Annual Report 2024 - St George's Anglican Grammar School
Overview
The Annual Report for 2024 is provided to the community of St George’s Anglican Grammar School with the aim of meeting the requirements of the Schools Education Act 2013 and the School Education Regulations 2014 Subsection H. Assistance Act of 2008.
The 2024 Annual Report provides a snapshot of the dynamic and evolving nature of our unique city school, our ongoing commitment to excellence, and our relentless pursuit of our core values of Wisdom, Grace, and Service.
It highlights a range of performance indicators, the academic results from the Class of 2024 as well as our NAPLAN and OLNA achievements. It also maps out our future direction, development, and growth. The most exciting next step for us is the move to our new permanent home at 441 Murray Street which will commence in its first phase from July 2025.
A more detailed summary of what a St George’s Anglican Grammar School education looks like and feels like can be found amongst the pages of our website, as well as across the multiple social media platforms that are regularly updated to showcase the myriad of activities available to St George’s Anglican Grammar School students.
We are proud to be part of AngliSchools and cherish the vibrancy of our vertical school campus found in the heart of the City of Perth.
At St George’s, we do things a little bit differently – the city with which we interact on a daily basis is actively part of our campus.
Our School History
St George’s Anglican Grammar School is one of 16 schools who are part of AngliSchools. In 2025, we celebrate 10 years of operating in the CBD.
We are extremely proud of our Anglican ethos, and it is our Anglican faith which underpins our educational focus, philosophy, and beliefs.
Our core values of Wisdom, Grace and Service are integral to how the school continues to build a caring and connected community for all members of the St George’s Anglican Grammar School Community - students, parents, staff, and alumni.
Crucial to the ongoing success of St George’s Anglican Grammar School is the pastoral care and positive wellbeing of our students. At St George’s, a student’s wellbeing is seen as being at the heart of their learning journey. We actively support students to realise their full potential, to learn to manage their own personal successes, as well as the array of challenges that they may face as adolescents in today’s modern world. Our aim is to give them the skills to engage positively and productively in their life both inside and outside of school.
Every student matters to us. Their story is important, their family is important, and as educators we seek to find an opportunity for all St George’s students to shine and display their brilliance at least once during their time as students here. It is the interconnected combination of academic care and pastoral care that remains a crucial component of our ongoing success and commitment to excellence.
The School caters for children across a wide range of abilities. This is demonstrated through our academic extension and learning support programs provided through our Inclusive Education Centre under the guidance of our Head of Inclusive Education.
Our co-curricular activities allow our students to be immersed in a diverse and varied curriculum outside of the classroom, and our specialised camp programs give our students the opportunity to learn in a unique outdoor setting whilst also supporting them to develop their resilience, appreciation of the natural environment, understanding of positive education and a commitment to service learning.
St George’s Anglican Grammar School enrols both local and international students.
We have a close relationship with AngliSchools International located near to St George’s Anglican Grammar School at 10 William Street.
The St George’s Anglican Grammar School Community continues to be well supported by AngliSchools Head Offices and the friendships, collegiality and professional learning provided through AngliSchools.
In 2024 our school theme was RESPECT
The theme called staff and students to be intentional in Respecting Themselves, Respecting Others, Respecting the Environment and Respecting Learning. The School theme gave us a united direction for the year and was lived by our students and our staff. It was the focus of our weekly Chapel Services and assemblies.
Our School Council
The School Council in 2024 was ably led by Mr Tom Carmody supported by the Deputy Chair, Mrs Anna Heavey.
Mr Tom Carmody stepped away from the role as Chair of Council in August 2024, with Mrs Anna Heavey undertaking the role of Acting Chair for the remainder of 2024.
Mr Julian Misso was elected as Chair of School Council commencing in January 2025.
Mr Winton Willesee continued in the role of Treasurer for the 2024 school year.
Other members of School Council for 2024 included Dr Bill Allen, The Very Reverend Chris Chataway, Ms Antonia Hodby, Mr Michael Jensen and Ms Kat Mead.
All members of School Council give generously of their time to ensure the good governance and ongoing success of the School.
