverse, inspiring, and filled with promise. Congratulations to this exceptional group, may their future be marked by purpose, discovery, and continued success.

JASON MANN HEAD OF FROGMORE

ATARs over 80 35% ATARs over 90

Median Study Score

Perfect Study Scores of 50 22%

Study Scores of 40+

VCE VM Completion

REACHING THE TOP

JESSICA CHAPLIN

2025 DUX

What have you chosen to study in 2026?

I'm looking to go to The University of Melbourne to do commerce and maths next year.

What are the resources that Mentone Grammar gave you and drove you to these excellent results?

Just moving into VCE, I was surprised by how many resources and support systems we had. We have afterschool tutors every single day there to help you, and they're people who got 40 pluses in the past. And I just thought, I've never heard of that happening. It's just incredible. And then the number of online resources we have, practice exams, SACs and everything, is just amazing. And the teachers also run their own extra support sessions. So, I felt so supported and uplifted, and it put me in the best position to succeed, having these resources back me up.

What would you like to say to your teachers?

If I could say anything to my teachers, I would just say thank you for being there for me always and thank you for being such a role model and inspiration. We definitely don't say it enough, but they really are there for us and it means so much behind the scenes as well. I just would love them to know how much of a difference they've made in my life, and how much I look up to them, and how much they bring the next generations up.

JACK O’CONNOR

2025 DUX SECUNDUS

What have you chosen to study in 2026?

So for next year, I think I'm going to The University of Melbourne to do commerce. Right now, my first preference is Commerce Law, so it'll be three years of Commerce and then going into a Law degree.

What are the resources that Mentone Grammar gave you and drove you to these excellent results?

I found with Mentone Grammar, having only come here recently, that the biggest thing is the teachers, that they're really engaged in your learning. They sort of want to be a part of it, so it's constant feedback. But also, the tutors and then you have the study centre, which is a great place to go, which a lot of schools, I'm sure, don't have. But mainly the teachers again and the people as well, very like minded and push you to achieve your best.

What would you like to say to your teachers?

I'd say a big thank you, couldn't have done it without them. And it's just been really great getting to know them all and having that experience with them as well, feels like a journey that I've sort of shared with them.

CLASS OF 2025

AWARDS

PERFECT SCORES

The School congratulates nine students who, between them, achieved perfect scores of 50:

James Antoniou: General Mathematics

Daniel Chamberlain: General Mathematics

Jessica Chaplin: English, Mathematical Methods, Physics

Jasmine Denbury: Literature

Alice F ( Year 11): General Mathematics

Chloe G ( Year 11): Health & Human Development

Naima Luthra: Economics, Physical Education

Jack O’Connor: English

Reny Zhang: Health & Human Development

ACADEMIC FULL COLOURS

Excellence Awards

Dimitri Aravindth

Russell Armstrong

Aaron Britter

Daniel Chamberlain

Jessica Chaplin

Bailey De Forest

Jasmine Denbury

Daniel Green

Sienna Hall

Kevin He

Daisy Hinton

Darcy Hodgson

Melrose

Thomas Hoyles

Eliza Hunt

Yasmin Ishchenko

Alan Jiang

Matthew Kennedy

SCHOOL COLOURS

Laureate Awards

Julian Lau

Naima Luthra

Jack O’Connor

Eve Opie

Helena Scott

Andy Shi

Grace Sibbald

Oliver Sutherland

Andrew Zhou

Designed to recognise the outstanding achievements of Year 12 students across myriad academic and cocurricular endeavours. The Laureate Award is seen as the pinnacle of student achievement across their time at Mentone Grammar and is therefore only awarded to a select group of students.

Ruby Appel

Dimitri Aravindth

Jessica Chaplin

Emma Enkleman

Darcy Hodgson Melrose

Yasmin Ischenko

Alan Jiang

Julian Lau

The Simon Appel OAM Medal

In honour of Simon Appel’s service as Chair of the Mentone Grammar Board, this award acknowledges leadership, scholarship and the broad engagement a student has had within the School. It also acknowledges the positive influence the student has had on our School community.

Presented by Simon Appel OAM. 2025 recipient: Jessica Chaplin

The Trevor Stevens Spirit of Mentone Grammar Award

In honour of a long standing staff member, of almost 40 years. Trevor Stevens exemplifies ‘the spirit’ of our School as defined by its core Values, including Caring, Integrity, Respect and Service. This award recognises a Year 12 student who has consistently demonstrated these principles in the actions, relationships, and contributions to our community, and, like Trevor, sets an inspiring example for others as they too embody ‘the spirit 'of Mentone Grammar.

Presented by Trevor Stevens. 2025 recipient: Oscar Mentiplay

Excellence in Applied Learning Award

Awarded to the Year 12 student who has demonstrated ongoing commitment to vocational training, academic endeavour and personal growth within the VCE VM program.

Presented by Ross Joblin, Chair of the School Board.

2025 recipient: Will Douglas

Deakin Young Influencer Award

2025 recipient: Ned R ( Year 11)

Monash Scholars Award

2025 recipients:

Alexander G ( Year 10 )

Tristan G ( Year 10 )

Lillian M ( Year 10 )

CADET AWARDS

The Ken Smith Perpetual Trophy

The Ken Smith Perpetual Trophy is an annual award made to the Year 12 member of the Mentone Grammar Army Cadet Unit who is judged by the Officer Commanding to be the highest performing cadet and who demonstrates the following qualities:

■ Exceptional leadership of peers, including the ability to maintain an appropriate and professional distance when exerting authority.

■ Diligence, conscientiousness, and flexibility while managing responsibilities. Superb performance under the pressure of multiple demands during Unit activities.

■ A caring and patient manner in all interactions with younger cadets and respectful, cooperative interactions with Officers of the Unit.

2025 recipient: WO2 Darcy Hodgson Melrose

ADF Long Tan Awards

The Australian Defense Force Long Tan Leadership Awards recognise students in Years 10 and 12 who demonstrate leadership and teamwork within both the School and wider community and who display strong values such as ‘doing one’s best’, ‘respect for others’, and ‘mateship’, that are integral to Australian society.

2025 recipients:

Clementine S (Year 10) Ashley Dunn (Year 12)

ADF Future Innovators Awards

2025 recipients:

Tristan G (Year 10)

Jessica Chaplin (Year 12)

CLASS OF 2025

OUR YEAR 12s ALSO ENJOYED MANY OTHER CELEBRATIONS…

■ Involvement in drama, dance, music, art, technologies

■ Army Cadets leadership and promotions

■ 2 x AGSV Sport Premierships in Girls’ Touch Football and Boys’ Tennis

...and many more achievements across a broad range of areas.

Our academic high achievers of 2025 also achieved success in so many cocurricular fields throughout the year. We extend our best wishes to the graduating Class of 2025 as they embark on their future pursuits and express our heartfelt gratitude for their outstanding leadership and remarkable achievements throughout 2025.

CLASS OF 2025 DESTINATIONS

Bachelor/Associate Degrees in Victoria (89%)

Diploma/Certificate programs in Victoria (4%)

Apprenticeships (2%)

Employment (1.5%)

Interstate/Overseas Study (1.5%)

CLASS OF 2025 VICTORIAN UNIVERSITY AND TAFE DESTINATIONS

Monash University (38%)

Deakin University (21%)

RMIT University (14.5%)

The University of Melbourne (8.5%)

Swinburne University (8%)

Australian Catholic University (5%)

Victoria University (3%)

La Trobe University (1%)

Box Hill Institute (0.5%)

Holmesglen (0.5%)

CLASS OF 2025 COURSE DESTINATIONS

Commerce/Business (20.5%)

Health/Health Sciences/Sports Science (20%)

Society & Culture (includes Law) (16.5%)

Natural & Physical Sciences (12%)

Engineering & Related Studies (10%)

Architecture/Property/Building & Construction (6%)

Design and Communications (5%)

Creative Arts (4%)

IT/Computer Science/Data Science (3%)

Education (1.5%)

Agricultural, Environment and Related Studies (1.5%)

CLASS OF 2025

VCE‑VM

PURPOSE, CONNECTION & GROWTH

In 2025, our VCE Vocational Major (VM) students demonstrated that learning is most meaningful when it is purposeful, hands-on, and connected to real life. Through integrated projects such as Helping Hands, Amazing Race, and Adulting 101, students not only developed essential skills, but also cultivated empathy, resilience, and leadership. Their experiences this year reflect the heart of the Vocational Major: preparing students for life beyond school, while building character, community, and connection.

HELPING HANDS: SERVICE IN ACTION

Through the Helping Hands project, students embraced the power of giving, creating meaningful change across local, school, and global communities. Locally, they formed bonds with residents at Mercy Place Mentone, offered mentorship and play at the ELC, supported Bikes for Tykes and the Mordialloc Toy Library, and welcomed visitors during Open Days. Globally, students built prosthetic hands for landmine victims through the LN4 Foundation, and constructed water filtration systems for the Kyaka II Refugee Settlement in partnership with Lifewater, Oxfam, Nsamisi, and UNHCR. Within the School, events like pizza-making days and the Winter Jam basketball tournament raised $3,346.55 for World of Difference Rotary, supporting clean water and sanitation projects in Cambodia.

AMAZING RACE: TEAMWORK ACROSS CITIES

The Amazing Race project challenged students to think fast, work together, and explore creatively. Starting locally, students completed challenges around the School and community. The highlight was a Sydney Learning Journey where they raced through the CBD, decoding clues at landmarks and navigating bustling streets. Back in Melbourne, students designed their own Amazing Race through the CBD, planning clues, mapping routes, and facilitating the adventure for peers. These races fostered teamwork, leadership, and confidence, showing that success is found in the journey, not just the finish line.

