Annual Report - International Grammar SchoolIn keeping with the strategic plan Into the World 2016-2020, IGS continued with its progressive roll-out of Masterplan initiatives, with

Annual Report

2018

INTERNATIONAL GRAMMAR SCHOOL

to the NSW Educational Standards Authority (NESA)

IGS Annual Report 2018

Table of Contents

1. Messages from key school bodies 2

2. About International Grammar School 9

3. Student outcomes in standardised national literacy and numeracy testing 15

4. Senior secondary outcomes 16

5. Professional learning 19

6. Workforce composition 23

7. Student attendance and retention rate 25

8. Post school destinations 27

9. Enrolment policy and characteristics of the student body 28

10. Whole school policy updates 31

11. Priority areas for improvement (based on strategic plan 2016-2020) 33

12. Actions undertaken by the School to promote respect and responsibility 45

13. Parent, student and teacher satisfaction 47

14. Summary of financial information 49

Appendix 1: Enrolment policy 51

Appendix 2: Anti-bullying policy 52


It gives me great pleasure to present my 2018 report on behalf of the IGS Board.

The year involved robust growth and exciting improvements to International Grammar School’s campus and academic program, as well as strong progress in the development and implementation of improved governance structures.

The Board strongly supports IGS’s unique place among Sydney independent schools, and we applaud the impressive achievements of the students and community.

IGS is wonderfully positioned to equip students for an increasingly global, multicultural and ever-changing environment, to build their skills to live and work and contribute to a global society and economy.

The School’s bilingual vision is supported by long-standing global and local partnerships. Alongside this strong focus on languages and another exciting International Day, the School community celebrated numerous achievements in performing and visual arts, as well as continued strength in the School’s Science, Technology, Engineering, Arts and Mathematics (STEAM) offerings in 2018.

We were delighted to see Philosophy, Aboriginal Studies, Legal Studies and Investigating Science successfully added to the High School subject mix.

In keeping with the strategic plan Into the World 2016-2020, IGS continued with its progressive roll-out of Masterplan initiatives, with the construction of the Global Learning Centre and Imaginarium well under way in 2018, and planning commencing for the IGS Bibliothèque.

We thank those in the school community whose generous donations assist in bringing these projects to fruition.

Such enhancements pave the way for numerous benefits for current students and allow for the careful implementation of our growth strategy, including the addition of a new Year 5 intake in 2018.

IGS maintained its sound financial position throughout the year, with sufficient reserves to deliver its strategic initiatives. Working capital remained strong as the School progresses its plans for careful growth, delivering surpluses and addressing risks.

Once again, students of all ages demonstrated outstanding academic results in 2018 in their external test results. These results are but one measure of students’ achievements, both in and out of the classroom, locally and internationally.

I commend our students also for their proficiency in other languages, their teamwork on the stage and sporting field, and their passion and commitment to their studies and other activities as they prepare to take their place in the wider world.

I congratulate Principal Shauna Colnan on her inspiring leadership and thank her and her staff for their exemplary dedication, energy and professionalism.

The Board met on 6 occasions during 2018 (see table of attendance below). The Board continued to focus on strengthening the School’s governance framework during 2018, most significantly with the introduction of a new Constitution following its approval by IGS members in March 2018. Other governance-related activities included a review and restructure of the Board’s Committees to ensure they continued to be aligned with the School’s activities, the introduction of Terms of Reference for each of the Board’s Committees, the introduction of a Board performance evaluation which identified a number of actions which have either been or are currently being implemented, and a comprehensive review of the School’s Complispace Risk Register.

During 2018, various Board Sub-Committees contributed significantly to progressing the work of the Board. I would like to thank the Members of the Board for their ongoing support for IGS as we look forward to a productive 2019.

Dr Marie Leech IGS School Board Chair 2017

A Message from the Chair

DIRECTORS’ MEETINGS Number eligible

to attend

Number

attended

Dr Marie Leech 6 6

Ms Rita Fin 6 5

Mr Michael Heenan 6 5

Professor Liam Semler 6 6

Mr Vince Tropiano 6 6

Ms Judith Waldock 6 5

Welcome

2


We were thrilled that our founding Principal Professor Reg St Leon OAM could join us at Speech Night when we unveiled a portrait of him by Australian portrait artist Dave Thomas, to be hung in our new Bibliothèque.

While we push into an exciting future, we continue to honour and cherish our past. In 2019, IGS turns 35! I look forward to the journey ahead and to leading our extraordinary School into the future!

Thank you!

Shauna Colnan Principal

Student effort was captured on our reports, and students who attain a Grade 1 from all of their teachers for effort now receive a Principal’s Outstanding Effort Award. We track effort and academic growth from commencement to graduation, informing the narrative of each student’s learning journey.

In 2018 we began creating the Global Learning Centre for the Teaching and Learning of Languages in the Kerrie Murphy Building. Also working with BVN Architects, we began concept designs for the Bibliothèque, our library to be built over two levels in the heart of our School, and we developed a concept design for a new Centre for the Dramatic Arts, to be built in 2020 in the Wright Building, to enhance long-term success in this important area of arts education.

When our students joined thousands of students across Australia to express their strongly held views on the urgent need to address climate change, we couldn’t have been more proud of them.

2018 was another happy and successful year of learning at IGS.

Limitless learning as a strategic aspiration continued to inspire us to push the boundaries and to scale up new ideas in what we see as a blue ocean of possibility.

In 2018, our SAGE Program turned four, with Year 10 the first year group to complete the full cycle of this four-year program. In November, I joined Year 10 as we expanded the project to Tasmania’s west coast. Ancient. Rare. Irreplaceable. Magnificent. It was pure exhilaration – an experience of the sublime that I will never forget.

SAGE builds our students’ global competence and their love of learning through a Shakespeare Bootcamp in Year 7, The Rocks Quest in Year 8, Opera on Kelly Street in Year 9, and Tasmania, Writing the Island in Year 10, expressing their experiences of learning out in the field poetically, artistically and aesthetically.

SAGE (student choice, authentic learning experiences, globally relevant activities and exhibitions of learning) continues to shape the academic culture of the School.

Philosophy in the High School is one example. Digital Innovation (DI) High is another, embedding students from Years 7 to 11 with interests in Science, Technology, Engineering, Arts and Mathematics (STEAM) and design thinking into industry in our exciting technology precinct, developing a vision of an intrepid digital future. This is limitless learning on the pioneering edge.

Back on campus, the first Year 12 class to undertake Aboriginal Studies completed their HSC examination in 2018. We also introduced Investigating Science, Textiles and Design, and Legal Studies.

From the classroom to the theatre, Head of Year 12 Mr Ned Manning staged a beautiful production of Shakespeare’s The Tempest up on the roof – an IGS first.

Mr Noel Nassar staged Morris Gleitzman’s Boy Overboard in the Drama Studio, a moving portrayal of a refugee story, performed with subtlety and power by Year 10. These large-scale performance opportunities are now on offer each year at IGS.

New entries to our global education program in 2018 included Summer School at Oxford University. Students boarded in The Queen’s College, and joined our long-standing suite of exchange opportunities in Europe and Asia.

Back at home, in our extraordinary multilingual IGS Primary School, 2018 included language immersion camps, assembly performances in all of our languages, projects like Dream Green Home where Year 4 students work with academics and architects to model sustainable homes, the Eminence Project, the Individual Research Task (IRT), and our incisive focus on literacy and numeracy.

High standards. Strong foundations. And joyful new experiences. Who could forget Lights OFF Torches ON, a creative collaboration between parents, staff and students in which our library became a magical place where we read our favourite books by torchlight, in the company of Australian writers?

A Message from the Principal

Welcome

In 2018, we joined the global conversation about deeper learning, building the academic mindset of our students and their confidence and tenacity. We wanted to reinforce that we can all try hard and work to improve.

4

IGS Annual Report 2018Welcome

IGS … My second home, my safe place, my family and most

importantly the place where I have been nurtured to grow

into a young woman who is unafraid, courageous and

ready to go and grab the world by its lapels.

I can’t even begin to express what a privilege it has been to

have spent the foundational years of my life at IGS, to be

surrounded by passionate young people who challenge the

status quo and fight for what is right. There are very few

places on Earth like IGS, dare I say it is the only place on

Earth of its kind.

Education has the power to change lives.

IGS… I can wholeheartedly say that you have changed

mine. Entering the iron gates in January 2006 as a shy

and timid girl and leaving them as a robust young woman

who is ready to shake up the world… and this world needs

shaking up!

I am a descendent of the oldest living culture in the world –

a First Nations Aboriginal woman, from Darumbal country.

I also have connections from across the oceans to the

beautiful islands of Tonga and Vanuatu.

I can only be thankful that my parents made the decision they did, sending me to IGS from Preschool all the way to Year 12.

IGS helped me find my voice through drama and music, and then helped me translate it into several languages. It has sent me all over the globe on exchanges and tours, as well as giving me a better understanding of the world around me from the humble classroom. I have run, cheered, sang and begrudgingly swam for my House of Gura, helping me learn what it truly means to be a part of a team.

What stands out for me more than anything about IGS is the culture of the School. A culture that thrives on diversity, where staying true to oneself is celebrated instead of frowned upon.

At IGS I have always felt comfortable being myself. IGS is a school which not only gives its students creative freedoms and liberties, but encourages creativity and artistry in all its forms.

In my eyes, IGS is a school tailor made for the eccentrics, the creative types, and the critical thinkers. There is a sense of individualism that extends throughout the School, where people aren’t afraid to make their voices heard and be themselves, and is something I can only be thankful for.

Another thing I can be thankful for is the strong and thriving sense of community at IGS.

I don’t think I can express my gratitude enough to everyone involved in the School who made it what it is today. IGS has a collection of teachers and staff who really care about what they do, and show clear passion in the pursuit of education.

Lukian Adams 2018 Head Boy

Reflections from the Head Girl and Head Boy

What stands out for me more than anything about IGS is the culture of the School. A culture that thrives on diversity, where staying true to oneself is celebrated instead of frowned upon.

The IGS education and opportunities have not only

impacted on me, but also on my extended family that is far

and wide across this country.

Be assured that your investment in IGS has been an

investment in many, and will continue to deliver an

immeasurable, ongoing impact for years to come.

