Annual Report 2009

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PMSA Mission Statement: Our Vision

Our vision is to build communities based on Christian foundations, by providing teaching and learning

environments of excellence, permeated by Christian faith and actions.

Our Mission

Our mission is to provide outstanding teaching and learning environments for our students and staff, in

schools built on the teachings and example of Jesus Christ.

Our focus is to enable students to discover and then develop their God-given talents.

Our aim is for students to achieve personal excellence, live a fulfilling and satisfying life and make a

meaningful contribution to family and society.

Our Values

Relationships

Founded on God‟s relationship with us – love, justice, compassion, forgiveness

Care

Providing a safe environment for growth and development, respecting self and the needs of others

Ethics

Integrity, seeking the truth, right thinking and right action

Personal Development

Growth, resilience, learning from mistakes and successes, continuous improvement, self-management

Excellence

Encouraging all to fulfil their potential

Celebration

Recognising and celebrating the achievements of students, staff and our wider community

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SCGS Mission Statement:

Our Vision

Sunshine Coast Grammar School will be the school of choice on the Sunshine Coast, offering quality

education in a Christian environment.

Our Mission

Sunshine Coast Grammar School will be a community of learners with the primary goal to develop and

foster each individual in the community.

Our strength of purpose will derive from our core values of respect, care, trust, empathy and integrity

which will underpin and infuse all our actions and aspirations.

Our dedication will be to create a vibrant Christian school community that offers opportunity,

participation, and challenge, founded on these values.

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School Governance: SCGS Council Members:

Mr Bernie Stein Rev Guido Kettniss Mr Nigel Fairbairn

Mr John Fadian Mr Richard Wilkinson Mr William East

Mr David Crevola Mr Andrew Stevens

PMSA Council Members:

Mr Des Robinson Rev Guido Kettniss Rt Rev John Gilmour

Mr Stephen Howell Mr Richard Wilkinson Mrs Linda Costello

Mrs Jacqueline McPherson Dr Wendy Jeays Mr Bernie Stein

Mr Robert McCall Mr Geoffrey Hines Mrs Jane Dale

Mr Alan A.C. Grummitt

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Chairman‟s Report

Sunshine Coast Grammar School has celebrated many significant achievements this year. Again, it is

our wish that the culmination for a great deal of dedicated effort by both teachers and students will be

impressive academic outcomes and, for those not pursuing tertiary education, obtaining employment

in their desired career path.

Your School Council has persisted this year in setting the School up to meet the challenges of preparing

students for the rapidly changing world of the future.

To this end, we commissioned a person independent of the School, Mr Ted Fitzgerald, to conduct a

number of surveys. Our aim was to examine demographic considerations including potential areas of

population growth, poll the views of a random selection of community residents (not associated with

Sunshine Coast Grammar School) on a range of issues of interest, and invite the views of parents, staff

and students on both the strengths and weaknesses of Sunshine Coast Grammar School and what

improvements might be pursued in future.

The surveys yielded much valuable information which the Council is still in the process of fully

digesting.

I am grateful for this opportunity to thank all those who responded to these surveys and assure you

that, as the exercise progresses, the Council will keep parents informed as to actions proposed.

As an immediate response, the Council has established a working party comprising representatives of

Council, management and staff to conduct a review of the organisation of the School. The terms of

reference for the working party are to develop processes for creating and maintaining a teaching and

learning environment which:

ensures high academic standards and student achievement

provides opportunities for students and staff

ensures a high standard of school performance and discipline

improves cost effectiveness and community relationships

optimises use of human, technological and physical resources

The working party‟s deliberations will be referred to Council for determination as to the necessary

action to be taken.

2009 has been very much a year of ups and downs for the economy and for the Sunshine Coast.

Despite these reversals, we can look forward to recovering conditions in 2010. Council members and I

certainly wish that those families who have borne the brunt of the downturn can face 2010 with

greater confidence.

I extend similar best wishes to my fellow School Councillors, the Headmaster and his management

team for their dedicated efforts throughout the year.

Bernie Stein

Chairman of School Council

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Headmaster‟s Report

During 2009, many people and governments of the world have accepted the need for greater

accountability from our leaders and major institutions, and greater transparency in public decision-

making.

