Woodleigh
School
Annual Report 2025
Our Vision
The purposeful development of creative, compassionate, skilful and resilient young people who thrive in an ever-changing world.
Our Values: The 3 Rs Respect for Self, Respect for Others and Respect for the Environment.
Acknowledgement of Country
We acknowledge that we work, play and learn on the land of the Boon Wurrung and Bunurong People, the traditional landowners of this area.
We pay our respects to Elders past and present, recognising that, like us, they have taught and continue to teach and share their knowledge and ideas in the hope of giving children a fulfilling and rich life.
First Peoples’ perspectives are embedded in our educational program and are an important aspect of the way we engage with our environment. As we strive to help students build connections with the land, it is essential that we also offer them an opportunity to develop an understanding of our cultural heritage.
The Making of Good Humans
David Baker Principal
It is always a challenge to try and capture everything that happens over a year at Woodleigh in one article.
As I reflect on our year, I can speak at length about the amazing families we have at our school; the support we receive from them, the trust they place in us and the desire they have to contribute to our thriving community. I can wax lyrical about the committed and hard-working staff I am proud to call colleagues, ever passionate about what they do, with the wellbeing and learning of our students placed firmly at the centre of all that they do. However, the reason I spring out of bed each day and love coming to Woodleigh is our students. Our independent, creative, compassionate and fun-loving students.
Everyday, our students surprise me with their intuitive awareness, their honesty and their desire to engage with everything we do at our school. There are many and varied experiences for our kids each year, all which contribute to their capacity to form positive relationships with the people in their lives – respectful relationships that allow space for curiosity and different perspectives. As I walk the spaces of our school at recess, lunchtime or anytime, students regularly engage with me about anything and everything. In a 30 minute stroll around the yard these conversations could include a complex problem regarding special relativity, surf conditions on the weekend, the deliberations of the Collingwood Football Club, the challenging state of equality on our planet to the most recent Junior School performance at Penbank or Minimbah. There are so many experiences happening everyday and they help our students to develop a broad and inclusive view of the world they are about to inherit.
When people ask me about our school and what we are striving to achieve, I could recite our mission statement or talk about standardised testing results and the many and varied success stories that are embedded within these. However, above and beyond everything else, Woodleigh is in the business of producing good humans. Woodleigh graduates are young people with a great sense of self, the ability to look at the world and unpack its complexity, with the capabilities required to be successful not only for Year 12 but for Year 20.
In future years, when I reflect on my time at Woodleigh and the students at our school, the Class of 2025 will have a special place in my heart. They are the first group of students that I have journeyed through the school alongside. They were in Year 7 when I began at the School, I have taught them on several occasions and they are an outstanding group of young people who have absolutely flourished at our school. I vividly remember 8C Science and learning about the digestive system of baby calves, engaging with indices with 9B and this year, teaching Physics to an amazing group of thinkers and problem solvers. I have taken students from this year level on the Overland Track and Three Capes walk, we have skied together, surfed together and I have coached them, with great success, mind you, at Football. I reflect on their involvement and leadership in our productions and also their engagement in the many and varied sports we have at the School, particularly the Year 10 girls Softball Team. As a year level, they have been outstanding role models, leaders and high achievers and they will be greatly missed. They have set the standard for those that follow and I can already see the impact of this on other year levels coming through the school. I thank them for this and wish them well for their futures, whatever they may be.
I would like to thank the Woodleigh School Board for their tireless commitment and support of our school. We are so fortunate to have such a skilled, compassionate and hard-working group of people serving our school. They bring different perspectives to everything we do and the School is incredibly fortunate to have them governing our School. In particular, our Chair, Mr Gerry Gogan and our Deputy Chair, Ms Caroline Jacoby, afford me a great amount of time and support on a daily basis. I am a very needy and high-maintenance Principal and they are always there to offer support and advice, together with the occasional G&T. I thank them for everything they do for our school.
Staff, students and families, I wish you all a very happy new year, full of love and happiness and I hope that you all have time together over the break to celebrate and re-energise for the year ahead.
I look forward to another great year in 2026. →
Who we are
A
Woodleigh education offers more than just strong academic foundations – it’s a journey of hands-on learning and personal discovery that equips each student for life beyond the classroom.
Woodleigh School inspires students to be bold and curious in their learning. From the moment you arrive, you’ll notice a culture that values openness, independence, creativity, self-direction, and initiative. Our three distinctive campuses – Minimbah, Penbank, and the Senior Campus – are fully coeducational, grounded in the belief that educating boys and girls together is the best preparation for adult life. We are a secular Early Childhood to Year 12 school with just under 1,000 students across our campuses, and we proudly embrace diversity. Among our student body are 8 individuals who identify as Aboriginal and Torres Strait Islander.
We view academic growth, wellbeing, and student engagement as deeply interconnected. That’s why we focus on nurturing all aspects of learning: conceptual understanding, knowledge acquisition, skill development, positive attitudes, and the ability to apply learning in real-world contexts. We believe meaningful learning thrives in environments that are safe, inclusive, and respectful– places where students feel empowered to take risks, challenge ideas, think creatively, and explore new perspectives. Our teaching is responsive to each student’s pace, preferences, and passions.
Mind, Heart and Hand
We cultivate the learning of young people who can apply their knowledge (mind) to solve real-world challenges (hand) and make a difference in the lives of others (heart). Our approach places an emphasis on ‘learning by doing’, through immersive and applied learning experiences, and ‘learning by caring’, through socialemotional development, the promotion of positive relationships, and active engagement as responsible citizens.
