Embed Size (px)
DESCRIPTION
Â
Citation preview
INTERNATIONAL GRAMMAR SCHOOL
TO THE BOARD OF STUDIES AND TEACHER EDUCATIONAL STANDARDS NSW
ANNUAL REPORT2015
TABLE OF CONTENTS
1. MESSAGES FROM KEY SCHOOL BODIES 1
2. ABOUT INTERNATIONAL GRAMMAR SCHOOL 6
3. STUDENT OUTCOMES IN STANDARDISED NATIONAL LITERACY AND NUMERACY TESTING 14
4. SENIOR SECONDARY OUTCOMES 15
5. PROFESSIONAL LEARNING 19
6. WORKFORCE COMPOSITION 24
7. STUDENT ATTENDANCE AND RETENTION RATE 24
8. POST SCHOOL DESTINATIONS 26
9. ENROLMENT POLICY AND CHARACTERISTICS OF THE STUDENT BODY 27
10. WHOLE SCHOOL POLICY UPDATES 30
11. PRIORITY AREAS FOR IMPROVEMENT (BASED ON STRATEGIC PLAN, 2011-2016) 32
12. ACTIONS UNDERTAKEN BY THE SCHOOL TO PROMOTE RESPECT AND RESPONSIBILITY 34
13. PARENT, STUDENT AND TEACHER SATISFACTION 35
14. SUMMARY OF FINANCIAL INFORMATION 37
APPENDIX 1 – ENROLMENT POLICY 38
APPENDIX 2 – ANTI-BULLYING POLICY 39
Principal Shauna Colnan worked hard to make 2015 a great success for our school, demonstrated by record enrolments, 1,242 at the start of 2016 and the highest retention rate, 87 per cent, from Years 6–7, in the School’s history.
It is a trend that will continue thanks to the quality of IGS teaching and Principal Colnan’s innovations, notably:
• the SAGE program for the middle years with dynamic outcomes for all students in Years 7, 8 and 9 – Shakespeare Boot Camp, The Rocks Quest and Opera on Kelly
• the appointment of the State’s first STEAM Innovator Melissa Silk who also won the NSW Premiers Teachers Mutual Bank New and Emerging Technologies Scholarship in 2015
• STEAM events combining learning across the curricula of arts, sciences and languages
• planning for a reimagining of our school’s premises in collaboration with UTS post graduate architecture students; and
• appointing teachers in charge of individual education plans in primary and high school – enhancing academic support for students in need.
Other 2015 milestones include the naming of the Kelly Street Campus for Reg St Leon, our founding principal, and the acquisition of 77–79 Bay Street, which the School will use to expand teaching facilities.
This year’s report also includes inspiring information on many of our school’s individual academic and co-curricular achievements among which the collective excellence of IGS NAPLAN results in 2015 stands out. IGS scored well above the state average on all tests and of particular note, our mean student growth scores for Years 7 and 9 writing was notably higher than comparable schools.
In 2015, the Board endorsed the five-year school plan based on the overarching goal “to equip our students to be world ready” and focused on three key action areas: limitless learning, empowered students and sustainable future. The plan will provide the school community with a foundation for our culture of continuing innovation in teaching and learning.
I thank outgoing chair Larissa Cook and board colleagues for their effort and commitment to the School.
Stephen Matchett Board Chair
During the financial year, 8 meetings of directors (including committees of directors) were held. Attendances by each director during the year were as follows:
A MESSAGE FROM THE CHAIR
WELCOME
DIRECTORS’ MEETINGS
Number eligible
to attend
Number
attended
Ms Larissa Cook 3 3
Mr Stephen Matchett (Chair) 8 8
Dr Peter Macarthur 8 6
Mr Andrew Rothery 8 6
Ms Rita Fin 8 7
Ms Anne Milne 8 4
Mrs Annette Cairnduff 8 7
Mr Maurizio Floris 8 7
Mr Liam Semler 2 2
Mr Michael Heenan 2 2
Ms Judith Waldock 1 1
1
This report marks my first full year at IGS and what a year it
has been – one of great discovery, growth and reward. I’m
so thrilled to lead the IGS community and to work
with such dedicated and talented staff
and students.
The first highlight of the year was
Foundation Day on 3 February when
we named the Kelly Street campus
Reg St Leon Building after our
founding Principal. We wanted to
recognise Professor St Leon’s enduring
commitment to this unique school and
to honour his bold vision of a school
built upon bilingualism and excellence
in teaching and learning.
This year, IGS was recognised as
the foremost school in the teaching
of languages in NSW Independent
schools according to the national
research – Exploring Effective and
Sustainable Language Programs in NSW Independent
Schools: A Snapshot of Language Learning in 2014.
This research was conducted by Dr Ruth Fielding and was
published in 2015 by AIS and the University of Canberra.
We began to forge a new strategic vision this year.
We have called it Into the World. An exciting planning
process began and we wrote our first mission statement,
asserting that our raison d’être is to equip our students to
be world ready. We have built three strategic aspirations
that will drive school improvement over the next five
years. They are Limitless Learning, Empowered Students,
Sustainable Future. As part of this dreaming process, we
melded a partnership with UTS School of Architecture to
‘reimagine’ the campus.
We staged a Shakespeare Boot Camp, The Rocks Quest
and Opera on Kelly Street, projects that engaged our
students in the arts and humanities, cutting across the
disciplines and stretching students beyond their age and
stage of learning. SAGE is a new curriculum framework,
unique to IGS. At the end of each project students
reported high levels of engagement, learning, challenge
WELCOME TO THE 2015 ANNUAL REPORT!
A MESSAGE FROM THE PRINCIPAL
WELCOME
I’m proud to have introduced the SAGE program, a project-based curriculum offering for students in the middle years.
2
As students of the School for over thirteen years,
we have been lucky enough to experience countless
unique and exciting opportunities otherwise
unavailable in many schools across Australia.
From as early as preschool, students are encouraged
to be globally minded, learning not just a second
language but in a second language. Students may
learn about the environment in Japanese or analyse
the history of the Roman Empire in Italian.
One thing that makes the School so special is the
relationships formed with students between the year
groups. The interactions students have with others of
all ages and backgrounds not only encourages social
connections with other year groups but also creates
that sense of camaraderie and school spirit that is
so unique to IGS.
To summarise the essence of our school in one
concluding paragraph is no easy task. In encapsulating
IGS’ spirit, it is hard to do justice to its vibrancy,
diversity and acceptance of individuality. So we
can only hope that once you visit the School, its
well-rounded students and vivacious teachers will give
you a sense of the amazing community that thrives
behind International Grammar School’s gates.
Charlie Morgan (Head Boy) and Mollie Beehan (Head Girl)
and achievement as they chased learning out of the
classroom and into energising new learning spaces at
IGS and beyond. The Rocks Quest has been awarded the
prestigious National Trust Heritage Award in the category
of Education and Interpretation.
In 2015 we also pushed into the STEAM space with the
appointment of Melissa Silk as the state’s first STEAM
Innovator. Students signed up for coding clubs as we
melded Science, Technology, Engineering, the Arts and
Mathematics. The spectacular Winter Wonderlamp
workshop conducted at New York’s Museum of
Mathemetics by Melissa and our Head of Mathematics,
Jane Martin, the exquisite Tanabata Festival and
Primordial Hum were just some of the pioneering STEAM
projects that marked 2015 at IGS as a year of firsts.
We also staged our first whole school Broadway/West
End musical, Oliver! which was a triumph and a high
quality debut!
There have been so many group and individual academic
and co-curricular achievements, many of which are
recorded on the pages that follow.
I invite you to read on – and I look forward to leading our
school into 2016!
Shauna Colnan Principal
MESSAGE FROM THE STUDENT LEADERS
3
WELCOME
4
Once again, the PTF presented an inspiring program of Thought Leadership Forums, in consultation with the School.
2016 commenced with the PTF hosting the annual ‘Welcome Cocktail Party’, inviting all IGS parents/carers and staff. The Welcome Party was scheduled to follow on from the Preschool, Kindergarten and Year 7 school information sessions, enabling many new and continuing parents, carers and staff to attend and enjoy meeting over drinks and canapés and live music. To introduce new families to the story of IGS, the PTF presented a gift copy of Learning Journeys - 30 years of the International Grammar School to all new students, to students commencing Preschool, Kindergarten and Year 7, and to students completing Year 12. This beautiful book, produced by the PTF, celebrates the first 30 years of IGS.
