ANNUAL REPORT - Balcombe Grammar School...ACADEMIC Balcombe Grammar is a non-selective school. Our mission is ‘to provide a dynamic learning community, based on Christian values,
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a connected comm
unity
ANNUAL REPORT 2018
CONTENTS
4 Enrolments
5 Student Attendance
6 Academic
8 Pastoral Care
10 Co-curricular
12 Facilities and Resources
14 National Literacy and Numeracy Testing (NAPLAN)
16 Five Year Trend Data
18 Class of 2018
20 Parent and Student Satisfaction
22 Human Resources
24 Teaching Staff
26 Financial Summary
2 | BALCOMBE GRAMMAR ANNUAL REPORT 2018
Chairman
Mrs Marie Ormandy
Deputy Chairman
Mr John Tucker
Treasurer
Mr Malcolm Wells
ABOUT BGS
BOARD OF DIRECTORS
The school was founded in January 2007, having been brought into existence through the efforts of an interim Board which had the vision to provide an affordable Christian school striving for excellence in education, for the families of the Mornington Peninsula.
Balcombe Grammar School is a co-educational Foundation to Year 12 school governed by a Board of Directors and managed by a Consultative Committee. Members of these two bodies include representatives from churches, parents, individuals with specific expertise, the Business Manager and the Principal. It is operated by a company limited by guarantee.
The school is a member of the Victorian Ecumenical System of Schools (VESS) which comprises eighteen schools throughout Victoria and is also a member of Independent Schools of Victoria (ISV).
Members
Mr Christopher Galagher
Mr Bradley Jordon
Mr Todd Martin
Mr Barry Steggall
Mr Meghraj Thakkar
Company Secretary
Mr Nick Vitinaros
Principal
Mr Matthew Dodd (Terms 1-3)
Acting Principal
Mr Warrick Wynne (Term 4)
BALCOMBE GRAMMAR ANNUAL REPORT 2018 | 3
ENROLMENTS
Year Enrolled
F 50
1 49
2 48
3 49
4 48
5 50
6 50
7 82
8 81
9 81
10 95
11 80
12 64
2018 827
The Balcombe community values diversity. We believe that the best learning environment is one in which a variety of students learn together, working hard to develop their individual talents to realise their potential. As such, we are an open entry school.
In 2018, the school offered places to families based on the enrolment policy. The school maintains a healthy pre-enrolments list with the majority of families applying well in advance.
Balcombe families are economically diverse. The school is vigilant in maintaining affordable fees and minimising costs to families.
In 2018, there were five Indigenous students studying at Balcombe Grammar School.
Geographically, the majority of our community live on the Mornington Peninsula.
Approximately 50 per cent of our students live in Mount Martha. Mount Eliza and Mornington also represent approximately 20 per cent of enrolments.
4 | BALCOMBE GRAMMAR ANNUAL REPORT 2018
Year Attendance %
F 95.34
1 94.27
2 94.71
3 95.25
4 95.59
5 95.26
6 94.39
7 94.72
8 94.26
9 95.52
10 95.11
11 95.95
12 97.75
2018 95.24
STUDENT ATTENDANCE
Balcombe Grammar School is a pro-active school. The staff, students and families work together to ensure the school is safe, engaging and purposeful. Most absenteeism is therefore due to illness or family commitments.
The school manages non-attendance by requiring parents to contact the school by 10:00am if their child is absent. This is then followed by a signed note, stating the reason for the absence.
To ensure clear communication is maintained, parents are alerted to any unreported absence via SMS each morning.
The roll is marked twice-daily. Parents are also required to inform the Principal of any planned, extended absence in writing.
The school works with the community to promote the importance of attendance for students’ academic and social development.
BALCOMBE GRAMMAR ANNUAL REPORT 2018 | 5
ACADEMIC
Balcombe Grammar is a non-selective school. Our mission is ‘to provide a dynamic learning community, based on Christian values, committed to the realisation of each student‘s unique potential’.