At Woodleigh, we design powerful experiences that promote exploration, collaboration, reflection, and deep learning in authentic, real world contexts. We believe that when students are engaged intellectually, emotionally, socially, physically, and spiritually, their learning becomes authentic, personalised, and relevant for their current and future experiences.
Commitments
We are committed to:
• knowing and celebrating the unique strengths, interests, and abilities of all learners;
• fostering a sense of awareness, empathy and identity that supports personal and collective wellbeing;
• encouraging curiosity, initiative, and responsibility in the lifelong pursuit of learning; engaging as active citizens of our local and global communities;
• contributing to local, national, and global conversations that promote intercultural understanding; and
• acting as stewards for the sustainable use and protection of our natural environment.
Leadership
The School Leadership Team continues to deliver outstanding leadership to our School.
It meets fortnightly to discuss the operations of the School and to set and measure goals critical to the School’s strategic development and direction. We are very fortunate for the breadth of experience each member brings to their role.
Each member of the School Leadership Team has a large and time-consuming operational role, taking responsibility for multiple aspects of our Strategic Plan.
Our School Leadership Team in 2025 consisted of:
Mr David Baker Principal
Ms Natalie McLennan Deputy Principal, Head of Senior Campus
Mr Rodney Davies Deputy Principal, Director of Early and Primary Years
Governance
Woodleigh School is incredibly fortunate to have a highly skilled Board consisting of volunteers who meet at least twice per term to oversee the Governance of the School.
Each member of the Board brings unique skills, attributes and experience that add value to the overall running of our School. We thank the Board members for their loyal and wise contributions to the Woodleigh School community.
In 2025, the Woodleigh School Board of Directors consisted of the following:
• Mr Gerry Gogan, Chair
• Ms Caroline Jacoby, Deputy Chair
• Ms Kelly Gillies, Co-Deputy Chair
Mr James Garde, Treasurer (outgoing)
Ms Amy Perkin, Treasurer (incoming)
• Ms Vanessa Gabriel
• Ms Helen Clark
• Mr Andrew Chew
Mr Simon Black
Ms Melanie Gleeson (outgoing)
• Ms Eva Burgess (outgoing)
• Ms Shannon Smit (incoming)
• Mr Nick Tesselaar (incoming)
Mr Gareth Bolch Deputy Principal - Head of Staff / Head of Co-Curricular
Mr Scott Grimshaw Director of Business & School Operations
Mr Richard Owens Director of the Woodleigh Institute
Mr Daniel Lukies Director of Wellbeing
Ms Lauren Green Director of Human Resources
Mr Adam Liddiard Director of Community Relations
Reflection
Gerry Gogan Chair of the Board
As Woodleigh marked its 50th anniversary in 2025, the year was characterised by strong momentum, deep community connection, and renewed confidence in the School’s identity and direction.
Guided by founder Michael Norman’s vision of relevant challenge, student agency, and learning that happens “everywhere”, Woodleigh continued to strengthen its educational foundations while embracing innovation across three campuses.
A highlight of the year was the opening of the Futures Studio. The timely and under-budget completion of the building reflects a practical commitment to contemporary learning and continuous improvement. It has been a pleasure to see Year 10 students engaging with the program in a purpose-built space, and to witness the continued momentum of Regenerative Futures as a clear expression of Woodleigh’s innovative, future-focused direction.
Sustained strategic planning also remained a focus. It was encouraging to see our strategic intent translated into visible progress on the ground, and to take part in a Strategy Day with the Board, the Senior Leadership Team, and invited community
representatives as we refreshed the next stage of our Strategic Plan. Governance is strongest when it stays connected to the life of the School. Record engagement at community events, growing student leadership, and valued partnerships, including our ongoing relationship with the Ampilawatja community, reinforced a culture of respect, service, and belonging.
We also welcomed three new directors to the Board. Amy Perkin joined as Treasurer, relieving James Garde after almost a decade of outstanding service that helped guide us through some challenging times. We also welcomed Nick Tesselaar and Shannon Smit, both past students. It is a strength of our governance that several alumni now serve on the Board, bringing lived experience of the Woodleigh ethos and deep connections to the School community.
Throughout the year, the Board remained focused on sound governance, financial sustainability, and resourcing that directly supports student learning and wellbeing. As we look ahead with optimism, I acknowledge with gratitude the contributions of our students, staff, families, alumni, and friends.
With gratitude.
→ First published in the Woodleigh School Magazine 2025
Reflection
Nat McLennan Head of Senior
Campus
2025 has been a transformative year at Senior Campus. As it comes to an end, I feel a deep sense of gratitude for the year that was. Vision turned to action and our shared hopes for the future took shape in powerful and tangible ways.
We continue to build a learning environment where academic excellence is part of a broader human picture. We know that when students are intellectually challenged and emotionally supported, they respond in powerful ways. Learning becomes deeper, more meaningful and more enduring. Guided by our Strategic Plan and a clear-eyed awareness of the uncertainties that shape the future, we are committed to practices that honour the head, heart and hand –intellect, empathy and purposeful action.
One of the biggest milestones was the official launch of our Year 10 Regenerative Futures Program (RFP) in the Futures Studio. What was a long-held vision is now a living, breathing reimagining of what future-focused education can look and feel like. The RFP arms students with tools to understand systems, make change and lead with meaning. The work emerging from the program has been exciting; from personal storytelling and identity formation to longterm project management, grounded in regenerative philosophies and practices. Students are working to articulate relevant questions, gather findings and present potential solutions. Bridging the gap between Year 9 and VCE, the program broadens the scope of their learning by connecting to their values and aspirations, motivating students to align study with a personal and moral compass, qualities that far outlast exam prep and rote learning.
