annual report 2017 - lauriston girls' school · 2 2017 annual report 6 24 9 29 12 14 20...

Annual Report 2017

2017 ANNUAL REPORT2

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Principal’s report

New building project

Achievements

Howqua satisfaction survey

Governance

Victorian Child Safe Standards

Case study - The Australian Government Digital Literacy grant

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39Workforce composition

Student attendance

Subject offerings

Student outcomes - VCE, IB, NAPLAN

Co-curricular - sport

Financial results

Community Service

2017 ANNUAL REPORT4

‘2017 was a great year for teamwork and building a strong Lauriston community.’


Academically, our young women continue to achieve incredible results. Across the VCE and IB programs, all of our 2017 class did well, with 84% achieving an ATAR of 80 or above. Lauriston is committed to supporting

every student to find her individual strengths and passions, and our results continue to reinforce the merit of this approach. The Class of 2017 was a small, tight-knit group that supported one another and participated across the full range of activities available at Lauriston.

Enrolments continue to be strong especially in the foundation years of Prep to Year 2. Many other years are at capacity. Those strong enrolments, alongside the conclusion of our facilities planning, will allow the School to move ahead with new building works that will lay the foundation for the next generation of Lauriston girls.

On the sporting field, the Junior Hockey team won its second successive state final. The SnowSports team also had a brilliant season with the senior girls dominating with a national Division 1 gold medal for the snowboard team, silver in the snowboard cross and the mogul skiing team winning gold.

Congratulations to our Debating team who were runners-up in the Debating Association of Victoria’s B Grade final.

Thanks to the Lauriston Parents’ Association for hosting the incredible Luminescence Innovation Gala Ball in June. More than 500 parents and teachers attended the event at the Peninsula in Docklands. We were treated to a number of light installations created by students with the help of artist-in-residence and alumna Amanda Morgan, a menu curated by Matt Preston, and music by alumna and jazz singer, Olivia Chindamo.

Over the past two years much work has been done with teachers and the Information Technology team to create new assessment reporting. This project will soon be rolled out across years 5, 7, 8 and 10. Students will move from end-point assessment to on-going feedback for continuous learning and growth. Our enhanced reporting will also keep parents more informed about their girls’ progress. We believe it will better prepare our girls for life after school.

I would like to thank all those individuals who have volunteered their time and resources to the School over the past year. The School Council and Lauriston Parents’ Association (along with their many subcommittees), the Lauriston Foundation and Old Lauristonian Association are instrumental in developing and maintaining the relationships that make the Lauriston community so strong and ensuring the School operates in a collaborative, cohesive and responsible manner. Thank you to everyone who contributes so importantly to the School as part of these groups.

Finally, we are very fortunate to have extremely talented and committed people working at Lauriston, led by Susan Just and her Executive team of Di Wood, Tim Watson, Chris Toms, Nick Thornton and Cathy Tan.

I hope you enjoy reading our Annual Report for 2017. I can’t wait to see the new school buildings commence construction next year and look forward to the community’s support in bringing some critical yet bold plans to reality.

Foreword

Chairman’s reportRICK BALLChairman, Lauriston Girls’ School Council

2017 ANNUAL REPORT6

Many of the school year’s highlights recorded in this Annual Report were the result of well-researched and considered strategic plans that we began to enact in 2017.

Our Strategic Framework Armadale Campus is focused on our future building plans. The first stages of our building plans include the establishment of a sport and health precinct, the consolidation of our Junior School on our Huntingtower site and the establishment of our Early Learning Centre at Blairholme. These new precincts provide our students and staff with facilities that will support contemporary educational practices in the years to come. In addition, the establishment of more distinct precincts for various activities also provides space for reimagining the performing arts and music precinct as well as the science, technology and visual arts precinct in the next stages of the Strategic Framework.

Our work during 2017 was focused on finalising our plans, consulting with our neighbours and Stonnington Council, and preparing for our Victorian Civil and Administrative Tribunal (VCAT) hearing in 2018. In working towards a successful outcome, consultation with our neighbours resulted in our commitment to build an underground car park in the first stage of our construction, and agreeing to some building design changes and conditions. Lauriston Girls’ School has been a good neighbour in Armadale since 1905 and we wished to maintain positive relationships in order to make the most effective use of our small school footprint.

Our School currently has three strategic plans, which began implementation during 2017. Our School Strategic Plan will guide the strategic direction of the School over the next three years. In 2017 we began preparation for changes to grading and assessment for students; the use of student data to inform teaching interventions in the classroom; the establishment of academic advisors who work directly with students in establishing and meeting their learning goals; and the introduction of year level coordinators. Our focus on STEM (Science, Technology, Engineering and Mathematics) continued. We introduced ‘Signature’ projects in years 7, 8 and 10, and prepared for the 2018 implementation of digital technologies in the Howqua academic curriculum as well as the introduction of a Year 9 Signature project.

The Sport Strategic Plan was finalised during 2017 in preparation for its implementation in 2018. The Sport Strategic Plan seeks to implement the Long Term Athlete Development model. This model will support the better alignment of all the physical activities offered at our School and ensure a more coordinated approach to the development of each student’s physical competencies with different sports and activities. The broad goal is to ensure that our students understand the value of lifelong involvement in physical activity.

The Service and Action Strategic Plan is being implemented across the School with the intention of involving all students in service to their wider community. The students were involved in a broad range of service activities during 2017 and a number of students worked with our Community Service Coordinator to initiate their own service activities. Students also participated in a service trip to Ecuador and the Galapagos Islands, as part of our broader national and international service, and curriculum excursions. The School has developed a program of service, cultural and curriculum excursions for 2017, 2018 and 2019.

We also celebrated our hard work at the Lauriston Parents’ Association Gala Ball, listened to beautiful music at the Prep to Year 12 Gala Concert, hosted a Hackathon and implemented a new program based on funds received from a first-round Australian Government Digital Literacy grant. It was a full year.

Principal’s reportSUSAN JUSTPrincipal

‘It is wonderful to see strategic work in action at Lauriston and learn from the ways changes are received.’


The Lauriston Foundation and Advancement Office had an extremely productive year. A large part of that is due to the incredible support we have received from parents, not only through donations but also through feedback and support.

We are continuing with our efforts to build on our stewardship program and to strengthen relationships with our donor community. We have undertaken a number of initiatives in the past year to achieve this, including running more events that showcase the philosophy and pedagogy of the School. The first ever ‘Evening with the Principal’ was held in March 2017. It was also an opportunity to share the Strategic Framework Armadale Campus to further Lauriston’s aspiration as an outstanding school for life.

In 2017 two new Board members joined the Lauriston Foundation: Georgie Bruce and Angus Graham.

We published our inaugural stewardship report, the Lauriston Foundation Impact Report 2017, to share the impact of every dollar donors have given to Lauriston in the same year. A past scholarship recipient, Manasa Saripalli, shared how her Lauriston scholarship enabled her to realise her dreams of pursuing a career in medicine. Manasa is now enrolled in the Doctorate of Medicine program at the University of Melbourne.

A number of community members have come forward and expressed their interest in supporting our efforts with our most exciting capital campaign to build new facilities at the School. I am delighted to announce that current parents and Old Girls, Julia Rockman and Elli Walker, have agreed to be co-chairs of the capital campaign which is called ‘It’s Her Turn’.

Together we will truly make a difference in ensuring a productive future for the School.

Foundation reportSALLY DE GUINGANDDirector of Advancement

‘Thanks to so many in our community for their wonderful support of Lauriston in 2017.’

2017 ANNUAL REPORT8

In 2017 the School had 1043 students spread across Kindergarten, Junior School and Senior School. The School is co-educational in Kindergarten (three- and four-year-old classes) and all girls from Prep to Year 12. Girls make up 97% of the School’s population. Lauriston is at the forefront of girls’ education, with a focus on providing individual care for all students so they build on their academic and emotional skills each year.

