2015 annual report - hills grammar · young people we have the privilege of parenting or teaching....

2015 Annual Report

ABN 17 002 512 370

2 Hills Grammar

Annual Report 2015 3

From the Acting Principal 4

School Ethos 6

Enrolment Policy 7

Key Achievements & Developments - Academic Programs 7

NAPLAN

HigherSchoolCertificate–2015 13

Key Achievements & Developments - Student Wellbeing 16

Key Achievements & Developments - Co-curricular Programs 18

Student Profile 21

Staff Profile 24

Parent Community 27

Satisfaction 29

Complaints and Grievance Resolution 32

Governance and Management 33

From the Chair of School Council 33

Financial Information 37 Strategic Planning Framework 38

Key Strategic Goals 39

2016 Strategic Priorities 40

Contents

4 Hills Grammar

The Annual Report is a public document which outlines the measures of success that schools are often judged by. Hills Grammar has always published an annual report, long before government mandated it. Hills Grammar is only too happy to be judged against the perceived and actual measuresofsuccess,confidentthatweareasuccessfulschoolbyanymeasure.BUTHillsGrammar is so much more than it’s statistical and compliance parts, and it is this that we should never lose sight of.

Weareaneducationalorganizationfirstandforemost,thesuccessofwhichpivotsonthequalityoftherelationshipsbetweenall

membersofourschoolcommunity.Ibelievethequalityofourrelationshipsisoutstandingandassuchweareabletofocusonthe

thingthatismostimportanttousasaschool,asparentsandasindividuals–theeducationofourstudents.

We acknowledge publically students, staff, parents, Council, school partners and thank all who have contributed. Our main focus

howeverisunderstandably,andparentsandstaffwouldnottakeissuewiththis,ourstudents–thechildrenandyoungpeople

who,toquoteanex-chairofschoolcouncil,‘withoutwhomtherewouldbenoschool’.Weoftenmockthe‘it’sallaboutme’

generation,butinaschoolcontextitactuallyisaboutthem,whetherasparentsoraseducators,itisallaboutthechildrenand

young people we have the privilege of parenting or teaching.

Behind every success, every challenge, every failure there is a story to be told and to this end I wish to share in the 2015 Annual

Reportsomeofthestoriesofthisyear,asexemplars,whichcaptureourspirit,ethos,historyandreasonforbeing.

So, in 2015

• our students grew physically,

• our students grew in number,

• our student population grew in diversity,reflectingthechangingdemographicsoftheHillsDistrictandAustralia’splace

in the world, validating the importance of the School’s increasing focus on global citizenship and an international perspective,

as represented in our Hills International Education programs, sister school relationships in Japan, China and France and visiting

schoolsfromoverseaslookingforanAustralianschoolexperience.

• our students grew in knowledge and understanding, through engagement in lessons and the many learning programs

offered by the school. It was a real pleasure to see this on active display in many areas this year, but none more so than at the

inauguralYear6PYPExhibitionwhichillustratedthestudents’loveoflearning,thepowerofenquiryandtheeffectivenessof

collaboration and learning partnerships. All visitors were impressed by the research the students had undertaken into their

chosentopicwithintheUnitofInquiryon‘SharingthePlanet’.Theeventwasatrulytransdisciplinaryexperience,involvinga

musicalanddanceperformance,artisticandlanguagedisplays,andourYear6presenters,whowereallconfidentthinkersand

enthusiastic participants.

• our students grew in performance –academically;withoutstandingresultsinpublicexaminationsandtestsincludingthe

2014HSCand2015NAPLANforYear3,5,7and9,alongwithsomeoutstandingindividualperformancesinHSCExtension2

English,Music,Drama,VisualArts,IndustrialTechnologyandDesign&Technology.Amonganumberofoutstandingindividual

results we particularly congratulate Benjamin Sandercock on receiving the highest ATAR, achieving a rank of 99.20 in the 2014

HSC,MylaSwallowfor,alongwithBenjamin,appearingintheprestigiousHSCAll-rounderMeritlist,ClaraHongforplacing6th

intheStateinEconomics.WealsocelebrateBillyNicolson’s2015nominationforMusicEncoreandEmmaVanVeen‘svisualarts

majorworknominationforArtExpress.The2015HSCresultsarepublishedlaterinthisreport.

• our students grew in leadership and citizenship-ThestudentbodywasverycapablyledbySchoolCaptains:MarieSherry

andSeanMurphy,ViceCaptains:DhivyaKalyanakumarandJulianColman(allfourstartedinKindergarten2003)-JuniorSchool

Captains:KristyHampsonandTeagueLilleyand,ViceCaptains:RenaeMuscatandChristianJohnson,whoshowedexceptional

dedication and commitment to their roles and the School. On behalf of the school community I would sincerely thank the

From the Acting Principal


Captains,Vice-Captainsandalltheleadersforthewonderfulworktheydidin2015.IwouldalsopublicallycommendStephen

Hancock(Year11)whoasSecondarySchool’sAnzacAmbassadordidawonderfuljobrepresentingtheHillsCentenaryofAnzac

Committee, his school and his family.

• our students grew in character through the challenges of childhood and adolescence, and under the guidance of staff,

emergedbetterpeoplethantheystarted.Thestudentwellbeingprogramsencouragestudenttochallengeandquestiontheir

views,discovertheirbeliefsandtotakeactionwhichreflectstheirlearning.Toobserveseniorstudentsrunningalongside

students with disabilities at an athletics carnival, or swimming alongside them at the swimming carnival or welcoming a peer with

adisabilityontothedanceflooraretestamenttothequalitiesofcharacterofourstudentswhounderstandwhataninclusive

communitymeansandlookslike.Thisfightisbeingwon!

• our students grew in compassion and empathy-Irecentlyhadtospeaktosomekindergartenchildrenabouttheirbehaviour

andfearingthattheywerenotsurewhowastalkingtothemIaskedthemiftheyknewwhoIwas?Theyconfidentlytoldmemy

name and that I had helped them with the poppy planting as part of our commemoration of the Centenary of Anzac. Whilst my

namewillfade,theirexperienceandmemoryofplantingpoppiesaroundtheschoolcampusasamarkofrespect,commemoration,

andasenseofheritageandhistorywillbelife-longandsustainthemascitizensofAustralia.

• our students opportunities grew –viatheextensiveco-curricularprogramwhichofferspathwaysinMusic,Sport,Creative

and Spoken Arts, Leadership and Service and Outdoor Education. To outline and summarise all the opportunities of the year

wouldseeussittinghereuntilnextyear.Theopportunitiesarewellknownasthestudentsavailthemselvesofthemandbenefit

asaresult.AtHills,theday-to-daybusinessofclassroomlearningiscomplementedbysuchrichlearningexperiencesthatengage

our students and help them to make meaningful connections to the world around them, and the world they will soon inherit.

Ourstudentshavefinishedtheyearinadifferentplacetowheretheystartedandthisistheveryessenceofeducation–andin

particular of

a Hills education which aims to facilitate and enrich the student journey, to discover and nurture passions and to open eyes to the many pathways of their future.

Ifweachievethisthenwecanbewellsatisfiedthatwehavefulfilledourgoalsaseducatorsandparents.Weareveryproudofour

students’andthepersonalgrowtheachhasexperiencedduring2015.

On behalf of all staff may I thank parents for entrusting us with your children on a daily basis? To the students of the school thank

you for giving our lives special meaning and for allowing us to share and contribute to the journey you are travelling. It is our

sincere hope that we make a difference in your lives.

Itishardtocomprehendgiventoday’ssocietythatthirty-threeyearsagoagroupofpeopleunitedbyacommonvisionstepped

intotheunknowntocreateanextraordinaryinstitution.Infacinghugechallengestheywerearmedwithapioneeringspirit,

courageandapassiontoestablishanewindependentschoolintheHillsDistrict–TheHillsGrammarSchool.Thisisourstoryand

itcontinuestobewrittenbythecurrentgenerationofstudents,staff,parentsandschoolcouncilinajointquesttobuildaschool

whichhonorsitspast,aschoolwhichisnurturingofthepresentandaschoolpreparedforthefuture-onethatwillequipour

studentsforwherevertheirlivestakethem.Thisisourpurposeandprivilege!

Michael E Smith

Acting Principal

6 Hills Grammar

ValuesFrameworkCommunity life at Hills Grammar is supported by

four core values which emphasise the development

ofaprincipledindividualwhohasa strongsense

of social justice.

School Ethos

School Ethos

In 2015 the following Ethos statements were developed following widespread consultation amongst key stakeholders; they represent our future and will guide the School in the years ahead.

RespectValuingourselvesandtreatingotherswith

consideration and dignity, acknowledging and

accepting ourdifferences,andactinginamanner

thatis sociallyjust.

IntegrityActing in accordance with the principles of moral

and ethical conduct, with sincerity and honesty,

taking personal responsibility for all actions.

Service

Recognising and responding with compassion

to the needsofothers.

ExcellenceStriving to accomplish one’s best.

VisionExtraordinaryEducation:aplaceofinspirationandinnovation

MissionOutstandingteachingwithinauniquelearningenvironment:

fostering each student’s potential for greatness

Graduate AimInpartnershipwithourfamilies,weenableourstudentsto:

• Becomeconfident,resilientandresponsibleindividuals

• Developadeepunderstandingacrossarangeofacademic

disciplinesandstriveforpersonalexcellenceaslearners

• Thinkcriticallyandcreativelyandembracelife-long

learning

• Embody the humanitarian values of Respect, Integrity,

ServiceandExcellence

• Understandtheimportanceofaninternational

perspective and contribute positively in our local and the

global community

• Developanappreciationofadiverseandinclusive

Australian democratic society

• Displayastrongsenseofenvironmentalresponsibility


Enrolment PolicyTheHillsGrammarSchoolhasanonselective(noentrancetests)admissionpolicywhereeachapplicationisconsideredonits

merits.TheSchoolhasacomprehensiveintakeandisopentoallstudentsregardlessofcultural,socio-economicandreligious

background and all enrolment procedures and practices comply with the State and Federal Antidiscrimination Laws.

Priorityisgiventosiblingsofchildrenalreadyenrolledandtothechildrenofformerstudents.Allapplicantsareexpected

to demonstrate a willingness and ability to support the School’s Mission and to apply themselves to academic study and to

participate fully in school life.

