Annual Report 2018

BCGS

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Bunbury Cathedral Grammar School

Contextual Information Bunbury Cathedral Grammar School is an Independent, Anglican, Co-educational, Kindergarten to Year 12, Day and Boarding School located in a beautiful, semi-rural area in the South West of Western Australia. The School’s Mission is to provide excellence in all-round education within a unique environment by:

• promoting best practice in pastoral, academic and co-curricular programs; • creating a caring, stimulating, structured and Christian setting; and • encouraging students to use all their gifts to flourish and to achieve their potential.

As an independent Anglican school, run by its own Board of Governors, our School determines its own policies without reference to any outside body. As an Independent Grammar School, our academic programs are demanding and our academic expectations are very high. Our co-curricular program is comprehensive, as is our system for the pastoral care of students. Our ability to determine our own tuition fees and independently manage our funds has allowed us to provide outstanding programs, innovative teachers and substantial facilities. Indigenous Student Scholarship Program The inaugural scholarships were offered in 2013 to provide Indigenous students the opportunity to attend Bunbury Grammar as either day students or boarders without regard to their geographical or socio-economic situation. We attract students who will flourish with the social, co-curricular and academic demands of our School. Ideally, students who graduate from the program will have the educational knowledge and life skills to enter further education. Enhancing the accessibility to the School’s all-round education and range of co-curricular opportunities for indigenous students remains a priority for the School, and we are pleased to partner with MADALAH Limited, as we strive to increase the number of enrolments, as reflective of the wider population. Pastoral and Co-curricular Program Strong pastoral care and co-curricular programs foster engagement with the School, allowing students to achieve their potential in our academic program. This includes activities such as music, sport, drama, debating, robotics and coding clubs and community service. These activities complement the academic work of the School, providing students with access to a range of opportunities, which greatly increase the probability of students finding activities at which they excel, therefore building self-esteem and increasing the likelihood of their success in other activities.

www.bcgs.wa.edu.au

www.bcgs.wa.edu.au

Sporting highlights for 2018 included strong competition in the South West Independent Schools Sports Association’s Interschool Cross Country and Swimming carnivals and the South West Head of the River Rowing Regatta. In 2018, the School had one of its most successful years at the School Sport WA’s Country Week, with our A Grade girls’ netball team winning the grand final for the fifth year in a row. The girls’ netball team went on to win the WA Sport Schools Championship Cup, making them one of the best high school netball teams in the state. In addition, the boys’ netball team took honours at the WA Sport Schools’ competition. Our students enjoyed individual success, being selected to either state or national representative teams for disciplines including, but not limited to athletics, basketball, cross-country, hockey, underwater-hockey, netball, robotics, sailing and swimming. The School enjoys a vibrant creative, performing, and visual arts culture. Performing arts students excelled in solo, ensemble and band performances in the WA Performing Arts Eisteddfod in Bunbury. The School’s annual Festival of the Arts opened with an Art Exhibition, highlighting student artwork from Kindergarten to Year 12. An outstanding Music Gala Concert at St Boniface Cathedral and the Perming Arts’ production, The Wiz, at the Bunbury Regional Entertainment Centre, rounded out the celebration of the Arts. Round Square Association (RSA) The School is an active global member of the Round Square Association (RSA), an association of internationally diverse network of 200 schools in 50 countries on six continents. Founded on the philosophy that a student’s education is so much more than classroom learning, Round Square encompasses life experience centered on the IDEALS of Internationalism, Democracy, Environment, Adventure, Leadership and Service. This membership provides a vital framework within which our Primary and Secondary students practice global citizenship. Our students actively participate in both regional and international conferences, exchanges, and service projects. Through Round Square, students gain confidence, connect with the wider world, and develop capabilities and attitudes for responsible, compassionate leadership that equip them for positive and engaged citizenship.