The physical space, the Futures Studio, is itself a living expression of our values. Designed in collaboration with Joost Bakker, a visionary in zero-waste architecture and regenerative design, the building symbolises a radical commitment to regenerative philosophies: that is, a model of education that doesn’t settle for maintaining what is, but empowers learners to regenerate and enrich systems – ecological, social and cultural – that they are all part of. The building generates its own energy, filters air
pollution, sequesters carbon and supports biodiversity through its green roof planted with Indigenous flora. Joost’s ethos, “Why build a school when you can build an ecosystem?”, can be felt throughout the building, inside and out, it is a regenerative learning environment that models the future we hope our students will help create.
This kind of learning isn’t confined to Year 10 and the RFP. Every year level engages deeply in learning that matters. Whether through the Year 9 MYP Community Project, where students identify real-world needs and take subsequent action, or through studentled assemblies, the Woodleigh Committee or fundraisers and events, we’ve seen young people step into leadership positions with confidence and care. These experiences felt particularly poignant as we listened to our 2025 Year 12s talk about their time at Woodleigh and look to their own futures, as they reflect on experiences that matter to them, as part of the Woodleigh story.
Beyond the classroom, experiences like Homestead Camp Week, Eat Up and the Year 10 Hattah Expedition have strengthened the full ecosystem of resilience, independence and connection. These moments, shared around campfires, on long hikes or in acts of service, are where character is built and community is strengthened.
Creativity continues its impact on our school culture and campus. This year’s production of Chicago stunned audiences with its energy and sophistication. The performances were mature, nuanced and at times, hilarious. The Winter and Spring Musicale, Human Kindness Arts Festival and Film Festival, all extraordinary celebrations of student and staff talent, filled our campus with colour, sound and joy.
As we continue to bring our 2030 Strategic Plan to life, our students are becoming literate in future-ready, values-driven action, grounded in a strong sense of purpose. Woodleigh’s learning journey will continue to evolve, led by the voices and passions of our students To our incredible staff, families and students – thank you. We believe in what you do, your commitment to our shared vision and support throughout this year have been invaluable. Keep thinking boldly, living curiously and dreaming big.
→ First published in the Woodleigh School Magazine 2025
Reflection
Rod Davies Deputy Principal & Director of Early and Primary Years
“At school, I learn how to be kind, how to be brave, and how to be me.” – Year 1 student
This gentle reflection from one of our youngest learners reminds us why we do, what we do!
I have heard it said that our Junior Campuses at Woodleigh school, offer a ‘School of Kindness’, where every child is encouraged to understand empathy and to deliberately and purposely follow positive and thoughtful principles when engaging in their everyday school life. At Minimbah and Penbank, 2025 has been a year of growth, sharing, connection, and discovery where each child’s journey has been honoured and supported with care.
Across both campuses, students have embraced learning with curiosity and joy. Whether exploring new ideas in the classroom, collaborating with peers, or stepping outside their comfort zones, they’ve shown us what it means to be engaged, thoughtful learners. Our staff have worked zest and energy to create environments where children feel safe, challenged, and inspired. Their dedication has been extraordinary, and we thank them for the care and creativity they bring to their work every day.
We’re also deeply grateful to our families, whose support and partnership continue to strengthen our community. And to our leadership team, Kate Bird, Andy Khoza, Lisa Coxon, Kaz Chaur, Kate Kiernan, and James Clapham, thank you for your steady guidance and commitment to our shared vision.
For our Year 6 students, 2025 was filled with unforgettable experiences. The Wugularr partnership offered at the Penbank Campus, provided powerful opportunities for cultural exchange, connection, and learning. Reciprocal visits in Terms 2 and 3 helped students build relationships and deepen their understanding of Aboriginal culture and community. Year 6 at the Minimbah Campus
travelled to Bali to further strengthen their understanding of the Green School philosophy and to experience life at the ‘Green Camp’. Such experiences have become ‘Rights of Passage’ for our Year 6 students and endorse our fundamental thinking about regeneration, teamwork, cultural empathy and true experiential learning. The adventure aspect, in each case, makes for a truly transformative educative model.
On the sporting field, our students showed determination, teamwork, and spirit. From basketball and girls’ football to a range of team sports, they gave their all and supported one another with pride.
Our Junior Campuses came together not only through curriculum planning and shared learning, but also through joyful sporting events, including: our Cross Country and the fun-filled Sports Day that wrapped up Term 1.
Music has continued to be a vibrant part of life at Minimbah and Penbank. Students have performed with confidence and heart, sharing their talents with parents and friends. The Penbank Finale and Minimbah’s production of Disney’s Aladdin Junior, were outstanding moments, showcasing creativity, collaboration, and the true joy of performance.
Throughout the year, our focus remained on student growth— academically and in wellbeing. The School’s continued embedding of Compassionate Systems tools and practices, supported this journey, helping children feel seen, heard, and valued. Our classrooms have been vibrant places of inquiry, kindness, and connection.
Thank you to every student, staff member, and family for making 2025 such a special year. We look forward to all that lies ahead in 2026 and beyond, as Woodleigh’s youngest learners continue to grow, explore, and thrive.