Each term this year, the PTF held a school community meeting, inviting parents/carers to meet with the IGS Leadership Staff and IGS Board Directors, to discuss matters related to our school.
Once again, the PTF presented an inspiring program of Thought Leadership Forums, in consultation with the School and this year’s intensified promotion of the program generated a very high level of attendance and the survey feedback received from each session was outstandingly positive.
The PTF Class/Year Representatives provide a wonderful social framework to support our school community. The 2015 volunteers are to be commended and thanked for their time and dedication in organising many social events throughout the year. A wide range of successful functions including family picnics, film screenings, dinners and cocktail evenings have enabled families within each Class/Year cohort to meet socially outside school hours and grounds.
To improve the efficiency and safety of Drive-by pick up, the PTF provides all IGS Primary families with personalised visor ID cards. Each week a dedicated team
MESSAGE FROM THE PTFof volunteers sorted and returned lost property to students. This year students undertaking community service for the Duke of Edinburgh award were invited to assist the PTF with lost property sorting and their help has been highly appreciated.
Throughout the year the PTF have organised regular ‘Rue Kelly’ recycled uniform markets, providing a very economical uniform option and ensuring useful items are recycled and reused, as well as raising funds for the PTF. Parents can also buy and sell used musical instruments and text books through an online service provided by the PTF throughout the year, as well as the traditional end of year swap meet for buying and selling school texts.
The PTF have supported a range of fund raising activities throughout the year as well as donating funds and services towards school activities, for example: the annual Primary Disco; the Antipodean students community project fundraising effort with a donation of PTF published recipe books; ReachOut High School Dance and BBQ; Year Portrait tea towels for Transition, Kindergarten, Year 3 and Year 6; and acknowledging all IGS staff on International Teacher’s Day with a special cupcake morning tea arranged by the PTF. Each year PTF provide funding to purchase the books presented as prizes at Speech Night.
I would like to acknowledge all the members of the PTF Committee for their extraordinary commitment to IGS, demonstrated through many hours of volunteer service.
Diana Hasche, 2015 PTF President
5
The School occupies a unique position on the landscape
of independent schools in Sydney. In the 31 years since
the doors of our School first opened in February 1984,
we have grown from an initial enrolment of 44 students
to the present enrolment of 1,200 students from
Preschool to Year 12. We now occupy a unique inner-city
campus in Ultimo, on the cosmopolitan western fringe
of the CBD.
The founding Principal, Professor Reginald St Leon,
conceived International Grammar School as a place
where acceptance of difference and celebration of
diversity would be the cornerstones for our values based
educational programs. Our commitment to bilingualism
then and now places our school at the cutting edge of
innovative and holistic education practices that focus
upon the development in our students of attitudes of
trust, resilience, respect, responsibility and acceptance.
ABOUT INTERNATIONAL GRAMMAR SCHOOL
International Grammar School (IGS) is a non-selective, co-educational, secular inner-city independent school providing education from Preschool through to Year 12. The School has a special focus on languages education and delivers classes in six languages in addition to English. IGS is a local school with a global outlook and is equipping our students to be world ready.
In the 31 years since the doors of our School first opened in February 1984, we have grown from an initial enrolment of 44 students to the present enrolment of 1,200 students from Preschool to Year 12.
Left: founding Principal, Professor Reginald St Leon
ABOUT IGS
6
ABOUT INTERNATIONAL GRAMMAR SCHOOL
IGS is a non-selective, co-educational, secular inner-city independent school providing education from Preschool through to Year 12.
SCHOOL’S GROWTH AND HISTORY OF PREMISES
IGS opened in 1984 in the Stanley Street premises of the
Little Sisters of the Poor, Randwick, with 44 students
ranging from Kindergarten to Year 11. By the end of that
first year, there were 123 students and by first term in
1985 enrolments had grown to 231. Several years later,
having lost the lease at Randwick, the School moved to
the old Elizabeth Arden cosmetics factory in Riley Street,
Surry Hills.
The old buildings were converted into a school in the
space of six weeks. With expanding enrolments and
the need for specialised High School teaching facilities,
additional space was needed, and from 1990 to 1994
premises in Balmain were employed as a Senior High
School, accommodating Years 11 and 12.
In 1995, the High School moved to a temporary site in
Mountain Street, Ultimo and in 1997, the whole School
moved to our current premises constructed on the
historic site of the Dalgety Wool store in Kelly Street,
Ultimo. The architects sought a spectacular and colourful
design appropriate for the School’s city location,
incorporating its historical facade with the modern
aesthetics of the building. In 2005, the School opened
the Senior annexe in a converted warehouse building in
Mountain Street, very close to the Kelly Street building.
This enabled us to introduce new learning spaces and
opportunities across the full range of school activities.
A new Primary building at 1 Macarthur Street,
adjacent to the two buildings in Kelly Street, was
constructed and opened in 2011 under the Federal
Government’s Building the Education Revolution (BER)
program. This purpose-built facility includes a new
Primary Library, indoor wet weather play area, languages
staff offices, other administration areas
and a multi-purpose space on Level 3.
And in May 2015, IGS acquired a small property at
77–79 Bay Street for future campus development.
STUDENT POPULATION
At the end of Term 4 2015, there were 1,216 full time
enrolments comprising 589 Senior (High) School
students; 515 Junior (Primary) School students; and
112 children in Preschool and Transition (3–5 year-olds).
Eighteen Indigenous students (1.48% of the School’s
population) were enrolled across the School.
46.38% of the student population was female and
53.62% male. Of all students from Preschool to Year 12,
28.2% lived in households where English is not the first
or home language and where more than one language is
spoken. See Section 9 for more information on
students’ background.
Left: founding Principal, Professor Reginald St Leon
7
The acquisition of 77–79 Bay Street this year (occupancy from 2017) adds further scope for redesign and expansion of the campus.
The brand new SAGE program (SAGE stands for Student choice, Authentic learning, Global relevance and Exhibitions of learning) introduced Years 7, 8 and 9 to the Shakespeare Boot Camp, The Rocks Quest and Opera on Kelly, respectively. The week-long projects introduced each year group to a journey of limitless learning as they staged Shakespeare plays; made films and stories onsite from the history of The Rocks; and devised their own operas.
IGS had already explored the concepts of STEM (Science, Technology, Engineering and Maths) projects with collaborative learning in previous years. This year, however, saw the true emergence of STEAM (Science, Technology, Engineering, Arts and Maths) when the
School engaged dedicated STEAM Innovator Melissa Silk.
ETHICAL FRAMEWORK
The ethical framework at IGS is grounded in the core values of Diversity, Personal Achievement, Connectedness, Authenticity and Vibrancy. The School is secular and welcomes people from all backgrounds. The School prides itself on its high levels of cooperation, support and compassion, as expressed in relationships between the diverse group of students, staff, families and friends who make up our community. When students are safe, happy and challenged they grow.
At IGS, students have the opportunity to blossom from preschool to the end of their secondary schooling. All students are treated with respect and they are encouraged to set their own goals and directions. Our academic results, at the end of Year 12, are outstanding. It is the individuals – their character, maturity and integrity –
who speak most strongly for our school.
WHOLE SCHOOL PARTNERSHIPS AND HIGHLIGHTS OF 2015
The naming of the Reg St Leon Building (Kelly Street
campus) took place on Foundation Day (3 February) to honour our founding Principal Professor St Leon. Professor St Leon and his family; State MP Alex Greenwich; City of Sydney’s Councillor Linda Scott; Board members; and the School community were in attendance.
The School entered a collaborative project with the University of Technology, Sydney and in particular, their Architecture faculty to reimagine the design and function of the School’s urban environment.
ABOUT IGS
8
The whole school production of Oliver! The Musical was amazing, with sold-out performances over three nights and involving over 95 students in the cast and crew from Primary and High School.
Throughout the year, Melissa and other staff oversaw
exciting projects involving the whole school including
the spectacular Tanabata Festival incorporating music,
languages, art, science and maths. The transport of
the Winter Wonderlamps workshop to the Museum of
Mathematics in New York, Makerspaces at the School and
the Primordial Hum also brought science and the arts
together in discovery and learning.
International Day with this year’s theme of Global Child in July once again engaged the whole school with
wonderful workshops and food offerings and resonated
in follow up projects with HAGAR (a specialist aftercare
agency that works with women and children who have
survived trafficking and severe abuse in Cambodia,
Afghanistan and Vietnam) whose CEO, Kate Kennedy,
was guest speaker.
