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Contents Introduction ........................................................................................................... 3

1. Administration and Governance ....................................................................... 4

2. Financial Viability............................................................................................. 6

3. Philosophy and Aims ........................................................................................ 8

4. Educational Programme .................................................................................. 11

5. Students who are a person with a disability .................................................... 15

6. Flexible Arrangements .................................................................................... 16

7. Health, Safety and Conduct of Staff and Students ......................................... 17

8. Staffing ............................................................................................................ 21

9. Land and Buildings ......................................................................................... 24

10. Educational Facilities and Materials ............................................................. 26

11. Improvement Processes ................................................................................ 28

12. Conclusion .................................................................................................... 31

13. Appendix ....................................................................................................... 32

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Introduction During 2012, Brisbane Grammar School conducted a comprehensive evaluation of its performance against the accreditation criteria as part of the Non-State Schools Accreditation Board's cyclical review program. The evaluation was enacted in accordance with the School's cyclical review plan and formed a significant part of Brisbane Grammar School's annual process of strategic review and planning. The Board of Trustees of Brisbane Grammar School meets annually with the Headmaster and other senior managers at a weekend retreat to review the annual strategic plan for the School and to discuss and debate strategic issues for the future. Additionally, the Board examines the ongoing progress of management covering:

academic, extracurricular and pastoral issues staffing and community relations property maintenance and planning finance and fundraising development and marketing workplace, health and safety and risk management

Data arising from these operations as well as data collected as part of school operation have been utilised in the School's participation in the cyclical review process. The review committee managed the review process through its regular meeting schedule and made use of a number of key staff members and invited external experts to assist it with aspects of data collection, analysis and evaluation. The validation of the review findings was undertaken by the following panel:

Mr Brian Short (Headmaster) Mr Paul Braddy (Ministerial Appointment, Board of Trustees) Dr Murray Evans (Former principal of Somerville House) Mr Howard James (Secretary to the Board of Trustees and the Business Manager) Mr Stephen Uscinski (Deputy Headmaster – Teaching and Learning Mr Greg Dabelstein (Dean of Administration and Curriculum)

The following review report addresses the accreditation criteria through answering all evaluation questions that were presented in the School's Cyclical Review Plan 2012. A list of the materials provided to the validation panel is located in the appendix to this report. These materials are available to the Non-State Schools Accreditation Board on request. The review report concludes that Brisbane Grammar School has successfully completed the cyclical review process and has met all of its compliance obligations. The School's Board of Trustees recommends that the Non-State School Accreditation Board accepts this report.

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1. Administration and Governance

Is the Board of Trustees of Brisbane Grammar School a corporation and do all members of the Board hold a current positive notice for employment with children?

Brisbane Grammar School is the oldest secondary school for boys in the city of Brisbane. It was established on 29 February 1868 and opened at its original Roma Street site in February 1869 with 94 students. The School was forced to relocate to its present site on Gregory Terrace in 1881 to allow for the development of the Roma Street railway station. The Board of Trustees of the Brisbane Grammar School is constituted under the Grammar Schools Act 1975 and is a Statutory Body within the meaning given in the Financial Accountability Act 2009 and subject to audit by the Auditor General. The Minister for Education and Training, Minister for the Arts is responsible for the administration of the Grammar Schools Act, 1975. A copy of the Act and past years’ Annual Reports were inspected during the Validation Day. All members of the Board of Trustees hold current positive notices for employment with children. The Secretary to the Board of Trustees (the School's Business Manager) maintains a central register of suitability card numbers and expiry dates on behalf of the Board of Trustees to facilitate the renewal of cards in a timely manner. Additionally, established procedures are in place to ensure that all new members of the Board of Trustees are aware of and comply with requirements related to positive notice blue cards. The functions of the Board of Trustees are specified in Section 14 of the Grammar Schools Act 1975 as follows: to supervise, maintain and control the conduct of the School for which the Board is

constituted; to erect, alter, add to, purchase or sell buildings used or to be used for or in connection

with the School; to effect general improvements to the premises used or to be used for or in connection

with the School; to provide in the school courses of instruction; to make rules with respect to- a. fees and charges to be paid in relation to students enrolled or to be enrolled at the

School; b. the management and control of the School and; c. the discipline and conduct of students enrolled at the School.

The powers, functions and operation of the Board of Trustees are set out in the Grammar Schools Act 1975, Financial Accountability Act 2009. All aspects of relevant legislation, professional standards and official guidelines are addressed through the regular meetings of the Board of Trustees as well as reviewed as a part of the annual strategic planning retreat. The school is operated on a not-for-profit basis with any surpluses from the School’s

operation used entirely to advance the School’s philosophy and aims.

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The governing body has not (and does not plan to enter into) a contract or arrangement with a for-profit entity that is not at arm’s length.

There are not any direct or indirect connection between the governing body and a for-profit entity that could reasonably be expected to compromise the independence of the governing body when making financial decisions.

The review panel examined an array of relevant documents maintained by the Secretary to the Board of Trustees and concluded that the procedures outlined provided a clear and accountable process in relation to governance of Brisbane Grammar School.

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2. Financial Viability

What indicators are there that the School is in a financial position to ensure its future and development of educational services?

The School includes among its ongoing financial objectives the following: capacity to provide for the continuing operation of the School at the highest levels of

maintenance and performance; capacity to achieve improvements in physical facilities and human resourcing so as to

meet new targets in standards of provisions and outcomes for its educational programmes that will keep the School in a leading position in the marketplace in which it operates;

projections of forward planning of the School's financial capacity to address the Board's plans for physical and other developments;

setting fees annually at a level that keeps the School competitive with its marketplace, while still allowing high quality to be maintained and improvement to be pursued;

monitoring regularly the financial environment in which the School must operate; and seeking to consolidate and to expand the financial resources that will ensure the long-

term future of the School. Financial Benchmarks As a result of the review of the Grammar Schools Act which occurred in 2003, a number of financial indicators were suggested, through the Grammar Schools' Association, as providing information regarding a Grammar School's financial viability. These are provided below: 2006 2007 2008 2009 2010 2011 Working Capital Ratio 1.38 1.13 0.71 1.25 0.87 1.11 Debt per Student $8656 $8796 $7786 $19204 $20932 $18713 Reinvestment Ratio 73% 85% 115% 359% 157% 18%

Financial Cost-Effectiveness The School's financial effectiveness is assessed by management and the Board of Trustees using a variety of mechanisms, including: regular monthly reports to the Finance Committee, together with more detailed reviews

as part of the budget process and at the Board's Strategic Retreat. Financial modelling in the form of annual, 5-Year and 10-Year strategic planning. Regular review of educational outcomes in light of resources and facilities approved by

the Board to maximise student learning and growth. An assessment of the financial effectiveness of the School's operations must be undertaken with reference to the fact that the School operates in exceptional circumstances. Although subject to the requirements of the Grammar Schools Act, other State Government legislation and scrutiny, the School's operations are unlike the majority of Government instrumentalities in that it is also required to operate as a Non-Government School in a competitive market. In addition to the Board of Trustees' responsibilities for financial performance, the financial effectiveness of the School's operations is also subject to both public and private-sector influences to maintain its financial viability and continued existence.