→ First published in the Woodleigh School Magazine 2025
Reflection
Andrea Khoza Head of Penbank
Campus
Working
alongside the children at Penbank
is one of my life’s greatest
treasures. Watching them grow, develop, and embrace the opportunities before them is a privilege unlike any other. Every day brings new discoveries and moments where curiosity leads to creativity, and challenges become stepping stones for learning.
As primary educators, we are given a front-row seat to this incredible, unfolding journey. We see children test ideas, build resilience by weathering bumps in the road, whilst developing a genuine love for learning. I would like to thank our highly dedicated and expert team of staff, from administration to the classroom, who wrap themselves around our children, inspiring them to be the best version of themselves.
At Penbank, the indoor learning environments are thoughtfully designed to welcome each child, creating a sense of belonging and calm reassurance. They communicate, from the very first moment, that this is a place where every child is valued, a place to feel at home, to engage deeply, and to take pride in doing their best work. 2025 has been no exception to this with incredible displays of deep thinking and collaboration in the many successes of learning every day, and expositions shared with our wider community. The Silent Gallery, The Wugubank Expo, the Year 5 ‘Goodness Me’ Market, the P – 2 showcase of ‘Systems Are everywhere’, the Trashion Parade, Year 6 Exhibition and many, many more. These displays have been driven by each student’s curiosity and diverse lines of inquiry, making the learning relevant and empowering.
The natural world of Penbank continues to open a valuable doorway for learning, inviting children to solve complex problems, test their physical and mental capabilities, and express themselves through adventurous and imaginative play. As I wander through the everchanging environments of Penbank, I am continually struck by the
endless possibilities for creativity and exploration. The inventive ways a cubby can be constructed, the careful arrangement of gumnuts or flowers into beautiful patterns, or the joy of displaying sticks, leaves and mudpies on the shelves of a make-believe shop highlight the boundless creativity and resourcefulness of children at play.
Camps have provided rich opportunities for personal growth this year. Our youngest Year 2 campers embraced the challenge of the Mornington Peninsula trails, exploring the rugged beauty of Bushrangers Bay before returning to school for their very first overnight experience in tents. The exhilaration of waking up to find they had conquered any feelings of worry, to a delicious breakfast of eggs and bacon and a play with their friends, was so beautiful to witness. Meanwhile, at the other end of the school, our Year 6 students deepened friendships and developed life changing intercultural understandings through their ongoing connections with the Wugularr students and teachers. Sixteen years into the partnership, these bonds have been strengthened during the visits throughout the year to Penbank, and through our transformational trip to Jawoyn country in August. All of these experiences are where possibilities are ignited, and rites of passage are cherished.
The PFG continue to support our school vision, bringing our much-loved community together through beautiful events and fundraising initiatives. One of the highlights was the annual Rock Quiz, this year with a 50th birthday theme, celebrating all that Penbank has become in our first five decades of holistic education. Thank you for your hard work in enriching our campus.
There is definitely a special joy in guiding children as a Woodleigh community. The collective responsibility of raising great humans is what drives us all, and it has been another fantastic year being in partnership with our families. As a community, we strive to approach life with the same sense of wonder, courage, kindness and creativity, just as the children around us do. We look forward to the adventurous learning of the next 50 years!
→ First published in the Woodleigh School Magazine 2025
Academic Results
VCE Results
The Class of 2025 has been a remarkable group whose approach to learning has been characterised by curiosity, persistence, and a genuine commitment to learning to thrive.
Supported by a strong partnership between teachers and families, this cohort made full use of the opportunities available to them, and their VCE results reflect both their effort and their growth throughout their time at Woodleigh.
This year’s academic outcomes are particularly impressive, with 15.73% of students achieving an ATAR above 90, and 38.20% achieving above 80. This is an encouraging lift from previous years and a clear indication of the cohort’s collective strength. Our median ATAR of 74.25 and median study score of 31 further demonstrate the consistency of achievement across the group.
We are delighted to recognise Danny Adams Heitz as our 2025 Dux, with an outstanding 99.05 ATAR, placing him among the top 1% of VCE students in Victoria. Danny’s success reflects not only academic excellence but also the thoughtful, balanced approach he brought to his studies and broader school life.
Danny is joined by a group of high achieving peers whose results are
equally commendable: Lily Lawson (97.95), Char Palmer (97), Poppy Mollett (96.3), Rani Jones (95.85) and Aurelia Puleio (95.4). Their achievements highlight the depth of talent within the cohort and the dedication they have shown over many years. We are especially thrilled to celebrate Char Palmer, who was a deserving recipient of the 2025 Woodleigh Prize. Char’s contribution to our community has been exemplary, consistently embodying the school’s core values of Respect for Self, Respect for Others, and Respect for the Environment, in everything they do. Their leadership, character, and commitment have enriched our school in countless ways. 94 students completed Yr 12 and all passed their VCE (100%).
Of these students, 5% went unscored and pursued alternative pathways including private colleges that didn’t require an ATAR, apprenticeships, TAFE and elite sports pathways.
As always, the achievements of the Class of 2025 extend well beyond their ATARs. Many students have already secured early offers across a wide range of fields, and it is clear that they are stepping into the next stage of their lives with a strong sense of identity and purpose. Their pathways reflect the diverse interests, skills, and passions they have developed during their time at Woodleigh.
On behalf of the Woodleigh community, we congratulate the Class of 2025 on their accomplishments and look forward to following their journeys over the years ahead.
2025 NAPLAN Results
The transition to adaptive testing continues to provide the school with a clearer and more accurate understanding of student learning, allowing students to demonstrate their skills across a wider range than the previous paper based tests.