AsaPre-KindergartentoYear12co-educationalinstitution,theSchoolhasapracticeofprovidinganequalnumberofplacesfor

boysandgirlsandwhereverpossibleattemptstoensuregenderbalance.Allfamilieswhomakeenquiriesaresentaprospectus

and are invited to attend one of the School’s monthly tours. Please visit the enrolment area of our public website for more

informationwww.hillsgrammar.nsw.edu.au/enrolment-procedure.html

KeyAchievements&Developments Academic Programs

NationalAssessmentProgram(NAPLAN)

The following pages summarise a very pleasing overall set of results achieved by our students in the 2015 National Assessment

Program.Theseareanimportantindicatorofstudentacademicachievementatkeystagesinastudent’sschoolcareer:Years3,5,

7,&9.StudentsatTheHillsGrammarSchoolareperformingwellabovetheirstatecohortsinarangeofareas.Suchdataprovides

awealthofinformationwhichallowstheSchooltocontinuallyimprovethequalityofitsacademicprogramsbycelebratingand

maintainingareasofstrengthandidentifyingareasrequiringadditionalresourcesand/ornewapproaches.Athoroughprocessof

analysis is also undertaken each year with a view to more appropriately catering for individual student needs, as well as informing

thelearningandteachingandstrategicplanningprocesses.TheseareanexpressionoftheSchool’songoingcommitmentto

continuous improvement.

TheNationalAssessmentProgram-LiteracyandNumeracy(NAPLAN)wasintroducedin2008forallstudentsinYears3,5,7and

9inallgovernmentandnon-governmentschools,withthekeyaimofassessingtheliteracyandnumeracylearningofstudentsin

all Australian schools.

The results of the tests in Language Conventions, Reading and Numeracy provide important information to schools about

what each student can do, and are used to support teaching and learning programs. Parents receive a report indicating their

child’s level of achievement. Each student’s level of achievement is reported against the agreed national benchmarks of student

achievement. A brief summary of the 2015 results for each cohort is provided below, with graphs showing the comparison

between School and State performance in Literacy and Numeracy. In the analysis “Literacy” results have been obtained by

averaging student performances across the domains of Reading, Writing, Spelling, and Grammar and Punctuation. “Numeracy”

results are based on the combined numeracy results reported in individual student NAPLAN Reports.

TheoverallLiteracyandNumeracybandresultsindicatethattheperformanceoftheSchool’scohortssignificantlyexceededthat

ofthestatecandidaturewith:

• 87% of Year 3 students inthetopthreebandsforLiteracy(comparedto73%oftheState)and86%ofstudentsinthetopthree

bandsforNumeracy(comparedto62%oftheState)

• 84% of Year 5 studentsinthetopthreebandsforLiteracy(comparedto60%oftheState)and77%ofstudentsinthetopthree


8 Hills Grammar




bandsforNumeracy(comparedto68%oftheState).

Highlightsofstudentachievementinthetopbandsforeachyeargroupincluded:

• 57% of Year 3 studentsreachingthetopBandforReading(comparedtoastateaverageof31%)and39%ofYear3Students

readingthetopbandforNumeracy(comparedtoastateaverageof19%)

• 40% of Year 5 studentsreachingthetopbandforReading(comparedtoastateaverageof18%)and43%reachingthetoptwo

bandsforNumeracy(comparedtoastateaverageof31%)

• 25% of Year 7 students reachingthetopbandforGrammarandPunctuation(comparedtoastateaverageof16%)and21%

reachingthetopbandforNumeracy(comparedtoastateaverageof13%)

• 18% of Year 9 studentsreachingthetopbandforReading(comparedtoastateaverageof8%)and26%reachingthetopband

forNumeracy(comparedtoastateaverageof13%)

Students at The Hills Grammar School were above the averages for all sections of the NAPLAN tests, including the four measures

of literacy and the three measures of numeracy, when measured against State scores. The School was also on or above averages of

Association of Independent Schools in all areas, in all grades.

Itisimportanttonotethatourapproachto‘preparing’studentsforNAPLANtestsisoneoffamiliarisationratherthan‘drill’.

Thatis,theSchoolutilisesthetestsfortheirintendedpurpose:toprovidea‘snapshot’ofstudentperformanceinLiteracyand

Numeracy measures on a given day of the year, and through analysis, to provide the School with information to consider alongside

other forms of assessment, to help us improve our programs and respond to individual needs.

MoredetailsaboutNAPLANarepublishedeachyearontheMySchoolWebsite;currentlythedataavailableonthesiteisforthe

2014schoolyear.http://www.myschool.edu.au/


B1

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Year 3 Literacy 2015 - Average Percentages in Bands

Hills Grammar NSW

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Year 3 Numeracy 2015 - Average Percentages in Bands

...the School utilises the tests for their intended purpose: to provide a ‘snapshot’ of student performance in Literacy and Numeracy measures on a given day of the year, and through analysis, to provide the School with information to consider alongside other forms of assessment, to help us improve our programs and respond to individual needs...

10 Hills Grammar

Hills Grammar NSW

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12 Hills Grammar

Hills Grammar NSW

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Overall Averages 2015 - Numeracy

Summary of NAPLAN Performance by Average Overall Score

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HigherSchoolCertificate

Year12,2015achievedanexcellentsetofoverallresultsandwecongratulateallstudentsfortheirachievementacrossawide

range of courses. We are proud of the students’ efforts and for their commitment to achieve their best. Our broad curriculum

allowsstudentstochoosecourseswhichareinlinewiththeirinterestsandtalents,andthisisreflectedinthefactthatHSC

examinationmeansexceededStatemeansin21ofthecourses,withstudentsachievingBand6results(HSCmarksof90ormore)

in 22 courses. 49 Band 6 results were achieved, representing 9.98% of all courses completed. 49% of courses completed resulted

inanHSCmarkinthetoptwoperformancebands(comparedto39%acrosstheState).

Further highlights from the 2015 HSC include Board of Studies recognition of individual efforts in the HSC, published both on the

BoardofStudies(‘BOSTES’websiteandtheSydneyMorningHerald):

• HSC All Rounder Merit Listforachieving90%oraboveinatleast10unitsofstudy:EmmaVanVeenandHeatherJohnston

• HSC Showcases:Twostudentswerenominated;EmmaVanVeenwasnominatedforHSCArtExpress;andBillyNicolsonwas

nominated for Music Encore.

•Twenty-onestudentswerelistedasDistinguishedAchieversforachieving90%oraboveinatleastonesubject:Michelle

Acheson,KeenanBurrough,AlanaCallus,RonithCheriyan,DianaDemetri,MatthewFitzgerald,SamuelHill,HeatherJohnston,

DanielKal,DhivyaKalyanakumar,DominicKasah,ThomasLennon,JasmineLeong,ArthurMao,WilliamMcCormick,Matthew

McVay,SeanMurphy,TrentSummers-Levin,EmmaVanVeen,EllieWilsonandKevinXie.

Anumberofthesestudentswerelistedformorethanonesubject,andsincetwenty-onesubjectsarerepresented,wecanseea

broadrangeofexcellenceacrossthesubject-areas.

Our ATAR results continuetobeimpressive,withahighermedianATARthanin2014:

•EmmaVanVeenreceivedthetopATARof98.95

•SixstudentsreceivedATARsof95.00orhigher:EmmaVanVeen,AlanaCallus,HeatherJohnston,KeenanBurrough,Jasmine

LeongandDanielKal

•19.7%ofstudentsachievedanATARof90ormore;28.0%ofstudentsachievedanATARof85ormore;40.7%ofstudents

achievedanATARof80ormore;65.1%ofstudentsreceivedanATARof70ormore

ComparingtheseresultstothosereleasedbytheUniversityAdmissionsCentre’sReportontheScalingofthe2015NSWHSC:

Percentage Above: School State

Percentage Above 90 19.7% 16.5%




Median ATAR 75.7% 68.7%

SourceofStatestatistics:http://www.uac.edu.au/undergraduate/atar/reports.shtml

Eachyear,theSchoolemploystheservicesofAcademicProfilestoassistintheanalysisofATARresultsandthecontribution

ofindividualsubjectstowardseachstudent’sfinalATARscore.ThisassiststheSchooltogivesoundacademicadvice,aswellas

contributing towards an analysis of results that leads directly to actions to improvements.

We congratulate the class of 2015 on their results, and acknowledge the efforts of the teaching staff in the many ways that they

assiststudents,beyondtheevery-dayeffortsintheclassroom.WealsoacknowledgethesupportofparentsandtheentireSchool

communityinourcollectiveeffortstoencourageourstudentsto‘StriveforExcellence’andachievetheirpersonalbestintheir

academicpursuitseachyear,culminatingintheHSCexaminations.