Thank you, IGS family, for being part of my story.

Mi-kaisha Masella 2018 Head Girl

The worldly, open-minded, truthful, engaging and inclusive education that I have been privileged to receive at IGS has been one of the circuit breakers to allow me to stop the cycle of intergenerational disadvantage in my community and in my family.

6


In 2018 the Parents Teachers and Friends (PTF) continued to focus on connecting, supporting and providing services to the IGS community.

Connection: the PTF hosted the annual “Welcome to Parents and Caregivers” evening, providing an opportunity for caregivers, parents and teachers to connect in an informal and relaxed environment. We also hosted a School Community meeting once a term.

In 2018, we heard about High School exchanges and experiences, discussed the role of High School Heads of Year, were inspired by sustainability initiatives at IGS developed and achieved by students of the Sustainable Futures Club, and heard from IGS Board Chair Dr Marie Leech, about the role of the IGS Board.

Another important aspect of community engagement at IGS is the PTF Representative network. In 2018 a group of over 55 parents and caregivers from Early Learning to High School volunteered to organise social events for families or parents and caregivers including the Year 6 Farewell Carnival, Year 10 F ormal and Year 12 Formal.

The jointly run Community Learning Program brought us together to consider youth mental health first aid; the wisdom of saying no – how and why we should provide boundaries for our children; drugs, alcohol and your child; an alumni breakfast panel discussion; and watch a private screening of “Screenagers” (a US documentary film that raises many issues related to digital technology time in families and society).

Message from the PTF

Support: in 2018 parent and caregiver volunteers contributed their time and energy to support a range of student and teacher-led events and initiatives including:

• International Day, with seven Country Rooms, six Food Stalls, 20 High School workshops and over eight Primary activities. Some key PTF-led activities included introducing bio-waste packaging, selling eco-friendly IGS reusable cups and running a “visual wellbeing workshop” for High School students and staff.

• Supporting the fundraising efforts of the Sustainable Futures club which culminated in a fun day of hair braiding, chalking and shaving that raised over $8,500

• The inaugural “Lights OFF, Torches ON” event was a huge success with children, parents and teachers from the Primary School dressing up in their PJs for a quiet reading session in the Library, author talks, then book signings and a Gleebooks “pop-up” in the Hall.

Services: the PTF provides “regular” services to the community including sales of secondhand uniforms at the “Rue Kelly” markets, an online community market for secondhand textbooks and musical instruments and the sorting and return of lost property items.

The 2018 Primary Disco brought around 450 Kindergarten to Year 6 students together, representing about 85 per cent of all Primary students. We estimate that 200 volunteer hours were applied on the night and an additional 150 hours went into organising the event. In total, volunteers donated around 45 working days.

The sorting of lost property and management of lost property services involves approximately 160 volunteer hours a year, equating to 21 working days.

Andrea Belunek 2018 PTF President

My wholehearted thanks to the PTF Committee and all the parent and caregiver volunteers who contributed their effort and energy in 2018.

Welcome

International Day volunteers

8


education. IGS was founded with the values of diversity, personal achievement, connectedness, vibrancy and authenticity, in keeping with our motto Unity Through Diversity and commitment to bilingual immersion.

School’s growth and history of premises

IGS opened in 1984 in the Stanley Street premises of the Little Sisters of the Poor, Randwick, with 44 students ranging from Kindergarten to Year 11. By the end of that first year, there were 123 students and by first term in 1985

enrolments had grown to 231. Several years later, having lost the lease at Randwick, the School moved to the old Elizabeth Arden cosmetics factory in Riley Street, Surry Hills.

The old buildings were converted into a school in the space of six weeks. With expanding enrolments and the need for specialised High School teaching facilities,

About International Grammar School

Of all students from Preschool to Year 12, 25 per cent lived in households where English is not the first or home language and where more than one language is spoken.

International Grammar School (IGS) is a non-selective, co-educational, secular inner-city independent school providing education from Preschool through to Year 12. The School has a special focus on languages education and delivers classes in six languages in addition to English. IGS is a local school with a global outlook and is equipping our students to be world ready.

additional space was needed, and from 1990 to 1994 premises in Balmain were employed as a Senior High School, accommodating Years 11 and 12.

In 1995, the High School moved to a temporary site in Mountain Street, Ultimo and in 1997, the whole School moved to our current premises, constructed on the historic site of the Dalgety Wool store in Kelly Street, Ultimo.

The architects sought a spectacular and colourful design appropriate for the School’s city location, incorporating its historical facade with the modern aesthetics of the building.

In 2005, the School opened the Senior Annexe in a converted warehouse building in Mountain Street, very close to the Kelly Street building. This enabled us to introduce new learning spaces and opportunities across the full range of school activities.

The Kerrie Murphy building at 1 Macarthur Street, adjacent to the Kelly Street campus, was constructed and opened in 2011 under the Federal Government’s Building the Education Revolution (BER) program, with four levels, including a ground floor gym.

In May 2015, IGS acquired a small property at 77–79 Bay Street into which a Senior Art Studio and the Community Relations Directorate relocated in 2017.

Under the School’s strategic plan Into the World 2016-2020, a number of teaching and learning spaces are being reimagined and modernised to reflect the changing needs of the School, and the IGS Design Centre opened in 2017.

Student population

At the end of Term 4 2018, there were 1,238 full time enrolments comprising 625 Senior (High) School students; 519 Junior (Primary) School students; and 94 full time equivalent enrolments in Preschool and Transition, comprising 147 three to five year olds.

Twenty-two Indigenous students (1.78 per cent of the school population) were enrolled across the School.

47 per cent of the student population was female and 53 per cent male.

Of all students from Preschool to Year 12, 25 per cent lived in households where English is not the first or home language and where more than one language is spoken. See Section 9 for more information about students’ backgrounds.

Ethical framework

The ethical framework at IGS is grounded in the core values of diversity, personal achievement, connectedness, authenticity and vibrancy. The School is secular and welcomes people from all backgrounds.

The School prides itself on its high levels of cooperation, support and compassion, as expressed in relationships between the diverse group of students, staff, families and friends who make up our community. When students are safe, happy and challenged, they grow.

At IGS, students have the opportunity to blossom from Preschool to the end of their secondary schooling. All students are treated with respect and they are encouraged to set their own goals and directions. Our academic results, at the end of Year 12, are outstanding. It is the individuals – their character, maturity and integrity – who speak most strongly for our School.

The School occupies a unique position on the landscape of independent schools in Sydney. Since the doors of our School first opened in February 1984, we have grown from an initial enrolment of 44 students to 1,238 students from Preschool to Year 12 in 2018.

The School’s campus in Ultimo is on the cosmopolitan, creative, entrepreneurial and education western fringe of Sydney’s CBD, close to the University of Sydney, Notre Dame and UTS.

The founding Principal, Professor Reginald St Leon OAM, was awarded the Medal of the Order of Australia in June 2017 for his service to the multicultural community, and to

The founding Principal, Professor Reginald St Leon OAM, was awarded the Medal of the Order of Australia in June 2017 for his service to the multicultural community, and to education.

About IGS

10


Exchanges took place with Rovereto, Italy; Montpellier and Valbonne, France; Tokyo, Japan; and Madrid, Spain.

Year 9 once again headed west with Red Earth Connections in Central Australia for immersion in the Anangu Pitjantjatjara Yankunytjatjara (APY) lands.

The STEAM scene also flourished with a NASA tour, the IGS robotics team (rIGS), taking part in the international Zero Robotics competition, and a visit from NASA astronaut Greg Chamitoff.

The Community Learning Program, supported by the IGS Parents, Teachers and Friends Association (PTF), provided a number of diverse and successful forums in 2018.

Many exceptional achievements in music, drama, sport and co-curricular activities are detailed below.

Relationships and connections beyond the School

The unique Digital Innovation (DI) High, immersing interested High School students in local digital start-up businesses, continued to flourish.

The IGS Memorandum of Understanding with University of Sydney’s Brain and Mind Research Institute continued, while saxophone quartet and musicians-in-residence NEXAS and then renowned saxophonist and piano brother and sister Duo Leung mentored students.

Our Indigenous journey continued as the School engaged again with AIME and our Koori Club ambassadors Professor The Honourable Dame Marie Bashir AD CVO, Professor Larissa Behrendt, Richard Glover, Jack Manning Bancroft, Natalie Ahmat, Warren Mundine and Kim Williams AM.

During HSC Preparation Week, as Year 11 began their transition into Year 12, they heard from former IGS parent Derek Leddie who discussed ways of keeping stress at bay and how parents and caregivers could support their children effectively.

Several students also opted to hear from IGS parent Kristy Masella who shared job application and interview techniques with our senior students as they prepare to head out into the world. Kristy presented two topics: “From Job Ad to Application” and “How to Ace an Interview”.

Our Community Learning Program included a panel of alumni (a human rights lawyer, a journalist and a campaign and advocacy worker) sharing inspiring details of their study and career journeys with senior students and their parents over breakfast. We also held the popular Youth Mental Health First Aid for Parents program with IGS Psychologist Joseph Degeling. There was a screening of Screenagers up at Hoyts Broadway, Paul Dillon once again presented about drugs, alcohol and young people and IGS Psychologist Dr Tamara Kezelman about The Wisdom of Saying No.

Observance of special days such as National Day Against Bullying and Violence, Harmony Day, Wear it Purple Day, B Kinder Day and Walk Safely to School Day encouraged wellbeing, while personal drop off and collection signs organised by the PTF assisted in kerbside safety.

Popular visiting authors included Tristan Bancks, Mick Turner, IGS parents Kate and Jol Temple and Tim Harris.

Highlights of 2018 Campus, curriculum and community enhancements

Under the Strategic Plan Into the World 2016-2020, exciting new spaces continue to emerge through the reimagining of our campus.

Following the opening of the Design Centre in the Wright Building in 2017, construction began on the Global Learning Centre for the Teaching and Learning of Languages in the iconic Kerrie Murphy Building and the Imaginarium in the Wright Building.

The unique Middle Years SAGE program engaged students from Years 7 to 10 in extraordinary experiences outside the classroom for a full week in November. Year 7 students immersed themselves in Shakespeare Boot Camp, Year 8 took on The Rocks Quest, Year 9 created Opera on Kelly, and Year 10, the first cohort to have experienced all SAGE opportunities, ventured south for Writing the Island in Tasmania.