ADULTING 101: SKILLS FOR LIFE

Adulting 101 prepared students for independence. Workshops with Elephant Education focused on consent and respectful relationships, teaching communication and empathy. A visit to Common Ground near Anglesea allowed students to learn about farming, growing, and reducing food waste while enjoying meals made from surplus produce.

Vocational pathways and real-world experience students engaged in VET courses across Carpentry, Building, Early Childhood, Business, IT, Plumbing, Automotive, Allied Health, and Events Management. Structured work placements provided hands-on experience, enabling students to build professional skills and connections, and, in some cases, leading to secured employment beyond school.

A YEAR OF PURPOSEFUL LEARNING

The 2025 VCE Vocational Major students have shown that learning is powerful when it builds knowledge, empathy, and community. Their legacy is one of action, heart, and preparation for life beyond school, the true mark of a Mentonian.

CELEBRATING ACHIEVEMENT

We are incredibly proud to celebrate the outstanding achievements of two of our Year 12 VCE Vocational Major students, William Douglas and Seb Morris, who were recently recognised at the BGKLLEN (Bayside, Glen Eira and Kingston) Applied Learning Awards.

Will received the Excellence in Applied Learning Award, a testament to his dedication, hands-on skills, and commitment to his studies throughout the year. Will has consistently demonstrated a strong work ethic and a passion for practical learning, and we are thrilled to share that he will be embarking on a full-time apprenticeship in carpentry next year. As the Applied Learning Captain, he certainly sets the bar high!

Seb was awarded Structured Workplace Learning Student of the Year for his exceptional performance and professionalism during his placement. His initiative and drive have led to an incredible opportunity, Seb was offered full-time work at AEMO (Australian Energy Market Operator). Seb has negotiated a 0.6 position at AEMO so that he can complete a Diploma part time. These achievements reflect the hard work, resilience, and determination both students have shown throughout their VCE Vocational Major journey. We congratulate Will and Seb on their well-deserved recognition and wish them both, together with all our Year 12s, every success in their exciting futures.

PAULA MCINTOSH HEAD OF VCE-VM

STUDENT NUMBERS

86.7%

STUDENT RETENTION OVER TIME

Retention rate for students who were enrolled in Year 9 in 2022 at Mentone Grammar, and who completed Year 12 in 2025.

Number of families enrolled in 2025: 1566

In 2025, there were no International students enrolled at the School.

STUDENT ATTENDANCE AVERAGE

Attendance at Mentone Grammar is managed by House/Mentor/Class roll call each morning, and an electronic classroom roll is marked at the beginning of each class. 91.7%

OUR MENTONE GRAMMAR FAMILIES RESIDE IN A NUMBER OF BAYSIDE AND SURROUNDING SUBURBS

BEAUMARIS

KEYSBO

OUR STUDENTS

DATA‑INFORMED APPROACHES TO STUDENT PROGRESS

Through our analytics platforms, we bring together internal and external assessment data to monitor and support each student’s academic growth. Data informed visualisations help us identify meaningful patterns, highlight areas of strength, and inform our Learning and Teaching practices. These insights guide the development of targeted instructional strategies that respond to the needs of individual learners.

Our digital systems provide a detailed view of every student’s Learning Profile, including academic achievement, Learning Behaviour analytics, and personalised teacher feedback.

By giving staff, parents, and students access to current and comprehensive information, we support collaborative and informed conversations about student progress.

ACADEMIC TESTING

Students in Years 4, 6, 8 & 10 complete externally administered standardised progress tests each year. These assessments measure a broad range of abilities, including verbal and non verbal reasoning, mathematics, reading comprehension, spelling, and written expression. Results are reported on a Stanine scale from 1 to 9, where 9 represents outstanding performance relative to Victorian peers of the same age, and 1 indicates low performance.

These results are shared with families, provide valuable insights for our Teaching Staff, and assist in identifying students who may benefit from our Enrichment or Learning Enhancement Programs.

The chart to the left, presents the average Stanine scores for each tested area across our 2025 Years 4, 6, 8 & 10 cohorts, alongside the State benchmark.

By examining individual achievement, growth patterns, and multi year trends, we identify contributing factors and develop targeted strategies that support continuous growth.

CHILD SAFETY

At Mentone Grammar we are committed to protecting our students from all aspects of harm by encouraging and maintaining a student safe culture.

Mentone Grammar takes a zero tolerance approach to any behaviours that jeopardise student safety and wellbeing as all students deserve to learn in a calm and focused environment where they feel safe. The School has established strategies, practices, policies and procedures in order to comply with Ministerial Order 1359 and to embed a culture of child safety within the School.

Mentone Grammar appreciates that a student safe environment looks different for every student, and in delivering this, supports and respects the cultural safety of Aboriginal and Torres Strait Islander students, students from culturally and/or linguistically diverse backgrounds, as well as students with a disability, students who identify as LGBTQIA+, those with challenging home situations or who are otherwise vulnerable.

Mentone Grammar takes all reasonable steps to ensure the safety and wellbeing of our students.

Some of these steps to protect our students from harm and abuse include:

■ Embed a culture of Child Safety through all levels of Mentone Grammar

■ Establish a culturally safe environment for all students

■ Ensure students feel empowered in their rights and are involved in decisions that affect them

■ Families and the community are informed and involved in promoting child safety and wellbeing

■ Actively promote equality and respect each student's diverse needs

■ Physical and online environments promote safety and wellbeing and harm minimisation strategies are implemented.

YANA HALL DIRECTOR OF RISK & COMPLIANCE

STUDENT WELLBEING

A YEAR OF GROWTH, CONNECTION AND CARE

At Mentone Grammar, student wellbeing is an integral part of the educational experience. It is a whole-school commitment that begins in the Early Learning Centre and continues through to Year 12. In 2025, our wellbeing framework was guided by our School Values: Caring, Discipline, Endeavour, Integrity, Resilience, Respect and Service. These Values shaped every program, every class and activity, every day.

WHOLE-SCHOOL WELLBEING IN ACTION

From ELC–Year 12, wellbeing was embedded in everyday life. As students progressed through the School, they engaged in age-appropriate personal development programs that included team building, peer mentoring, emotional intelligence, community service, leadership, and respectful relationships. These experiences helped students build confidence, independence, and positivity. Our Values were further reinforced through initiatives such as decision-making, study skills, cybersafety, and sleep awareness, equipping students for the complexities of modern life.

Transitions were supported through goal setting, Greet & Games, Success Integrated, career planning, and mentor workshops. These initiatives helped students navigate transitions, whether adjusting to new campuses, peer groups, or the wider world beyond school.

Respectful relationships and emotional intelligence were central themes across all year levels. Programs such as URStrong, Interrelate, Elephant Ed, and a presentation by lawyer, Ben Tallboys, helped students understand consent, communication, and boundaries. In Year 9, students participated in The Man Cave and Enlighten Education, exploring identity, resilience, and peer connection.

Senior students engaged with Nic Newling’s The Champions and the Pat Cronin Foundation, deepening their understanding of mental health and respectful relationships.

Digital wellbeing was another key focus. With the rise of technology and social media, students participated in YSafe cybersafety workshops and discussions around device use and online behaviour. These sessions empowered students to make informed, safe, and respectful choices in digital spaces.

Health education was delivered through engaging and practical experiences. Students learned about drug and alcohol awareness with Paul Dillon, party safety with Wise Ed, and driver safety through RYDA Education. Self care and first aid training were also integrated into mentor programs and wellbeing sessions, ensuring students had the knowledge and skills to care for themselves and others.

Performance psychology and psychoeducation sessions were provided by our School Psychologists as part of the Sports, Performing Arts, and Cadet programs, supporting students in managing self care, pressure, and building resilience in competitive and creative environments.

BUILDING CULTURE THROUGH CELEBRATION AND CONNECTION

Our wellbeing culture was strengthened through celebration and connection.

The Student Wellbeing Committee and student leaders led vibrant events throughout the year, including

■ International Women’s Day (8 March)

■ International Day of Happiness (20 March)

■ Mindful in May – featuring tea tasting, gratitude trees, mindful colouring, and bracelet making

■ National Reconciliation Week (May/June)

■ PRIDE Month (June) – AGSV round celebrations, cross country, and community education

■ International Day of Friendship (30 July)

■ R U OK? Day (11 September)

■ World Mental Health Day (10 October)

These events gave students opportunities to reflect, connect, and celebrate the importance of wellbeing in everyday life.

STRENGTHENING CULTURE THROUGH PARTICIPATION

School spirit was nurtured through campus-based and wholeschool activities, including House events, AGSV competitions, staff versus student matches, and a rich cocurricular program. From cross country, athletics, and swimming to productions, musicals, Cre8tive Dance, music performances, and debating, students had opportunities to express themselves, connect with peers, and discover passions beyond the classroom. Staff versus student competitions in dodgeball, netball, and basketball reminded us that wellbeing also thrives in laughter, teamwork, and shared challenge.

SUPPORTING PARENTS, SUPPORTING STUDENTS

Through Mentone Stories, we continued our commitment to whole-community wellbeing. Sessions with experts such as Dr Judith Locke and Scott Griffiths empowered parents to support their children with confidence in a fast-changing world, particularly around social media and emotional capability.