While this means our historical data is no longer directly comparable, the 2025 results provide strong insight into cohort strengths and areas for growth. Across all campuses, most students are performing as expected, with many demonstrating or exceeding proficiency. At the Junior Campuses, the majority of Year 3 and 5 students are achieving well in reading, writing, and numeracy, with particularly strong results in writing and consistent numeracy performance. Strand level data highlights spelling and grammar
Senior Campus
as areas for continued focus for the cohorts in Year 5 - 9. At Senior Campus, a significant proportion of students continue to exceed proficiency across literacy and numeracy. This includes 36 Year 7 students exceeding in reading and 28 Year 9 students exceeding in writing, reflecting the strong academic culture and high expectations that characterise learning at Woodleigh.
My School comparisons show our students performing above or well above all Australian students in most areas. Comparisons with students of similar background vary by year level, with spelling and grammar emerging as areas for improvement in Years 5, 7, and 9. These comparisons include factors such as parent education and occupation, and do not account for the number of students receiving learning enhancement support. Overall, the 2025 NAPLAN results affirm student performance across the school and highlight the strong learning environment that enables Woodleigh students to achieve their best. Year Seven
Observations
• Students performing as expected across strand groups in writing
• Students performing as expected across strand groups in grammar and punctuation
• Students performing as expected across strand groups in reading
• Students performing as expected across strand groups in spelling
Year Nine
Observations
• Students performing as expected across strand groups in reading
• Students performing higher than expected in measurement and geometry strand in numeracy
• Student performing as expected across other strands of numeracy, with female students performing lower than expected in number and algebra
• Students performing as expected across strand groups in grammar and punctuation
• Students performing as expected in spelling
Year Three
Year Five
Observations
• Students performing as expected across strand groups in reading
• Students performing as expected in spelling
• Students performing as expected in grammar and punctuation
• Students performing as expected across strand groups in numeracy
Observations
• Students performing as expected across strand groups in reading
• Students performing as expected in spelling
• Students performing as expected across strand groups in grammar and punctuation
• Students performing as expected across strand groups in numeracy Minimbah Campus
Penbank Campus
Year Three
Observations
• Students performing as expected across strand groups in reading
• Students performing as expected in spelling
• Students performing as expected in grammar and punctuation
• Students performing as expected across strand groups in numeracy
Year Five
Observations
• Students performing as expected across strand groups in reading
• Students performing as expected in spelling
• Students performing as expected in grammar and punctuation
• Students performing higher than expected in statistics and probability strand, and as expected in other strands of numeracy
Attendance
In 2025, Woodleigh School had an average student attendance rate of 89.2%. This rate is slightly higher than the previous year and includes student absences for illness, including extended illnesses.
School policies are in place to provide for students that are late to school and/or absent from school on any given day.
In the event that a child is absent, arriving late or leaving early, parents are to notify absences via the School Stream app, telephone the School or send “absences” an email. If we do not have any information on file about the student and they are absent for 3 consecutive periods, we send an email to their parents or guardian asking them to please note their absence on School Stream or send us an email.
If a child is absent for an extended period (more than a week) the Head of Campus is notified to ensure they are still receiving their work / achieving their deadlines for assignments etc.
If a child is absent due to “anxiety”, “school refusal” or “wellbeing” this is forwarded to their classroom teacher (Junior Campuses) or Homestead Coordinator in the first instance to make contact with home to check on the student, and usually with the Wellbeing Team CCd in.
Minimbah Campus
Penbank Campus
Life After Woodleigh
Congratulations to the class of 2025, who leave Woodleigh with so much more than a list of academic achievements, but with the skills, the empathy, and resources to make positive change in the world.
Our students have a diverse range of aspirations and passions, and it is wonderful to see those students get into a variety of courses, business ventures, apprenticeships, traineeships and so much more. Within the 2025 cohort, all students were encouraged to register and apply through the VTAC system or for those students’ heading interstate, through that specific state’s system. Our unscored students used the direct application system (used by private colleges and TAFEs) to increase their chances of receiving an offer. Some students decided they wanted to pursue apprenticeships, traineeships, or business ventures. Many universities have moved further toward introducing and utilising Early Entry Programs. All students were encouraged to apply under this scheme. Each University has its own method for selection. The applications vary, but all required explicitly graded Year 11 Academic results and evidence of Cocurricular activities, especially in Student Leadership and Community Partnership (Service) involvement.
Applications
94 students made up the 2025 cohort.
Of the 94 students, 80 (85%) applied (and paid) directly through the VTAC system.
• Seven students registered with VTAC but did not proceed with applying as they were pursuing other options such as study at TAFE requiring direct entry applications and full-time employment.
Three students applied through interstate systems.
• We had five unscored students.
Offers
Approximately 10 percent of the cohort received early offers.
• 78 students (98% of those who applied through VTAC) received a course offer in the December round (23/12/25)
• 6 students (8%) received a VTAC course offer in January Round 1
• 3 students (4%) received a VTAC course offer in January Round 2
Eight students (10%) pursued an alterative pathway (apprenticeship, traineeship or direct entry application).
applied for (and paid) through VTAC system
Observations
This year we saw a reduction in the number of students wanting to apply to interstate universities (applying to other TACs in addition to VTAC).
• Only a handful of students have expressed an interest in studying overseas this year.
• We had several students receive early offers, the majority for Swinburne and RMIT
One student transferred their schoolbased apprenticeship to a full-time apprenticeship for next year.
• Several students are pursuing fulltime employment, while building skills through short courses.