Curriculum developments in 2018 included the introduction of Chinese (Mandarin) as a fifth language in Preschool, along with Philosophy for Year 7 and the launch of the two-unit HSC courses Aboriginal Studies, Legal Studies, Investigating Science, and Textiles and Design.

IGS’s global partnerships continued to flourish, with intercultural and academic experiences at Oxford Summer School, NASA, a design and drama tour of Europe, our longstanding Languages Exchange programs with global partners in Europe and Asia.

IGS in the news

IGS HSC successes and other student achievements were featured or mentioned more than 30 times throughout 2018, in mainstream, education, regional and local media including print, radio and television media.

Follower numbers grew steadily on the IGS Facebook, LinkedIn, Instagram and Twitter channels.

External academic competitions

In the Australian Mathematics Competition, run by the Australian Mathematics Trust, six students in Year 7 were awarded a Credit. Four students in Year 8 were awarded a Distinction and two, a Credit. Two students in Year 9 were awarded a Credit.

Year 12 Chemistry students achieved an individual award in the Titration competition. They were also awarded a Team Achievement in this competition.

In the Australian History Competition, High Distinctions were awarded to one Year 7 student, two Year 8 and five Year 10 students. IGS Stage 5 elective Geography students sat the Australian Geography Competition, with two students achieving High Distinctions.

Details of IGS results in NAPLAN, Record of Student Achievement (RoSA) and the Higher School Certificate are on page 14.

About IGS

Curriculum developments in 2018 included the introduction of Chinese (Mandarin) as a fifth language in Preschool, along with Philosophy for Year 7 and the launch of the two-unit HSC courses Aboriginal Studies, Legal Studies, Investigating Science, and Textiles and Design.

12


Co-curricular and other opportunities

For our youngest learners, Book Week incorporated an Early Learning Book Parade, while the Primary School celebrated the joy of reading in the spectacular Lights OFF Torches ON event in the library with assistance from the PTF.

The wide range of Performing Arts performances in 2018 included the Year 7 to 10 Shakespeare Carnival; #Tempest, an adaptation of Shakespeare’s play by Head of Year 12 Ned Manning on the IGS rooftop; and Boy Overboard, a Junior High School production adapted from Morris Gleitzman’s novel by playwright Patricia Cornelius.

IGS went west for one of their many music concerts, taking the joy of music on a 2,500 km journey through western NSW to raise money for the Royal Flying Doctor Service of Australia (RFDS) and performing in Dubbo, Bourke and Lightning Ridge.

High School

• Two students were selected as CIS Tennis Representatives at the NSW All Schools.

• One student was selected in the AICES Netball team.

• Three students were awarded Age Champions at the CDSSA Swimming Carnival.

• Two students were awarded Age Champions at the AICES Swimming Carnival.

• Five students were AICES representatives at the CIS Cross Country Carnival

• Five students were awarded CDSSA Age Champions at the CDSSA Athletics Carnival.

• Four students were AICES representatives at the CIS Athletics Carnival.

• Three students competed at Nationals for Athletics.

• Two students were selected in the CIS Volleyball Teams.

• One student made the NSW U15 State Volleyball Team (captain).

• Ten students were named as CDSSA Team Representatives across Basketball, Touch Football, Netball and Soccer.

External sporting competitions

Primary School

• Two students were named in the ASISSA Netball Team.

• One student was awarded ASISSA Swimming Age Champion.

• Six students were ASISSA representatives at the CIS Swimming Carnival.

• Twelve students were ASISSA representatives at the CIS Cross Country Carnival.

• Eighteen students were ASISSA representatives at the CIS Athletics Carnival.

• One student was a CIS representative at the NSWPSSA Athletics Carnival.

2018 IGS Athletics Carnival

About IGS

STEAM activities steamed ahead, with another NASA trip, a Robotics and Coding Club, a visit to IGS from NASA astronaut Greg Chamitoff and the expansion of the pilot Digital Innovation (DI) High initiative.

Boy Overboard

Other music concerts culminated in the Music Showcase, The Power of Music, and in impressive 2018 Speech Night performances.

Together, IGS celebrated 2018 International Day through the theme of The Global Environment, with a host of presentations and contributions from parents, caregivers and the wider community.

The wide range of co-curricular activities for students of all ages further diversified with the addition of Philosophy and a host of creative options in the new Design Centre.

14


NAPLAN

In 2018, IGS achieved strong results in the Australian

Curriculum, Assessment and Reporting Authority

(ACARA) in National Assessment Program – Literacy And

Numeracy (NAPLAN) tests.

“I am delighted to announce that IGS students have

excelled in all areas of literacy and numeracy,” said IGS

Head of Research and Innovative Learning Jacqui Baker.

“In particular, IGS students’ average scores for each

of Years 3, 5, 7 and 9 are higher than State averages

and higher than or equivalent to averages for NSW

Statistically Similar School Groups (SSSG) across

all domains.”

Highlights include:

Year 3 students performed well above SSSG on grammar and punctuation.

Year 5 performance was the highest over a six-year period, whereas State and SSSG performance declined.

Year 5 and Year 9 students performed well above SSSG on reading, writing and numeracy.

Year 7 performance and growth on writing was well above SSSG.

Year 5 growth in reading, spelling, writing and numeracy was well above SSSG.

Year 7 growth in writing and spelling was well above SSSG.

Year 9 growth in spelling, reading and numeracy was well above SSSG.

The outstanding results reaffirmed the IGS literacy and

numeracy strategies and were used to inform further

strategic planning.

Teachers analysed individual student data in the context

of all formative and summative assessment collected

throughout the year as they considered student learning

progressions in literacy and numeracy.

In 2018, 100 students in Year 10 were awarded the Record

of School Achievement (RoSA) with 30 of these students

accelerating in Preliminary Mathematics or their language

study. One student from Year 10 successfully completed

their HSC continuer language studies. 103 students were

awarded their Preliminary Higher School Certificate with

17 of these students accelerating in HSC Mathematics or

continuers languages. RoSA Grades for both Years 10 and

11 were well above State measures in all areas.

Higher School Certificate

We were delighted with the 2018 HSC results. A total of

100 Year 12 students from IGS were awarded the NSW

Higher School Certificate.

One student topped the State in German Beginners with

an HSC mark of 99 per cent.

Another was placed third in the State in the highly-

competitive Spanish Continuers course with an HSC mark

of 93 per cent.

Another was placed ninth in the State in Biology with an

HSC mark of 95 per cent, and achieved an ATAR of 99.85.

Two students were named in the prestigious NSW All-

Round Achievers List.

There were 43 Distinguished Achievers – students who

were awarded 90 per cent or above in at least one

course.

IGS students received 82 honourable mentions for the

distinguished achievement of 90 per cent or above.

In the newly introduced Aboriginal Studies course,

students performed 15.38 per cent above the State mean

for this course.

100 per cent of students studying Mathematics Extension

2, Music 1, Music 2, Music Extension, German Beginners,

German Extension, Spanish Beginners and Spanish

Extension achieved in the top two bands.

Student outcomes in standardised national literacy and numeracy testing

Record of School Achievement (RoSA)

Year Reading Writing Spelling Grammar & Punctuation

Year 3

IGS 86 88 81 79

State 73 71 72 71

Year 5

IGS 87 66 87 84

State 62 43 68 65

Year 7

IGS 91 55 74 78

State 58 39 63 57

Year 9

IGS 88 52 74 86

State 55 40 56 56

TABLE 1: Literacy test results showing percentages of students in highest three bands (rounded to nearest whole)

TABLE 2: Numeracy test results showing percentages of students in highest three bands (rounded to nearest whole)

Literacy

Year

Year 3

IGS 84

State 70

Year 5

IGS 87

State 58

Year 7

IGS 77

State 56

Year 9

IGS 76

State 57

Numeracy

TABLE 1

TABLE 2

3. Student Outcomes 4. Secondary Student Outcomes

16


Outstanding acceleration results

We congratulate younger IGS students who elected to sit

their HSC early in one or more courses.

Acceleration in Languages

A total of 14 students accelerated in Languages,

completing the HSC a year, or in one case, two years early

in their chosen course.

Students accelerated across four Languages in German,

Japanese, French and Italian. These students achieved

a mean of 90. The highest result of 96 was achieved by

a Year 10 student for German Continuers, and by a Year

11 student for French Continuers. We congratulate these

students.

Acceleration in Mathematics

Nine Year 11 students accelerated in Mathematics,

completing the HSC a year early in this course. Their

marks range from 80 to 94 with a mean of 88. We

congratulate them for taking on the challenge of an

accelerated program.

HSC Showcases

A total of 13 IGS students were nominated or selected for

HSC showcases for exemplary Major Projects in Design

and Technology, Drama, Music and Visual Arts.

Band 6 (top) Band 5 Band 4

Course No. Students %IGS %State %IGS %State %IGS %State

Aboriginal Studies* 8 38 9 50 13 13 19

Ancient History 24 14 10 33 27 50 27

Biology 21 14 9 29 28 52 33

Business Studies* 1 0 8 0 29 100 27

Chemistry 14 14 9 29 33 36 28

Design and Technology 17 0 12 71 35 24 37

Drama 18 22 14 50 29 28 40

Economics 26 4 13 32 33 48 26

English Standard 27 0 1 0 14 48 35

English Advanced 73 5 14 47 49 40 28

Food Technology* 1 0 10 0 22 100 29

Hospitality* 3 0 2 33 17 33 30

Geography 23 9 8 26 35 48 30

Mathematics General 2 21 5 7 24 20 33 26

Mathematics 50 12 22 32 29 26 26

Modern History 29 7 10 48 31 34 29

Music 1 8 50 21 50 44 0 25

Music 2 3 67 42 33 50 0 8

PDHPE 19 5 7 37 26 26 27

Physics 13 0 10 46 24 31 31

Senior Science* 1 0 4 100 18 0 40

Visual Arts 20 30 12 55 41 15 38

Chinese and Literature* 1 0 13 0 58 100 26

French Beginners* 1 100 22 0 20 0 27

French Continuers 9 33 29 22 35 44 25

German Beginners 4 75 35 25 34 0 16

German Continuers 11 45 28 9 30 36 32

Indonesian Beginners* 1 0 30 0 23 100 23

Italian Beginners 6 50 19 0 22 17 24

Italian Continuers 15 7 21 47 35 33 22

Japanese Continuers 5 20 29 20 32 0 24

Portuguese Continuers* 1 0 31 0 15 100 38

Spanish Beginners 5 40 16 60 29 0 31

Spanish Continuers 8 13 4 38 43 13 36

TABLES:

Higher School Certificate results – 2018

*Studied externally

Band E4 (top) Band E3

Course (1 unit) No. Students %IGS %State %IGS %State

English Extension 1 21 33 38 52 58

English Extension 2 11 0 17 80 55

Mathematics Extension 1 30 20 33 20 47

Mathematics Extension 2 7 43 33 57 52

History Extension 10 0 24 90 55

Music Extension 2 100 67 0 29

French Extension 4 25 38 50 44

German Extension 2 50 37 50 61

Italian Extension 3 0 41 100 52

Spanish Extension 2 50 26 50 63

4. Secondary Student Outcomes

Speech Night 2018

18


After success in 2017 with the concept of the Teacher in Residence program, the School has continued to offer professional development to teachers from other schools. In 2018, languages and intercultural learning expert Dr Gianfranco Conti conducted two workshops at IGS, both attracting teachers from around Sydney.

