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eport 2013
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DETAILED TABLE OF CONTENTS
Pages THE ROCKHAMPTON GRAMMAR SCHOOL AT A GLANCE 3
SCHOOL MISSION STATEMENT 4
SCHOOL PURPOSE AND VALUES 4
MINISTER RESPONSIBLE FOR ADMINISTRATION OF LEGISLATION 5
LEGISLATIVE BASIS STATUTORY FUNCTION AND POWERS 5 - 8
GOVERNING BODY 8 - 9
PRINCIPAL PLACE OF BUSINESS 9
EXTERNAL SCRUTINY 9
REVIEW OF OPERATIONS 10- 18
CRITICAL PROJECTS 2013 18
CHAIRMANS REPORT 20-22
HEADMASTERS REPORT 23-28
STAFF INFORMATION 29
SCHOOL OPERATIONS 30-33
FINANCIAL INFORMATION AND PERFORMANCE INDICATORS 34-39
COMMUNITY OBJECTIVES 40
OTHER MATTERS 41-42
GLOSSARY OF TERMS 43
© (The Board of Trustees of The Rockhampton Grammar School) 2013
ISSN 1838-9724
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DETAILED TABLE OF CONTENTS
APPENDICES
APPENDIX 1 AUDITED STATEMENT OF ACCOUNTS
(i) STATEMENT OF FINANCIAL PERFORMANCE
(ii) STATEMENT OF FINANCIAL POSITION
(iii) STATEMENT OF CASH FLOWS
(iv) NOTES TO THE FINANCIAL REPORT
(v)
STATEMENT BY TRUSTEES
(vi) INDEPENDENT AUDIT REPORT
PUBLIC AVAILABILITY OF ANNUAL REPORT A copy of the annual report is available from: The Board Secretary The Rockhampton Grammar School Archer Street Rockhampton Qld 4700 Telephone 07 49360602 Facsimile 07 49221552 Email: [email protected] Hard copies of the report can be downloaded from the School’s website at: www.rgs.qld.edu.au/annual-reports INTERPRETER SERVICES The Rockhampton Grammar School is committed to providing access to its community from all culturally and linguistically diverse backgrounds. If you have difficulty in understanding this report and require an interpreter to effectively communicate the report to you please contact: The Board Secretary The Rockhampton Grammar School Archer Street Rockhampton Qld 4700 Telephone 07 49360602 or email: [email protected]
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The Rockhampton Grammar School At A Glance Who We Are And What We Do The Rockhampton Grammar School was founded in 1881 and is one of the eight schools in Queensland governed by the Grammar Schools Act 1975. The Rockhampton Grammar School is an independent non – denominational co-educational day and boarding school catering for students from Early Learning to Year 12. Boarding students are enrolled from Years 7 to 12. Enrolments are drawn from Rockhampton and the Central Queensland region. It is a leading school in regional Queensland and one of the foremost schools in regional Australia. Primary education was reintroduced in 1990, Prep was introduced in 2005 and The Rockhampton Grammar School Early Learning Centre opened in 2007. The School offers an affordable education, quality boarding facilities and a caring environment. At the date of the 2013 Commonwealth census on 2 August 2013 the total enrolment was 1314 students, of whom 345 were boarders. Primary school enrolment was 450, from the Preparatory year to Year 7, and secondary enrolment at census date was 864. The School’s principal place of business is Archer Street, Rockhampton. The School also operates an Outdoor Education Facility, “Ritamada”, at Emu Park on the Capricorn Coast. It has a small farm at Port Curtis on the southern outskirts of Rockhampton and has a rowing facility on the Fitzroy River.
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School Mission Statement Our Ambition The Rockhampton Grammar School aspires to be a centre of excellence in education. The School is committed to:
providing opportunities for students to achieve success
providing outstanding teaching and learning opportunities for students and staff
strengthening its partnerships locally, nationally and internationally
providing an environment where all feel safe and secure and can thrive
challenging students to find meaning and value in their lives
Our Purpose The School provides a disciplined, challenging and stimulating learning environment to inspire our students to become successful lifelong learners, responsible local and global citizens, and men and women of strong ethical and moral character. We promote high standards of scholarship and work with all members of the School community to pursue personal excellence in their intellectual, physical, creative and emotional development. Our Values • Care and Compassion – care for self and others • Endeavour – seek to perform at your best in everything you undertake individually and
collectively • Respect – treat others with consideration and regard • Honesty and Trustworthiness – be honest, sincere and able to be trusted • Responsibility – be accountable for and in charge of your own actions • Integrity – act in accordance with principles of moral and ethical conduct, and ensure
consistency between words and actions • Democracy – appreciate the rights and privileges of citizenship, commitment to the
pursuit of the common good, and standing up and helping others • Community – be aware and welcoming of others, accept Our Commitment Every Opportunity, Every Student, Every Day
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GOVERNANCE LEGISLATIVE BASIS The Board of Trustees of the Rockhampton 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 Queensland Audit Office. MINISTER RESPONSIBLE FOR ADMINISTRATION OF LEGISLATION The Minister for Education, Training and Employment is responsible for the administration of the Grammar Schools Act 1975(The Act). During the reporting year there was a change of government and on 3 April 2012 John- Paul Langbroek MP was sworn in as Minister for Education, Training and Employment by the Queensland Governor, Her Excellency Penelope Wensley AC. Saxon Rice MP was appointed as the Assistant Minister for Technical and Further Education. Functions and Powers The functions of the Board of Trustees are specified in Section 14 of the Grammar Schools Act 1975 as follows:
(a) to supervise, maintain and control the conduct of the school for which the Board is constituted;
(b) to erect, alter, add to, purchase or sell buildings used or to be used for or in connection with the school;
(c) to effect general improvements to the premises used or to be used for or in connection with the school;
(d) to provide in the school courses of instruction; (e) to make rules with respect to – (i) fees and charges to be paid in relation to students enrolled or to be enrolled at the School; (ii) the management and control of the School; and
(iii) the discipline and conduct of students enrolled at the School. The powers of the Board of Trustees as set out in Part 3 Divisions 1 and 2 of the Grammar Schools Act 1975 are as follows: Division 1 - General Powers Powers and functions generally
A Board shall have and may exercise and perform such powers and functions as are conferred or imposed upon it by or under this Act.
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By-law making power
(1) a Board may make by-laws about elections under this Act, including by-laws about – (a) an electoral eligibility amount for the Board; and (b) when an election is held; and (c) a maximum number of terms for which a person may be elected under
section 7(4) (b). (2) a by-law made under subsection (1)(a) may provide for an amount that is an
electoral eligibility amount in relation to all elections or a specified election. (3) a by-law has effect only if it is consistent with this Act, including a regulation
in force under this Act. (4) without limiting subsection (3), a provision of a by-law mentioned in
subsection (1)(a) is of no effect unless it complies with a regulation about the minimum or maximum amount that may be set as an electoral eligibility amount for the Board.
(5) a by-law is not subordinate legislation. Power to establish trust funds and to accept gifts and the like subject to conditions (1) a Board may establish and administer trust funds for any purpose in connection
with the exercise and performance of its powers and functions. (2) a Board may agree to and carry out conditions to which a gift, grant, bequest,
devise, purchase, lease or other means whereby a Board acquires or holds property is subject.
Power to establish investment common funds
(1) a Board may establish investment common funds for the collective investment of moneys of the School in respect of which the Board is constituted, trust moneys and other moneys held by or in the custody of that School.
(2) a Board may, from time to time without liability for breach of trust, bring into or withdraw from an investment common fund established by it the whole or any part of moneys of the School in respect of which the Board is constituted or trust moneys or other moneys held by or in the custody of that School.