• The number of students wanting to apply directly to university has declined over the last five years. Many students
now intend to take a GAP year to work, travel and ensure they are certain before committing to University.
• Woodleigh students still demonstrate an interest in a diverse and broad range of areas. All our students are encouraged to apply for Post-Secondary Education (if considering deferring.)
Community Connections
Throughout 2025, Woodleigh staff, students, families and friends worked to connect our campuses and communities, both locally and globally, building on our inclusive and progressive culture.
A major milestone was the first full year of the Futures Studio’s Regenerative Future Program (RFP) for Year 10. This included the Hattah expedition and its newer Rites of Passage iteration, with family participation beforehand and afterwards. The year culminated in the Futures Exhibition, held in the new building that reconfigures into an open gallery space, showcasing Semester 2 learning: a long-form project that connects personal interests to active, practical outcomes.
Student-led learning remained central to how Woodleigh engages with the wider community. Through the RFP, Year 9 Community Projects and City Bound, students moved beyond the classroom to respond to real issues and contribute in tangible ways.
This was evident in projects both thoughtful and ambitious. Two Year 9 students wrote and illustrated a picture book designed to help younger children understand the experience of parents navigating mental health challenges – an empathetic work now being explored for publication. At the same time, the Woodleigh Swap Shop became a practical hub for exchange and repair, encouraging the reuse and upcycling of clothing, textbooks and equipment in response to the 43,444 tonnes of textile waste sent to Victorian landfill each year.
Annual events such as Mother’s Day, Father’s Day, Grandparents’ Day, Harmony Day and Perberkoong celebrate respect across
generations and cultures. Cambodia Night raised more than $12,000 in donations for Chumkriel Language School to fund its most immediate needs.
Penbank’s 50th anniversary provided a significant moment of reflection. Past and present students, families and staff gathered to celebrate five decades of learning, marked by a Rock Quiz celebration event and the whole-school production From Little Things. The performance traced the Penbank’s journey from its foundation through to today’s thriving campus environment. Meanwhile, the ongoing partnership with the Wugularr Community continued, deepening a reciprocal relationship grounded in respect, understanding and shared responsibility.
Woodleigh’s creative life remained a vital point of connection. Productions, music performances and exhibitions were made possible by the support and sewing machines of families and friends of Woodleigh School. Highlights this year were the Senior Campus musical, Chicago, a spectacular production that played to back-toback sold-out shows.
Environmental stewardship at Woodleigh is a shared effort, with community-supported farming, restoration work, student-led waste management and fundraising for sustainability initiatives all reaching well beyond the classroom.
Through the Woodleigh Institute, we share best practices and contribute to international educational research, demonstrating leadership and a commitment to continuous improvement.
Looking ahead, we’re excited to keep deepening connections, growing creative and service initiatives, and making sure everyone feels they belong – guided by the action, care, and creativity of our community.
Parent, Student and Teacher Satisfaction
In the context of an independent school, the key measure of satisfaction is ultimately enrolment demand.
Strong enrolment demand is substantially based on good “word of mouth” references from satisfied parents and students and hence the importance of ensuring our community is satisfied.
Whilst we did not initiate any satisfaction surveys during the 2025 School year, we engage with the ISV Lead Surveys for Parents and Students on a biennial basis. Both student and parent surveys were undertaken at the end of 2025 to seek feedback on the first complete year of the Regenerative Futures Program.
Woodleigh School is a not-for-profit organisation; an independent, co-educational school. Any surplus that may be generated is reinvested into the school either in the form of capital acquisitions or to assist in continuing operations.
Income
The Woodleigh School Sources of Income chart below shows two considerable variations in total income:
• In 2015, the gifting of Penbank was recorded as a donation increasing ‘Other Income’.
• In 2020, Job Keeper payments received by the school were recorded as ‘Other Income’.
We have 246 permanent and part-time employees (200.47 FTE) across teaching, student support and operations. This year, our staff retention rate increased from 87% in 2024 to 90% in 2025.
Ages by Work Group
Work Groups by Campus
Professional Learning
Woodleigh School maintained its strong commitment to the professional learning of staff in 2025, with the understanding that staff development and school improvement are interdependent.
Woodleigh School understands that school improvement and staff development are interdependent. For this reason, it supports the provision of a quality professional learning program for teachers, school leaders, and operations staff. In 2025, it supported staff engagement in a range of professional learning activities including collaborative planning, workshops, conferences, and events offered through professional associations. A feature of the school’s approach to professional learning is opportunities for staff to share their expertise with each other through internal workshops and collaboration. The school’s learning lab program has been developed
to support collaborative teacher inquiry into areas for growth and innovation in practice, with the final mini-conference in Term 4 showcasing the impact of the inquiries on teaching and learning.
The Woodleigh Institute functions as a research and innovation lab that serves Woodleigh School and the wider education community. Major projects for the institute included leading the further development of the Regenerative Futures Program and the expansion of the pilot project for the development of students’ complex competencies. The latter work is supported through a partnership with the University of Melbourne, with an expanded cohort of students awarded the new Australian Learner Capability Credential as recognition of success. The institute’s flagship ReimaginED Conference was a great success at the end of the year, with the program running over a 2-week period in venues across Melbourne and the Mornington Peninsula.
The total expenditure on professional learning at the school was $219,291.