A number of our staff worked across the year to achieve professional milestones. Numerous members of staff were engaged in postgraduate studies and several staff achieved full accreditation with the NSW Educational Standards Authority.

As in past years, the School continued to engage with the tertiary sector. In 2018, we mentored more than 40 student teachers from universities across Sydney and NSW. In addition, students from Boston University, the University of Minnesota and for the first time Queen’s University in Ontario in Canada completed internships at the School. All these student teachers were ably mentored by IGS teaching staff, demonstrating our very strong commitment to the sustainability of our profession.

2018 also saw the School contribute to the broader educational community, with some of our staff and students participating in educational research programs. Through these programs the School is actively supporting the broadening of educational research and adding to the depth of knowledge and understanding in the profession.

Professional learning, teaching standards, attendance and retention rates

2018 saw our professional development program continue to grow. In total our teaching and support staff completed more than 4,000 hours of professional learning to enhance their skills and knowledge. A considerable portion of this was completed within the internal IGS Professional Development (PD) program. In this program, colleagues learn from the experience and expertise of their peers. The program provides for targeted professional learning around the School’s strategic focus.

Description of professional learning activity Number of staff participating

General professional learning on pedagogy

Philosophy in Schools workshops 25

Classroom management workshop 54

Workshop on deep learning 60

Workshop on building rapport with students 2

Workshop on literacy development for High School students 6

Conference on student engagement 1

Classroom management workshop for beginning teachers 1

Conference on visible learning 2

National thinking and learning conference 5

State conference on future learning 1

Using data in schools conference 1

Conference on deeper learning across the curriculum 1

Professional learning on teaching standards

Workshop on collecting evidence for accreditation 1

National Highly Accomplished and Lead Teacher Summit (HALT) conference 2

Workshop on conducting quality lesson observations 2

Conference on supporting teachers through accreditation 1

Student care

Youth Mental Health First Aid Training 11

Conference on peer support programs 2

Conference on integrated care for youth (drug and alcohol focus) 1

Workshop on managing aggression in young people 1

Conference on child safe schools 2

Student and staff wellness conference 1

Primary student wellbeing conference 1

Mental health and wellbeing conference 1

Workshop on school refusal 1

Students with special needs

Workshop on teaching students with ASD 3

Workshop on teaching primary students with additional needs 1

Workshop on teaching twice exceptional learners 1

Technology training

Workshop on using Cyberhound to promote digital citizenship 51

Technology integration conference 2

Workshop on game based learning 1

Canvas learning management system conference 2

Cyber safety workshop 2

5. Professional Learning

20



PDHPE

Workshop on programing the new Kindergarten to Year 10 PDHPE syllabus 2

Sports conference 2

PDHPE wellbeing toolkit workshop 1

New Years 7 to 10 PDHPE syllabus familiarisation 1

Drama

Workshop on multi-discipline theatre 1

Workshop on composition 2

Library and Careers

TAFE Vocational Education and Training (VET) conference 1

Library conference 1

Careers advisors conference 1

Literacy

Workshop on literacy 1

Literacy and reading conference 2

Science and technology

State conference for Science teachers 1

Conference for early career Science teachers 1

3D printing in primary classrooms 1

Teaching Science in primary 1

Coding in primary classrooms 1

STEM in primary symposium 1

Educational leadership

Leading effective teams workshop 10

Directors of Study Conference 2

Conference on family engagement 1

Conference on women in leadership 4

Agility in leadership conference 4

Compliance and Safety

Child protection training for mandatory reporters 125

Workshop on understanding privacy obligations 107

Workshop on dealing with anaphylaxis 107

Workshop on managing risk 94

Workshop on Out of School Hours (OOSH) care regulations 2

First aid training 2

Work, Health and Safety Consultation training 4

Other

Workshop on developing quality student reports 56

Training on the management of NAPLAN 15


Indigenous and intercultural understanding

Workshop on developing personalised learning plans 1

State conference on teaching Indigenous students 1

Teaching Indigenous History in primary school 1

English

Stage 6 curriculum familiarisation workshop 3

Science

Workshop on Stage 6 programing 1

Chemistry teachers conference 1

STEM in schools symposium 1

Mathematics

State Mathematics conference 2

New Stage 6 Mathematics syllabus familiarisation 2

Mathematics resources workshop 3

HSIE

State Geography conference 2

New Stage 6 Modern History syllabus familiarisation 1

Economics Teachers’ Conference 1

Languages

Workshop on neuroscience and languages 31

Stage 6 Assessment in languages conference 3

K-10 Language syllabus familiarisation workshop 3

Workshop on using music in languages learning 18

Italian teachers conference 2

Spanish teachers conference 1

National conference for German teachers 1

Japanese teachers conference 3

Chinese teachers conference 1

Visual Arts and Design

Workshop on teaching film 1

Music

Teaching music through Orff approaches conference 1

Level 2 Orff training 2

HSC composition marking day 2


Music education conference 1

Ukulele and Orff workshop 1


5. Professional Learning

22


Across the School’s workforce in both teaching and non-teaching roles there are 25 languages other than English spoken at home. Approximately 35 per cent of our staff were born outside of Australia. At present no Indigenous Australians are employed at the School.

Attendance and retention rates for teaching staff

Attendance rate: 96.64 per cent

Retention rate: 93.7 per cent

Workforce composition, including Indigenous

Category Number of Teachers

Teachers having teacher education qualifications from a higher education institution within Australia or as recognised within the National Office of Overseas Skills Recognition (AEI-NOOSR) guidelines

109.5

Teachers having a bachelor degree from a higher education institution within Australia or one recognised within the AEI-NOOSR guidelines but lack formal teacher education qualifications; or

0

Teachers not having qualifications as described in (i) and (ii) but having relevant successful teaching experience or appropriate knowledge relevant to the teaching context. Such teachers must have been employed to “teach” in NSW before 1 October 2004 (either on a permanent, casual or temporary basis) and worked as a “teacher” during the last five (5) years in a permanent, casual or temporary capacity

0

6. Workforce composition

Teaching Standards

24

IGS Annual Report 20187. Student attendance and retention rate

School Year Attendance rate

Kindergarten 96%

Year 1 96%

Year 2 96%

Year 3 97%

Year 4 97%

Year 5 95%

Year 6 98%

Year 7 97%

Year 8 96%

Year 9 95%

Year 10 95%

Year 11 92%

Year 12 93%

Average 96%

At the end of Term 4 2018, there were 1,238 full time enrolments comprising 625 Senior (high) School students; 519 Junior (primary) School students; and 94 full time equivalent enrolments in Preschool and Transition, comprising 147 three to five year olds.

Management of non-attendance

Regular attendance at school is essential to assist students to maximise their potential. IGS, in partnership with parents, is responsible for promoting regular school attendance of students, as outlined under the NSW Education Act 1990.

Holidays

As part of the implementation of the National Standards, holidays taken by students outside of school vacation periods will now be included as absences. A Certificate of Exemption can no longer be granted for this purpose. Families are encouraged to holiday or travel during school vacations.

Student attendance and retention rate

Years Compared Year 10 Total enrolment on census date1

Year 12 Total enrolment on census date

Year 10 Enrolment at census date remaining in Year 12 on census date

Apparent retention rate

Actual retention rate

2014/2016 109 109 102 100 94

2015/2017 107 95 87 89 81

2016/2018 112 105 99 94 88

Leave requests

Applications for leave from school for five (5) days or more must be made in writing to the Deputy Principal either by sending an email to [email protected] or by submitting a hand written request to Student Reception.

Parents and caregivers are subsequently required to complete an application form for the period of absence. Leave requests must be signed by both of the student’s parents or caregivers. A Certificate of Extended Leave – Travel is then issued by the Deputy Principal in accordance with legislative requirements.

Attendance protocols at IGS

Lateness

Students need to be at school on time. All students attend Home Class or Tutor Group when the bell rings at 8.35am. Students who arrive late are required to report to Student Reception to obtain a late note that must be given to the teacher. While the School understands that lateness is sometimes unavoidable, it is important to develop in students the value of being punctual. Late arrival to school can disrupt the learning of the individual and others. Consequently, unexplained lateness to school may require High School students to make up this time.

Leaving school early

If a student must leave school early, they are to present a note to Student Reception on the morning of the day requiring early leave. This note needs to be signed by the Head of House or a senior member of staff and students are to report to Student Reception at the time of their departure from the School. Students not at school during school hours must carry with them an IGS leave pass.

Short term student absence

The School should be informed before 8.30am if a student is to be away on any given day. Contacting the School via email at [email protected] is the preferred method for this. A note is required the day the student returns after an absence.

All notes must be dated and provide a reason for the absence. This note must be given to the Home Class teacher or the student’s Tutor. If no note is received, this

will remain recorded as an unexplained absence.

Habitual absence

“Habitual absence” is a minimum of 30 days of absence within the previous 100 school days. In accordance with the Mandatory Reporter Guide, a course of action under the Keep Them Safe Legislation ensues on the part of the School.

