Annual Report 2025
Vision Who We Are St Michael’s Grammar School is a progressive, coeducational Early Learning Centre to Year 12 school, respected for its exceptional education, wellbeing programs and deep commitment to innovative approaches to teaching, learning and caring. St Michael’s empowers students to approach their lifelong learning journey with courage, confidence and a strong sense of social justice.
Our Vision Our students are at the heart of a learning ecosystem designed to cultivate strong foundations in key areas of learning, creative and flexible problem-solving, independent thinking, effective collaboration and collective wellbeing. In a respectful, coeducational environment, St Michael’s students demonstrate daily the power of confident, forthright young people working in synergy to solve the challenges of today and tomorrow.
Our Values Inspired by the Anglican tradition of the Community of the Sisters of the Church since 1895, St Michael’s Grammar School has evolved a holistic approach to education underpinned by a commitment to being inclusive of all who hold preeminent the values of Dignity, Respect, Care and Compassion expressed in the School as DR CC. Our values live in the School community, informing and shaping our actions and behavioural expectations.
Annual Report 2025
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Chair's Message In 2025, as we celebrate our 130th anniversary, our theme of Celebrating Progress provides a compelling lens through which to reflect on both our achievements and the strong foundation we are building for the future. Our Strategic Direction: Towards 2030 has now reached its midpoint, and the progress we are seeing is both tangible and encouraging. Our priorities — exceptional learning environments, academic rigour, immersive learning and community engagement — continue to shape a School that remains at the forefront of contemporary education. Recent years have seen the completion of significant capital works, including the Junior School Centre for Inquiry and Innovation, the refurbishment of St George’s Performing Arts Centre and the Allan Pizzey Building. In 2025, we have continued this momentum, with the Coleman Courts and further upgrades to learning environments, including the development of flexible classroom spaces that are already enhancing the student and teacher experience. In parallel, the Board has maintained a strong focus on risk management, particularly in strengthening the School’s resilience to cyber and data threats. Looking ahead, the introduction of the revised Daily Structure in 2026 will represent a significant step forward. It will enhance student learning, increase meaningful teacher-student engagement and streamline workloads — delivering sector-leading teaching and learning conditions while preserving the strength of our pastoral care model. This work is closely aligned with our Enterprise Agreement, supporting our ability to attract, retain and support outstanding educators. Our Signature Programs, now embedded from ELC to Year 6, continue to extend learning beyond the classroom through rich partnerships with environmental, recreational and civic organisations. In the Senior School, students
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have again embraced extraordinary opportunities — from major expeditions and service learning experiences to global exchange programs — each contributing to the development of capable, compassionate and engaged young people. A significant milestone this year has been the continued growth of the St Michael’s Foundation, strengthening the School’s long-term sustainability through philanthropic engagement. Our 2025 Giving Day was a powerful demonstration of community generosity, with remarkable support from families, staff, alumni and partners. These contributions are critical as we work toward our ambition of building a $50 million corpus by 2050, ensuring enduring opportunities for future generations of students. Such progress is only possible through the dedication and expertise of many. I extend my sincere thanks to our Head of the School, Mr Gerard Houlihan, for his strong and values-driven leadership, and to the Executive and Senior Leadership Teams whose work continues to shape the School’s future. I also thank my fellow Board members for their dedicated governance, and the members of our committees and the governors of the St Michael’s Foundation for their insight and contribution. Finally, I acknowledge the Parent Community Association and all parent volunteers for their ongoing support and engagement throughout 2025. To every member of our community — thank you for your trust, your partnership and your commitment to our shared values. I look forward to continuing to work together as we shape the next chapter of St Michael’s Grammar School. Mr Andrew Eddy Chair of the Board
Annual Report 2025
Annual Report 2025
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Annual Report 2025
Head of the School's Message As we reflect on 2025 — a year that continues to build on the significance of our 130th anniversary — it is fitting that the word guiding us remains Legacy. Legacy reminds us that the impact we make today will shape the future for generations to come.
day. In 2025, our Strategic Direction: Towards 2030 has continued to place students at the centre of a dynamic learning ecosystem, strengthening foundations while cultivating creative problem-solving, independent thinking, collaboration and collective wellbeing.