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Financial Performance The Board of Trustees reviews the School’s financial and operating systems by means of comprehensive monthly management reports. The Finance Committee meets monthly prior to the Board meetings. Financial and risk management issues are overseen but the Finance Committee, consisting of two Trustees, the Headmaster, and the Business Manager. Financial outcomes are measured against operating budgets and forecasts. Following the examination of relevant documents, that included the Financial Statements year ended 31 December 2011 that were tabled in parliament as a part of the School’s Annual Report, the review panel concluded that the School had been very prudent in its financial management and that Brisbane Grammar School was in a very strong financial position to ensure future operation and the development of educational services. The Board is responsible for the preparation of the financial report that gives a true and fair view in accordance with prescribed accounting requirements identified in the Financial Accountability Act 2009 and the Financial and Performance Management Standard 2009, including compliance with Australian Accounting Standards. The Board's responsibility also includes such internal control as the Board determines is necessary to enable the preparation of the financial report that is free from material misstatement, whether due to fraud or error. The Financial Statements are subject to audit by the auditor general of Queensland and is conducted in accordance with the Auditor-General of Queensland Auditing Standards, which incorporate the Australian Auditing Standards. Those standards require compliance with relevant ethical requirements relating to audit engagements and that the audit is planned and performed to obtain reasonable assurance about whether the financial report is free from material misstatement. Audit reports since the last Cyclical Review have not raised any specific or general concerns regarding the viability of the School.

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3. Philosophy and Aims

What are the School’s philosophy and aims? How do these philosophy and aims guide educational and organisational practices and programmes at the School? Are the philosophy and aims consistent with the Melbourne Declaration on Educational Goals for young Australians?

The School’s key strategic goals and objectives are set out in its statements of purpose and ambition published in Annual Reports, notified to parents through various communication channels, and shown on the School’s website: Purpose: Brisbane Grammar School educates boys within a strong learning culture that is innovative yet respectful of its traditions, by nurturing their intellectual, physical and emotional well-being to become thoughtful and confident men of character who contribute to their communities. Ambition Brisbane Grammar School aspires to be the best school for boys in Australia, and an international leader in teaching and learning. The School is committed to offering premium educational and leadership opportunities for boys of all backgrounds, to strengthening its global connections, and to building a vibrant school community among students, parents, staff, Old Boys and the broader society. Values The School’s efforts to realise both the purpose and ambition are underpinned and guided by its values: endeavour, learning, respect, leadership and community. The School is committed to a liberal education philosophy. Our major goals for each boy are:

to develop attitudes, skills, and a base of knowledge as a foundation for critical intelligence, imaginative and creative powers, effective communication and the capacity and enthusiasm for independent, life-long learning;

to develop and extend personal character and talents; to develop a strong sense of service, community, leadership and loyalty to others.

To achieve these goals, the School seeks to provide:

a broad and balanced academic curriculum in which each boy is challenged to do his best;

highly competent teaching staff who are committed to the School's purpose a disciplined and supportive environment for learning; a broad program of cultural, intellectual, sporting and other outdoor activities; sporting activities where boys are encouraged to strive vigorously for success, but

always within the finest traditions of sportsmanship; highly competent teaching staff who are committed to the School’s purpose and

ambition;

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the provision of high quality facilities and support materials while maintaining the heritage structures of the School;

generation of income and sound financial management that will allow expeditious, efficient and effective pursuit of the School’s major objectives;

effective and responsible governance; effective communication between the School and its stakeholders.

The School is committed to the personal and social development of each boy. It recognises that education is a responsibility shared between the School and the home and promotes effective communication between the School and the family. The School’s key strategic goals are on-going in nature and regularly updated within the overarching framework of the constant set of core values, beliefs and expectations. A snapshot of the current (2010 – 2015) Strategic Plan is below.

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The School’s philosophy and its aims are reviewed periodically by the Board of Trustees and Executive Staff members to ensure they continue to match societal expectations and directions, including ensuring they are consistent with the Melbourne Declaration on Education Goals for Young Australians.

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Brisbane Grammar School Strategic Plan Snapshot 2010 -2015

Purpose Brisbane Grammar School educ.ates boys within it strong learning culture that is innovative yet respectful of its t raditions, by nurturing the ir intellectual, physical and emotional we ll -being to become thoughtful and confident men of character who contribute to their comm unities

Ambition Brisbane Grammar School a spires to be the best school for boys in Australia, and an international leader in leaching and lea rning. The School is committed to offering premium educational and leadership opportunities for boys of all backgrounds, to st rengthe ning its global connections, a nd to build ing it vibrant school community among students, parents, staff, Old Boys and the broade r society.

Our Va.lues In serving our purpose and achieving our ambitions, The School is and will be guided by its core values: Endeavour Learning Respect Leadership Community

STRATEG IC IMPERATIVES

Teaching and Learning Practice

ACTIONS

Develop institutional data -ana lysis capabilities Deve lop institutional research capacity Promote a culture of innovation enab led by cooperation and teamwo rk

In....,st in the de....,lopme nt and tra in ing of our peop le Attract, develop and re ta in good people Imp leme nt emerging leaders program and enhance middle management training Exp lore teacher secondments

Plan for "Growing the School"

Maintain and enhance our infrastructure complementary to t he futu re positio ning of BGS

Diversify ou r recu rrent revenue stream so as to underpin the affo rdability of our se rvice delivery


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4. Educational Programme

What processes are in place to ensure that the curriculum offered at Brisbane Grammar School addresses the needs of the students, is aligned with the philosophy and aims of the School, and ensures ongoing development of the processes of learning? What evidence exists that students exiting the School at Year 12 or earlier, achieve standards of learning stated in approved Queensland Studies Authority Syllabi?

Brisbane Grammar School is committed to providing its students with an academic curriculum that promotes a broad knowledge base and the attitudes, behaviours, actions and processes of thinking within a challenging and supportive environment which develops individuals as both independent and collaborative learners. In Years 6 to 10, boys study a set of courses which are highly compatible with the Key Learning Areas of the national curriculum. In Year 8, students study English, Mathematics, Science, a foreign language (from German, French, Chinese and Japanese), History, Geography, Music, Art, Drama, Physical Education and Technology Studies. In Years 9 and 10, students study nine subjects. These include eight core subjects and one optional subject. The core subjects are: English, Science, Advanced Mathematics, a Humanities subject (History or Geography), a foreign language, Physical Education, Art and Technology Studies. Students also study an optional subject which is either a second Humanities subject, Latin or Music. For their two years of senior secondary studies -Years 11 and 12 - boys may select a course of study from a wide range of subjects which are designed and moderated by the State's Queensland Studies Authority (QSA). Students will normally study six QSA subjects for a total of four semesters. The review panel examined a myriad of documents that pertained to the educational programme offered at Brisbane Grammar School and commented particularly on the following areas:

Dimensions of Learning Framework and Habits of Mind 1:1 Tablet Programme Curriculum Mapping Research and development