Our Students
2024 saw us continue to grow as a School and in January 2025 we commenced with four streams of Year 7 students.
At the time of the August 2024 census, St George’s Anglican Grammar School had a student population of 556 students across Years 7 – 12.
Our Staff
All teachers at St George’s Anglican Grammar School are appropriately qualified and registered with the Teacher Registration Board of Western Australia (TRBWA).
St George’s Anglican Grammar School is an Equal Opportunity Employer.
When appointing staff, we do not discriminate based on gender, race, sexuality, or religion.
We are an Anglican School, however we welcome people of all faiths, as well as people of no faith. All staff are supportive of the Christian ethos and values of the School.
The total staff of St George’s in 2024 comprised of 47 Academic Teaching Staff, 17 Specialist Support Staff (Education Assistants x 3, Laboratory Technicians x 2, Library Technician, School Counsellor, Music Tutors x 10) and 20 Administration Staff.
No staff at this time identified as being of Aboriginal or Torres Strait Islander decent.
The average rate of attendance at School by teaching staff in 2024 was 95%.
One member of academic staff took long service leave during the 2024 school year.
Academic Teaching Staff Qualifications
Doctorate 3
Masters 11
Post Graduate Diploma 6 Bachelor Degree 27
Staff Professional Learning
Professional Learning at St George’s Anglican Grammar School took many different forms in 2024.
Academic Staff attended several ASC (now AngliSchools) and AISWA training sessions provided to support a range of school based professional development sessions delivered termly throughout the year, in both faceto-face sessions as well as online.
St George’s Anglican Grammar School supports the needs of each individual member of staff in providing a range of targeted Professional Learning opportunities. These include courses linked to maintaining professional standards, ongoing registration requirements, curriculum pedagogical courses and specific learning linked to each staff member’s career aspirations and ongoing professional development needs.
To develop the leadership potential in our middle leaders, four staff were identified to participate in the ASC’s Aspiring Leaders Workshops and the ASC Artificial Intelligence Learning Committee.
At the start of the 2024 academic school year, all staff undertook Senior First Aid training with a specific focus on CPR, Asthma and Anaphylaxis. All new staff were trained in their ability to comprehensively teach the Keeping Safe Child Protection Curriculum.
All St George’s Anglican Grammar School staff who were employed at the School during the Term 3 Professional Development Day completed the AISWA Child Abuse Reporting including Mandatory Reporting training. School Council members also undertook training to understand the parameters of Mandatory Reporting as it pertains to their role as members of School Council.
Our Pastoral Care leaders undertook the Youth Mental Health First Aid Course, trained in The Accidental Counsellor, and attended together the annual Positive Schools Conference held in Perth which looks at new initiatives and ideas within the Pastoral Care domain.
A significant focus of Professional Learning throughout 2024 was related to curriculum matters, pedagogy, and the enhancement of subject-specific expertise for our academic teaching staff.
Teaching staff participated in the CEWA and AISWA HOLA Network Days, with several staff engaging with their respective subject-specific professional development provided by the SCSA, including Improving Student Performance Workshops, Meeting WACE Requirements Workshops and Consensus Moderation meetings
Many of St George’s Academic Teaching Staff are also WACE markers which provides for outstanding professional learning and development at this level of the school curriculum.
St George’s Anglican Grammar School staff participated in the Drama West Conference, the Curtin English and Literature Conference, and the Future Science, BEWA and MLTAWA Conferences
2024 also saw the School commit to being a member of EC Premium which allows every member of staff to link in with a wide range of diverse professional and personal learning courses and experiences through an online provider. This enables St George’s Anglican Grammar School staff to access relevant professional learning in a time sensitive manner pertinent to their needs.
Overall, St George’s teaching and teaching support staff were involved in a wide range of professional development and professional learning opportunities throughout the 2024 academic school year.
PD Days Used Cost of PD courses (excluding associated relief costs) 142 days $42,212.12
The average expenditure per staff member for Professional Learning during 2024 was $630.
Our School Houses
St George’s Anglican Grammar School has three houses – Gandhi, Lincoln and Mandela.