RESOURCES AND SUPPORT

Mentone Grammar offers extensive resources on topics that impact both parents and students, including mental health, cyber safety, body image, and positive parenting. Families can access these resources through our parent channels.

THERAPY DOGS: A UNIQUE SUPPORT SYSTEM

A special mention goes to our therapy dogs – Lenny, Maple, and Scout – who provided unconditional care and support to students and staff. Their presence added an extra layer of comfort and connection within the School community. In 2025, Mentone Grammar continued to champion student wellbeing as a foundation for lifelong success. Through every program, event, and conversation, we nurtured students to be Happy, Healthy & High Achieving — ready to thrive in school and beyond.

BRIDGITTE ROBERTS HEAD OF STUDENT WELLBEING/PSYCHOLOGIST

OUR STAFF

353

TOTAL STAFF EMPLOYED IN 2025

In 2025, 353 staff members contributed to and actively supported Mentone Grammar’s range of educational, wellbeing and operational programs and achievements.

283

ACADEMIC STAFF EMPLOYED IN 2025

35.4% of staff worked part time.

70

OPERATIONAL STAFF EMPLOYED IN 2025

This enabled staff the opportunity to blend their professional and family responsibilities. For others, working part time enables them to assist with the care of their parents, return to work after extended leave, or facilitate specific transition to retirement plans.

This continued to create job share opportunities across the School.

In 2025, no staff members who identify as Indigenous worked at the School.

Mentone Grammar 2025 Staff Register comprised 73.1% female & 26.9% male staff members.

The gender composition varied significantly between the different campuses, year levels, faculties and operational departments. The School's total workforce of 353 staff represented 270.48 FTE, spanning the ELC, Primary and Secondary campuses, alongside a further approximately 248 casual staff including CRTs, tutors, examiners and music tutors.

OUR STAFF

STAFF ATTENDANCE

There were 184 academic days in the 2025 school year with academic staff attending an amount commensurate to their full time or part time fraction. In total, staff were absent for an average of seven days in 2025. Absences included Personal Leave that included Sick and Carer’s Leave and Moving Days, as required. Extended Personal Leave, Bereavement and Compassionate Leave were also approved in 2025.

Long Service Leave is not considered an absence, but rather planned leave, therefore it has not been included in the calculations. Long Service Leave may be taken by long term staff members after 7.5 years of service to our School community.

The turnover rate of academic staff in 2025 was 14.8 %, which equates to an 85.2% retention rate.

STAFF RETENTION

In 2025, long-term staff members were acknowledged for their contribution to collegiality in their milestone years. Congratulations and thank you to:

ACADEMIC STAFF QUALIFICATIONS

All teachers at Mentone Grammar are registered with the Victorian Institute of Teaching (VIT). A full register of Teaching staff and their qualifications are listed as an addendum to this Community Report. All staff are invited to advise of any additional formal qualifications they have successfully completed since commencing at the School.

PROFESSIONAL LEARNING

Professional Learning was readily available for all staff, both academic and operational, in 2025. Teaching staff at the School participated in regular Teacher Learning Communities with a focus in their pedagogical practice, alongside regular professional learning within their faculties, and this was complemented by access to a range of external Professional Learning opportunities that addressed their specific goals and learning priorities. Staff were encouraged to identify and attend targeted professional learning in line with the strategic direction of the School.

The School invested $143,954.45 in Professional Learning for staff in 2025 which equated to $407.80 per staff member.

Examples of formal and Informal Professional Learning undertaken in 2025 included:

■ Master’s studies (financial study assistance provided)

■ Postgraduate, Graduate and Certificate IV qualifications

■ Visible Learning: formative assessment and feedback

■ Peer classroom observations and feedback

■ Learning walks

■ VCE curriculum updates: Examiners’ Reports and Study Designs

■ Data interpretation

■ Curriculum development

■ Literacy and Reading

■ Numeracy

■ Coaching

■ Early Childhood Education

■ Team Building

■ Internal conferences: including guest speakers and workshops on curriculum development and skill enhancement (face to face and online)

■ Subjects or Year Level workshops: facilitated by internal staff or by relevant professional associations

■ Local, interstate and international educational leadership and development conferences (in person or online).

WELLBEING FOCUS

■ Student Health, Pastoral Care and Wellbeing

■ RULER Program

■ The Resilience Project

■ R U OK? Day

■ Mental Health First Aid

■ Students with additional needs.

GOVERNANCE FOCUS

(INCLUDING ONLINE)

■ Governance Compliance (biannual) Induction Program for New Staff

■ Mentone Grammar Executive Team and Middle Management conferences

■ Educational Leadership and Management forums

■ Child Safe Standards training sessions (annual requirement 333 participants)

■ Occupational Health and Safety updates

■ School Law, Governance and Compliance

■ MG Policies and Procedures

■ Emergency Management (annual requirement 333 participants)

■ Board Governance Training

■ Legal policy updates

All staff members were expected to prepare a report or presentation to share their professional learning with

relevant colleagues so that the benefit of attending and the return on investment on the training is maximised, across the School.

Staff continued to attend ongoing First Aid and health related training sessions facilitated by our accredited School Nurses and agencies.

In total:

■ Induction: 79

■ Child safety: 418

■ Compliance: 93

■ First aid: 123

■ CPR: 298

■ Anaphylaxis: 141

PEOPLE & CULTURE TEAM

PRE‑SERVICE TEACHER PROGRAM

The Teacher Development Mentor (TDM) is a specialist position that facilitates the Pre Service Teacher (PST) program at Mentone Grammar. The TDM also inducts and mentors all new teaching staff and supports graduate teachers as they transition from Provisionally Registered to Fully Registered Teachers. The PST program not only provides valuable classroom experience for the PSTs, but it also provides an opportunity for our teachers to develop their leadership and competence through the mentoring of PSTs. We recognise the reciprocal benefits that learning flows from the teacher to the PST and vice versa, as the PSTs expose our teachers to new methodologies, research and technology. Through the PST program, we develop close working relationships with the Tertiary Institutes which benefit our organisation when we are looking to recruit high quality graduate teachers. In 2025, Mentone Grammar hosted 51 PSTs for a total of 802 teaching days from Victorian Tertiary Institutions including Monash University, Deakin University, ACU, La Trobe University, Victoria University, The University of Melbourne and Swinburne University of Technology.

CRAIG BEST ( TDM )

OUR SCHOOL COMMUNITY

Mentone Grammar has a vibrant and welcoming community of parents, alumni (Mentonians) and partners who provide an extended network of support for our students and our School as a whole.

One of the enduring comments we receive is about the incredible community we have here at Mentone Grammar. It is one of the reasons we have become a school of choice across bayside and the reason our Mentonians, past parents, staff and community partners remain connected to us.

Our full calendar of events offers many ways for our community to connect and engage with the School, and each other.

This includes Parents & Friends events, School productions, sporting events, as well as special events, and parenting seminars delivered by leading health professionals and discipline experts.

We encourage you to explore our many upcoming events, as well as the Mentonians website and our latest news and publications to discover more about our vibrant School community.

The unique Mentone Grammar community is our point of difference compared to many in the industry.

The School often talks about the concept that 'it takes a village to raise a child' and Mentone Grammar genuinely is a village.

THE MENTONIANS ASSOCIATION

Once a Mentonian, always a Mentonian.

Our Mentonians are the lifeblood of our Mentone Grammar community and our lasting legacy. Upon leaving the School, all students – no matter their tenure – and any staff who have served more than 10 years at the School, automatically become Mentonians and can share in the many benefits of a lifelong connection with this special community of alumni around the world.

JONATHAN PONNUSAMY (CLASS OF 2010)

TMA PRESIDENT

PARENTS & FRIENDS

Supporting, serving, and caring.

The Mentone Grammar Parents & Friends (P&F) is a group of volunteers who play an active and productive role in supporting, serving, and caring for the members of the Mentone Grammar community.

Being involved in P&F activities is a great way to connect with Mentone Grammar students and families and we encourage you to get involved!

JUSTINE PIPER

P&F PRESIDENT

MENTONE GRAMMAR SCHOOL FOUNDATION 2025

Mentone Grammar extends a heartfelt thank you to all the parents, alumni, staff and students who have supported the School through donations to the Building Fund and/or through our inaugural Giving Day in 2025. We also extend our gratitude to the many donors who have chosen to remain anonymous. Your gift, no matter the size, plays a vital role in shaping the opportunities, facilities, and experiences that empower every student to thrive. Each contribution truly makes a difference.