Since 1997, Brisbane Grammar School has systematically introduced a learning framework throughout the academic curriculum. The framework is a model developed in the United States and is titled Dimensions of Learning. DOL is not a course or syllabus. It provides teachers and learners with a framework which can guide curriculum planning, delivery and assessment. It seeks to synthesise the latest research on cognition and the working of the human brain and it adopts a learner-centred approach. The DOL framework places a strong emphasis upon the deliberate development and use of complex reasoning processes (or higher-order thinking). However, in so doing it does not overlook the importance of the environment in which learning occurs as well as the role played in the process by learners themselves. Habits of Mind is a composite of many skills, attitudes, cues, past experiences and leanings towards certain patterns of behaviour that a person might employ when learning. It requires the valuing of certain patterns of intellectual behaviour over others. In involves making

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choices about which patterns of behaviour to employ at certain times, and being responsive to situations that are appropriate ones in which to employ these patterns of behaviour. It involves the possessing of basic skills and capacities to engage in these behaviours and also includes the use of reflection and evaluation to help develop and shape behaviours for the future. In their series of books -Habit of Mind: A Developmental Series -Costa and Kallick (2000) describe sixteen attributes of what people do when they behave intelligently and which the curriculum at Brisbane Grammar School has sought to deliberately develop in their students over the past fifteen years. The panel viewed the School's implementation of the Dimensions of Learning Framework and the Habits of Mind as outstanding and was of the opinion that the School was an international leader in the area of the development of students' thinking processes and dispositions. Evidence of this was cited in the curriculum documents presented by the School, papers written and delivered by staff in Professional Journals and at Conferences, Student performance both within school and in external competitions, and the number of schools that visit Brisbane Grammar School to explore these programmes from within Queensland, nationally and internationally. Additionally, the panel praised the School for the resources it has devoted to this area over the last fifteen years. In recent years the School has implemented a 1:1 tablet PC scheme across years 8-12. As of 2012 this program has reached the Year 11 cohort with the entire school to be complete by the commencement of 2013. This is seen as integral to providing a modern and learner-centred approach to learning. Curriculum is delivered through this medium using a range of software packages that form a comprehensive structure that supports and extends the opportunities that teachers may provide students in the classroom and at home. These software packages include OneNote, DyKnow, Outlook and Desire2Learn. In 2011 the School commenced a project to map its curriculum in order to stocktake various aspects of its academic offerings across subjects and year levels. While efforts to complete this had been started prior to this date an environmental scan indicated that no one external product could allow the flexibility and features desired by the School. As a result, an in-house application was devised for this to be completed. It is hoped that by mapping units of work the School can be better informed to make decisions and address key aspects of the Australian Curriculum. Stage one of construction of the map software has been completed with further work on the reporting formats to follow. Key fields in the curriculum map include:

Cohort Name Term Lessons Assessment Type Learning Space Dimension 2 – Declarative Knowledge Dimension 2 – Procedural Knowledge ACARA Contents ACARA Relationship ICT Literacy ICT Skills

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Literacy Skills Numeracy Skills Complex Reasoning Processes (Dimension 3&4) Habits of Mind

The panel strongly encouraged the School to continue with the process of curriculum mapping as it provides tremendous benefits to the educational programme of the School, and is one way of making what is occurring in the classrooms visible. In the area of Information Communication Technology (ICT), the emphasis at Brisbane Grammar School is on the integration of computer skills into the curriculum rather than focussing on a separate subject. It is believed that integration leads to better assimilation of the skills, and that the depth of understanding and level of skill development is greater. That is, core skills are better learnt and/or practiced in an environment where they are part of a real task in which ICT is used as a means to an end not an end in itself. In Years 6 -10 students acquire a set of core ICT skills and apply these in a variety of subjects. For example, all students complete a multimedia authoring project in both History and English, develop a Web page in Science and complete a digital image manipulation project in Art. The Web is used as a research tool and structured activities involving resources on the web are an integral part of most subjects. The School uses the Learning Management System Desire2Learn (D2L) to support face to face teaching and to enrich the learning environment. The portal is incredibly flexible and is re-badged as MyGrammar at the School. Each student has his own portal in to the system. Resources provided include course documents, slide-shows, interactive quizzes and tutorials, discussion forums and surveys. Students may access D2L from home via any Internet account. The review panel was impressed with the rationale for the embedding of ICT within the curriculum and the programmes in place at Brisbane Grammar School. Comments were also made in regard to the significant upgrade that occurred in 2006 to the Information Technology infrastructure at the school. Members of the panel questioned the School's future direction in the domain of ICT and learning. They were informed that a current project was underway that was investigating laptop and tablet programmes within schools and the use of Web 2.0. The panel noted that keeping pace with the growth of technology is a significant and important issue for Schools to manage and challenged the School to continue to ensure that each classroom was equipped to an appropriate standard to ensure the highest quality of education possible. Integration of course content and pedagogy across the curriculum was another area that impressed the panel in a number of ways. First, the integration of the development of thinking processes, Habits of Mind, strategies to develop students' knowledge of key concepts and ideas in the discipline areas, and the beginning of an explicit literacy programme were praised as a strong foundation to develop students' learning and understanding. Second, the integration of cross curriculum themes such as: values and ethics; war and peace; global education; community and service; leadership; and personal development. The panel noted that at the School these themes were viewed as important parts of the whole curriculum that developed connections between disciplines and fostered important understandings to enable students to participate in democratic society. Additionally, the panel commented very favourably on the fact that these themes were developed naturally within the School's programme rather than them being viewed as an "add on". Finally, the use

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of special activities and special projects were also seen as an area in which the School had made very good progress. This included integrated units in Years 6 to 10 (e.g., a unit that focus on the integration of the personal development programme and science to answer a scenario that involves genetics and ethics) and extension activities in which the School has won Queensland, Australian and World Titles (e.g., Robotics, International Youth Physicist Tournament). Finally, the panel commented on the process of research, development and monitoring that the School engages in to ensure that the curriculum offered addresses the needs of the students, is aligned with the philosophy and aims of the School, and ensures ongoing development of the processes of learning. Some of the systems that are available and are employed by the School's Board and Senior Leadership Team include:

External data provided through annual public performances in the academic arena (e.g., Year 12 results; national, state and regional competitions in English, Mathematics, Science and other subject areas);

Participation in external data and evaluation projects organised by bodies such as the Australian Council of Educational Research (ACER), tertiary institutions and individual post-graduate researchers (the School participates in a number of these projects each year many of which provide specific data and benchmarking for the School about a variety of educational issues);

Regular conducting of internal data-gathering and evaluation about curriculum and pedagogy performance (e.g., Regular reporting by the Senior Leadership Team to the Board of Trustees, Use of external consultants to monitor and evaluate specific aspects of the curriculum such as research into the implementation of DoL, departing student and parent perceptions; review of specific aspects of the curriculum;

External statutory requirements and resultant reports. Following examination of extensive hard copy and computer data confirming the pervasiveness of the above strategies and methods, in particular the panel members were impressed by the ongoing nature of planning, action, collection of evidence and reflection that the School engages in, the partnership of external expertise with internal staff that drives ongoing development of key academic programmes such as Dimensions of Learning and Habits of Mind, the use of processes such as curriculum mapping that allows the School to monitor and develop the curriculum, and the diligence and dedication of the School to pursue ongoing development of the processes of learning.