Interhouse Competition is fierce and there are a range of activities that run throughout the year to allow for this positive interhouse rivalry.
• Term One – Interhouse Swimming and Sync Swim.
• Term Two – Interhouse Performing Arts Festival and Cross Country.
• Term Three – Interhouse Athletics and Battle of the Bands.
Each term there is a House Week where the Heads of House run an array of different lunchtime activities and competitions for students across all three houses.
Each term concludes with a House Charity Day.
Throughout the year, students can gain House tokens for contributing positively to school life both inside and outside of the classroom. These points contribute to the awarding of the House Cup which occurs annually at Presentation Night.
In 2024 the House Cup was a draw between Gandhi House and Mandela House.
Our Value Added
St George’s Anglican Grammar School takes the view that students’ lives and their potential for ongoing success beyond school are significantly enhanced and enriched by the academic programs offered, as well as the comprehensive range of co-curricular, camps and service-learning activities available to our students.
We believe in the importance of a balanced, holistic education for all connected to the School. There are several peer support, mentoring and leadership programs and activities offered across a variety of year groups to support the development of these skills amongst all St George’s students. These include PCG Mentor, Student Representative Council, Anglicare Ambassadors, Peer Support Buddy and Year 12 Student Leadership positions.
Our pastoral care programs, tailored specifically for each year group, highlight our belief that school should be a place where young people feel safe, secure, and connected. They provide students the chance to build their resilience, growth mindset, confidence, self-esteem and sense of self-worth. They are updated regularly and cater for the needs of all students in our care. They also bring a sense of joy and fun to school life.
Alongside the ongoing sporting, drama, music, service-learning and outdoor education opportunities provided to our students in 2024, were a vast array of different co-curricular opportunities offering a chance for students to build friendships outside of their specific class and year group. These included Sailing Club, Lego Club, Jewellery Making, WADL Debating, Mock Trials, Puzzle Club, Chess Club, Archery and so much more.
Our Anglicare Ambassadors continued to work with Anglicare to support a range of initiatives including the Optus Stadium Sleepout for the homeless and our very own Sleepout on the Roof for our younger students. We also hold a range of different fund-raising initiatives including Hoodies for Homelessness, Gandhi House Colour Run for UNICEF, The World’s Greatest Shave for Leukemia, Lincoln House Carnival Day for Headspace, and Mandela Talent Quest for WA Foundation for Deaf Children and Anglicare. Service Learning and consideration of the needs of others remains a strong focus for St George’s Anglican Grammar School students.
Annually St George’s Anglican Grammar School students have the opportunity to travel to Samoa to be involved in an AngliSchools Service-Learning Tour supporting All Saints Samoa. In 2024, two St George’s Anglican Grammar School Staff also led one of these tours during the September School Holidays.
Our very own Legendary Learners sees The Laurence Library open after school with academic support provided for our senior students with targeted study sessions and revision seminars offered to assist students academically in the lead up to their examinations.
Our students celebrated NAIDOC Week with a smoking ceremony held at St George’s Cathedral and are involved in the Walk for Reconciliation held at Kings Park each year led by Father Gift Makwasha, our School Chaplain.
Community Satisfaction
Supportive relationships between staff, parents and students are encouraged through a range of special events including Morning and Afternoon Teas, Parent Teacher Evenings, Guest Speaker Series and House Sundowners. Parents, Guardians and Carers are also encouraged to attend a wide variety of carnivals, festivals, performances, and productions where possible. In 2025, we will launch our Friends of St George’s Association.
Communication with our St George’s Families is key to all that we undertake.
We endeavour to communicate regularly with our parent body though The Dragon, our fortnightly school newsletter, our frequent social media posts across several platforms, as well as through our semester reporting processes. Parents and Teachers also use SEQTA as a communication tool to ensure that the schooling journey of all students is undertaken in partnership with home.
One of the indicators of community satisfaction is expressed by student and staff retention rates.
• The average student retention rate in 2024 was 96%
• The percentage of teaching staff retained in 2024 was 81%
In 2024, St George’s Anglican Grammar School conducted a detailed survey of our Year 12 students prior to them graduating as the Class of 2024.