Top Left: The Little Prince
Far Left: Rocks Quest
Left: Tanabata Festival
Above: International Day
The whole school production of Oliver! The Musical in July under the direction of Deborah Cunneen and
the musical direction of Sarah Travis and with a huge
input from the Music Department, Paul Bourke and
Activities Director Paul Galea, was amazing with
sold-out performances over three nights and involving
over 95 students in the cast and crew from Primary
and High School.
The Primary School’s Little Prince project in October was equally impressive under the direction of Julian Kennard.
9
There was a robust Exchange program this year again with summer Exchange to Europe, Noumea and the local Lycée Condorcet (Maroubra) and the hosting of 80 students from six countries throughout the year – Italy, Spain, France, Noumea, China and Japan!
IGS Primary Italian students resumed their tradition of visiting and entertaining residents of the Scalabrini Aged Care Village.
A fantastic partnership with the Board of Education in Gunma, Tokyo, Japan was initiated this year involving Year 6 Japanese students participated in a series of weekly lessons with a Year 6 class from the Maebashi Shiritsu Higashi Primary School in Gunma via Skype.
Enhancements in the academic sphere, included the introduction of accelerated Maths program for the HSC; planning for PASS (physical activity and sports studies) in 2016 (PDHPE); and the uptake of Commerce and Drama for Junior High School next year was also announced. 20 students took the History trip to Turkey and Greece in the July school holiday period incorporating ANZAC Cove for the Centenary of ANZAC commemoration. The School also held special ANZAC Centenary assemblies and an exhibition in April.
The second Indigenous intercultural tour to the APY Lands in partnership with Red Earth Connections again changed the outlooks and enhanced the cultural understanding of the 19 students who journeyed there.
Our Indigenous journey continued with both students and staff experiencing a cultural day with Tribal Warrior and with regular Koori clubs at school when we welcomed three of our special ambassadors to tea during the year: Dame Professor Marie Bashir, Professor Larissa Behrendt and Richard Glover.
Top: Students on the Indigenous intercultural tour
Above Left: Visiting Scalabrini Aged Cage Village
Above: Students on the History trip at ANZAC Cove
ABOUT IGS
10
Media engagement was consistent with regular local and some mainstream press coverage. Student representation included stints on Radio Stations ABC 702 and Triple J. Social media engagement continued to grow with close to 1,000 page likes at time of press and over.
The Communications Committee conducted an internal communications audit this year and continued to enhance the website and portal – and to consider the updating and digitalising of some publications.
The School was remunerated several times for providing film locations for Ready for This, an ABC 3 children’s drama which also included 30 of our High School students as extras and stars alumna Maddie Madden, Class of 2014.
The National Safe Schools Framework continued to inform school policies on cyber safety, anti-discrimination, mental health and general safety with forums for both students and staff during the year. IGS was also recognised as a Gold Mental Health First Aid Skilled Workplace by Mental Health First Aid Australia.
IGS also supported and raised funds for many combined social justice causes this year for Nepal, Vanuatu, the Gamba School in Malawi, CanTeen, Hagar, and the Valerio De Simoni Foundation, to name a few. Throughout the year, the four Houses’ ONE charity efforts supported: The Smith Family; Salvation Army – Oasis Youth Support Network; The Children’s Hospital at Westmead; and Josephite Community Aid.
The inaugural Early Learning Sustainability Calendar identified Global, National, Local and IGS based events for Early Learning to engage in and solidify our sustainable practices across the board.
The inaugural Early Learning Sustainability Calendar 2015 was launched, identifying Global, National, Local and IGS based events for Early Learning to engage in and solidify our sustainable practices across the board. Activities included Transition’s visit to the Ultimo Community Garden and Book Share Day.
Four successful PTF Thought Leadership Forums took place (one each term), attracting much larger numbers of the community than in previous years. Presenters included University of Sydney’s Professor Ian Hickie, Professor Kate Steinbeck, Professor Tim Gill and Dr Kieron Rooney and our Director of Counselling Services Joseph Degeling.
The Languages Department once again conducted short Polyglot for Parents (and staff) courses – this time in Spanish and Chinese.
The inaugural community careers mentoring program in October for Year 11 saw 24 parents coming in to the School to share their professional expertise in industries and occupations as diverse as law, mathematics, design, architecture, social work and wealth management. Plans are also underway for an expansion of the Creative Internships program.
The Alumni membership continued to engage and grow and over 40 Class of 2005 and other former students and staff attended the October reunion. 1,000 members in the official Alumni Facebook group.
11
ACADEMIC AND CO-CURRICULAR
• Year 6 student’s story book – Prime Minister’s Medal for NAIDOC Week
• Year 3 student’s poem wins BOSTES Gold Award in the Write On! Competition
• Four Year 6 students and three Year 5s receive Distinctions in three UNSW Academic Competitions
• High Distinctions to five senior Mathematics students in Australian Maths Challenges
• Six High Distinctions to Years 8 and 10 in Australian History Competition
• High Distinctions to four senior Chemistry students in the national Chemistry Quiz
• Two Year 7 students win the National Young ICT Explorers Competition for their coding innovation
• Year 12 student wins the Young Filmmaker in the Calgary International Film Festival and prestigious Robin Anderson Best Film Award and Scholarship
• Two students selected to attend National Art School
• 22 students achieved High Distinctions in listening and speaking tasks for the ACER Languages tests.
• Grand final appearances for Debaters in the HICES competition and IGS announced as the 3rd best debating school overall with equal first best debater in the Open Section
• Two students win Best Improvisers at Newington Cup Theatresports
• One Gold and three silver Duke of Edinburgh awards
• Mock Trial team reached second round of the finals.
• Year 11 student climbed Mt Kosciusko in support of cerebral palsy research
STUDENTS’ OUTSTANDING ACHIEVEMENTS
12
SPORTING – STATE AWARDS
• 16 years NSW Pole Vault Champion
• 3rd in boys’ 800m and 2nd in 1,500 metres running
• 3rd in girls’ 1,400m hurdles
• 3rd in girls 14 years walk
• Two selected for NSW Cross Country
• Two selected for Junior Touch Football (one as captain)
• Year 6 girls’ NSW level long jump and running
• NSW Water Polo representative
• Year 8 Qualifier for Girls Nationals Tennis competition
• Year 11 member of NSW Cycling team
• Rowing entry for Year 11 boy at State regatta
• Three State awards for Snow sports including Snowboard Cross
13
NAPLAN
In 2015 IGS students in Years 3, 5, 7 and 9 participated
in the National Assessment Program for Literacy and
Numeracy (NAPLAN). IGS students scored well above
the state average on all tests. Of particular note, the
mean student Growth scores for Years 7 and 9 on the
test aspect of Writing is notably higher than State
and NSW AIS schools. The past three years has seen
an improvement in Spelling, Reading, Grammar and
Punctuation and Numeracy for Year 3.
3. STUDENT OUTCOMES IN STANDARDISED NATIONAL LITERACY AND NUMERACY TESTING
Year Reading Writing Spelling Grammar & Punctuation
IGS (State)
3 97.2 (71) 94.3 (77.4) 87.2 (68) 94.2 (76.1)
5 83.8 (59.8) 58.1 (52.9) 74.3 (65.1) 75.6 (60.2)
7 89.9 (54.6) 58.9 (40.8) 85.5 (66.9) 86.7 (56.9)
9 81.6 (50.4) 47.9 (38) 70.4 (58.8) 64.2 (46.1)
TABLE: NAPLAN Literacy test results – percentages of students in highest three bands
Year Data, Measurement, Space and Geometry
Number, Patterns and Algebra
Numeracy
IGS (State)
3 87.1 (62.7) 87.1 (64.8) 84.3 (61.9)
5 77.8 (60.6) 73.6 (56.4) 73.6 (56.3)
7 79.3 (55.6) 73.5 (52.7) 76.9 (55.1)
9 69.4 (52.6) 69.4 (53.9) 71.4 (54.6)
TABLE: NAPLAN Numeracy test results – percentages of students in highest three bands
EXTERNAL COMPETITIONS
High Distinctions were achieved in the Australian
Mathematics competition (4), the Australian Mathematics
Enrichment (1) and the Australian Mathematics Challenge
(1) in the Mathematics Trust Enrichment Series. Six
students achieved High Distinctions in the Australian
History Competition. In the national Chemistry Quiz one
student achieved a High Distinction Excellence and three
students achieved a High Distinction.
STUDENT OUTCOMES
Throughout 2015, 22 students gained High Distinctions in the ACER Language Certificates in one of the following languages: French, German, Italian or Japanese.