14 Hills Grammar

HSCPerformancebyCourse-HSC2015

Course Number of

students

Percentageofstudentsinperformancebands:

Bands5–6(80–100%) Bands1–4(<80%)

%THGS(%NSW) %THGS(%NSW)

Ancient History 15 60.0%(32.6) 40.0%(67.4)

Biology 25 16.0%(28.0) 84.0%(72.0)

Business Studies 39 56.4%(35.9) 43.6%(64.1)

Chemistry 22 50.0%(41.1) 50.0%(58.9)

Drama 14 57.1%(42.4) 42.9%(57.6)

Economics 25 40.0%(45.9) 60%(54.1)

English Standard 12 0%(8.3) 100%(91.7)

English Advanced 67 32.8%(57.8) 67.2(42.2)

ESL 7 28.6%(25.9) 71.4%(74.1)

Geography 9 66.7%(41.3) 33.3%(58.7)

Industrial Technology 6 50.0%(26.5) 50.0%(73.5)

IPT 6 33.3%(32.0) 66.7%(68.0)

Legal Studies 10 80.0%(40.1) 20.0%(59.9)

Mathematics General 2 34 35.3%(25.7) 64.7%(74.3)

Mathematics 34 26.5%(52.3) 73.5%(47.7)

Modern History 22 63.6%(43.7) 36.4%(56.3)

Music 1 2 50.0%(61.9) 50.0%(38.1)

Music 2 3 100%(88.0) 0%(12.0)

PDHPE 16 37.5%(29.6) 62.5%(70.4)

Physics 19 73.3%(31.1) 26.7%(68.9)

VisualArts 12 83.3%(53.4) 16.7%(46.6)

French Continuers 3 66.7%(66.3) 33.3%(33.7)

German Continuers 1 0%(56.7) 100%(43.3)

Japanese Continuers 7 28.6%(54.5) 71.4%(45.5)

Latin Continuers 2 50.0%(82.1) 50.0%(17.9)

VETHospitality 7 71.4%(22.5) 28.6%(77.5)

HSCPerformancebyExtensionCourse

Course Number of

students

Percentageofstudentsinperformancebands:

BandE3-E4(70–100%) BandE1-E2(>70%)

%THGS(%NSW) %THGS(%NSW)

EnglishExtension1 20 100%(94.1) 0%(5.9)

EnglishExtension2 13 100%(82.4) 0%(17.6)

MathematicsExtension1 18 66.7%(84.1) 33.3%(15.9)

MathematicsExtension2 7 100%(86.2) 0%(13.8)

HistoryExtension 7 85.7%(78.2) 14.3%(21.8)

MusicExtension 1 100%(93.2) 0%(1.0)

FrenchExtension 1 100%(91.0) 0%(9.0)

JapaneseExtension 4 75.0%(88.0) 25.0%(12.0)

LatinExtension 1 100%(96.9) 0%(3.1%)


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Macquarie Sydney UWS UTS ANU Charles Sturt

2015 Year 12 - Offers by University

6

28

12

18

4

11

2015 Year 12 Destination by Type

University (65%)

Private College (6%)

Working (17%)

Apprentice / Traineeship (1%)

Gap Year (6%)

TAFE (2%)

Overseas (1%)

Unknown (2%)

16 Hills Grammar

KeyAchievements&Developments Student WellbeingTheHillsGrammarSchoolprovidesasafeandsupportiveco-educationalenvironment.Studentsarebetterabletoachievethese

outcomes when they are connected to a healthy, happy and safe community.

Our School’s response to the educational, personal and social needs of students acknowledges the need for a comprehensive

wholeschoolapproachtostudentwellbeingandaimsto:

A)enhancethedevelopmentofaschoolenvironmentwherechildrenandyoungpeoplefeelsafe,valued,engagedandpurposeful

B)delivercurriculumwhichprovidesstudentswithopportunitytoacquireknowledgeanddeveloppositivevalues,attitudesand

behaviours

C)provideaccesstostructuresdesignedtoidentifyandsupportallstudents,inparticularthosestudentsdealingwithlearning,

social, emotional or wellbeing needs

D)establishpartnershipswithparentsandwellbeingspecialiststoensureappropriateassessmentandinterventionisavailableto

those who need it most

AssuchtheStudentWellbeingprogramatTheHillsGrammarSchool:

• is designed to nurture and support personal development

•enables,enrichesandextendstheeducationalexperiencesofallstudents

• provides all students with access to opportunities that promote wellbeing

•supportsandstrengthensacademic,wellbeingandco-curricularlearningoutcomes

• is built upon the principles of duty of care, effective communication, positive relationships and recognition of each student

• is nurtured, strengthened and enhanced through investment in parent and staff learning opportunities

•develops,inallstudents,theSchool’svaluesofRespect,Integrity,ServiceandExcellence


Policy Changes in 2015 Accesstofulltext

The School has a range of polices

and procedures relating to Student

Wellbeing.

Health Centre policies and

procedures

School Psychologist Policies

Attendance Monitoring Policy

Critical Incident Policy

Supervision Policy

Child Protection and Mandatory

Reporting Policy

Anaphylaxis,Asthmaand

DiabetesManagement

Policies reviewed

Staff area of Intranet and Staff Faculty drives

Code of Conduct Policies

Anti-bullyingPolicy

Student Management Policy

ICTAcceptableUsePolicy

Student management policies are

based on principles of procedural

fairness. Parent involvement and

support is critical to the success of

interventions. Parents are involved

as part of procedural fairness for

suspensionandexpulsion.

Corporal punishment is not

permitted or sanctioned in any

circumstance.

Slight changes made and

implemented

Slight changes made and

implemented

Staff area of Intranet

AvailableonrequestfromtheDirectorofStudent

Wellbeing

School Intranet

Complaints and Grievances

18 Hills Grammar

KeyAchievements&Developments Co-curricularPrograms

The Co-curricular Program at The Hills Grammar School is an integral part of the whole school curriculum. There are wonderful opportunities for students to develop their skills and interests across a broad range of activities including Sport, Creative and Spoken Arts, Music, Leadership and Service, and Outdoor Education. These activities take place before school, during lunch and after school with further weekend commitments in some areas.

Aimsoftheprogramare:

• to foster and develop student leadership

•toencourageanddevelopco-operation,responsibilityand‘team’work

• to develop a sense of belonging and school spirit

• to foster good rapport between staff, students and parents

•toinspirestudentstostriveforexcellenceinallareasofendeavour

•toprovideopportunitiesforparents,ex–parentsandex-studentstocontributetotheSchool

• to establish links with the wider community and develop relations with various groups

•toprovideopportunitiesforstudentstoachievesuccessinadiversemixofinterests.

TheCo-curricularProgramcontinuestogofromstrengthtostrengthwithimprovementsbeingmadeacrossallareas.In2015

ourstudentshavebeenreadytoavailthemselvesoftheopportunitiestheyhavethroughthemanyco-curricularactivitieson

offer. This involvement greatly enhanced their learning and development and provided balance to and supplemented their

academic studies.


Co-curricularReportTheCo-curricularProgramcontinuestoextendandenrichourstudentsbeyondtheclassroom.Anothersuccessfulyearof

activities,performances,fundraisingandsporthighlightingtheimportanceoftheseactivitiestoourstudentswell-rounded

education.

Leadership&ServiceLearning

Year12continuedtoraisefundsfortheNexusinNepalinitiative.RoomtoReadwerehappytoannouncethatdespitemajor

earthquakesinNepal,theNexuswaslargelyunaffectedandhasbeenfullyestablishedandinuse.

The 2015 leaders project was the Nepal Literacy program. The literacy program enables essential resources and infrastructure

to assist students in disadvantaged Nepalese communities. The students were successful in raising over $3000 towards this

initiative.

TheservicelearningteamcontinuedtoexpanditslistoforganisationsbyassistingatWestmeadChildren’sHospitalthrough

the Patient Interactive Program. The program allows students to interact with the outpatients in the cancer, oncology and

ophthalmology wards.

Sport

The sport department has had a busy year with a number of individual and team performances that have given the school further

credibility within the local and wider community.

StaffingandresourcingoftheSportDepartmenthasbeensubstantialandwelookforwardtoimprovedoutcomesovertheshort

and long term.

Outdoor Education

2015wasagreatyearforOutdoorEducationwithsomeexcitingnewcampsforstudentsfromYears5to10.StudentsfromECEC

–throughtoYear4enjoyedexploringtheFloraandFaunaofnotonlythebeautifulbushlandawayfromtheschoolbutalsothe

abundanceofbeautyinourownbackyard.TreetopsforYear4studentsandtheUrbanChallengeforYear10studentsjustTwoof

the highlights in 2015

20 Hills Grammar

Music

Junior Year Choir and Instrumental Program Concerts

AspartoftheK-4GradeChoirprogram,StageOnestudentspresentedconcertseachtermthathavebeenenthusiastically

supported by parents and friends. The instrumental programs in Years Two to Five culminated in a series of short concerts in

Terms2and4inthePerformanceCentre.Theseprogramscurrentlycaterforviolin,cello,flute,clarinet,brassandguitar.

Music Showcase

TheannualMusicShowcaseinvolvedapproximately270studentsfromYearsK-12representing16musicensembles.

TheannualCreativeArtsCarnivalhadover80entriesinthecategoriesofMusic,Drama,VisualArtsandPhotography,Cake

Decorating,Woodwork,andPublicSpeakingrepresentingeachofthefourHousescompetingfortheoverallwinnerofCAC2015.

A group of 21 students represented the school at the 2015 HICES Music Festival. Students from Hills Grammar auditioned

successfully into each of the ensembles at HICES, held at The Tops Conference Centre and Sydney Town Hall.

TheVocalEnsemblecompetedintheRydeEisteddfodinAugustreceiving1stplaceintheSecondarySchoolsChoralSection.

Agroupof82studentsfromYears7-11werepartofthisyear’sSeniorMusicCampatTheCollaroyCentre.TheSeniorMusic

Camp is a highlight of the music calendar, and this year our guest ensemble, The Idea of North, came to the camp for an intensive 2

day workshop followed by a concert held on Thursday evening in the Performance Centre.

Creative&SpokenArts

Involvement in the creative arts enriches a student’s education and Hills provides students with a myriad of opportunities. This

point is well illustrated by the fact that in 2015, 168 solo performances were presented at Junior Lunchtime Concerts and Senior

Performance Evenings.

Debating&PublicSpeakingcontinuestothriveatHillsGrammar.In2015therewere8teams.7oftheseteamsprogressed

throughtothefinalsseries.

SeniorDramaEnsemble-GHOSTSOFANZAC-AfterwellreceivedperformancesatHillsGrammarforthecommemorationof

Anzac,thecastwereinvitedtoperformtheplayattheAustralianDefenceForceAcademyinCanberra.FlownbytheRAAFfrom

RichmondtoCanberraonboardC140Hercules,theywerethefirstdramagrouptoperforminthebrandnewmulti-milliondollar,

Adams Auditorium. The performance was very well received by a large audience of cadets and defence force personnel. After

theshowthecastwereabletomeettheheadofADFA,theAirViceMarshallofAustraliaandseveralveteransfromthewarin

Afghanistan including one of the SAS soldiers who were characterised in the play.


StudentProfile

Our student body continued to grow in diversity this year reflecting the global community from which our students come. This has added much to our intercultural understanding, inclusiveness and the international mindedness of our students.