• University is the intended post-school pathway for more than 70 per cent of all St George’s Anglican Grammar School graduates.
• 95 per cent of St George’s Anglican Grammar School graduates rate the overall quality of teaching and learning as excellent, average or good.
• 90 per cent of St George’s Anglican Grammar School graduates say the School’s academic support services (academic tutoring, counselling, Legendary Learners) meet or exceed their needs.
• 99 per cent of St George’s Anglican Grammar School graduates enjoy the School’s location in the heart of the city.
• 99 per cent of St George’s Anglican Grammar School graduates feel that their teachers were approachable and available to help them whenever they needed it.
• 93 per cent of St George’s Anglican Grammar School graduates said they created positive relationships with fellow students and staff during their time as students at St George’s.
• Most Year 12 students participated in a range of co-curricular activities during their final year at school.
• Almost 90 per cent of St George’s Anglican Grammar School graduates were keen to be part of future alumni events as members of the St George’s Grammarians.
2024
Student Survey Results
House and PCG connections at St George’s have been pivotal in creating a family feel within the School...
And finally, some words directly from the students
“I enjoyed the relationships and bonds that we were able to form with the teaching staff and students in younger years, mostly through co-curricular, School productions and the Performing Arts Festival. The teaching staff at St George’s have always been so dedicated to seeing us do well and have always encouraged us.”
“I really enjoyed the freedom of Year 11 & 12, the relationships made between students of all year groups through House activities and the vertical PCGs.”
“I have enjoyed the supportive and friendly networks between students and teachers, as these have led me to look forward to my classes and the process of learning.”
“The nature of the school environment and building makes the school community feel closer. I also enjoyed attending Legendary Learners, staying late in the city to study with my friends and being supported in my learning by my teachers.”
“I enjoyed the freedoms that come with Senior Status and the use of the city as our campus.”
Student Outcomes: Student Attendance
In 2024 the average attendance rates for each year group were as follows:
Year Group % Attendance Rate
Year 7 93%
Year 8 93%
Year 9 89%
Year 10 88%
Year 11 89%
Year 12 88%
Overall 90% average
These attendance percentages reflect similar attendance ratios from previous years.
The expectations of an average 90% attendance rate for all year groups continues to be promoted by St George’s Anglican Grammar School and discussed with students and their families.
We acknowledge that attendance rates directly correlate with a student’s wellbeing and levels of achievement.
We offer consistent, solution focused, support to our families, and work closely with our students for whom regular school attendance might be challenging for a wide range of different and complex reasons.
Maintaining our high attendance rates remains a priority for our Pastoral Care Leadership Team ably led by our Dean of Students & Wellbeing – Mr Ian Thompson.
Management of attendance
The School manages all student attendance via SEQTA, our learning management platform. Attendance is recorded every lesson by academic staff and followed up by the student’s respective Pastoral Care Group (PCG) Tutor, Head of Year and ultimately the Dean of Students & Wellbeing should there be any further ongoing concerns regarding a student’s regular attendance.
If a student is absent from school without prior notification from their parents/guardians and/or carers, then an SMS is sent to the parent/guardian and/or carer advising them of the student’s absence and asking them to contact the School at their earliest opportunity through our closely monitored Student Services Reception. If there is no response to the SMS, a follow up telephone call is made by our Student Services Officer requesting an explanation for the absence before the end of the school day.
A message is left should there be no response to this phone call.
Weekly attendance records are forwarded to the PCG Tutor who then follows up with the student and their family regarding any frequent or unexplained absences.
Frequent and/or regular absences are followed up by the Head of Year in the first instance for more detailed monitoring and management, prior to being discussed with the Dean of Students & Wellbeing or ultimately the School Principal. Any significant patterns of absenteeism are discussed with the student and their family through the Head of Year in the first instance.
The Dean of Students & Wellbeing liaises with both staff, students, support agencies (e.g. CAMHS), and families for any longer-term absences due to prolonged illnesses and/or other significant issues or concerns which may impact regular attendance at school. These matters are also discussed with the Principal. The Dean of Students & Wellbeing may create an attendance recovery plan with the family, should this be necessary, in seeking to rectify any ongoing attendance concerns.
