Annual Report 2012 (Based on 2011 data)

Sunshine Coast Grammar School

PMSA Mission Statement: Our Vision

Our vision is to build communities based on Christian foundations, by providing teaching and learning environments of excellence, permeated by Christian faith and actions.

Our Mission

Our mission is to provide outstanding teaching and learning environments for our students and staff, in schools built on the teachings and example of Jesus Christ. Our focus is to enable students to discover and then develop their God-given talents.

Our aim is for students to achieve personal excellence, live a fulfilling and satisfying life and make a meaningful contribution to family and society.

Our Values

Relationships Founded on God’s relationship with us – love, justice, compassion, forgiveness Care Providing a safe environment for growth and development, respecting self and the needs of others Ethics Integrity, seeking the truth, right thinking and right action Personal Development Growth, resilience, learning from mistakes and successes, continuous improvement, self-management Excellence Encouraging all to fulfil their potential Celebration Recognising and celebrating the achievements of students, staff and our wider community

SCGS Vision:

School Governance:

SCGS Council Members:

Mr Bernie Stein

Mr Greg Adsett

Mr David Crevola

Mr Andrew Stevens

Mr Richard Wilkinson

Ms Rosalyn Cheales

Mr Nigel Fairbairn

(Headmaster)

Mr John Fadian

(Secretary)

PMSA Council Members:

Mr Des Robinson Rev Guido Kettniss Mr Peter Henderson

Mr Stephen Howell Mr Richard Wilkinson Mrs Linda Costello

Mrs Jacqueline McPherson Ms Colleen Geyer Mr Bernie Stein

Mr Robert McCall Mr Greg Adsett Mr Kevin Standish

Dr Anne Bennett

Chairman’s Report

Again the Sunshine Coast Grammar School has experienced a busy and very productive year. Our main objectives of providing the opportunities for:

- Ensuring high academic standards and student achievement - Personal growth for students and staff - Strong focus on continuous improvement and discipline - Cost efficient school operation and good community relationships - Optimal use of human, technological and physical resources

continue to be pursued with vigor and enthusiasm. Of particular note are the advances made in developing learning pathways for those not pursuing tertiary education and the success of these students in obtaining employment in the career of their choice on completing school. This year has also seen the School embark upon an Envisioning Process designed to capture the spirit of the school and embed this into a framework for school wide teaching and learning practice. This has involved parents, staff and students and will be invaluable in the years ahead. Our Headmaster for the last seven years, Mr Nigel Fairbairn, has submitted his resignation effective from the end of the school year. We thank Nigel sincerely for his contribution to the School over this period. To touch on just some of the milestones during Nigel’s stewardship, we have seen:

- Construction of: o Grammar Hall o Grammar Chapel o Sports Performance Centre o Upgrading of Mathematics Centre o Oval upgrades and lighting

- Appointment of a School Chaplain - Improvements in academic performance - Building of strong community relationships

In the midst of this optimistic outlook for the Grammar School we have on the Sunshine Coast suffered the blight of a worsening economic situation which is imposing significant financial burdens on parents and prospective parents. We are empathetic to these conditions and make every effort to assist the families within the school community as best we can. I thank all at and associated with School for their support and contributions throughout the year and particularly thank School Councillors, Headmaster and all staff for their dedication and tireless efforts to help Sunshine Coast Grammar realise its full potential. Bernie Stein Chairman

Headmaster’s Report

This is my seventh and final report since my appointment as Headmaster in August 2004. I recently reviewed notes I took prior to taking up the appointment. Fundamental to the appointment and reflected in the report was both the School Council and my determination to raise the academic standards and tone of the School. Citing CK Chesterton in my report, “education is simply the soul of a society as it passes from one generation to another’, I reflected on the importance of the commitment to academic excellence. This commitment, together with the desire to see the Grammar embrace a Christian ethos, has largely underpinned what has been achieved during this period with the help of so many people. As articulated by students, staff and parents on numerous occasions, positive relationships have been the cornerstone in developing the Grammar feel. It is easy to acknowledge the outstanding setting, the many fine buildings and facilities, fine staff, polite and respectful students and the encouragement and support of parents and friends of the School. In the end, however, Sunshine Coast Grammar School is a school where passion meets purpose; where positive, professional relationships are valued. At Grammar, we have once again fostered the nurturing environment that allows people to blossom – and for us to be surrounded by Champions. Each student has the opportunity to excel, both in and out of the classroom and at their individual level. I acknowledge and thank the School Council for their support as we have developed the School – finding money to improve facilities and create staff positions to assist students and staff. I thank the staff for their endeavours and their commitment to place student outcomes at the forefront of decision making. It is students, however, who receive the big bouquet – they are the ones who have enhanced the School’s reputation over the past seven years. We have been blessed with the quality of student at Grammar – student leadership during my time has been strong and focussed. I am grateful and appreciative of the opportunity to lead Sunshine Coast Grammar School. My life has been enriched by the people I have worked with and engaged with – it is truly a wonderful community. As quoted many times: Sic itur ad astra – the way ahead is to aim for the stars. Nigel Fairbairn Headmaster/CEO