Intentionally, we focus on developing the students within our school, rather than selecting the most able from other schools or offering scholarships at the expense of our current families.
Data collected through the ISV LEAD Survey, shows that student Academic performance is in line with other Independent school averages and in many areas exceeds like-schools.
This result provides solid feedback on the quality of the Teaching and Learning Programs at BGS. Given the preference for an authentic, diverse cohort that is representative of the broader world, the benchmarks reached are a clear endorsement that the school continues to develop the talents of our students, reaching a high standard of academic performance.
Qualitative data from all groups within our community also shows that the Academic performance is also understood and perceptions are matching actual results.
The school continues to look to areas to enhance this performance with current strategy focused on high quality teaching and learning.
STUDENT SATISFACTION WITH THE SCHOOL’S ACADEMIC PROGRAM
Source: ISV - LEAD Survey 2016
6 | BALCOMBE GRAMMAR ANNUAL REPORT 2018
The following shows Balcombe Grammar School’s Academic Achievement from the perspectives of the parents, students, teachers and school leaders.
ACADEMIC ACHIEVEMENT Source: ISV - LEAD Survey 2016
BALCOMBE GRAMMAR ANNUAL REPORT 2018 | 7
BGS Mean Similar Schools Mean ISV Mean
PASTORAL CARE
The wellbeing of students at Balcombe is a high priority. In fact, it is a cultural habit of staff and families to demonstrate compassion for the students in our care.
The health of a student enhances academic performance. Being connected to others in the community, serving others, taking on leadership opportunities and maintaining balance in life are part of the overall learning program, a prerequisite to learning, rather than a distraction or add-on.
All students at BGS had the opportunity to undertake leadership programs and undertake community service throughout the year.
Satisfaction survey results reflect the inclusive nature of our school rather than an exaggerated focus on these areas of our program. That is, our value of being inclusive leads to all students being involved in these areas rather than a select few. In this way, all students can develop their skills in Leadership and Service.
The overall feedback includes the community’s views on the safety and management of students at BGS. The results clearly show that all stakeholder groups felt that BGS is a safe and caring environment.
STAFF SATISFACTION WITH THEPASTORAL CARE PROVIDED
Source: ISV - LEAD Survey 2016
PARENT SATISFACTION WITH THEPASTORAL CARE PROVIDED
Source: ISV - LEAD Survey 2016
8 | BALCOMBE GRAMMAR ANNUAL REPORT 2018
STUDENT SATISFACTION WITH THEPASTORAL CARE PROVIDED
Source: ISV - LEAD Survey 2016
STUDENT SATISFACTION WITHDISCIPLINE AND SAFETYSource: ISV - LEAD Survey 2016
STUDENT SATISFACTION WITH TEACHER-STUDENT RAPPORT
Source: ISV - LEAD Survey 2016
STUDENT SATISFACTION WITHPEER RELATIONSHIPS
Source: ISV - LEAD Survey 2016
BALCOMBE GRAMMAR ANNUAL REPORT 2018 | 9
BGS Mean Similar Schools Mean ISV Mean
BGS Mean Similar Schools Mean ISV Mean BGS Mean Similar Schools Mean ISV Mean BGS Mean Similar Schools Mean ISV Mean
BGS Mean Similar Schools Mean ISV MeanBGS Mean Similar Schools Mean ISV Mean
CO-CURRICULAR
BGS continued an active involvement in a number of sporting and cultural associations in 2018. SIS and local Lightning Premiership inter-school events incorporated a wide range of sports and other activities including academic and arts endeavours.
The Camps and Outdoor Education programs had local and remote wilderness options. The 2018 tours of Japan, China, Vanuatu and Northern Territory were very successful; students attending broadened their understanding of our near neighbours and their confidence to travel abroad.
The House system has continued to grow with an emphasis on participation.
Co-curricular offerings such as the Active Community Program remained very popular with students, providing a regular opportunity to engage with the local community.