Lauriston’s Kindergarten offers programs based on the Reggio Emilia philosophy. The ‘big idea’ for 2017 focused on loose parts, and encouraged children to use a variety of materials to be make things, problem-solve and recycle.

In the Junior School there is a strong emphasis on literacy and numeracy as well as specialist and enrichment programs in coding and making. Students also learn the value of leadership and develop the skills and competencies that help them engage with their peers and work together to gain different perspectives.

Lauriston provides students with choice in their senior years of school; students can complete either the VCE or the IB. Students receive extensive support in the lead-up to this decision, including information evenings and one-on-one discussions with the IB and/or VCE coordinators. The Heads of House are also available to talk with students, as is the Head of Senior School. The transition to these final years is structured to be as smooth as possible, with students completing a week of their next year’s studies in the final week of Term 4.

For more than 20 years Lauriston’s Year 9 students have completed their studies at our Howqua campus. Located in the picturesque Victorian high country area, the campus is a three-hour drive from Melbourne. Howqua is an experience unique to Lauriston where girls study the full academic curriculum while also learning about strength, resilience and independence.

Students at Howqua also take part in an extensive wellbeing and outdoor program in which they experience camping, running, horse riding, skiing, cycling, abseiling and hiking.

Students who attend the School come from a wide range of cultures. Their families are from a global community, with students or parents born in China, Singapore, New Zealand, Malaysia, Japan, Korea, India, France, Japan, the United Kingdom and the United States of America. Almost one quarter of Lauriston families speak a language other than English at home, including Chinese, Thai, and Hindi. 34 students enrolled at Lauriston Girls’ School are international students.

Introduction

Lauriston Girls’ School is an independent girls’ school founded in 1901. Our values are embedded into the curriculum and students of all faiths are welcomed into the School.


Leadership – Susan Just, Principal, was a part of an expert panel at the Informa Australian Financial Review Boss Leadership Summit focussed on leading the new workforce.

– A first-round Australian Government Digital Literacy grant was received and used to implement the ‘We have an opportunity’ project.

– A successful Hackathon, a professional development event, was hosted to share our knowledge about digital literacy approaches with educators across Australia.

– A new assessment framework was developed and tested for years 7, 8 and 10 to move from end-point assessment to on-going feedback for continuous learning and growth.

Professional development – Lauriston was selected as part of a University of Melbourne Network of Schools (UMNOS) three-year research project about using data to better inform teaching practice.

– Kate Hehir, our project leader for Cultures of Thinking (COT), was sent to Harvard Graduate School of Education to learn directly from the Project Zero team. The COT framework continues to outline key skills and dispositions we aim to cultivate in our students.

Community – The School organised more than 500 events for Lauriston parents to meet, learn more about the School and be involved in their daughters’ education.

– A number of students featured in a new suite of photography showcasing key aspects of the School.

– The Lauriston Parents’ Association hosted a spectacular gala ball. This was attended by 500 people and featured work by students and alumnae.

Community Service – The new Service and Action Strategic Plan was implemented. This aligns a charity with the year-level curriculum.

– Years 10 and 11 students regularly tutored refugees and second language English students at Friday Night School.

– 27 students and staff travelled to Borneo and helped build facilities in a remote village.

The Arts – Prep to Year 12 Gala Concert was held at the Melbourne Recital Centre.

– The Senior School play, Everyman, featured three students playing the lead role.

– Years 5-8 musical, Little Mermaid Jnr was staged.

– A Year 12 student was selected for the Victorian VCE Top Screen 2017 awards.

– Artist-in-residence Amanda Morgan (Class of 1988) encouraged students to create their own light installations.

Academic – Class of 2017 achieved excellent results, with 84% of students attaining an ATAR of 80 or above. The median ATAR achieved was 94.60.

Achievements

2017 ANNUAL REPORT10

VisionA school for life

MissionOur purpose is to inspire Lauriston girls to be courageous lifelong learners. They are ethical and compassionate young women who seek to resolve new-world problems and strive to be responsible, global citizens working with others to shape their world.

ValuesRelationshipsWe communicate openly, honestly and respectfully, allowing us to have meaningful connections with each other in the community and beyond. We foster a culture of optimism, collaboration and celebration.

CourageWe are courageous in our approach to managing change; embracing physical, moral and intellectual challenges; and standing up for what we believe. Courage enables us to understand our strengths and act accordingly.

CreativityCreativity is a cornerstone of the way we approach our learning and teaching. We are imaginative, inventive and entrepreneurial. We are open to, and champion, new ideas and new ways.

Intellectual curiosityWe engage proactively with the world, determined to better understand, reflect upon and question ourselves, our experiences and the society in which we live. We are critically engaged and curious about all that we encounter and learn.

Engagement in lifeBy our purposeful engagement in all aspects of school life, we learn how to connect with others, manage the highs and lows, and reap the rewards of our commitment. We are motivated to participate and respond to changes in our world.

Vision, mission and values

At the heart of the Lauriston Girls’ School is a vision for girls’ education that encompasses pedagogical, environmental and pastoral considerations. Central to the success of this vision is our ability to think beyond the ‘now’ to plan for an ever-changing and complex future.


Rick BallChairman BCom (Melb), CA

Kirsten GrayBA, LLB (Hons), GDipMgmt (Melb)

David HackettBCom (Melb), MBA (Exec) (UNSW AGSM), CA

Glenda RalphB Special Education (SA), Higher Diploma inEducation (Capetown)

Richard UmbersBSc Geology/Geography (Exeter), MSc Finance (Leicester)

Richard VincentBBus (SA), CPAResigned 22/2/2017

John MorrisonChairman – The Lauriston Foundation Inc.BE (Hons) (UWA), MBA (Melb)

Susie RobertsLauriston Parents’ Association RepresentativeMaster of Workplace Relations (Monash),Cert IV Workplace training and assessor, Mediation skills techniques and practice, Australian Disputes CentreAppointed 22/2/2017

Anne BongiornoLauriston Parents’ Association RepresentativeBA EdResigned 22/2/2017

Tracey CurroLauriston Parents’ Association RepresentativeBBus Communications (QUT)Appointed 22/2/2017

Tanya PymanLauriston Parents’ Association RepresentativeMBBS (Monash)Resigned 22/2/2017

Prudence BarkerOld Lauristonians’ Association RepresentativeBCom, LLB (Melb), CAResigned 22/2/2017

Xing ZhangOld Lauristonians’ Association RepresentativeBEng, BCom/BEng (Melb), GCertEI (Swinburne)

Melinda ReaOld Lauristonians’ Association RepresentativeBBus Banking and Finance (Monash), Dip Business International Trade (RMIT)Appointed 22/2/2017Resigned 23/10/2017

Susan JustPrincipalBA, DipEd (Qld), Med (Admin) (UNE)

Catherine Tan(ex officio)Business Manager/School Council SecretaryBEc (Monash), MBA (Hons) (Swinburne), Grad Cert Gov Prac, Dip Proj Mgt, CA

Governance

Council members


Sub-committees

Marketing

Richard Umbers Susan Just Imogen Wood (resigned 27/10/2017)

Liz Sannen (commenced 30/10/2017)

Finance

Rick Ball Charles Read David Hackett Patricia Stebbens

Richard Jamieson (resigned 21/11/2017)

Susan Just Catherine Tan

The Lauriston Foundation

John Morrison Chairman

Peter Scott Treasurer

Angus Graham (Appointed 30/6/2017)

Fiona Rowland (Resigned 28/11/2017)

Charissa Ho Tatty Happell Vicki Redwood Rick Ball

Susan Just Catherine Tan Secretary (ex officio)

Sally de Guingand (ex officio)

Executive Team

Susan Just Principal

Di Wood Vice Principal, Head of Senior School

Tim Watson Vice Principal, Learning and Innovation

Chris Toms Vice Principal, Head of Junior School

Catherine Tan Business Manager

Nick Thornton Director of Lauriston Institute


During 2017 Lauriston Girls’ School completed a cyclical accreditation with the Victorian Registration and Qualifications Authority (VRQA).