General Manager Corporate Services Report:

Although no major building projects were undertaken in 2011, a number of smaller worthwhile improvements were completed. Among these were:

Science Laboratories: An extensive refurbishment was carried out to 2 Senior Science Laboratories. The existing laboratories were completely stripped and rebuilt internally. As well, a new science staff room was also added. Art Block: Complete renovation of the entrance foyer, A1, A2, A3 and Junior Art Room including new student art tables. Junior School Eating Area: Concrete areas were repainted and new aluminium seating and tables installed. Junior School Amenities Block: Complete renovation internally with all new toilet fittings, showers, change-rooms and the addition of a Parents Room. Maintenance Program: The school has in place an extensive preventative maintenance program for painting, plumbing, electrical grounds and gardens and roadways. This is all monitored and controlled using computerised software.

Fees: Fee increases for 2011 were held to 4%. In 2012, fees will increase by 4%. In calculating these fees, we have been very conscious of economic difficulties and what effect these are having on parents’ disposable income. Consequently, we have also cut expenditure to the greatest extent possible without compromising quality of educational offerings. Master Plan: During 2011 the proposed revision to the Sunshine Coast Grammar School Master Plan were submitted to Sunshine Coast Regional Council. A decision on the proposal is pending. Costs: Grammar underwent a staffing restructure in 2010/2011. The full planned reduction in staffing did not eventuate in 2011, however, has been budgeted for 2012. This will result in approximately $440,000 savings in wages for the 2012 year. Wage increases for remaining staff have been budgeted to increase by 4%. Other costs have been constrained. There have been no new loans undertaken. Grammar paid $1.3 Million off its outstanding loans. Plans for 2012:

We do not anticipate any major building projects in 2012. There will, however, be a number of smaller developments, for example:

Billboard construction & signage

Driveway for Gardenia Place

Concrete paths sports/science buildings

Termite treatment system

Middle school toilet block renovation

Renovations to Caretaker's cottage

As well, we will spend approximately $450,000 on Library resources, technology infrastructure, classroom furniture and equipment. We thank you for your continued support. John Fadian General Manager Corporate Services

Policy Intent:

Effective school reporting provides parents, staff, students and the community with meaningful information about schools. All Queensland schools are required to publish a minimum set of information for parents and the community. The Schools Reporting Policy ensures that all schools report similar information that complies with Government requirements in a clear and comprehensive manner. By publishing this Report, schools will meet both State and Australian Governments reporting requirements.

Descriptive Information:

School sector: Independent

School’s address: 372 Mons Road FOREST GLEN QUEENSLAND 4556

Total enrolments: 1206

Year levels offered: Prep – Year 12

Co-educational or single sex: Co-educational

Characteristics of the student body:

Distinctive curriculum offerings:

Australian-born students comprise the majority of the student body (79%) with the remaining students coming from New Zealand, the United Kingdom, South Africa, Zimbabwe, China, Japan, India and Sri Lanka. A small number of students have an indigenous heritage (less than 1%). The student body is comprised of nearly 754 families, all of whom reside on the Sunshine Coast. Over 60% of families have bread-winners who are self-employed. Within the student body, 570 are girls whilst 636 are boys.

Grammar Where Passion Meets Purpose

Extra-curricular activities:

Sunshine Coast Grammar School provides a rigorous academic environment where learning:

Recognises and caters for difference

Is relevant and meaningful

Is a continuous pathway from Prep to Year 12

Is active, collaborative and connected The curriculum is the vehicle for igniting passions and proving meaningful purpose for student learning. Our distinctive curriculum integrates the 21

st century learning - general capabilities from the

Australian Curriculum and relates to the cross curriculum perspectives of Aboriginal and Torres Strait Islanders, Asia and sustainability. Our teachers have high expectations of students and purposely challenge each individual student to achieve to their full potential. To achieve this goal our curriculum is differentiated. Extensive learning enrichment is deployed in the early years and continued into the adolescent years, to assist in supporting students with learning needs and also challenging gifted students. Our International students are supported with ESL support as required. SCGS designs a seamless curriculum where the age- specific developmental needs of the early years, middle years and senior years is acknowledged and catered for to ensure relevant age appropriate learning experiences and assessment is delivered. Technology literacy is integrated into learning experiences with the aim of engaging, and transforming learning and thinking to a higher level. Digital citizenship is modelled and taught to ensure students thrive in the 21