(3) subject to subsections (4) and (5), a Board shall distribute periodically the income of each investment common fund amongst those funds participating in the common fund, having regard to the extent of the participation of those funds in the common fund during the relevant accounting period.
(4) in a case where a Board has brought into an investment common fund sums of money that, having been received by it to be expended for a stated purpose, will not for any cause be expended for that purpose forthwith, the Board may pay into its general fund the whole or any part of that portion of the income of such investment common fund that is attributable to the participation of those sums of money in that common fund and that is not required for that stated purpose.
(5) a Board may if it considers it proper so to do, from time to time, add a portion of the income of an investment common fund to the capital thereof or use another portion of that income to establish or augment a fund or funds as a provision against capital depreciation or reduction of income.
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Appointment of employees
(1) a Board – (a) shall appoint and at all times have a secretary; and (b) shall appoint a secretary when and as often as a vacancy occurs in that
office; and (c) may appoint and employ such administrative officers, teachers, clerks
and other employees as it considers necessary for the proper exercise and performance of its powers and functions.
(2) a Board may enter into, perform and discharge any agreement with respect to
the payment of salary, wages, expenses or other moneys to be paid to or in respect of any person who performs functions on behalf of the Board for the purposes of this Act.
Superannuation scheme (1) a Board may –
(a) establish or amend superannuation schemes; or (b) join in establishing or amending superannuation schemes; or (c) take part in superannuation schemes.
(2) the auditor-general may audit the schemes. (3) Subsection (2) is subject to the Auditor- General Act 2009.
Division 2 – Power to enter into financial arrangements Boards are statutory bodies
(1) Under the Statutory Bodies Financial Arrangements Act 1982, a Board is a statutory body.
(2) The Statutory Bodies Financial Arrangements Act 1982, part 2B sets out the way in which a Board’s powers under this Act are affected by the Statutory Bodies Financial Arrangements Act 1982.
Procedure before borrowing
Before proceeding to borrow money under the Statutory Bodies Financial Arrangements Act 1982, a Board must cause the following to be prepared –
(a) plans and specifications of the projects or full details of other undertakings for which the money to be borrowed is required;
(b) an estimate of the cost of those projects or other undertakings; (c) a statement showing details of the proposed expenditure of the money to be
borrowed.
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Illegal borrowing
(1) if a Board borrows money that it is not authorised under this Act and the Statutory Bodies Financial Arrangements Act 1982 to borrow, the members of the Board who have consented to the borrowing of that money shall be jointly and severally liable to repay it and to pay interest thereon to the person from whom it was borrowed and that money and interest may be recovered from those members or any of them as money lent by that person to those members or, as the case may be, that member by action in any court of competent jurisdiction.
(2) if moneys are appropriated from any fund kept under this Act for the purpose of repaying money so borrowed or paying interest thereon, the members of the Board who have consented to the appropriation of those moneys for that purpose shall be jointly and severally liable to refund them with interest thereon at a rate determined by the Treasurer in respect of that appropriation and those moneys and interest may be recovered from those members or any of them by action in any court of competent jurisdiction at the suit of the Treasurer.
(3) in an action brought under subsection (3), the Treasurer –
(a) is entitled to costs as between solicitor and client; and (b) must pay the amounts recovered under the action into the fund
concerned. GOVERNING BODY The Board of Trustees of The Rockhampton Grammar School was constituted on 4 October 1878. The Board consists of seven members appointed by the Governor in Council for four years of whom: (a) four are persons nominated by the Minister (b) three are persons who have donated or subscribed at least the electoral
eligibility amount to the School as prescribed by the Act. The Governor in Council appointed the Board for a term of four years from 21 December 2009 to 20 December 2013. ASSOCIATED BODIES
The Board does not operate any controlled, associated or trustee bodies.
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Trustees Membership of the Board for 2013 was: Chairman Mr B V R Beasley, LL. B (Hons), J.P Elected Member Deputy Chair Mr S K Irwin, MBA Ministerial Nominee Member Mr R A Armstrong Elected Member Member Mr M J Birkbeck, B. Bus. (Acct), FCPA Elected member Member Emeritus Professor D J Clayton M.App.Sci., B.App.Sci.,Grad.Dip.Sci.Ed., GAICD MinisterialNominee Member Dr J South, B.Sc. (Hons), Ph.D Ministerial Nominee Member Mrs K M Wilson, B.A. (UQ), Dip. Ed. (UQ) Ministerial Nominee The Board met formally on ten occasions during 2013. Members of the Board perform their duties on a part-time basis for no remuneration. PRINCIPAL PLACE OF BUSINESS The School’s principal place of business is Archer Street, Rockhampton. The School also operates an Outdoor Education Facility on the Capricorn Coast at Ritamada, Emu Park. It has a small farm at Port Curtis and has a rowing facility on the Fitzroy River. EXTERNAL SCRUTINY As a Statutory Authority of the Queensland Government the School’s financial accounts are subject to audit by the Queensland Audit Office. The School’s financial year is a calendar year and there are no material issues outstanding from the 2012 audit.
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REVIEW OF OPERATIONS Critical Projects for 2013 The Board and the School Executive set out the following as Critical Projects for 2013:
Complete the planning for and begin the construction of the Stage 5 classroom block in the Primary School and the Palmer Annexe in the Secondary School.
Further develop and implement a teacher professional learning framework at The Rockhampton Grammar School.
The deliberate pursuit of strategies to enhance the use of data to inform the development of teaching and learning from Early Childhood to Year 12.
Review the School’s co-curricular programme. Complete the physical Master Plan for all sites of The
Rockhampton Grammar School. Develop and communicate to the future, current and past school
communities the School’s response to the change in 2015 of Year 7 joining the Secondary School.
Review of Critical Project Outcomes
Each year the School’s progress on achieving the objectives set out in the Strategic Plan occurs twice. In March, the School’s progress on the Critical Projects for the year is reviewed, with a full review on the progress for the Critical Projects and Critical Success Factors occurring in September or October. 1. Complete Planning for and commence construction of the Stage 5 Primary classroom block and the Palmer Annexe in the Secondary School
The School was pleased that the State Government was able to make these projects exempt from Material Change of Use processes and local government Infrastructure Charges. Primary Stage 5
Construction work is under way. Ground conditions caused delays on the project with difficulties due to the nature of the existing ground The construction program has been revised with the builders endeavouring to make up lost time wherever possible. It is anticipated that the building will be open to start Term 1 2014.
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Palmer Annex and Boland Dormitory Conversion: The Board of Trustees decided that these projects should be tendered as one to achieve economies from having the same builder on site and also because the projects are linked. Project practical completion is expected by October 2014.
Further develop and implement a teacher professional learning framework Professional Learning Plans
Professional Learning Plans for teachers has been the vehicle in 2013 to focus staff on their professional learning goals. In addition to this programme that operated in 2012, some mandatory inclusions have occurred to meet the expectations of the Ministerial endorsed, Australian Teacher Performance and Development Framework. One of these inclusions is that teachers participate in mandatory teacher-negotiated formal observations. In addition to this, teachers are also provided with annual written feedback. Tools have been developed to assist with this, so that the process is engaged with from the perspective of teacher development and growth.
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Incorporating the Australian Professional Standards for Teachers
Masters Programme As part of the School’s Professional Learning Framework focus (see representative diagram below), at the start of 2013, all teachers were offered the opportunity to enrol in the Masters/Graduate Certificate of Education with Griffith University supported by the School. A total of 30 teachers have opted to enrol in either Semester One or Two this year. There are a number of benefits attributable to this partnership which ultimately aims to enhance teacher effectiveness. By partnering with Griffith University, the School is able to negotiate, facilitate and manage the on-site intensive delivery of the compulsory and RGS-designed/delivered coursework. This allows teachers to fully engage with quality post-graduate university learning, work in teams and embrace the initiative knowing they have full support of the School. Furthermore, taking a team-approach, the School has designed a RGS-branded Masters coursework and are currently delivering the course on-site. This approach enables the school to focus, channel and deliver on-site, high quality Professional Learning in ways that directly address strategic and self-identified professional learning needs.