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5. Students who are a person with a disability

What are the School’s written processes that enable: the identification of students of Brisbane Grammar School who are persons with a

disability? the creation of an educational program, specific to the educational needs of those

students who are persons with a disability, that complies with relevant anti-discrimination legislation?

In 2011 we instituted a new structure for responding to students who may require variations to and assistance with their learning needs. This structure, entitled Academic Services, emerged from a review of the previous learning support structure and is based on a substantially more accountable and transparent process. Under the new department clear lines of communication have been established with the Academic Services staff reporting to the Dean of Studies and the Director of Student Services who in turn report to a Students and Programs Review Committee chaired by Deputy Headmaster Teaching and Learning and including Head of Middle School and Deputy Headmaster Students. The assessment of students with a disability is a collaborative effort between the new Academic Services Department and the Student Services Department. All students with a disability are assessed by staff from these departments and recommendations made to the Senior Leadership team of the school about necessary modifications to ensure that we meet the requirements of legislation. The standard set is the higher benchmark set under Federal Legislation and the School operates within and accepts the standards outlined in the Disability Standards for Education, 2005. Appropriate Special Provisions are disseminated to staff by the Studies Directorate. We have a legal obligation to ensure that we have completed a verification process for students with Physical, Vision and Hearing Impairments and have established accountable procedures for students requiring verification. We have ensured the attendance of relevant staff at appropriate Professional Development enabling them to operate in an informed manner when completing IEP/EAP documentation. A team management approach has been adopted and includes the following staff: School Psychologist representing Student Services to interpret reports Academic Services staff member completes IEP/EAP documentation The relevant Head of Year as Case Manager representing Student Welfare A staff member from the Health Centre where necessary

The procedures established are: Semester meetings involving Director of Student Services, Academic Services Staff

and School Psychologist to monitor the process Case Management Team meetings Formal Case Management Meetings with the parents and the relevant Visiting

Advisory Teacher from Education Queensland Final updated documents to be signed off by the Director of Student Services and

submitted to Deputy Headmasters/Head of Middle School Director of Student Services to submit funding application for verified students

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6. Flexible Arrangements

Have all of the School’s approvals for flexible arrangements been granted in accordance with legislated requirements?

Special Provisions are approved through the Dean of Studies and the Director of Student Services for students throughout the School from Year six to twelve. All arrangements for learning variations for students are made using the school's Special Provisions Policy which has been written to ensure that all legislative requirements (ref. section 182 Education (General Provisions) Act 2006) that apply to students in the compulsory schooling years are met. Additionally, where appropriate, variations to learning arrangements comply with Queensland Studies Authority requirements in keeping with the QSA Special Provisions Policy, QSA Policy on Late Assessment, A-Z of Senior Moderation and the Disability Standards for Education (2005). The Dean of Studies and the Director of Student Services directly oversees any such variations to students' arrangements using the established subject selection /change processes which include verifying that current QSA and tertiary entry requirements are fulfilled. The review panel examined the School's records in relation to the Flexible Learning Arrangements and concluded that all arrangements have been approved in accordance with legislated requirements.

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7. Health, Safety and Conduct of Staff and Students

What structures does the School have in place to ensure continued compliance with Workplace Health and Safety legislation? What procedures and written processes does the School have in place about the appropriate conduct of its staff and students, that accord with legislation applying in the State about the care and protection of children? Has the school consistently met the legislated requirements for the reporting of student harm or abuse over the last three years? How effectively does the school monitor the physical and emotional well-being of its students and ensure that the School’s environment is safe?

Brisbane Grammar School has a Workplace Health and Safety Committee whose function is to assist cooperation between the Board of Trustees, Headmaster and staff in developing and carrying out measures to ensure workplace health and safety at the School and to consult with, advise and make recommendations to the Headmaster and Board of Trustees on all matters relating to workplace health and safety. Minutes of the Workplace Health and Safety Committee are presented at the monthly meetings of the Board of Trustees. Copies of Minutes of the Committee and Board of Trustee Minutes showing analysis of the Minutes were tabled for inspection by the Review Team. As Brisbane Grammar School has five or more employees the Person Conducting A Business Undertaking (PCBU) established a Health and Safety Committee in accordance with Work Health and Safety Act 2011. The Person Conducting A Business Undertaking (PCBU) has appointed a Workplace Health and Safety Officer. This person provides leadership and advice on Workplace Health and Safety matters in order that due diligence is met. The School was issued an improvement notice in relation to our Outdoor Education Program. The recommended changes to the program have been completed. The School has not been issued with an improvement notice, a prohibition notice or an order to secure compliance under the Work Health and Safety Act 2011. The School is regularly inspected by the Queensland Fire and Rescue Authority and complies with all requirements. Comprehensive evacuation and lockdown instructions are disseminated and drawn to the attention of staff and students. Regular lockdown and evacuation drills are carried out with staff and students so the School is familiar with correct procedures. These instructions are revised regularly as necessary. Additionally, a review panel may view the following information if requested: WPH&S Committee Meeting Minutes Accident Reporting Procedures Injury and Accident Reports Safety Induction Training Modules General Electrical Safety Precautions Workplace Rehabilitation Policy and Procedures Survey Report - NSCA Health & Safety Management System

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Fire Training Record Fire Safety Inspection Report Fire Evacuation Procedures Asbestos Materials and Products Reports Hazardous Substance Registers - Maintenance Department, Science Department,

Indoor Sports Centre DCC - Certificate of Classification - Indoor Sports Centre

Brisbane Grammar School has in place a comprehensive approach to ensuring that all legislated requirements in the area of child protection are complied with. This approach is fully documented in the School's Child Protection Policy. This document is available on the School’s website as well as MyGrammar (School’s content management system), Student Record book and listed as one of the policies in the Staff Handbook. This document is also referred to regularly in the School newsletter and at school staff training days. A copy has also been included in the appendix to this report. This policy was updated in May 2012 to comply with new mandatory reporting legislation. The Student Welfare System at Brisbane Grammar School is integral to and enhances all aspects of school life. It strives to create a culture that encourages the ongoing development of a resilient and responsible individual who is connected to the School and wider community. The monitoring of every individual's progress through all areas of school life and the additional case management of boys with particular needs is the major focus of formalised pastoral care structures in the School. Emphasis is also placed on building a sense of community at a variety of levels (class, year group, school and the wider community). The Student Welfare Committee, chaired by the Deputy Headmaster (Students), has responsibility for the oversight of all aspects of pastoral care. The members of the Student Welfare Committee are the Deputy Headmaster (Students), the Heads of Years 6 to 12, the Director of Student Services, two Student Counsellors, the Director of Boarding and Head of Residence, the Assistants to the Heads of Years, the Coordinator of Personal Development and Leadership Programs, the Coordinator of Community Service, the Health Centre Manager and the School Marshal. Formalised student welfare structures operate through year groups. Each year group has a Head of Year who is the major point of contact for all boys (and their parents) in that year group. The Head of Year commences the journey with a group of boys in Year 8 and follows that group through to the end of Year 12. This allows for continuity to be maintained, in the process developing closer relationships and more effective communication with both boys and parents. The Head of Year is supported by a group of Form Tutors. All members of the teaching staff take on this role. In Years 6 and 7 the Core Teachers have pastoral and academic responsibility for the welfare of boys within a pod (a paired teaching structure). In Years 8 to 12 each form class has 15 boys and a Form Tutor attached to each class. These teachers work together to monitor the progress of students on a day-to-day basis and deliver the Personal Development Programme. Wherever possible, the Form Tutor teaches his/her respective subject to the Form Class. In Years 11 and 12 the Form Class size increases to about 18 and one teacher takes responsibility for the class. The Form Tutors see their classes on a daily