14
RECORD OF SCHOOL ACHIEVEMENT (ROSA)
In 2015, 99 Year 10 students were awarded the Record
of School Achievement (ROSA) with Grade allocation
being higher than or similar to State patterns. One
hundred and eleven Year 11 students completed Stage
6 Preliminary. Being the third year of grade allocation
for Year 11 courses, teachers and Heads of Department
have established a substantial bank of resources and
graded work samples. This, alongside the Board of
Studies Teaching and Educational Standards’ Assessment
Resource Centre has given teachers increased confidence
as they apply Grading procedures to Preliminary and
Stage 5 Courses.
HIGHER SCHOOL CERTIFICATE
Higher School Certificate – The 2015 HSC results were
very pleasing. All 85 Year 12 students completed their
HSC. Two students achieved Band 6 in at least 10 units
and appeared on the prestigious All-round Achievers
List. IGS students achieved a first in the State in Italian
Continuers and Ukrainian Continuers as well as a fifth
in the State in Music 1. 43 students were Distinguished
Achievers (achieved above 90% in at least one course)
with 83 mentions for Distinguished Achievement on the
HSC Honour Roll. IGS was above the State mean in 81%
of courses. For the first time 14 IGS students completed
an accelerated program of study in Mathematics with
outstanding success. Seven IGS students were nominated
for exhibitions and showcases in Visual Arts, Drama
and Music.
In the following courses, percentages of Band 6
students exceeded that of the State: Chemistry (15%),
Drama (36%), Economics (31%), English Advanced
(22%), Geography (13%), Mathematics General 2 (7%),
Mathematics (28%), Mathematics Extension 1 (42%),
Music 1 (44%), Music 2 (50%), Music Extension (67%),
PDHPE (10%), Physics (20%), Visual Arts (25%), Italian Continuers (67%)
3. STUDENT OUTCOMES IN STANDARDISED NATIONAL LITERACY AND NUMERACY TESTING
4. SENIOR SECONDARY OUTCOMES
SNAPSHOT
• 1st place in the State in two languages – Italian Continuers and Ukrainian Continuers
• 5th place in the State in Music 1. Same student nominated for Encore and selected for OnSTAGE-OnSCREEN, a rare achievement
• Two All Rounders
• 43 Distinguished Achievers (above 90% in at least one course)
• 83 mentions for Distinguished Achievement on the HSC Honour Roll
• For the first time, 14 Year 11 students completed an accelerated program for the HSC in Mathematics. The average mark for these students was 92. Their marks ranged from 81 to 99
• Seven IGS students were nominated and selected for exhibitions and showcases in Visual Arts, Drama and Music.
• IGS was above the State mean in 81% of courses.
• 100% of our students were in the top two bands for English Extension 1, Music 2, Music Extension 1 and French Continuers.
15
Band 6 Band 5 Band 4
Course Number of Students
%IGS %NSW %IGS %NSW %IGS %NSW
Ancient History 28 7.14 7.9 35/71 24.7 28.57 28.04
Biology 28 3.57 5.77 42.85 22.19 32.14 31.62
Chemistry 20 15 10.72 35 30.33 35 32.24
Design & Technology 9 _ 11.55 11.11 24.43 55.55 42.43
Drama 14 35.71 14.36 35.71 28 28.57 39.72
Economics 16 31.25 11.36 31.25 34.49 25 28.74
English Standard 31 _ 0.37 3.22 7.94 51.61 33.84
English Advanced 54 22.22 15.4 61.11 42.41 16.66 33.27
Geography 16 12.5 8.51 50 32.79 25 24.95
Mathematics General 2 28 7.14 5.6 32.14 20.04 35.71 24.42
Mathematics 40 27.5 19.63 42.5 32.68 17.5 28.38
Modern History 34 11.76 11.47 38.23 32.18 47.05 28.27
Music 1 9 44.44 16.71 44.44 45.13 11.11 26.62
Music 2 4 50 36.59 50 51.44 _ 11.67
PDHPE 10 10 8.68 60 20.94 20 32.53
Physics 10 20 8.38 10 20.37 60 37.3
French Continuers 6 16.66 30.67 83.33 35.62 _ 20.49
German Continuers 3 _ 22.68 66.66 34.03 33.33 27.31
Italian Continuers 3 66.66 20.58 _ 32.72 _ 23.52
Japanese Continuers 2 _ 18.91 100 35.55 _ 22.69
Spanish Continuers 2 _ 6.66 50 36.66 50 30
Visual Arts 20 25 12.68 65 40.72 10 34.27
TABLE: Higher School Certificate course results – 2015
Band E4 Band E3
Course Number of Students
%IGS %NSW %IGS %NSW
English Extension 1 12 8.33 34.53 91.66 59.55
English Extension 2 6 _ 26.13 83.33 56.24
Mathematics Extension 1 19 42.1 34.3 52.63 49.81
Mathematics Extension 2 10 30 36 50 50.14
History Extension 12 16.66 22 66.66 56.14
Music Extension 3 66.66 56.36 33.33 36.79
French Extension 3 _ 36.14 100 54.81
German Extension 3 _ 33.82 100 63.23
Japanese Extension 2 _ 33.17 100 54.8
Spanish Extension 2 _ 13.04 100 78.26
STUDENT OUTCOMES
16
Courses Studied Externally
Business Studies (3) Band 5, 4, 4
Community & Family Studies (1) Band 5
Senior Science (1) Band 4
Heritage Chinese (Mandarin) (2) Band 5, 4
French Beginners (1) Band 6
German Beginners (1) Band 4
Indonesian Beginners (1) Band 6
Italian Continuers (1) Band 5
Italian Extension (1) Band E3
At Left and Above: Students at Speech Night and HSC Showcases
17
PROFESSIONAL LEARNING
18
PROFESSIONAL LEARNING, TEACHING STANDARDS, ATTENDANCE AND RETENTION RATES
In 2015, IGS teaching staff completed more 3100 hours of
professional development covering a broad range of topics.
Close to 15% of this professional learning took place in
individual staff members own time. 356 individual courses
were completed by IGS staff. A considerable amount of
this professional development was conducted internally
using the expertise of our own staff to lead colleagues in
their professional learning. Staff also had access to a wide
array of external courses. The majority of this training was
conducted through professional associations.
Throughout 2015, a number of staff completed
accreditation at the level of Proficient Teacher within
the National Teaching Standards. These staff were ably
supported by supervisors and mentors. A number of
other completed their maintenance of accreditation at
proficient level and two staff maintained their Highly
Accomplished accreditation. Two further staff members
were also accredited at the level of Experienced Teacher
through the Independent Schools Teacher Accreditation
Authority. A number of special programs within the
School were undertaken to support these staff, including
a dedicated program for early career teachers to support
their transition into the teaching profession.
5. PROFESSIONAL LEARNING
IGS staff have a strong commitment
to their ongoing higher education with
a number of teachers actively engaged in
post graduate studies. The School’s Staff Bursary
Program supported staff to undertake interstate and
international professional study initiatives. A number of
staff were also engaged in professional learning groups
undertaking online studies with Harvard University.
More than 45 student teachers completed practicum
experiences at IGS in 2015. These student teachers were
supported by IGS staff to develop their professional
skills. As a result our staff developed mentoring,
leadership and coaching skills.
Throughout 2015, the School developed a new strategic
plan for implementation from 2016 to 2020. This plan
will help guide the future direction of the School’s
professional development plan in coming years.
In 2015, IGS teaching staff completed more 3100 hours of professional development covering a broad range of topics.