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Enrolment Enrolment in the Primary section of the School is Kindergarten to Year 6, with Year 7 to 12 comprising the Secondary section. Since 2010, Year 7 has been the entry point to our Secondary section, while Boarding at the School begins from Year 7. Our purpose built Year 7 Centre continues to deliver an exceptional transition program for our Year 7 students, facilitating a seamless transition from Primary to Secondary education.

Primary School Year K PP 1 2 3 4 5 6

Female 7 9 10 12 11 14 20 25 108 Male 13 13 11 18 11 15 16 29 126

TOTAL 234

Secondary School Year 7 8 9 10 11 12

Female 34 42 40 48 29 55 248 Male 36 42 57 38 50 38 261

TOTAL 509 The School’s enrolment policy is not academically selective and offers only a few academic scholarships. The School caters for a range of academic abilities, including students with Special Educational Needs who need either Support or Challenge and Talent Development and Honours’ programs for students who require extension. A sense of community and purpose pervades the School, as students, staff and parents work together to ensure that students have the opportunity to achieve their potential. Our pastoral program, based on a strong House system, is essential in this process, and our extensive co-curricular and camps programs help to engage our students in their School. We have a strong commitment to a range of sports and a well-established program in the Arts. The total student enrolment of 743 includes 68 Boarding students. Our central aim in Boarding is to provide students with a home away from home experience that enables each boarding student to develop strong friendships, lifelong learning strategies and a degree of independence and co-operation that will serve them well in life beyond school. Students feel at home among our magnificent bush campus; a place where they develop lifelong friendships and become part of our special Boarding family. As one of only two co-educational boarding schools in the state, families cherish the opportunity to educate their sons and daughters at the same school.

www.bcgs.wa.edu.au

www.bcgs.wa.edu.au

Board of Governors

Members of Board of Governors Mr Simon Jacob LLB Chair Appointed: 24 April 2018 Mrs Maria Cavallo, BBus, CA Vice Chair Appointed: 24 April 2018 The Bishop of Bunbury, The Right Reverend Dr Ian Coutts, Ph.D.M.Sc. (Oxon). B.A. C.Q.S.W. GradDip (Theology) Appointment Ex Officio Mr Matthew Basham BArts Appointed: 26 April 2016 Rev Paul Cannon, BA BibStud (Hons), BA (Humanities), B.Theol(Hons), Dip Spirituality, Cert. Professional Supervision, Cert IV TAE Appointed: 24 April 2018

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Canon Darryl Cotton, Bth Appointed: 14 January 2016 Dr Andrew Kirke Msc Hons, MBBS, FRACGP, FACRRM, DRANZCOG, DTMH Appointed: 11 April 2017 Mrs Rachel Lanagan, BSc(Hons), Cert BA (Parents and Friends’ Association) Appointment: 24 April 2018 Mr J Kent Lyon, BArch, BArts, ABWA, RAIA, M.ICOMOS, CEFPI, GSAP Appointment: 26 April 2016 Mrs J Norton (Old Grammarians Association) Appointment: 11 April 2017 Mr M D Shearer BSc(Hons) Grad DipEd MScEd Grad DipBus Appointment: 11 April 2017 Mr J Tombleson BCom, CPA, GAICD Appointment: 26 May 2016 Mr M Giles BEd, MEd, DipComp, MACE, AFAIM Head of School Appointed: 1 January 2012 Mr M R O’Brien, BSc(Hons), Bed Observer Mrs J G Nobbs Secretary The Board’s core responsibility is to act as the custodian of the current and long term interests of the School. Its focus is to provide oversight and governance with respect to ensuring that the School is operating in a way that embraces the mission statement and considers the long-term viability of the School. The Board is responsible for establishing governance-level policies and establishes strategic direction including the development of the School’s mission statement, values, and ethos. The Board’s role is to verify that management has implemented the policies and strategic direction and that management is carrying out the day-to-day operations consistent with the mission statement, values, and ethos that have been developed. The Head of School, in conjunction with Senior Staff, designs, implements and manages the day-to-day operational processes, consistent with the established strategic direction. The Head of School has a responsibility to ensure that Board policy and direction are acted upon and that the School is compliant with all relevant government legislation and legislative requirements.