st century. Students are encouraged to think globally and ethically

when solving real life problem situations. Our curriculum is balanced with firm foundations in English, Mathematics, Science, and Humanities. The creative arts areas of Visual Art, and the Performing Arts is valued highly, along with learning a language other than English either Japanese or French. The health benefits and knowledge of a quality Physical Education program is also paramount. The spiritual foundation of our school is reinforced through the teaching of Christian Studies to students from Prep to Yr12. Points of difference in our Junior School are the specialist teacher offerings of: Art, Music, Languages, Speech and Drama, Physical Education, chess and Instrumental lessons. In the Middle Years - Special Interests Subjects inspire and engage students and in the Senior Years students choose their own direction, whether it is tertiary studies or alternative pathways into the workforce.

Sunshine Coast Grammar School has an extensive extra-curricular offering that is show cased at the beginning of the year with an Extras Expo. The purpose of the extra-curricular program at SCGS is to:

Offer an opportunity to students to contribute to the growth of the community, as well as receive its benefits; and,

Provide the opportunity for students and teachers to build relationships based on a broader and deeper understanding and appreciation of each other than is possible in the formal classroom situation.

These factors lead to an improved community spirit and the building of a tradition of which to be proud. Students are encouraged to be involved in extensive music, choir, language, art, drama and public speaking programmes. The School facilitates performance in camps, Optiminds, enrichment classes, concerts and drama productions. A wide range of sports, both team and individual is provided to students. Individuals and teams have won local, state and National Titles in 2011. Students during 2011 were also selected to represent Australia. Grammar regularly host and send teams from/to interstate and overseas; in 2011 a student netball and rugby tour went to New Zealand. At our School we offer chances to complete in Athletics, Australian Rules Football, Basketball, Cheerleading, Cricket, Cross Country , Equestrian, Futsal, Lawn Bowls, Netball, Pool and Beach Life-saving, Rugby, Sailing, Soccer, Softball, Sports Aerobics, Surfing, Swimming, Tennis, Touch Football, Triathlon, Volleyball and Waterpolo.

The social climate of the school:

Grammar has a strong emphasis on pastoral care and this is reflected in the approach all staff, including non-teaching staff, display when interacting with students, staff and members of the broader School community. Whilst the Junior School teacher is best suited to the pastoral care needs of primary children, in the Middle and Senior School, this is undertaken by Home Room and Form teachers, and Year level co-ordinators. Underpinning the social climate of Grammar is our Christian Heritage. Students regularly attend Chapel held by one of the two Chaplains. Grammar Helping Hands, Interact and the Amnesty Club provide opportunities for students to assist people less fortunate than themselves. Each student in the Junior, Middle and Senior Schools belongs to one of four Houses named after leading Australians – Bradman, Chisholm, Lawson, and Sturt. House spirit is promoted and enhanced through various events and carnivals throughout the year. All staff at Grammar are trained annually in PMSA Child Protection policy and procedures. Students are explicitly taught through personal development classes about anti-bullying, and cyber bullying. Brainstorm Productions Drama Company annually perform to our Junior School students with anti-bullying themes and guest speakers are invited to speak with Middle and Senior students about bullying and cyber bullying. Assemblies and form classes are used to reinforce positive behaviours and school spirit. In the Junior School students are explicitly taught social and emotional wellbeing strategies through the You Can Do It program, where confidence, persistent, organisation, resilience and getting along are reinforced. Several additional programs are offered to students who feel they may benefit from additional skills. These include ‘Stop Think Do’ (for refining social skills), Fun Friends and Friends for Life (Anxiety and Depression prevention), and Seasons for Growth (Grief and Loss). Parent Programs addressing a range of personal and social developmental topics are also offered throughout the year.