If a student continues to have unacceptable absences, some of the following actions may be undertaken:

• Compulsory Schooling Conferences: Parents are asked to attend a Compulsory Schooling Conference with their child. The conference helps to identify the supports a student may need to have in place so they attend school regularly. The School, parents and caregivers, and agencies work together to develop an agreed plan (known as an Attendance Improvement Plan) to support a student’s attendance at the School.

• Report to Community Services

• Report to the Youth Liaison Officer.

Please visit https://www.igssyd.nsw.edu.au/app/uploads/2019/03/IGS-compulsory-student-attendance-policy.pdf to view our attendance policy.

26

https://www.igssyd.nsw.edu.au/app/uploads/2019/03/IGS-compulsory-student-attendance-policy.pdf


A total of 100 IGS students were awarded an HSC in 2018. Of those, almost half received main round university offers within the Universities Admission Centre (UAC) area of administration. Past trends indicate that more students will have received offers in later rounds and some will have taken offers for institutions outside of the

Post school destinations

Entry points

In 2018 the main years of entry to International Grammar

were Preschool (age 3), Year 5 and Year 7. Year 5 was a

new intake year for the school starting in 2018 and the

School plans to add Kindergarten as an intake year in 2020.

Preschool students with regular attendance receive

priority for entry into Kindergarten and are made an offer

for Kindergarten enrolment during their Preschool year.

All Year 6 students are guaranteed a place in Year 7

and remaining places are offered to students on the

waitlist. Historically this has resulted in Year 7 cohorts of

approximately two-thirds current students and one-third

new students. However, this breakdown is likely to change

with the introduction of a Year 5 intake.

Applications

Application fees and forms and information about the

steps to enrolments are available on the School’s website.

Applicants from overseas must provide an English literacy

assessment.

Enrolment offers will be made in order of the receipt of

applications, with priority given to siblings of current

students, then to children of permanent staff members,

then to students returning to the School, then to children

with one parent who completed Year 12 at the School.

Consideration will also be given to the following matters:

• The applicant’s support of the School’s core commitments, ethical framework and educational activities

• Total class numbers in each of the School’s four second language programs, as the School cannot guarantee the availability of a specific language

• The educational, social and emotional needs of all students in a year group and

• Other criteria determined by the School from time to time.

Enrolment Policy and Procedures

Enrolment offers are made at the discretion of the

Principal and following an interview. In the High School,

entry interviews are conducted by a member of the

senior leadership team. In the Junior School, the

interview is conducted by the Head of Junior School (or

his Deputy). Families who are seeking Preschool entry

all meet with the Director of Early Learning prior to an

offer being made.

Once enrolled, students are expected to support the

School’s ethos and to comply with the school rules.

Parent, student and teacher satisfaction

Exit surveys are sent to every family upon notice of the withdrawal of their child/ren. Aside from the completion of schooling, the most common reasons for exit in 2018 (according to information supplied by families either via the Exit Survey or other communication) were:

• Relocation or overseas posting (29 per cent)

• Have decided on another school or course of study (24 per cent)

• Changes in financial or family circumstances, including ill health (18 per cent).

38 per cent of all students who withdrew from IGS in 2018 requested to be waitlisted for future re-entry.

8. Post school destinations 9. Enrolment Policy and characteristics of the student body

UAC such as private institutions within Australia or overseas.

The infographic gives a snapshot of activities and plans of the Class of 2018. Please note that many alumni are working and studying at the same time.

OTHER TERTIARY

6%

WORKING

7%

OTHER

15%

GAP YEAR

30%

UNIVERSITY

42%

Post school destinations by institution

15 USYD 5 Macquarie 4 UTS 4 ANU

3 WSU 3 TAFE 2 UNSW 12 Other

8 Arts/Intl Studies/Advanced Studies 8 Engineering/Engineering & Commerce 4 Education 4 Science 4 Art and Design 4 Commerce/Economics/Business 3 Data Science 2 Exercise Science 12 Other

Post school destinations by discipline

28


In 2018, there were 22 Indigenous students (1.78 per cent) enrolled from Kindergarten to Year 12.

General breakdown of composition of the student population was 47 per cent female, 53 per cent male. 25 per cent of students lived in households where more than one language is spoken and school families nominated 36 different languages (other than English) as their home language. See following Table.

Characteristics of the Student Body

Language spoken at home Total

Arabic 7

Armenian 1

Bulgarian 2

Cantonese 15

Chinese 26

Croatian 5

Czech 2

Dutch 3

English 962

Estonian 1

Farsi 5

French 34

Gaelic (Scotland) 3

German 42

Greek 24

Gujarati 1

Hebrew 1

Hindi 5

Hungarian 1

Total

Language spoken at home Total

Italian 31

Japanese 13

Korean 2

Laos 1

Mandarin 22

Polish 3

Portuguese 7

Romanian 2

Russian 5

Serbian 5

Sinhalese 1

Spanish 24

Tamil 2

Thai 7

Turkish 9

Ukrainian 2

Urdu 1

Vietnamese 3

1,280

* language mainly spoken at home. Note: Total student numbers in this table vary from enrolment numbers as some students are from a shared cultural/language background

School families nominated 36 different languages (other than English) as their home language.

TABLE: Composition of student population according to language background*

30


IGS is a school community that respects the rights of the individual within the context of the rights of the community as a whole.

IGS uses the CompliSpace Platform, combining governance, risk, compliance and policy management expertise with technology solutions to deliver sustainable governance solutions. A team of lawyers and industry experts actively monitor changes to relevant laws and registration standards to deliver IGS a full suite of online policies, procedures and governance progress that enable IGS to continuously comply with our legal and regulatory obligations. CompliSpace is an approved NESA provider.

Visit https://www.igssyd.nsw.edu.au/about-us/governance-policies to view our policies.

A. Policies for student welfare

The School seeks to provide a safe and supportive environment which:

• minimises risk of harm and ensures students feel secure

• supports the physical, social, academic, spiritual and emotional development of students

• provides student welfare policies and programs that develop a sense of self-worth and foster personal development.

IGS is committed to retaining its status as a lighthouse school for good social, emotional and mental health practice in schooling. Student care is not an end in itself but a means to enhance the learning and development of every student. Every student can be successful and it is through achievement that student self-esteem is enhanced.

C. Policies for complaints and grievances resolution

Procedures for the resolution of grievances were adopted and published on the Complispace platform which includes procedural fairness and makes explicit reference to complaints procedure for dealing with staff issues and student issues.

Policy on bullying

The School is committed to providing a safe and secure community for all of its members and will therefore not tolerate any action that undermines a person’s rights in relation to this. The School will take whatever steps are necessary to prevent, or intervene in, such behaviour.

Every member of the School community has the right to be free from bullying. Therefore, all members of the School community have a responsibility to actively practise and promote:

• acceptance for individual differences

• the values of courtesy, respect, compassion, and care for others

• a supportive and encouraging climate where the achievements and efforts of others are applauded

• a commitment to adhering to, and upholding, all aspects of this policy.

A safe, secure community requires all members to be sensitive to others. A copy of the full policy on Anti-Bullying can be found in Appendix 2.

B. Policies for student discipline

IGS values the wellbeing of all members of the school community. This is achieved by positive reinforcement of appropriate behaviour and a consequential approach to inappropriate behaviour, which may include exclusion, suspension or expulsion, but will never include corporal punishment. Insofar as is possible, this policy will be applied in a manner appropriate to each individual student and each individual circumstance with the ultimate goal of enabling students to make good behavioural choices on their own. The NSW Registration Manual (3.7.1 and 3.7.2) requires that a registered non-government school must have policies relating to discipline of students attending the School that are based on principles of procedural fairness and do not permit corporal punishment of students. Students have a right to procedural fairness in dealings that involve their interests. This includes disciplinary decisions.

Procedural fairness

The principles of procedural fairness include the right to:

• know what the rules are, and what behaviour is expected of students

• have decisions determined by a reasonable and unbiased person

• know the allegations that have been made, and to respond to them

• be heard before a decision is made

• have a decision reviewed.

IGS is committed to ensuring procedural fairness when disciplining a student.

Policy, procedure or statement changes in 2018

The following IGS policies, procedures and statements were created or updated in 2018:

• Common Courtesies

• Code of Conduct

• Volunteer Registration Form

• Volunteer Management

• Credit Reporting Policy

• Information Collection Notice

• LGBTQI Inclusion Policy

• Private Academic Tutors Policy.

10. School policies

Our policies

32

https://www.igssyd.nsw.edu.au/about-us/governance-policies


• The School’s strong social justice program included:

• Red Earth Connections; International Women’s Day; NAIDOC Week; and myriad special charity and community awareness days throughout the year

• Continued effective use of data to inform teaching and learning

• Professional Development for teachers in the global space

• Junior High students performing Boy Overboard, a moving exploration of the confusion of war, politics and belonging, adapted from Morris Gleitzman’s novel by playwright Patricia Cornelius.

Limitless Learning was reflected in:

• Week-long SAGE projects, unique to IGS

• The IGS Global Scholar’s Award to provide students with an opportunity to conduct research and write about the MeToo movement.

• Curriculum Expansion Program to provide students with a richer educational journey with more choice: Philosophy was introduced for Year 7, and Aboriginal Studies was introduced as a new HSC subject, along with Legal Studies, Investigating Science, and Textiles and Design.

• Co-curricular choices through successful Debating, Mock Trial, Theatresports and Duke of Edinburgh Award teams – as well as more than 80 special interest student clubs such as the IGS Robotics Club and Women’s Robotics Club.

• The pilot Digital Innovation High (DI High) Program gave students opportunities to collaborate with local startup technology companies and specialist university innovation centres.

• The Community Learning Program, held in collaboration with the PTF, included Wine and the Nude for parents and caregivers as well as a host of wellbeing workshops.

• International Day 2018 brought parents, caregivers, students and teachers together around the theme of The Global Environment.

Priority areas for improvement based on the Strategic Plan Into the World 2016-2020

In response to the School’s Strategic Plan 2016-2020, the year 2018 realised the following improvements and achievements in the key areas.