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The Functions of the Board include

Determine education policy and strategic direction under which the Head of School will

manage the School

Verify the financial integrity and viability of the School, including

assets such as buildings and grounds

Define Vision, Ethos, Values and Mission Statements for the

School

Appoint the Head of School and manage their performance

annuallyApprove the approach to Risk Management

Verify the approach to governance, regulatory and

legal compliance

Oversee the performance and operation of the School

Ensure appropriate Board composition and performance

including regular self-evaluation and education

Ensure an appropriate level of communication with members of

the School community

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Staff - Leadership

Head of School

Mr M Giles BEd, MEd, DipComp, MACE 2012

Head of Secondary Mr M R O’Brien BSc(Hons), BEd 2016

Head of Primary Mr R J Whirledge BA, MA, DipEd 2017

Deputy Head Secondary (Academic)

Mrs K E Chiera BSc (Hons), MEd, PGCE 1999

Deputy Head Secondary (Wellbeing)

Mr N B Goerling BA, DipEd, MEd, 1981

Deputy Head Primary (Wellbeing)

Mr B J Duff BCom, DipEd(Prim) 2010

Deputy Head Primary (Academic)

Mrs A Dunn BA(Prim Ed), GradCert(IntEdSch) 2011 to 31 December 2018

Chaplain The Rev’d Canon G P Chadwick BD (Hons), BSc, DipEd 2005

Director Business and Administration

Mrs J G Nobbs 2008

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Primary Teaching Staff Primary Teaching Staff, their qualifications and the year of commencement at the School, is shown below: Mrs S Bancroft BEd (EarlyChldSt) Term 2, 2015

Mrs G Biggar BEd, DipT, GradDipAppSc 2000

Ms R Brogan BEd(Hons) 2010

Mrs C Carlisle HD Ed 2011

Mrs T Duff B Elementary Education 2013

Mr G W Dunbar DipT, BEd 2002

Mrs M Golinski BEd(Prim), MSc(MathsEd) 2012

Mrs K Grigg BEd 2016 - 2018

Mrs K Holdman BSc (Physiotherapy) CertMHealth, GradDipEd 2012

Mrs J Lincoln BTeach, Med 2018 - 2018

Mrs P Mulder Bed 2008

Mr K Murray HDE 2014

Mrs K Shepherd BEd (Hons) French GradDipEdL, MEdL 2010

Mrs C Swart LibIS (BBIBL) GradDipEd (Prim) 2012

Mrs N van Rhyn BA(Art), GradDipEd 2010

Mrs M Waddingham BA(PrimEd), BEd(Hons) 2014

Mr J Williams BEd (Prim-Mid) 2013

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Secondary Teaching Staff Secondary Teaching Staff, their qualifications and the year of commencement at the School, is shown below: Mr J Bancroft, BA (Theatre&Drama) GradDipEd 2008