V Andrews

T Antoniou & K Farr

P & S Appel

T Appel

K Aravindth & H Fonseka

S & R Arendse

J Avramides & D Payton

R Bacon & F Cargin

J Baigent

J & N Baigent

B & A Baker

N & S Baker

S Baldey

R & B Ball

C & M Bannister

Z Bao & W Li

P Barker & K Brown

C Barlow & K Doye

A & J Barnard

J & K Barrett

K Barry

S Barry

B Bates & W Wei

C & K Baud

E Becconsall

A Bell M & D Bell

G Beveridge

D & M Bishop

A Bisogni & S Rose

G & I Blampied

P Blanche

G Bouloukos & C Siegel

G & B Boyd

J & A Boyd

J & J Boyd

A Brigo

A & T Brown

P & R Brown

R Brown

T & I Brown

S & R Browning

D & F Bunting

C & M Burnside

H Burnside

S Burrows & K Kelly

K & J Cameron

F Cargin

B & E Carr

P Carroll & L Smith

J Cartwright

K Cartwright

MJ Cater

A & P Catlin

T Catlin

E Chairmarajan & K Young

M Chan & R Wane

C Chen

J & Y Cheng

S & M Chippindall

J & A Christoforidis

G & D Clarke

M Clarke

R Clarke & D Thompson

C Cole

D Cole & H Wang

S Cole

B & G Connor

J Crawford

R & C Crawford

M Crewes & E Kelly

V Crombie

D & T Crowhurst

G Crowhurst

M Daniell & K O’Connor

S & A Dao

K Davis

G & N Dawar

A & H De Silva

L De Vries

G Deng & Z Qu

Z Deng

D & E Despotovski

A Dimopoulos & H Poliviou

M & N Dimou

K Dong & D Chen

S & A Dormer

J Dumoff & R Hughes

Dunham Family

A & E Dunn

L Dunn

J Dyer & J Murphy

D Edwards

K Edwards

T & A Erridge

C Evans

E Evans

M & N Fairbanks

N & D Family

N & C Farr

S Feng

K Fergusson

G Firth

N Firth

D & A Fisher

D Fitzgerald

N Fitzgerald

J & N Foster

M Foster

A Freeman

G Freeman

L Fretwell

A & C Garlick

J Gehde & Dr B Owen

K & O Gencel

A Gill

M Gill

E & J Glotzer

L Glotzer

B Gnaden & W Yang

M Goble & T Robertson

J Gomez

L & V Goodson

Z Goodson

D Graham & L Wang

E Gray

X Gu & Z Li

A Guo & Y Lu

C Guo & H Liu

K & P Handley

B & L Harding

D Harding

E Harty

C & G Hawkins

J & B Hawkins

M Henderson & S Lee

B & D Henshall

D Higginbotham & Y Gao

C Hill

E & K Hill

R & K Hilton

T & S Hilton

C & V Ho

B & R Holland

Holland Family

R & C Hooper

D Horsley & A Beveridge

N & A Hough

N & K Houghton

K Huang & Q Zhao

L & A Huang

B & D Hughes

G & K Hughes

J Humphrey

S & S Iatropoulos

D & D Ilic

B Ingram

W & J Ingram

J & R Inton

M & C Irlam

R & N Isaksson

J Jackman & E Kennedy

M & D Jackson

J & N Jacobs

A Jaison

A & A Jaison

W Ji & L Zhu

H Jian & S Lu

R & F John

I Johnson

M Johnstone & Dr F Jarrad

N & K Jones

R Kennedy

K Kilany

C Kirkhope

T Kirkhope

L Kirwan

X Kirwan

J & J Knox

K Knox

P Komorowski & T Bell

A & M Korybutiak

M Kwok & Y Zhang

D & M Lamond

B Lan & M Wu

A & A Lapkis

J & L Lau

V Le & K Tran

J Lee & K Tran

N & H Lee

D Lemke & E Tee

A Li

Ailrrn Li

H Li & F Zhu

H Li & H Zhao

Q Li & E Li

X & B Li

Z & J Li

R & B Li

N & F Liang

P Lin & S Zhu

P & S Linnane

D Liu & X Cai

Z Liu

Z Liu & Y Su

C Louvrier Ducarme

A & J Lowe

M Lowe

T Luo & M Chen

W Luo & Y Su

X Luo & Z Wang

Ammie M

N Ma & Y Cao

G MacIntyre & C Murray

A & C Maher

T Maher

O Malaeb

R Malaeb

P & E Mawdsley

S & B May

S & C May

A McAlister

D & R McCowan

N McDonald & S Wilson

S & K McDuff

S & K McGonagle

A & K McGrath

E & A McGrath

M McGrath

M McKechnie &

E Martin

C McLean

D & C McLean

P & J McMahon

D & Dr K McSavage

C Mills & J Pfitzner

D & A Milne

W Mo & X Minster

J & C Molony

C Moreno

T Morter & C King

A & L Mortimore

M Morton

X Mott

R & M Mu

A Müller

D Munro & E Mu

D & J Murphy

J & M Murphy

O & S Murray

C & T Nachalsky

C Naunton & A McMahon

S Nawaratne

J Newland & L de Vries

D Ngo & D Nassau

H Nguyen & D Truong

X Nguyen & Y Ngau

C Nicholls & M Pearce

T & R Niezgodka

C & A O’Connor

K Olds

B Oliver

N Oliver

G & M Ong

D & L Orfanidis

P & M Orlowski

A O’Sullivan

F & K Owen

P & Dr E Ozavci

N Page

S Palmer & K Palmer

N Parsons &

L Panopoulos

R & K Pearce

M Pearse & E Wilton

J Perring

E & H Peterfy

R & Dr A Peterfy

I & R Petty

Y Piao & H Zhang

B & K Piper

I Plevritis

S Poulter

C Price

Y Qian & R Price

Y Qiao & P Liu

A Qu & W Liu

J & M Qu

T Quach & T Liu

M Reed

G Rees

M Roach & E Raffaut

G & K Roberts

S Roberts

S Robertson

M Robinson & V Robinson

R & D Robinson

A Rose

N Rushton & A Rose

A & E Ryan

A & M Ryan

C & C Sansoni

A & V Scharl

A Schultz & Dr E Tavender

N & D Scott

S & S Scott

S & T Scott

H & A Selman

B Seneviranthe

X Shen & W Sharratt

Siedle Sheppard

H Sherburn

W Shi & L Shen

S Song & R Smith

P & D Stevenson

H Stilianos

M Stott & E Walch

M Stroeder & F Stone

T Suggs & S Kneen

H Sullivan

H Sullivan & J King

L A Sullivan

V Sullivan

L Sun

Y Sun & L Fu

R Szyszko & J Dal Pio Luogo

X Tan & L Lei

Z Tang & W Liu

M & J Tehan

D Thomas & B Feng

A Thompson

P & Dr V Thompson

J Thorn

K To & V Chen

T Tonkin & S Wilson

A Tucker & Dr J Scott Branagan

H Tuohy Davis

B & J Turner

L L Turner

C Van Rooyen

A Vella & K Doye

AE Vinning

R Vinning

I & L Vrionis

J Walker & B Lowe

P & C Walker

R Walker & N Wane

R Wall

M & S Wane

B Wang & M Wu

C Wang & M Liang

G Wang & H Yang

J Wang & Y Chen

J Wang & Y Zhang

L Wang & H Chang

R Wang & X Sun

V Wang

Y Wang & Y Cai

Y Wang & Y Lu

C Wei

R Wei & G Han

G Weng & M Wang

Z Weng & B Wei

P & E Whalley

T & L White

K Wilson

S Wilson

T & L Wilson

M Wilton

J Witts & K Hough

R Worth

P Wu & X Fu

S Yang & L Zhang

X Yu & C Wei

C & Q Zhang

H Zhang

H Zhang & X Chen

J Zhang & Z Qu

Q Zhang & X Shen

T Zhang & X Wang

W Zhang & C Zhao

J Zheng & Y Han

Z Zhong & F Deng

M Zhou & L Li

W Zhou & H Huang

Z Zhu

FINANCE

Mentone Grammar is a company limited by guarantee. The information below summarises the School’s 2025 income and expenses, broken down by funding sources.

INCOME 2025

Fees and Levies (82.4%)

Government Grants (15.7%)

Other (1.9%)

Fees and Levies

Government Grants

Other

$65,364,960

$12,447,199

$1,480,377

$79,292,536

EXPENSES - CONSOLIDATED

Salaries and employee benefits (61.0%)

Education and general costs (31.4%)

Property and maintenance (6.3%)

Finance including interest and bank charges (1.3%)

Salaries and employee benefits

Education and general costs

Property and maintenance

Finance (including interest and bank charges)

Net surplus for reinvestment

$45,361,444

$23,331,991

$4,653,886

$995,151

$74,342,472

$4,950,064

STAFF REGISTER 2025

EXECUTIVE

Andy Müller

B App Sci, Grad Dip Ed, Post Grad Dip Ed (Admin), M Ed Principal

Jarrod O’Neill

B App Sci, Grad Dip Sports Sci, M Ed (School Leadership) Deputy Principal

Scott Butler

B Bus (Acc), GAICD Director of Business

James Walton

BA (Hons) English Studies, PGCE Secondary English, M Ed (Leadership and Management) English Teacher Director of Learning & Teaching Jones House Mentor

Jason Mann

B App Sci, (Mathematics), Grad Dip Ed, M Ed (Management) Head of Frogmore

Julie James

B App Sci (Hons) Sports Science, B Teach Head of Greenways

Dan Newton

B App Sci (Human Movement), Dip Ed, M Ed (Leadership) Head of Bayview

Mary Craven (Sem 1)

Post Grad, B Ed, M Ed (Leadership and Wellbeing) Head of Riviera

Julie Morgan (Sem 2)

B Ed

Riviera Teacher – Year 6 (Acting) Head of Riviera

Jess Richards

B Ed, B (Teach) Year 1 Teacher Head of Eblana

Cameron Lancaster

B ASc (Digital Technology), Dip Ed, M Ed Leadership and Management) Digital Technologies Teacher Director of School Operations Johnston House Mentor

Yana Hall

MA (Ergonomics, Health and Safety),

BA (Business Administration), Grad Cert (Cyber Security Governance and Risk Management), GAICD Director of Risk and Compliance

Katya Dunham

BSc BioMedSci (Hons) Director of Advancement

Alisa McAlpine

Grad Dip Bus (Human Resources) Director of People and Culture

TEACHING AND SUPPORT STAFF

Nizam Abdallah

Grad Dip

(Business Management & Accounting)