The Year 9 program created even more opportunities for students and families to broaden their learning and connection. The success of this program was clear with over 100 areas measured all showing improved outcomes; both academic and social.
Inviting parents and community members into the school is part of the culture of the school. Attendance at functions such as the PFC Mother’s Day High Tea and Father’s Day Breakfast remains high, suggesting this positive connection between school and families is strong.
PERSONAL DEVELOPMENTSource: ISV - LEAD Student Satisfaction Survey 2016
10 | BALCOMBE GRAMMAR ANNUAL REPORT 2018
The following shows Balcombe Grammar School’s results for the Personal and Social Development domain from the perspectives of the parents, students, teachers and school leaders.
PERSONAL AND SOCIAL DEVELOPMENT OF STUDENTSSource: ISV - LEAD Survey 2016
BALCOMBE GRAMMAR ANNUAL REPORT 2018 | 11
BGS Mean Similar Schools Mean ISV Mean
FACILITIES AND RESOURCES
In 2018, work began on the Senior Centre with the aim of the building being ready for the 2019 school year. Eleven classrooms, a spacious Library and Study Centre, Year 12 Common Room and Commercial Kitchen will be great additions to our learning environment and lead to even greater subject variety and opportunities for our students. The Year 8 and 9 cohorts will also enjoy moving into J-Block in 2019. In addition to this, extensive work was completed throughout the year to beautify our grounds by planting more native flora. The latest LEAD data shows that the students’ ratings of our resources were above those of other independent school averages.
PARENT SATISFACTION WITH THERESOURCES PROVIDEDSource: ISV - LEAD Survey 2016
STUDENT SATISFACTION WITH THERESOURCES PROVIDEDSource: ISV - LEAD Survey 2016
12 | BALCOMBE GRAMMAR ANNUAL REPORT 2018
STUDENT PERCEPTIONS OF THE RESOURCES AVAILABLE AT BALCOMBE GRAMMARSource: ISV - LEAD Survey 2016
BALCOMBE GRAMMAR ANNUAL REPORT 2018 | 13
BGS Mean Similar Schools Mean ISV Mean
BGS Mean Similar Schools Mean ISV Mean
NATIONAL LITERACY AND NUMERACY TESTING (NAPLAN)In 2018, our results continued to show strong outcomes with the majority of measures exceeding national and state averages.
Year 3 continues to show solid outcomes in all areas, once again providing evidence that programs such as Jolly Phonics have been effective at creating strong academic foundations for the early years in the Primary School. However, a variety of strategies including additional teaching support, targeted spelling programs and ‘GRIN’ will be implemented over the coming years.
In Year 5, Writing and Numeracy interventions continue to make an impact on class averages that remain above average. In many areas, the trend shows the lowest quartile contracting closer to the state averages and an extending of the upper quartile. This trend in the data reflects teachers’ abilities to support vulnerable students toward the average while extending the most capable students.
In the Secondary School, all results other than spelling showed positive difference when compared with the State and National averages. The results show
our students are making good progress and that the transition into Secondary School is being managed well. Numeracy levels in the Primary and Secondary are high and show positive difference when compared with State and National averages.
Intervention programs such as ‘GRIN’ and continuous feedback are contributing to increasing performance for students and overall, results are solid in this area. NAPLAN, PAT testing and classroom assessments continue to form the main tools to measure the effectiveness of programs and teacher quality to run them. By using data and seeking evidence-based learning programs, the school remains committed to a continual cycle of evaluation and updating of practice.
