Annual Report 2022

// Our History

St Hilda’s Anglican

School

for Girls was originally established as the “Girls’ High School” in 1896 on Stirling Highway by Miss Edith Ross.

In 1931, the School relocated to Mosman Park and was dedicated with the name “St Hilda’s Church of England School for Girls”. In 1981 the School, renamed St Hilda’s Anglican School for Girls, celebrated its Jubilee year on the Mosman Park site. In 1996, St Hilda’s celebrated its Centenary. This was a landmark, not only in the School’s history, but also in the history of the education of women in Western Australia. In 2006, a second campus was acquired at Chidley and so a new Junior School was established, with the Senior School based at the Bay View campus. In 2019, a third campus was acquired in Yeagarup.

St Hilda’s provides for the education of girls from Junior Kindergarten to Year 12, with a co-educational offering in Junior Kindergarten and Kindergarten. In 2022, St Hilda’s had 284 students enrolled in the Junior School (JK – Year 6) and 827 students in the Senior School (Year 7 – 12). St Hilda’s is also a Boarding School for Years 7 – 12. In 2022, 115 students were enrolled in Boarding.

St Hilda’s student body is diverse with students enrolled from over 30 different nationalities. Our School has a reputation for a focus on academic excellence, quality teaching and learning, a commitment to student wellbeing and high performance in girls’ sport, music and cultural pursuits.

Vision and Values

STRATEGIC PILLARS

VISION

TO SPARK EXTRAORDINARY FUTURES

PURPOSE

Inspiring inventive and adaptive thinkers with a curiosity for learning.

VALUES

Excellence

We encourage the pursuit of our personal best and lifting others.

Authenticity

We value who we are and respect others knowing that self-belief is our greatest attribute.

Thrive

We commit to sustainable growth that reflects our community’s changing needs.

Shine

We create opportunities that inspire our students to discover their passions.

Belonging

We nurture relationships, the St Hilda’s spirit and the part we play in the global community.

STRATEGIC PILLARS

Evolve

We cultivate a learning community that is curious and adaptive.

Imagination

We are courageous and open our minds to possibilities.

Connect

We support genuine relationships, partnerships & friendships for life.

United, our strategic pillars – Thrive, Shine, Evolve, Connect and Initiate, founded on the values of Excellence, Authenticity, Belonging and Imagination set a visionary direction and plan for St Hilda’s future.

Initiate

We chart our own course.

Our pillars do not exist in isolation. Projects and initiatives within each pillar are interconnected and together enhance our capacity to achieve our goals and strategic intent.

School Council

St Hilda’s is well served by a volunteer Council consisting of 13 highly skilled people from a range of professions. The members of the Council consist of:

• one (1) member nominated by the Archbishop;

• five (5) members elected by Synod;

• two (2) members nominated by the Diocesan Council;

• two (2) members elected by the Old Scholars;

• one (1) member elected by the Parents’ & Friends Association, and

• two (2) members nominated by the School Council.

The members of the School Council are the persons who, as the management committee of St Hilda’s undertake to implement the following educational philosophy at the School:

• to develop Christian values in its students in accordance with the Anglican faith;

• to be a pre-eminent school in Western Australia for the education of girls at all levels of schooling, and for the education of boys before primary school level;

• to provide pastoral care to all students in accordance with their needs and circumstances;

• to promote academic excellence in its students;

• to foster the characteristics of honesty, respect and tolerance in its students;

• to provide opportunities for students whilst at the School to participate in, and to become leaders in, every area of endeavour, including academic, athletic, artistic, dramatic and community endeavours;

• to ensure that each student is developed to their full potential, and is prepared to undertake leadership roles at the School and upon leaving the School, and

• to provide scholarship opportunities for students who demonstrate excellence, or who are in particular need.

Council meets a minimum of eight times during the academic year to discuss strategic issues and to monitor financial and other governance matters. Council members are also assigned to one or more of the working committees according to their particular skills. The current Council committees are: Finance, Infrastructure and Development and Governance.