Stage One
•Term 1:
•determine annual PLP goals with line manager
•meet - discuss - map and identify standards - set dates for formal observation and debrief
•include: PLP focus categories and achievable goals, informal and formal observation, video evidence, collaboration, use of data including student survey/s
Stage Two
•Term 3:
•PLP review with line manager includes teacher self-reflection
•Reviewed against the set goals and standards
•Face-to-face discussion
Stage Three
•Term3/4:
• annual written feedback provided - checklist/comments (generic template/s) - at end of term 3/start term 4 - draft of feedback to DoT prior to issue
•celebrate successes
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Independent Schools Queensland School Centres of Excellence in Pre-Service Teaching The Rockhampton Grammar School has been named one of five Independent Schools Queensland Centre of Excellence in Pre-Service Teaching.
1. Deliberately pursue strategies to enhance the use of data to inform the development of teaching and learning from Early Childhood to Year 12. A number of actions have been taken on this critical project in 2013. This has included building on previous practices with wider dissemination of data and collaborative discussions, as well as the development and delivery of a course to Masters Programme participants and all members of Middle Management on using data to improve learning.
RGS Learning
Framework 2013 -
Professional Mandated Teacher Standards - Highly Accomplished
Teacher
PLP - Professional Learning Plans
Dimensions of Learning - RGS already has
strength in the learning platform
Australian Curriculum Implementation
Griffith Masters/Certification
Programme - RGS Courses
ISQ Literacy Academy
Technology to support learning and staff
professional development
Professional Learning Programme for 1st
year teachers
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Following standard practice a comprehensive report titled ‘Academic Results for the Year 12 Cohort 2012, Report to the Headmaster and Board of Trustees’ was prepared. This report provided a clear insight in to the academic performance of male, female, day and boarding students. This data has formed the foundation of discussions at the Board, Leadership Team and Head of Department level at the School. Outcomes of these discussions has seen changes in a number of areas including coursing, assessment, curriculum development and monitoring of student performance.
Reporting data, from both interim reporting (end of Term 1) and end of semester, is analysed based on a number of areas. This analysis was provided to Heads of Year for follow up and review. Year 7 NAPLAN results were made available from Lynda Kennedy to the Directors of Boarding and the Head of Year 8 boarding houses. Additionally, Year 8 students completed a reading comprehension and a numeracy assessment review. This data was then analysed by the Lynda Kennedy and Jenny Lomonaco to identify students who require additional support. The results were broken down by gender and boarder status to provide a full picture of students entering the Middle School. This data was also sent to all Year 8 teachers so they are aware of the strengths and weaknesses of students, both day and boarder and male and female, in their class.
During Term 2, the School developed course, Using Data to Improve Learning, was approved by Griffith University for implemented by the School. Staff who successfully complete the course will be able to use it as credit (recognition of prior learning) as part of the Masters of Education offered by the University. In addition to those staff enrolled in the Masters of Education, all Heads of Department and Subject Co-ordinators are undertaking the course as part of their middle management professional development.
The analysis and interpretation of educational data can assist in meeting the academic needs of students. A key focus of the course is therefore, how can educators use the piles of student assessment data available at The Rockhampton Grammar School to improve teaching and learning? The Rockhampton Grammar School, like all schools, collects an enormous amount of data but in order to improve teaching and learning it is not the quantity of data which is important but how the information is used. All the number-crunching in the world will not make any difference to teaching, learning and understanding, if Grammar teachers do not actively discuss the data they have and design and implement thoughtful action based on their analysis.
The course comprises five sessions and uses a textbook titled, Data Wise: A Step by Step Guide to Using Assessment Results to Improve Teaching and Learning. After finishing set readings and activities each session, staff are required to complete a series of questions in a Response Booklet which gathers their thoughts and ideas. The course addresses the following key questions: What are the most effective strategies educational leaders can use to frame the work of using data to improve teaching and learning? How can educational leaders foster a school culture that supports using data to improve teaching, learning and understanding?
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How can educators come to terms with the mountains of data they have? How can educational leaders support meaningful discussions regarding data? In what ways can a Data Action Plan aid in improving educational outcomes? What can educators learn from reviewing and comparing their own data practices with those of current research?
Course assessment requires participants to identify a problem of practice which is of interest to them and demonstrate an understanding of current educational research and an analysis of their findings and observations. At the time of writing this report participants have completed two of the five sessions, with Session 3 to be completed by 11th October 2013.
A Gender and Status (day/boarding) Report was prepared for all core Year 8-11 subjects. This report has been reviewed at an initial Head of Department meeting. Follow up discussions are now currently occurring. The Director of Learning, Reniece Carter, attended a professional development session with an IT consultant relating to Year 12 Overall Positions (OP). As a result, electronic mapping of small group boundaries to school rank orders has occurred. This allows closer monitoring of Year 11-12 subject results and follow up discussions with the Head of Senior School and relevant Heads of Department has occurred.
2. Review the School’s co-curricular program. This year the School has embarked on a review of the Co-Curricular Programme. Whilst the success of the programme continues to be impressive, the time to review everything involved in the programme will allow the School to continue this improvement into the future. The following actions have occurred in relation to this review:
The review process began with the Director of Co-Curricular providing the Leadership Team at the end of 2012 with an overview of the programme including participation numbers, staff involvement and parent involvement.
The review was an agenda item at the All Staff Meeting in Term 1 where staff were asked to provide feedback about the programme or discuss areas they think should be involved in the review process.
A specific leadership team meeting was held in Term 1 which focused on which activities we should offer as a school.
91 members of staff have completed the Co-curricular Review Survey which covered the following areas: classifying co-curricular activities; co-curricular involvement by staff; role of MiC/coach; support of the co-curricular programme; co-curricular facilities; importance of the co-curricular programme; co-curricular shares; House sport and carnivals; risk management; parents and guardians; revenue/registration streams for co-curricular activities; and uniforms.
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MiCs have completed a SWOT analysis for their specific activity and have had discussions about this analysis with the Director of Co-Curricular.
Parent information has been collected from the whole school survey. Two more specific Leadership Team meetings have been held
considering the co-curricular survey results.
The Director of Co-curricular presented his report and recommendations to the School in late October 2013.
3. Completion of the Physical Master Plan for all sites of The Rockhampton Grammar School. A summary of the progress of the Master Plan is presented in Volumes 1 and 2 of the Master Plan. A focus of the Master Planning work in 2013 since 2013 has been the consideration of School campuses that are situated close to the Archer Street campus. Consequently, the Board of Trustees have received submissions from the staff responsible for the rowing precinct, Ritamada and the School Farm and visited these sites as part of the monthly Board meeting schedule. Important outcomes of these visits have included:
The establishment of a rowing centre underneath the rowing clubhouse to house land based training equipment.
Consideration of a second agricultural campus for The Rockhampton Grammar School.
Consideration of the overall programme offered at Ritamada, the completion of the Director’s Residence and the role of Outdoor Education at The Rockhampton Grammar School.
4. Develop and communicate to the future, current and past school communities the School’s response the change in 2015 of Year 7 joining the secondary school.
Following on from the Term 4 2012 Information Session which drew about 65 people to the School for a conversation with the Headmaster and other staff, the School scheduled a 12 March Information Session to provide emerging details on the School’s plans to existing and potentially new RGS families who have expressed an interest in enrolling children in P-7 in Years 2014 or 2015. A mailing list was generated by the Registrar and more than 200 families received an information flyer and invitation to attend, requesting an RSVP.