DISTRIBUTION OF STUDENTS
School distribution Australian distribution
Bottom quarter Middle quarters Middle quarters Top quarters
5%
25% 25% 25% 25%19%
36%39%
14 | BALCOMBE GRAMMAR ANNUAL REPORT 2018
SCHOOL SUMMARY REPORTSource: National Assessment Program - Literacy and Numeracy Tests 2018Gender: All, LBOTE: All, ATSI: All
YEAR 3
YEAR 5
YEAR 7
YEAR 9
6
5
4
3
2
1
530
478
426
374
322
270
Band
Scal
ed S
core
READING WRITING SPELLING NUMERACYGRAMMAR &
PUNCTUATION
8
7
6
5
4
3
582
530
478
426
374
322
Band
Scal
ed S
core
READING WRITING SPELLING NUMERACYGRAMMAR &
PUNCTUATION
9
8
7
6
5
4
634
582
530
478
426
374
Band
Scal
ed S
core
READING WRITING SPELLING NUMERACYGRAMMAR &
PUNCTUATION
10
9
8
7
6
5
686
634
582
530
478
426
Band
Scal
ed S
core
READING WRITING SPELLING NUMERACYGRAMMAR &
PUNCTUATION
National State School
BALCOMBE GRAMMAR ANNUAL REPORT 2018 | 15
FIVE YEAR TREND DATASource: National Assessment Program - Literacy and Numeracy Tests 2018Gender: All, LBOTE: All, ATSI: All
READING
GRAMMAR AND PUNCTUATION
WRITING*
NUMERACY
SPELLING
YEAR 3
READING
GRAMMAR AND PUNCTUATION
WRITING*
NUMERACY
SPELLING
YEAR 5
*Please note that although the writing genre varies over time, results have been successfully equated so that direct comparisons can be made between any writing tests from 2011 onwards.
6
5
4
3
2
1
530
478
426
374
322
270
Band
Scal
ed S
core
2014YR 3 paper
2015YR 3 paper
2016YR 3 paper
2017YR 3 paper
2018YR 3 paper
6
5
4
3
2
1
530
478
426
374
322
270
Band
Scal
ed S
core
2014YR 3 paper
2015YR 3 paper
2016YR 3 paper
2017YR 3 paper
2018YR 3 paper
6
5
4
3
2
1
530
478
426
374
322
270
Band
Scal
ed S
core
2014YR 3 paper
2015YR 3 paper
2016YR 3 paper
2017YR 3 paper
2018YR 3 paper
6
5
4
3
2
1
530
478
426
374
322
270
Band
Scal
ed S
core
2014YR 3 paper
2015YR 3 paper
2016YR 3 paper
2017YR 3 paper
2018YR 3 paper
6
5
4
3
2
1
530
478
426
374
322
270
Band
Scal
ed S
core
2014YR 3 paper
2015YR 3 paper
2016YR 3 paper
2017YR 3 paper
2018YR 3 paper
8
7
6
5
4
3
582
530
478
426
374
322
Band
Scal
ed S
core
2014YR 5 paper
2015YR 5 paper
2016YR 5 paper
2017YR 5 paper
2018YR 5 paper
8
7
6
5
4
3
582
530
478
426
374
322
Band
Scal
ed S
core
2014YR 5 paper
2015YR 5 paper
2016YR 5 paper
2017YR 5 paper
2018YR 5 paper
8
7
6
5
4
3
582
530
478
426
374
322
Band
Scal
ed S
core
2014YR 5 paper
2015YR 5 paper
2016YR 5 paper
2017YR 5 paper
2018YR 5 paper
8
7
6
5
4
3
582
530
478
426
374
322
Band
Scal
ed S
core
2014YR 5 paper
2015YR 5 paper
2016YR 5 paper
2017YR 5 paper
2018YR 5 paper
8
7
6
5
4
3
582
530
478
426
374
322
Band
Scal
ed S
core
2014YR 5 paper
2015YR 5 paper
2016YR 5 paper
2017YR 5 paper
2018YR 5 paper
National State School
16 | BALCOMBE GRAMMAR ANNUAL REPORT 2018
READING
GRAMMAR AND PUNCTUATION
WRITING*
NUMERACY
SPELLING
YEAR 7
READING
GRAMMAR AND PUNCTUATION
WRITING*
NUMERACY
SPELLING
YEAR 9
*Please note that although the writing genre varies over time, results have been successfully equated so that direct comparisons can be made between any writing tests from 2011 onwards.