But to truly understand legacy, we must first understand purpose. Our founders saw education not as a profession, but as a vocation — a calling that reaches beyond the confines of a role. For our first 80 years, the Community of the Sisters of the Church led our School and embraced a bold belief: that social equity could be achieved through the transformative power of holistic education. They were progressive, courageous and innovative — championing social justice and inclusivity, and practising a deep and authentic care that ensured wellbeing was not a program, but a posture of the heart.
I wish to express my sincere gratitude to all who have contributed to our School’s success this year. To Mr Andrew Eddy, Chair of the Board, and members of the Board and its subcommittees — thank you for your vision, wisdom and stewardship. To the Parent Community Association and our parent volunteers — your commitment to building a strong and connected community is deeply valued. To the School Executive and Leadership Team — your leadership has been exemplary. And to all our staff — teachers and education support staff alike — your professionalism, care and dedication underpin all that we achieve.
In this 130th year and beyond, we have continued our inquiry into the very soul of our school — to preserve and strengthen the intent and values of those who came before us. Over the past five decades of co-education, this legacy has only deepened, broadening our vision and enriching our capacity to nurture every learner.
It would be remiss not to acknowledge those staff departing us this year, whose collective contributions represent decades of service to St Michael’s. Their commitment has shaped our community in enduring ways, and their legacy will live on in the students and colleagues they have supported and inspired.
Our purpose remains clear: to empower every learner to strive for their best self — through academic rigour, authentic wellbeing, and character development. In doing so, we foster curiosity, integrity, and resilience, and prepare our students to contribute with purpose to a changing world. We seek to graduate what we proudly call Contributing Citizens — capable individuals of character who are committed to making a positive difference through leadership, innovation, advocacy, or simple acts of kindness.
And to our students — you are the heart and soul of St Michael’s. You are not only our purpose; you are our legacy. A living expression of the hopes that founded this School and a promise of the future we are building together. In classrooms, on the sporting field, and in creative pursuits, every challenge embraced and every success achieved contributes to the person you are becoming.
As Kipling reminds us, “Gardens are not made by singing ‘Oh, how beautiful,’ and sitting in the shade.” Growth is never passive — it requires patience, attention, and effort. So too with legacy: it is cultivated through the quiet, deliberate actions of those who nurture it each
Annual Report 2025
Let us move forward with courage and conviction — continuing to care for one another, to strive for excellence, to act with integrity, and to contribute with purpose. The legacy of St Michael’s shines brightly, and together we will ensure it continues to do so for generations to come. Mr Gerard Houlihan Head of the School
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Staff Overview In 2025, St Michael’s Grammar School continued to strengthen its position as an employer of choice, underpinned by sustained workforce stability, strong staff engagement, and a clear commitment to wellbeing and professional growth. Building on momentum from the previous year, the School remained focused on aligning contemporary work practices with its long-term strategic direction. A major focus of the year was the comprehensive review and redesign of the teaching timetable. This resulted in a contemporary model that balances a reduced face-to-face teaching load to support staff wellbeing, teacher planning time and professional development, while strengthening provision in Years 11 and 12 to maximise student outcomes in the final stage of their academic journey. This reform reflects a considered approach to both educational excellence and sustainable workload. The School also successfully negotiated a new Enterprise Agreement, delivering market-competitive terms and conditions and reinforcing its commitment to attracting and retaining high-quality staff.
2025 Workforce (Teaching & Non Teaching)
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The introduction of the new timetable further supported workforce renewal, with a deliberate blend of experienced educators and graduate teachers joining the School, strengthening capability and ensuring a dynamic and future-focused teaching profile. Throughout the year, the Human Resources team worked in close partnership with leaders across the School to support organisational change, enhance workforce planning and build staff capability. Professional learning initiatives and whole-school wellbeing efforts remained central, reflecting a year of purposeful progress and a continued commitment to the people who underpin the School’s success and its Strategic Direction: Towards 2030.