Overall Attendance for 2015 (HIE and K to 12) was: 95.6%

Student Retention Rates

81%oftheYearSix2014cohortproceededtoYearSevenin2015

89% of the Year Ten 2014 cohort proceeded to Year Eleven in 2015

89% of the Year Eleven 2014 cohort proceeded to Year Twelve in 2015

StudentEnrolmentnumbersatendof2015:

TotalHIE:13

TotalEnrolmentsPre-Kto12:923

TotalEnrolmentsKto12:851

22 Hills Grammar

International Students

Our international students are valued members of the school community. The inclusion of students from around the world allows

for a rich and diverse community which promotes acceptance and cultural empathy. In our globalised world it is increasingly

important that our students become global citizens and advocates of the connections between Australia and other nations

around the world. This is achieved through a broadening of their international perspective and their knowledge of the world.

Unityindiversificationisanimportantaspectofourschoolcommunity.

InadditiontotemporaryoverseasvisitorsfromplacessuchasJapan,ChinaandKorea,theSchoolacceptsexchangestudentsfor

extendedperiods,andinanygivenyearwehaveuptosixstudentsprimarilyfromEuropeandSouthAmerica.

In2015,8.94%ofourtotalschoolpopulationwerefullfeepayingoverseasstudents(includingHillsInternationalEducation)

The School offers a range of support services to students including academic and wellbeing counselling and access to registered

psychologists.Internationalstudentsarealsogiveninformationastohowtoaccessexternalsupportservicessuchasthe

International Student Ombudsman. The School also arranges many homestay arrangements on behalf of the student. Homestay

parents are made up of parents from our own school family as well as other families from the broader community.

International Students are encouraged to be active members of the school community and participate in all aspects of school

lifeincludingtheSchool’scoreAcademic,WellbeingandCo-CurricularProgramsaswellasvariousothersporting,creativeand

academic pursuits.

DrawingAreas

Asonewouldexpect,theSchooldrawsthevastmajorityofitsstudentsfromtheGreaterHillsDistrict.


Hills International Education

International students are an integral part of The Hills Grammar School community. We highly value the multicultural student

population, which is enriched by those who come to us from all over the world.

HillsInternationalEducation(HIE)providesourinternationalstudentswithasmoothtransitionintoourschoolcommunity.

They receive intensive English lessons on campus, whilethey are integrated into the school for lessons such as Mathematics and

PDHPE.Thisway,thestudentsgettoknowthecampus,theirpeersandtheirteachersbeforemovingintotheirmainstream

classes.HIEisanurturingenvironmentwith10-20studentsattendingatatimeandseveralstaffmembersavailabletocarefor

their schooling and social needs.

We are able to organise homestay accommodation for them through the School where we know they will be in a safe and

supportive environment.

OnthesuccessfulcompletionoftheirYear12studies,studentsreceivetheNSWHigherSchoolCertificate.

Further important Information and documentation on accreditation can be found on our website.

Learning Enrichment

Our school understands that students learn in a variety of ways and at different rates. We believe that we have a responsibility to

provideaninclusivelearningenvironmentwhereallstudentsreceivethegreatestbenefitsfromourprograms.

Learning Enrichment shapes the way our School caters for and accommodates student learning needs. We use this model in a

varietyofwaystoensureweconsiderdifferentiationandLiteracyandNumeracyDevelopment,andarecarefultoacknowledge

and respond to individual learning styles and needs.

We ensure that we can identify and diagnose learning needs. The Learning Enrichment Centre and Programs for students with

veryspecifichighneeds(ASD)andoverseesthelearningprogramofeachstudent.

Scholarships

Academic, Music and All Rounder

Scholarships,coveringfullorpartremissionofresidenttuitionfees,maybeawardedtonewandexistingstudentsofTheHills

Grammar School entering Year 7, Year 9 and Year 11. For more information, visit the Scholarships page on the School’s website.

StudentDiscipline

The School Community Code of Behaviour

It is the responsibility of all members of the School to know, understand and apply the following code of behaviour at all times, in

publicplacesandwithintheperimeteroftheSchooloratschoolorganisedfunctions,behaviourisexpectedtobeinaccordance

withthiscodeofbehaviour:

•Iwillrespecteverystudent’srighttoqualityeducation

• I will be regular in my attendance, punctual to class and properly prepared for lessons

• I will be honest and considerate toward others

• I will be polite, act safely and show respect to all persons and property

• I will take pride in myself and my school

StudentsarerequiredtoabidebytheSchool’srulesandtofollowthedirectionsofteachersandotherpeoplewithauthority

delegatedbytheSchool.Wheredisciplinaryactionisrequiredpenaltiesimposedvaryaccordingtothenatureofthebreachof

discipline and a student’s prior behaviour. Corporal punishment is not permitted under any circumstances. All disciplinary action

thatmayresultinanysanctionagainstthestudentincludingsuspension,expulsionorexclusionfollowsprocessesbasedon

proceduralfairness.ThefulltextoftheSchool’sdisciplinepolicyandassociatedproceduresisprovidedtoall

24 Hills Grammar

StaffProfile(As at 31 December 2015)

2015 Explanation

Full Time Teaching Staff 70 Total teaching staff in a given year employed on a full time

basis

Part Time Teaching Staff 43 Total teaching staff in a given year employed on a part time

basis

Total Teaching Staff 113 Totalteachingstaff(fullandpartittime)employedinagiven

year This number does not include 7 members of staff on

leave

TeacherQualified 112 Teacherswhohaveteachingqualificationsfromahigher

education institution within Australia or as recognised

withintheNationalOfficeofOverseasSkillsRecognition

(AEI-NOOSR)guidelines,or

SubjectQualified* 1 Teacherswhohavequalificationsasagraduatefromahigher

education institution within Australia or one recognised

withintheAEI-NOOSRguidelinesbutlackformalteacher

educationqualifications,or

NotQualified* 0 Teacherswhodonothavequalificationsasdescribed

abovebuthaverelevantsuccessfulteachingexperienceor

appropriateknowledgerelevanttotheteachingcontext

Male 30% % of total male teaching staff

Female 70% % of total female teaching staff

Attendance 95.41% The average rate of teaching staff attendance

Retention 88.50% The proportion of teaching staff retained by the school from

oneyeartothenext

Professional Activity Internal 100%

External100%

ProfessionalLearningisdefinedasactivitiestodevelopthe

skills and understanding of personnel currently teaching in/

or leading schools in order to improve school performance/

student outcomes and for which direct cost is incurred.

Professional Learning opportunities are both internally and

externallyavailabletomembersofstaff(teachingandnon-

teaching)

Teaching Staff / Student Ratio 1 to 9.79

JuniorSchool–1to

11.85

SeniorSchool-1to

8.69

The number of teaching staff to students K to 12

Full Time Support Staff 42 Total support staff in a given year employed full time

Part Time Support Staff 38 Total support staff in a given year employed part time

Support Staff / Student Ratio 1 to 19.46 The number of support staff to students Pre K to 12

Male 25% %oftotalsupportstaff(male)

Female 75% %oftotalsupportstaff(female)


Ourschoolisgreatlyblessedbythededicated,caringandhighlyqualifiedprofessionalswhomakeuptheteachingandsupport

staff.Itisonlyrightandproperthatweshouldrecognizeandacknowledgepublicly,thefineworkthattheydoeachyear.Wewere

delighted that in 2015 that three of our teachers were recognized by the Australian College of Education for World Teachers’

DayAwards.CongratulationstoMrStephenClark(Drama),MrsPraneethaSingh(Mathematics)andMsLaurenAnthony(Junior

School)

Service Awards

In201518staffmembersreceived10Years’serviceawards:

MrsPeggyAndrew-Kabilafkas

Mrs Tania Maley

MrsDeniseBorg

Mrs Kirralyn Milligan

Ms Kara Cambourne

Mrs Jane Morton

Mrs Jane Cole

Mrs Sally Nichelsen

MsDanielleCoombs

Mrs Rachel Papenhuyzen

Mrs Heidi Cover

Mrs Lauren Reeves

Mrs Leica Ridley

MrBenjaminDonaldson

Mr Christopher Solomou

Mrs Kaylene Hitchins

Mrs Katherine Wickham

In 2015 the School acknowledged 20 Years’ service of its Principal Mr Robert J Phipps

Mallik Family Staff Award

Since 1997, the Mallik Family Staff Award has been awarded to a permanent member of staff in recognition of outstanding

service and dedication to the School. In 2015 the recipient of the Mallik Award for outstanding service and dedication was Mr

StephenClark–HeadoftheDramaDepartment.Thecrowninggloryformanystudentsthisyearwasthemovingperformance

oftheGHOSTSOFANZAC,writtenanddirectedbyMrClark.AfterwellreceivedperformancesatHillsforthecommemoration

ofAnzac,thecastwasinvitedtoperformtheplayattheAustralianDefenceForceAcademyinCanberra.Theywereflowndown

toCanberrainaHercules.TheywerethefirstdramagrouptoperforminthebrandnewAdamsAuditorium.Theperformance

was very well received by a large audience of cadets and defence force personnel. After the show the cast were able to meet the

HeadofADFA,theAirVice-MarshallofAustraliaandseveralveteransfromthewarinAfghanistan,includingoneoftheSAS

soldiers who in part inspired the play. Mr Clark’s passion and commitment to this project provided the students of the senior

dramaensemblewithanexperienceandalearningopportunitytheywillneverforget.Forthisreasonalone,butforallhedoes,Mr

Clarke was a very worthy recipient of the 2015 Mallik Family Staff Award and we thank him for his outstanding contribution to

our school.

StaffScholarships–2015

Level2–Strategic

Research Scholarship

Mrs Jen Jarrett ProfessionalCertificateinEducation(PositiveEducation)–

MelbourneUniversity

Level4–StudyGrant Mrs Rebecca Sultana Master of Arts Teaching English to Speakers of Other Languages

(TESOL)–UniversityofTechnology,Sydney

Mr Mitchell Clendinning MasterofEnglishStudies–UniversityofSydney

26 Hills Grammar

Professional Learning

TheHillsGrammarSchoolisknowninthebroadereducationalcommunityasacentreforexcellenceinprofessionallearning

andteachingpractice.StaffDevelopmentisastrategicelementoftheSchool,forwardingthevisionofLeaderinLearningasit

supportsandenhancestheeffectivenessofourcorestudentlearningprograms:Academic,StudentWellbeingandCo-curricular.