Victorian Government’s Child Safe Standards

One important element of the accreditation was a review of the implementation of the Child Safe Standards.

Lauriston Girls’ School has written and implemented appropriate policies that cover the VRQA requirements for the Child Safe Standards. In addition to policies that had already been developed, in 2017 the School introduced a reportable misconduct policy. All members of the Lauriston staff, including instrumental music teachers and sporting coaches, have access to the child safe policies and complete regular face-to-face or online training throughout the year.

As part of the Child Safe Standards for our School, our curriculum must enable the participation and empowerment of children. We are required to ensure that children develop knowledge and skills to identify and communicate when they are not safe. In 2017 we included an interactive program called ‘Ditto’s keep safe journey’ through the Bravehearts organisation for our Kindergarten and early primary years children. Health and SHINE (Strength, Health, Inspire, Nurture and Engagement) lessons have curriculum strands that intend to provide students with the required knowledge and skills. The inclusion of curriculum strands will remain a focus for our School in 2018.

The checklist below is one of the tools teachers have if they need to work through a child safety incident or discussion with a student.

✔ Listen Don’t investigate and avoid leading questions. Use open ended questions only.

✔ Affirm Tell the person that you believe them: ‘thank you for telling me’.

✔ Don’t blame Tell them it’s not their fault: ‘It’s not your fault this happened’.

✔ Support Acknowledge that it must have been difficult for them to tell: ‘That must have been difficult to tell me’.

✔ Safety Let the person know that you will help them: ‘I will need to tell someone else so we can try and keep you safe’.

✔ Document Write detailed notes of what was said. Include date, time and who was present.

✔ Act In accordance with your school’s Child Protection Policy.


Teaching practices

Growth reporting model

A significant innovation in 2017 was the development of our new assessment and grading model in years 7, 8 and 10, to be launched in 2018.

In line with contemporary research, we have been working on a model of reporting that moves away from the focus on single assessment grades and, instead, captures the progress that students make over time.

When we begin to measure student development we are able to better meet the needs of our learners and understand whether they are working at potential, or whether we need to stage an intervention to help them in their learning. The ‘growth’ model also allows us to set clear stretch targets for all girls and ensure that for every year of schooling, a year of learning is achieved.

This shift in grading and reporting is linked with two other major innovations that we have been working on. The first is the establishment of an academic advisor model and the second is the implementation of professional learning teams. Academic advisors are teaching staff who have a specific responsibility for meeting with girls in years 7 to 10 and discussing with them their learning. The advisors set goals, monitor student growth and provide guidance around organisation and how to approach learning tasks. With the shift from a single-assessment grading system, it is necessary for the advisors to work directly with students to partner in their learning and development over time.

The establishment of professional learning teams (or collaborative teaching teams) in the Senior School will also be a result of our change in grading and reporting. The data we will be able to access from measuring growth will make it possible for us to be more ‘data-informed’. Every teacher in the Senior School will be a member of a team which meets regularly to look closely at a range of data types to measure their impact on learning. The goal of the learning teams will be to take an evidence-based approach to teaching and learning where the team identifies an area for development based on data and then stages an intervention. The team will then measure the success of this intervention by collecting further data throughout the year.

We are also aware of the need to make sure that we are not only collecting academic data. In 2017 a range of different measurement tools were developed and used to get a better understanding of student engagement, effort and emotions relating to school. This, as well as the growth data we are collecting, will allow us to have richer, more specific conversations around learning with families.


Over the past few years, Lauriston Girls’ School has been developing a ‘Signature’ project series for our years 7 to 10 students.

This series seeks to develop vital 21st century skills such as creativity, critical thinking and self-reflection within our girls.

At Armadale in 2017, we launched our Signature speaker series. This series involved inviting a number of notable speakers such Radek Sali (founder of Swisse), Clyde Davenport (founder of 2XU) and Marc Heinrich Werner (CEO BMW Group Australia), to address the girls and deliver a provocation.

These messages, along with the work that is completed in class, are aimed at helping the girls to reflect critically on contemporary issues.

The Year 10 project culminates in students completing an independent project. In 2017, the projects were as diverse as business plans, an adaptation of traditional crutches, and research reports on cultural misappropriation.

These projects will continue to develop and grow over time and provide an important connection between the general capabilities strands of the Australian Curriculum and experiential, real world learning.

Signature projects

New programs – case studies

We have an opportunity

An Australian Government Digital Literacy grant awarded to the School was used to create the ‘We have an opportunity’ project.

Two other schools, Melbourne Girls’ College and Loreto Mandeville Hall, were invited to collaborate with Lauriston students.

The decision to include other schools allowed us to pool resources and use STEM (Science, Technology, Engineering and Mathematics) concepts to help people in the community living with a disability. Akorn Educational Services helped put us in touch with a number of disability organisations and find seven clients to whom students were assigned.

During the project, each student group worked with a client who had a hearing, sight or touch impairment. The clients shared information about their work, hobbies and the technology they used so that the students could gain an understanding of their day-to-day routines and some of the issues they encounter.

The challenge for the students was to consider how they could create or design a new product to help make their client’s life better.

The week started with design thinking workshops taught by Kate Bissett-Johnson, Lecturer in Industrial Design and Product Design Engineering at Swinburne University. Kate provided structure and a clear process to apply creativity to generate a solution. The students explored engineering techniques such as problem finding and re-thinking the question to design a prototype for their client.

The project ran for a week and students brought their designs to life through digital fabrication, woodwork and technology. Students used CAD software to prepare their designs and laser cutters, 3D printers and hand tools to make their prototypes.

A range of helpful new prototypes were made and presented to clients and parents on the final day.

These included:

– The Unzipper: a machine to undo compression socks. The client currently relies on others to take off his socks.

– The Quad Pod: a four-legged stand that fits on a wheelchair to help the client better hold her camera and allow her to move it up and down during a day of photography.

– The Scan Tight: a stand to place documents on. The client is visually impaired so the documents need to be easy to scan and then spoken back to him.

Through this initiative the School sought to develop a sustainable project that could be used in conjunction with other schools, and which could be offered as a template for roll-out independent of Lauriston.


Lauriston hosted its first three-day Hackathon to help educators become inventors and to understand the new work mindset expected of students.

The Hackathon was part of the School’s commitment to teaching entrepreneurial skills and its ongoing relationship with Stanford Graduate School of Education’s digital fabrication program called FabLearn.

The Hackathon followed on from the FabLearn Australia conferences that the School ran in 2015 and 2016, and was designed to offer a more intimate and intense learning experience. It aimed to help teachers bring innovation into classrooms, and continue to build a network of like-minded educators.

Lauriston educators, Kristen Hebden (Lead teacher – Digital Fabrication ) and Owen Flattery (Lead teacher – Digital Technologies) worked alongside Jaymes Dec, a Stanford FabLearn Fellow, to run the event.

Educators came to Lauriston to collaborate with others, and design and implement a solution to problems in the classroom. Hackathons are productive environments to test ideas and offer an excellent way to stimulate problem-solving. The time limit puts pressure on participants to distil their ideas into achievable solutions.

More than 35 teachers signed up for the event and the School also secured eight mentors to help teachers with their projects. The mentors brought different perspectives to the projects, helped participants when they got stuck with technology and offered suggestions to make a project work.

Excellent projects were created over the three days. These included a ‘Feedback Watch’ that allows students to send a message to their teacher’s watch when they don’t understand key concepts in class rather than putting up their hand, and a ‘Hot Lunchbox’ that keeps food warm.

Hackathon


New building projects

Meeting with stakeholders

Much of the work carried out on the School’s Strategic Framework Armadale Campus in 2017 involved highlighting the need for, and benefits of, the new facilities to a range of stakeholders.

The Executive team worked with the Victorian Minister of Planning’s office and the CEO and councillors of the City of Stonnington, while also meeting with local neighbours. These discussions and presentations allowed us to explain our vision and to understand the community’s concerns and key requirements. It also helped us to prepare for our Victorian Civil and Administrative Tribunal hearing in early 2018.