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Additionally advertisements were placed in Central Queensland papers including (but not limited to) The Morning Bulletin, Queensland Country Life and The Queensland Telegraph. These advertisements complement 2014/2015 campaign advertisements which appear in publications such as APN’s CQ Industry feature, The Courier Mail’s Boarding School special, Pedals (the ICPA magazine), The North Queensland Register, Rural Weekly and Ruth (the CWA publication produced by APN). Most of these publications received/ran editorial. Similarly, annual specialist publications such as The Private Schools Guide and Which School carried editorial and advertisements, with exceptional coverage acquired in the Which School Queensland Guide, on the benefits of a regional education. Two campaigns ran. The Primary School campaign was (is) restricted to Rockhampton and the Coast limited to print advertisements which featured a student raising his hand and the headline Raise your hand if you want to go to The Rockhampton Grammar School. It was complemented by editorial largely focusing on construction on the new Primary building. The Year 7 Campaign was (is) more far reaching because of the boarding factor. It was/is also more creative, with three ads developed in-house using the resources of John Casey and student models. It focused on Year 7 as a vitally important choice for parents to make and that unlike other Schools, RGS was going beyond bricks and mortar to create a Year 7 learning environment, custom made for the unique needs of 12-year-olds. This campaign will run throughout 2014. The RGS website, too, was updated to reflect the advertisements and 2015 changes have been well covered in Capricornus Quarterly. Additionally, second and third editions of the Preparing for 2015 Changes document have been produced, posted and distributed. The third edition featured an interview with new Head of Year 7 (2015) Lynda Kennedy which will form the basis of editorial to appear in upcoming media. All student recruitment advertising points to 1300 GRAMMAR.
Critical Success Factors The following eight Critical Success Factors have been identified:
Develop and maintain the School’s physical Infrastructure to meet demand and
expectations.
Identify, develop and retain a highly skilled and motivated teaching staff to achieve the School’s academic, pastoral, boarding and extracurricular outcomes.
Enhance and develop our reputation for and understanding of exemplary teaching and
learning in the academic domain.
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Enhance and develop our reputation for and understanding of the pastoral care of our students.
Enhance and develop our reputation for and understanding of exemplary teaching and learning in the co-curricular domain.
Enhance and develop our reputation, understanding of and response to the needs of
our boarding community.
To secure, enhance and where prudent diversify our funding sources.
Enhance, broaden, and promote an understanding of the offerings of the Rockhampton Grammar School to ensure and secure enrolments.
Each of these factors have had detailed action plans and strategies attached to them for 2013 and 2013. Reports are made on progress of the action plans for each year at the March and October Board of Trustees meeting. Critical Projects for 2014 The School has identified the following projects as the critical projects for 2014:
Complete the construction of the building projects that have been approved by the Board as essential for the transition of Year 7 into the Middle School and Year 10 into the Senior School in 2015:
Develop conceptually the Rockhampton Grammar School’s Learning
Framework which will incorporate Dimensions of Learning, Habits of Mind, Literacy, Positive Education and General Capabilities from the Australian Curriculum.
Pursue the establishment and commencement of the 1881 Endowment Fund with
the first students to attend the School through the programme in 2015.
Deliberately pursue the development of the School’s Learning Management System.
Completion of the Physical Master Plan for all sites of The Rockhampton
Grammar School.
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Risk Management The Board of Trustees had previously decided that the School was not large enough to warrant a permanent Risk Management and Audit committee meeting separately but that the risks identified and the actions required to manage and reduce these risks should be a matter for the whole Board and therefore Risk Management is now a permanent item on Board agendas. The Risk Management Strategy document allows the School to continue to develop a robust risk management framework and clearly demonstrate that it has proactive management practices in place to ensure that risks are identified, managed, monitored and reviewed. The School continues to review and update the policies that underpin the risk management strategy. These efforts focus on student and staff welfare, financial health, governance issues, regulatory and legal issues, information technology systems and stakeholder interests.
Committees of the Board
The Rockhampton Grammar School Board of Trustees has two sub committees;
The Capital Resources Committee is responsible to the Board for the capital development and maintenance of the school’s built environment. The committee meets every month two weeks prior to meetings of the Board.
In 2013 the Committee was very busy overseeing the development of two major projects at the School. The first was an extension to the Primary School to allow expansion of the Primary School to three streams at each year level Prep to Year 7. The other major project was the building of a Year 7 Centre to accommodate Year 7 students on the secondary campus in 2015 when that year level becomes a secondary stream in accordance with the governments “Flying Start” programme. This project also involved the conversion of some secondary classrooms to additional boarding spaces.
The Finance Committee, which was set up in 2013, is responsible to the Board for oversight of the School’s financial results and audit. The committee meets four times a year to monitor financial progress in the course of the year and to examine the final statements of account before they are signed off for audit.
Trustee members of these committees do not receive any remuneration.
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CHAIRMANS REPORT 2013
On behalf of the Board of Trustees it is my pleasure to present the Annual Report for 2013 which has been a particularly active year for the School in view of the strategic projects undertaken throughout the last twelve months. Our major projects have been:
Complete planning for and begin construction of a new classroom block for the Primary School Stage 5 building. The project is on time and will be ready for commencement of the School year in 2014;
Complete planning for and begin construction of a new building in Archer Street to adjoin the Palmer/Woolcock buildings. The footings for this building are now well established, however, there were some difficult issues in getting out of the ground due to the area being heavily covered by fill from the time when the Palmer/Woolcock buildings were constructed;
Further development and implementation of teacher professional learning frameworks. I am pleased to report that some 30 of our teachers have enrolled for the Masters/Graduate Certificate of Education at Griffith University. This is extremely important from the School’s point of view as the Board believes it is absolutely essential for our teachers, so that we provide the best education we can here at Grammar;
Conduct a review of the School’s co-curricular programme. On this project some eight activities have occurred throughout the year to enhance what we believe is an already impressive co-curricular program;
Further development of and communication to the School community regarding the proposed changes in 2015 for year 7 joining the Secondary School. Many information sessions have been held to provide our community with information regarding the changes proposed including mailouts, advertisements in local papers, preparation of a specific page on the website and production of three brochures dealing with the changes; and
Establishing our scholarship programme known as The 1881 Endowment to fund future bursaries at the School commencing in 2015.
As will be gathered from the number and size of the major projects undertaken throughout the year, it has been a busy time for the Board, the School’s executive and all Grammar staff. In September of this year we were represented in Townsville at the Grammar Schools
Conference which is a biennial opportunity for the eight Queensland grammar schools to meet and share ideas to enhance our particular independent schooling sector. The last year has been a particularly important time for the Grammar School’s Association of
Queensland given the review of the Act announced by the Newman Government after it came into office in 2012. As at the date of this report, the review is still underway and we will report to our school community once the outcome of the review is released by the government.