As the global events of the year have unfurled (or perhaps unravelled in some cases), it has heightened

the resolve of the leaders at Sunshine Coast Grammar School to create an oasis of excellence.

Dedication to this resolve underpins our decision-making with a commitment to:

excellence in teaching and learning

individual education pathways for all students

a pastoral care system based on the Gospel values of care, compassion and inclusiveness

value and support all the co-curricular offerings of the school

engage parents and students in discussions regarding the future direction and needs of the

school

be an open school, welcoming members of the broader community

be a community of learners with the primary goal of developing and fostering each individual

with-in the community

To achieve these goals, we have constantly sought to have an inspiring and inclusive mission and

vision, and importantly, to act upon it. Our vision is for Grammar to be the very best school it can be

– the school that offers quality education in a Christian environment.

Whilst the vision and dreams are important, the implementation is critical. The teaching staff of 2009

have taught well and they have been supported in providing quality teaching by business, maintenance

and grounds and administrative staff. New programs have been introduced, a number of existing

programs and syllabi have been reviewed, and new facilities have come on line. The construction of

Grammar Hall has been exciting.

Whilst all this has been occurring, the emphasis, first and foremost, has been on providing students

with the most relevant and best possible education. This is all in the context that we must teach

students to do as well as possible in their tests but also ensure they have the skills necessary to be

valuable contributors in the 21st century.

Professor David Perkins of the Harvard Graduate School of Education, recently stated, “Traditionally,

education has been about educating for the known. It‟s about what we knew. But today, more than

ever before, we have to worry about educating for the unknown. It‟s ever more important today, for

instance, that people become nimble learners, because over and over again, on many fronts

throughout their lives, they are going to have to learn and re-learn and learn beyond what they already

know. And if there is one thing for sure that means, it means understanding.”

A colleague in Singapore, Mr Adrian Lim, Vice-Principal at the Victoria School, wrote, “When we talk

about skills that we need for the 21st century, the ability to connect ideas from different places, to pick

up information from different sources, to synergize them, these are powerful skills that are required in

the working world today.”

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Consequently, in addition to teaching knowledge and understanding, today at Grammar we have

incorporated into our programs a number of skills identified in The Partnership for 21st Century Skills which aims to build collaborative partnerships among education, business, community and

government leaders, such as:

information and communication skills

thinking and problem-solving

interpersonal and self-direction skills

global awareness

financial, economic and business literacy, and developing entrepreneurial skills

civic literacy

It is a privilege to educate children and, once again, it has been an honour to be Headmaster/CEO of

Grammar this year.

Nigel J.G. Fairbairn

Headmaster / CEO

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General Manager Corporate Services Report:

Grammar Hall

Once again, we have had another very busy year with the most dramatic change to the landscape

being the construction of Grammar Hall. This landmark building is a $3.2m multi-purpose hall,

constructed with the assistance of the Federal Government‟s Building the Education Revolution (BER) funding for Primary Schools for the 21st Century. Grammar Hall is fully air-conditioned and will

contain two sports courts to cater for basketball, netball, volleyball and badminton as well as seating

for 500+ people.

Toilet Facilities

The Senior School toilet block is being completely refurbished, with partitions, linings, ceilings, tiles

and toilet fixtures being replaced.

Parking

There can never be enough parking. In December, additional car parks were completed for the Hall

and around the main oval to compensate for the car parks lost due to construction of Grammar Hall.

We are also making progress towards solving the traffic congestion which, in turn, should help with

the demand for parking on site.

Alternative Entry/Access

After a series of discussions with the Regional Council over the past 12 months, we are beginning to

make progress with our plans for an alternate entry at Gardenia Place. It is safe to say that, where

before there was complete opposition to our opening this entry, things now look very promising. The

Traffic Management Plan commissioned by the School was received positively by the Main Roads

Department. Our town planner, Mr Andrew Stevens, continues to assist us in our dealings with the

Council.

We are hopeful that, by mid 2010, a compromise can be reached whereby the Gardenia Place entry

will be opened for two hours in the morning and two hours in the afternoon. Parents will remember

that when the gate was opened, traffic cleared in 20 minutes instead of the current 40 minutes.