• Boost innovation and collaboration• Champion excellence• Incite passionate and creative learning

1. Limitless learning

11. Priority areas for improvement

Above: SAGE learning during The Rocks Quest Right: Red Earth Connections in Central Australia

34


3. Sustainable future2. Empowered students

• Inspire meaningful engagement with local, national and global communities

• The first IGS sustainability framework was launched, setting out a vision to work towards a more sustainable future.

• Parents, Teachers and Friends (PTF) collaborated with the students’ Sustainability Club to provide a real-time energy use tracker for our Kelly Street Campus.

• With PTF assistance, “the global environment theme” for IGS 2018 International Day featured environmentally friendly goods and practices including reusable coffee cups, biodegradable food containers and composting of food waste.

• Engage was introduced as the School’s major database.

• Promote effective, enduring and ethical practices

11. Priority areas for improvement

• Grow tenacious and confident individuals

• A large group of IGS musicians from Years 5 to 8 headed west, covering more than 2,500km, to raise money for the Royal Flying Doctor Service of Australia.

• Many high school students took part in international exchanges with our global partner schools in Europe and Japan.

• IGS families hosted visiting students from global partner schools.

There were countless 2018 highlights for empowering our students. Initiatives included:

• Science, Technology, Engineering, Arts and Mathematics (STEAM) activities across all years.

• The continuation of the highly successful SAGE program for the Middle Years of Year 7 to Year 10, with Year 7 experiencing a week of Shakespeare Boot Camp; Year 8, The Rocks Quest; Year 9, Opera on Kelly; and Year 10, Tasmania - Writing the Island.

• Students performed a bespoke rendition of one of Shakespeare’s plays, #Tempest, on the IGS rooftop.

• NASA Expedition: 21 students from Years 7 to 9 journeyed to the United States Space and Rocket Centre (USSRC) and NASA’s Johnson Space Centre in 2018.

• Red Earth: For the fifth time, staff and a group of Year 9 students ventured to Central Australia with Red Earth, to explore Uluru, Kata Tjuta and Kings Canyon and visit the Anangu Pitjantjatjara Yankunytjatjara (APY) lands, staying with the Kenmore mob on their land.

• The History and Drama tour of Italy took in the ancient ruins of Pompeii, a circumnavigation of Capri, and explorations of Rome and Venice.

• Improve the School’s information communication technology

• Secure, reimagine and redesign the campus

• Work began on the Global Learning Centre for the Teaching and Learning of Languages and the Imaginarium, with efficient, flexible learning spaces.

• Detailed consultation with BVN architects began for the design of a purpose-built Bibliothèque in the heart of the School.

• A new Counselling Suite was created adjacent to Student Reception.

• The IGS Design Centre makerspace on the ground floor of the Wright Building was launched, featuring the Bauhaus, Vivienne Westwood and Miyazaki studios, and breakout learning spaces with a mural by artist Brad Eastman.

36


Development of Strategic Initiatives 2016-2020

LIMITLESS LEARNING

1. Chinese in preschool 2017

2. SAGE - Implementation of M.Y. project-based learning program

4. Curriculum expansion project

2016 2017 2018 2019 2020

EMPOWERED STUDENTS

1a. Growth strategy - extra KG class 2019

3. Secure, reimagine and redesign the IGS campus Negotiate with the CoS, community consultation, engage architects, develop master plan

Strategy Refresh

SUSTAINABLE FUTURE

Strategy Wheel

BM, DeputiesDeputies

Principal

Board Building Committee Principal, BM

Deputy SI & HRIL

Into the world 2016 - 2020

Mission: To equip our students to

be world ready

SUSTAINABLE FUTURE

LIM

ITLE

SS L

EA

RNING EMPOWERED

STUD

ENTS

CONNECTEDNESS DIVERSITY

PERSON

AL

AC

HIE

VEM

EN

T

VIB

RA

NC

Y

AUTHENTICITY

Incite passionate & creative Learning

Champion excellenceBoost innovation & collaboration

Inspire meaningful engagem

ent with local,

national & global com

munities

Grow

tenacious & confident individuals

Promote e�ectiv

e, en

durin

g &

eth

ical

pra

ctic

es

Improve the School’s inf

orm

atio

n co

mm

unic

atio

n te

chno

logy

Secure, reim

agin

e &

rede

sign

the

cam

pus

SUSTAINABLE FUTURE

LIM

ITLE

SS L

EARNING EMPOW

ERED STU

DEN

TSVIB

RA

NCY

PERSON

AL

ACH

IEV

EMEN

T

DIVERSITY

AUTHENTICITY

CONNECTEDNESS

Mission: To equip our students to

be world ready

Improve the School’s in

form

atio

n co

mm

unic

ati o

n te

chno

logy

Secure, reim

agine

& re

desi

gn th

e ca

mpu

s

Promote effectiv

e, end

urin

g &

eth

ical

pra

ctic

esBoost innovation & collaboration

Incite passionate & creative learning

Champion excellence

Grow

tenacious & confident individuals

Inspire meaningful engagem

ent with local,

national & global com

m

unities

38


KEY TERMSSTRATEGY MAP

Focuses the School’s efforts, supports the choice of appropriate measures to report progress in implementing the strategy, communicates the strategy, captures implementation of the SP on one page

BALANCED SCORECARD A report used by Management to track the actions, projects and initiatives implemented by staff within their span of control and to monitor the consequences arising from these

15 Measures of the Balanced Scorecard – a summary

1. Staff goals, action plans, projects

2. Student academic results

3. Satisfaction surveys

4. Student learning outcomes in middle years program

5. Teacher impact in the classroom

6. Quality of learning opportunities for students locally, nationally and globally

7. and for staff

8. Student effort

9. Student hope, engagement, wellbeing, faith entrepreneurial spirit

10. Financial performance measures

11. Enrolment targets & measures

12. Advancement targets & measures

13. ICT targets & measures

14. Acquisition strategy

15. Projects of the Master Plan Framework

LIMITLESS LEARNING

LL3. Incite passionate and creative learning

DIVERSITY PERSONAL ACHIEVEMENT AUTHENTICITY CONNECTEDNESS VIBRANCY

LL1. Boost innovation and collaboration

LL2. Champion excellence

STRATEGIC ASPIRATION

STUDENTS

VALUES

LEARNING & GROWTH

INTERNAL PROCESSES

FINANCIAL

EMPOWERED STUDENTS

ES2. Grow tenacious and confident individuals

ES1. Inspire meaningful engagement with local, national and global communities

SF2. Improve the School’s information communication technology

SF3. Secure, reimagine and redesign the campus

SUSTAINABLE FUTURE

SF1. Promote effective, enduring and ethical practices

IGS Strategy Map Aspiration 1 - Limitless Learning Balanced Scorecard

STRATEGIC AREAS OF ACTION

MEASUREHow could we measure success?

TARGET

What level of performance is targeted?

WHOResponsibility

Boost innovation and collaboration

1 Through annual program of staff goal setting, dept action planning & the portfolio of key strategic projects(Terms 1 and 4)

100% staff participation, driving effective ongoing professional conversations, feedback, support and performance management of all staff; successful implementation of projects within the project management framework

Deputies/ Business Mgr.

Champion excellence

2 By analysing and tracking HSC results, ATARs, university offers, NAPLAN data(Terms 4 and 1)

Upward trends in all key performance indicators:

For the HSC: Nomination and selection for HSC Showcases for best major works, All Rounders (Band 6 in at least 10 units including English), First in Course, Top Achievers (top 10 students in state), Distinguished Achievers (Band 6 in at least one course), Percentage of courses in which cohort performed above the state mean, Percentage of Band 6s achieved vs potential Band 6s (SMH School Ranking), Courses in which students did not meet the minimum standard Band 2, Courses in which 100% of students scored in the top two bands , How far the cohort in each course performed above the state, ATARs and university offers

For NAPLAN: Substantially above All Schools and above Similar Schools in reading, writing, spelling, grammar and punctuation, numeracy, upward trends in Gains for students in reading, writing and numeracy

Head of Research & Innovative Learning

3 By conducting annual national school opinion survey for students, staff and parents (Term 3)

In School Opinion Survey

Satisfaction across all survey items indicated by a mean of between 4-5 on all survey items, higher satisfaction levels than benchmark schools

Head of Research & Innovative Learning

Incite passionate and creative learning

4 By measuring student outcomes in PBL program (Terms 3 & 4)

A mean of 3-4 (high – very high) in levels of engagement, learning, challenge and achievement in Eminence (Year 5), Information Research Task – IRT (Year 6), SAGE Program (Years 7-10)

Heads of School (Kindergarten to Year 12)

5 By measuring teacher impact through Educator Impact (EI) (Terms 2, 4)

Upward trends in teacher impact in key areas against benchmark schools

Deputy Principal Staff & Innovation

DPSI, Heads of School K-12

Deputies, BM

Deputies

HRIL

BM

BM

Board Building Committee, Principal, BM

DPSCL, Heads of School

MISSION To equip our

students to be world ready

40


Aspiration 2 – Empowered Students Balanced Scorecard



TARGET


WHOResponsibility

Inspire meaningful engagement with local, national and global communities

6 By developing a register of local, national and global learning opportunities offered to our students and tracking and evaluating student participation and the quality of outcomes (Terms 1, 3)

A rich and diverse suite of learning opportunities that meet key quality criteria

Deputy Principal Students and Campus Life

7 By developing a register of local, national and global learning opportunities offered to our staff and tracking and evaluating staff participation and the quality of outcomes(Terms 2, 4)

A rich and diverse suite of professional learning opportunities that meet key quality criteria

Deputy Principal Staff & Innovation

Grow tenacious and confident individuals

8 By measuring and tracking student academic effort twice a year from Kindergarten to Year 12 on school reports(Terms 2, 4)

Growth in percentage of students with effort grades 1 and 2

(1: excellent 2: good 3: more effort required: 4 unsatisfactory)

Heads of School Kindergarten to Year 12

9 By using the Australian Gallup Student Poll annually to measure and track levels of hope, engagement, wellbeing & entrepreneurial spirit in students from Years 5 to 12. (Term 3)

Upward trend against the nation (participating schools) in students who are:

• hopeful for the future

• engaged with their studies

• thriving in terms of their wellbeing

• entrepreneurial in their outlook

Deputy Principal Students and Campus Life

Aspiration 3 – Sustainable Future Balanced Scorecard



TARGET


WHOResponsibility

Sustainability - Promote effective, enduring and ethical practices

10 By measuring financial performance through:• Developing a financial

plan for IGS• Annual audit • Annual ASBA/Somerset

Non-Government Schools’ Financial Performance Survey and benchmarking report

(Terms 1, 3)

Achieving all objectives of the financial plan

Best practice financial performance on all measures and positive endorsement from auditor

Favourable ratios in comparison with similar schools and positive endorsement of strengths from the Somerset report

Business Manager

11 By developing an Enrolment Management Plan that measures key enrolment data, trends and forecasting, and facilitates the growth strategy for enrolment to 2025 (Term 1, 2, 3, 4)

Enrolments to grow by 175 students in Primary by 2025

100% enrolment in each year group

>80% retention of students from Year 6 into Year 7

Upward trends in application and conversion rates

Business Manager

12 By developing an Advancement Plan (Terms 1, 4)

Achieving all objectives of the Advancement Plan

Business Manager

Improve information, communication technology

13 By developing an effective ICT Plan as a companion to the Strategic Plan and its 3 aspirations (limitless learning, empowered students, sustainable future) and measures its achievement of outcomes (Terms 2, 4)

Best practice in information communication technology (ICT) pedagogy, skills development for staff and students, resourcing and infrastructure.