Increased parkingFollowing community consultation around the Strategic Framework Armadale Campus back in 2016, the School included the construction of an underground car park in the master plan to alleviate the traffic and the parking concerns of teachers and neighbours.

The community is still very much in support of the car park and the meetings helped us to communicate that the car park will be constructed first and that the School will be able to retain and enhance the current green spaces on Huntingtower Road.

This new parking facility will help Lauriston to cater for all parking needs of teachers, staff and visitors on site for many years to come. It will eliminate the need for people associated with the School to park in neighbouring streets.


Benefits of new facilities

Sport and health precinctThe new gymnasium will address the current inequity of appropriate sporting facilities available to girls and women in the Stonnington area. Access to more facilities will provide Lauriston students and other girls in the community with more opportunity to continue with their sporting pursuits and, in turn, support their overall wellbeing.

The ground floor of the new gymnasium features two full-size basketball and netball courts that can also be used for other sports. There is stadium-seating for carnival and interschool matches so the School can host finals matches and offer the space to the broader community. Teachers have dedicated offices, and the extra change rooms allow more people to use the facility. The addition of a small learn-to-swim pool helps teachers to focus on specific needs of young or inexperienced swimmers.

The first floor of the gymnasium features a cardio room so students can undertake pre-season development and strengthening. A weights area helps to personalise the program according to body type and skill level. A yoga and meditation space allows students to explore the power of mindful practice, and greater equipment storage allows more choice of sports.

The provision of external multi-purpose sports courts will enable multiple classes of junior and senior students to participate in sport at the same time with appropriate staff supervision.

Unified Junior SchoolThe Junior School is currently run across two sites with the younger years (Prep-Year 2) located at Blairholme on Malvern Road. These girls are brought to the main campus to access the library, pool, refectory and main hall. Consolidating the Junior School into one area will allow all the girls to be together. For the older girls, it will provide opportunities to show leadership and take on mentoring roles. For the younger girls, being close to their older peers will develop a greater sense of belonging.

The Years 5 and 6 centre has flexible working spaces over two levels, harnessing the high ceilings and natural light of the existing gymnasium. Each floor has generously-sized classrooms, a common space where girls can come together as well as quiet areas where students can read or reflect on their learning.

Two purpose-built Prep classrooms are situated next to the Years 5 and 6 centre with easy access to the outdoor play area. The adventure playground is a fun and varied space that includes a range of equipment to foster creative and active play. The concept is to take girls on an adventure of their choosing. The playscape is structured in age appropriate levels and is designed to help prepare students for Howqua.

New Early Learning CentreA new consolidated approach to the Early Learning program is consistent with Lauriston’s strategy for the Junior and Senior schools. Children and families can move seamlessly from babies to 4-year-old Kindergarten, benefiting from the Reggio Emilia-inspired program and an extensive play area.

A refurbished and extended Blairholme House, set back from back from Murray Street, will be fitted out with new kitchens and bathrooms. The architectural approach is in line with the streetscape and includes natural, muted colour palettes of external materials.


Lauriston Parents’ Association Gala Ball

After 18 months of planning an incredible parent-driven gala ball took place.

The Lauriston Parents’ Association Gala Ball was a wonderful celebration of community and demonstrated significant goodwill for the School.

The committee did an outstanding job bringing its ambitious plans to life, with more than 500 parents and teachers attending. The underlying goal of the event was to showcase the talent and innovative work of the School and its alumnae.

Dockland’s Peninsula was selected as the venue and guests were treated to a three-course meal and beverages.

The night was called the Luminescence Innovation Gala Ball and Year 12 student, Trinity Ross created the logo and styling. Her work was reproduced across all the collateral in the lead-up to the event and used extensively on the night.

Guests were treated to a looping light installation that had been created by students in years 5, 6 and 8 during the School’s artist-in-residence program. Alumna and artist Amanda Morgan (Class of 1988) led the project and explained to the audience her practice and how she encouraged students to draw on their own experiences and personality when developing their work.

Jazz singer and almuna Olivia Chindamo (Class of 2009) performed with her band. The table settings, made by art teacher David Morrison and his students, played homage to the light theme and the psychedelic pop art of the 1960s.

There was a silent auction, public auction and raffles on the night and a massive $99,000 was raised for the School.


Howqua

We had another successful 12-months at the Howqua campus with 101 students completing the year.

Our new teachers made wonderful contributions to the campus. They were warmly welcomed by their colleagues and quickly built a rapport with the students.

The campus won the Energy School of the Year Secondary category for its ‘Black Balloons House Competition’ initiative. The prestigious prize is part of Sustainability Victoria’s ResourceSmart Schools Awards.

The energy challenges at Howqua differ to most schools because the program is residential and energy is being used day and night. This encourages teachers and students to think broadly about saving energy.

The Black Balloons House Competition was created to measure which house used the least energy each week. Energy monitors were installed in each house and the number of black balloons generated each week was calculated. One black balloon represented 50 grams of carbon dioxide released into the atmosphere.

Environmental science teacher Briony Davenport did an amazing job working with staff and students to embed sustainability and awareness of resource use into the classroom and day-to-day lifestyle choices. We were very pleased to win the award, which supports the campus’ five-star energy certification.

Music continued to be an intrinsic part of the year and 80 students chose to continue with their instrumental or voice lessons with the music department at Howqua.

The 2017 snow season was strong with snowfalls from June to September so the students enjoyed their extended skiing at Mt Buller and finished their term in the alps with a fabulous two-night Falls Creek camping adventure. The sequential fitness program saw much growth in the girls, with many students making marked improvements in skills, speed and confidence.

The students enjoyed the communal living, learning much about themselves and bonding with their housemates as the year progressed. The students continue to thrive in the relaxed learning environment and enjoy doing community service in the local areas of Jamieson and Mansfield.


Howqua survey

The inaugural Howqua baseline survey for students and their parents enrolled at Howqua in 2017 was completed.

The purpose of the two-part survey is to have baseline data about the program from which we can compare year-on-year, as well as measure the students’ resilience and fitness, and whether expectations were met or exceeded.

Students and parents filled in the pre-survey in November 2016, prior to attending, and then completed a follow-up survey in December 2017, at the end of the Howqua year.

Lauriston worked with Luma Research who collated the results to ensure privacy, independence and accuracy.

Of the 101 students attending Howqua in 2017, 86 completed this elective survey. 74 parents also took part. Overall, the before-and-after surveys showed that Howqua had a positive impact on a student’s personal growth, wellbeing and health, which was witnessed by both students and parents. Students and parents rated the program well and they were also highly likely to recommend the experience to others.

A comparison of attitudes before and after the girls completed their Howqua year revealed the following shifts:

Student perspective – 88% of students claim to like the way they are after Howqua, compared to 74% before they went

– 87% of students are healthier, rating their fitness levels at 4 or 5/5 after the year compared with 64% who said this prior

– 66% are less likely to let setbacks discourage them compared to 55% believing this before the experience

– 92% of students claim to be part of a group of friends that do things together compared to the 82% who thought this before they set off

– 97% enjoyed sharing a house with others, up from 83% before they left

Parent perspective They key areas where parents saw changes were in their daughters’ attitude to:

– Being thankful for things in life right now (77% compared to 55%)

– Their confidence. Parents believe their daughters are more confident (70% compared to 49%)

– Feeling a sense of accomplishment (92% compared to 78%)

– Moving out of their comfort zone (58% compared to 41%)

0% 20% 40% 60% 80% 100%

Have a better self-image

Are healthier

Don’t let setbacks discourage them

Feel connected to friends that do things together

Enjoyed sharing a house with friends

Before

After

Before

After

0% 20% 40% 60% 80% 100%

Be thankful for things in life right now

Be confident

Have a sense of accomplishment

Move out of their comfort zone


Student

Parent

Curriculum Domain Year 7 Year 8 Year 9 Year 10 Year 11 Year 12

VCE IB VCE IB

Arts -Drama -Music -Visual Arts

-Drama -Music -Visual Arts

-Music -Art

-Art -Drama -Media Digital Video -Media Digital Production -Music -Visual Communication Design (VCD)