Uniform Shop

The new Uniform Shop was completed in December. This facility contains an extensive retail and

display area, change rooms, stock room, office, lunch room, kitchen and toilets, with future plans to

stock a large range of items including toiletries, stationery and memorabilia.

Maths Building

At long last, we will be removing the remaining three demountable classrooms. These will be replaced

by a block of three air-conditioned classrooms.

Ovals

We had hoped to have the work well under way on the main oval. Because of the extent and value of

the work required, an Operational Works Permit has to be obtained from the Sunshine Coast Regional

Council. Engineers were commissioned to provide the necessary submission to obtain the permit.

Unfortunately, the extent of the work they envisaged was far beyond the School‟s financial capacity.

The engineers and contractors are now providing a new plan which will provide a solution at a

reasonable price and satisfy the Council. This is expected in early December and will be submitted to

the Regional Council for approval.

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Drainage

Drainage in past years has been a major problem in the School. It appears a number of buildings

should have been built on higher ground. We have, however, had to find solutions with the buildings

where they are. A lot of work has been completed which has alleviated the previous flooding that

used to occur. In some areas, the risk of flooding has been eliminated.

Maintenance Program

The School now has a computerised maintenance program which covers not only normal maintenance

items such as grounds, ovals, gardens, painting and replacement of carpets but also looks at

preventative maintenance areas, particularly for buildings. The system is working extremely well. In

time, we will extend it to charting and mapping services such as electricity, plumbing and computer

cabling.

Security Systems

By early to mid 2010, up to 95% of the campus will be operating with the new smart key/lock system,

which provides extensive security control via programmable access limitations, regular key re-

validation, disabling locks in the event of lost keys and up to date audit data downloadable from keys

and locks.

Further security will be introduced to the campus with the installation of a network based CCTV

camera system, including infra red illumination on select cameras. Initial installation will incorporate

nine external cameras to be focused on „hot spots‟ such as entry/exit gates, the causeway, external rim

and other isolated areas. System monitoring will be strictly limited to select personnel, such as on site

caretakers and Executive staff.

The front gates, which should form our first line of defence in our security system, have been a dismal

failure. We are currently addressing this issue with contractors.

With all of these initiatives in place, we expect to have a very secure site.

In Conclusion

2010 promises to be a very busy and fulfilling year. Thank you to the Chairman, the School Council,

Headmaster, staff and parents for their support of the School.

John Fadian

General Manager Corporate Services

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Policy Intent:

Effective school reporting provides parents, staff, students and the community with meaningful

information about schools. All Queensland schools are required to publish a minimum set of

information for parents and the community. The Schools Reporting Policy ensures that all schools

report similar information that complies with Government requirements in a clear and comprehensive

manner. By publishing this Report, schools will meet both State and Australian Governments reporting

requirements.

Descriptive Information:

School sector: Independent

School‟s address: 372 Mons Road

FOREST GLEN QUEENSLAND 4556

Total enrolments: 1287

Year levels offered: Prep – Year 12

Co-educational or single sex: Co-educational

Characteristics of the student body:

Australian-born students form the majority of the student body (over 80%) with the remaining

students coming from New Zealand, the United Kingdom, South Africa, Zimbabwe, China, Germany,

Spain and Thailand.

A small number of students have an indigenous heritage (2%).

The student body is comprised of nearly 800 families, all of whom reside on the Sunshine Coast.

Over 60% of families have bread-winners who are self-employed.

Within the student body, 600 are girls whilst 687 are boys.

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Distinctive curriculum offerings:

The school is committed to excellence and offers an extensive choice of academic subjects, assisting

students in gaining entry to their university of choice. Traditionally, 98% of Year 12 students at

Sunshine Coast Grammar School will be offered a university place upon graduation. Extensive

learning support and quality ESL is available to assist international students reach their goals.

The fundamental of English, Maths, Science and the Humanities form an integral part of the core

curriculum which is underpinned by the School‟s Christian heritage.

As an unashamedly academically-focussed school, emphasis is given to the provision of a rigorous

academic programme with a distinctive Grammar edge. The importance of age-specific curriculum

(based on QSA syllabi), programmes and the importance of the creative and performing arts are

paramount.

E-learning occurs across the School, which operates in a wireless environment.

Chess and speech form part of the Junior School curriculum; special interest students (inter-

disciplinary) are a highlight in the Middle School.