B Bus Comm (Accounting) Business Management & Commerce Teacher VCE Coordinator Anderson House Mentor

Melinda Allsop

B Ed (Language and Literature) English Teacher

Anastasia Antoniadis

B Ed (Primary) Eblana Teacher Year 2

Nicholas Arnold

B Ed (Primary) Riviera Mentor Year 6

Ellie Arthurson

BA Ed (Early Childhood) Eblana Teacher – Foundation

Anita Atkinson

M Ed (Special Educational Needs), Grad Dip Ed (Primary), M (Project Management), Grad Dip (Midwifery), Dip App Sci (Nursing)

Learning Enhancement – Eblana Snowsports Coordinator

Jaki Atwell

Cert III (Children’s Services) ELC Coeducator

Anthony Bacon

BA Design (Industrial Design), Dip Ed Head of Technologies Product Design & Technology Teacher

Johnston House Mentor

Rachel Bainbridge

B Ed, B (Visual Arts) Visual Arts Teacher

Stuart Bainbridge

MLM Ed, BA, B Ed Timetabler Officer Commanding Cadets

Kara Banks

B Ed (Health, PE & Science) HPE & HHD Teacher Deighton House Mentor

Megan Barling

BA Ed (English & PE)

BA (Sport and Outdoor Recreation) English Teacher Anderson House Mentor

Linda Barnard

B Sc (Applied Mathematics), M Teach (Secondary) Year 7 Assistant Coordinator Mathematics Teacher Acting Year 7 Coordinator (Sem 2) Bayview Mentor – Year 7

Amanda Barnhoorn

B Comm, Grad Dip (Education) MLM Ed Commerce Teacher Daily Organiser Staffing Grid Coordinator

Vicki Baron

BA (Business Studies), Dip Ed

Expert Observer/Commerce Teacher Assistant Head of Humanities and Commerce

Marina Basin

Certificate III (Children’s Services) ELC Coeducator

Leanne Bayliss

B App Sci (Environmental Science) Science Laboratory Technician

Kristie Beames

B Eng (Electronic) (Hons), B Ed (Secondary)

M Sc (Maths Education)

Frogmore Mathematics Teacher Assistant Head of Mathematics

Vicki Beaumont

BA (Early Childhood Education), Grad Cert (Business) ELC Teacher

Natalie Benson

BA (Psychology/Teaching Primary) Riviera Mentor – Year 6

Debbie Bernasconi

Grad Cert Ed (Autism) Dip (Early Childhood), Cert III (Children’s Services)

Accredited Mental Health First Aider ELC Coeducator

Craig Best

BSc Dip Ed, Grad Dip (Outdoor Education)

Mathematics Teacher Teacher Development Mentor

Sarah Bof

B Sci, M Teach (Secondary) Science Teacher Bayview Mentor – Year 7

Caroline Bond

Learning Support Officer Riviera & Eblana

Nick Booth

B Arts (Film), Dip Ed Greenways Mentor English and Media Teacher

Christie Brewis

B Ed (Primary & Secondary) Outdoor Ed/Health & Human Development HPE English Teacher Bayview Mentor – Year 8

Charlotte Britten-Jones

BA (English and History) M Teach (Secondary) English and Sociology Teacher Greenways Mentor

Sarah Byrne

BA (Early Childhood Studies), BTEC Higher National Dip (Early Childhood Studies) ELC Coeducator

Veronica Byrnes

Cert III (Children’s Services)

ELC Coeducator

Jacqueline Cartwright

Dip Teach (Primary), Grad Dip Special Ed (Hearing Impairment), Grad Dip Deaf Studies (Auslan) Year 7 Coordinator

Bayview Mentor – Year 7

Accredited Mental Health First Aider

Kim Cartwright

BA (Criminology), Eblana Teacher – Foundation

Eblana Classroom Support

Adam Cavanagh

M Ed, M Teach (Secondary), Postgrad Dip (Secondary teaching), M (Transport and Traffic), B Eng (Hons) Science and Mathematics Teacher

Jess Chalk

BA (Visual Arts), BA (Secondary Teaching), BA (Podiatry)

Assistant Head of Visual Arts Visual Arts Teacher

White House Mentor

Mandy Chamberlain

Dip Teach (Primary), Grad Dip (Information and Communication Technology)

Eblana Teacher – Year 3

Sharon Chance

BSc (Hons), PGCE Science Teacher

Finlay Anderson House Coordinator

Libby Chislett

M Ed (Special Ed), Dip Early Childhood Ed, B Ed ELC Teacher

Thomas Christiansen

BA (English and Mathematics), BA Teach Mathematics Teacher

Head of Digital Learning & Innovation Foundation – Year 12

Justine Clark

B Teach (Primary) B Ed Performing Arts Teacher

Music Tutor

Stuart Cleeve

B Ed (Secondary), M Teach

Bayview Mentor – Year 7

Assistant Head of HPE (Sem 2)

Sondra Clogstoun

BA (Dance), Grad Dip Ed

VCE Drama

VCE Theatre Studies

VCE Dance Teacher

Finlay Anderson House Mentor

Amanda Conly

B Com, Grad Dip Ed (Secondary)

Commerce & Humanities Teacher

Drinan House Mentor

Sarah Connell

B Arts, Dip Ed (Secondary)

History Teacher

Head of Learning & Teaching Years 7 – 10

Gavin Cornish

B Mus, Grad Dip Ed, Cert IV (Assessment and Workplace Training)

Music Teacher

Clark House Mentor Officer of Cadets

Sonja Cowell

Grad Dip Ed (Primary), B Bus Eblana Teacher – Year 1

Samantha Cunnington

Dip (Children’s Services) Cert III (Children’s Services)

Integration Aide ELC Coeducator

Eloise Curtis

B Ed (Primary)

English Teacher Bayview Mentor – Year 8

Amy Dean

BA (Psychology & Sociology), BA (Education), Growth Coaching accreditation (Phases 1 3) Psychology/Science Teacher

Sarah Dean ELC Coeducator

Bryce Deller (Sem 1)

BA, B (Laws), M Teach

English Teacher

Bayview Mentor – Year 7

Stephanie Devitsakis

M Teach (Secondary) English/Humanities Teacher Acting Head of English (Term 3)

Danielle Di Carlo

BA (English Literature), M (PubComm), M Teach English Teacher Bayview Mentor – Year 7

Sophie Dimitrakis Cert III (Children's Services) ELC Coeducator

Melanie Di Rosato Cert III (Children’s Services) ELC Coeducator

Andrew Dobbyn

M Ed, B Ed Digital Learning & Innovation Technical Specialist

Troy Drinan

B App Sci (Hons), Dip Ed Eblana PE & Sport Teacher Bayview PE Teacher

Bridget Elliot

M Teach (Primary & Secondary), BA Riviera Mentor – Year 5

Ursula Erdelyi-Götz LLB, BA, Grad Dip Ed Teacher of Languages German Lionel Large House Mentor

Ruth Evans M Ed, BA (Hons), Grad Dip Ed, Grad Dip Arts Enrichment Programs Facilitator F – 4

Lucy Fairhall

B Ed (Secondary) (Hons) B Sci (Physiology, Chemistry) Science Teacher Greenways Mentor Acting Deputy Head of Greenways (Term 4)

Brooke Fielke

M Psych (Ed & Dev), B Sci (Psych), Grad Dip (Psych) Counsellor/Psychologist

Miriam Floyd

B (Early Childhood Studies) (Hons) Dip Soc Sc (Child Care Services), Cert (Applied Social Sciences –Child Care Studies) ELC Teacher

Tammy Frankland Cert III (Early Childhood Education & Care), Dip (Early Childhood Education & Care), B Ed (Early Childhood), ELC Teacher ELC Coeducator

Rachel Fraser

B (Psychological Science), M Teach (Secondary) Psychology and HHD Teacher Johnston House Coordinator

Kate Friend

B Mus (piano/singing), A Mus A (piano/singing theory), MIMT, Grad Dip Ed VCE Music Teacher

School Pianist/Accompanist Instrumental Music Teacher

Shane Galloway

B Sci (Hons), Grad Dip Ed (Secondary), Physics/Science Teacher Frogmore Mentor

Luke Gandy

B Ed (Secondary) HPE Health & PE Teacher Jones House Mentor

Wendy Gardner

B App Sci (IT)

M Teach (Prim Sec Ed) Digital Technologies Teacher Esports Coordinator Drinan House Mentor

Jess Gauci

B Ed (Primary & Secondary) Outdoor Ed/Health & Human Development HPE & Humanities Teacher Greenways Mentor

Michele Gill

B Ed (Design) Visual Arts Teacher

Frogmore and Bayview Head of Visual Arts

Asha Goodchild ELC Coeducator

STAFF REGISTER 2025

Stacey Gwilym

M Teach (Secondary), B SC Hons (Biology)

Assistant Head of Science Science and VCE Biology Teacher Were House Mentor

Danielle Hampshire

BA (English/Linguistics), M (Publishing & Editing) Library Assistant

Finlay Anderson Library Gregory Fish Library

Matthew Hardie

B Ed

Bayview Mentor – Year 8 Year 8 Assistant Coordinator

Meg Harper

B (Health & Physical Education) HPE Teacher

Lionel Large House Coordinator

Emma Harty

M Learning Intervention (SLD), B Ed, BA (Psychology) Learning Enhancement Teacher

Meg Hayes

PhD (Research), M Ed (Research), B Ed, Dip Modern Languages (Advanced Indonesian) Eblana Visual Arts Teacher