-Media -Music -Studio Arts -Theatre Studies -VCD

-Music -Visual Arts -Theatre

-Media -Music Performance -Studio Arts -Theatre Studies -VCD

-Music HL -Visual Arts HL -Theatre SL/HL

Languages other thanEnglish (LOTE)

-Chinese (Mandarin) -French




-Chinese (Second language) -French

-Chinese A -Chinese B -French -Spanish ab initio


-Chinese A SL/HL -Chinese B SL/HL -English B SL/HL -French SL/HL -Spanish ab initio SL

English -English -English -English -English -English -English Literature -English as an Additional Language (EAL)

-English A -English -English Literature -EAL

-English A SL/HL

Humanities -Geography -History

-Geography -History

-Geography -History

-Geography -History

-Ethics -History

-History -Theory of Knowledge -Geography

-Revolutions (History) -History SL/HL -Theory of Knowledge

Mathematics -Mathematics -Mathematics -Mathematics -Mathematics -General Mathematics B -Mathematical Methods -Specialist Mathematics

-Mathematics SL/HL -Further Mathematics -Mathematical Methods -Further Mathematics

-Mathematics SL/HL

PhysicalEducation (PE) and Health

-Health and PE -Health and Wellbeing


-Health and Wellbeing -Outdoor Studies -PE

-PE -PE Theory

-PE -PE

Strength,Health, Inspire,Nurture andEngagement(SHINE)

-SHINE -SHINE -Howqua -SHINE -SHINE -SHINE

Science -Science -Science -Environmental Science -Science -Science, Technology, Engineering and Mathematics (STEM)

-Biology -Chemistry -Physics -Psychology

-Biology -Chemistry -Physics


-Biology SL/HL -Chemistry SL/HL -Physics HL

Social Sciences -Politics -Legal Studies

-Economics and Globalisation - International Relations -The Law in Perspective

-Economics -Accounting

-Economics -Economics -Legal Studies -Global Politics

-Economics SL/HL

Subject offerings 2017


Curriculum Domain Year 7 Year 8 Year 9 Year 10 Year 11 Year 12

VCE IB VCE IB

Arts -Drama -Music -Visual Arts

-Drama -Music -Visual Arts

-Music -Art

-Art -Drama -Media Digital Video -Media Digital Production -Music -Visual Communication Design (VCD)

-Media -Music -Studio Arts -Theatre Studies -VCD

-Music -Visual Arts -Theatre

-Media -Music Performance -Studio Arts -Theatre Studies -VCD

-Music HL -Visual Arts HL -Theatre SL/HL

Languages other thanEnglish (LOTE)






-Chinese A -Chinese B -French -Spanish ab initio


-Chinese A SL/HL -Chinese B SL/HL -English B SL/HL -French SL/HL -Spanish ab initio SL

English -English -English -English -English -English -English Literature -English as an Additional Language (EAL)

-English A -English -English Literature -EAL

-English A SL/HL

Humanities -Geography -History

-Geography -History

-Geography -History

-Geography -History

-Ethics -History

-History -Theory of Knowledge -Geography

-Revolutions (History) -History SL/HL -Theory of Knowledge

Mathematics -Mathematics -Mathematics -Mathematics -Mathematics -General Mathematics B -Mathematical Methods -Specialist Mathematics

-Mathematics SL/HL -Further Mathematics -Mathematical Methods -Further Mathematics

-Mathematics SL/HL

PhysicalEducation (PE) and Health



-Health and Wellbeing -Outdoor Studies -PE

-PE -PE Theory

-PE -PE

Strength,Health, Inspire,Nurture andEngagement(SHINE)

-SHINE -SHINE -Howqua -SHINE -SHINE -SHINE

Science -Science -Science -Environmental Science -Science -Science, Technology, Engineering and Mathematics (STEM)


-Biology -Chemistry -Physics


-Biology SL/HL -Chemistry SL/HL -Physics HL

Social Sciences -Politics -Legal Studies

-Economics and Globalisation - International Relations -The Law in Perspective

-Economics -Accounting

-Economics -Economics -Legal Studies -Global Politics

-Economics SL/HL


Co-curricular activities

Music

Debating

Music is an important part of education and at Lauriston all students have the opportunity to participate in the School’s robust instrumental and vocal teaching program.

Each student who learns music with Lauriston also joins an ensemble and has many opportunities to perform across the year. From weekly concerts to musical stage shows, the music program gives every girl a chance to play and excel.

In 2017, the biennial Gala Concert for students from Prep to Year 12 took place at the Melbourne Recital Centre. The music staff did a wonderful job preparing the girls for this important musical celebration. Throughout the evening the years 5-8 string orchestra, the concert band, orchestra and symphonic band played. A number of choirs also performed including the Blairholme Choir, Lauriana, Montrose Choir and the Anthem Choir. The Prep-12 Massed Choir performed the finale song, ‘Sesame Street Medley’.

The classic Hans Christian Andersen story and the Disney film, Little Mermaid Jr, about a mermaid princess who dreams of becoming human was re-interpreted for Lauriston’s musical. The years 5-8 musical provides an opportunity for girls in the Junior and Senior schools to collaborate and get to know one another better. They had a great time and showed the audience the power of hard work and the fun of following a passion.

Lauriston competes in the Debaters Association of Victoria Schools Competition, which brings together over 100 schools.

The School is in the Hawthorn region and takes part in five debates over one season. 100 girls participated in debating from years 7 to 12 in 2017. Senior students act as mentors for junior debaters.

.

The topics are challenging and include:

– Western governments should prioritise foreign aid over domestic social welfare

– Government should financially incentivise women to enter fields currently dominated by men

– Government should ban internet gambling

In 2017 Lauriston hosted the quarter finals which saw the 7/8 centre filled with students and parents from a range of schools.

Our B Grade (Year 11) team 2 progressed throughout each round and became runners up in the State Championships for 2017. The topic was ‘That the Federal Government should compensate Indigenous Australians for loss of land. Isabella Crouch was awarded a ‘Swannie’ for her efforts in being Best Speaker for each of the 10 debates she participated in.

There was a significant shift in the general approach to debating in 2017, especially around developing quick independent thinking, which furthered the way debating complements academic study.

Lauriston also started a Chinese first language debating team.


Drama

2017 was an exciting year for the performing arts.

The senior students embarked on a very ambitious medieval morality play called Everyman. The play was written in Middle English during the Tudor period but our students performed a version that was recently adapted by poet, Carol Ann Duffy.

Three students played the role of Everyman so as to represent the changing face of humanity. The performances were to take place outside, like medieval times but due to poor weather had to be brought inside. The girls gave powerful performances and delivered messages that are still relevant today. The years 5-8 musical was a huge hit and the drama training was certainly evident on stage.

In years 7 and 8, drama is a compulsory part of the curriculum and gives students a platform of knowledge and skills in a range of theatrical styles. In years 11 and 12 students begin their two-year journey, through studies in IB or VCE, and are immersed in a course that gives them vital skills in stagecraft, direction, acting and the processes of production.

Lauriston runs a successful Australian Music and Examinations Board (AMEB) program where students participate in drama outside the School curriculum. The AMEB results are outstanding and reflect the girls’ commitment and ability in drama.


Sporting highlights

22 1 5

3 1 6

sports played premiership win

zone wins

zone finalists GSV Carnival win

skills development programs


Girls have the opportunity to participate in the following sports at Lauriston:

– AFL – Badminton – Basketball – Cross country – Cycling – Diving – Fencing – Field cricket – Golf – Hockey – Indoor cricket

– Netball – Pilates – Rowing – Sailing – SnowSports – Swimming – Tennis – Track and field – Triathlon – Volleyball – Water polo

Lauriston provides all students with the opportunity to be involved in our Recreational Program held throughout the year. The program involves girls unable to compete in the weekly sport program as well as students who want to focus on improving their health and wellbeing.