National State School
9
8
7
6
5
4
634
582
530
478
426
374
Band
Scal
ed S
core
2014YR 7 paper
2015YR 7 paper
2016YR 7 paper
2017YR 7 paper
2018YR 7 paper
9
8
7
6
5
4
634
582
530
478
426
374
Band
Scal
ed S
core
2014YR 7 paper
2015YR 7 paper
2016YR 7 paper
2017YR 7 paper
2018YR 7 paper
9
8
7
6
5
4
634
582
530
478
426
374
Band
Scal
ed S
core
2014YR 7 paper
2015YR 7 paper
2016YR 7 paper
2017YR 7 paper
2018YR 7 paper
9
8
7
6
5
4
634
582
530
478
426
374
Band
Scal
ed S
core
2014YR 7 paper
2015YR 7 paper
2016YR 7 paper
2017YR 7 paper
2018YR 7 paper
9
8
7
6
5
4
634
582
530
478
426
374
Band
Scal
ed S
core
2014YR 7 paper
2015YR 7 paper
2016YR 7 paper
2017YR 7 paper
2018YR 7 paper
10
9
8
7
6
5
686
634
582
530
478
426
Band
Scal
ed S
core
2014YR 9 paper
2015YR 9 paper
2016YR 9 paper
2017YR 9 paper
2018YR 9 paper
10
9
8
7
6
5
686
634
582
530
478
426
Band
Scal
ed S
core
2014YR 9 paper
2015YR 9 paper
2016YR 9 paper
2017YR 9 paper
2018YR 9 paper
10
9
8
7
6
5
686
634
582
530
478
426
Band
Scal
ed S
core
2014YR 9 paper
2015YR 9 paper
2016YR 9 paper
2017YR 9 paper
2018YR 9 paper
10
9
8
7
6
5
686
634
582
530
478
426
Band
Scal
ed S
core
2014YR 9 paper
2015YR 9 paper
2016YR 9 paper
2017YR 9 paper
2018YR 9 paper
10
9
8
7
6
5
686
634
582
530
478
426
Band
Scal
ed S
core
2014YR 9 paper
2015YR 9 paper
2016YR 9 paper
2017YR 9 paper
2018YR 9 paper
BALCOMBE GRAMMAR ANNUAL REPORT 2018 | 17
CLASS OF 2018
Student Cohort No. of Students
Enrolled in a VCE 3 & 4 Unit 114
Enrolled in a VET certificate 10
Per cent applying for tertiary places 82%
SENIOR SECONDARY COMPLETION AND ACHIEVEMENT INFORMATION 2018Source: Victorian Curriculum and Assessment Authority
Student Achievement %
Satisfactory VCE completions 100
Awarded the VCE (Baccalaureate) 1
VET units of competence completed 100
Median VCE study score 31
Study scores of 40 and over 4.7
In 2018, staff worked diligently in partnership with families to support our graduates.Highlights included:• The highest ATAR result was 94.6• 100% pass rate• 95% received a first round offerOur commitment to supporting each student is also reflected in the 100% pass rate achieved by the class.
18 | BALCOMBE GRAMMAR ANNUAL REPORT 2018
Monash University
Deakin University
RMIT University
The University of Melbourne
Deakin College
Victoria University
Academy of Interactive Entertainment
Australian Catholic University
Holmesglen
Swinburne University of Technology
27%
18 %
20%
8%
CLASS OF 2018 DESTINATIONS
6%
4%
2%
2%
2%
2%
La Trobe University 8%
Accounting, Business and Commerce
Criminology and Psychological Science
Arts
Science
Health Sciences
Communication and Media
Sport Science
Fine Arts and Graphic Arts
Nursing
Psychology (Applied Science)
International Business and Global Studies
Biomedicine and Paramedicine
Creative Arts (Screen, Theatre and Writing)
Education
Information Technology
14%
10%
12%
10%
CLASS OF 2018 AREA OF TERTIARY STUDY
8%
6%
6%
4%
4%
4%
4%
4%
2%
2%
2%
Paralegal 2%
Property and Real Estate 2%
Visual Merchandising 2%
BALCOMBE GRAMMAR ANNUAL REPORT 2018 | 19
PARENT AND STUDENT SATISFACTION
Feedback from parents and students, via the ISV LEAD survey, shows a high level of satisfaction. The staff and community work hard and are innovative in their solutions to problems, ensuring our affordable and inclusive fee structure is maintained.