19
Description of Professional Learning Activity
General professional learning on pedagogy (both High & Primary Schools)
• Behaviour management workshop
• Workshop on supporting early career teachers
• Workshop on effective programming
• Teaching time management skills
• Conference on understanding working memory
• Early Career Teachers workshops
• Online visible learning training through Harvard University
27
6
1
5
1
6
12
Professional learning on teaching standards
• Professional learning on teaching standards
• Teaching time management skills
• Conference on understanding working memory
4
1
1
Student Care (both High & Primary Schools)
• Identifying and managing students who self-harm workshop
• Workshop on mentoring senior students
• Online cyber safety workshop
• Workshop on the role of media in sex education
• Workshop on the importance of sleep to adolescents
• Workshop on improving student wellbeing outcomes
• Youth Mental Health First Aid
20
25
8
1
10
54
10
Students with Special Needs
• Workshop on adjusting assessment tasks for students with disability provisions
• Workshop on supporting student with ASD
• Workshop on understanding disability legislation
• Workshop on teaching students epilepsy training
• Conference on teaching gifted students
• Workshop on supporting students with hearing loss
• Leadership in Gifted Ed conference
• Online workshop on preventing and responding to eating disorders
• Workshop on teenagers, drugs and alcohol
• Workshop on autism spectrum disorders
10
73
73
22
3
1
1
1
81
3
Technology Training (both High & Primary Schools)
• STEM education conference
• Advanced Excel training
• K-12 Innovation Conference
• Workshop on using Minecraft in lessons
• STEM leadership conference
• Technology and libraries conference
5
1
1
2
6
1
Number of Staff Participating
PROFESSIONAL LEARNING
20
Description of Professional Learning Activity
HIGH SCHOOL
General Pedagogical Course (High School Specific)
• Workshop on understanding HSC scaling 24
English
• English curriculum conference 11
Science
• Stage 6 Biology conference
• Stage 6 Chemistry conference
• Workshop on using technology in Science
1
2
1
Mathematics
• Teaching Mathematics through games
• Conference for Heads of Mathematics
• HSC Mathematics conference
• Workshop on teaching Mathematical skills with Scratch
• Workshop on focus studies in General Mathematics
• Workshop on teaching 2 Unit Mathematics Preliminary course
• Workshop on using Gealgebra
1
1
1
6
1
2
1
HSIE
• Stage 6 Economics conference
• Workshop on Geography syllabus
• History conference for early career teachers
• HSC Geography workshop
2
1
1
1
Languages (High School & Primary)
• Workshop on teaching HSC Chinese
• Workshop on differentiation in languages
• Teaching Languages through games
• Teaching Italian through music workshop
• Leading Languages Conference
• Conference on Chinese language teaching
• Modern language teachers conference
• Japanese teachers conference
• Conference on the Australian Curriculum for Languages
1
1
1
3
2
1
3
1
1
Visual Arts
• Indigenous art symposium
• Workshop on portrait photography
1
1
Number of Staff Participating
21
PROFESSIONAL LEARNING
Description of Professional Learning Activity
Music (High School & Primary)
• Workshop on innovative approaches to Music education
• HSC Music conference
• Workshop on neurosciences and music education
• Orff music methodology Conference
15
1
1
8
PDHPE (High School & Primary)
• Conference on teaching personal health
• Teaching computation thinking skills workshop
1
2
Drama
• Drama education conference
• Workshop on teaching set design skills
1
1
Library
• National Librarians conference
• NSW Librarians conference
1
1
PRIMARY SCHOOL
Literacy
• Workshop on using iPads in K-6 English
• Synthetic phonics training
• Creative writing in Stages 2 & 3 workshop
2
1
1
Numeracy
• Numeracy in K-2 Conference
• Workshop on using iPads in K-6 Mathematics
1
1
Science & Technology
• Online learning modules on implementing the K-6 Science curriculum
• Workshop on teaching inquiry based science
• Workshop on teaching environmental projects in Year 4
1
1
7
General
• Innovation in primary teaching conference 3
Number of Staff Participating
22
OTHER
Educational leadership
• Executive staff national conference on educational leadership
• Conference on leading curriculum
• Workshop on effective delegation strategies
• Educational research symposium
• Workshop on having difficult conversations
• Leading Change in Schools conference
• Women in school leadership conference
1
2
11
1
1
2
1
Compliance and Safety
• National Safe Schools Symposium
• Workshop on school safety
• Chemical safety workshop
• Child protection investigator training
• Child protection training for mandatory reporters
• Workshop on cyber safety issues
• CPR training
• Apply First Aid course
• Work, Health & Safety consultation training
2
1
2
1
133
1
9
16
2
23
WORKFORCE COMPOSITION, INCLUDING INDIGENOUS
Across the School’s workforce in both teaching and non-teaching roles there are 25 languages other than English spoken at home. Approximately 35% of our staff were born outside of Australia. At present one Indigenous Australian is employed in an administrative role at the School.
ATTENDANCE AND RETENTION RATES FOR TEACHING STAFF
Attendance rate: 95.3%
Retention rate: 94.2%
TEACHING STANDARDS
6. WORKFORCE COMPOSITION
Category Number of Teachers
Teachers having teacher education qualifications from a higher education institution within Australia or as recognised within the National Office of Overseas Skills Recognition (AEI-NOOSR) guidelines
104
Teachers having a bachelor degree from a higher education institution within Australia or one recognised within the AEI-NOOSR guidelines but lack formal teacher education qualifications; or
0
Teachers not having qualifications as described in (i) and (ii) but having relevant successful teaching experience or appropriate knowledge relevant to the teaching context. Such teachers must have been employed to “teach” in NSW before 1 October 2004 (either on a permanent, casual or temporary basis) and worked as a “teacher” during the last five (5) years in a permanent, casual or temporary capacity
0
7. STUDENT ATTENDANCE AND RETENTION RATE
MANAGEMENT OF NON-ATTENDANCE
Regular attendance at school is essential to assist students to maximise their potential.
IGS, in partnership with parents, is responsible for promoting regular school attendance of students, as outlined under the NSW Education Act 1990.
Holidays
As part of the implementation of the National Standards, holidays taken by students outside of school vacation periods will now be included as absences. A Certificate of Exemption can no longer be granted for this purpose.
Families are encouraged to holiday or travel during school vacations.
Year Level Attendance rate %
Kg 97%
Year 1 96%
Year 2 95%
Year 3 97%
Year 4 96%
Year 5 96%
Year 6 97%
Year 7 96%
Year 8 95%
Year 9 94%
Year 10 92%
Year 11 94%
Year 12 93%
24
Years Compared Year 10 Total enrolment on census date1
Year 12 Total enrolment on census date
Year 10 Enrolment at census date remaining in Year 12 on census date
Apparent retention rate
Actual retention rate
2002/2002 59 63 50 107 85
2003/2005 72 58 53 82 74
2004/2006 86 82 68 95 79
2005/2007 80 84 72 105 90
2006/2008 75 73 57 97 75
2007/2009 80 89 67 111 84
2008/2010 99 93 81 94 84
2009/2011 94 66 59 70 63
2010/2012 99 95 88 96 89
2012/2014 83 91 79 110 95
2013/2015 84 86 79 102 94
LEAVE REQUESTS
Applications for leave from school must be made in writing to the Deputy Principal either by sending an email to [email protected] or by submitting a hand written request to Student Reception. Parents/carers will subsequently be required to complete an application form for the period of absence. Please allow sufficient time for the Deputy Principal to consider all requests that are made and to provide a response.
ATTENDANCE PROTOCOLS AT IGS
Lateness
Students need to be at school on time. All students attend Home Class or Tutor Group when the bell rings at 8.35am.
Students who arrive late are required to report to Student Reception to obtain a late note that must be given to the teacher.
While the School understands that lateness is sometimes unavoidable, it is important to develop in students the value of being punctual. Late arrival to school can disrupt the learning of the individual and others. Consequently, unexplained lateness to school may require High School students to make up this time.
Leaving school early
If a student must leave school early, they are to present a note to Student Reception on the morning of the day
requiring early leave. This note needs to be signed by the Head of House or a senior member of staff and students are to report to Student Reception at the time of their departure from the School. Students not at school during school hours must carry with them an IGS leave pass.
Short term student absence
The School should be informed before 8.30am if a student is to be away on any given day. The preferred method for this is via email: [email protected]
A note is required the day the student returns after an absence. All notes must be dated and provide a reason for the absence. This note must be given to the Home Class teacher or the student’s Tutor. If no note is received, this will remain recorded as an unexplained absence.
The School will inform parents of students who are recorded absent by either an automated digital service which is sent before 11.00am each day. This system allows the School to verify the whereabouts of students on any given day and also ensures that our records regarding student attendance are maintained accurately.
For this reason, students who fail to attend Home Class or Tutor Time must ensure that they record their attendance by signing in at Reception. In all cases where a student is recorded as absent, an email will be sent to parents as a notification of that absence – this will occur even in cases where the absence is known in advance.
25
In 2015, 85 Year 12 students completed the HSC and received an ATAR. University places were offered to 82% of the cohort with 28% of offers from University of Sydney, 21% from University of New South Wales, 21% from University of technology and 5 students chose courses at ANU and 2 University of Canberra which was unusual. Offers were made from other local Universities as well as from Newcastle and Melbourne. Our top performing student chose to study Combined Law and another high performer, Actuarial studies. Students selected courses in all areas of study; science, arts, engineering, law, communications, design, visual arts and music reflecting the diverse interests of the school community. Students received offers at TAFE and Private colleges in fields of trades, hospitality, film, media, computing, management and business.