66% Full time and part time teaching staff including music tutors 34% General staff – Non-teaching (Executive, Senior Leadership, Educational Support and Classroom Support)
Annual Report 2025
In 2025
32%
68%
31%
Approximately 32% of the School’s workforce is male**
Approximately 68% of the School’s workforce is female**
Approximately 31% of our staff hold a master’s degree and above
90%
89%
100%
Approximately 90% of our staff hold a tertiary qualification*
Approximately 89% retention rate of staff
100% of staff participated in the professional learning program
* All teaching staff have at least a prerequisite Bachelor Degree and relevant qualifications ** Due to current system limitations, gender data is only available for male and female classifications. We are working towards system updates that will enable more inclusive reporting in future editions. Annual Report 2025
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Our Leadership Team Board of Directors
Mr Andrew Eddy
Associate Professor Daniela Acquaro
Mr Jason Newman
(Elected Chair 14 April 2020) Commenced 10 September 2012
Director
Commenced 14 April 2020
Ms Natasha Toohey
Ms Diana Renner
Ms Jacqui Walker
Director
Director
Director
Commenced 16 December 2022
Commenced 12 December 2022
Commenced 19 December 2023
Chair of the Board
Director
Commenced 2 April 2019
Mr Michael Bradburn Director Commenced 15 December 2023
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Annual Report 2025
School Executive
Mr Gerard Houlihan
Mrs Nicole Armatas
Ms Emma McDonald
Commenced 1 January 2001
Commenced 13 July 2020
Commenced 29 January 2002
Commenced 1 January 2023
Commenced 1 January 2023
Mr Farai Mufuka
Mr Ben Moody
Dr Ross Phillips
Commenced 18 April 2017
Commenced 17 January 2017
Associate Head – Research, Innovation and Professional Practice (K–12)
Head of the School
Commenced 17 September 2022
Chief Operating Officer
Commenced 18 April 2025
Deputy Head and Head of Junior School
Deputy Head – Teaching and Instructional Leadership Commenced 1 September 2025
Annual Report 2025
Deputy Head and Head of Senior School
Commenced 2 January 2024 Concluded 31 December 2025
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Annual Report 2025
Students The 2025 academic year has been characterised by a strong sense of purpose, with our students embracing their learning with passion, curiosity and pride. Their achievements across academic, co-curricular and community domains reflect a deep and ongoing commitment to learning, leadership and contributing citizenship. Our academic outcomes continue to reflect the strength of the School’s Teaching, Learning and Caring Framework, which fosters academic rigour, creative thinking and student agency. We remain committed to nurturing a learning environment where all students are known, valued and empowered to achieve their personal best. Importantly, our student achievements continue to reflect our commitment to equity and excellence. By fostering an inclusive and supportive environment, we enable all learners to thrive and to pursue success on their own terms. Throughout the year, students have engaged in rich experiential learning that extends well beyond the classroom. From retreats and transformational programs to extended expeditions, these opportunities immerse students in real-world contexts that challenge them to think critically, collaborate meaningfully and develop resilience. Such experiences remain central to our belief that learning is most powerful when it is active, authentic and connected.
In the Junior School, Signature Programs from Kindergarten to Year 6 continue to foster inquiry, creativity and global understanding. These programs are intentionally designed, evidence-based and developmentally appropriate, equipping students with the skills and dispositions needed to thrive in a rapidly changing world. Through a diverse range of experiences, students explore their environment, deepen their understanding of the world around them, and build the confidence to contribute with curiosity and compassion. The Performing Arts program continues to flourish, with strong student participation across a wide range of productions and performances. Opportunities in music, drama and dance enable students to express themselves creatively, collaborate with others and perform at a high level across a variety of prestigious venues and events. Interdisciplinary projects further enrich these experiences, bringing together different art forms in innovative and engaging ways. Sport continues to play a vital role in the life of the School, contributing significantly to students’ wellbeing, sense of belonging and personal development. Across House and interschool competitions, students demonstrate teamwork, perseverance and School spirit, while benefiting from opportunities to lead, challenge themselves and build lasting connections.
47%
52%
0.41%
1219
School composition 47% Girls
School composition 52% Boys
School composition 0.41% Non-Binary
A total of 1219 students enrolled from K-12
GIRLS
BOYS
Non-Binary
STUDENTS
Note: Student data based on first Monday of Term 4 2025 (6/10/2025)
Annual Report 2025
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Student wellbeing remains central to School life and is guided by the PERMAH Framework. A range of initiatives support the development of positive relationships, resilience and student voice, reflecting a strong culture of care and leadership across the School. Opportunities for students to lead, contribute and support one another continue to strengthen our connected and inclusive community. Turnout for both House and interschool sport has remained strong this year, reflecting the value students place on being part of a team. The School continues to broaden entry points into sport so that students of all abilities can get involved, and to create leadership opportunities such as team captaincy and peer coaching roles for those ready to take the next step.