Parental involvement:

At Grammar, we encourage and support parents as partners in the education journey of children. Parents are active in parent support groups associated with each of the sub-schools; and as trained parent helpers in the Junior School. Parent support groups exist in Equestrian, Netball, Music, Rugby, cricket and Football. Parents are actively involved in coaching and managing sports teams. The Class Coordinator program links the Class, Year Level parent representatives who are a point of contact for other parents whose children are in the same class Grammar hosts a number of parent evenings throughout the year including Welcome to the New Year, Year Level Information Evenings, Prep Information evenings, Educational evenings on topics such as Australian Curriculum, Technology, Social and Emotional Well Being. In the Junior Schools parents are encouraged to attend Prep – Yr 2 camps and assist with perceptual motor programs in Prep – Yr 1. The Sunshine Coast Grammar School Parents' and Friends' (P&F) Association provides all parents with the opportunity to participate in and contribute to the large number of school-related social activities which take place each year. The P&F collaboratively organise a biannual Walkathon, Movie night and social lunches. The aims of the P&F are:

To foster friendships and develop a support network within the school community

To accurately represent the views and expectations of the parents and friends of SCGS

To co-ordinate social occasions where parents and friends of the school can join together to foster friendship

To support the School and its aims To benefit our children's education by assisting in the allocation of the funds available to the P&F through an annual levy Special events include Mother’s Day, Father’s Day and Grandparents and Special Friends days in the Junior School where nearly 100% of students involve their parents. In the Middle/Senior School Mothers and Daughters and Fathers and Sons breakfast are held annually and well attended.

Parent, teacher and student satisfaction with the school:

Satisfaction data: Parents and students are asked for feedback, through surveys, meetings and the invitation to attend meetings. Parent Attitudes and Issues: Key issues for parents are delivery of high academic and discipline standards, a capacity to enhance their child’s career prospects/opportunities, provision of good technology facilities and the sports resources/cultural facilities/opportunities that will give a rounded education experience. In general feedback:

• The intangibles of vision, values and school ‘mood’ were most commented upon and widest ranging. • Teachers and management was second most commented upon, with a focus on the importance of quality teaching capacity and academic standards. • School building/facilities were next most commented upon

Grammar enjoys strong parent loyalty and quite high levels of satisfaction across most issues surveyed. High academic standards, smaller class sizes, rigorous discipline and quality teaching are seen as key ‘deliverables’. Staff Attitudes and Issues The overall impression gained from responses was one of a staff with an active passion for teaching, a desire to be positive and optimistic and with a desire to inspire students. Student Attitudes and Issues Feedback from students indicated they radiated a distinct sense of pride in Grammar and felt they were noticed in public and felt ‘special’. The over-riding impression was one of listening to an enthusiastic and uncomplicated group of young people who were aware they were being given a significant opportunity by attending Grammar.

Contact person for further information:

Sunshine Coast Grammar School Principal – Mrs Maria Woods

The PMSA, School Council, staff, parents and students warmly welcome Mrs Maria Woods as the new Sunshine Coast Grammar School Principal and look forward to an exciting future for the school community under her dynamic leadership.

Staffing Information:

Staff composition, including Indigenous staff:

Qualifications of all teachers:

Qualification Percentage of classroom teachers and school leaders at the school who hold this qualification

Doctorate or higher 0%

Masters 14%

Bachelor Degree 77%

Diploma 7%

Certificate 2%

Number of Staff Full Time Equivalent

Full Time Staff 122 122

Part Time Staff 41 24.2

Total 163 146.20

Teaching Staff 93 89.4

Non-Teaching Staff (including teacher-aides)

70 56.8

Total 163 146.20

In 2011 we had one indigenous staff member.

Expenditure on and teacher participation in professional development:

Teacher participation in PD:

Description of PD activity Number of teachers

participating in activity

Curriculum Seminars 97

ICT 52

QSA 19

Leadership 10

Pastoral 10

Personal Development 105

Planning Days 112

First Aid 15

Sports Coaching 5

Fire Safety Training 112

Workplace Induction Training 112

Child Protection Training 112

Vocational Education and Training 5

Total number of teachers participating in at least one activity in the program year

99

Expenditure on PD:

Total Number of Teachers

Total expenditure on teacher PD (as recorded in Financial

Questionnaire)

Average expenditure on PD per teacher

99 $27,646.80 $246.85

The total funds expended on teacher professional development in 2011 were $ 27,646.80. The major professional development initiatives were as follows:

Australian Curriculum

Personal Development

Compliance The participation of the teaching staff in professional development activities during 2011 was 100%

Average staff attendance for the school, based on unplanned absences of sick and emergency leave periods of up to 5 days:

Number of Staff

Number of School Days

Total Days Staff Absences

Average Staff Attendance Rate

99 181 656.89 96.33%

Proportion of teaching staff retained from the previous year:

Number of permanent teaching staff at end of

previous year

Number of these staff retained in the following year (the program

year)

% retention rate

99 89 89.90%

From the end of 2010 89.90% of staff were retained for the entire 2011 school year.

For permanent and temporary staff and school leaders the average staff attendance rate was 96.33% in 2011.