At it’s AGM which is held in May each year, Ms Nita Peploe stepped down as Chair of Council a position she held from 2018, and a new Chair was appointed in Ms Anna Casellas. Ms Casellas has been a member of Council since 2020 and is also an Old Scholar and a lawyer.

In February 2022, Mr Joshua Thompson SC resigned from his position on Council due to work commitments. Mr Thomson SC served on Council from 2016 to 2022 and also as a member of the Governance Committee. Mr Thomson is a parent of two Old Scholars.

In May 2022, Ms Margaret Nadebaum completed her maximum years of service on Council and Mr Murray Johns stepped down from Council. Ms Nadebaum served on Council from 2009 to 2022 as a Diocesan Council Appointee and a Council Appointee. Ms Nadebaum served as a member of the Governance Committee and was also Chair of the Governance Committee during her time on Council. Mr Johns is a current Parent with a daughter in Year 11. He served on Council from 2014 to 2022 as a Synod Representative. Mr Johns was a member of the Infrastructure and Development Committee (previously Building and Grounds) of which he was Chair, and he was also Deputy Chair of Council from 2016 to 2021.

Council would like to thank Mr Thomson, Ms Nadebaum and Mr Johns for their many years of dedicated service to the School and we wish them all well.

Council welcomed Mrs Felicia Brady who joined Council in May 2022, Felicia is a current Parent and Development Director and Owner of FTB Design and Consult. Felicia’s area of expertise is Property Development. Felicia will be sitting on and Chairing the Infrastructure and Development Committee (Previously Building and Grounds) during her term on Council.

The role of the Council is to determine and maintain the mission and vision of the School and set long-term strategic directions and governing policies whilst supporting the Principal in enacting the Purpose, Vision and Strategy of the School.

Council Sub-Committees

Governance

Mr David Fleming (Chair)

Ms Anna Casellas

Mrs Kate Owenell

Ms Margaret Nadebaum (Co-opted Member)

Finance

Mr Douglas Craig (Chair)

Ms Anna Casellas

Mr Nick McGlew

Ms Nita Peploe

Father Matthew Smedley

Ms Heather Rowell (Co-opted Member)

Infrastructure and Development

Ms Felicia Brady (Chair)

Ms Anna Casellas

Mrs Treffina Dowland

Ms Nita Peploe

Mrs Anu van Hattem

Miss Olivia McFarlane

(Co-opted Member)

Ms Anna Casellas (Chair) MLLB (UMelb), LLB (UWA), BA (UWA) Council Appointee 2020

Mr Nick McGlew LL.M, LL.B (First Class Honours), B.Ec Diocesan Council Appointee 2021

Ms Nita Peploe (Deputy Chair) LLB (Hons) BBus Synod Appointee 2016

Father Matthew Smedley BEcon (Hons) (University of Adelaide), MDiv, DipMin Archbishop’s Nominee 2020

Mrs Anu van Hattem BArch BA (Hons) Grad Dip A OSA Representative 2014

Mr Douglas Craig (Treasurer) BCom FCA Synod Appointee 2014

Mr David Fleming B.Juris, LLB (UNSW) P&F Nominee 2020

Mrs Treffina Dowland BEd. OSA Representative 2019

Mrs Kate Owenell BCom, BA Synod Appointee 2017

Ms Felicia Brady BA (Urban and Regional Planning) Synod Appointee 2022

Principal’s Overview

Mrs Fiona Johnston

After coming off the high of our 125-anniversary celebrations, the start of 2022 was a little more challenging as COVID finally entered the community and caused a number of disruptions to events, camps and excursions in Term One and Two. We had to adapt and reimagine a number of major events to ensure the Spirit of St Hilda’s was kept alive and our community engaged during this period. However, if the last two years have taught us anything, it is that our girls need to thrive in uncertainty. St Hilda’s believes passionately in the development of leadership skills, digital literacy, communication, emotional intelligence, entrepreneurship, global citizenship, problem-solving and teamwork to ensure that our girls have the skills to thrive in an ever-changing landscape and make a positive difference for good.