Attendance The average student attendance rate for each year level (excluding students in our Early Learning Centre (formerly Margaret Thomas House) is shown in the table. *In the case of student non-attendance, parents/ guardians contact the School to report the absence that morning. For students to take leave of up to ten school days, parents/guardians notify the relevant Director in writing, well in advance of the leave period. Year Level
Attendance*
Preparatory
94%
1
94%
2
95%
3
94%
4
92%
5
93%
6
94%
7
94%
8
92%
9
94%
10
95%
11
94%
12
94%
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As always, we are proud of our students and the positive contribution they make within and beyond the School. Their curiosity, compassion and courage continue to shape a vibrant and connected learning community. Student attendance remains an important indicator of engagement and wellbeing. The School continues to work in partnership with families to support consistent attendance and ensure that students are present and engaged in their learning. Clear processes remain in place to support communication between families and the School regarding student absences and planned leave.
Annual Report 2025
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Student Learning Outcomes VCE At St Michael’s, we celebrate the outstanding achievements of our VCE students. Their success is the result of perseverance, commitment and hard work, supported by a progressive co-educational environment that values each student as an individual. Through a culture of belonging, encouragement and high expectations, we empower young people to realise their potential and confidently embrace future opportunities. Drawing on more than five decades of expertise in inclusive co-education, we remain dedicated to ensuring every student is recognised, supported and inspired to succeed.
Over recent years, our students have continued to achieve excellent VCE outcomes across a diverse range of disciplines, reinforcing the effectiveness and integrity of our approach. These results reflect the quality of a learning program that combines academic rigour with authentic industry connections, entrepreneurial thinking and contemporary, technology-enhanced learning experiences. By cultivating curiosity, adaptability and confidence, we prepare students to thrive in an increasingly dynamic and complex world.
% of students who applied and received a tertiary offer
% of students with an ATAR over 80
% of students with an ATAR over 90
2023
100%
2023
60%
2023
35%
2024
100%
2024
55%
2024
27%
2025
100%
2025
55%
2025
29%
% of students with an ATAR over 95
Median Study Score
Median ATAR
2023
13%
2023
34
2023
84
2024
12%
2024
33
2024
82
2025
8%
2025
33
2025
83
VCE Student Satisfaction Score* 2023
8.3 (7.6)
2024
8.3 (7.8)
2025
8.2 (7.8)
*St Michael's Score (ISV Mean)
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Annual Report 2025
Tertiary Offers and Destinations Courses Course by discipline area
2023
2024
2025
Society and Culture
46
47
40
Management and Commerce
30
31
31
Creative Arts
23
24
28
Natural and Physical Sciences
28
15
29
Engineering and Related Technologies
16
15
17
Health
15
13
13
Architecture and Building
12
9
11
Agriculture and Environment
2
8
1
Education
2
4
3
Information Technology
1
0
10
Food, Hospitality and Personal Services
0
1
0
Offers Every student from our Class of 2023, 2024 and 2025 who applied for a tertiary course received a first-round offer. Offers represent a variety of single and double degrees.
Class of 2023 Tertiary Destinations
Class of 2024 Tertiary Destinations
Class of 2025 Tertiary Destinations
The University of Melbourne 31%
RMIT University 29%
Monash University 25%
Monash University 25%
Monash University 21%
The University of Melbourne 22%
RMIT University 21%
The University of Melbourne 20%
RMIT University 22%
Swinburne University 10%
Deakin University 8%
Deakin University 11%
Deakin University 5%
Swinburne University 5%
Australian Catholic University 6%
Other Institutions 8%
Other Institutions 17%
Other Institutions 14%
Annual Report 2025
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NAPLAN St Michael's Grammar students continue to perform strongly on NAPLAN, with 2025 results building on sustained strong performance over the past three years. SMGS students outperformed the state average across every domain tested in 2025 — Reading, Writing, Spelling, Numeracy, and Grammar and Punctuation — from Year 3 through to Year 9. This continues a consistent pattern of strong performance over recent years. Year 7 Reading and Year 9 Numeracy, for
example, have remained well ahead of the state average across 2022 to 2025, reflecting the consistency of results across year levels rather than a single strong cohort. Numeracy remains a particular strength across all year levels, with SMGS students consistently scoring well above the state average in 2025. These results reflect the school's sustained focus on literacy and numeracy across all year levels.