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basis for roll call and also during Period 1 on Monday where the Personal Development Programme is delivered. In Years 11 and 12 additional lessons are scheduled for, leadership preparation, guest lectures and QCST preparation. Heads of Year are assisted by a number of support staff. The School currently employs a Director of Student Services (Guidance Counsellor) and two psychologists to provide personal, academic and career counselling and input into particular aspects of the Personal Development Programme. The Director of Student Services coordinates all counselling services. The Heads of Year 8 and 12 have assistants to help manage the particularly high needs of students in these year-groups. The Health Centre Manager works closely with families where boys require assistance in order to help them access learning at Brisbane Grammar School. The Coordinator of Personal Development and Leadership Programs develops curriculum and arranges guest speaker programs for all year groups. The Coordinator of Community Service has oversight of all school-based and community-based service activities. The School Marshal has a very important pastoral role in maintaining appropriate standards of behaviour and dress before, during and after school. The Director of Boarding and Head of Residence are charged with the responsibility of caring for 80 boarders in a residential setting. They are supported by a coordinator of Academic Support who monitors student academic progress, a Coordinator of Enrichment Activities who organises cultural, sporting and life skill activities and a dedicated team of House Tutors. The Personal Development Programme operates within the Student Welfare System and is designed to promote the social, ethical, physical, intellectual and emotional development of students. All teachers, through their pastoral role, are directly involved in the delivery of the Personal Development Programme. The goals of this programme are to: foster a safe, disciplined and supportive learning environment where all members of the

school community are accepted and valued; develop each boy's ethical behaviour, decision-making skills, independence and

interdependence, tolerance, respect and community mindedness,; social competence communication skills, and self-esteem; and

assist boys to become responsible, effective, creative and enterprising members of the School and wider community.

Heads of Year and Form Tutors deliver the Personal Development Programme during Period 1 every Monday. The programme operates under four key themes: Relationships and Interpersonal Skills (Values) Future Planning (Careers) Leadership (leading self, leading others) Protective behaviours (Drug & Alcohol, Sex Ed, Cyber-Safety)

Although no reports of harm, or suspected harm, to students have been received by the School over the last three years, the School recognises the need for ongoing vigilance in this area to keep abreast of the latest research, processes and procedures. This year all student

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related policies were reviewed in order to comply with new legislation and to ensure that the policies remain current and that a safe and secure learning environment is created for all stakeholders. All pertinent policy documents were provided to the Review Team and were inspected and procedures were confirmed by reference to records and other documents. Finally, the staff are regularly in-serviced in matters pertaining to Student well-being and safety. In the past twelve months this has included presentations on: Cyber-bullying Schools and the Law Child Protection Education Drug & Alcohol Behaviour Management Strategies Disability Provisions Medical services and educations, namely anaphylaxis, diabetes, and asthma.

Information gathered from these in-service opportunities provide our staff with greater understanding of legislative requirements and a shared understanding of the School’s policies, procedures and protocols. Attendance lists are maintained for all staff in-service activities to ensure full coverage of important information.

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8. Staffing

What processes are in place to ensure that the School has a staff profile capable of effectively delivering its educational program and that complies with relevant legislation about the employment of persons as teachers, including the Education (Queensland College of Teachers) Act, 2005, and the Education (Queensland College of Teachers) Regulation 2005?

The following table shows a summary of the current staffing at Brisbane Grammar School:

Total % F

FT PPT CAS FT PPT CAS

Teaching Staff

Counsellor 0 1 0 1 0 0 2 50%

Dean of Admin & Curriculum 0 0 0 1 0 0 1 0%

Dean of Studies 0 0 0 1 0 0 1 0%

Deputy Headmaster 1 0 0 4 0 0 5 20%

Directors 2 0 0 2 0 0 4 50%

Head of Dept 2 0 0 12 0 0 14 14%

Head of Dept ‐ Assistant 3 0 0 0 0 0 3 100%

Head of Year 2 0 0 4 0 0 6 33%

Head of Year ‐ Assistant 0 0 0 2 0 0 2 0%

Headmaster 0 0 0 1 0 0 1 0%

Laboratory Technicians 1 0 0 1 0 0 2 50%

Language Assistants 0 3 0 0 0 0 3 100%

School Marshall 0 0 0 1 0 0 1 0%

Sports Director 1 0 0 7 0 0 8 13%

Sports Assistant 0 0 1 1 0 2 4 25%

Sports Centre Manager 0 0 0 1 0 0 1 0%

Sports Coach 0 1 1 3 1 22 28 7%

Teacher 35 6 10 44 1 9 105 49%

Teaching Associates 0 0 0 0 1 0 1 0%

Tutor 0 0 0 0 1 0 1 0%

Support Staff

Accounts Staff 5 0 0 0 0 0 5 100%

Administrative Staff 1 0 0 0 0 1 2 50%

Archivist 0 1 0 0 0 0 1 100%

Business Manager 0 0 0 1 0 0 1 0%

Development and Marketing 2 1 0 1 0 0 4 75%

ICT Administration 1 1 0 0 0 0 2 100%

ICT Director 0 0 0 1 0 0 1 0%

ICT Officer 0 0 0 5 0 0 5 0%

Librarian 1 0 0 2 0 0 3 33%

Payroll Officer 1 0 0 0 0 0 1 100%

Personal Assistant 6 0 0 0 0 0 6 100%

Receptionist 2 0 0 0 0 0 2 100%

Registrar / Enrolments 2 0 0 0 0 0 2 100%

Teachers Aide Administrator 2 1 0 0 0 0 3 100%

Boarding / Health 0 4 1 0 0 0 5 100%

Boarding House Supervisor 0 1 0 0 0 0 1 100%

Bus Driver 0 0 0 1 1 1 3 0%

Caretaker 0 0 0 2 0 0 2 0%

Caretaker / Security 0 0 0 1 0 0 1 0%

Catering / Kitchen 1 3 4 1 0 1 10 80%

Catering Manager 0 0 0 1 0 0 1 0%

Cleaner / Laundry 10 3 5 2 1 7 28 64%

Cleaning Supervisor 1 0 0 0 0 0 1 100%

Maintenance / Grounds 0 0 0 12 0 2 14 0%

Maintenance Manager 0 0 0 1 0 0 1 0%

82 26 22 117 6 45 298 43%

Females Males

Payroll Staff only - Music Tutors, Extracurricular contractors etc paid via tax invoice not included. Sports Coaches includes seasonal Casuals paid in 2012 Includes Staff on Leave, (LSL, Maternity leave etc) and their contracted replacements Term Time treated as Full Time