It’s with no great surprise that our ESSTEAM pilot program in Year 5, 6 and 10 this year has been a huge success. It has cemented the School’s position to ensure we are at the forefront of education and leading the way for other schools. It’s forward-thinking, and provides girls with reallife skills that they will need to thrive and shape their world beyond the school gates. Our partners within industry and tertiary are also keen to understand and collaborate with us on this new initiative. We achieved our target of $2 million for our ESSTEAM Studio, which is well underway and progressing on time for a Term 1, 2023 opening. This is an incredible achievement by the St Hilda’s community – past, current and future families and I’d like to thank everyone who shared our vision to help bring the ESSTEAM Studio to life by donating to this campaign, especially the St Hilda’s Foundation which matched the $2 million, dollar for dollar. I can’t wait for our students to immerse themselves in this fabulous space and program.

Our regional campus in Yeagarup was officially opened in February and we were particularly excited about the commencement of our programs at Yeagarup in Semester Two, with our Year 9 Wandering Spirit retreat and Year 5 and 6 camps able to take place. Yeagarup provides the girls with the opportunity to extend and challenge themselves, away from family and in a natural setting, which is an important learning that they will take with them for the rest of their lives. New caretakers, an Old Scholar and her husband, have been appointed and commenced at the end of 2022.

St Hilda’s Reimagined, our strategic plan launched in 2021 was a 12-month journey of research, design, consultation and delivery. It is a forward-thinking, ambitious blueprint designed with the 2030 graduate in mind. In August, we were thrilled to be recognised at the 2022 Australian Education Awards as the winner of the Best School Strategic Plan Award, hosted by The Educator. I would like to thank staff, students past and present, parents, School Executive and School Council for their input and opening our eyes to future possibilities.

I am also pleased to share that even with major disruptions to school operations, a number of other significant achievements and highlights were celebrated, including, but not limited to:

SUCCESSFUL LAUNCH OF OUR HYBRID LEARNING MODEL (HLM) TO ENSURE THE CONTINUITY OF TEACHING AND LEARNING IN THE WAKE OF COVID ILLNESSES.

WINNING THE IGSSA SWIMMING CARNIVAL, IGSSA CROSS COUNTRY AND COMING SECOND IN IGSSA ATHLETICS (UP FROM SEVENTH IN 2020, AND FOURTH IN 2021).

LAUNCH OF THE IGNITE PARTNERSHIP WITH SCOTCH COLLEGE FOR THE YEAR 5 COHORT.

OUR MUSIC PROGRAM CONTINUES TO FLOURISH WITH TAIKO DRUMMING, PRIMO STRINGS PROGRAM AND A STUNNING CONCERTO NIGHT.

DANCE IS CONTINUING TO GROW WITH GOOD NUMBERS FOR THE ELECTIVE UNIT IN YEAR 9 2023.

The School is keen to continue working closely with the OSA, P&F, Council and Foundation in 2023 and beyond, to progress the School’s objectives and ensure our students have a positive educational experience.

WITH GENEROUS DONATIONS FROM THE OLD SCHOLARS ASSOCIATION, ST HILDA’S FOUNDATION AND OUR COMMUNITY WE HAVE RAISED SIGNIFICANT FUNDS TO COMMENCE WORKS ON THE NEW HERITAGE CENTRE WHICH WE HOPE TO OPEN IN THE NEXT TWELVE MONTHS.

// Year 12 2022 Post School Destinations

97% of our 2022 graduates have commenced further study this year. 37% at the University of Western Australia (UWA), followed closely by Curtin 22% and Notre Dame 20%. Ten per cent are studying interstate and two students are studying a Certificate IV, one in Commercial Cookery and the other in Graphic Design. In addition, two students are on their way to WAAPA, and two are on their way to New York, one to the NY Academy of Performing Arts and the other to the Stern Business School.