8. POST SCHOOL DESTINATIONS
University courses selected
BA 14
BSC 9
BSc (medical/sport/vet) 11
B Engineering 6
B Commerce/Business 5
B Economics 3
B Media/communications 4
B Education 1
BA/BSC 2
B Design/architecture 3
B Fine arts 2
B International and global studies 3
B Music 2
B Combined Law 1
B Criminology 1
B Actuarial studies 1
B Natural History Illustration 1
UNIVERSITY OFFERS AND COURSES FOR STUDENTS COMPLETING HSC 2015
University offers and course 2015 cohort
Total number of students completing HSC 2015
85
Total number of students receiving University offers
70 82%
University selected
USYD 20 28%
UNSW 15 21%
U TECHNOLOGY SYDNEY (UTS) 15 21%
MACQUARIE UNI (MU) 4 5%
WESTERN SYDNEY UNI (WSU) 3 4%
AUSTRALIAN NATIONAL UNI (ANU) 5 6%
U CANBERRA (UC) 2 4%
ICMS 2 4%
NATIONAL ART SCHOOL (NAS) 2 3%
THINK GROUP 1 2%
AUSTRALIAN CATHOLIC UNI (ACU) 2 4%
UNIVERSITY OF NEWCASTLE 1 2%
UNIVERSITY OF MELBOURNE 1 2%
UNIVERSITY DESTINATIONS 2015
USYD
UNSW
UTS
ANU Canberra
Macquarie
NAS
Newcastle
Melbourne
WSU
26
ENROLMENT POLICY AND PROCEDURES
Entry points
The main years of entry to International Grammar are Preschool (age 3) and Year 7.
Preschool students with regular attendance receive priority for entry into Kindergarten over new students and are made an offer for Kindergarten enrolment during their Preschool year.
All Year 6 students are guaranteed a place in Year 7 and remaining places are offered to students on the waitlist. Typically this results in a Year 7 cohort of approximately two-thirds current students and one-third new students.
Applications
Application fees and forms and information about the steps to enrolments are available on the School’s website. Applicants from overseas must complete an English literacy assessment.
Enrolment offers will be made in order of the receipt of applications with priority given to siblings of current students, then to children of permanent staff members, then to students returning to the School, then to children with one parent who completed Year 12 at the school.
Consideration will also be given to the following matters:
• The applicant’s support of the School’s core commitments, ethical framework and educational activities
• Gender balance in each year group
• Total class numbers in each of the School’s four languages programs, as the School cannot guarantee the availability of a specific language
• The educational, social and emotional needs of all students in a year group and
• Other criteria determined by the School from time to time
9. ENROLMENT POLICY AND CHARACTERISTICS OF THE STUDENT BODY
Enrolment offers are made at the discretion of the
Principal and following an interview. In the High School
entry interviews are conducted by a member of the
senior leadership team. In the Junior School the interview
is conducted by the Head of Junior School (or his
Deputy). Families who are seeking Preschool entry all
meet with a senior member of the Early Learning team
prior to an offer being made.
Once enrolled, students are expected to support the
School’s ethos and to comply with the school rules.
See copy of full Enrolment Policy at Appendix A.
Parent satisfaction upon early exit
Exit surveys are offered to every family following the
withdrawal of the student and a more extensive exit
survey is conducted with Year 12 parents on completion
of the HSC. Aside from the completion of schooling, the
most common reasons for exit in 2015 (according to
information supplied by families either via the Exit Survey
or other communication) were:
• Relocation or overseas posting
(23% of departures in 2015)
• Changes in financial or family circumstances
(16.6% of departures in 2015)
• Children leaving Early Learning to begin formal
schooling at a local Primary School (24.5%)
• 41.2% of all students who withdrew from IGS in 2015
requested to be waitlisted for future re-entry.
27
28
In 2015, there were 18 Indigenous students (1.48%) enrolled from Kindergarten to Year 12.
General breakdown of composition of the student population was 46.38% female, 53.62% male. 28.2% of students lived in households where more than one language is spoken.
CHARACTERISTICS OF THE STUDENT BODY
TABLE: COMPOSITION OF STUDENT POPULATION ACCORDING TO LANGUAGE BACKGROUND*
Language spoken at home Total
Arabic 8
Cantonese 17
Catalan 1
Chinese 14
Croatian 4
Czech 1
Dutch 2
English 927
Estonian 1
Farsi 4
French 35
German 44
Greek 21
Gujarati 1
Hindi 3
Hungarian 2
Italian 35
Japanese 18
TOTAL
Language spoken at home Total
Korean 2
Mandarin 11
Nepali 1
Norwegian 2
Persian 1
Polish 3
Portuguese 6
Romanian 2
Russian 9
Serbian 4
Spanish 30
Swedish 1
Tamil 1
Thai 4
Turkish 10
Ukrainian 3
Urdu 1
Vietnamese 3
1,232
Further information regarding the Student Body is available on the My School website: http://www.myschool.edu.au
28.2% of students lived in households where more than one language is spoken.
29
10. SCHOOL POLICIES
POLICY UPDATES
A. POLICIES FOR STUDENT WELFARE
The School seeks to provide a safe and supportive
environment which:
• Minimises risk of harm and ensures students feel secure
• Supports the physical, social, academic, spiritual and emotional development of students
• Provides student welfare policies and programs that develop a sense of self-worth and foster personal development.
There is commitment to ensuring that the School
retains its status as a lighthouse school for good social,
emotional and mental health practice in schooling.
Student care is not an end in itself but a means to
enhance the learning and development of every student.
Every student can be successful and it is through
achievement that student self-esteem is enhanced.
POLICY ON BULLYING
International Grammar School is committed to providing
a safe and secure community for all of its members and
will therefore not tolerate any action that undermines
a person’s rights in relation to this. The School will take
whatever steps are necessary to prevent, or intervene in,
such behaviour.
Every member of the School community has the right to
be free from bullying. Therefore, all members of the
School community have a responsibility to actively
practise and promote:
• acceptance for individual differences
• the values of courtesy, respect, compassion, and care for others in the conduct of relationships
• a supportive and encouraging climate where the achievements and efforts of others are applauded
• a commitment to adhering to, and upholding, all aspects of this policy. A safe, secure community
requires all members to be sensitive to others.
A copy of the full policy on Anti-Bullying can be found
in Appendix B. In 2015 we enhanced our wellbeing
practices by providing students with an email address
which they are encouraged to use to report incidences
of concern. The email goes directly to the school
counsellors who address the issue on line.
At IGS, the central focus on our students as people – not just learners – has led us to the recognition that student care and student achievement are not separate, but mutually reinforcing.
30
10. SCHOOL POLICIES
Policy Changes in 2013/14 Access to full text
Privacy Revised Full text on school website
Student attendance Updated according to 2015 legislative changes
Full text in Staff Handbook
Guidelines for supporting student attendance Updated Referred to on page 25 of this report
Students at risk of harm- Procedures Created Full text in Staff Handbook
Student Exchanges Updated Full text in Staff Handbook
B. POLICIES FOR STUDENT DISCIPLINE
IGS values the wellbeing of all members of the school
community. This is achieved by positive reinforcement
of appropriate behaviour and a consequential approach
to inappropriate behaviour, which may include exclusion,
suspension or expulsion, but will never include corporal
punishment. Insofar as is possible, this policy will be
applied in a manner appropriate to each individual
student and each individual circumstance with the
ultimate goal of enabling students to make good
behavioural choices on their own.
The full text of the Discipline Policy is available on the
school website. The text of the School’s discipline policy
and associated procedures is provided to all members of
the school community through:
• The Staff Handbook
• School Website: www.igssyd.nsw.edu.au
An abridged version of the Discipline Policy is found
in the Student Diary with a full version in the Staff
Handbook and on the school Website.
C. POLICIES FOR COMPLAINTS AND GRIEVANCES RESOLUTION
Procedures for the resolution of grievances were
adopted and published in the Staff Handbook which
includes procedural fairness and makes explicit
reference to complaints procedure for dealing with staff
issues and student issues.
All the above policies are posted on the School’s public
website: www.igssyd.nsw.edu.au
Table: Student welfare policy references
IGS is a school community that respects the rights of the individual within the context of the rights of the community as a whole.