Year 3 NAPLAN 2023–2025 650 600 550 500 450 400 350
Year 3 Reading
SMGS 2023 Year 3 Writing
SMGS 2024 Year 3 Spelling
Year 3 Numeracy
SMGS 2025
STATE 2025
Year 3 Grammar & Punctuation
Year 5 NAPLAN 2023–2025 650 600 550 500 450 400 350
Year 5 Reading
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SMGS 2023 Year 5 Writing
SMGS 2024 Year 5 Spelling
Year 5 Numeracy
SMGS 2025
STATE 2025
Year 5 Grammar & Punctuation
Annual Report 2025
Year 7 NAPLAN 2023–2025 650 600 550 500 450 400 350
SMGS 2023
Year 7 Reading
Year 7 Writing
SMGS 2024 Year 7 Spelling
Year 7 Numeracy
SMGS 2025
STATE 2025
Year 7 Grammar & Punctuation
Year 9 NAPLAN 2023–2025 650 600 550 500 450 400 350
SMGS 2023
Year 9 Reading
Annual Report 2025
Year 9 Writing
SMGS 2024 Year 9 Spelling
Year 9 Numeracy
SMGS 2025
STATE 2025
Year 9 Grammar & Punctuation
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Financial Overview Financial stewardship at St Michael's Grammar School is focused on ensuring that resources are invested strategically to support exceptional educational outcomes, enhance the student experience, and secure the School's long-term sustainability. In 2025, the School continued to operate from a position of financial strength, enabling significant investment in people, facilities and future initiatives while maintaining a disciplined and responsible approach to financial management. A major focus during the year was investment in the School's workforce. The successful negotiation of a new Enterprise Agreement and preparation for the introduction of a redesigned daily structure represent a significant commitment to attracting, retaining and supporting highquality educators while strengthening learning outcomes for students. The School also delivered important capital and infrastructure projects aligned with its Strategic Direction: Towards 2030. During 2025, the Coleman Courts project was completed and the final stage of the refurbishment of Junior School learning environments was undertaken, further enhancing contemporary teaching and learning spaces across the campus. These projects build on recent investments in the School's facilities and ensure students continue to learn in environments that are innovative and purpose-designed for future-focused education.
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In parallel, investment continued in technology, campus renewal and strategic maintenance programs to protect and enhance the School's assets while supporting operational resilience and educational excellence. A significant milestone for the year was the establishment of the St Michael's Grammar School Foundation. Together with a highly successful Giving Day and growing philanthropic support, the Foundation strengthens the School's capacity to invest in scholarships, facilities and future opportunities, while supporting the long-term vision of building a $50 million corpus by 2050. Through prudent financial management, strategic investment and the ongoing support of its community, St Michael's remains well positioned to deliver on its mission and provide exceptional opportunities for current and future generations of students.
Annual Report 2025
Income
79.5% Fees, levies & charges 13.3% Government grants 7.2% Other income
Expenditure
64.3% Personnel 6.2% Education services 5.2% Building & Property 2.2% Administration 1.2% Marketing 20.9% Other*
Income and Expenditure The School’s income and expenditure continue to be carefully managed to ensure financial sustainability, transparency and alignment with strategic priorities. A strong focus remains on balancing operational requirements with ongoing investment in educational delivery, staff, facilities and community initiatives.
Annual Report 2025
* Other expenditure related to depreciation, finance and travel costs, as well as other personnel costs
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Annual Report 2025
St Michael’s Foundation Investing in the Future The establishment of the St Michael's Grammar School Foundation in 2025 marked a significant milestone in the School's 130-year history of philanthropy and community support. Building on a legacy that stretches back to the School's founding, the Foundation provides a structured and enduring framework through which donors can contribute to the future of St Michael's and ensure opportunities remain available for generations to come.
The generosity of the broader St Michael's community was demonstrated during the 2025 Giving Day, which raised $412,404 from more than 500 donors, including 287 new donors. Funds raised will support the Terry Bux Scholarship, a fully funded, means-tested scholarship established in honour of the School's long-serving Crossing Supervisor, whose care and commitment touched generations of students and families.