They are studying over 50 different courses across a broad spectrum of disciplines. It is inspiring to see these girls follow their passions and choose courses that suit their interests, abilities and personalities. Health Science, Medicine and Law remain strong interests for many graduates. However, we are delighted to see interest expanding across Engineering, Maths, Information Technology, Computing, Cyber Security, Political Science and International Relations, Commerce, Finance, Agriculture, and Environmental Sciences.

STUDENT ATTENDANCE

Schools are required to report student attendance rate data to the Department of Education and Training twice a year and report the proportions of students attending school for > 90% of the time.

Attendance data is collected for full-time students enrolled in Years 1 to 10. The figures below are based on the School Student Attendance Reports for Semester 1 submitted by St Hilda’s.

1 92.37%

2 93.60%

3 94.97%

4 93.48%

5 94.92% 6 93.02% 7 94.54% 8 92.90% 9 92.64%

91.79%

Attendance Management

Absentees are managed in accordance with School Policy across Junior and Senior School.

Junior School

St Hilda’s monitors absences twice daily in the Junior School and unexplained absences are followed up by phone calls to parents.

Senior School

Attendance is taken period by period and unexplained absences are followed up by phone calls and emails to parents.

Achievements and Outcomes

St Hilda’s continued to achieve excellence in many facets of education in 2022. With a focus on evolving to meet the needs of students, minimalising the disruption to teaching and learning caused by Covid-19 was paramount. Transferring teaching and learning to an online learning environment via the Hybrid Learning Model (HLM), students were included in the classroom from where they were isolating. Students and teachers alike demonstrated great perseverance, resilience and determination to not let Covid-19 detract from academic pursuits.

ATAR ACHIEVEMENT

2022 continued to see our students achieve exceptionally in ATAR. We had 139 students sit the ATAR with our top performing student achieving a ranking of 99.9. We had a total of 78 students recognised through certificates.

CERTIFICATE WINNERS

General Exhibitions

General Exhibitions are awarded to the 50 students with the highest score based on an average of five courses, with at least two from List A and two from List B.

Four students were awarded a General Exhibition:

• Mia O’Dea

• Isabelle Chen

• Saskia Warner

• India Saunders (ATSI)

Subject Exhibitions

Subject Exhibitions are awarded to the student who achieves the highest exam mark

Two students were awarded a Subject Exhibitions:

• Samantha Wippl – Geography

• Zali Dale – Human Biology

SUBJECT CERTIFICATES OF EXCELLENCE

Subject Certificates of Excellence are awarded to students who are in the top 0.5 per cent in each ATAR course.

Biology, Chemistry, Literature Matilda Stoddart

Chemistry, Maths Specialist

Mia O’Dea

Human Biology, Maths Applications Saskia Warner

English, Health Studies

Geography

Molly Chalmers

Samantha Wippl

CERTIFICATES OF DISTINCTION

Human Biology

Maths Methods

Politics and Law

Chemistry ** (Special Subject)

Zali Dale

Sophie Alvero

Isabelle Chen

Rina Shi

Certificates of Distinction are awarded to students who accrue 190-200 points from 20 Year 11 and Year 12 units.

Sophie Alvaro

Rebecca Andrawes

Matilda Barrett

Jessica-Monique Bojanjac

Sasha Butterworth

Molly Chalmers

Isabelle Chen

Ashley Choi

Bronte Cleland

Zoe Colvin

Zali Dale

Isabella Davis

Pranavi Devata

Nina Fletcher-Harrison

Lara Hadi

Madeleine Hillbeck

Ophelia Keating

Hannah Keogh

Jana Kriek

Emma Lamond

CERTIFICATES OF MERIT

Annie Lane

Sophie Lane

Sophia Lee

Breanna Morris

Bridie Moulds

Sophie Murray

Mia O’Dea

Caitlyn O’Neill

Charlotte Sharrin

Varna Shetty

Ella Sims

Matilda Stoddart

Caitlin Tang

Tessa Thompson

Yasmin Vijayasekaran

Saskia Warner

Mia Wilson

Samantha Wippl

Matilda Wittenoom

Cassidy Young

Certificates of Merit are awarded to students who accrue 150 – 189 points from 20, Year 11 and Year 12 units.