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Further enhancement to our board governance and practices has also occurred throughout the year with revitalisation of the Finance Committee and the engagement of an external governance advisor to assist with the Board’s skill set. Rockhampton Grammar will again record a surplus for the school calendar year and the School’s
finances continue to remain in good shape. As I mentioned in last year’s report, the Board is extremely mindful of proper and prudent financial management particularly given the extensive building programme we have underway at the moment. Having said that, fee increases do remain necessary to ensure our ongoing costs are met and also
to assist with the additional costs that the School will incur in preparation for our 2015 Flying Start Program. I wish to thank our School’s leadership team for yet another successful year both academically
and through all the other programmes in which the School is involved. Our Headmaster Dr Moulds is to be thanked in particular for his continued enthusiasm, passion
and leadership of what is a very involved organisation. In addition to our School Heads –
Mr Arthur Kelly, Deputy Headmaster; Ms Denise Wright, Head of the Senior School; and Mr Geoff Hadwen, Head of Primary – I also thank our outstanding Assistant Heads and Directors for the competent leadership they provide to Grammar. Our entire teaching and administrative staff have yet again performed above and beyond the call
of duty throughout 2013 and the thanks of the School community are owed to all of our wonderful people. Our Board Secretary Mr Bob Skilling has had another extremely busy year, challenged not only
with the ongoing day to day administration and finance but also through extra roles in Risk and Compliance and, in particular, the two main building projects that are underway. Mr Skilling regularly rises to the challenge when asked to provide in depth analysis and
information to assist the Board. Our Board election for subscriber trustees was held in September 2013 as a result of which our
new Trustee, Mrs Josie Volck will join the Board from next year. Josie brings an impressive array of skills and will be particularly helpful to the School through her great interest in the rural and boarding communities. Mr Birkbeck and I were re-elected. The Board has not yet been appointed by the Governor in Council. Retiring Trustee, Mr Ross Armstrong, has served on the Grammar Board now for eight years and
it is with sadness that we say farewell to Ross as he has been a most active and involved Board Member bringing with him much enthusiasm throughout his eight years. I wish to record a vote of thanks to Ross from the School for his dedicated service.
22
I thank my other fellow Trustees for their support throughout the year. I look forward to serving with you throughout the next board term to build on the strong performance Grammar has had over our last four years. To our students, you are the essence of why we are here. You continually amaze with your thirst
for knowledge and the achievements that you have shown. I urge all the ongoing students to strive, be it through their academic, co-curricular or boarding programmes, to exceed the goals they set for themselves. To our departing students, long remember your days at Grammar after you have left. Our School
is indebted to you for the time you have shared with us. We look forward to welcoming you back as alumni whenever you are in Rockhampton.
Brad Beasley, Chairman
23
HEADMASTER’S 2013 REPORT
Chairman of the Board of Trustees, Mr Brad Beasley, Members of the Board of Trustees,
Invited Guests, Staff and Students of The Rockhampton Grammar School.
I am delighted to welcome everyone to The Rockhampton Grammar School 2013 Speech
Night.
The importance of stories to give people and cultures a sense of continuance and relevance is
well known, but perhaps at RGS – where stories begin from the very first learning
programmes in the Early Learning Centre and where people and their relationships are so
pivotal to success – stories become integral to understanding and heritage. The purpose of my
Speech Night address is to explore with you some of the stories of 2013, to perpetuate a deep
understanding of our school and reinforce the values held so dearly by the community.
In 1914, Dr Hay, the second Chairman of the Board of Trustees recalled how the School
Motto was established.
True education aims first at making the man, and after that the scholar. In my boyhood the
motto on the coat of arms of a noble family arrested my attention. This motto was macte
virtute, ”grow in manliness”. It needed only the addition of the words “et litteris” to cover
the field and the method of all true education.
While it is not clear why Dr Hay affixed the male translation to the motto, a more meaningful
translation is “Grow in Character and Scholarship”. The motto is beautiful in its simplicity. It
is inspiring in its alignment to the School’s commitment for 133 years to encourage every
student at the School to seek to do their best in all that they undertake. This I believe has
been the story for 2013.
The benchmarked academic results from the past twelve months reflect the excellent efforts
of our students and their teachers. There were some very rewarding outcomes in our 2013
NAPLAN results and our OP results compared very favourably with past performances. The
results achieved by the 2012 senior group, the fact that 99% of students achieved their
Queensland Certificate of Education, and the ranking for a second consecutive year of The
Rockhampton Grammar School by The Australian as among the best 50 schools in Regional
24
Australia and the best 50 schools in Queensland, are simple and powerful representations of
our students’ efforts and the School’s investment in their academic development and growth.
Further measure of the quality of the outcomes is demonstrated by RGS students winning
Australian Student Prizes and Australian Vocational Education Student Prizes, gaining
University places in the most sought after courses nationally, and with our vocational
education students being very keenly sought after for apprenticeships and employment
opportunities.
These achievements in the learning outcomes of our students do not happen by chance, but
through the professional, enthusiastic and effective practices of our teachers. Professional
development is a high priority at The Rockhampton Grammar School. The Board of Trustees
strongly support this through the budget, and this year we have taken new and important steps
in achieving focused and targeted learning for our teachers through Professional Learning
Plans. These are constructed by teachers reflecting upon their work, and identifying their
specific developmental needs in consultation with their colleagues. Importantly, these plans
involve professional collaboration and learning, mentoring and classroom observation and
feedback.
Just as with our students, learning in the classroom has become part and parcel of how our
teachers strive constantly for improvement. A great example of this, and of the attitude we
all need to learning, has been the alliance that the School has formed this year with Griffith
University, with over 30 teachers having been involved in studying a Masters based course in
2013. It has been a delight to teach a course this Semester and to share in the passion and
enthusiasm these teachers have for their students and the school and the thoughtful and
dedicated way they approach further growth and development for their students’ learning.
Judged by any set of criteria, this has been a wonderful year for the co-curricular programme.
Outstanding team performances this year have included: Gold Medallists at the Australian
Championships and Gold and Silver Medallists at the Queensland Secondary Schools
Championships in Sport Aerobics; Gold, Silver and Bronze medals at the Queensland
Secondary Schools Rowing Championships; Queensland Country Champions in Tennis;
North Queensland Champions in Cricket; Bill Turner Cup Football Regional Champions and;
Red Lion Cup Football Regional Champions; Rockhampton Schoolgirls Premiers, RNA
Premiers and Central Queensland Champions in Netball; Central Queensland Ballymore Cup
25
Champions in Rugby Union; Rockhampton Champions in Futsal; Rockhampton Schoolgirls
Football and Rockhampton Schoolgirls Basketball Champions; Central Queensland Regional
Interschool Equestrian Champions; Rockhampton Champions in Waterpolo. Our students
also came together to be awarded Rockhampton and District Secondary Schools Premiership
Teams in Athletics and Cross Country.
Additionally, students from RGS have been selected for state and national teams in a wide
range of sports including cycling, baton twirling, outrigging, rugby union, rodeo, BMX,
athletics, swimming, equestrian, surf lifesaving, touch football, tennis and waterskiing. The
depth and breadth of such achievements by the teams and individuals of the School are to me
astounding, and marks the co-curricular programme as a special and unique part of an
education at RGS.
There have been great achievements in the cultural life of the School. One highlight was the
magnificent Music Festival, with the programme providing a wide range of musical styles,
ensembles and individual performances. We were transported back in time with the Senior
Musical performance of Singin’ in the Rain, with compelling performances from the cast
which included students from the Middle and Senior Schools.
The School’s Art Show showcased the tremendous creativity of Grammar students who
exhibited works in a range of mediums including paint, photography, ceramics and
electronic. Our Drama students also engaged our thoughts and minds across the year with a
range of performances.
There have been positive developments in the pastoral care area in 2013. First, there has been
a deliberate focus on the enhancement of programmes and experiences in the various strands
of the personal development programme. Second, outdoor education continues to play a
critical role in the development of our students. This year we have seen improved
communication between Ritamada and Archer Street campuses, and exciting new
experiences offered at Ritamada. Third, while continuing to recognise the learning and social
benefits of the new Information and Communication Technologies, the School is deliberately
pursuing the provision of technical and ethical education to enhance responsible and safe
student online behaviour. Thank you to all the teachers of the School and the students whose
daily interactions model and promote the positive and caring climate of RGS.