Business Manager

Secure, reimagine and redesign the campus

14 By developing, adopting and implementing an effective acquisition strategy for the school(Term 2, 4)

Increase ownership of the school’s five major sites from 40% towards 100% and/or improve lease terms

Board Building Committee/ Principal /Business Manager

15 By developing, adopting and implementing an effective master plan framework for the school(Terms 1, 2, 3, 4)

Completion of high quality building projects within the master plan’s timeframe and the school’s cap ex budget

Board Building Committee/ Principal /Business Manager

42


What is the reporting schedule?

TERM 1Spoken reports by leadership team members at final leadership team meeting of term

TERM 2Briefing papers and presentations by leadership team members at semester 1 leadership team conference

TERM 3Spoken reports at final leadership team meeting of term

TERM 4Briefing papers and presentations at Semester 1 leadership team conference

The Principal reports on strategic initiatives at each Board meeting.

IGS recognised as equipping students to be ready for the world

Categories of excellence

• Excellence in educational innovation • Outstanding HSC results • Excellence in project-based learning programs:

Heads of School • Excellence in local, national and/or global

learning opportunities: Deputies • Excellence in school design: Principal and

architecture audiences • School-based publications: InFocus,

Jigsaw, social media platforms, professional development, A great start - Early Learning at International Grammar School, and A unique languages program at International Grammar School

• External conference presentations • Local, national and international media

coverage • Academic research papers • Educational awards and prizes.

44


Many initiatives throughout 2018 promoted respect and responsibility.

In the Primary School, these included:

• Kindergarten to Year 2 six-week Drama Toolbox Seal Program, learning resilience, coping strategies and emotional awareness for 50 minutes each week

• Kindergarten 10-week “stop, think and breathe” sessions, learning resilience, emotional regulation strategies, conflict resolution and friendship skills

• Kindergarten Life Education My Body Matters program, focusing on hygiene, nutrition, physical activity, and safety at home, school, and in the community

• Year 1 Life Education on “Harold’s Friendship”, exploring the qualities of a good friend, feelings and emotions, early warning signs, and safe and unsafe situations

• Year 2 Life Education Growing Good Friendships program, exploring physical activity, nutrition, personal safety, and positive relationships

• Year 3 Sydney Theatre Company Drama with John Jagamarra, with themes including belonging, family, loss and developing empathy

• Year 3 Rainforest Mindfulness Meditation, in which children write their own guided visualisation in a notebook

• Year 4 eight-week MPC Mindfulness Matters sessions

• Year 5 Sydney Theatre Company Drama, exploring family, change, gratitude, war, terror and ways of coping

• Year 5 Police visit to discuss cybersafety and controlling physical reactions when in conflict

• Year 6 eSmart Week digital citizenship activities, exploring online etiquette, cyberbullying, body image online and “fake news”

• B Kinder Hope workbook.

Good leadership was promoted at IGS through:

• 18 community and special faculty student leaders in Years 6 and 12

• Sustainability Club

• Year 6 and 12 Leadership Day with Heads of School and parent presenters

• Home Class groups, Tutor groups and Houses providing a solid basis for fostering peer group support and camaraderie.

With dedicated digital co-ordinators in both the Primary and High Schools, cyber safety and good digital citizenship training took place to develop students’ awareness, respect for others and a sense of responsibility in the online world.

Other key initiatives included:

• PDHPE and outdoor education camps, increasing the onus on students to be more independent and responsible in the way they react to challenges

• Study skills workshops for Years 7 to 12

• Parent and student study skills sessions

• The Student Representative Council met regularly and developed plans for 2019 and beyond around use of physical spaces and ways of improving student experiences

• The whole school participated in R U OK?DAY, Wear it Purple Day, Bullying. No Way! Day, White Ribbon Day and B Kinder Day, and the Primary School ran various “gold coin” days to raise awareness and funds for charities.

In other social justice initiatives, the High School participated in the following events and programs:

• Years 7 to 10: High Resolves explored varying aspects of global leadership

• Year 7: Independent Thinking and Digital Citizenship within the Global Citizens’ program

• Year 8: Justice Society

• Year 9: Global Leaders’ Program focused on the issue of social progress

• Senior girls’ sleepover was held to support cancer research

• Year 10: Gender Inequality Awareness.

Further programs included:

• Red Earth Indigenous Immersion trip

• Youth Mental Health First Aid training for parents in March and for teaching staff during Term 3, conducted by the Director of Counselling Services

• Year 8, 9, 10 collaborative learning projects around risk taking and respectful behaviours

• Paul Dillon’s Drug and Alcohol Education for students in Years 10 to 12 and their parents

• Year 10 pilot program, visiting a local aged care facility with STEPS organisation

• Safer Internet Day

• High School ArtsFest

• High School Peer Support programs for Years 7 and 11, with staff retrained by an external organisation

• Year 4 and 9 buddy program

• Year 5 and Transition buddy program

• Mindfulness School Project

• E-Smart Week

• Year 10 Elevate Education

• Year 10 Wired Brainstorm Productions workshops on managing stress, anxiety and depression

• Year 10 Sticks and Stones Brainstorm Productions workshops on anti– bullying and cybersafety

• Duke of Edinburgh’s Award opportunities

• Harmony Day.

Actions undertaken by the School to promote respect and responsibility

12. Actions undertaken by the School to promote respect and responsibility

46


National School Opinion Surveys

For the third year in a row, IGS implemented the National school opinion surveys across the Early Learning Centre, Primary School and High School. Through these, a rich source of longitudinal data continues to offer insight and understanding into our community perceptions and provide opportunity for ongoing improvement. Survey results for the first two years led to a number of key improvement plans including student behaviour and classroom management, rejuvenation and refurbishment of classrooms and learning spaces and the Student Representative Council.

Who completed the surveys?

In 2018, 292 parents participated in the parent surveys, 32 from Early Learning, 136 from Primary School and 124 from High School. All students from Years 3 to 12 participated in the student surveys and all staff, including non-teaching staff participated in the staff surveys. The surveys were generated through the School Survey Tool, developed through ACARA.

The following charts present high levels of agreement with the statements shown.

Parent, student and teacher satisfaction

13. Parent, student and teacher satisfaction 13. Parent, student and teacher satisfaction

Teachers at this school expect my child to do his or her best

This school is well maintained

My child likes being at this school

Parents – High School

0 20 40 60 80 100

My child feels safe at this school

My child likes being at this school

I can talk to my child’s teachers about my concerns

Parents – Primary School

0 20 40 60 80 100

My child feels a sense of belonging to the Early Learning Centre

Each child is supported to feel secure, confident and included

My child is supported to participate in the program

Parents – Early Learning

0 20 40 60 80 100

My school gives me opportunities to do interesting things

My teachers motivate me to learn

My teachers expect me to do my best

My teachers expect me to do my best

Students – High School

Students – Primary School

0

0

20

20

40

40

60

60

80

80

100

100

Percentage agree Percentage strongly agree

Overall satisfaction levels

Survey items called for responses on a scale of 1 to 5, where 5 was strongly agree, 4 agree, 3 neutral, 2 disagree and 1 being strongly disagree. Average scores on a scale of 1 to 5 are calculated for each survey item as well as an overall score. A score of 5 is interpreted as most satisfied. The overall average scores for each area of the school are presented on the following charts.

What next

The surveys provide the principal and School Leadership Team with key indicators on previous school improvement plans and strategic milestones. These are being closely analysed along with other indicators in order that new improvement opportunities can be identified and pursued.

Staff

Staff

Staff

Students

Students

Students

Parents

Parents

Parents

High School

Primary School

Early Learning

1

1

1

2

2

2

3

3

3

4

4

4

3.9

3.8

3.3

3.8

4

4.4

4

4.2

48


EXPENDITURE - 2018

INCOME - 2018

FINANCIAL INFORMATION

FINANCIAL INFORMATION

14. Summary of financial information

Enrolments are growing steadily and reached a high of 1,250 in 2018. This was due to the planned effect of the IGS growth strategy bolstering numbers in our Primary School.

Based on our Federal Government Socio-Economic Score (SES) of 122, IGS received $4,168 million 2018 of Federal funding.

The 2018 State Government funding received was $1,424 million. Funding for 2019 is expected to remain at similar levels, with a nominal increases announced by the Australian Federal Government as they progress the implementation of the announced PIT model of funding.

Increases in salary and on-costs were offset against additional revenue due to consistent growth in student

numbers and nominal increases in student fees over the previous year. Overhead costs were within budget, and overall working capital remain strong.

2018 further saw the completion of the Global Learning Centre, Imaginarium and relocation works for new Counsellor Suites. Further plans are under way to establish an improved Centre for the Dramatic Arts followed by the IGS Bibliothèque, progressing the roll-out of the IGS Master Plan.

The charts on the following page show details of reported Income and Expenditure for 2017 and 2018.