Woodleigh School Annual Report
Staff Qualifications
Leadership
David John Baker
B Ed, Grad Dip Ed Admin, M Ed, MBA
Gareth David Bolch
B Arts, Grad Dip Ed, Grad Dip Teach Asian Languages
Richard James Owens
B Ed (Sec), Grad Dip Ed (Prim), Grad Dip Arts (Literature), PhD Education
Staff
Natalie McLennan
B Ed (Vis Art), M Ed
Scott Malcolm Grimshaw
B Commerce, Chartered Accountant, GAICD
Lauren Maree Green
B Forensic SC (Hons), Grad Cert Human Resource Management
Surname Given Name Qualification
Adams Brooke B Arts / Teaching, B Communications
Allsop Peter B Ed, Cert IV Training & Assess, Grad Dip Info Tech
Argus Kaylene B Arts, Grad Dip Ed
Astone Sarah B Exercise Science, B Teaching (Secondary)
Au Jasper B Contemporary Arts, Cert IV Graphic Design, M Teaching
Aylward Jane B Arts, B Ed (Primary), Grad Cert IB (DP), Grad Dip Education, M Special Ed
Azzopardi Craig Anthony B Ed (Maths, Phys, Psych)
Barnes Callum Grad Dip Prim and Sec Ed
Barnes Narelle Ann B Ed, Grad Dip Teach, Grad Dip Lang & Lit
Barnett Anthony Dip Furniture Design, Grad Dip Ed (Secondary)
Bauer-Jones Emily Elizabeth Dip Lit (Singing Teach)
Beckley John B Music, Grad Dip Teach, Dip Trombone Perf
Benton David Alan B Sc (Hons) Marine Biol, Grad Dip Ed
Rodney Arnaud Davies Dip Ed, Grad Dip Computer Ed, M Ed (Policy & Admin)
Daniel Lukies B Arts, Grad Dip Ed
Adam Liddiard B Des (Graphic Design)
Surname Given Name Qualification
Bingham Anthony Hayden B Music, Grad Cert Adolescent Couns, Grad Dip Ed
Black Catherine Margaret B A, Grad Dip HR/IR, M Teach (Prim)
Box Jeffrey Robert B A (Graphic Design)
Brown Christina B Sc, Grad Dip Ed
Burchell Amanda B A Sci (Ag), Grad Cert Environmental Management, Grad Dip Ed
Butler Marcus James B Ed - Tech and Applied Studies, Cert IV Training and Assessment, Grad Dip Furniture and Furniture Technology
Cian Rosemary B Sc, B Spec Ed, Grad Dip Ed
Clapham James B A, B Ed, Grad Dip Lang (French)
Clapham Lucy B App Sci (Physical Ed)
Cleine Emma Louise B Fine Arts, Grad Dip Ed
Clements Liane Carole B Ed (Prim), Grad Dip Teach (Prim), M Spec Ed
Cooper Elspeth Megan B A, B Teach (Sec), Cert IV Assess & Workplace Training, Grad Dip Hosp & Tourism
Cox Lisa Cheryl B Teach, B Spec Ed
Surname Given Name Qualification
Coxon Lisa Anne Grad Dip Teach (EC)
Craven Emma Kate B Sci, B Teach, Cert II Counselling (Careers)
Crouch Jonathan Daniel B Ed (Prim)
Davison Nadia B Arts, Grad Dip Ed
De Jong Andrea Maree B Ed (Sec)
de Lacy Justin Craig B Ed (Prim), Cert IV Hort, M Ed (Digital Learning)
Dixon Megan B Bus, Grad Dip Teaching, Grad Dip TESOL, M Teaching (Secondary)
Donaldson Nicholas James B Dramatic Art, Grad Dip Ed (Sec)
Donoghue Bethea B Arts/Education
Eddy Jessica B Design Arts (Graphic Design)
Eddy Matthew B A (Indon, Sociol, Geo), Grad Dip Ed
Farquharson Myfanwy Jan B Ed (Sec), Master of Ed (Teacher Librarianship)
Feng Yuyun B Commerce (Honours), Grad Dip Ed, M Commerce, M Economics
Flanagan Haydn B Phys Ed (Sec), Cert IV Assess & Workplace Training, M Ed
Fletcher Susan Maree B A, Grad Dip Ed (Prim)
Foley Sarah B Ed, B Ed (Hons), B Sport & Out Rec
Fraser Scott B Arts (Creative Arts Honours), Dip Language (French), Grad Dip Teaching & Learning
French Brittany Patricia B Prim Ed
Geisler David Robert B A, B Ed
Georgiou Catharine B Arts (International Studies), Grad Dip Teaching (Secondary), Mst Teaching (Secondary)
Gobet Alice B Ed (Early Years & Primary)
Gordon Katherine Ann B Ed (Prim)
Greenberg Emily B Ed (Honours) Primary
Hadley Katherine B A (Int St), Grad Dip Ed, M Ed (Ed Mgt)
Surname Given Name Qualification
Harris Anita Joy B Visual Comn (Graphic Design), Grad Cert Art Therapy, Grad Dip Ed (Prim)
Hicks Andrew James B A (Media), Grad Dip Ed (Prim)
Higgins Flynn B Ed (Hons)
Higgins William John B Ed
Holt Esther B A, Grad Dip Ed (Sec)
Holt Catherine B Ed (Sec)
Huddle Malcom Robert B Music, B Ed
Jackson Aaron B Ed (Hons - Secondary Health and PE)
Jackson Aaron Grad Cert Secondary Mathematics
James Catherine B Perf Arts, Grad Dip Teaching, Mst Ed (Student Wellbeing), Mst Teaching (Secondary)