31
THE STUDENT ENVIRONMENT
Provide a safe secure and inclusive environment for all students
• The School’s wellbeing and student care practices have been updated and are summarised in the IGS Student Wellbeing and Student Care pamphlet which is available online. A Bullybuster section was introduced to Moodle and updates made accordingly to the School’s Anti-Bullying Policy updated (see Appendix B)
• The School was recognised in 2015 as a Gold Mental Health First Aid Skilled Workplace – reflecting the high proportion of IGS staff who had completed their Youth Mental Health First Aid training.
• The reimagining project with UTS explored use of student spaces – for learning and study – with plans afoot for a new senior study area
To nurture and celebrate student achievement
• The Academic and Co-curricular awards systems continued with formalised processes, recognising both academic excellence and application to studies.
• The Enrichment in Learning programs benefited talented students across the age groups
• Publicity through local and mainstream media raised the profile of individual students and the School
11. PRIORITY AREAS FOR IMPROVEMENT (BASED ON STRATEGIC PLAN, 2011-2016)
TEACHING AND LEARNING
To provide a dynamic and rigorous curriculum and pedagogy which embrace intercultural understanding and promote personal achievement
• The implementation of the Australian Curriculum in the School context continued.
• The appointment of the State’s first dedicated STEAM Innovator to advance collaborative teaching and learning across faculties in Science, Maths and the Arts saw several impressive events and projects including Tanabata, Primordial Hum and Augmented Reality.
• The introduction of the School’s innovative and inaugural SAGE (Sustainable Learning, Authenticity, Global Relevance, Exhibitions of Learning) program brought Shakespeare Boot Camp to Year 7; The Rocks Quest to Year 8; and Opera on Kelly to Year 9.
• Regular professional development sessions (often run by teachers themselves) focused on best practice in the classroom and ‘excellence in all that we do’.
To nurture social awareness and ethical behaviour and values in our students
• IGS students were involved in a plethora of activities throughout the year to build their social awareness and promote a ‘world view’. Activities included High Resolves ethics program for senior students; ‘gold coin’ days for Primary; the 40-Hour Famine; ‘One’ charity program and parent guest speakers. See full details in Section 12
• The second Global Scholars Prize for an essay on (this year’s) topic: The Road from Damascus (on the plight of refugees in 2015) was awarded at Speech Night.
In response to the School’s Strategic Plan 2012-2016, the year 2015 realised the following improvements and achievements:
PRIORITY AREAS
32
COMMUNITY RELATIONS AND MEDIA
To connect effectively with past and present and future members of our school community
• The official IGS Facebook page (established in late 2014) and LinkedIn presence have been embraced by the school community and the Facebook page passed 1,000 likes in Term 4. The Alumni Facebook is also flourishing and alumni events were held throughout 2015 including that of the Class of 2005.
• Mentoring for Careers for Year 11 students involved 15 parent volunteers – in fields as diverse as law, media, the arts, finance and welfare – was highly successful
• Student achievements were regularly publicised in the weekly e-newsletter InFocus, the biannual Jigsaw magazine and the local and metro media with several articles published in the Inner West and Wentworth Couriers and the Independent School supplement of the Sydney Morning Herald.
• A Survey Monkey in 2015 on the relevance of and engagement with the School’s community publications was well subscribed and overwhelmingly positive.
11. PRIORITY AREAS FOR IMPROVEMENT (BASED ON STRATEGIC PLAN, 2011-2016)
LEADERSHIP AND MANAGEMENT
To attract, retain and develop quality staff
• The Staff Bursary Program and annual Scholarship award continued.
• Professional development – including online study opportunities with Harvard University – was encouraged and taken up.
To keep the School at the forefront of educational practice
• The Operational Plan reflects evaluation of the relevance and uptake of Professional Learning and Networks (refer professional development undertaken in 2014, Section 5)
CORPORATE DEVELOPMENT
To increase philanthropic giving to the School and its associated bodies/organisations
• In 2015, the Advancement Team and the School Board continued to consider ideas and strategies for increasing community engagement and philanthropic giving. The team has started with an Annual Giving campaign with a very pleasing level of donations.
• To secure the long-term accommodation requirements for the School
• The development of a strategy for the long-term accommodation needs of the School continued in 2015 and the confirmed purchase of the property at 77-78 Bay Street took place early in 2015.
IGS students were involved in a plethora of activities throughout the year to build their social awareness and promote a ‘world view’.
33
Good leadership is promoted through 18 community and
special faculty student leaders in Year 6 and 16 Year 12
Leaders. Tutor groups and Houses also provide a solid
basis for fostering peer group support and camaraderie.
Cyber safety and good digital citizenship training
continued this year to develop student’s awareness,
respect for others and a sense of responsibility in the
online world. There are dedicated digital co-ordinators in
both the Primary and High Schools.
The ONE! program, the social justice program in the
High School continued in 2015. The program is run by
service leaders from each house group and aims to
raise awareness of issues in our community as well as to
encourage service and charity in the school.
In 2015, Bamal students continued to aid the work of
the RSPCA through the donation of food for the care of
animals at the shelter at Lidcombe.
12. ACTIONS UNDERTAKEN BY THE SCHOOL TO PROMOTE RESPECT AND RESPONSIBILITY
Students in Kuyal donated to The Smith Family’s Toy and
Book Appeal, providing toys and books that will become
Christmas presents for children who would otherwise go
without. Baado students assisted The Child Life Therapy
Department in providing care for sick children at The
Children’s Hospital at Westmead through their donations
of art and craft. Students in Gura continued their support
for homeless young people through their donations of
food and household items to the Oasis Youth Support
Network in Surry Hills.
This year, students throughout the School raised funds
and awareness for the Valerio De Simoni Foundation’s
Gamba School in Malawi, Africa and for HAGAR the world
organisation to assist women and children in slavery .
PDHPE and sporting camps are also designed to put
increased onus on students to be more independent
and responsible in the way they react to challenge and
‘hardship’. Camps were conducted for Years 5,6,7,8,9
and 11 (Study Skills).
IGS prides itself on its sense of social justice, global outlook and core value of diversity.
34
SCHOOL OPINION SURVEY
Information was gathered from the whole school
community through the annual school opinion survey
(pertaining to 2015 – early 2016).
Students from Years 3–12, parents and staff from all
sectors of the School participated in respective opinion
surveys. The Educational Council’s agreed student and
parent items were used for the purpose of consistency
and evaluation of school performance over time.
Students and parents of both sectors also confirmed their
perspective that their child felt safe at the School and
likes being at school.
12. ACTIONS UNDERTAKEN BY THE SCHOOL TO PROMOTE RESPECT AND RESPONSIBILITY
13. PARENT, STUDENT AND TEACHER SATISFACTION
Staff across all sectors of the School reported a
high degree of agreement with the Principal’s clear
strategic vision in addition to their own engagement
and participation with this direction. Similarly, staff
also reported a high level of satisfaction with the
opportunities afforded them for professional growth and
for professional autonomy. The School’s local, national
and global connections in addition to respect for cultural
diversity were also a high point as suggested through
the staff surveys.
The survey information suggested further opportunity
for school improvement across the areas of student
behaviour management in addition to the nature and
frequency of teacher feedback to students on their work.
In response to the data gathered, members of the School
Leadership Team will be working further with various
areas to implement school improvement plans.
Data gathered from the surveys reinforced an overwhelming consensus across both the High School and Primary School parent and student groups of high student work expectations and student motivation.
35
The School continued its strong commitment to providing education for young Indigenous students through the Indigenous Scholarship Program.
36
14. SUMMARY OF FINANCIAL INFORMATION
RECURRENT/CAPITAL INCOME
Fees and Private Income
State Recurrent Grants
Commonwealth Recurrent Grants
Other Capital Income
Salaries, Allowances and Related
Non Salary Expenses
Occupancy Costs
Capital Expenditure
RECURRENT/CAPITAL EXPENDITURE
53%
17%
15%
15%
81%
5%14%
0%
2015 saw our enrolments reach a median of 1,216 students.
Based on the Index of Community Socio-Educational
Advantage (ICSEA, the funding measure used by the
Federal Government) and our school’s ICSEA value of 122,
the 2015 funding from the Federal Government was $3.6
million. We expect this ICSEA value to remain the same
and our funding to remain relatively similar in 2016.
The 2015 funding received from the State Government
was $1.24 million. With no special grants received during
the year the total funding received by the School was
$4.84 million.
The charts below summarise the Recurrent/Capital Income and Expenditure for 2015.