26
Grow in Character does not only apply to individuals, but also to Schools. Great schools
pursue a role beyond their own fences into the wider community; to not only develop within
their own students a desire to serve a higher purpose than themselves, but also to demonstrate
the value of education locally, nationally and internationally. Evidence of the School’s
commitment and achievement in this arena can be found in the community service initiatives,
global education programme and the establishment of the 1881 Endowment Fund.
Students from The Rockhampton Grammar School really shine in the area of community
service. In 2013, the young women and men of RGS learned to knit beanies for a friend who
had cancer because he said they were needed at the hospital; one student walked the Kokoda
track this year; students completed humanitarian work related to Cambodia and Tanzania;
they helped get a body suit for a toddler who because of severe cerebral palsy had limited
control of her muscles and the suit would help; they also worked to reunite a family and help
refugees settling here in Rockhampton -- students do so much service in the name of others,
from bush fire relief to Red Shield door knocking. Not because they have to. Not because
they are pushed and compelled to. But because they want to. Year Two's this year wanted to
do something about Rockhampton forefather Henry Wiseman's dilapidated headstone, so they
erected a new plaque at the site; students wanted to help protect coastal waterways so they
formed a new group called Reef Guardians and have made four trips to the reef this year
conducting research that universities will use. These are important activities and reflect the
students’ character, the influence of parents and families, the School's approach to learning,
the commitment from staff and the partnerships that form between and among us as our
students grow and develop. I mentioned earlier on that the motto was beautiful in its
simplicity. It is also beautifully realised in these types of examples.
Student global experiences this year have featured the establishment of new sister school
partnerships with Kent College in the United Kingdom and the Hong Kah School in
Singapore, with student exchanges with schools from the United States, United Kingdom,
Japan, Singapore and New Zealand. Such experiences promote global understandings and
enable students to embrace diversity and live with cultural difference.
2013 has seen the launch of the 1881 Endowment Programmme which has the capacity to
transform the lives of students in Rockhampton and Central Queensland. The School’s goal is
from now through to 2025 to grow an endowment which will eventually fully fund 18
27
students and partially fund an additional 81 students annually. These bursaries will provide
access to a Grammar education for those who would benefit from such an opportunity but are
not able to do so, due to financial constraints. Some of the benefits of this programme I
believe are best summed in the following statement from a current Mark Lupton Bursary
student at the School:
This bursary has really changed my life. It has opened my eyes up to bigger and better
things, in defining who I am.
The boarding experience has a special place at RGS. The Rockhampton Grammar School is a
Boarding School rather than a school with boarders. The Boarding Houses embrace those
intangibles that transform a place to sleep and rest into a home. They are places that are
secure and safe, where girls and boys are happy and feel that they belong to a community that
both develops their character and provides order to their lives. Girls’ and Boys’ Boarding at
RGS is also a place where individual rights are celebrated, but not at the expense of
community rights, and where warmth and empathy are balanced with high expectations of
behaviour and effort. Perhaps most importantly, boarding at Grammar provides students with
friendships and experiences which enrich their school lives and leaves them equipped for life
beyond school.
In outlining some of what the School has achieved in 2013, it is also important to recognise
that as a community we need to continually strive to pursue even higher levels of learning,
performance and community engagement. We need to ensure that as a School we are
allowing our students to develop deep learning and understandings, and the attitudes,
behaviours and thinking skills to allow them to be successful throughout their lives. In doing
so we need to ensure that we take note of the advice from Jim Collins, author of Good to
Great and How the Mighty Fall,
To adhere to the principles that produced success in the first place, yet on the other hand
continually evolve, modifying their approach with creative improvements and intelligent
adaption.
It is important to publicly acknowledge the enormous contribution made to the School by the
Board of Trustees. While they bring an impressive range of skills and experience to the
28
governance of the School, they share a passion and loyalty for its development and devote
extraordinary time to its service. In particular, I wish to thank the Chairman of the Board of
Trustees, Mr Brad Beasley, whose wise, calm and honest advice has been of great benefit to
me as Headmaster, he is seemingly indefatigable in his work for The Rockhampton Grammar
School.
The performance and reputation of The Rockhampton Grammar School is critically
dependent on the quality and effort of all our staff. The School is outstandingly served by its
teaching staff. I thank them all for their dedicated and professional efforts this year, and want
to affirm that they are the School’s greatest resource. My particular thanks are extended to the
members of the Leadership Team whose capacity is matched by their devotion to the
School’s advancement.
Finally, I want to acknowledge the significant contribution of our support staff who work
with such loyalty and ownership for the School.
It is a privilege to recognise the enthusiasm and efforts of the host of people who have
supported the School in 2013. In particular, I thank the following people for their work in
critical community leadership roles: Miss Meleisha Tennant and Mrs Diana McLellan,
Presidents of the Past Students’ Association; President of the Red and Black Association Mrs
Helen Phillips; Mrs Louise Dunne and Mrs Megan Storey, Presidents of the Boarder Parents’
Association. Additionally, thank you to all those parents who have supported and served on
the wide range of support groups.
In conclusion, I wish to offer congratulations and best wishes to the whole student body for a
fantastic year. Congratulations to our outstanding student leaders for 2013 - School Captains
Sheridan Spark and Curt McLachlan and Vice Captains Sabrina Maynard and Eloise Doak
who have been outstanding in their personal efforts, in their role modelling and in their
connection with the student body. The whole School wishes the Year 12s well in their future
endeavours and assures them they will always remain part of the Grammar community. You
have strongly lived our values of care and compassion, endeavour, respect, honesty,
responsibility, integrity, democracy and community. Continue living them every day and at
every opportunity and you will always remain part of The Rockhampton Grammar School.
29
STAFF INFORMATION LIST OF SENIOR STAFF Headmaster Dr P. A. Moulds, B.Sc., Dip.Ed (Qld), B.Mus. (Qld), B.Ed.St.(Hons) (Qld), Ph.D. (Qld), M.A.C.E., F.A.I.M. Board Secretary Mr R. Skilling, B. Com., CPA, JP C. Dec. Deputy Headmaster and Mr A. A. Kelly, B.Ed., M.Ed. Stud, N.T.S.D., Head of Middle School H.Dip.Ed. Head of Senior School Ms. Denise Wright, B.Sc. (Hons), Grad. Dip. Tchg. Head of Primary School Mr. G R Hadwen, Dip.Tchg., Grad. Dip. (Ed. Admin.) Director of Teaching Mrs. N K Murphy, B.Ed.Grad. Dip. Ed. M.Learning Mgmt., M.A.C.E. Director of Learning Mrs. R E Carter, B.Ed (Hons), Cert IV (Training and
Assessment) Director of Co-Curriculum Mr. T R Wells, B.HMS. B.Ed. Director of Early Learning Mrs. A S Shackleton, Adv. Dip (Children’s Services),
Cert.IV (Training and Assessment) Director of Boys’ Boarding Mr. S J Norford, B.Ed., Dip. Tchg. Director of Girls’ Boarding Mrs. D J Skilling, Dip. Ed. (Phys. Ed.) MANAGEMENT TRAINING AND DEVELOPMENT The School has a policy of providing paid leave and contributing to the associated training costs of staff to attend training and professional development courses approved by the School.
During 2013 the School spent $167,748 on training and associated costs. Staff attended external training courses as well as those that were internally designed and conducted on campus.
The School is committed to the professional development of its teachers to acknowledge and
support the high standards of teaching expected from them.
30
STAFF RECRUITMENT AND RETENTION The School employed 236.8 staff on a full time equivalent basis through 2013. The School was fully staffed throughout 2013. Eight members of the academic staff left and were all replaced through normal recruitment processes. The School is able to plan for such turnover by requiring teaching staff to give six weeks term time notice. This period is enshrined in the School’s Enterprise Bargaining Agreement. The availability of the School’s Early Learning Centre (ELC) to staff returning from maternity leave is a major incentive for staff to return to work if they chose to do so. The School makes every endeavour to find places in the ELC for returning staff. SCHOOL OPERATIONS
In 2013 The Rockhampton Grammar School maintained its cycle of growth. Term one
opened with 1336 students (2012: 1296) of which 458 were primary students and 878 were
secondary students. The year finished with a total enrolment of 1313.