Olivia Haynes

B Ed (Primary) B Mus (Hons) (Violoncello) Riviera Mentor – Year 6

Emma Heine

B Ec, Grad Dip Ed (Maths, Economics) Frogmore Teacher Jones House Mentor

Kim Henricks

B Ed (Primary) HPE Teacher

Bayview Mentor – Year 8

Danielle Henshall

BA (History/Politics)

Dip Library and Information Services Library Technician

Finlay Anderson Library

Greg Holledge

Dip Hospitality Operations Greenways Café Assistant Manager

Wendy Hong

B Medical Sci, M Teach (Secondary) Science Teacher White House Mentor

Darragh Howard

BA, Grad Dip Ed (History & Humanities)

English/Humanities Teacher Were House Coordinator

Lachlan Howard

B Nutr Sc Head of S.M.A.R.T. Program Greenways Café Assistant Production Assistant

Mary Howard

Cert III Education, Cert IV Disability (ACRACS), Cert IV Ed Support

Education Support Officer

Administrative Assistant Learning Enhancement

Patrick Howell

B Sc (Biological Science) Science Laboratory Technician

Jo Huang

M Teach (Secondary), BA Language Teacher (Chinese) Greenways Mentor Assistant Head of Languages

Renie Huang

B Ed (Hons), BSc Mathematics Teacher Bayview Mentor – Year 8

Marisa Hughes

B Ed (Secondary) (Environmental Science) Enrolments Coordinator Eblana Classroom Support

Luisa Ingram

BAppSc, Grad Dip Ed (Health & PE)

Classroom Teacher Riviera Mentor – Year 5

Matt James

B Bus, Dip Ed Mathematics Teacher Drinan House Mentor

Scott James

B Com (Accounting & Finance), CA (Chartered Accountant), Grad Dip Ed (Secondary), M Teach (Secondary) Head of Commerce

Nadia Janetzki

B Sci, B Teach (Secondary) Mathematics Teacher White House Mentor

Mark Joblin

B Comm, M Teach (Secondary) Commerce Teacher

Vanessa Johnston

BA (Music Theatre), MA (Teach), Grad Cert (Ed Research), Cert III (Community Recreation)

Drama and Dance Teacher

VCE Vocational Major Teacher Deighton House Coordinator

Aoife Jones

B Sc Biological Sci & Physics (Education)

Science Teacher Greenways Mentor Duke of Edinburgh Coordinator

Marina Kaam

B Ed (Home Economics) Food Studies Teacher

Alex Kafkis

BA (Media Industries/Sociology), B Ed (Secondary) Dip (Arts & Communication) English & Humanities Teacher Assistant Head of English (Term 3) Anderson House Mentor

Bree Kelleher

BA, B Teach Eblana Teacher – Foundation

Liz Kelly

M Ed (Teacher Librarianship), B Ed Learning Enhancement Teacher

Karen Kennedy

BA, Dip Ed Senior English Teacher

Jo Kennedy-Walker

B AppSc (Food Sc & Nutr) Grad Dip Teach (Sec) Greenways Café Teacher

Samantha Kenney

BA (English & Business), B Bus (Hons), Grad Dip Ed (Sec), MC ED (Student Wellbeing & Applied Positive Psychology)

Commerce Teacher

Johnston House Mentor

Dana Killmister

B Sc (Mathematical Sciences), B Ed (Secondary)

MLI (Master of Learning Intervention) Frogmore Learning Enhancement Teacher

Ilona Kiss

MA (Fine Art), PGCE Secondary Ed Art & Design, BA Stage Design Visual Arts Teacher

Dylan Kitney

B Ed, Hons (Secondary), B Mus (Popular) Performing Arts Teacher

Musical Director Jones House Mentor

Kirsty Klimas

BA (Visual & Media), Grad Dip Ed (Secondary) Cert IV (Training and Assessment) Visual Arts Teacher

Jono Koh

M Teach (Primary & Secondary), B Comm (Management and Behavioural Commerce) Humanities & Commerce Teacher Greenways Mentor

Anees Koya

BE, Grad Dip Ed Mathematics Teacher Bayview Mentor – Year 7

Melanie Lane

BSc, Dip Ed VCE Physics and Science Teacher

Lionel Large House Mentor

Bernadette Latorre

Dip (Graphic Art), B Visual Arts, Post Grad Dip Ed Visual Arts Teacher

Bayview Mentor Year 8 (shared)

Alana Leahy

B Ed (Early Childhood) ELC Teacher

Jen Lear

Doctorate (Clinical Psychology), MA (Social Work), BSc (Psychology) Psychologist/Counsellor

Marian Le Bas BA, Dip.Ed., MA (Arts) VCE English Teacher

Geri Lennon

B Ed (PE and Social Science), M Ed (Special Ed) Cert IV (Workplace Training and Assessment) Learning Enhancement Teacher/Case Manager

Gudrun Lessing

MPsych (Ed & Dev), BSc (Hons) Counsellor/Psychologist

Robert Lewis

BPA (Performing Arts), BA (Hons), Grad Dip Dramatic Art (Voice Studies), Grad Dip Ed (Secondary), PhD (Research, Performing Arts) Speech and Drama Teacher Performing Arts Teacher

Jackie Liepa

B Ed (Primary & Secondary) Eblana Teacher – Year 2

Emma Lindsay

B Sci, Dip Ed Science Teacher Bayview Mentor – Year 8

Kris Little

M ED (Wellbeing), B Ed (Primary), B App Sc (Human Movement) Eblana Teacher – Year 4

Yan Ma BA, Dip Ed Chinese Language Teacher Deighton House Mentor

Lynda MacMillan

B Ed (Primary and Early Childhood), Grad Dip Ed (Early Childhood) Eblana Teacher – Year 2

Pip Madden

B App Sc (Speech Pathology), M Teach (Primary) Primary Educator Riviera Mentor – Year 6

Lidia Mancini

B Music (Hons) (Education) Classroom Music Teacher Jones House Mentor

Hayley Marshall

M Ed (Assessment and Pedagogy), B (Primary Ed), Eblana Teacher – Year 4

Cathy Martin

M (Educational Psychology), B A (Hons), B Sci (Psych & Psychophysiology) Psychologist/Counsellor

Michael Martin

Dip Teach, Grad Dip (Curric Admin) English and HPE Teacher Bayview Mentor – Year 8

Paul Matthew

PhD, BSc (Hons), Grad Dip Ed, MACE Mathematics Teacher

Terry Matthew

B Ed (Hons) B Primary Ed

English Teacher English Language Teacher

Keely Mayo

BA (Visual arts), B Teach Visual Arts Teacher

Amy McAlister

M Teach (Secondary)

BA (Media and Communications)

English Teacher English Language Teacher

Jamie McCarney

M Teach (Senior), BPA

Drama Teacher

Assistant Head of Performing Arts Deighton House Mentor

Bernadette McGill

B Sc (Education)

Mathematics Teacher

Assistant Head of Mathematics

Paula McIntosh

M Ed (Applying Behavioural Science to Create Change), B Ed (Secondary)

Environmental Science

Structured Workplace Learning Coordinator

VCE VM Teacher

Head of Vocational Major

Stuart McIntyre

B Des (Product Design & Digital Modelling), PGCE (Secondary Education) Product Design Technology Teacher

Peter McKenzie

Dip Teach, B Ed

Mathematics Teacher Bayview Mentor – Year 8

Belinda McKindlay

Grad Dip Ed (Teacher Librarianship)

Eblana Teacher Librarian Sustainability Leader

Debra McLeod

B Ed (Secondary)

A Mus A (Violoncello)

STCA (Pri) (Suzuki Piano/Violoncello) Kodaly level 3 (Pri)

Eblana Music Teacher

Eblana Instrumental Music Coordinator

Kevin McMenamin

B Sc (Ed), GCMME, PDMME Head of Mathematics

Gennie McNair

M Ed (Leadership and Wellbeing), B Ed (Secondary Arts)

English Teacher White House Coordinator

Belinda McNeil

M Ed (Special Education), BA, Dip Ed (Secondary) Learning Enhancement Teacher

Helen McNeill

Grad Dip (Early Childhood Teaching) (Dean’s List)

Dip (Early Childhood Education & Care) Cert III (Education Support) ELC Teacher

Tony McRae

B Ed (Hons) Mathematics Mathematics Teacher

Danny Meagher

M Teach (Secondary), BA (Journalism and Professional & Creative Writing)

VCE English Teacher Clark House Coordinator

Margaret Mielnik

B Arts, B Teach Riviera Mentor – Year 5

Elli Monro

BA, PSYD, Grad Dip (History), Dip Ed (Secondary) Humanities Teacher Drinan House Coordinator

Joe Monro

BSc, Grad Dip Ed Humanities Teacher Head of Learning Journeys

Natalie Morgenstern

Grad Dip Ed, BFA (Jazz Studies) Head of Woodwind Music Teacher White House Mentor

Michelle Morozov

Dip (Library and Information Services) Library Technician Gregory Fish Library

Ken Morrish

B Ed, ECE ELC Teacher

Shelley Muir

BA, PG Dip Psych, Dip Ed (Secondary), Grad Cert (Career Education and Development), Cert IV (Workplace Training and Assessment) Head of Pathways and Careers VCE VM Teacher

Rohan Murphy

B Health Sci (Human Movement), Grad Dip Ed, Cert IV (Workplace Training and Assessment) Frogmore HPE Teacher VCE VM Teacher