Currenteducationalresearchclearlyindicatesthatitistheteacherwhoisthemajorin-schoolinfluenceaffectingstudent

learning.Italsoestablishesthatteacherprofessionallearningisrequiredtocontinuouslyimproveteachereffectivenessandin

turn,enhancestudentlearningoutcomes.TheProfessionalLearningProgramattheSchoolcontinuallystrivestobeanexemplar

ofbestpractice,isdevelopedinthecontextoftheSchool’sethosandstrategicintentandisdesignedtoequip,inspireandextend

theongoingdevelopmentofbothteachingandsupportstaffastheyembracetheSchooltenetofstrivingforexcellence,while

engaging in lifelong learning. The program provides learning opportunities to all teachers across their career stages and includes

nationallyandinternationallyrecognisedspeakers,extensiveteacheraccreditationopportunities,collegialsharingofstaff

expertiseandavarietyofworkshopopportunities.Thefocusofstafflearningisonincreasingtheprofessionalcapabilityand

practicesofteacherstomeettheneedsofstudentsatHillsGrammarinprovidinglearningopportunitiesthatmaximisestudent

confidence,accomplishmentandachievement.

Asaresult,theSchoolattractsandretainsthehighestqualitystafffromallovertheworldwhorelishtheopportunitytoworkina

highly professional, academically rigorous and collegial learning community, which continually focuses on student learning as the

core of their endeavor.

Thequalityanddevelopmentofteachingandsupportstaffarevitaltothesuccessofourlearningcommunity.Theachievements

of our teachers in terms of their professional learning and scholarship have been remarkable. The dedication and service of our

support staff outstanding. Both deserve our gratitude and appreciation .

ThisyeartheSchool’sEarlyChildhoodCentrewasaccreditedasexceedingtheNationalQualityFrameworkStandardssomething

achievedbyonly20%ofCentresinNSW.ThiswonderfulachievementistestamenttothehighqualityanddedicatedECECstaff

and their leaders.

ThisyearallofourteachershavebeeninvolvedinarichProfessionalDevelopmentProgram,withaparticularfocusonthework

begunintheprevioustwoyearsoncreatingacultureofthinkingatHills.TeamssetupbytheDirectorofAcademicPrograms

andtheDirectorofStaffDevelopmenthavemetascross-discipline,cross-yeargroupstudygroups,focusingonevidencearound

StudentThinkingintheclassroom.Ourexternalconsultant,HarvardUniversityresearcherMarkChurch,workedwithour

teachersthroughouttheyearandchallengedusasaschooltofindevenbetterwaystoengageourstudentsindevelopinglifelong

habits of the mind.


Parent CommunityAtHillsGrammarwebelievethatourparents(andtheirbroaderfamilies)arecriticaltothelearningsuccessoftheirchildrenand

integral to our learning community. This belief is based on empirical research about parenting and is an important principle of

our learning community. The love, interest and support parents and families provide as well as their role model are important in

settingexpectationsfortheirchildrenaboutallaspectsofschoollife.Thealignmentbetweenschoolandhomehasneverbeen

more important. We are committed to ensuring that our partnerships are strong and enduring, based on a relationship that is

professional and built on trust and openness.

Weacknowledgethemanyparentandgrandparentvolunteers,includingtheclassparents,theParents&FriendsAssociationand

itsExecutive,veryablyledbyPresident,MrsKatherineWilliamsPerriman.Wethankthemallfortheveryimportantrolesthat

they undertake.

Astheofficialparentbody,PAFAworksveryhardatcommunityengagementandfundraisingthroughouttheyear.Withsomany

activities throughout the year it is hard to thank everyone involved but special mention must be made of the PAFA Committee.

From The PAFA President

KathrynWilliamsPerrimangaveherannualaddresstotheAnnualGeneralMeeting:

2015wasarelativelyquietyearforPAFAintermsofmajorevents.Evenso,someoftheeventsweorganisedorhelpedtosupport

were:-

•Mother’sDayconsistedofplantpotsbeautifullypaintedbyeachparticipatingchild.Thesewerethenprovidedwithseedsfor

herbs. Thank you to all members of the committee who met one morning to label and pack. Also to Cate Redman for picking up

150 pots that were late for delivery.

•ThisyearwasBingoYear.AnexcellentnightofBingo,lookedafterbyVanessaNielsen,wasapopularsuccess.

•TheSecondHandUniformShop–ThankstoAmandaMelenewyczandKathrynMcEvoyformanagingtheshopsuccessfullyand

welcometoJeanneHugo,ournewmanager.DespiteSHUSundergoinganumberofmajorchangesthisyeartheefficiencyofour

staffhasmaintainedasteadyincome.WhilsttheuniformchangeswillaffectSHUSoverthenextfewyears,itisallbeingably

managed by Jeanne and Kathryn.

• PAFA continued funding THGS Membership of the NSW Parents Council. Now, given the changing political landscape the

efforts of the Council will be even more important.

• Sports Kiosk. This year Kimberlie Palmer was employed as the kiosk supervisor. Although the weather was against us, as well

asirregularbookingsforthefield,itisaworthwhileinvestment.Thereweresomeissueswiththelackofparentvolunteers,but

this will be taken up this year by the Sports Associations.

•JulieParry-Barwick(again)didatremendousjoboforganisingtheAnnualShoppingTripwithanall-timehighinparticipation

numbers.

•PAFAheldtheHollywoodBall,atalocalvenue.ThankyoutoDanaColeman,DonnaWhiteandCamilleAbbott.Againitwasa

brilliantnightenjoyedbyallwhosupportedtheevent.Anamazingprofitwasmadeandmanylessonswerelearnt.

•TheOutdoorMovieNightranonHalloweennight.ThankstoVickyKaretsianandBindiLilleywhomadethenightoneto

remember for the kids. A very successful evening when even the weather was kind to us once more.

•TeaTowelswereagainapopularitemandwasorganisedbyDanielleHampson

• Book Week was again a huge success thanks to Amanda Melenewycz and her team.

•PAFAalsoconcludedtheyearbyhostingtheStaffAppreciationBreakfastwhichisafun,relaxedmorningforallstaff.Thanksto

BindiLilleyandVickyKaretsianforco-ordinatingthebreakfast.

28 Hills Grammar

•TheSchoolFair-duetothelargeamountofplanningrequireditwasfeltthatPAFAwasnotabletotakeonthejobin2015.

Discussionscontinueonthebestapproachforsuchalargeundertakingin2017.

I would like to thank Hills Grammar Staff and in particular Liz Pellinkhof and Cate Redman.

Thanks to Michael Smith for helping to push a new look PAFA in 2016.

PAFAwouldalsonotbeabletofunctionwithoutthegreatsupportoftheClassParents–somanythanks.

In particular I would like to thank the PAFA committee for their support during the past few years.

SpecialmentionstoLouise,myvice-president,foralwaysbeingthereandtoCamillewhodespitepersonaltragedieshasalways

been there for support.

Toallthesepeople–Ithankyou!!

Kathryn Williams Perriman

PAFA President

The Treasurer’s Report

2015wasfinanciallysuccessfulforPAFA,asindicatedinthetablebelow.

In 2015, PAFA made an operating surplus of close to $50,000, against a budget of $32,000. This represented a 275%

increaseonthesurplusofthepreviousyear.ThesefiguresincludethemoneyraisedbytheparentsoftheJuniorSchool,

suchastheYear6DiscoandtheBookFair.

Themajorcontributorstothesurpluswere–

•SHUS(thesecondhanduniformshop)-approximately$27,500netincome

•TheDinnerDanceinlate2015-approximately$16,700netincome

•PAFAalsohostedanumberoffunsocialactivitiesthatwereprofitableduringtheyear–BoganBingoNight,MothersDayPot

Plants, Scary Halloween Night and Outdoor Cinema.

ExpenseswerelowerthanbudgetedasPAFAdidnotspendmoneybudgetedfor“PAFAPresents…”–aseriesofoccasional

seminarsofinteresttoparentspresentedbyindustryexperts.

In2016,theSHUSnetincomeislikelytobeconsiderablylowerasmoreparentsarelikelytobebuyingthenewuniform,rather

than second hand “old” uniforms.

Adonationof$13,413toHillsGrammarwasmadeforbuyingbooksandothermaterialsforNexus.Thisequatestothenet

income from the Book Fairs in 2014 and 2015.

Thanksgotoallthosewhocontributedtothesuccessfulrunningoffund-raisingactivitiesduringtheyear,andtotheSchool’s

FinanceTeamwhoassistwiththefinancialadministration.


Thefollowingresolutionswereproposedandmovedbyvote::

A. Toendorsethedonationof$13,413toTheSchoolforNexus.

B. That The Hills Grammar School Parents and Friends Association Incorporated is not a “reporting entity” and that the

FinancialStatementsfortheyearended31December2015constitutea“specialpurposefinancialreport”inaccordance

withtheaccountingpoliciesoutlinedinNote1ofthisreport;and

C. ThatintheopinionoftheCommitteetheFinancialStatementsassetoutonpages3to9:

1.PresentfairlythefinancialpositionofTheHillsGrammarSchoolParentsandFriendsAssociationIncorporatedasat31

December2015anditsperformanceforthefinancialyearendedonthatdate.

2. At the date of the presentation of the Financial Statements, there are reasonable grounds to believe that The Hills

Grammar School Parents and Friends Association Incorporated will be able to pay its debts as and when they fall due.

SatisfactionAs part of the School’s continuous review and improvement process, the Principal commissions annual parent and student

satisfaction reviews, covering most key aspects of education at the School.

The feedback from these surveys greatly assisted the School with its operational and strategic planning and its determination to

continuallyimprovethevaluepropositionandeducationalexperienceofferedtothestudents.

Atotalof153parentsfromECEC,Year3,5,7,9&12and225studentsfromYears5,7,9&12participatedinthe2015

surveysandprovidedviewsonsuchareasasacademicperformance,studentwellbeing,communityengagement,co-curricular,

communications,reputation,facilitiesandmanagement&leadership.