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The School continually reviews its staff recruitment strategies and undertook a survey of recently recruited staff to understand better the benefits teaching staff, in particular, found when working at Grammar. These findings have been incorporated into our recruitment materials to ensure that potential applicants have an authentic view of the professional benefits of working at the School. The School has also developed a position called Teaching Associate whereby pre-service teachers are employed at the School part time and assist qualified teachers in the classroom. The aim of this program is to allow pre-service teachers to learn from highly experienced and qualified teachers. As a consequence of this program a number of promising new graduates have been employed at the School during the past few years. The School also has a system of recognition and reward for high quality teachers which aims to provide an alternate career progression pathway for teachers who choose to remain in the classroom. In our recent EBA the teaching staff overwhelmingly endorsed the adoption of an evidence performance review to identify high quality performing teachers and the School has developed the Framework for Teaching at Brisbane Grammar School (FFT@BGS) based on Charlotte Danielson’s Framework for Teaching. Over fifty teachers at the School have experienced a two day training in the use of the FFT@BGS, initially to obtain evidence of high quality performance with the remainder of the teaching staff to be trained in the use of the Framework early in 2013 when it will become a fundamental evidence collection tool for the School’s teacher formative appraisal and subsequent development of teacher learning plans. The teaching staff, through the EBA negotiation, has also agreed to the School’s proposal to develop an evidence based recognition and reward systems for teachers with positions of added responsibility. This process, which will be based on duty statements and the ACEL Leadership Capabilities Framework, will be implemented prior to the end of the 2012 school year. In addition the School operates a number of teaching staff committees which are investigating curriculum and pedagogical developments and opportunities to advance these aspects of the School’s operations. These currently include the Pedagogical Practices Committee, Dimension of Learning Review Committee and a committee investigating effective use of pedagogical spaces. Importantly a large number of the members of these committees are teachers without positions of added responsibility in a deliberate move to increase the School’s capacity for research, development and innovation and to provide a peer-leadership experience for these teachers. The School has also recently improved the performance review process for teachers with positions of added responsibility. During the contract renewal process for these members of staff, a significant evidence based performance review process is undertaken. This process which looks at both teaching and role specific leadership, involves self-reflection, student feedback, student achievement analysis and feedback from other members of staff, peers and supervisors. Finally the School is currently working collaboratively with the staff to develop the Brisbane Grammar School Staff Code of Behaviour. This document, still in process of staff review, is due for publication in early 2013 and will provide guidance and advice to staff concerning:

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Respect for persons; Professional and appropriate behaviour; Diligence; Standards of Dress.

Compliance All teachers employed at the School are registered with the Queensland College of Teachers and all non-teaching staff, including sports and other coaches, hold current suitability cards for child related employment. In all instances, students are taught by specialist teachers with specific qualifications in the areas under instruction.

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9. Land and Buildings

What evidence exists that the School complies with relevant land use, building, and workplace health and safety legislation in relation to the location of the School and its buildings?

The review panel sighted the results of current title searches which confirmed the School's main campus occupied land held as a Deed of Grant in Trust (DOGIT) created 10 November 1880 for the erection thereon of a Grammar School under the Grammar Schools Act 1860, and for no other purpose. Subsequent grants (also DOGITs) have been have been 'upon trust for Grammar School purposes and for no other purpose whatsoever'. Some other small areas of the main campus were more recently acquired on a Fee Simple basis, namely the Maths Block and the Maintenance area. The panel were satisfied that land use of the area known as the main Spring Hill campus fully complied with 'for Grammar School purposes' requirement. The majority of Brisbane Grammar School's Spring Hill campus buildings were constructed prior to the Building Act 1975 and Regulations which introduced uniform building requirements across the State. Therefore the buildings were originally assessed against the building requirements contained in Brisbane City Council's bylaws in force at the time. The School is not aware of any notices of non-compliance in respect of any land use or building legislation being issued. In addition to the main campus at Spring Hill, the School also maintains facilities for its other activities at Pepperina Hill (Lake Moogerah), Northgate and West End. Pepperina Hill Since 1973 the Pepperina Hill location has provided an invaluable adventure education experience for all boys. The programme combines bush walking, camping, abseiling, rock climbing, canoeing, orienteering and a ropes course. The primary goals of these annual week-long visits to Pepperina Hill are the development of the boys' self-confidence, self-awareness and self-esteem together with maturing of inner personal skills. Requisite skills and knowledge are thoroughly taught to enable boys to participate successfully in the various. The facilities consist of dormitory style accommodation, dining room and all necessary fully self-contained requirements and are staffed on a full time basis. Northgate The major playing fields for Brisbane Grammar School were purchased in 1993 and developed with an opening in 1997. Currently six major playing fields and support facilities occupy the twenty hectares, and an additional nine hectares was purchased in 1999. They are used extensively by Grammar students for cricket, rugby and soccer. West End For more than 100 years, Brisbane Grammar School has provided facilities to its students and students of Brisbane Girls Grammar School to participate in a full rowing experience. Initially at North Quay, the existing boat shed location has been in operation for more than thirty years at Davies Park in West End. In 2011 the boat shed was inundated in the Brisbane Floods resulting in an extensive re-building project. The rebuilt shed was brought into

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service in September 2011. The area is leased from Brisbane City Council who administers it under their parks programme as part of land provided by the State of Queensland on a Deed of Grant in Trust basis (DOGIT).

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10. Educational Facilities and Materials

Does the School possess educational facilities and materials necessary for the effective delivery of the School’s education programme?

In answering this question the review panel examined four perspectives. Firstly, it considered a snapshot of the facilities and materials available at the School on the day of validation. Secondly, it explored a case study of the upgrading of facilities and materials as evidence of the School's commitment to providing a high quality learning environment. Thirdly it looked at the School in terms of the past review period and asked the question whether Brisbane Grammar School over this period of time exhibited a commitment to the ongoing development of the learning environment. Finally, the panel examined plans for the future in regards to facilities that will be available at the School. The School has a large number of classrooms across the Spring Hill campus. In total there are 114 formal teaching spaces at the School. These range from specialist classrooms such as laboratories, to small group work areas. There are also several large theatre style spaces able to accommodate large numbers of students. All classroom spaces are outfitted with technology resources such as projectors and wireless access. Other ICT resources provided at the School include a dedicated music computer room, wireless laptop trolleys and computers in classrooms. Students have access to a wide variety of spaces that are able to be booked for their use outside of normal class times. During the validation meeting the review panel conducted a brief inspection of the facilities available on the main campus of the School, investigated the School's current timetable and the provisions available for each class, considered reports from the Board of Trustees House and Grounds sub-committee that has as part of its brief the provision of educational facilities at the School, and explored the other facilities used by the School that were not housed on the main campus site. The panel was of the opinion that the School was operating with the necessary materials and facilities to enable the effective delivery of its educational programme. Evidence for this opinion included not only that all classes were housed in classrooms, but that all specialist classes (e.g., science, art, music, drama) had dedicated spaces and all classes operating in these areas spent their class time in these spaces. The availability of technology for student and teacher use was also noted as well as the high standard of the learning environment. There were several important steps noted that demonstrated from the panel's perspective the School's continued commitment to improve the learning experience of students through the physical upgrading of the learning environment. First, there was the research, construction and opening of The Lilley Centre, a major project opened in 2010. This multipurpose facility has become a key component of the educational spaces on offer at the School. The facility houses the Senior School Library, numerous flexible teaching rooms, office space, student workspaces, Archives, ICT and Support staff areas. The spaces have an occupancy rate of close to 90%. Secondly, on-going renovation of many classrooms has occurred to improve the quality and availability of resources for staff and student use. The improvement in these facilities was