Key Student Outcomes:

Average student attendance rate (%) for the whole school:

Number of school days in program

year

Total number of all students

Total number of all student absences

Average Attendance Rate

%

181 1206 14163 93.51%

Average student attendance rate for each year level:

Number of school days in program year

Total number of students in a

particular year level

Average Attendance Rate for a particular

year level %

181 78 93.7

181 71 92.2

181 73 94

181 67 93.3

181 64 95.6

181 106 93.6

181 88 93.1

181 92 94.8

181 95 92.1

181 129 94.5

181 124 94

181 106 93.4

171 113 92.3

The average attendance rate for the whole school as a percentage in 2011 was 93.51%

Year levels Average attendance rate for each year level

as a percentage in 2011

Prep Year 93.7

Year 1 92.2

Year 2 94

Year 3 93.3

Year 4 95.6

Year 5 93.6

Year 6 93.1

Year 7 94.8

Year 8 92.1

Year 9 94.5

Year 10 94

Year 11 93.4

Year 12 92.3

A description of how non-attendance is managed by the school:

NAPLAN results for Years 3, 5 and 7 and 9 in 2008 and 2009

Student non-attendance is very low. Dedicated staff monitor student absenteeism, with regular home/school contact being a Grammar trait.

Benchmark Data:

READING

Year Average Score

(School) Average Score

(National) % above National

minimum standard

Year 3 442 400 100

Year 5 549 470 98

Year 7 592 534 100

Year 9 622 573 98.4

WRITING

Year Average Score (School)

Average Score (National)

% above National minimum standard

Year 3 417 404 97

Year 5 511 471 99

Year 7 562 533 100

Year 9 600 566 96.2

SPELLING

Year Average Score (School)

Average Score (National)

% above National minimum standard

Year 3 419 388 100

Year 5 519 466 100

Year 7 570 529 100

Year 9 504 576 99.2

GRAMMAR AND PUNCTUATION

Year Average Score (School)

Average Score (National)

% above National minimum standard

Year 3 433 407 98.5

Year 5 552 485 100

Year 7 585 525 100

Year 9 611 568 97.7

NUMERACY

Year Average Score (School)

Average Score (National)

% above National minimum standard

Year 3 420 385 100

Year 5 538 470 99

Year 7 599 539 100

Year 9 619 575 99.2

Apparent retention rate:

Year 10 Base Year 12 Retention rate %

Number of Students 124 113 91.13

Year 12 outcomes:

Outcomes for our Year 12 cohort 2011 Number of students awarded a Senior Statement

109

Number of students awarded a Queensland Certificate of Individual Achievement

0

Number of students who received an Overall Position (OP)

98

Number of students or are completing or completed a School-based Apprenticeship or Traineeship (SAT)

8

Number of students awarded one or more Vocational Education and Training (VET) qualifications

1

Number of students awarded a Queensland Certificate of Education at the end of Year 12

108

Number of students awarded an International Baccalaureate Diploma (IBD)

0

Percentage of Year 12 students who received an OP1-15 or an IBD

80.56%

Percentage of Year 12 students who are completing or completed a SAT or were awarded one or more of the following: QCE, IBD, VET qualification

99%

Percentage of Queensland Tertiary Admissions Centre (QTAC) applicants receiving an offer

97%

Year 12 student enrolment as a percentage of the Year 10 cohort is 91.13%

Post-school destination information from the current Next Steps survey as follows:

School response rate to the survey

Number of Year 12 students in 2011

Number of responses received from students

Percentage response rate

112 95 84.8%

Summary of findings in relation to main destinations of students

School Year 2011 Number of Students

in each category

Percentage of Students in each category

University (degree) 60 63.2% VET total ( Cert IV+ III, I-II, apprenticeship, traineeship)

12 12.6%

Working full-time 6 6.3% Working part-time/casual 9 9.5% Seeking work 4 4.2% Not studying or in the labour force 4 4.2%

Total Year 12 students 95

University

VET (All)

Working FT

Working PT

Seeking Work

NILFET

Background information: The 2012 Next Step survey was conducted by the Department of Education, Training and Employment through the Office of the Government Statistician (OGS), in accordance with the privacy provisions of the Statistical Returns Act 1896 (Qld). The OCG conducted the survey between April and May 2012, approximately six months after our students had completed their schooling with Grammar. The survey is conducted in order to assist:

Parents and the wider public to know the pathways of young people after completing year 12 and to appreciate the range of options available to students

Schools to review and plan services for students

School system personnel to review education policies

Training bodies, universities, business and industry, local government and regional planners to plan their services.