Kane Lucy Margaret Robinson B Creative Arts
Kane Lucy Margaret Robinson Grad Dip History, Grad Dip Ed
Kentish Vaishali B Arts, B Laws
Kesterson Deborah Louise B A
Khoza Andrea Jane B Music Perf in Improvisation, Grad Dip Ed (Prim)
Khoza Milani Joan Cert IV School Based Ed Support
Kiernan Katherine B Ed (Primary), Grad Cert Ed (Special Needs)
Kirk Derek B App Sc, B Teach (Sec), Grad Dip Lang
Kitto Cassandra B Sc, Grad Dip Ed
Koren Leila Dorothy B A - Women's studies and Visual culture (Hons), Cert IV Small Bus Mgt, Grad Dip Film and TV, M Teach (Sec)
Lefebvre Sarah B Arts / B Ed (Secondary), Grad Cert Educational Research, Mst Ed, Mst Inclusive Education
Ley Monica Jane B A Psych & Crim, Grad Dip Teach
Surname Given Name Qualification
Liddiard Sandra B A (Prof Writing), B Teach (Prim and Sec)
Liu Yao MastersTeach
Love-Davey Zara Rose B Applied Sci (Exercise and Sport), Grad Dip Teach (Prim) Grad Dip Applied Exercise Sci (Exercise Prescription)
Maher Shannon B Teaching (Secondary) / B App Sci, Post Grad Cert Ed (Careers), Mst Ed Policy (International)
McGettigan Peter Columb B Phys Ed
Morgan Briony B Ed (K-12) PE & Hlth, Grad Dip Ed St (Disabilities & Impairments), Grad Dip Wellness, Wellness
Nemkevich Alexandra B Sc, M Ecology & Mgt of Natural Res, PhD Computational Chemistry
Neumann Yair David B Comp Sc (Comp Sc, Maths, Philosophy), Grad Dip Ed (Maths & Info Tech)
Newton Sari B Arts, Cert III Early Childhood, Dip Early Childhood, Grad Dip Ed (Secondary), M Teaching (Primary and Secondary)
Norman Alison B Fine Arts, Grad Dip Education
Norris Melanie B Sci (Hons), Grad Dip Ed (Secondary), PhD ScienceImmunology
O'Loghlen Gabrielle Ruth B Sc, Grad Dip Ed
Palmer Jordan B Ed (Secondary) Hons
Patterson Prudence Maree B A, Cert IV TESOL, Grad Dip Ed
Paxino Michael Damon B Sport & Outdoor Rec/Ed
Peach Andrew Barry B Ed (Phys Ed), Grad Cert Outdoor Ed, M Ed
Pitcher Michelle Ann B A, Grad Dip Ed (Sec)
Pither Esther B Commerce, B Nursing, M Teaching (Primary)
Pope Marney Victoria B Music in Ed, B Music Perf
Radley Craig B PE, B Teaching (Sec)
Surname Given Name Qualification
Radley Kiri B Arts (Hons) Interior Design, Grad Dip Teaching (Primary)
Rix Lisa Maree B Ed EC
Roden Mark Gerard B Ed, Cert of Aquatic Leadership Ed & Practice (CALEP), Grad Dip Teach, Grad Dip Outdoor Ed
Rodgers-Wilson Sally GradDipEd
Ross Alasdair John Lachlan B Sci / B Arts, Dip Ed, Mst Ed Policy
Ryan Thomas Richard B A, Grad Dip Ed
Saunders Carey Louise B A (Hons) (Drama), Grad Dip Ed, M Ed
Schaper Stephen B Arts, Grad Dip Ed (Secondary)
Schmidt Belinda Leigh B Sport & Outdoor Rec/Ed, Cert III & Cert IV Fitness, Cert IV Training and Assessment, Dip Sports Dev
Scott Michael Richard B Music, Grad Dip Ed
Setterfield Jacqueline Mary B Arts, B Ed
Shannon-Jones Arcadia Grad Dip EC Care
Simpson Gary Bruce B Ed (Env Sc), Grad Dip Enviro Planning, M Ed, M A (Sc, Tech & Society), PhD Science Education
Skinner Alexandra B Conservation Biology and Ecology, Grad Dip Teaching
Smallacombe Rianna B App Sci (Psychology), Cert IV Fitness, M Teaching Practices (Sec)
Somkiat Karen Ellen B A, Cert III Animal Handling, Assoc Dip App Sc, Grad Dip Ed
Stewart Rachelle Louise B Soc Sc (Youth Work), B Ed, Grad Dip EC
Stocker Jacqueline Anne B A, Grad Dip Teach & Learn, Assoc Dip H Sc
Streader Emma Louise B Ed EC
Strouts Paige B A (Police Studies and Criminal Justice), Dip Teach (Secondary)
Takacs Olivia B Arts (Pol Sci, Sociol), M Teach
Tame Alexis Victoria B A, B Ed, Dip Vis Merch/Arts
Surname Given Name Qualification
Turner Imogen Grayce B A, M Teach (Sec)
Twist Kelly-Anne Fisi B Sc (Hons), B A, M Teach, PhD Biomedical Science/ Biochemistry
Watkins Robert B Sci (Physics), Mst Teaching (Secondary)
Watts Hannah B Sec Ed and A
Wearne Charlotte B Ed (Early Childhood & Primary)
Wharington Lucy B Ed
White Amy Elissa B A (Hons), B Ed, Cert IV Multimedia
Wild Heidi B A Comparative Religion, Grad Cert Maths, Grad Dip Ed
Wong Serena Ai Ping B Ed (Sec)
Wright Briony Caitlin B Prim Ed
Young Adam Matthew B Ed (Sec)