Finlay Anderson House Mentor Head of HPE (Sem 2)

Jo Nanfra (Sem 1)

B App Sci, B Teach (Primary and Secondary) Food Studies Teacher Bayview Mentor – Year 8

Laura Neary

B App Sci (Physical Education) (Hons) Physical Education Teacher White House Mentor

Myles Nelson

B Sc (Biological Science)

PGCE (Secondary Education) VCE Biology and Science Teacher Lionel Large Mentor

STAFF REGISTER 2025

Liat Neuenschwander

BA (English and Classics) Dip Teach (Secondary) English and Drama Teacher Anderson House Coordinator

Mary Nguyen

BA (Education) (Hons) (Science, Math & Chem) Mathematics Teacher Jones House Mentor

Arena Nilsson

B Ed (Hons) (Secondary), Grad Dip (Genetic Counselling) Science and Chemistry Teacher Assistant Head of Science

Melanie Nimorakiotakis

B App Sci (Consumer Science), Dip Ed, Cert (Barista) Food Studies Teacher Jones House Mentor

Naomi Nolan Learning Support Officer

Jemma Nowak Music Administrator

Marta Nowak

B (Civil Engineering), Dip Ed Mathematics Teacher Bayview Mentor – Year 7

Angela O’Connell

B Ed (Primary), BA (History) Deputy Head of Riviera

Vikki Octigan

BA (Early Childhood Studies), Assoc Dip Soc Sc (Childcare) ELC Teacher

Matt Oswald

M Psych (Ed & Dev), Grad Dip (Prof Psych), B Psych Psychologist/Counsellor

Kate Padley

B App Sc (Phys Ed), Grad Dip Ed Health & PE Teacher

Sports Coordinator Bayview Mentor – Year 7

Andrew Palfery

B Commerce/Arts, Dip Ed Humanities Teacher Lionel Large House Mentor

Michelle Palfrey BA, Dip Ed, English/Humanities Teacher (CRT)

Louise Pastorcic

B Fine Art, M Teach (Secondary) Visual Arts Teacher Johnston House Mentor

Emma Phillips

M Ed (Student Wellbeing), B Sci, Grad Dip Ed Psychology and Science Teacher

Sacha Pollard

B Music, Grad Dip Ed, M Ed Director of Music Lionel Large House Mentor

Jake Newman Public Speaking & Debating Coordinator

Rev. Michael Prabaharan

B Th (Hons), Dip Min, M Ed (Counselling), Dip (Training & Assessment) Chaplain

Religious Education Teacher

Victoria Prentice

BA (Politics and Media), M Teach (Secondary) Humanities and History Teacher Greenways Mentor

Jessika Rabe

1st and 2nd State examination for Primary and Secondary School Teaching – Germany Teacher of Languages German

Frank Recchia

BA (Mus), Grad Dip Ed, Grad Dip Hum, Grad Dip Arts (Mus), Cert IV (Training and Assessment) Music Teacher Were House Mentor

Leonie Redfern

B Ed (Secondary) Mathematics & Science Teacher Bayview Mentor – Year 8

Vanessa Riach

M Teach, BSc Humanities Teacher Assistant Head of Humanities Drinan House Mentor

Aaron Richard BA, BSc, Grad Dip Ed French, Chinese and German Teacher Head of Languages White House Mentor

Prue Richards

BA, Grad Dip (Secondary) M Ed (Student Wellbeing) Senior English and Humanities Teacher Head of English

Cameron Riley

B Ed,

Senior Humanities/History Teacher Jones House Coordinator

Bridgitte Roberts

M (Psych), Grad Dip (Adolescent & Child Psych), BA (Psych/Comm) Officer of Cadets Counsellor/Psychologist Head of Student Wellbeing

Catherine Ryan BSc (Biotechnology), Grad Dip Ed (Secondary) VCE Biology & Environmental Science Greenways Mentor Clark House Mentor

Anita Saavedra BA, Dip Ed Legal Studies Teacher Business Management Teacher

Laura Savage

B Ed (Primary) Eblana Teacher – Year 1

Kathryn Schravemade B (Learning Management) (Secondary), BA (Literature and History), M Ed (Teacher Librarianship), M Ed (Knowledge Networks & Digital Innovation), Assoc Dip Music, (AMusA), Cert (Performance Aust) (CMusa) Head of Libraries

Sonja Seeger

B Ed (Secondary) BA (History) Language Teacher – German

Karen Sheehy

BA, B Ed (Primary and Secondary) Post Grad Cert Ed, (Numeracy Leadership) Eblana Teacher – Year 2

Jodi Shepherd

B Ed, (Maths & English), Grad Dip (IT for Ed) Mathematics Teacher Clark House Mentor

Tracy Sheppard

Cert III (Commercial Cookery) Food Technology Technician

Jayne Sheumack

BA, B Ed

Deputy Head of Greenways

Acting Head of Greenways (Term 4)

Yvonne Simmonds

B Ed (Early Childhood)

Eblana ELC Teacher (Music)

Kate Sleeth

BA (German & English), B Teach (Hons) German Language Teacher

Olivia Slevin

B Ed (English) English Teacher Bayview Mentor – Year 7

Sally Smith

B App Sci (Psych), B Teach (Secondary), M (Counselling)

Psychology Teacher Deputy Head of Bayview

Sally Smith

Cert III Early Childhood ELC Coeducator

Sheree Smith

B Teach (Primary)

B Ed (Primary) Eblana Teacher – Foundation Literacy Coordinator F 4

Fiona Soeding

B (Fine Arts painting) Visual Arts Technician

Lou Spanos

B Ed (Business Studies) Head of Humanities

Atsuko Spink

Cert 3 (Commercial Cookery), Cert (Barista) BA (Japanese) Greenways Café Assistant Manager

Mark Stembridge

Grad Dip (Tech Ed)

Cert IV (Professional Cookery), Cert IV (Training & Assessment) Greenways Café Program Manager Food & Technology Teacher

Rebecca Stembridge

BA, Grad Dip (Journalism), Grad Dip Ed (Middle Years), M Ed (Specific Learning Difficulties) Co Head of Learning Enhancement Learning Enhancement Teacher

Trevor Stevens

BSc, HEd Frogmore Science Teacher Were House Mentor

Rev. Andrew Stewart

BEc, MA, B Div, Adv Dip Theo, Dip Ed Chaplain Religious Education Teacher

Heather Stone

Higher Dip Ed Mathematics Teacher Greenways Mentor

Peta Stubbs

B Ed (EC), Grad Dip Mental Health (Child & Adolescent) Teacher Director of the ELC

Nicola Studd

M Teach (Secondary), B Journalism English Teacher

Mingjia Su

B Env Sc, M Teach ELC, Riviera, Bayview, Greenways Chinese Language and Design & Technology Teacher

Hillary Sullivan

Dip Teach (Primary), Grad Dip (Special Education) Eblana Classroom Support

Julie Svenson

Dip (Visuals Arts), Dip Teach Visual Arts Teacher

Katie Tabois

Dip (Early Childhood Education and Care) ELC Coeducator

Alicia Ning Si Tan

BA (Chinese language and literature), Dip Ed Teacher of Chinese Language – Eblana

Lauren Taylor

B Ed (F 12)

English Teacher Frogmore Mentor

Juby Thomas

Dip Lab Tech,

M Science (Biotechnology) Science Laboratory Technician

Sarah Thompson

BA, B Ed (Early Childhood), Cert III (Early Childhood Education and Care), Dip (Early Childhood Education and Care) ELC Coeducator

May Tian

B Teach, B Ec (Accounting)

Chinese Teacher Bayview Mentor – Year 7

Angus Todd

BA, M Teach (Primary and Secondary)

English and Humanities Teacher Year 8 Coordinator

Jacob Travers

BA, B Ed (Secondary) (Hons)

English Teacher Bayview Mentor – Year 7

Sam-Alyce Trchala

BSc, B Ed (Hons) Science (Chemistry) & Mathematics Teacher

Assistant Year 7 Coordinator (Sem 2) Bayview Mentor – Year 7

Lauren Trevis

B Ed Primary, BA Policy Studies Eblana Teacher – Year 3

Meg Tucker

BA, BT (Primary) Eblana Teacher – Support

Lisa Turner

BA (Psychology), B Ed (Primary & Secondary)

English Teacher

Deputy Head of Frogmore

Jennie Valente

Dip Teach B Ed (Primary) Bayview Learning Enhancement Teacher

Daniel Vancea

B Arts, M Teach (Secondary) English Teacher Bayview Mentor – Year 7

Daniel Vega

B Ed (Early Years Teaching), Cert IV (Training and Assessment) ELC Coeducator

Sarah Volum

B Ed (Hons), Dip (Children’s Services), Cert III (Children Services) ELC Coeducator

Enzo Vozzo

B Tech (Computer Studies), Grad Dip (Secondary) Mathematics, Science and Technologies Teacher

Courtney Walton

B Ed (Secondary) English and Humanities Teacher Librarian

Cynthia Wang

Bachelor of Education and Arts Humanities Teacher Bayview Mentor – Year 7

Jillian Watkins

B Teach, Grad Dip (Children’s Services), Grad Cert (Career Development Practice) Careers & Pathways Counsellor

Paul Watson

Cert III (Printing and Graphic Arts) Dip (Printing and Graphic Arts) (Digital Production) Design and Technology Technician

Amy Watts

B App Sci (Health Sciences), B Teach (Secondary) VCE VM Teacher Learning Enhancement Teacher/Case Manager