All term time requests for leave by families can only be approved through the Principal.
Management of non-attendance
When the attendance of any student falls below 90 per cent over the course of a term, the Head of Year will:
• Further investigate the reasons for the student’s absence to seek clarification from the parent/guardian and/or carer.
• Report the matter to the Dean of Students & Wellbeing if the outcome of this contact cannot be satisfactorily managed for the benefit of both the School and the student, or the absenteeism is likely to be longer term and/or require further action or support.
• Organise a parent teacher meeting and/or a case conference to begin an action plan for improved attendance, including potentially the creation of an attendance recovery plan managed by the Dean of Students & Wellbeing.
Persistent non-attendance
In the case of persistent non-attendance, the Dean of Students & Wellbeing and/or Principal may:
• Request a formal meeting with the parents/guardians and/or carers, as well as work with the student individually to seek to find a solution to the many reasons that can be behind a student absence.
• Consult the West Australian Education Department for local students, or AngliSchools International for International Students, to alert them to any student whose attendance is seen to be ‘at risk’ or is occurring regularly without reason.
• Continue to revise any attendance recovery plan to assist with a gradual return to full attendance over the course of the term, semester, or year.
In managing all such attendance recovery plans, the health and wellbeing of the student continues to be the number one priority of the school.
The Dean of Students & Wellbeing works closely with relevant medical personnel as well as the student and their family to support a return to school as promptly as is both practical and possible on a case by case basis.
Student Outcomes: NAPLAN
NAPLAN (National Assessment Program – Literacy and Numeracy) assessments are standardised assessments, completed by all students in Years 3, 5, 7 and 9 across Australia.
The NAPLAN assessments are intended to provide parents and guardians with information about the progress of their child in relation to nationally agreed benchmarks.
The Data
St George’s Anglican Grammar School attracts students from across Perth as well as internationally. They begin their schooling journey with us with a wide range of variables in regard to their literacy and numeracy abilities and skills. Our explicit teaching practices assists them in finding success and it is pleasing to see the growth of our current Year 9 cohort at 5.5%.
Year 7 NAPLAN
The Year 7 cohort demonstrated strong performance, achieving results above other ASC Schools and well above the national average. Reading and spelling remain key strengths, with students performing at a high level compared to national, ASC and similar school averages. Notably, this cohort had an exceptionally low number of students performing at levels seen to be below the national minimum standard. Given their strong academic foundation, these students will be further challenged through the introduction of a new extension elective titled SOAR which has been launched in 2025.
Year 9 NAPLAN
The Year 9 cohort continues to perform above both ASC and national averages across all assessed areas. Reading and Writing remain particular strengths, and student growth is progressing steadily, with nearly all domains improving in line with national, ASC and similar school trends. While the overall results are positive, Grammar and Punctuation have been identified as an area requiring targeted intervention. This will be a key focus for improvement in 2025 and beyond.
WACE LITERACY AND NUMERACY ACHIEVEMENT
To ensure students are well-prepared for life beyond school, it is essential they continue to develop strong literacy and numeracy skills during their years of compulsory secondary education.
Recognising the importance of these foundational skills, students are required to meet a minimum standard in literacy and numeracy to achieve one of the four standards of the Western Australian Certificate of Education (WACE). This benchmark aligns with Level 3 of the Australian Core Skills Framework, ensuring consistency with nationally recognised standards.
Students have two avenues to meet this standard: achieving specific Strong Achievement’ scores in Year 9 NAPLAN or passing the Online Literacy and Numeracy Assessment (OLNA).
St. George’s
Our OLNA results reflect the strong academic performance of our students, with all native English speaking students successfully passing all three OLNA tests before the end of Year 12. While the overall pass rate is slightly below 100%, this is primarily due to our international students undertaking the WAUFP Pathway where they are not required to complete OLNA.
To further enhance student success, we have introduced after-school Maths and English Clubs for our OLNA students. These provide additional support to ensure that all students have the guidance and resources to meet the requirements of OLNA prior to the end of Year 12.