Senior sport resultsThis year has been a successful one for Girls Sport Victoria (GSV) competitions with Lauriston achieving a premiership in the following:

– Junior Water Polo A

Lauriston was the zone winner in the following sports:

– Senior A Indoor Cricket team – Junior A Softball team – Senior A Water Polo team – Intermediate A Netball team – Junior D Netball team

Other Lauriston finalists include:

– Senior Hockey A – Junior Netball A – Junior Netball E

In the four major GSV carnivals (swimming, diving, cross country, and track and field) the Lauriston teams performed well and placed consistently in the top 10 of 24 competing GSV schools.

Swimming – 3rd place in Division 3

Diving – 7th place in Division 2

Cross Country – 3rd place in Division 3

Track and Field – 1st place in Division 3

Lauriston had a number of girls finish in the top ten from all GSV schools in either an individual or team event, enabling them to qualify for the GSV finals.

Claudia Cameron (Year 7) and Luciana Treacy (Year 11) were selected to compete at the National Track and Field titles.

Junior sport resultsJunior School students compete in the School Sport Victoria code, with students progressing through the district divisions, regional and state sectors.

The following students progressed through the code to compete at the state level:

– Cross Country – Madison Miller and Eloise Thompson

The following student progressed through the code to compete at the regional level:

– Track and Field – Amelia Detheridge

The years 4-6 Hockey 7s team, the ‘Laurie Leopards’, became back-to-back School Sport Victoria State Champions. Congratulations to Maisie Henshaw, Miranda Wang, Skye Park, Charlotte Gray, Lucy Dunlop, Amelia Dethridge, Eliza Grey, Zoe Kleinig, Eva Henshaw, Agnes Jennings, Chloe Dunlop and Lili Pertzel for competing in the successful team.

The Lauriston SnowSports team competed at the Victorian Interschool Snowsports Championships and had a number of junior girls qualify for, and compete at, the Australian Snowsports Championships.

Congratulations to all the girls who competed at these events and well done to Lara Kelly in Year 2 who won a gold medal in the Alpine Giant Slalom.

Outside of the School Sport Victoria code, our water polo team achieved great success, with the years 5/6 team placed first in the Victorian Water Polo Schools Competition for the fourth consecutive year.

Sport


Our SnowSports program is robust and now includes girls from both the Junior and Senior schools. The 2017 team achieved outstanding results at the Victorian Interschools Championship and 31 girls qualified for the Australian Championships.

There has been wonderful mentorship and leadership shown by the older girls to encourage and nurture their teammates.

Team numbers2017: 692016: 732015: 482014: 522013: 48

Victorian Interschool Championships – Female Primary Schools: Lauriston placed 3rd out of 10 schools

– Female Secondary Schools: Lauriston placed 4th out of 10 schools

– Outstanding Individual Achievements: 4 x Gold, 4 x Silver, 3 x Bronze

– Outstanding Team Achievements: 4 x Gold, 2 x Silver, 4 x Bronze

National Interschool Championships – Female Primary Schools: Lauriston placed 5th out of 17 schools

– Female Secondary Schools: Lauriston placed 4th out of 21 schools

– Outstanding Individual Achievements: 3 x Gold, 2 x Bronze

– Outstanding Team Achievements: 2 x Gold, 1 x Silver

Emily Boyce (Year 12) was the recipient of the Clinton-Wilton Cup, awarded to the best snowboarder in Victoria from all secondary students across the state.

SnowSports


‘Lauriston rowing has allowed us to grow and develop as individuals and gain an insight into what we can achieve mentally and physically.’ Rowing Captains, 2017

There were many great races throughout the season and some well-deserved wins. More than 40 girls form part of the School’s Senior Rowing team and we were thrilled to have 35 girls row in our Year 8 squad, which commenced at the start of Term 3. The improvements and competiveness of this group showed in the early stages of their rowing technique.

Barwon RegattaGold Female U19 Coxed IV – 1st Senior IV

Nagambie Regatta1st Senior IV won the Schoolgirl Division 1

2nd Senior IV won the Schoolgirl Division 2

Victorian State Championships—Nagambie Lakes2nd & 3rd IVs combined for the Schoolgirl 3rd VIII Division – Gold

1st Senior IV – Silver Female U19 Coxed IV & Silver in Schoolgirl Division 1 Coxed IV

Head of the Schoolgirl’s RegattaYear 10 A Quad: Won the B final and finish 5th overall for their division

Senior 2nd IV: Gold in the Schoolgirl 2nd Division. It was the second gold for Lulu Morand, Sophie Rayne and Olivia Young having won the 3rd IV Division in 2016

Rowing


Community Service

Lauriston’s community service program, Girls In Values Education (GIVE), encourages students across all year levels to actively involve themselves in the community and make an impact through action. Community Service Coordinator Sarah Jessup helps students develop their moral compass and contribute to causes at a local, national and global level. As well as participating in school-led activities, many students chose to spearhead their own campaigns, working with the School and their peers to raise funds for causes close to their hearts.

Locally Nationally Globally

Door knocked for the Royal Children’s Hospital Good Friday Appeal

Collected cans for the Malvern Emergency Food Program

Year 6 hosted a treadmill challenge for Very Special Kids

Year 5 organised a footy day for the Will Murray Foundation

Year 12 student, Luisa Moran initiated the Warm Socks Project which collected toiletries for the homeless

Regularly tutored refugees and students who have English as a second language at Friday Night School.

Participated in Australia’s Biggest Morning Tea for the Cancer Council

Filled shoe boxes with Christmas gifts for the Asylum Seeker Resource Centre

Continued the School’s strong support and contributions to the RSL ANZAC and Poppy Appeals

Held casual clothes days that raised money for UNICEF

The Year 6 Community Service Leadership Team hosted a KidsView conference that raised awareness and facilitated engaged discussion around children’s rights, poverty and world sustainability

Students took part in the Live Below the Line Challenge to help alleviate global poverty

Walked for The United Nations Walk for Women

Girls can also choose to visit other cultures and partake in community service in different parts of Australia and overseas. The significant trips and tours program is a key part of the Service and Action Strategic Plan.

In 2017, students went to Borneo and helped build new facilities including soccer goals, plant boxes and a study room in a remote mountain village called Kampung Kiau.

Five Lauriston students travelled to Noonkanbah in Western Australia and took part in a cultural and community exchange. They studied and lived at the Kulkarriya Community School for five days.

Year 10 and 11 students travelled to Ecuador and the Galapagos Islands in December. The group fundraised before leaving and contributed $1000 to building materials for a family home. In the village of San Clemente, the girls helped finish the house they fundraised for by building its roof, windows and garden.


Lauriston Parents’ AssociationThe School has an active and supportive community led by the Lauriston Parents’ Association (LPA) and a number of subgroups within it. These groups work with the School to foster relationships that are vital in maintaining the happy and engaged community that is Lauriston.

The highlight of the year was the LPA Gall Ball, attended by more than 500 people and the culmination of more than 18 months’ preparation. It was an incredible celebration of the talent and energy within the School.

The Huntingtower Lunch featured guest speaker Mariam Issa who is an International Women’s Forum member and co-founder of Space2b. She spoke about her journey from Somalia with her family and her work to empower herself and others to live successful and peaceful lives.

The annual Mother’s Day Breakfast had 400 attendees again this year, with mothers and daughters up early to celebrate and give thanks. The annual New Parents’ Cocktail Evening helps grow and support a sense of connection within the Lauriston community and this year was no exception, with parents enjoying good company, food and wine in Irvine Courtyard.

CommitteeSusie Roberts – President

Steven Donegan – Treasurer

Tracey Curro – Vice President, Senior School

Leanne Jeffs – Vice President, Junior School

Faye Louey – Secretary Executive

Kimberley Poynton – Secretary Senior School

Kirsten Macleod – Secretary Junior School

Geraldine Corbett – Communications

Juliet Lithgow – Communications

Beverly Mallett – Communications

Feng (Sophie) Wang – Communications

Marie Kudnig – Event Coordinator Senior School

Faye Louey – Event Coordinator Junior School

Penny Jaski – Kindergarten Representative

Juliette Tan – OLA Representative

Tatty Happell – Foundation Member

Lauriston Arts AssociationThe Lauriston Arts Association (LAA) hosted some great events in 2017.