Thais Aubault

Lily Cooke

Leyna Davies

Amelie Fick

Elektra Foti

Bridie Garlick

Lola Goldsworthy

Emma Granger

Jane Holmes a Court

Amelia Isbister

VOCATIONAL AND EDUCATIONAL TRAINING

Madeline Kelly

Emma King

Taylor Latham

Taya Mascarenhas

Matilda Miller

Oluwadamilola Oyewopo

India Saunders

Dwija Trivedi

Eleven Year 12 students completed vocational educational certificates this year and may use these certificates to apply for State Training Provider entry.

• Jorja Hooper – Cert II in Community Pharmacy

• Indyana Rosa – Cert IV in Business

NAPLAN DATA

NAPLAN is an annual assessment for all students in Years 3, 5, 7 and 9. It tests the types of skills that are essential for every child to progress through school and life. The tests cover skills in reading, writing, spelling, grammar and punctuation, and numeracy. The assessments are undertaken every year in May.

Results Overview

Below is an overview of the distribution of student results.

YEAR 3

Grammar and Punctuation

Spelling

Numeracy

Writing Writing

Reading Reading

YEAR 5

Grammar and Punctuation

Spelling

Numeracy

YEAR 7

Writing

Numeracy

Grammar and Punctuation

Spelling

Numeracy

YEAR 9

Writing

Numeracy

Reading Reading

Grammar and Punctuation

Spelling

Numeracy

Business Operations Report

FINANCIAL GOVERNANCE AND PERFORMANCE

St Hilda’s Finance Committee currently comprises four external members, the Principal and Director of Finance & Operations. In 2022, Mr Douglas Craig chaired the Committee.

The Committee meets formally nine times a year and provides informal consultation to the School’s management across the year. The Committee has direct responsibility for overseeing the financial operations of the School and undertakes the following:

• Review the School’s annual capital and operating budgets for submission to the Council for adoption;

• Review the periodic financial reporting of performance against budgets and monitor management’s response to variations and consider any actions necessary to correct material deficiencies or issues arising;

• Consider longer term trends in financial performance or in particular aspects of performance and their potential to impact on future financial projections and future operations of the School;

• Review the School’s longer term forecasts of financial performance and position and assess the School’s capacity to fund expenditure on significant capital works proposals;

• Monitor bank debt facilities utilised, review and consider any proposed amendments;

• Participate in an appropriate relationship between the School and the School’s bankers;

• Approve the annual financial statements.

The Committee reports to the School Council and provides for rigorous and regular monitoring of all financial operations of the School.

St Hilda’s has built on its strong financial position through continued prudent financial management including the ongoing reviews of its operating procedures and by conducting regular competitive tenders for goods and services.

The School prepares annual financial statements that are audited by KPMG. These accounts include the revenue and expenses of the School. St Hilda’s derives the majority of its operating revenue from tuition and boarding fees to fund the annual operations of the School. The School also supplements its income by hiring out facilities to external users, operating the Uniform Shop and Swim School. When setting the

WORKFORCE COMPOSITION

annual budget, the School seeks to minimise increases in tuition fees and to operate with a modest operating surplus (after allowing for depreciation costs). The surplus or deficit naturally varies from year-to-year depending on enrolment numbers, programs run and expenditure incurred.

During 2022 the majority of operational expenditure relates to staffing, curriculum and student costs (78%) and an additional 22% of costs attributable to services and administrative costs (including depreciation).

During 2022, the School achieved an operating surplus of $2.24m. The accumulated surplus has been retained for future development of the School’s facilities including the School’s Masterplan.

22%

St Hilda’s has a total number of 233 ongoing staff, equivalent to 198 full time staff members. No staff members identify as Aboriginal or Torres Strait Islanders.

Satisfaction Survey

St Hilda’s commissioned MMG Education to undertake an independent, confidential ‘experience’ survey of parents (Junior Kindergarten to Year 13), staff and students (Years 5 to 12) as part of our commitment to continually monitor and improve the quality of education we provide to our students. This information is most important for the School’s planning, as well as for tracking changes in our performance. For the 2022 review, a total of 575 parents completed the survey.