The boarding population average over the year was 340and the boarding school continues to
hold its’ market share. This is due in no small part to the excellent facilities and “value for
money” fees.
The primary school continues to grow and the Early Learning Centre with its pre-prep class will
continue to help sustain that growth.
The School operates a 1 to 1 tablet computer programme for all students from Year 8 to Year 12. SERVICES PROVIDED Curriculum Primary (Years Prep – 7) Grammar Primary prides itself on its achievements in the academic areas and students invariably achieve very well on state and national tests.
Complementing classroom work in Key Learning Areas is extension in academically stimulating areas such as Future Problem Solving and Tournament of Minds. Teachers have also constructed learning programs for extension and reinforcement under diverse titles such as Challenger, Right Frame of Mind, Day of the Notables and Student Enterprises Expo.
A rotational program on Wednesdays allows students to have regular lessons in Science, Thinking Skills, Health, Japanese, Public Speaking, Social Development, Lego Technology and Computing. Specialist teachers are also used for Home Economics, Physical Education, Music and Art.
31
Middle School (Years 8 – 10)
The Middle School Course is divided into two sections:-
Section A: Core Subjects (each of 6 periods per week)
Subjects - English, Mathematics, Science and Humanities. All students are required to study the four core subjects. In Mathematics and Science students are streamlined into sets according to ability and performance. Section B: Elective Subjects (each of 4 periods per week).
The School offers 16 elective subjects in the Middle School. Each student must study three (3) electives from this selection. Agriculture, Art, Business Life Skills, Business Technology Studies, Business Principles, Computer Solutions, Small Business Management, Drama, Food Technology, Graphics, Japanese, Junior Design and Technology, Marine Systems, Music and Sports Science. Senior School (Years 11 – 12) Subjects offered in the Senior School are as follows: Accounting, Agriculture, Art, Business Communication & Technologies, Biology, Chemistry, Drama, Economics, English, Legal Studies, English Communication, Geography, Graphics, Home Economics, Studies, Health & PE, Information Processing & Technology, Information Technology Systems, Japanese, Marine Studies, Mathematics A, Mathematics B, Mathematics C, Modern History, Music, Music Extension, Physics, Technology Studies. Educational Program
The School uses the QSA syllabi for all senior school studies in Years 11 and 12. From Prep to
Year 10 the school curriculum is based on QSA Key Learning Area syllabi material.
The School introduced an instructional program, Dimensions of Learning (DoL) in 2003. This
translates a large body of educational research into a practical model that Prep to Year 12
teachers can use to improve the quality of teaching and learning throughout the school
curriculum. Work programs are continually reviewed and updated particularly with a DoL
perspective. Teaching staff has embraced the critical review of teaching practices and delivery
by colleagues through classroom visits and in staff professional development days. Many of the
staff of The Rockhampton Grammar School are members of Queensland Studies Authority
review panels at both local and State level.
The School monitors the suitability of its curriculum through a range of measures including
student destinations before and after Year 12. The School offers a broad range of subjects
enabling students to take a vocational education pathway as well as academic pathways through
the Queensland Core Skills Test and an OP score.
The Rockhampton Grammar School applies the Code of Ethics for Teachers in Queensland
and all teaching staff are bound by this code
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BOARDING
Ethos To provide quality pastoral care to all those students (male and female) who choose to board at the School and to help and guide them to reach their full potential. The Boarding Houses are: Luck House – Year 11 and 12 boys – 43 single studies Coombe House – Year 11 boys – 21 double studies Girls House – Senior Dormitory – 31 single studies for Year 12 girls, 8 twin studies for some Year 11 girls, Year 8 – 11 in dormitory style accommodation. Boland Girls – 15 Year 11 girls in single or twin accommodation School House – Junior Boys – in dormitory style accommodation. The senior boys Houses, Luck and Coombe, are ‘state of the art’ for boarding. Fully air conditioned single or double accommodation with direct line access to the internet. The junior boys house, known as School House and situated in the original school building, is the home for 110 boys in Years 8 to 10. It also is home for our primary boy boarders. This House has 2 separate wings or Houses, Wheatcroft and Wheatley, each with their own common room area. Each House has its own Head of House who is supported by appropriate staffing levels. The living arrangement for students is of the bed/set arrangement. Girls House and Palmer Girls dormitory are modern dormitories that are home for some 144 girls ranging from Year 7 to Year 12. Palmer is a senior dormitory with single room accommodation while the lower floor of Girls House also is a senior area with single rooms. Middle and Upper Girls are dormitory style accommodation but split into pods of four beds which assist with privacy. Palmer and Lower Girls houses features refurbished study areas and large common room areas. The House is also linked to the internet. Boland Girls is accommodation for Year 11 girls in single or twin cubicle accommodation All boarding accommodation is now fully air conditioned. Professional and experienced carers and their families staff all of these houses. The majority of our boarding staff are teachers, full time boarding staff or people actively involved in tertiary education.
33
CO-CURRICULAR ACTIVITIES Secondary Sports include: Aerobics, Basketball, Beach Volleyball, Cricket, Cross Country, Golf, Netball, Rowing, Rugby League, Rugby Union, Soccer, Swimming, Tennis, Touch Football, Triathlon, Water Polo, Weight Training. The Primary School also participates in Netball and Touch Football. Co-Curricular Activities include: Art Club, Cadets, Computer Club, Debating, Duke of Edinburgh, Equestrian, Show Cattle Team, Oratory, Mooting, Secondary Musical, Primary Musical, Music, Christian Fellowship, Tournament of Minds. THE ARTS MUSIC The School has a number of vocal and musical ensembles including the Orchestra, Marching Band, Stage Band, Concert Band, Jazz Ensemble, Senior Choir, Junior Choir, Signing Choir and Chamber Choir. Music Festival The Rockhampton Grammar School Music Festival was again a great success in 2012 with large and appreciative audiences attending what was a celebration of the musical talent at The Rockhampton Grammar School. Musical Theatre The Secondary and Primary School’s musical productions were again outstanding and successful. The efforts of staff, students and parents were well rewarded when the secondary school production of “Singin’ in the Rain” again surpassed the previous record for audience attendance at a school production in Rockhampton. DRAMA Drama continues to grow both as a subject area and an extracurricular activity at The Rockhampton Grammar School with productions ranging from Greek Theatre and Shakespeare to modern drama. Students have had the opportunity to be coached by members of the Bell Shakespeare Company and to visit their studio in Sydney. SPORT Sport, like music and drama, continues to be a jewel in the co-curricular crown and sets a benchmark in terms of participation of students and involvement of staff.
34
FINANCIAL RESULTS AND KEY STATISTICS In 2013 The Rockhampton Grammar School recorded another healthy operating surplus and ended the year in a strong financial position. There was an operating surplus of $1,206,579 after interest payments and depreciation. The 2013 surplus budgeted for was $785,424. A loss on disposal of assets of $239,000, being the write down of a grounds shed removed to allow the new primary wing to be built, affected the result though it is a non cash item as is the provision for staff leave of $482,253.