In 2025, the appointment of a new role – Associate Dean of Teaching & Learning – provides for the support of an academic member of staff with a particular focus on guiding our students to find success in both their NAPLAN and OLNA tests.
Student Outcomes: Year 12 Results
WACE
The Class of 2024 had 80 students.
74 completed the Western Australia Certificate of Education (WACE) and 6 completed the Western Australian Universities Foundation Program (WAUFP).
Of the 74 full-time WACE-eligible students, 93% passed WACE.
33 students completed 4 or more Year 12 ATAR courses leading to direct University entrance.
Our top achieving student at St George’s Anglican Grammar School in 2024 achieved an ATAR of 98.65
The following Year 12 students received special recognition from the SCSA for their results:
SCSA Certificate of Distinction SCSA Certificate of Merit
Linus Miller (ATAR)
Kaylee Chin (ATAR)
William Moesker (ATAR) Clare Cohen (ATAR)
Hamish Monk (ATAR)
Harry Stubbs – Denny (ATAR)
Alicia Gregory (ATAR)
Olivia Reid (ATAR)
Sadie Tibbits (ATAR)
Holly Williams (ATAR)
The school also received SCSA recognition for ATAR Mathematics Methods which achieved results in the top 15% of all students in that course throughout Western Australia.
In addition to our strong ATAR results, 33 students achieved an Australian Qualification Framework VET Certificate II or higher in Year 12. 60 students achieved completion of recognised Endorsed Programs via the School Curriculum and Standards Authority and 14 students successfully completed a University Pathway Preparation Program to enable direct entry to University via our Murdoch FlexiTrack High program
Two of St George’s Anglican Grammar School students, Audrey Hunt and Keira Mitchell gained entry to the West Australian Academy of Performing Arts (WAAPA) for dance and backstage, respectively.
One of our students, Benjamin Hicks, was awarded the Ngala Kwop Biddi Brighter Futures Scholarship to Murdoch University for their contributions to conservation and will begin a Bachelor of Animal Health at Murdoch University.
15 students of the Class of 2024 were recognised for their achievements as part of our High Flyers Assembly
Jessica Bakes
Sarah Clayson
Hayden Cowell
Clare Cohen
Alicia Gregory
Benjamin Hicks
Eloise Hwang
Tayla Koetser
Linus Miller
Will Moesker
Hamish Monk
Olivia Reid
Tate Rogers
Harry Stubbs – Denny
Sadie Tibbits
The pathway opportunities provided to St George’s Anglican Grammar School students allow each and every student to reach their potential by the end of Year 12.
We celebrate the many and varied successes of the Class of 2024.
WAUFP
6 of the 80 students of Year 12 2024 completed the WAUFP with the tables below showing their results in these modified ATAR Examinations, which cater to their needs as international students.
Table 1
Spread of St George’s Anglican Grammar School ATAR Equivalent (Using ATAR equivalents provided by TISC (Tertiary Institutions’ Services Centre)
Post School Destinations
At the conclusion of the academic school year, we surveyed our graduating class of 2024 to determine the next steps in their journey beyond school. Table 1
School Destinations (No. Students = 80)
Table 2
School Funding
Conclusion
As a School we continue to celebrate the many achievements and accomplishments of all connected with St George’s Anglican Grammar School.
We are excited for our move to 441 Murray Street, which will occur in July 2025 for Science, Maths, Performing Arts and Food Technology classes.
We are proud of the commitment to academic excellence by the Class of 2024 and look forward to seeing our future cohorts build further on these results.
We have high standards and expectations for all connected with the School and we work together to give every student the opportunity to shine. Everyone Matters at St George’s continues to be a tag line which we hold close to our hearts.
The 2025 School Theme of Find Your Brave asks us all to be courageous in our learning and life at school, to try something that perhaps we might find challenging and to step beyond our comfort zone as together we commence the many adventures that we will face together as part of the 2025 academic school year.
2025 sees us begin a new strategic plan – Strategy in Action – Towards 2030.
The plan clearly maps the next steps in our journey together as we continue to build a brilliant school in the heart of the City of Perth – the City of Lights and a place that we love.