Achieving above independent school averages when being compared with schools that are up to three-times the expense, is an outcome the community should be very proud of.
The results show a balance of personal and academic development at BGS.
The school exists to develop students. Our vision for our students includes:
• To provide a sustainable, inclusive environment in which our students will thrive
• To set high standards for continual learning
• To prepare students to become confident and active global citizens
The students’ feedback of their own experience suggests that they feel safe, have quality, hard-working staff to support their learning and enjoy modern and well-resourced facilities.
STUDENT SATISFACTION WITH THEQUALITY OF TEACHINGSource: ISV - LEAD Survey 2016
PARENT SATISFACTION WITH THEQUALITY OF TEACHINGSource: ISV - LEAD Survey 2016
20 | BALCOMBE GRAMMAR ANNUAL REPORT 2018
The following shows Balcombe Grammar School’s results for Stakeholder Morale domain from the perspectives of the parents, students, teachers and school leaders.
STAKEHOLDER MORALESource: ISV - LEAD Survey 2016
BALCOMBE GRAMMAR ANNUAL REPORT 2018 | 21
BGS Mean Similar Schools Mean ISV Mean
BGS Mean Similar Schools Mean ISV Mean
HUMAN RESOURCES
22 | BALCOMBE GRAMMAR ANNUAL REPORT 2018 BALCOMBE GRAMMAR ANNUAL REPORT 2018 | 23
The staff at Balcombe Grammar have diverse backgrounds, while sharing a common interest in professional contributions to education.
Staff at Balcombe Grammar work hard to ensure students can enjoy a high quality, engaging and diverse Teaching and Learning program. In addition to classroom responsibilities, many staff members commit their time to support co-curricular and community initiatives.
Staff provided qualitative feedback in the 2016 LEAD survey.
The positive feedback for ethos and values across all staff, exceeding Independent school averages, is noteworthy, reflecting staff appreciation for the school community’s overall culture.
Morale and goal alignment remain high at BGS reflecting the emphasis on teamwork and healthy peer relations across the school.
STAFF SATISFACTION WITH THESCHOOL’S ETHOS
Source: ISV - LEAD Survey 2016
STAFF SATISFACTION WITH THEQUALITY OF TEACHING AND LEARNING
Source: ISV - LEAD Survey 2016
Staff Male Female Total
Full Time 6 10 16
Part Time 2 22 24
Total 8 32 40
OPERATIONAL (NON-TEACHING) STAFFAs at 31 December 2018
Category No. of Staff
Administration 12
Assistants (Learning, Library, Technology) 21
Grounds and Maintenance 3
Nurse 1
Counsellors 2
Chaplain 1
Operational Staff Composition
Period No. of Staff
Less than 2 years 13
2 years but less than 5 years 8
5 years but less than 10 years 15
10 years but less than 20 years 4
More than 20 years 0
Length of employment at the school
Operational Staff Numbers
BGS Mean Similar Schools Mean ISV Mean
BGS Mean Similar Schools Mean ISV Mean
TEACHING STAFFAs at 31 December 2018
Surname First Name GenderYears of Service at BGS
Qualifications Job Classification
ANDERSON SARA Female 11.93 Bachelor of Primary EducationBachelor of Arts Primary
BAKER ELLEN Female 0.92 Bachelor of Teaching (Secondary) Secondary
BOEHNKE ARMIN Male 7.93 Bachelor of Education (Secondary) Secondary