In 2015, in accordance with the Multi-Enterprise
Agreement 2015–2017, the Teaching Staff did not receive
a salary rise. Instead they received two one-off payments
of salary; the operational staff received a salary rise
of 2.25%.
During the course of the year the School purchased the
property at 77–79 Bay Street, Glebe for $3.26 million.
FINANCIAL INFORMATION
37
ENROLMENT POLICY
All enrolment offers are made at the discretion of the Principal.
Entry into the School will primarily be determined by the date the application is received by the School. Priority will, however, be given in the following circumstances (in order):
1. Where an applicant has a sibling at the School;
2. Where the applicant is the child of a permanent member of staff at the School;
3. Where an applicant has previously been enrolled at the School; and
4. Where one parent of the applicant has completed Year 12 at the School.
The School attempts to ensure that there is a reasonable balance of male and female students in each year group. Where gender imbalance exists in a year group, action may be taken to redress the imbalance.
In Preschool – Year 10, enrolment offers will be linked to, and conditional upon, the language/s allocated to the student. Upon acceptance, the student will study the language/s allocated until the year level at which the study of the language is no longer compulsory. For new enrolments at the commencement of Year 7 only, languages allocations will be made subsequent to enrolment offers.
Consideration will be given to the educational, social and emotional needs of all students in a year group prior to an offer of enrolment to a new student.
ENTRY POINTS
The main entry points to the School are Preschool and Year 7.
Enrolments for all other years will be offered subject to the availability of places. Early Learning students will receive priority for entry into Kindergarten over applicants for entry directly into Kindergarten. Students enrolled at IGS in Year 6 are automatically enrolled into the High School unless notice of withdrawal is received within the applicable notice period.
WAITING LISTS
Applicants will be placed on a waiting list based on the date the application is received by the School, subject to the conditions listed above referring to siblings, children of permanent staff, returning students and children of alumni who have completed Year 12 at the School.
STUDENT ENTRY INTO EARLY LEARNING
The Policy for children entering Early Learning is as follows:
1. All children must turn three years of age by May 31.
2. Children cannot commence until their third birthday.
3. Children must be toilet trained before commencement, failing which the attendance of the child will be deferred.
APPENDIX 1
IGS is a non-selective, co-educational, secular school which seeks to be representative of contemporary Australian society. As such, IGS is open to enrolment from any individual who adheres to the values and attitudes that underpin the culture and ethos of the School.
38
ANTI-BULLYING POLICY
This policy must be read in conjunction with the IGS Child Protection Policy. If bullying amounts to harm as referred to in the Child Protection Policy then the matter must be dealt with under the Child Protection Policy.
Every member of the School community has the right to be free from bullying.
Therefore all members of the School community have a responsibility to actively practise and promote:
• acceptance for individual differences
• the values of courtesy, respect, compassion, and care for others in the conduct of relationships
• a supportive and encouraging climate where the achievements and efforts of others are applauded
• a commitment to adhering to, and upholding, all aspects of this policy.
• A safe, secure community requires all members to be sensitive to others.
WHAT IS BULLYING?
Bullying is a systematic abuse of power. It typically involves repeated acts of aggression that aim to dominate and cause hurt, fear, or embarrassment in another person. Bullying is generally deliberate and planned, but can also be a result of thoughtlessness. It can be perpetrated by an individual or by groups.
Bullying may take many forms. It may be physical, verbal, by gesture or exclusion, extortion or e-bullying.
STRATEGIES FOR PREVENTION
As a School Community all members have the responsibility to work actively towards the prevention of bullying. Staff: This requires staff to:
• be positive role models at all times, in both words and in deeds;
• be vigilant in monitoring for signs of bullying behaviour;
• make efforts to remove occasions for bullying by proactive supervision during breaks;
• take steps to help victims by removing sources of distress;
• actively seek appropriate assistance to help students develop resilience;
• recognise instances of bullying and be able to differentiate them from playful activity;
• report suspected incidents of bullying to the Head of Year or other appropriate staff member;
• develop curriculum materials to develop students’ awareness and coping skills;
Students: When a student who witnesses bullying has the courage to speak out, they help reduce the distress to the victim and contribute to the building of a safe and secure school environment. This requires students to:
• make a conscious decision not to be involved in any incidents of bullying;
• take some form of preventative action if present when a bullying incident occurs;
• report any incidents of bullying (including suspected incidents) to a member of staff or senior student.
Parents: This requires parents to:
• watch for, and report, signs of distress in their child - eg. unwillingness to attend school;
• advise their child to tell a member of staff if bullying has occurred;
• keep a written record of the incident;
• not encourage their child to retaliate;
• be willing to work with the School if their child is involved in incidents of bullying (either as victim or bully);
• be willing to inform the School of any cases of suspected bullying even if their child is not directly affected.
When staff, students and parents work together to prevent incidents of bullying there is a much greater chance of creating a safe, secure, tolerant and happy school community.
APPENDIX 2
International Grammar School is committed to providing a safe and secure community for all of its members and will therefore not tolerate any action that undermines a person’s rights in relation to this. The School will take whatever steps are necessary to prevent, or intervene in, such behaviour.
39
SUPPORT FOR VICTIMS OF BULLYING
The School will provide support to all victims of bullying. A victim may be assisted by:
• receiving a report (where appropriate) as to the outcome of the School’s intervention/investigation procedures;
• being consulted in respect of the procedure to be followed by the School;
• receiving an explanation or apology from the bully;
• counselling to help develop strategies for dealing with any future bullying.
REPORTING BULLYING
It is essential that all forms of bullying be reported. All reports of bullying will be dealt with on a confidential basis. To ignore bullying is to give your approval to bullying and will only serve to foster its existence in the School.
Procedures for Reporting
Anyone who is bullied or who witnesses an incident of bullying behaviour should report the incident no matter how minor, and follow the procedures below.
As a student: You should alert your Home Class Teacher, your Tutor, another member of the teaching staff, counsellor, or a parent or responsible adult (at home).
As a teacher: After ensuring the safety of the victim, discuss the incident with the Head of Student Care in Primary and Head of House in High School.
Investigation procedures
All reports of bullying will be investigated by the appropriate member of staff. The nature and extent of the investigation will depend upon the seriousness of the bullying. As far as is reasonably possible the investigation and its outcome will be kept confidential although parents of students involved will be informed.
Outcomes
Following the completion of an investigation into bullying the School will implement such measures as are appropriate which could include one, or more, of the following:
• conflict resolution/mediation with students, and or families involved;
• counselling;
• restitution;
• an agreement regarding standards of future behaviour;
• detentions;
• suspension;
• expulsion.
PROCESS RELATING TO ALLEGATIONS OF BULLYING IN THE PRIMARY SCHOOL
When an allegation of bullying involving just children is received from a student or parent in the Primary School, the following procedures are immediately activated:
1. Incidents involving allegations of bullying involving adults should be immediately referred to the Principal and must not be investigated by anyone else.
2. The teacher receiving the allegation is to make a decision to determine the severity of the allegation and appropriate cause of action. If the teacher believes that the allegation is severe and requires a thorough investigation, the incident is referred to the Head of Primary Student Care. If the teacher believes that the bullying is relatively minor and doesn’t correlate with any existing patterns of behaviour of any particular student, then that teacher must apply a conflict resolution process to resolve the dispute between the parties involved.
If the incident is referred on, the Head of Primary Student Care must activate the following procedures:
1. Immediately reassure the student making the allegation that the school is a safe place for them to be and that there is support available to help them deal with this situation.
2. Investigate the incident and interview the respective students involved. Parents of both parties will be contacted by telephone and made aware of the alleged incident and counsel given.
3. If a pattern of ‘bullying behaviour’ or ‘victim behaviour’ emerges from a student, a meeting with the parent/s is scheduled by the Head of Primary Student Care. A support plan is developed that involves individual counselling with the Head of Primary Student Care. The student’s behaviour is closely monitored over a set period of time.
4. If the supportive intervention has limited success, the student and or parent/s will see the school counsellor who may provide further supportive strategies.
5. If all supportive strategies that the school offers are exhausted, the student and parent/s will be asked to see the Assistant Principal – Junior School to discuss how to best meet the needs of the student from this point.
6. Serious matters or matters left unresolved at this point will be referred to the Principal.
APPENDIX 2
40
41
4–8 Kelly Street Ultimo NSW 2007Locked Bag 1022, Broadway. NSW. 2007t: +61 2 9219 6700w: www.igssyd.nsw.edu.auCricos Provider No: 02281C
42