Parents–ECECandYears3,5,7,9,12Aselectionoftheparenttoplevelfindingsaredetailedbelow,rankedinorderoftheimportancetheparentsplacedonreasonsfor

choosingaschoolfortheirchild:

• 82%ofparents’expectationsweremetorexceededinrelationtoqualityofteaching

• 93%ofparents’expectationsweremetorexceededinrelationtoabalancededucation

• 90%ofparents’expectationsweremetorexceededinrelationtostudentwellbeing

• 74%ofparents’expectationsweremetorexceededinrelationtoacademicstandards

• 90%ofparents’expectationsweremetorexceededinrelationtofacilities&resources

30 Hills Grammar

StudentViews-Years7,9,12Aselectionofstudenttoplevelfindingsaredetailedbelow,rankedinorderoftheimportancethatstudentsplacedonreasonsfor

choosingaschool:

• 86%ofstudentsexpectationsweremetorexceededinrelationtoqualityofteaching

• 89%ofstudentsexpectationsweremetorexceededinrelationtoabalancededucation

• 86%ofstudentsexpectationsweremetorexceededinrelationtostudentwellbeing

• 86%ofstudentsexpectationsweremetorexceededinrelationtoacademicstandards

• 93%ofstudentsexpectationsweremetorexceededinrelationtofacilities&resources

2015HillsGrammarStudents-ExpectationsMet/Exceeded-Top10 (RankedinParentImportance)(n=179)

Parents and students were asked to provide open responses to the most valued aspects of Hills Grammar.Themostfrequentlynominatedaspectsare:


JuniorSchoolparentquotesonwhattheyvaluemostaboutHillsGrammar:

‘IamproudtosaymychildrengotoHillsGrammar.Mychildrenaremostlyhappy.Mychildrenarelearning.Mychildrenhave

friends. The grounds are beautiful.’

‘Greatcommunicationandparentinvolvement.Schoolrespectsparentschedulesandorganiseseveningsessions.Childrenlearn

about bigger world and their place in it. They do love to think what they can do for bigger population.’

‘Theabilitytointeractwithstaffindiscussingmychild’sneedsandprogressinallareasoftheiractivities.’

‘Professionalandfabulousteachers.’

‘Theschoolhasasupportiveandnurturingenvironmentinwhichourchildrencanachievetheirpotentialwhilelivingahappyand

fulfillingchildhoodwithappropriatevalues,andthatthiswillhappenwithoutanyreligiousinstructionoraffiliation.’

‘AllthreeofmychildrenfeelverycomfortableatHillsGrammarandIfeeltheyareinasafeenvironmentandarereceivingan

excellenteducation.’

‘Communityinteractionandcare.Ifeelliketheschoolhasaninterestinpreparingourkidsfor‘lifeafterschool’.Theschoolis

always trying to better the school community.’

‘Thatmychildishappy.’

‘Parentengagement,communityatmosphere,wellroundededucation.’

SeniorSchoolparentquotesonwhattheyvaluemostaboutHillsGrammar:

‘Thecaringenvironmentthathasbeenshowntowardsthewellbeingofmydaughterandtherelationshiptheteachersinvestin

the Year 12 Cohort.’

‘Theco-ed,K-12environmentontheonecampus.Therangeofco-curricularactivities.Theteacherswhogenuinelycareabout

their students. The beautiful bushland campus.’

‘Theschoolmodelandvalues,mychild’sdevelopmentinacademic,co-curricularprogramsandwellbeing.Friendshipswithother

parents in the school. Ability to be involved in school events.’

‘OurchildrenhavehadawonderfuleducationalexperienceatHillsGrammar.Theyandwehavefeltthattheyhavebeen

supportedandnurtured.Theyarebothconfidentyoungadultswhohaveenjoyedtheenvironment.Wefeelthisislargelydueto

MrPhippsandhismanagementoftheschoolwhichflowsfromthetopthroughtotheteachersandthenthestudents.’

‘Thecaring,nurturingenvironmentthatithasprovidedformychildren.’

‘Opencommunicationwithall(inparticulartheteachers).WeareproudtosayoursonattendsHillsGrammar.Thegood

reputationoftheschool.Aproudschoolcommunity-Principalthroughtostudents,teachersandancillarystaff.’

‘Thatthereisanexpectationthattheschoolandteachers,andparentsworktogetherintheeducationofourchildren.’

‘Itprovidesacaringenvironmentforchildrentothrivein.’

JuniorSchool(Year5)studentquotesonwhattheyvaluemostaboutHillsGrammar:

‘ThegreatfriendsthatIhavemadeinthisbeautifulenvironment.Ialsoloveallthefriendlystaffandteachersastheyteachusso

wellandIamalwayscomfortabletotalktothemaboutallmyproblems.Ilovealltheco-curricularactivitiessuchascheerleading

as we get to learn heaps of new tricks and stunts. Working together as a team is such a nice feeling.’

‘Ivaluebeingabletotalktoallstaff.’

‘Ivaluemyeducationandspecialistlessonsthemost.Ialsovaluemyfriends.’

‘WhatIvaluemostishavinggoodfriendsandalltheteachersunderstandingwhatyouneedhelpwithandmakingsureyou

understand it thoroughly.’

32 Hills Grammar

‘Ienjoycomingtoschoolandlearningandgettingextraacademichelpifneeded.’

‘Ireallyvalueallofmyco-curricularsthatIdo!Ivaluemyfriendships.Ivalueallofmyteachersforhelpingmealongtheway.I

extremelyvaluebeingabletocometothisamazingschoolasitissoorganisedandperfectforanyage.IalsovalueallofourPYP

projectsastheyaresofun!!!’

‘Thatmyclassisverysmallandmyclassfeelsspecialtome,almostlikeafamily!’

‘Ivaluethefactthatmyopinionmatterstotheschool.’

SeniorSchoolstudentquotesonwhattheyvaluemostaboutHillsGrammar:

‘Ivaluemosttheacademicsupportthattheschoolhasgivenmeandtheopportunitiesthattheschoolhaspresentedmeoverthe

years.’

‘IlikehowIaminvolvedintheHonoursProgramandIlikehowIamvaluedandgivenoffersforacademicevents.’

‘WhenIsaytosomeoneIgotoHillsGrammar,IfeelconfidentinsayingthatIdo.’

‘IvaluethehelpfrommyHeadofHousewhenIgetanillnessandIthinkitisvaluable.Ivaluethepolitenessandthefriendliness

and the interaction with my House Tutor. I value the school’s no bullying policies and I think it is working well.’

‘IvalueallthefriendsIhaveandhavemadeoverthe3yearsIhavebeenhere.IhavefittedinreallywellandI’mveryhappywith

the way I have adapted to school life. Proud to be a part of it.’

‘Ivaluethatweareinaveryenvironmentallyfriendlyarea.’

‘IvaluetheopportunitiesIamgivenbytheschoolinordertoexcelinanyareaoflearningIwishtoimprovein.’

‘Ilikehowtheschoolfeelslikeonebigfamilyandthatpeoplecaneasilyapproachothersintheplayground.’

‘IvaluemostthatIhavegainedagoodrelationshipwithbothmyfriendsandteachersattheschoolandhavebeenfortunate

enough to be educated within a safe and harmonious environment. The last few days of school have made me realise how much I

valuemytimespentatHillsasformeithasbeenagreatexperience.IfeelasifIwillstillbeabletokeepincontactwiththeschool

and my teachers, which is another important aspect that I value.’

‘IwouldnotbethesamepersonIamtodayifitweren’tforHillsGrammar-itdefinitelyshapedmyvaluesandmypersonalityalot,

I’d say. I also love the people and the environment, so I’m glad to say that it was a school I got to attend.’

Complaints and Grievance ResolutionSchoolsarerequiredtodevelopandimplementclear,fairandeffectivepolicyonthemanagementofcomplaints.

TheSchool’spolicyreflectsthecommitmenttorespondpositivelytocriticalfeedbackensuringthatpeoplehavetheopportunity

to contribute to the continued improvement of the School aims to outline clear, fair and effective procedures for the handling of

complaints made by students and parent including the raising of and responding to matters of concern

expectsthatallstaffandparents/carerswilldemonstrateacommitmenttoacultureofconsultationandopendialogue,giving

everymemberoftheschoolcommunitytheopportunitytoexpressdissatisfactionaswellassatisfactionstatesthatcomplaints

need to be addressed openly and in a timely manner to increase levels of satisfaction and to maintain harmonious relations in the

schoolcommunity.Allthoseinvolvedareexpectedtobeco-operativeandmakeagenuineefforttoresolveanyvalidcomplaint

The Complaint Handling Policy is available on the School’s intranet and is published periodically in the School newsletter. Should

youhaveanyenquiries,thecontactpersonistheDeputyPrincipal,MrMichaelSmith.


Governance and Management

From the Chair of School Council AsIreflecton2015IaminspiredbywhatHillsGrammarhasachievedovertheyearandexcitedbytheopportunitiesahead.

The School Council, as the “Board of Trustees” sets the direction and provides governance and focus to ensure Hills Grammar

remains relevant to our students and is sustainable today and long into the future. A key focus for Council during 2015 was the

renewaloftheSchool’sStrategicplan,includingourEthos-Vision,Mission,GraduateAimandValues.Councilcollaborated

closelywiththeSchoolExecutiveteamtodevelopcompellingstrategieswhichwillenabletheethostoberealisedandtheSchool

communitywillseethosestrategiesimplementedoverthecomingyears.OurnewVision–ExtraordinaryEducation:aplace

of inspiration and innovation, is indeed aspirational, and most importantly, one which the broader School community has been

involved in developing.

WorkingwiththeExecutiveteam,CouncilcommencedworkononeofthekeystrategiescriticaltotherealisationofHills

Grammar’snewVision-abroadandinclusivereviewoftheSchool’seducationalmodel.Thisreview’sgoalistoensureour

educationalapproachandofferingsmeetthedevelopingexpectationsoftheSchoolcommunityandthatastudent’sjourneyat

Hills Grammar is personally rewarding and gives all our students the best opportunity to achieve the School’s graduate aim. The

review will continue through 2016.