BOXALL CHARLOTTE Female 5.92 Post Graduate Certificate in Education Secondary
BRAND KAITLYN Female 0.92 Bachelor of Education Bachelor of Arts Secondary
BUNNETT SARA Female 9.93 Bachelor of Education Primary
CHATTERELY KAREN Female 0.92 Bachelor of Arts Primary
CHESHIRE EMILY Female 1.46 Bachelor of SciencePostgraduate Certificate in Education Secondary
CHESSER LUCY Female 5.65Bachelor of ArtsGraduate Diploma of Education (Secondary)Doctor of Philosophy
Secondary
CLEMENTS RACHEL Female 2.87 Bachelor of Education - Primary Primary
COULTHARD VAUGHAN Male 3.93 Bachelor of ArtsGraduate Diploma in Education (Secondary) Secondary
DODD PETER Male 8.73 Bachelor of ScienceGraduate Diploma of Education (Secondary) Secondary
FRAZIER* SARAH Female 6.93Bachelor of Industrial DesignDiploma of SustainabilityDiploma of Education (Secondary)
Secondary
GALLAHER CHAD Male 3.93 Bachelor of ScienceDiploma of Primary Education Primary
GAME CLARE Female 0.92 Bachelor Degree in Education - Primry Primary
GEORGE STACEY Female 6.93 Bachelor Degree in Education Primary
GERDSEN MICHELLE Female 1.08 Bachelor Education Secondary
GIAMOUKOGLOU ALEXANDRA Female 7.93 Bachelor of ArtsPGCE in Secondary Education Secondary
GODWIN* ALANA Female 6.93 Bachelor of ScienceGraduate Diploma of Education Secondary
GORDON HANNAH Female 3.93 Bachelor of ArtsGraduate Diploma in Education Secondary
GRAY RACHEL Female 9.42 Bachelor of ArtsBachelor of Teaching Secondary
GRISS LORNA Female 1.15 Bachelor of ArtsDiploma of Education Secondary
HEAZLEWOOD CAROLINE Female 6.44 Bachelor of ArtsGraduate Diploma Education (Secondary) Secondary
HERON MARC Male 8.93 Bachelor of ScienceGraduate Diploma of Education Secondary
HESELTINE JANE Female 7.93 Bachelor Degree in Education (Hons) Primary and Secondary
JAKINS MELISSA Female 7.44 Bachelor of TeachingBachelor of Arts Primary
JOHNSON TIMOTHY Male 9.93 Bachelor of TeachingPost Graduate Diploma in Educational Studies Primary
JOHNSTONE MERRYN Female 6.93 Bachelor of ArtsDiploma in Education Secondary
KRAWCZUK CAIN Male 5.92 Bachelor of Applied Science Primary
KURELJA NATALIE Female 9.93 Bachelor of Education Primary
KURELJA SHAIN Male 6.93 Bachelor of Education (Primary) Primary
KWIJAS RENEE Female 10.94 Bachelor of ArtsBachelor of Education Secondary
LOCKIE TRILBY Female 5.92 Bachelor of ScienceGraduate Diploma of Education Secondary
LOGAN GERARD Male 10.94 Bachelor of Environmental Science Secondary
MACINDOE ANNE Female 0.92 Bachelor of ArtsGraduate Diploma of Education Secondary
MARA CECILIA Female 2.93Bachelor of CommercePost Graduate Certificate of EducationMaster of Education
Secondary
24 | BALCOMBE GRAMMAR ANNUAL REPORT 2018
Surname First Name GenderYears of Service at BGS
Qualifications Job Classification
MARTIN ANDREW Male 10.94 Post Graduate Certificate in EducationBachelor of Arts Primary
McDONALD PHILIP Male 6.93 Bachelor of ArtsDiploma of Education (Secondary) Secondary
McINTOSH KIRRILLY Female 9.93 Bachelor of Education - Early Childhood/Primary Primary
MOORE PAMELA Female 8.93 Bachelor of Arts - Interior DesignPost Graduate Certificate in Education Art & Design Secondary
MORMILE GIULIA Female 3.62Master of TeachingBachelor of CommunicationBachelor of Contemporary Arts