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accompanied by the provision of appropriate materials and a concerted and collaborative teacher effort to engage with their pedagogical potential. The panel considered the major facility upgrades that have occurred at the School over the past decade. This included The Lilley Centre construction and refurbishment of the old library into Middle School specialist rooms. In examining these developments and looking at the School's financial position, the panel determined that Brisbane Grammar School had continued to show the ability to maintain and develop its facilities and materials to enable effective teaching and learning to occur within the constraints of prudent financial management. Furthermore, the panel noted that there was significant evidence that whilst these larger projects were being undertaken, work had also been carried out by the School to ensure that all classrooms were able to facilitate an effective teaching and learning programme. The panel noted with considerable interest the planning process that the School is currently engaged in for further renovations across several areas of the School in order to address resourcing facilities for the expansion of the School in 2014 and 2015 with the introduction of year 5, and with the introduction of a ‘flying start for Queensland children – year 7 to secondary in 2015’. This includes further renovations of the Centenary building and H Block to create more middle school classrooms and construction of new flexible classrooms for the maths department. The panel congratulated the School on its planning to date for its thoroughness and rigour in considering the relationship between design, learning and the School's strategic goals. In particular, the process of architecture selection and the documents pertaining to the relationship between teaching, learning and space were of the highest quality. The review panel concluded that the School possesses educational facilities and materials necessary for the effective delivery of the School's educational programme. In doing so, it recognised the School's commitment to ongoing development of its facilities and programmes, that development has progressed at an appropriate pace over a number of years and that finances have been managed prudently to enable this to occur. Finally, the panel emphasised the important partnership between educational facilities and educational programmes and determined that the School's direction was coherent and aligned between these two areas.

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11. Improvement Processes

What evidence exists that the School has a systematic approach about improvement and ongoing development? (This evidence must include the formulation of strategies and setting of priorities for improvement, formulation of actions to enable the achievement of the strategies, monitoring of the achievement of strategies, and annual reporting about school achievement to the School’s community including staff, students and parents).

The review committee was provided with a number of documents when considering this question that included:

The School's strategic plan and master building plan which is updated at a minimum annually;

An action plan that accompanies the strategic plan which includes goals, priorities, strategies for achieving the goals, strategies for monitoring the process of the plan and strategies for reporting school improvement processes and achievements to the school community on an annual basis;

The School's 2011 Annual Report which was tabled in Parliament as part of the requirements of the school being a statutory body, a selection of editions of Grammar News (a quarterly publication that provides members of the School community and beyond information about what is occurring at Brisbane Grammar School, and a selection of weekly newsletters produced by the School;

Developmental plans for specific areas of school operations including an academic development plan, pastoral development plan and extracurricular development plan;

Student and parent exit survey findings provided by an external consultant and Year 12 stakeholder feedback;

The program for the most recent Board of Trustees Strategic Planning Retreat; and Exemplars of Board papers.

The panel was shown the well-developed methodology that the School uses in formulating and updating its school wide strategic plan, accompanying action plan and sectional developmental plans. The annual consideration of the purpose and ambitions of the School, SWOT analysis, examination of critical success factors, consideration of critical projects and formulation of detailed action plans was at the core of this process. Members of the review panel also noted that there was strong alignment and coherence between the school wide strategic plan, accompanying action plan and sectional developmental plans. It was noted that the Headmaster along with his Senior Leadership team of the School provides a written report to each monthly Board of Trustees meeting during the year, in which they identify, consider and report on strategic developments at the whole school level as well as in individual portfolios. In this way, the Board is kept well informed of the processes of School improvement. Similarly, through publications such as the School's Annual Report, Grammar News, the School's website and weekly newsletters, the School is able to keep the School community (students, parents, staff and alumni) up to date on developments, achievements and plans of the School. Brisbane Grammar School maintains a significant commitment to a culture of continuous professional learning. The School, through its substantial professional development budget, invests directly in the training, up-skilling and certification of all staff while providing

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extensive opportunities to its teachers to develop and extend them professionally. A substantial program of formal professional development meetings and presentations for staff – involving both internal and external presenters and facilitators - is operated each year. This formal program is developed from and directly advances the School’s strategic imperatives. The School fully sponsors multiple attendances by staff at significant curriculum, student welfare and extra-curricular workshops and conferences and also provides financial support to teachers undertaking higher degree study. Attendance at and the delivery of presentations at major international conferences is also strongly supported by the School, including, for example, in 2010 and 2011 the International Boys School Coalition conferences held in Philadelphia and London. Further opportunities for extended professional learning and growth are provided through study sabbaticals and research fellowships. Evidence of the School’s commitment is available in: the schedules for the eight formal Staff Professional Development days held each year; the monthly professional development summaries provided to the Board of Trustees; in the detailed reports of sabbaticals and overseas conference attendance also provided to the Board of Trustees; in the reports and presentations provided during Professional Development days and at staff and departmental meetings; and in the teaching staff’s bi-annual internal professional development journal Chalk and Talk. As part of the School’s commitment to continuous improvement parents of all Middle School students are invited to provide feedback through an on-line survey. The survey takes the form of a Likert Scale along which parents are asked to indicate their level of agreement to the statements provided. The survey also invites parents to make additional, extended comments on any topic. The survey questions are prepared by the Middle School Core Teachers who in turn share the results and then collaboratively plan necessary improvement in programs and practices. The review panel concluded that the School had met the expectation of the Non-State Schools Accreditation Board with respect to evidence that the School has a systematic approach about improvement and ongoing development. In fact, it was remarked upon by a number of the panel members that this is an area in which the School excels.

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DOC.406.001.0125

2 BGS SPORT 2010 - 2015 STRATEGIC PLANa

VISION: AI Brisbane Grammar School students achieve personal success fhrough sport

MISSION: Brisbane Grammar School is commifted to providing oppor[unifies to participate and excel in a positive compelilive environmenf Outcomes by Z015

8y 2015, 100% participant5, By 2015 all teachers ond By 2015 rhe school will 8y 2015 95% of swdenl:5

supporters and deliwrers at volunteers as coaches / incorporate within all irs will repff!sent thl' school in

Brisbane Grammar School managers! offICials will feel seasonal sports structures, Of least one GPS sport of ore empowered to lead Jor valued

on athlete development t he 18 offered

process belsed on f!ICp/icit lhe benefit of themseiw>s, and per50nallearning goals atllers and tile community

The five key priorities of the Strategic Plan 2010- 2015 are: LEAD ENGAGE EXCEL PARTICIPATE

-'" .