We all appreciate how special and important Hills Grammar’s campus and facilities are to the school community. In 2015,

Council took several important decisions including the purchase of a 2 hectare level residential block on Kenthurst Road which

isimmediatelyadjacenttotheSchool’splayingfield,thecapacityexpansionofthesuccessfulEarlyChildhoodEducationCentre

and a program of substantial refurbishment and upgrade of facilities. These works will greatly enhance student amenity and the

qualityoftheteachingandlearningenvironment.In2016,CouncilandSchoolleadershipwillcommenceworkonarenewalofthe

School’sMasterPlanwhichwillprovidetheSchoolcommunitywiththeopportunitytocontributetoanexcitingandambitious

longrangefacilitiesplan.Promisefillstheyearsahead.

During2015SchoolCouncilcontinuedtorefineitsapproachtogovernanceanddecisionmaking.Wedevelopednewpolicieson

Councillor diversity and more recently new approaches to Councillor recruitment, induction and development. We will continue

to review our governance principles and approach in 2016 to ensure Council remains a high performing governing body.

On behalf of the Council, I sincerely thank Hills Grammar’s Principal, Robert Phipps, who celebrated 20 years with the School in

2015,alongwithMrMichaelSmithandtheExecutiveteamfortheiroutstandingeffortsinleadingHillsGrammarin2015.Ittakes

specialleadership,determinationandcommitmenttocreateandsustaintheenergyandexcitementwhichisessentialforthe

Schooltocontinuetogrowandflourish.TheSchoolcommunityisfortunatetohavestaffwhoaresopassionateaboutproviding

HillsGrammarstudentswithanextraordinaryeducation.

I would also like to acknowledge and thank my fellow Council members for the incredibly valuable contribution they make in their

role as trustees. It has been a great privilege to have worked with them and to have had their support as Chairman.

CharlesDenes

Chair of School Council

34 Hills Grammar

Mr Charles Denes BEc, CA - Chair

AppointedtoSchoolCouncil-25October2010.

CharlesisaCharteredAccountantwithextensiveexperience

infinanceandoperationswithseveralmultinational

companies.HewasformerlyVPofGlobalSalesOperationsfor

aleadingUSbasedtelecommunicationscompany,Registered

TaxAgent,memberoftheInstituteofCompanyDirectors

and Institute of Credit Management. He has lived and worked

inAsia,EuropeandtheUSA.Hehasservedonanumberof

Boards internationally. All four of his children are alumni of

the School.

Mr Craig Tegel Assoc Diploma (Marketing) – Deputy Chair

AppointedtoSchoolCouncil-26November2014.

Craig is a Marketing and Sales professional with 30 years’

experienceleadingregionaloperationsformultinational

companies in the IT Industry. Most recently, Craig was the

PresidentofAdobeSystemsforJapanandAsiaPacificand

during his seventeen years with the Company. He has lived

andworkedinChina,USA,UKandJapan.Craighasservedon

a number of company and association boards in Australia and

overseas. Craig is both a parent of alumni and current students

of the School.

Mr Ian A. C. Robertson FCA, FTIA, JP - Hon. Treasurer


Ian is a Chartered Accountant and Managing Partner, IACR

Partners Pty Ltd. He is a Fellow of the Institute of Chartered

Accountants,FellowoftheTaxationInstituteofAustralia,

RegisteredCompanyAuditor,RegisteredTaxAgent,Justice

ofthePeace,ProperAuthorityHolder–Licenceunderthe

Australian Securities and Investment Commission. A past

BoardmemberofPLCSydney,DirectorofVeriFoneGroupof

CompaniesandVetoquinolAustraliaPty.Ltd.Ian’ssonisan

alumnus of the School.

Ms Lisa Ainsworth BA, MComm - Hon. Secretary to Council


LisaisaHumanResourceprofessionalwithextensive

experience,soughtafterforherapplicationofstrategichuman

resource programs by many domestic and international

corporations, as well as government departments seeking

a commercial approach. Lisa enjoyed a very successful

careerworkingwithinglobalfinancialservicesbefore

commencing her own consultancy in 2002. Now a Principal

in FutureBuilders Group, Lisa advises clients across cultural

transformation,executivecoaching,leadershipteam

development,mergers&acquisitions,successionplanningand

policy development. Lisa is a past Chair of the Family Advisory

Council, The Children’s Hospital at Westmead and a Founding

Member of the Grace Gala Committee. Lisa is a current parent

of the School

Mr Desmond Hoens Cert. BusMgt, Cert.Building Const

AppointedtoSchoolCouncil-26May1999.

Desmondretiredin1994fromJamesHardie&Co.asNational

Sales&MarketingManager,havingbeenwiththeCompany

for 43 years. He was educated at Brisbane State High School.

DesmondholdsaBusinessManagementCertificateand

aCertificateinBuildingConstructionfromQueensland

Technical College.

Mrs Leonie Coombes DipT (Dept. Education)

AppointedtoSchoolCouncil-29September2011.Leonie

began her professional life as a teacher, and later established

a furniture importing business and also served as a director

ofAllanC.DavisInvestments,afamilycompanywithvarious

interests.Sincethemid-ninetiesLeoniehasworkedasa

freelance travel journalist, writing mainly for The Weekend

Australian. A Foundation parent, Leonie was active in the

schoolcommunityfromthebeginning,firstlyasanoffice-

bearer in the Parents Association and later as a member of

the School Council, from 1986 to 1995. In 1986 she was part

ofathree-personManagementCommitteewhoperformed

the duties of the Principal until the appointment of Mr Ron

Ayling.Shestarted‘ThePennant’andheadedtheSchool’sfirst

fund-raisingcampaign,BuildingForTheFuture.Leoniehasan

enduring interest in education and Hills Grammar in particular.

All four of her children are alumni of the School.

Mr John Glover MAIM, MAHRI, MICD, JP, FInstSMM

AppointedtoSchoolCouncil-27July2011.

JohnisaDirectorofthreecompanies,coveringmigration,

salary packaging, contractor management, payroll and

internationalbusinesssetup.Pastexperiencehasbeenwithin

the service industry as sales and marketing director for one of

thelargesthotelchainsintheworldandalsoexperienceinthe

IT industry. Currently a member of the fundraising board of

the Children’s Medical Research Institution CMRI/Jeans For

Genes. John is also a member of Migration Institute Australia

(MIA),MigrationAgentsRegistrationAuthority(MARA),

NSW Business Chamber, Parramatta Chamber, Cumberland

ChamberandSydneyHillsChamber.Heisaqualified

migration agent. John’s two children are alumni of the School.

Mr Matt Clarke-Bruce CA, BBus, GAICD

AppointedtoSchoolCouncil-26November2014.

MattisaCharteredAccountant(qualifiedatErnst&Young)

andManagingDirectorofCFOForHirePtyLtd.Now


specialisinginprovidingstrategicfinancialmanagement

services to small and medium sized businesses, Matt has held

variousseniorfinanceexecutivepositionswithorganizations

ranging from large publicly listed, to small privately owned

companies. Matt has enjoyed attending client board and

shareholder meetings as a trusted advisor since establishing

his own business in 2006. Matt is a Graduate Member of the

AustralianInstituteofCompanyDirectors.Mattisacurrent

parent of the School.

Dr S. Weller BA, MCom, MBA, PhD, FAIM – Chair of

Governance Committee

AppointedtoSchoolCouncil-23July2014.

StephenistheChiefOperatingOfficerandDeputyVice-

ChancellorofAustralianCatholicUniversity(ACU).Hehas

morethan25years’experienceintertiaryeducationacross

sixuniversitiesinthreestatesandisalsothePresident

of the Association for Tertiary Education Management

(ATEM).ACUhas30,000studentswithsevencampuses

across four States and Territories and in his current role at

ACU,StephenleadstheCorporateServicesPortfoliowhich

includesinfrastructure;informationtechnology;properties;

marketing&externalrelations;studentadministration;human

resources;finance;planning&strategicmanagement;and

governance&corporateservices.Stephenisalsoresponsible

for providing effective corporate governance through the

UniversitySenateandCompanyinhisroleasCompany

Secretary. Stephen is a current parent of the School.

Mr Awais Ahmad BCommerce / LLB (Hons)

AppointedtoSchoolCouncil-24April2013.

Awais is a Barrister at Maurice Byers Chambers in Sydney,

NSW. He has a broad practice with specialist skills in a range

of Courts and Tribunals including Refugee, Criminal, Family,

Commercial, Property and Insurance law. Prior to that Awais

workedwithaSydneylawfirmwhereheadvisedinrelation

to insolvency and commercial dispute resolution, schemes of

arrangement, capital markets and oil and gas regulation. He

hasalsotaughtattheFacultyofLawatMacquarieUniversity

teaching Tort Law and Company Law. In 2010 Awais was

appointed tipstaff to the Honourable Justice George Palmer

AMoftheNSWSupremeCourt(EquityDivision).Awaisisan

alumnus of the School, graduating in 2001.

Mrs Carolyn J. Smale M.App.Sc. MAPA, MMPAA

AppointedtoSchoolCouncil-24August1988.

Carolyn is both a Foundation parent of the School and member

oftheParentsAssociation;sheservedasbothSecretary

and President in the early years of the School’s development.

Carolynisamusculo-skeletalphysiotherapistandhasbeenin

practice in the Hills district for 25 years. Carolyn is a member

oftheAustralianPhysiotherapyAssociation(andapast

memberoftheBoard)andtheMusculoskeletalPhysiotherapy

AssociationofAustralia.CarolynisaDirectorofvarious

businessesandhasextensiveexperienceinbothbusinessand

sports management. All three of her children are alumni and

she is a current grandparent of the School.

Mr Conrad M Ramakers, AAER, AACA

AppointedtoSchoolCouncil-27May2015.

ConradisaPracticingArchitectregisteredinNSW,QLD,

VIC,WAandTasmania.HeisthePrincipalandManaging

DirectorofRamakersArchitectsPtyLtd,anarchitectural

practise specialising in the provision of services to the Retail,

Commercial, Health and Industrial business sectors for clients

suchasKFC,HungryJacks,Caltex,Healthscopeandother

multi-unitclients.Conrad’sprimaryroleisthesuccessful

procurement of building works for clients. His practice

has also been involved with School projects in the Catholic

Education system.

The following member(s) of School Council resigned during

2015

MrRichardBarton–25February2015

36 Hills Grammar

Financial InformationRevenuesfromtuitionfeesandpercapitagovernmentfundingareusedtomeetrecurrentexpendituresuchasstaffsalaries,

teaching resources and the servicing of loan facilities.