Mr A G Bandy BSc, DipEd 1999

Mrs J Brittain BMus, GradDipEd 2008

Mr R Brooksbank BA, BSc, DipEd 2005

Mr M Butler BA, GradDipEd 2015

Ms Y Carlson BEd (MusEd) 2009

Mrs K Claassen MSc, GradDipEd 2018

Mr G R Collins B(ProfStud) DipEd 2007

Ms C Cooper DipT, BEd 2011

Mrs A C Cowan BSc, GradCE 1990

Mr J A Cowan BSc (Hons), GradCE 1988

Mr I A Dale BPE, DipEd 1991

Mr R D Dawson BHPE, DipEd 2006

Mr E W Douglas BSc, DipEd 2008

Mrs J Dunlop Dip Teach, BEd, Cert IV Training & Assessment 2014

Mrs L C Fahie BA, DipEd 2000

Mr P A Good BEd 2006

Mr K W Green BAppSc, DipEd 2005

Miss T Green BA(Humanities) GradDip Ed 2012

Ms S Hindley MA(Eng) PGCE(Eng/Drama/Media) 2011

Mrs T Howell BA, DipEd 2009

Mr J Jones BA, MTeach 2018

Mrs L J Kirkham BA (Hons) MEd(EdPsych), PGCE, AdvDipEd(SpecialEd), DipEd(HI), COGE, MAPS, 2010

Mrs J Lockhart DipT 2008

www.bcgs.wa.edu.au

www.bcgs.wa.edu.au

Mr L Maag BEd, GradCert(Special Needs) 2001 - 2011, 2013

Mr R Manchip BArts (Hons) GradDipEd 2011

Ms T Maree BA (Hons) HDE 2011

Ms M McCarthy BEd (Prim) 2011

Mr A B McMillan DipT 2000

Mrs S Millington BSc (Hons), PGCE 2003

Mr S Molewyk MEd, AMusA, Cert IV(T&A), 2009

Ms S Motteram BCreatInd, GradDipEd 2011

Mr G T Murray BA(Ed), BEd 2009

Mrs M Pirie BA, DipEd 2007 – 2018

Ms J Pocock BEd,DipT 2006

Mr J Poller BEng (Hons), PGCE 2008

Mr J S Potter BA, BEd 2007

Miss M Reinders BSc(Hons) GradDipEd 2015

Ms J Ross BMus, GradDipEd, GradDipBus 2017

Mr P Schulze AssocArtT, BEd 1994

Miss J Sgro BA, GradDipEd, Med 2015

Mrs C Slater Bed 2006 - 2009, 2014-2018

Mrs J A Smith BA, DipEd, TC 2000

Mrs N Smith BA, GradDipEd 2003 - 2004, 2015

Mr S Spottiswood BA (AsianStudies) MA (InternationalStudies) DipEd, 2008

Mr M J Stapleton BCom, DipEd, MEd(Hons) 1979-1980, 2000

Ms J M Stevenson BCom, BA 1999

Mr G Strindberg BA (Comm), DipEd 2011

Mrs L P Sutherland BEd, DipT 1982-1986, 1991-1992, 1994

Mr L Taylor BEd(Prim) 2010

Ms D S Tunnington BA, DipEd 1988-1993, 1994-1995, 2000

Mr S Turner BEd(MultidisciplinStud) 2010

Mrs B J Walker BEd, DipT 2005

Mr D White BBus, GradDipEd 2012

Mrs R Wilson BA(PrimEd), BEd 2012

Mrs V Yeoman BA(Hons), PGCE(SecEd) 2012

Sports Co-ordinator Mr J Reid BA, Bed, 2004

School Counsellors Mr A G Lincoln BPsych, MPsych, DipEd, MAPS,2007

and Dr J Harrison BPsych, PhD (Psych) 2017 – 2018

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Workforce Composition

As extracted from the Workplace Gender Equity Report 31 May 2019

Teachers 101* Includes 17 part-time 44 males & 57 females

Support Staff 84 Includes 68 part-time 22 males & 62 females

Total 185

* Includes the Chaplain, Counsellor, and Sports Co-ordinator as teachers, for which they are qualified.

No employees identify as Aboriginal or Torres Strait Islander.