KEY FINANCIAL DATA
REVENUE
2013
Budget
2012
Fee Income
$16,242,101
$16,285,867
$14,900,526
Grants Income $11,504,563
$11,217,769
$10,617,809
Other Income
$3,391,583
$2,712,183
$2,817,153
TOTAL
$31,138,246
$30,215,819
$28,335,488
EXPENSES
Employee Expenses
$19,897,326
$18,264,571
$18,030,073
Supplies and Services
$7,897,752
$8,823,619
$7,910,276
Depreciation
$1,316,349
$1,450,000
$1,458,720
Finance Costs $820,240 $892,204 $786,865
TOTAL
$29,931,667
$29,430,394
$28,185,933
Operating Result From Continuing Operations
$1,206,579
$785,425
$149,556
CAPITAL MOVEMENTS
Capital Income
$846 826
$1 472 500
$470 486
Capital Borrowings
$8 000 000
$6 000 000
$326 000
Capital Expenditure $5 672 607
$8 585 500
$4 858 842
Capital Repayments $722 030
$861 176
$592 179
CapitalSurplus/(Deficit)
$2 473 189
-$1 974 176
-$1 987 122
Cash at Bank
$8 579 191
$2 749 558
$3 560 810
35
Fee Income $16,242,100
52.2%
Grant Income $11,504,563
36.9%
Other Income $3,391,583
10.9%
OPERATING REVENUE
$31,138,246
36
Employee Expenses $19,897,326
Supplies and Services $7,897,752
Depreciation $1,316,349
Finance Costs $820,240
OPERATING EXPENSES
$29,931,667.00
37
KEY PERFORMANCE INDICATORS
STUDENT / STAFF NUMBERS
2009 2010 2011 2012 2013 Primary 400 416 426 450 450
Staff 25.0 25.1
25.9 25.2 25.2
Ratio
Benchmark
Secondary
16.0
14-16
847
71.1
16.5
14-16
852
74.6
16.4
14-16 863
73.6
17.85
15-16.5
849
72.5
17.85
15-16.5
864
77.0
Ratio
Benchmark
11.9
10-12 11.4
10-12 11.7
10-12 11.7
10-12 11.2
9.5-11
Total
Students
1247
1269
1289 1299
1314
Boarding 324 325 325 331 345
The Benchmark is from BGA Benchmarks 2012
OPERATING EFFICIENCY (PROFITABILITY) PER STUDENT
2009 2010 2011 2012 2013 Total Income
$23 567 771 $26 974 871 $27 073 056 $28 335 488 $31 138 246
Net Surplus $2 392 714 $2 922 182 $3 521 812 $2 395 138 $3 343 168 Net Operating Margin (Before Depreciation and Interest)
0.10 0.11 0.13 0.08 0.11
Benchmark
0.11
0.12
0.12
0.12
0.12
Student Numbers
1247
1269
1289
1299
1314
Operating Efficiency(Profitability Per Student)
$1919
$2303
$2732
$1844
$2544
Net Operating Margin measures the cash surplus from every dollar of gross income. This means that from every dollar of income 12 cents is available for strategic development. Income includes Capital Receipts from Government.
38
CAPITAL DEBT RATIO Capital Debt at End of Year Student Numbers Debt Per Student
$8,665 $8,130
$9,651
$8,688
$14,061
$0
$2,000
$4,000
$6,000
$8,000
$10,000
$12,000
$14,000
$16,000
2009 2010 2011 2012 2013
Debt per Student
Debt per Student
2009 2010 2011 2012 2013
$10 388 935 $10 137 674 $12 247 $11 198 734 $18 476 704
1247
1269
1289
1299
1314
$8331
$7989
$9501
$8621
$14061
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$466,426 $527,467 $549,452 $458,037 576540
$11,229,702
$12,293,235
$13,702,180
$14,900,526
$16242101
4.2% 4.3% 4.0% 3.1% 3.5% $0
$2,000,000
$4,000,000
$6,000,000
$8,000,000
$10,000,000
$12,000,000
$14,000,000
$16,000,000
$18,000,000
2009 2010 2011 2012 2013
Outstanding Fees and Fee Revenues
Outstanding Fees Fee Revenue
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CAPITAL INFRASTRUCTURE A great deal of work has gone into maintaining the physical fabric of the School in 2013 to ensure a quality environment for students and staff and to cater appropriately with the growth of the School. In 2013 the School embarked on an ambitious building programme that would see the Primary School grow from two classes at each year level to three classes. This development was based on continued enrolment demand in the Primary School and detailed financial modelling. The School has also commenced a building project to cater for the government’s Flying Start initiative that will see Year 7 as a Secondary year of education in 2015. This project or projects will see the development of a new Year 7 building and the conversion of some secondary classrooms to additional boarding spaces. In addition to these major projects the School has also created a new Prep Room, a new Primary Music Centre, renovated and upgraded a number of classrooms and boarding dormitories. It has also engaged in a major upgrade to the Early Learning Centre with the assistance of a State government grant from the “Essential Upgrade” programme of the Office of Early Childhood Education and Care. Students with Disabilities The Rockhampton Grammar School values the diversity of all students including those with special educational needs, recognizes the right of all students to equitable access to the curriculum and offers education programmes specific to the needs of students with disabilities. The School has a written Disabilities Policy.
Community Objectives
Early Learning The Rockhampton Grammar School operates an Early Learning Centre which includes a pre – prep class, staffed by a fully qualified early childhood trained teacher. The School supports the government’s investment in Early Childhood education. Academic Outcomes The School fully supports the government’s objectives to make Queensland one of the leading states for literacy and numeracy by 2020.
41
The School can report with pleasure the academic results of the class of 2013.
In the OP strand the Year 12 cohort of 156 students achieved outstanding academic results:
RGS STATE (Average)
OP1 2 1.28% 2.62%
OP 1 – 5 50 32.20% 19.69%
OP 1 – 7 70 44.92% 30.76%
OP 1 – 15 123 89.83% 78.89%
Similarly the Year 12 students who completed the non-OP strand achieved exciting results with the vast majority already having obtained either an apprenticeship or employment in their chosen fields.
98% of students were awarded their Queensland Certificate of Education.
ASSOCIATED SUPPORT GROUPS In 2013 The Red and Black Association Inc. as the main parent support group continued its invaluable assistance to the School both monetarily and in general support. This group, along with The Past Students Association and the Boarder Parents Group, provide a powerful backup to all that goes on at the School. Public Sector Ethics Act 1994 The Public Sector Ethics Act 1994 (‘the Act’) defines ethical principles, and obligations arising from those principles, that staff must observe. The Rockhampton Grammar School’s Code of Conduct is shaped around the four key ethical principles contained in the Act to guide ethical decision making and behaviour. The ethical principles are:
integrity and impartiality promoting the public good commitment to the system of government accountability and transparency.
The Code of Conduct is available online at www.rgs.qld.edu.au for staff and students to access and is provided to all new staff commencing with the school.
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INFORMATION SYSTEMS The School operates the following computer systems at the School: -
1. TASS. 2. Micropay.
The TASS system is a fully integrated data base package that handles all areas of the School’s administration both financial and academic. Micropay is a payroll system. The School has extensive computer resources for educational use including a 1 to 1 Tablet PC programme for Years 9 to 12. All teaching staff are supplied with a Tablet PC. In 2103 the School introduced an additional TASS module; “Parent Lounge”. This module allows parents to access their account balance and pay their account, timetables, email contact with their student’s teachers, academic reports, update addresses and medical information. Other Matters Information about the following matters can be found on the School’s website at: www.rgs.qld.edu.au/annual-reports or on the Queensland Government Open Data Website at: www.data.qld.gov.au. Overseas Travel on behalf of the School Consultancies
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GLOSSARY OF TERMS RGS The Rockhampton Grammar School PREP Preparatory Year – Pre Year 1 DoL Dimensions of Learning EBA Enterprise Bargaining Agreement OP Overall Position NAPLAN National Assessment Program – Literacy and Numeracy RNA Rockhampton Netball Association QSA Queensland Studies Authority
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