Secondary
NOAL SAMANTHA Female 8.93 Bachelor of Arts Intellectual HistoryPost Graduate Certificate of Education in History Secondary
NORMAN ALISON Female 0.46 Bachelor Degree in Fine ArtsDiploma of Education Secondary
OAKFORD STACIE Female 8.93 Bachelor of ArtsDiploma of Education Secondary
OLESEN MATTHEW Male 8.93 Bachelor of Arts and Education Secondary
PASCOE DAMON Male 9.93Bachelor of Applied Science, Human MovementBachelor of TeachingPost Graduate Certificate of Education
Secondary
POWELL MIRANDA Female 0.10 Bachelor of Education (Honours) in Primary & Secondary Health Secondary
RAMPANT JAMES Male 3.93 Bachelor of ArtsGraduate Diploma in Education Primary
ROGERS SHARON Female 0.92 Bachelor of Education Secondary
SHELTON ANDREW Male 7.93 Bachelor of Teaching Primary
SIMMONS KAREN Female 11.93 Post Graduate Certificate in Education (Primary)Bachelor of Arts Primary
SIMMONS KRISTINE Female 1.92Bachelor of ArtsGraduate Diploma of Information ServicesGraduate Diploma of Education
Primary
SNOW ADAM Male 3.47 Bachelor of ScienceDiploma of Education Secondary
STEVENS JOHN Male 0.46 Bachelor Degree in EducationGraduate Diploma in Outdoor Education Secondary
STRANGE MARIANNE Female 7.93 Bachelor of ArtsBachelor of Teaching - Primary and Secondary Primary
SZABO STEVEN Male 7.93Bachelor of ArtsPHDDiploma of Education
Secondary
TOD JENNIFER Female 7.15 Bachelor of Arts Graduate Diploma of Education (Secondary) Secondary
TUCHTAN PAUL Male 9.93 Bachelor of Education/Teaching Primary
TUMINO AMBER Female 0.92 Bachelor of Fine ArtDiploma of Education Secondary
UCCELLO AMY Female 8.93 Bachelor of Education (Physical Education) Primary and Secondary
WALKER KIM Female 5.92Bachelor of EducationBachelor of ScienceMaster of Business Administration
Secondary
WALTERFANG SHANE Male 8.93Bachelor of ArtsMaster of EducationGraduate Diploma of Education
Secondary
WHALLEY ASHLEIGH Female 1.92 Bachelor of Arts/Education Secondary
WHARTON ALAN Male 3.93 Bachelor of ArtsGraduate Diploma of Education Secondary
WILSON MARK Male 0.92 Bachelor of Education (Primary) Primary
WOLFE TEA Female 7.75 Bachelor of EducationDipolma of Counselling Counsellor
WYNNE WARRICK Male 2.93 Bachelor of EducationMaster of Arts Secondary
*On maternity leave in 2018
BALCOMBE GRAMMAR ANNUAL REPORT 2018 | 25
Recurrent Income and Expenditure for year ended 31 December 2018
INCOME
EXPENDITURE
FINANCIAL SUMMARY
Tuition FeesCommonwealth GrantsState GrantsOther Income
$51,147
$7,430,074
$6,147,754
$1,069,828
$9,966,162
$1,151,310
$802,446
$725,087
$570,826
$185,477
$555,955
Salary & On CostsAdministrative CostsFaculty / Department CostsBuilding & Property CostsFinance CostsEducation ExpensesDepreciation
26 | BALCOMBE GRAMMAR ANNUAL REPORT 2018
Published by Balcombe Grammar School © June 2019The copyright in this document is owned by Balcombe Grammar School or, in the case of some materials, by third parties (third party materials). No part may be reproduced by any process except in accordance with the provisions of the Copyright Act 1968, or with permissions. BALCOMBE GRAMMAR ANNUAL REPORT 2018 | 27
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