OVERVIEW OF KEY AREAS

The ‘MMG Wheel’ below reflects the average scores for parents across key areas. Parents noted ‘very high’ scores for 7 of the 12 areas and ‘high’ scores for the remaining 5 areas.

EXPECTATIONS MET OR EXCEEDED

The following charts detail the percentage of parents who noted their expectations had been met or exceeded across key areas, ranked in order of the importance they placed on these same areas when choosing the School for their children.

THE FIVE MOST IMPORTANT AREAS

1. 86% of parents noted their expectations were met or exceeded in relation to the Quality of teaching

2. 92% of parents noted their expectations were met or exceeded in relation to a Balanced education

3. 87% of parents noted their expectations were met or exceeded in relation to the Focus on student wellbeing, providing a safe and caring environment

4. 93% of parents noted their expectations were met or exceeded in relation to Facilities and resources

5. 95% of parents noted their expectations were met or exceeded in relation to Academic standards

OPEN RESPONSES

Parents also provided valuable ‘open ended’ comments on a number of areas. These responses added greatly to the value of the review. In response to the question about what parents valued most about St Hilda’s, the top five areas noted by parents are detailed to the right.

Overall, the School was very pleased with the results. Areas for further development have been identified. The School has 2022/2023 Action Plans in place to ensure continued growth and focus on the areas of staff and student wellbeing, academic opportunities and cocurricular offerings.

We wish to thank the 2022 parents sincerely for their feedback and for the extent of information and quality of views expressed.

2022 St Hilda’s ParentsWhat do you value most about your association with the School? (Top 5)

• Child’s happiness attending school

• Friendships/connections developed between students, staff & parents

• Academic curriculum & standards

• Safe, caring & supportive environment

• The School community

PARENT EXTRACTS

Here are a small sample of some of the ‘open ended’ comments from parents in relation to what they valued about their experience with the School.

Provides a safe and encouraging learning environment that also keeps parents regularly well informed of any school related changes, developments or achievements. Strong connections with Old Girls are maintained and encouraged. Provides flexible learning experiences in the ELC balanced with the provision of a consistent routine and clear rules for JK and K children (that I believe is important for their development).

The class sizes, the potential to improve individual learning outcomes, the authenticity of many of the girls, the cocurricular opportunities, the support of the staff who believe in my child.

I love how my daughters love attending school. They never complain about going to school. Even though they have had their challenges, such as finding the right friend group or being emotional the teachers have always been supportive and helping them establish techniques to overcome this’.

It is a safe, familiar and lovely place where my children can grow and learn.

I like the emphasis on academics and hope this does not change. My daughter is happy there. It is a calm environment generally and my daughter’s teacher in 2022 seems positive and engaged’.

Many opportunities - academic, sports, cocurricular for my daughter and a good social network.

Boarding, academic standards, staff, leadership, facilities and the genuine care and encouragement of my daughter to achieve her absolute best.

For my daughter - academic interest and achievement, sporting enjoyment, and wonderful friendships. For myself - trust in the school’s integrity, and the sense of community.

The innovative, enthusiastic and passionate leadership. The provision of an education tailored specifically to girls. The continuous striving to provide the very best opportunities for girls to learn and develop their sense of self, independence, inner strength, passions.

As an old scholar who came in as a migrant on an academic scholarship, with no family or history in Perth, I value the sense of belonging that my daughter has not only with the school but with my past history at the school and with my old school friends who she meets - it fills a big gap.

I think its opportunities to get children out of the suburbs and into the bush and nature via camps are wonderful and underplayed by the school.

It’s a good school with good values and strong academic record. There is a family connection, it is familiar and fits with us. My child is doing well and is happy.

Relationships with individual teachers who care about my daughter and her educational experience.

St Hilda’s provides students with sound values and in addition to academic opportunities, great friendships that will last a life-time.