By 201S/fie 5<:11001 will

have sustainable mutually

benefICial partnershipS

with (I rangeo! community ond sporting assaciatians

SUSTAIN

Ta ensure 8GS and cammumtyargamlOt,am. collaborate ta bUild a capaCity to deliver a quality sport expeflence for tile presenr and future nudenrs


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12. Conclusion This Cyclical Review Report was presented to the Board of Trustees of the Brisbane Grammar School. The Board of Trustees has recommended the report for acceptance by the Non-State Schools Accreditation Board.

__________________________________________________ ____________________________________________________

Mr H L Stack Chairman of the Board of Trustees

Mr B R Short Headmaster

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13. Appendix

CYCLICAL REVIEW

Document Register

Administration and Governance Is the school operated on a not-for-profit basis with any surpluses from the School’s operation used entirely to advance the School’s philosophy and aims? Has the governing body entered into (or plan to enter into) a contract or arrangement with a for-profit entity that is not at arm’s length? Is there any direct or indirect connection between the governing body and a for-profit entity that could reasonably be expected to compromise the independence of the governing body when making financial decisions?

evidence of the corporate structure of the governing body, (through legislation) evidence that board members are current. Register of current blue cards or positive notification from Children's Commission

for members of the Board of Trustees, non-teaching members of school staff and volunteers.

tendering processes approved by the Board of Trustees -Grammar Schools Act 1975, and the Financial accountability Act 2009.

guiding principles and procedures for identifying, declaring and dealing with potential conflict of interest issues as shown in the Board of Trustees Charter.

a copy of the process for the election and appointment of the Board of trustees.

Financial Viability What indicators are there that the School is in a financial position to ensure its future operation and development of educational services?

copy of finance committee minutes for 2011 /2012. copy of the State Government Annual Report, including audited financial statements.

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Philosophy and Aims What are the School’s philosophy and aims? How do these philosophy and aims guide educational and organisational practices and programmes at the School? Are the philosophy and aims consistent with the Melbourne Declaration on Educational Goals for young Australians?

Copy of our Purpose and Ambition (see section 3). Samples of units of study showing links to aims and objectives. Statements of goals and directions for major activities in the curriculum eg. Sport.

Educational Programme What Processes are in place to ensure that the curriculum offered at Brisbane Grammar School addresses the needs of the students, is aligned with the philosophy and aims of the School, and ensures ongoing development of the processes of learning? What evidence exists that students exiting the School at Year 12 achieve standards of learning stated in approved Queensland Studies Authority Syllabuses?

BGS website, including school mission, academic program, welfare provisions, extra-curriculum offerings and all mandatory reporting items.

online access to sample curriculum documents used by students. online access to Desire 2 Learn learning management system as evidence of learning

network for students. copy of the School’s education program which may include syllabus documents, work

programs, reporting schedule, checklist, and sample reports and assessment policy. copy of March 2012 Academic Report to the Board of Trustees. copy of exit R6’s from 2011 for all senior and R7’s. Electronic examples of academic programs of work and learning resources delivered

to students using One Note application via My Grammar learning management system; academic program documentation demonstrated explicit enactment of school’s mission and strategic priorities.

MySchool website information.

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Students who are a person with a disability What are the School’s written processes that enable:

the identification of students of Brisbane Grammar School who are persons with a disability

the creation of an educational program, specific to the educational needs of those students who are persons with a disability, that complies with relevant anti-discrimination legislation

Copy of the Disability and Mobility Audit and Report for Brisbane Grammar School completed in 2011 by an independent consultant and of the subsequent in-service held for staff.

copy of the School’s Disability Policy. copy of the School’s Anti-Discrimination policy. copy of School’s Child Protection Policy. copy of School’s behaviour management, anti-bullying, SEWB survey and related

evidence of a commitment to student welfare. name and qualifications of the School’s Workplace Health and Safety Officer

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Flexible Arrangements Have all of the School’s approvals for flexible arrangements been granted in accordance with legislated requirements?

Samples of process used to identify, track and follow up students academically ‘at risk’, including contact with parents.

Samples of Student Ascertainment documents and modified study programs, including IEP/EAPs.

Health, Safety and Conduct of Staff and Students What structures does the School have in place to ensure continued compliance with Workplace Health and Safety legislation? What procedures and written processes does the School have in place about the appropriate conduct of its staff and students, that accord with legislation applying in the State about the care and protection of children? Has the school consistently met the legislated requirements for the reporting of student harm or abuse over the last three years? How effectively does the school monitor the physical and emotional well-being of its students and ensure that the School’s environment is safe?

Minutes of WPHS Committee meetings. Samples of WPHS incident reports and responses. Samples of Risk Assessment documents used for school activities and excursions. copy of procedures/policy for reporting illness, injuries, incident and hazards. copy of emergency evacuation policy. copy of Workplace Health and Safety Policy covering the control of workplace risks,

including manual tasks, hazardous substances, plant noise and workplace environment hazards.

evidence of Work Cover for all employees. Annual Social and Emotional Wellbeing Audit, (Yr 8 only). Annual Whole School Bullying Audit.

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Staffing What processes are in place to ensure that the School has a staff profile capable of effectively delivering its educational program and that complies with relevant legislation about the employment of persons as teachers, including the Education (Queensland College of Teachers) Act, 2005, and the Education (Queensland College of Teachers) Regulation 2005.

copy of staff list, qualifications, and classes as evidence that BGS has the required number of registered teachers for the delivery of an effective educational program.

Land and Buildings What evidence exists that the School complies with relevant land use, building, and workplace health and safety legislation in relation to the location of the School and its buildings?

copy of council zoning approval. evidence that the school has legal right of use to the site. copy of title searches. copy of the School’s entry in the Heritage Register.

Educational Facilities and Materials Does the School possess educational facilities and materials necessary for the effective delivery of the School’s education programme?

copy of site plan including floor plan of all buildings used for educational purposes. School timetable. Board of Trustees House & Grounds committee report/minutes. Integrated Learning Centre planning documents and resource booklet. Physical inspection.

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Improvement Processes What evidence exists that the School has a systematic approach about improvement and ongoing development? (This evidence must include the formulation of strategies and setting of priorities for improvement, formulation of actions to enable the achievement of the strategies, monitoring of the achievement of strategies, and annual reporting about school achievement to the School’s community including staff, students and parents).

copy of the school’s Strategic Plan 2011-2015. copies of sectional strategic plans, including strategic imperatives, critical tasks and

success indicators. copy of the Pedagogical Practices Report 2011 by Dr Peter Taylor. copy of 2012 Dimensions of Learning Audit. copy of 2011 Review of Boarding. copy of 2011 EOWA Report . copy of Professional Development Days programmes from 2011 – 2012. copy of PD spread sheets 2011 – 2012. Video evidence of sample Professional Development resource of Pedagogical

Practices Committee exemplar lesson phases for teachers, with annotated coding of teacher practice.

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