Fiona Watts

M Ed (Special Educational Needs), B Ed, Dip Ed (Primary) Eblana Learning Enhancement Teacher

Ross Webber

B Ed (Primary and Secondary) Deputy Head of Bayview Mathematics Teacher

Jeff Welsh

B Teach, B Sc (Earth), B Sc (Environment), M Ed (Info Tech Ed) Science and Technology Teacher Bayview Mentor – Year 8 Assistant Head of Digital Learning and Innovation

Brenda Wightman

B Ed (Primary) Teacher

Learning Enhancement Teacher Riviera

Kym Willett

MHRM (Training and Dev), B Ed HPE and English Teacher Jones House Mentor

Cameron Wilson

B A (Hons), Grad Dip (Teaching and Learning – Secondary) Cert IV (Assessment & Workplace Training)

Humanities Teacher Greenways Mentor Officer of Cadets – Quartermaster President of Staff Association

Mark Wilson Mathematics Teacher

Paul Wintle

BA (Occupational Therapy)

Grad Dip Ed, Cert IV Training & Assessment HPE Teacher Lionel Large Mentor

Kate Wright

GCED (Gifted Education), M Teach (Prim), BA (Media and Communication), Cert III (Sport and Recreation) Head of Enrichment Programs

Peter Wynne

BSc ED, BSc (Hons) Head of Science Anderson House Mentor

STAFF REGISTER 2025

Parker Yang M Teach, Learning Enhancement Teacher

Sally Younes M Teach, B (Business Commerce/ Communication) Commerce Teacher Anderson House Mentor

Lauren Young B Ed Primary, BA Policy Studies Eblana and Riviera Science and Technology Teacher

Peter Zerman BA, Grad Dip Ed, MMM, Cert IV (Assessment & Workplace Training) Technologies Teacher

REPLACEMENT STAFF 2025

Saranya Ahuja

B.Ed (Early Childhood Education) ELC Coeducator CRT ELC Teacher

Taylor Everett BBiomedSc, MTeach Science Teacher

Julie Svensen Visual Arts Teacher

Amelia Wong Mathematics Teacher

SESSIONAL MUSIC TUTORS

Susan Batten (Oboe/Piano)

Chris Bieniek (Electric Guitar/Guitar)

Justine Clark (Violin/Piano)

Liam Cullen (Cello)

Niran Dasika (Trumpet/Cornet/Trombone)

Tyson Fish (Recording Studio)

Kate Friend (Piano/Theory)

Sally Haworth (Clarinet/Saxophone/Flute)

Hannah Hunt (Bassoon/Clarinet)

Reave Maloney (Guitar/Bass Guitar/Double Bass/Electric Guitar/Cello/Harp)

Duane Manning (Drums/Glockenspiel)

Yeal Mark (Trumpet/Cornet/ Trombone)

Catherine Narayan (Cello/Suzuki Violin/Viola/ Violin)

Jasmine Nelson (Voice)

Hannah Phillips (Flute)

Anthony Priest (Orchestral/Drums)

Kieran Rafferty (Orchestral/Drums)

John Thorn (Accompanist/Piano)

Angela Wasley (Voice)

Sophia Wasley (Speech & Drama)

Caroline Vercoe (Voice)

Catherine Waugh (French Horn)

Jarrah Whyte (Accompanist/Piano)

OPERATIONS

Julie Aarons

B Bus (Acc), CPA GAICD Head of Finance and Business Performance

Ric Arnold

Dip (Live Production and Events), Adv Dip (Audio Engineering) AV & Theatre Technician

David Atkinson

B InfoTech, CUE50303, IT Systems Administrator

Andrew Baillie

Dip Property Services Property Manager

Tim Baker

B (Info Systems) – BIS, MA (Info Systems Exec) – MISEXEC Director of ICT

Sharon Bates

Dip (Finance) Senior Account Officer

Jen Blackburn (to Term 4)

MA (Prof Comm), Grad Dip (Communications), Dip (Prof Writing and Editing) RSA Accredited

Connor Bourke

B Bus (Marketing) ICT Service Desk Coordinator & Support Officer

Katrina Chapman People & Culture Advisor

Nick Christoforou Cert IV (Work Health & Safety) Health, Safety & Risk Coordinator

Monica Clarke

B (Health and PE) Head of Girls’ Sport

Bri Constantine Dip Bus (Human Resources) P & C Business Partner –People and Culture

Jasmin Crawford Risk and Compliance Assistant

Kylie Creelman Campus Administration/Receptionist

Daniela D’Alessandro Receptionist/Administrative Assistant

Kelli Dawes

Dip (Event Management and Public Relations)

Events & Catering Manager RSA Accredited

Pernilla Eklund Allan Registrar

Julliet Eksiyan

Grad Cert (Business Administration), Adv Dip Business (Acc) Financial Accountant

Tyson Fish Cert IV (Assessment and Workplace Training) Performing Arts Audio Technician

Navid Ghaghli ICT Support Officer

Julie Griffin B Bus EA to Principal EA to Deputy Principal

Nate Guinan IT Project Coordinator and Support Officer

Tom Halbert B Ed SIS Specialist

Sam Harrington Payroll & Finance Officer

Deborah Heath Cert IV (Frontline Management) Facilities Manager

Stephanie Herd (Term 1) B. Bus (Event Management and Marketing) Performing Arts Coordinator

James Houghton

Dip Ed (Secondary), M Exercise Science (Sports Management) Head of Boys’ Sport

Deborah Kenner

Dip (HR Management) PA to Head of Eblana PA to Director of ELC

Georgia Kenny

Cert III (Business) Greenways Campus PA

Laura Kenny (Sem 1) Dip (Business) People and Culture Advisor

Garrett Kinchington

B Comm (Marketing), BA (Media and Communication) Senior Marketing Manager

Stephanie Kinnear

B Design & Comm (Hons) Marketing and Communications Specialist

Astrini Kopeloudi-Wallace

BA Comm (Public Relations) Publications and Content Specialist

Natasha Krzywinski ICT Support Officer

Michelle Lewis

Cert IV (Business Administration) Assistant Registrar

Monique Lawrence

EA to Director of Business

Marie Lunt

BA Sc (CompTech) IT Operations Manager

Margaret Mackenzie

Cert IV (Business Administration) Learning Enhancement Administrative Assistant

Sarah McNamara

BA Post Grad in Industrial and Employee Relations People & Culture Talent Advisor

Michelle Morton

EA to Director of Learning & Teaching

EA to Director of School Operations VASS Coordinator

Jemma Nowak

Cert IV (Art and design), Diploma (Graphic design) Music Administrator

Carolyn Nuttall

Associate Dip (Business Administration), Dip (Travel & Tourism) PA to Head of Bayview

Tran Nguyen (Sem 1)

B Bus Information Systems (Human Resources) People & Culture Talent Advisor

Jude Prentice

B Bus (Event Mgmt) Performing Arts Coordinator

Kylie Reardon

Receptionist/Administrative Assistant Facilities Manager (Term 1)

Beck Russell

Cert (Service Coordination) PA to Head of Frogmore

Brenton Sanderson

B Comm Director of Sport

Fiona Slocombe Cross Campus Administration

Charlotte Smith

Cert IV (Information Technology –Networking & Systems Admin Support) ICT Officer

Louise Spink

Cert (Information, Digital Media and Technology) Accounts Payable Officer

Dorianne Spiteri

BA (Journalism) Alumni and Development Manager

Lyndon Tokai ICT Support Officer

Leanne Vallance Professional Development Administrator, Main Reception/Administration

Kerryn Van Der Merwe

B Comm (Bus and Eco Sciences), Grad Dip (Bus Admin and Management), Hons (Bus and Eco Sciences) –Marketing and Finance Records & Archives Manager

Sarah Wells

B Sci (Mathematics/Statistics) Data Analyst

David Xie B Sci IT Administrator

Danny Yardis

Dip (Art & Design – Graphic Design) Senior Graphic Designer

MEDICAL EDGE

Jane Williamson Div. 1 Registered Nurse Cert. Neonatal Intensive Care IBCLC School Nurse

Ruth Zlatkovic

Bachelor of Nursing Div. 1 Registered Nurse

Danni Fountain Div. 1 Registered Nurse

GROUNDS AND MAINTENANCE

Chris Larson

Cert III Carpentry Cert IV Building and Construction Maintenance Supervisor Operations

Tom Donnell

Grounds Supervisor

Jimmy McFarlane

Cert III (Production Nursery) Dip (Horticulture), Grounds Supervisor

Ben Still

Cert III Carpentry Maintenance Officer

George Evangelinos

Cert III Parks and Gardens Horticulture Grounds Staff

Wayne Fuller Grounds Staff

Will Smith Grounds Staff

Staff List compiled to 7 October 2025

GIVING OPPORTUNITIES

Every gift is an investment in excellence, empowering us to create inspiring learning environments, cutting-edge facilities, and rich educational experiences for every student.

We are deeply grateful for the unwavering generosity of our parents, alumni, staff, students, and friends. Your support brings our Vision to life and ensures our School continues to flourish today, tomorrow, and for generations to come.

Throughout our long and proud history, there have been pivotal moments when the School’s future was secured by the extraordinary commitment of our community.

FOR MORE INFORMATION: mentonegrammar.net/community/giving-opportunities

COMMUNITY GROUPS

We are fortunate to have two wonderful volunteer organisations associated with the School that offer a number of ways you can get involved.

ALUMNI: mentonians.mentonegrammar.net

PARENTS: mentonegrammar.net/community/parents-and-friends