Student Attendance Student attendance data graphed below is for Kindergarten to Year 12. When expressed as a percentage of the number of actual school days attended by students in Years 1 to 10 compared to the number of possible school days for these students, the overall attendance rate for 2018 was 95% for Semester 1 and 93% for Term 3. [My School] Regular attendance at School is an important pre-requisite for students to obtain the best possible outcomes from their education in all of the academic, social, co-curricular and spiritual dimensions of the School. It is also a legal requirement and the School has a responsibility to monitor that all registered students attend school regularly. Regular attendance is defined as at least 90% attendance as a minimum, or absence of five or less days per 10-week term, or one day of absence per fortnight. Teaching staff record student attendance on a period-by-period basis and absentees generated are reconciled with notifications submitted by parents. Administration staff will contact the parent or guardian of any student marked absent and for whom no previous

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explanation for the absence has been provided. Parents are asked to contact the School to confirm the legitimacy of the absence. Should student attendance fall below 90% in a term, the School will arrange a meeting with the parent or guardian and the student in order to counsel them on procedures to be implemented to ensure that the student does attend regularly. In the event that these procedures are implemented and student attendance does not improve, following on a further meeting with the parents or guardian and student, the School would include the Department of Education and then, in consultation with all stakeholders, work to implement an education plan aimed at improving engagement and attendance.

2018 Student Attendance by Year Group

Teaching and Learning The 2018 WACE Examination results reflected staff expectations. All of our Year 12 students in 2018 achieved Secondary Graduation, or their WACE Certificates, the eleventh year in a row that this has been the case. Based on the number of full-time eligible Year 12 students, Bunbury Cathedral Grammar School is the only school in Bunbury to achieve full graduation. The School achieved a median ATAR of 76.

89

90

91

92

93

94

95

96

97

K PP 1 2 3 4 5 6 7 8 9 10 11 12

Atte

ndan

ce b

y Pe

rcen

tage

Year Group

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The students’ Vocational Education and Training (VET) results placed the School joint first in the State and these students did remarkably well; 100% achieved the certification for which they were aiming.

The key reason for any student to attempt an Australian Tertiary Admissions Rank (ATAR) course is to secure a place at a tertiary institution. Of the 2018 cohort, 77 applied to attend a university, and 68 (88.3%) received one of their preferences. Of these, 44 (64.7%) received their first preference and 18 students deferred. The median ATAR of those who applied for a university course was 76.45. These are sound results for the individual students involved and that is far more important than the aggregate results that are displayed in ranking tables as published by the Western Australian media. It was evident that, in general, students who had worked consistently at their course work and Home Study across both Year 11 and Year 12 achieved to the best of their ability. A significant characteristic of the students in the top 2.5% of the State is that all of them had exhibited committed and regular study habits for a number of years. This reinforces the importance of students undertaking such a program in order to produce work to match their true potential. The School continues to work on proactive strategies with students in Year 11 and Year 12 to ensure that they are well aware of the expected commitment to their Home Study, from the start of their Senior Secondary academic program. The School has also continued to develop students’ understanding of how to study in Lower School years, so that they are well prepared with skills in this area when they enter Senior Secondary. Bunbury Cathedral Grammar School achieved these excellent results despite not being an academically selective school and despite giving very few academic scholarships.

83 Students

100% Graduation16 Certificates of

Distinction

23% of students achieved an ATAR of 90+

14 Certificates of Merit

12 Students achieved an ATAR of 95+

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NAPLAN Results NAPLAN is an annual assessment for all students in Years 3, 5, 7 and 9. It assesses skills in reading, writing, spelling, grammar and punctuation, and numeracy. The assessments are undertaken every year in the second full week in May. The benchmarks describe nationally agreed minimum acceptable standards for aspects of literacy and numeracy at particular year levels. A national sample assessment standard defines the performance of a student at the particular year level who is considered proficient in the curriculum area being assessed. The School’s results in the 2018 NAPLAN assessment compare favourably with the National Schools and Similar Schools in the majority of assessments for each of the year groups that sat the tests. The Year 9 results are above both National and Similar Schools’ results in all but one category. ACARA identified our School as having demonstrated substantially above average gain in reading and/or numeracy achievement, as measured by the 2018 NAPLAN.