Summary of financial information INCOME - 2017

EXPENDITURE - 2017

62 Salaries & On Costs 5 Teaching & Learning Costs 16 Occupancy Costs 7 Administration Costs 1 Admissions, Community Engagement & Communications 2 Scholarships 6 Depreciation & Provisions

78 Tuition Fees 3 Other Fees & Income 16 Federal/State Govt Grants 1 Donations (PTF & Building Fund) 2 Net Other Income 78%

78%

3%

3%

16%

17%

1%

1%

1%

1%

2%

2%

2%

6%

5%

7%

7%

16%

16%

5%

5%

62%

65%

65 Salaries & On Costs 5 Teaching & Learning Costs 16 Occupancy Costs 7 Administration Costs 1 Admissions, Community Engagement & Communications 2 Scholarships 5 Depreciation & Provisions

78 Tuition Fees 1 Other Fees & Income 17 Federal/State Govt Grants 1 Donations (PTF & Building Fund) 3 Net Other Income

1%

50


2018 IGS enrolment policy

IGS is a non-selective, co-educational, secular school which seeks to be representative of contemporary Australian society. As such, IGS is open to enrolment from any individual who adheres to the values and attitudes that underpin the culture and ethos of the School.

All enrolment offers are made at the discretion of the Principal.

Entry into the School will primarily be determined by the date the application is received by the School. Priority will, however, be given in the following circumstances (in order):

1. Where an applicant has a sibling at the School

2. Where the applicant is the child of a permanent member of staff at the School

3. Where an applicant has previously been enrolled at the School, and

4. Where one parent of the applicant has completed Year 12 at the School.

The School attempts to ensure that there is a reasonable balance of male and female students in each year group. Where gender imbalance exists in a year group, action may be taken to redress the imbalance.

In Preschool to Year 10, enrolment offers will be linked to, and conditional upon, the language/s allocated to the student. Upon acceptance, the student will study the language/s allocated until the year level at which the study of the language is no longer compulsory. For new enrolments at the commencement of Year 7 only, languages allocations will be made subsequent to enrolment offers.

Consideration will be given to the educational, social and emotional needs of all students in a year group prior to an offer of enrolment to a new student.

Entry points

The main entry points to the School are Preschool and Year 7.

Enrolments for all other years will be offered subject to the availability of places. Early Learning students will receive priority for entry into Kindergarten over applicants for entry directly into Kindergarten. Students enrolled at IGS in Year 6 are automatically enrolled into the High School unless notice of withdrawal is received within the applicable notice period.

Waiting lists

Applicants will be placed on a waiting list based on the date the application is received by the School, subject to the conditions listed above referring to siblings, children of permanent staff, returning students and children of alumni who have completed Year 12 at the School.

Student entry into Early Learning

The Policy for children entering Early Learning is as follows:

1. All children must turn three years of age by May 31.

2. Children cannot commence until their third birthday.

3. Children must be toilet trained before commencement, failing which the attendance of the child will be deferred.

2018 IGS bullying prevention and intervention policy

The hazard – bullying

Bullying is the repeated and intentional behaviour of causing fear, distress or harm towards another person that involves an imbalance of power. It can involve humiliation, domination, intimidation, victimisation and harassment. In any bullying incident there are likely to be three parties involved: the bully, the person being bullied, and bystanders.

Bullying can take many forms including:

• Physical bullying which involves physical actions such as hitting, pushing, obstructing or being used to hurt or intimidate someone. Damaging, stealing or hiding personal belongings is also a form of physical bullying.

• Psychological bullying which is when words or actions are used to cause psychological harm. Examples of psychological bullying include name calling, teasing or making fun of someone because of their actions, appearance, physical characteristics or cultural background.

• Indirect bullying which is when deliberate acts of exclusion or spreading of untrue stories are used to hurt or intimidate someone.

• Cyber bullying which is the ongoing abuse of power to threaten or harm another person using technology. Cyber bullying can occur in chat rooms, on social networking sites, through emails or on mobile phones.

What isn’t bullying?

There are many negative situations which, whilst being potentially distressing for students, are not bullying. These include:

• Mutual Conflict Situations which arise where there is disagreement between students but not an imbalance of power. Mutual conflict situations need to be closely monitored as they may evolve into a bullying situation.

• One-Off Acts (of aggression or meanness) including single incidents of loss of temper, shouting or swearing do not normally constitute bullying.

Signs of bullying

Major behavioural changes in a student may be indicative of bullying. Such behavioural changes may include:

• crying at night and having nightmares

• refusing to talk when asked “What’s wrong?”

• having unexplained bruises, cuts or scratches

• an unwillingness or refusal to go to school

• feeling ill in the mornings

• a decline in quality of school work

• becoming withdrawn and lacking confidence

• beginning to bully siblings

• acting unreasonably.

IGS policy

IGS recognises its duty to students to provide a safe and positive learning environment where individual differences and diversity within the School is respected and accepted.

Bullying is not tolerated at IGS.

It is our policy that:

• bullying be managed through a ‘whole-of-School community’ approach involving students, staff and parents/guardians

• bullying prevention strategies are implemented within the School on a continuous basis with a focus on teaching age-appropriate skills and strategies to empower staff, students and parents/guardians to recognise bullying and respond appropriately

• bullying response strategies are tailored to the circumstances of each incident

• staff establish positive role models emphasising our no-bullying culture

• bullying prevention and intervention strategies are reviewed on an annual basis against best practice..

Bullying prevention strategies

IGS recognises that the implementation of whole-School prevention strategies is the most effective way of eliminating, or at least minimising incidents of bullying within our community.

The following initiatives form part of our overall bullying prevention strategy and our strategy to create a ‘no-bullying’ culture within the School:

• a structured curriculum and peer group support system, that provides age-appropriate information and skills relating to bullying (including cyber bullying) and bullying prevention, to students over the course of the academic year

• education, training and professional development of staff in bullying prevention and response strategies

• regular provision of information to parents/guardians, to raise awareness of bullying as a School community

APPENDIX 2Appendix 1: Enrolment policy Appendix 2: Anti-bullying policy

52


issue to equip them to recognise signs of bullying, as well as to provide them with clear paths for raising any concerns they may have relating to bullying directly with the School

• promotion of a supportive environment that encourages the development of positive relationships and communication between staff, students and parents/guardians

• promotion of responsible bystander behaviour amongst students, staff and parents/guardians

• reporting of incidents of alleged bullying by students, bystanders, parents/guardians and staff are encouraged, and made easy through the establishment of multiple reporting channels (as specified below)

• regular risk assessments of bullying within the School are undertaken by surveying students to identify bullying issues that may ordinarily go unnoticed by staff

• records of reported bullying incidents are maintained and analysed, in order to identify persistent bullies and/or victims and to implement targeted prevention strategies where appropriate

• statements supporting bullying prevention are included in students’ School diaries

• education of staff, students and parents/guardians on health conditions to promote understanding and to reduce stigma and fear

• anti-bullying posters are displayed strategically within the School

• promotion of student awareness and a ‘no-bullying’ environment by participating in events such as the National Day of Action Against Bullying and Violence.

Reporting bullying

Students and their parents/guardians are sometimes reluctant to pursue bullying incidents, for fear that it will only make matters worse.

A key part of the School’s bullying prevention and intervention strategy is to encourage reporting of bullying incidents as well as providing assurance to students who experience bullying (and parents/guardians) that:

• bullying is not tolerated within the School

• their concerns will be taken seriously

• the School has a clear strategy for dealing with bullying issues.

Bullying incidents can be advised to the School verbally (or in writing) through any of the following avenues:

• informing a trusted teacher

• informing the School psychologist

• informing a student’s head of house

• informing a student’s head of year or head of school

• informing the Deputy Principal or the Principal.

Responding to bullying

Bullying behaviours vary enormously in their extent and intent and, as a consequence, each incident needs to be dealt with on its facts.

In all circumstances the School:

• takes bullying incidents seriously

• provides assurance to the victim that they are not at fault and their confidentiality will be respected

• takes time to properly investigate the facts including discussing the incident with the victim, the bully and any bystanders

• takes time to understand any concerns of individuals involved

• maintains records of reported bullying incidents

• will escalate its response when dealing with persistent bullies and/or severe incidents.

Actions that may be taken when responding to bullying include:

• The “Method of Shared Concern” Approach (Pikas)

• The “No Blame” Approach (Maines & Robinson)

These approaches may be used to intervene in group or relational bullying situations. They are only appropriate during the initial stages. They are not appropriate for persistent or severe bullying incidents.

• notification of/consultation with parents/guardians

• offering counselling to persistent bullies/victims

• implementing effective follow up strategies

• disciplinary action, at the Principal’s discretion, including suspension and expulsion of persistent bullies, or in cases of severe incidents.

APPENDIX 2Appendix 2: Anti-bullying policy

Bullying: Other support services

The following support services are available to students and staff:

Youth Liaison Officers

Youth Liaison Officers are NSW Police Force members who are responsible for administering the Young Offenders Act 1997 (NSW). They are responsible for delivering cautions, referring children to youth justice conferences, and implementing strategies to reduce crime by juveniles in the community.

The Youth Liaison Officer allocated to IGS is Constable Allison Kachoyan. The Youth Liaison Officer can be contacted on (02) 9265 6467.

Other Support Services

IGS also provides access to Counselling Services (Student).

Staff responsibilities

All staff are responsible to:

• model appropriate, respectful and supportive behaviour at all times

• deal with all reported and observed incidents of bullying in accordance with this policy

• ensure that any incident of bullying that they observe or is reported to them, is recorded appropriately

• be vigilant in monitoring students that have been identified as either persistent bullies or victims

• acknowledge the right of parents/guardians to speak with the School if they believe their child is being bullied.

Signage

Anti-bullying posters may be posted in strategic locations in the School to promote appropriate behaviour and encourage students to respect individual differences and diversity.

Implementation

This policy is implemented through a combination of:

• staff training

• student and parent/guardian education and information

• effective incident reporting procedures

• effective management of bullying incidents when reported

• the creation of a ‘no-bullying’ culture within the School community

• effective record keeping procedures

• initiation of corrective actions where necessary.

Discipline for breach of policy

Where a staff member breaches this policy IGS will take disciplinary action, including in the case of serious breaches, summary dismissal.

54

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Annual Report - International Grammar SchoolIn keeping with the strategic plan Into the World 2016-2020, IGS continued with its progressive roll-out of Masterplan initiatives, with

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