Guided by the philanthropic vision of Fifty by 2050, the Foundation is working towards building a $50 million corpus by 2050. This long-term endowment will strengthen the School's financial sustainability and support investment in educational excellence, scholarships, innovative learning environments and strategic priorities that enhance the student experience.
As at the end of 2025, the Foundation's combined endowment funds stood at approximately $8.9 million, comprising the Future Fund, Scholarship Fund and Building Fund. This growing philanthropic base reflects the confidence and commitment of current families, Old Michaelians, current and past staff, past families, friends and corporate partners who share the School's vision for the future.
The Foundation is governed as a committee of the Board and is committed to strong stewardship and transparency. Donations are directed solely to the purpose chosen by the donor, ensuring contributions create meaningful and lasting impact. Through the Scholarship Fund, Building Fund and Future Fund, donors can support greater access to a St Michael's education, the development of contemporary learning environments and the long-term sustainability of the School.
Annual Report 2025
The launch of the Foundation and the growth of philanthropic support throughout 2025 represent an important step in securing the future of St Michael's. Through the generosity of our community, the Foundation is helping to ensure that future generations of students benefit from the same transformative educational opportunities that have defined St Michael's for more than 130 years.
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Reconciliation Action Plan St Michael’s Grammar School continues to be guided by a deep respect for the teachings of Bundjil, the Boonwurrung creator spirit, whose wisdom shapes our understanding of community and responsibility. Our Strategic Direction: Towards 2030 affirms that students remain at the heart of a learning ecosystem designed to nurture, sustain and grow every learner — honouring Bundjil’s call to care for the children. In parallel, our commitment to learning for the world is reflected in our ongoing focus on sustainability, including responsible resource use and environmental stewardship, as we strive to uphold Bundjil’s expectation that we care for the land and water. In 2025, as St Michael's commenced its 130th School year, we asked the Boonwurrung Land and Sea Council to give a Welcome to Country and conduct a Smoking Ceremony. A Welcome to Country is a significant cultural protocol for Aboriginal and Torres Strait Islander people that offers us all the opportunity to reflect on the history of the land on which St Michael's stands and recognise the ongoing connection of the Boonwurrung Community to Euro Yuroke (St Kilda) and surrounds. It is also a moment of deep generosity, where the Boonwurrung community offer their knowledge of Country and wish us all safety as we live, work and play on these lands. After Willie Pepper, Community Relations Manager from the Boonwurrung Land and Sea Council, delivered the Welcome to Country, the whole student body and staff were invited to participate in a Smoking Ceremony — a powerful symbol of new beginnings and shared belonging as we embarked on our 130th year together. During Reconciliation Week, the Junior School focused their learnings on Waa, a powerful ancestral crow spirit who helped shape the world, teaches through cleverness and mischief, and forms one half of an important cultural and kinship system — Bundjil forming the other half.
Students were invited to draw images of Waa and create a poem referencing his character traits. We were delighted to receive permission from First Nations artist Bronwyn David to reproduce her commissioned artwork, Together We Walk, for display on the Allan Pizzey building. The unveiling of this striking large-scale installation was held during National Reconciliation Week, and it was a pleasure to welcome Bronwyn David back on Campus for this significant occasion. This artwork is a powerful testament to the resilience and creativity of First Nations communities. We hope it will inspire meaningful conversation, deepen understanding, and strengthen our commitment to honouring and learning from First Nations Peoples. It was affirming to receive confirmation that our Reconciliation Action Plan has been approved and is now published on the Narragunnawali platform. We are committed to forging meaningful relationships with First Nations groups and educating our community. We are also committed to supporting our educators to actively facilitate learning about First Nations histories, recognising that the sharing of First Nations cultures, languages and lived experiences must be led by First Nations voices.
READ OUR RECONCILIATION ACTION PLAN
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Annual Report 2025
Bundjil taught the Boonwurrung to always welcome guests, but he required the Boonwurrung to ask all visitors to make two promises: to look after the land and the water, and to look after the children of Bundjil. — Jaeden Williams, Boon Wurrung Community member and Managing Director of Biik Bundjil
Annual Report 2025
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Annual Report 2025
St Michael’s Grammar School 25 Chapel Street, St Kilda VIC 3182 Australia Telephone: +61 3 8530 3200 community@stmichaels.vic.edu.au www.stmichaels.vic.edu.au CRICOS Provider 00345G