Operating surpluses are reinvested in the School by way of completing minor capital works, enhancing available ICT resources

and contributing to major building projects.

TheBuildingFundallowstax-deductibledonationstobemadetotheSchoolandisvitalfortheongoingrefurbishmentand

maintenanceofexistingfacilities.InadditiontothesefundstheSchoolusesitsreservesandexternalloanfundingtofinance

large-scalebuildingprojects.

State per capita funding amounted to 5.7% of total revenue. Total Australian Government per capita funding amounted to 13.6%

of total revenue.

TheSchool’saccountsareauditedannually.Thefinancialstatementsfor2015complieswithrelevantaccountingstandardsand

legislation.TheygiveatrueandfairviewofthefinancialpositionandperformanceoftheSchool.

IncomeandExpenditureStatementasat31December2015

Education Revenue

Tuition Fees $19,916,738

Scholarships&Rebates ($1,761,501)

Student Activities $437,917

Total $18,593,154

Grants, Subsidies & Donations

Commonwealth&StateGovernmentGrants $4,756,974

DonationsIncome $149,580

InterestSubsidy&CommonwealthCapitalGrants $231,617

Total $5,138,171

Other Income

Enrolment Fees $379,000

Application Fees $39,064

Miscellaneous $207,644

Interest Received $17,968

ProfitonSaleofFixedAssets $934

Total $644,610

Gross Income $24,375,935

Expenditure

SalariesandAssociatedExpenses $16,174,678

TuitionExpenditure $661,385

AdministrationExpenses $2,908,712

FinancialExpenses $269,698

PropertyExpenses $2,090,755

DepreciationandImpairmentCharges $1,868,087

Student Activities $239,834

Total $24,213,149

Operating Surplus $162,786


GrantsThe Hills Grammar School acknowledges the funding provided under the Smarter Schools National Partnership on Improving

TeacherQualityandfacilitatedbytheIndependentSchoolsCentreforExcellence.Fundingwasreceivedforthefollowing

projects:

-LiveLifeWell $372.73

-ECECLongDayCarePD $21,806.77

Total Application of Funds 2015

Total Source of Funds 2015

38 Hills Grammar

Improvement Strategies 2016

Strategic Planning FrameworkHills Grammar is a vibrant and innovative school which blends the best of the new and the old. We have a deep regard for the

idealsuponwhichwewerefoundedandtheSchool’smotto“StriveforExcellence”.

We create programs and ideas that have impact beyond our walls. We educate young people for successful lives and as a

community of learners we seek to tackle the issues that will face our graduates in the world in which they will work as adults.

Our programs are based on best practice and research that empower our students to reach their potential and to transform the

organisations, businesses and societies in which they will live and work.

ToensurethatHillsachievesitsVisionaStrategicFrameworkhasbeendevelopedtoguideourworkandfocusourattentionand

efforts in the coming years.

TheprocessbeganwiththeCouncil,PrincipalandhisExecutiveworkingcloselytoreviewtheSchool’sexistingVision,Mission,

GraduateAimandValuesFramework.ThisprocessinvolvedacarefulanalysisofthestrengthsandweaknessoftheSchoolaswell

astheopportunitiesandchallengeswhichthefutureholds.Mostimportantly,newstatementsemergedcapturinganewVision,

Mission,GraduateAimandValuesFramework.

Inaddition,fourStrategicFocusAreasfortheSchool’sfuturedevelopmentwereidentified-

• Inspired Learning

• Outstanding Teaching

• UniqueLearningEnvironmentand

• Organisational Sustainability

Around each focus area, strategic goals and strategies have been devised and these are critical for the successful implementation

of the new strategic plan.

For each year, 2016 through to 2020, an Annual Plan will be developed by management and staff and will be published for the

informationofparentsandotherstakeholderswhohavecompliancerequirements.


Strategic Focus Areas and GoalsOurplanningprocesshasidentifiedfour(4)KeyStrategicFocusAreasandrelatingtoeachspecificKeyStrategicGoals-

40 Hills Grammar

SFA GOALS STRATEGIC PRIORITIES

1 I

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1.ACADEMIC EXCELLENCE

To pursue excellence in student

learning.

1.1.1 Embed a culture of thinking in the school, building on the ‘Making Thinking Visible’ professional development of

2014-15 Delegation: Director of Academic Programs

1.1.2 Implementation of the revised Gifted and Talented (‘G&T”) policy for K to 6

Delegation: Director of Academic Programs

1.1.3 Refinement of principles of Whole School Pedagogy to advance student learning Delegation: Director of

Academic Programs

2.PROGRAM INNOVATION

To provide innovative

programs that enable, enrich

and extend student learning.

1.2.1 Develop interdisciplinary approaches to curriculum and student learning, including: STEM (Science, Technology,

Engineering and Mathematics) Delegation: Director of Academic Programs

1.2.2 Design an outstanding, evidence based Positive Education Program that further enriches the School’s approach

and commitment to student wellbeing Pre K – 12 Delegation: Director of Student Wellbeing

3.CHARACTER

DEVELOPMENT

To develop confident thinkers

and resilient individuals.

1.3.1 Develop and extend both service learning and outdoor education learning opportunities to engage and immerse

students in leadership and service opportunities both within and outside the school community. Delegation: Director of

Co-curricular Programs

1.3.2.Maximise opportunities within the Student Wellbeing program, including House time, to promote Character

development Delegation: Director of Student Wellbeing

4.STUDENT ENGAGEMENT

To maximise student

engagement by catering for

individual interests and

abilities.

1.4.1 Investigate the possibilities of having an ‘individual plan’ for each student, bringing together personal and academic

aspirations of a long term nature in a digital space

Delegation: Director of Academic Programs & Director of Student Wellbeing

\\


2.

OU

TS

TA

ND

ING

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AC

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1.PERFORMANCE

To pursue excellence in

teaching

2.1.1 Establish a school wide (Pre K to Year 12) Teacher Performance and Development (“TPD”) program for our

teachers and leaders that evidence based and best practice Delegation: Director of Staff Development

2.DEVELOPMENT

To value and develop staff

inspiring and engaging teachers

2.2.1 Develop a school wide operational and support staff performance and development program Delegation:

Director of Staff Development

3.WELLBEING

To foster staff wellbeing

2.3.1 Enhance our culture of care by developing programs which promote staff wellbeing, builds capacity and

appreciates the link between a positive workforce and student learning outcomes. Delegation: Acting Principal

4.RECRUITMENT

To recruit and retain the highest

quality staff

2.4.1 Implement best practise approaches to succession planning which enhance organisational sustainability and

provide employees with career advancement opportunities Delegation: Acting Principal

2016 Strategic Priorities



3.

UN

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EA

RN

ING

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VIR

ON

ME

NT

1.DIGITAL

ENVIRONMENT

To embrace a digital

environment that inspires

learning and facilitates

outstanding teaching

3.1/2/3.1 Develop an innovative School Master Plan taking into account the Strategic Focus Areas and Goals Plan

Inspired Learning

Quality Teaching

Unique Learning Environment

Organisational Sustainability

Delegation: Acting Principal & Capital Works Committee

2.NATURAL

ENVIRONMENT

To preserve the natural

beauty of the School

campus, ensuring a

sustainable relationship

between the built and

natural environment

3.BUILT ENVIRONMENT

To ensure that our facilities

and infrastructure meet the

evolving needs of

contemporary learning and

teaching

4.CULTURAL

ENVIRONMENT

To instil a respect for the

School’s culture and

heritage as vital aspects of

school life

3.4.1 Investigate ways of revitalising the Parents and Friends Association PAFA

Delegation: Acting Principal

3.4.2 Embed the new ethos statements (Vision, Mission, Graduate Aim and Values) into all aspects of school culture,

practice and shared experience.

Delegation: School Executive

3.4.3 Finalise the roll out of the School’s new branding across all publications, practices and platforms, including the

development of a new public website, intranet, Newsletter and School App.

Delegation: Director of Enrolments, Marketing and Community Relations

42 Hills Grammar


4.

OR

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ION

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AIN

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ILIT

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1.FINANCIAL

To ensure the School’s

long term financial health

4.1.1 Determine the future Educational Model for the School ECEC to Year 12 taking into account, but not limited

to the following:

- Curriculum offerings

- Co-curricular offerings

- Wellbeing programs

- Special/ Identified needs

- Class sizes / student teacher ratios

- Organisational structure and staffing levels

- Optimal school size

- Financial sustainability

Delegation: Principal’s Task Force

4.1.2 Investigate the establishment of a Fundraising Committee of Council to develop and implement a

sustainable fundraising program and build a culture of philanthropy. The Charter of the committee would include-

1.1.1 Consideration of alternative fundraising models such as a School Foundation and Development Office to

fund major capital works projects

1.1.2 Initiation of fundraising programs which lessen the school’s reliance on government finding and tuition

fees.

Delegation: Council Task Force

2.OPTIMAL

GOVERNANCE

To ensure best practice in

governance throughout the

School

4.2.1 Investigate governance models appropriate to The Hills Grammar School

Delegation: School Council / Governance Committee

3.ENVIRONMENTAL

SUSTAINABILITY

To be a leader among

schools in environmental

sustainability

4.3.1 Build an understanding of best practice in environmental sustainability and embed it in all aspects of the

School’s current organisation and future undertakings

4.3.2 Identify and engage organisations that fund projects that develop environmental sustainability

4.3.3 Embed environmental sustainability studies in the ECEC to Year 12 curriculums

Delegation: Principals Task Force

4.COMMUNITY

ENGAGEMENT

To build partnerships with

local and international

organisations which reflect

the school’s involvement in

the community and support

the community to be part of

the School

4.4.1 consolidate existing community relationships and create new partnerships and create new partnerships

within local and international communities with a view to:

4.1.1 Providing opportunities for students, teachers and the school to engage in mutually beneficial learning

experiences

4.1.2 Enhancing the School’s educational programs and resources

4.1.3 Forming venture partnerships for the provision of revenue producing assets

Delegation: Principals Task Force

hillsgrammar.nsw.edu.au

2015 annual report - hills grammar · young people we have the privilege of parenting or teaching....

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