The LAA continued to support the Scholar-in-Residence program and funded Artist-in-Residence, Amanda Morgan, who worked with a number of year levels to create light installations. The School was then transformed into ‘Lauriston Lights’ to show off the work that had been created for specific places including lockers, classrooms and common spaces. The program also supported Poet-in-Residence Lia Hills who worked with years 5 to 8 and Year 10 students. Their poetry was printed and displayed in a number of quirky places around the School including stairways and windows.

The LAA sponsored the Art Acquisition prize, which was awarded to Isabelle Sijan for her photograph ‘An Ageing Perspective’.

Other highlights of the year included the Chamber Music Lunch and the Jazz Cabaret.

CommitteeRachel Irons – President

Shirley Lu – Treasurer

Charissa Ho – Secretary

Kirsty Thomas – VP Communications

Marissa Crouch – VP Literary Arts

Kim Hayes – VP Music

Peta Donnelly – VP Drama

Iris Isaacs – VP Fine Arts

Vicky Fang – International Liaison

School community


Lauriston SnowSports AssociationThe Lauriston SnowSports Association aims to support the SnowSports program through fundraising and season preparation, on-mountain organisation, supervision and social activities to ensure the success of the team. The logistics of the sport means the support of parents is paramount and the team continues to grow and thrive because the committee is so capable and passionate.

CommitteeChris Schwarz – President & Moguls

Jacqui Le Deux – Vice President

Anne Boyce – Secretary

Chris Darby – Treasurer

Deb Batten – Snowboarding

Lisa Schiller – Cross Country

Christine Honan

Nigel Houghton-Allen

Katrina Calder

Georgina Giddy – Junior School

Jane Anderson – Junior School

Fathers of LauristonThe Fathers of Lauriston connects the male members of the Lauriston community, with social gatherings held every term. One of the major events for this group is the Fathers of Lauriston Dinner, an annual fundraiser at Kooyong Tennis club that seeks to bring all dads together from across the School. In 2017 the special guest was Simon Del Zoppo who is an IT entrepreneur. Currently Simon is the Head of Innovation and Mentoring at Incubate.it.

CommitteeAndrew Herbert – President

Lauriston Rowing AssociationThe Lauriston Rowing Association aims to support the School’s rowing program. It does so through fundraising; ensuring that equipment is up-to-date and well-maintained; organising functions for the rowers and their families to foster open communication and knowledge-sharing between parents and the rowing program; and fulfilling Lauriston’s obligations to provide officials and marshals at regattas.

CommitteeMatthew Honan - President

New and International Parents GroupThe New and International Parents Group welcomes those families who are new to Lauriston and works to ensure that they feel supported as they join the community. The group also helps those parents who have relocated not to just a new school, but also to a new country. A number of international families join Lauriston each year from countries across the globe from locations as diverse as Japan, China, the United States of America, Canada, the United Kingdom, France, Korea, India, Malaysia, Thailand, New Zealand, Tahiti, Vietnam and the Czech Republic.

The Group meets monthly and plans activities to help new families meet others in the Lauriston community. Activities include coffee mornings and lunches, and free weekly English as an Additional Language (EAL) classes.

CommitteeMarissa Crouch

Wendy Zhang

Cathy Zhang

Amy Zhou Tao Hsu

Ida Huang

May Sun

TuckerboxTuckerbox is a service delivered by the School community. Created to help those families and staff who have experienced an injury, serious illness or family bereavement, Tuckerbox provides meals and food to those in need.

CommitteeTiffany Comb – Senior School

Nicky Harle – Junior School

Old Lauristonians’ AssociationThe Old Lauristonians’ Association (OLA) has been a major part of the School for over 100 years and, in 2017, hosted a number of new events alongside the regular suite of reuninons, including the Lauriston Life Series with guest alumnae sharing their lives and work. In 2017 the Hon. Jane Hume, an Australian Senator, spoke about her road to parliament and Jackie Bowker shared why she moved from a career in marketing to being a nutritionist. The Senior Old Girls’ Music Lunch, an event that brings together students who graduated over 50 years ago was again a huge success.

CommitteeMel Rea – President (appointed May 2017)

Xing Zhang – Treasurer

Pip Duncan

Sophie Rice

Fiona Finster

Alexandra Harvey

Anna Wilson

Kate Wipfli


School performance

Our workforce

Workforce composition

Head Count Full-Time Equivalent (FTE)

Number of teachers and assistants employed

201 139.38

Number of non-teachers employed 57 53.95

Total 258 193.33

No staff members have advised us that they have an Aboriginal or Torres Strait Islander background.

During 2017, Lauriston Girls’ School received a Workplace Gender Equality Agency (WGEA) Employer of Choice for Gender Equality citation. Lauriston was the only school in Australia to achieve the citation. Lauriston has been the recipient of citations awarded by the WGEA, and its predecessor the Equal Opportunity for Women in the Workplace Agency (EOWA), since 2008.

Teacher standards and qualificationsDuring 2017 Lauriston Girls’ School employed 153 Victorian Institute of Teaching (VIT) registered teachers either full-time, part-time or as replacement staff. In addition, instrumental music teachers were also employed largely for one-on-one tuition. Not all of these teachers are VIT registered. In every instance, staff members have submitted to a criminal records check or have a current Working with Children Check.

Lauriston staff members engage significantly in ongoing professional learning and as a consequence there are many that hold additional qualifications. Most commonly this is a master’s degree but many staff members also hold certificates of competency in specialist teaching areas, such as English as an Alternative Language (EAL), careers education and digital technology. We note that in 2017 Lauriston was fortunate in recruiting highly-qualified teachers, many of whom have come to the teaching profession from other occupations. This broadens the experiential profile of the staff and diversity of opinion within the School.

In 2017 the spread of qualifications encompasses three doctorates, 33 master’s degrees, 81 postgraduate diplomas and certificates, an MBA and a range of non-teaching industry specific qualifications, such as Certified Practising Accountant, Chartered Accountant, Pharmaceutical Chemist and Registered Nurse.

Many teachers are members of professional bodies such as the Australian College of Educators (ACE), the Australian College of Educational Leaders (ACEL), subject associations and the Australian Curriculum Studies Association (ACSA). A number of staff members are fellows of these organisations or hold executive board or management positions as part of their contributions to the profession.

Staff retentionThe average tenure of all existing teaching staff employed at the end of 2017 was 7.4 years (2016: 7.6 years).

In 2017 there were 23 departures from the teaching staff, including teachers and teacher assistants. Of those who departed in 2017:

– Resignations/retirements: 15

– End of contract: 8

Staff turnover (including staff completing fixed term contracts) was 11.44%.

Staff attendanceDuring 2017, the staff attendance rate was 97%, indicating that staff missed 1.5 out of every 50 working days. In 2016, the attendance rate was 94%.


Our students

Student attendanceThe student attendance rate is defined as the number of actual full-time equivalent student-days attended by full-time students in years 1 to 10 as a percentage of the total number of possible student-days attended over the reporting period. Any unexplained student absence is first addressed with an SMS to parents, with a follow-up communication made by the student’s Tutor or Head of House if necessary. Students who are continually absent or late without reason are given an after-school detention.

Year Level Attendance Rate

Year 1 99%

Year 2 96%

Year 3 96%

Year 4 96%

Year 5 97%

Year 6 97%

Year 7 96%

Year 8 95%

Year 9 97%

Year 10 98%

Student retentionIn 2017, the student retention rate (that is, how many students who graduated Year 12 in 2017 completed Year 9 with Lauriston) was 82%.