Extra-curricular activities:

The academic program is complemented by a strong co-curricular program, including languages,

performing arts and a wide range of sports and activities.

Students are encouraged to be involved in extensive music, choir, language, art, drama and public

speaking programmes. The School facilitates performance in camps, Optiminds, enrichment classes,

concerts and drama productions.

A wide range of sports, both team and individual, is provided to students. Individuals and teams have

won local, state and National Titles in 2009 (tennis being most notable).

We regularly host and send teams from/to interstate and overseas.

At our School we offer chances to complete in Athletics, Australian Rules Football, Basketball,

Cheerleading, Cricket, Cross Country , Equestrian, Futsal, Lawn Bowls, Netball, Pool and Beach Life-

saving, Rugby, Sailing, Soccer, Softball, Sports Aerobics, Surfing, Swimming, Tennis, Touch Football,

Triathlon, Volleyball and Waterpolo.

Students can be involved in both House and inter-school competitions.

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The social climate of the school:

Grammar has a strong emphasis on pastoral care and this is reflected in the approach all staff,

including non-teaching staff, display when interacting with students, staff and members of the broader

School community.

Whilst the Junior School teacher is best suited to the pastoral care needs of primary children. In the

Middle and Senior School this is undertaken by Home Room and Form teachers, Heads of House and

Year level co-ordinators.

Underpinning the social climate of Grammar is out Christian Heritage. Students regularly attend Chapel

held by one of the two Chaplains. A Christian Outreach was established in 2009 – Grammar Helping

Hands.

Parental involvement:

At Grammar, we encourage and support parent involvement. Parents are active in the Parents and

Friends Association; in parent support groups associated with each of the sub-schools; and as trained

parent helpers in the Junior School.

Parent support groups exist in Equestrian, Netball, Performing Arts, Rugby and Football.

Parents were involved in a School survey in 2009 which has provided valuable data to the School

Council and Executive.

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Parent, teacher and student satisfaction with the school:

Satisfaction data

Parent Attitudes and Issues:

Key issues for parents were delivery of high academic and discipline standards, a capacity to enhance

their child‟s career prospects/opportunities, provision of good technology facilities and the sports

resources/cultural facilities/opportunities that will give a rounded education experience.

In general feedback comment:

• The intangibles of vision, values and school „mood‟ were most commented upon and widest

ranging.

• Teachers and management was second most commented upon, with a focus on the

importance of quality teaching capacity and academic standards.

• School building/facilities were next most commented upon

Grammar enjoys strong parent loyalty and quite high levels of satisfaction across most issues surveyed.

High academic standards, smaller class sizes, rigorous discipline and quality teaching are seen key

„deliverables‟ from a school with higher fees than most competitors

Staff Attitudes and Issues

The overall impression gained from responses was one of a staff with an active passion for teaching, a

desire to be positive and optimistic, with some teachers exhibiting an underlying mood of frustration.

Student Attitudes and Issues

During Focus Group sessions students radiated a distinct sense of pride in Grammar and felt they were

noticed in public and felt „special‟. The over-riding impression was one of listening to an enthusiastic

and uncomplicated group of young people who were aware they were being given a significant

opportunity by attending Grammar.

Contact person for further information:

Headmaster – Mr Nigel Fairbairn

nfairbairn@scgs.qld.edu.au

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Staffing Information:

Staff composition, including Indigenous staff:

Number of Staff Full Time Equivalent

Full Time Staff 127 127

Part Time Staff 49 30.6

Total 176 157.6

Teaching Staff 92 86.6

Non-Teaching Staff (including

teacher-aides) 84 71

Total 176 157.6

SCGS employs one indigenous staff member.