Year 3 Reading Writing Spelling Grammar & Punctuation Numeracy

School Mean 434 424 402 410 434 National Mean 434 407 418 432 408 Similar Schools 455 424 433 452 423

Year 5 Reading Writing Spelling Grammar & Punctuation Numeracy

School Mean 532 475 499 513 515 National Mean 509 465 502 504 494 Similar Schools 529 482 517 524 509

Year 7 Reading Writing Spelling Grammar & Punctuation Numeracy

School Mean 592 572 561 579 598 National Mean 542 505 545 544 548 Similar school 554 523 560 558 561

Year 9 Reading Writing Spelling Grammar & Punctuation Numeracy

School Mean 620 597 590 606 644 National Mean 584 542 583 581 596 Similar school 601 568 598 597 609

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During recent years, the School has invested in a professional development program for teachers to develop and implement the School’s Model of Learning. We believe this is making the difference that is evidenced by these remarkable NAPLAN results. Going hand in hand with an excellent Model of Learning is the School’s efforts to create a learning environment that is welcoming and safe for all students. We do this through the application of a Model of Care that incorporates aspects of Positive Education. The contribution that this makes to academic progress cannot be understated. Students will not learn if basic wellbeing needs - physical, social, and emotional - are not met. The rich offerings available at our School significantly improve outcomes for our students. The opportunity to study a musical instrument in Year 3 and 5, the priority we place on performing and visual arts, our thriving languages learning area and comprehensive camps program. I am certain that our focus on educating the whole child is the reason our students continue to improve their numeracy and literacy as they progress through our School. This has been our focus since our founding in 1972 and we will continue to offer variety and opportunity for our students.

Post School Destinations The Exit Survey of Year 12, 2018 Leavers gave the following information about their plans for 2019. Many students are choosing to combine part time employment and study:

Destination Count

Studying at University 32

Studying at State Training Providers (TAFE) 1

Traineeships/Apprentices 4

Full Time Employment 6

Part Time Employment 19

Employee Assistance 0

Deferred Study or Training 10

Other 0

Responses 35

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Community Satisfaction In 2012, the School commenced a biennial survey cycle, seeking feedback from our community on the performance of the School and areas for improvement. These surveys provide the School with reliable, measured information and assist with future planning. The School has excellent longitudinal data around key areas of performance. It is pleasing to note that the overall satisfaction ratings have remained consistently high, with overall satisfaction scores of 80%, 79% and 77% from parents, students and staff respectively.

•Learning Environment•Resources and Facilities•Co-curricular programs•Curriculum•Values and Culture•Reporting

Parents

•Co-curricular programs•Reporting•Values and Culture•School Communication•Student Engagement•Learning

Students

•Resources•Procedures•Organisation•Work, Health & Safety•Staff Engagement•Empowerment

Staff

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Formal and informal meetings with parents, student and staff also provide us with feedback about the satisfaction of people in these groups at the School. The feedback is overwhelmingly positive. The School has a well-established Complaints Policy. Any complaint, which is not resolved to the satisfaction of the parent, student or teacher concerned, is escalated to the Head of School for resolution. The Head of School receives only a small number of complaints of this sort each year. The best measure of parent, student and teacher satisfaction is the reputation of the School, as the people in these three groups are the best ambassadors for the School in the wider community. There is no doubt that the School has the well-deserved reputation of being one of the best independent schools in regional Australia.

School Income by Funding Source

Lege

nd

Percent Rounded State Government Grants $ 2,080,390 9.60% 10

Commonwealth Grants $ 5,563,625 25.67% 26 Tuition and other Fees $ 12,063,924 55.67% 55

Other Income $ 1,961,843 9.05% 9 $ 21,669,782 100.00% 100

State Government Grants

9%

Commonwealth Grants26%

Tuition and other Fees56%

Other Income9%

Income Sources 2018

State Government Grants Commonwealth Grants

Tuition and other Fees Other Income