Year Retention Rate

2013 82%

2014 96%

2015 92%

2016 89%

2017 82%



Student outcomes


The graduating Class of 2017 achieved high-ranking results with 84% of students achieving an ATAR of 80 or above. The median score achieved was 94.6.

Combined VCE and IB results

Median ATAR

Percentage of students with

ATAR above 90

2010 89.60 49%

2011 86.70 51%

2012 96.05 68%

2013 94.30 64%

2014 93.60 63%

2015 89.05 57%

2016 92.90 60%

2017 94.60 66%

Post-secondary destinationsAfter receiving their final scores, 96% of students received a first round offer of which 93% were domestic and 7% were international university placements. Monash University and the University of Melbourne were the most desired tertiary choices.

Year 32013 2014 2015 2016 2017

Reading 502 494 529 518 495

Writing 487 451 481 487 491

Spelling 458 463 463 467 472

Grammar and Punctuation

508 524 520 522 522

Numeracy 451 470 467 469 476

Year 52013 2014 2015 2016 2017

Reading 568 563 567 557 572

Writing 554 525 535 533 544

Spelling 553 540 535 544 545


590 557 568 573 587

Numeracy 565 526 549 553 543

Year 72013 2014 2015 2016 2017

Reading 592 603 606 592 610

Writing 586 564 574 579 587

Spelling 587 580 597 586 592


591 609 608 607 615

Numeracy 619 617 634 619 627

Year 92013 2014 2015 2016 2017

Reading 661 664 641 623 633

Writing 650 656 620 616 631

Spelling 632 647 628 616 630


667 670 626 632 628

Numeracy 663 669 671 664 664

Student outcomes in standardised national literacy and numeracy testing

Lauriston participates in the National Assessment Program – Literacy and Numeracy (NAPLAN) in years 3, 5, 7 and 9. Assessments have been conducted since 2008.

The tables below detail the mean score achieved across each tested cohort for the past five years.

Senior secondary outcomes

Range of subjects offered in years 11 and 12Students at Lauriston can choose to study either VCE or the IB in their final two years of schooling. Students choose the subjects they will study in these two years while they are still in Year 10. The students receive support from a number of key staff across the School when making this decision, including their Head of House, the School’s Careers Counsellor, the VCE and IB coordinators, and the Head of Senior School.

Year 11 Year 12

IB VCE Total IB VCE Total

Arts 3 5 8 3 5 8

English 1 3 4 1 3 4

Humanities 3 2 5 2 1 3

Languages other than English (LOTE) 5 2 7 5 2 7

Mathematics 1 3 4 1 3 4

Physical Education (PE) and Health 1 1 1 1

Science 3 4 7 3 4 7

Social Sciences 1 2 3 1 3 4

Grand Total 17 22 39 16 22 38

In total, 39 subjects were offered to Year 11 students in 2017, and 38 offered to Year 12s. The table below details the subject offerings by their curriculum domain. For a full list of subjects offered, please refer to page 48.

Student leadership programAll students at Lauriston are given the opportunity to lead both in the classroom and in the wider School community. Some of these roles, like School Captain, have been around since Lauriston’s inception. Other roles, such as the Student Leadership committees, have been created in recent years to provide more opportunities for students to lead and make an impact on areas of the School they are passionate about, including arts and sport.

Students


Human Resources and staff supportThe Director of the Lauriston Institute and Human Resources – Teaching is responsible for managing the recruitment and retention of highly qualified and motivated teachers, and for their ongoing professional development. This function is carried out in conjunction with the School Executive, which has an ongoing commitment to high-quality learning and teaching.

In addition to the provision of a broad range of professional learning, the Director is responsible for a range of human resource functions which include performance management, the management of the School Employee Assistance program, study support programs for staff, and general staff welfare. The Director works with the Principal to ensure that all staff are appropriately briefed in relation to Child Safe Standards, Reportable Conduct and the expectations of the Lauriston Code of Conduct.

The Director and the Business Manager also oversee Human Resource issues related to non-teaching staff and they manage the negotiation of the Certified Agreement under the Fair Work Australia legislation.

Feedback on performanceThe Lauriston Professional Recognition Program (LPRP) has been developed to ensure that all staff members have access to specific performance feedback. Two separate but complementary programs exist for teaching and non-teaching staff. The teacher version is a developmental program that focusses on improving instruction and enhancing pedagogical skills. The guiding principles of the program are the Australian Institute for Teaching and School Leadership (AITSL) standards. This program is online and approximately 50% of teaching staff complete the six-step program each year. This program is also used to confirm ongoing employment during the six-month probation period and for some teachers is a contribution to their move from provisional to full registration with the Victorian Institute of Teachers.

For non-teaching staff, the LPRP is based on a set of established competencies on which unit managers are able to provide feedback. This system is, at present, paper-based.

Broad participation in decision-making processesThe School has a representative Staff Consultative Committee that meets once a term with the Principal and School Executive team to discuss matters of common interest or concern. All staff members have access to the agenda of the committee and may, if they wish, attend and speak to items listed for the meeting.

Other opportunities to consult are also used. For the most part, these are regularly scheduled whole School staff meetings, section meetings and, from time-to-time, project teams and research groups set up to consider organisational and curriculum change.

In the negotiation of the Certified Agreement, formal meetings between school management and members of the Certified Agreement Consultative Committee are scheduled. The Fair Work Act provides an opportunity for any staff member to be part of these discussions should they wish to participate. Generally all sectors of the School are represented around the negotiation table.

Regular meeting are held with parents to report on student progress and with the School community to discuss matters of common interest.

Parent, student and staff satisfaction The Independent Schools of Victoria LEAD survey is used every second year to gauge levels of staff, parent and student satisfaction. As the survey ran in 2016, in 2017 the School instead gathered anecdotal data about levels of satisfaction through regular consultation with existing representative structures, such as the Lauriston Parents Association, the Old Lauristonians’ Association, the Staff Consultative Committee, the Student Representative Council and, of course, School Council.

Teachers


During 2017, Richard Jamieson resigned from the committee. The committee meets formally seven times a year and provides informal consultation to the School’s management across the year. This committee has direct responsibility for overseeing the financial operations of the School and is tasked with recommending annual budgets, reviewing the monthly results and approving the annual financial statements. This committee reports to the School Council.

The School prepares annual financial statements that are audited by Deloitte. These consolidated accounts include the revenue and expenses of the School and the Lauriston Foundation (which is the fundraising entity of the School). The Foundation’s assets in the Education and Scholarship funds form part of the Foundation Corpus and income from these funds is used to support the School’s programs. Donations made to the School via the Foundation’s Building and Library funds are directed to specific building projects and purchase of library resources.

Lauriston derives the majority of its operating revenue from tuition and program fees to fund the annual operations of the School (see Figure 1). The School also supplements its income by hiring out facilities to external users, operating the uniform shop and aquatic centre. When setting the annual budget, the School seeks to minimise increases in tuition fees and to operate with a modest operating surplus (after allowing for depreciation costs). The surplus or deficit naturally varies from year-to-year depending on enrolment numbers, programs run and expenditure incurred.

During 2017 the majority of the operational expenditure relates to staffing, curriculum and student costs (79%) and an additional 21% of costs attributable to services and administrative costs (including depreciation). (See Figure 2)

During 2017, the School achieved an operating surplus of $3.78 million. The accumulated surplus has been retained for future development of the School’s facilities including construction of a new underground car park, sport and health precinct, unified Junior School and Early Learning Centre. The construction works are expected to commence in late 2018.

The School had no external borrowings during 2017.

Financial results

Lauriston’s Finance Committee currently comprises four external members, the Principal and Business Manager.

Figure 1: Income 2017 Figure 2: Expenses 2017

79.69% Tuition and residential fees

6.31% Grants – Federal

1.86% Grants – State

4.64% Childcare

7.51 % Other

67.38% Staff

6.10% Educational/curriculum

6.54% Services

7.41% Sundry

1.47% Development/marketing

0.12% Interest

5.51% Depreciation

4.22% Howqua boarding

1.25%Camps and Student expenses


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