Qualifications of all teachers:

Qualification Percentage of classroom teachers and school leaders at the school

who hold this qualification

Doctorate or higher 0%

Masters 9%

Bachelor Degree 75%

Diploma 5%

Certificate 11%

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Expenditure on and teacher participation in professional development:

Teacher participation in PD:

Description of PD activity Number of teachers

participating in activity

Dimensions of Learning 114

Curriculum Seminars 62

ICT 5

QSA 21

Leadership 14

Pastoral 8

Personal Development 4

Planning Days 32

First Aid 32

Sports Coaching 1

Fire Safety Training 108

Workplace Induction Training 108

Child Protection Training 108

Total number of teachers participating in at least one activity in the

program year 108

Expenditure on PD:

Total Number of

Teachers

Total expenditure on teacher PD

(as recorded in Financial Questionnaire)

Average expenditure on PD per

teacher

108 $57,457.00 $532.00

The total funds expended on teacher professional development in 2009 were $ 57,457.00

The major professional development initiatives were as follows:

1. For teaching staff, the major 2009 initiatives were the on-going implementation of Dimensions

of Learning, the use of Moodle and in the Senior years, the implantation of the new QSA

syllabi.

2. For teaching and non-teaching staff, compulsory Child Protection, Medical and Workplace

Health and Safety Training were major compliance initiatives.

The participation of the teaching staff in professional development activities during 2009 was 100%.

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Average staff attendance for the school, based on unplanned absences of

sick and emergency leave periods of up to 5 days:

Number of Staff Number of School

Days

Total Days Staff

Absences

Average Staff Attendance

Rate

127 183 633 97.28%

For permanent and temporary staff and school leaders the average staff attendance rate was 97.28% in

2009

Proportion of teaching staff retained from the previous year:

Number of permanent teaching

staff at end of previous year

Number of these staff retained in the

following year (the program year)

% retention rate

108 103 95.37

From the end of 2008, 95.37% of staff were retained for the entire 2009 school year.

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Key Student Outcomes:

Average student attendance rate (%) for the whole school:

Number of school days in

program year

Total number of all

students

Total number of all

student absences

Average Attendance Rate

%

183 1287 14017 94.1

The average attendance rate for the whole school as a percentage in 2009 was 94.1%

Average student attendance rate for each year level:

Number of school days in program

year

Total number of students in

a particular year level

Average Attendance Rate for a

particular year level %

183 68 94.1

183 73 93.9

183 72 94.4

183 81 96.4

183 76 95

183 90 94.1

183 90 95.1

183 125 92.7

183 139 93.8

183 113 93

183 115 92.4

183 129 93.9

183 116 94.1

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Year levels Average attendance rate for each year level

as a percentage in 2009

Prep Year 94.1%

Year 1 93.9%

Year 2 94.4%

Year 3 96.4%

Year 4 95%

Year 5 94.1%

Year 6 95.1%

Year 7 92.7%

Year 8 93.8%

Year 9 93%

Year 10 92.4%

Year 11 93.9%

Year 12 94.1%

A description of how non-attendance is managed by the school:

Student non-attendance is very low. Dedicated staff monitor student absenteeism, with regular

home/school contact being a Grammar trait.

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Benchmark Data:

READING

Year Average Score (School) Average Score (National) % above National minimum

standard

Year 3 (2008) 433 371 94.87

Year 3 (2009) 469 411 100

Year 5 (2008) 513 466 97.67

Year 5 (2009) 536 494 98.8

Year 7 (2008) 557 528 92.13

Year 7 (2009) 576 541 99.2

Year 9 (2008) 597 568 90.43

Year 9 (2009) 615 580 98.2

WRITING

Year Average Score (School) Average Score (National) % above National minimum

standard

Year 3 (2008) 460 392 97.44

Year 3 (2009) 437 414 98.3

Year 5 (2008) 513 469 88.37

Year 5 (2009) 522 485 100

Year 7 (2008) 563 523 91.54

Year 7 (2009) 558 533 95.9

Year 9 (2008) 573 555 69.23

Year 9 (2009) 583 569 100

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SPELLING

Year Average Score (School) Average Score (National) % above National minimum

standard

Year 3 (2008) 416 366 92.31

Year 3 (2009) 443 405 100

Year 5 (2008) 532 462 91.76

Year 5 (2009) 518 487 100

Year 7 (2008) 571 527 96.85

Year 7 (2009) 565 540 99.4

Year 9 (2008) 592 568 90.52

Year 9 (2009) 610 576 99.1

GRAMMAR AND PUNCTUATION

Year Average Score (School) Average Score (National) % above National minimum

standard

Year 3 (2008) 445 370 96.16

Year 3 (2009) 454 420 97.4

Year 5 (2008) 529 476 96.47

Year 5 (2009) 564 500 100

Year 7 (2008) 565 518 92.91

Year 7 (2009) 581 540 98.4

Year 9 (2008) 602 563 87.93

Year 9 (2009) 606 574 99.1

NUMERACY

Year Average Score (School) Average Score (National) % above National minimum

standard

Year 3 (2008) 426 368 96.15

Year 3 (2009) 442 394 100

Year 5 (2008) 502 458 93.10

Year 5 (2009) 518 487 98.8

Year 7 (2008) 583 539 96.13

Year 7 (2009) 575 544 99.2

Year 9 (2008) 615 571 93.22

Year 9 (2009) 621 589 100

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Apparent retention rate:

Year 10 Base Year 12 Retention rate %

Number of Students 72 116 161.1

Year 12 student enrolment as a percentage of the Year 10 cohort is 161.1%

Year 12 outcomes:

Outcomes for our Year 12 cohort 2009

Number of students awarded a Senior Statement 112

Number of students awarded a Queensland Certificate of Individual Achievement 0

Number of students who received an Overall Position (OP) 105

Number of students or are completing or completed a School-based Apprenticeship or

Traineeship (SAT)

25

Number of students awarded one or more Vocational Education and Training (VET)

qualifications

47

Number of students awarded a Queensland Certificate of Education at the end of Year 12 103

Number of students awarded an International Baccalaureate Diploma (IBD) 0

Percentage of Year 12 students who received an OP1-15 or an IBD 76%

Percentage of Year 12 students who are completing or completed a SAT or were awarded

one or more of the following: QCE, IBD, VET qualification

95%

Percentage of Queensland Tertiary Admissions Centre (QTAC) applicants receiving an

offer

95%

In 2009, SCGS had 105 students eligible for an OP score. Three students obtained an OP 1 with 23% of

students obtaining an OP 1 – 5 and 50% of our students obtaining an OP 1-10. Fifteen of the top

students were boys; nine were girls.

Next Step Survey

This report is based on the findings of the Queensland Government Next Step survey, which targeted

all students who completed Year 12 and gained a Senior Statement in 2009, whether they attended a

Government, Catholic or independent school, or a TAFE secondary college. The Office of the

Government Statistician conducted the survey between 30 March and 12 May 2010, approximately six

months after the young people left school. Responses were predominantly collected via computer-

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assisted telephone interviewing with a paper-based survey collected from a small number of students

for whom telephone details were not available.

The state-wide and regional reports of the Next Step survey can be located at the Next Step website at

www.education.qld.gov.au/nextstep

School response to the survey

Number of Year 12 students in 2009 (a)

Number of responses received from students (b)

Percentage response rate (b/a x100)

116 100 86.2%

Definitions of Main Destinations:

The pathways of Year 12 completers were categorised into ten main destinations. Respondents who

were both studying and working were reported as studying for their main destination. A table defining

these categories can be found in the state wide report at www.education.qld.gov.au/nextstep

School Year 2009 Number of Students in each category

Percentage of Students in each category

University (degree) 59 59%

VET total ( Cert IV+ III, I-II, apprenticeship,

traineeship)

9 9%

Working full-time 13 13%

Working part-time/casual 13 13%

Seeking work 5 5%

Not studying or in the labour force 1 1%

Total Year 12 students 100 100

Summary of Findings:

In 2010, 68.0 per cent of young people who completed their Year 12 at Sunshine Coast Grammar

School in 2009 continued in some recognised form of education and training in the year after they left

school.

The most common study destination was university (59.0 per cent). The combined VET study

destinations accounted for 9.0 per cent of respondents, including 6.0 per cent in campus-based VET

programs, with 4.0 per cent of Year 12 completers entering programs at Certificate IV level or higher.

3.0 per cent commenced employment-based training, either as an apprentice (2.0 per cent) or trainee

(1.0 per cent).

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In addition to the above study destinations, a further 11.0 per cent of respondents from the school

deferred a tertiary offer in 2010 (deferrers are shown in Figure 1 in their current destination).

32.0 per cent did not enter post-school education or training, and were either employed (26.0 per

cent), seeking work (5.0 per cent) or neither studying nor in the labour force (1.0 per cent).

Figure 1 Main Destinations of Year 12 Completers:

* Included in VET total of 9.0%