Auckland Grammar School Private Bag 99930, Newmarket Auckland 1149, New Zealand ags.school.nz

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You Tube Index to the 2016 Annual Report

Schedule Page

List of Trustees 1 3 Directory 1 4 Statement of Responsibility 2 5

Headmaster’s Report 3 6

Mission Statement 4 24 General Objectives 4 25 Annual Variance Report 5 26 Statement of Comprehensive Revenue and Expenses 6 63 Statement of Changes in Net Assets/Equity 7 64 Statement of Financial Position 8 65

Statement of Cash Flows 9 66 Reconciliation of Net Cash Flows from Operating Activities to Net Surplus 10 67

Statement of Accounting Policies 11 68

Notes to the Financial Statements 12 75 Statement of Resources 15 91 Board of Trustees 16 95

Audit Report 96

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List of Trustees

Designation Name

Chairman : Mr A J Blackburn BCom LLB

Deputy Chairman : Mr G M Sandelin BA LLB

Members : Mr T Bassett BE (Hons), ME, MBA

Mr R J Chisholm BCom (AGR)

Ms A Cleland MBA

Mr G Graham BCom, ACA

Mr R Hamilton BCom, BSc

Mr G L Helsby BCom CA (resigned June 2016)

Ms G Jayaram BCA, MBA (from July 2016)

Mr S J Lobb BCom CA

Mr K Lotu-Iiga BCom LLB

Mr M Malpass MBA, BE (Hons), NZCE (mech) (from July 2016)

Ms P Muir BA LLB (resigned June 2016)

Headmaster : Mr T M O’Connor BEd

Staff Representative : Mrs F Hay-McKenzie MA (Hons) LLB (from July 2016)

Mr G Hansen BPE (resigned June 2016)

Student Representative: E Moody (Terms 1-3)

J Lerner (Term 4)

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Directory

Chairman : Mr A J Blackburn BCom LLB

Headmaster : Mr T O’Connor BEd

Board Secretary : Mr P Gargiulo BSc (Hons)

Auditors : Crowe Horwath New Zealand Audit Partnership

Solicitors : Swarbrick Beck Mackinnon P O Box 7120, Wellesley Street Auckland

Bankers : ASB Bank Ltd PO Box 1961 Auckland

Bank of New Zealand Ltd 80 Queen Street Auckland

Location : Auckland Grammar School 55-85 Mountain Road Epsom

Postal Address : Private Bag 99 930 Newmarket 1149

Telephone : +64 9 623 5400

Facsimile : +64 9 623 5401

Website : www.ags.school.nz

E-mail Address : [email protected]

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Headmaster's Report I ROLL Ms Masako Tsukamoto BA Japanese LTR The School roll on 1 March 2016 was 2532 students, including Term 2, Business 133 International students. The School managed the roll through- Studies out the year to maintain a stable School environment. LTR Term 3 Mrs Barbara Moore BSc Mathematics LTR The form level totals at 1 March were as follows: Term 3 Ms Chrislyn Jeyaprakash BSc (Hons) Science LTR Year Domestic International Total Terms 3 & 4 Year 9 497 17 514 Dr Walter Jenks MA (Hons) PhD Social Sciences Year 10 480 19 499 LTR Term 3 Year 11 487 43 530 Mr Wayne Moore BA BSc Study Centre Year 12 491 29 520 Supervisor LTR Year 13 444 25 469 Term 4 TOTAL: 2399 133 2532 During the academic year we welcomed the following support staff: II STAFFING Name Qualification Position At the beginning of the year we welcomed the following new Ms Lilian Ortega Database Adminis- teachers to Auckland Grammar School: trator, Finance Office Ms Prudence Grandison MSc (Hons) Laboratory Manager Name Qualification Subject Mrs Elizabeth Bolt Student Assessment Mr Jason Borich BCom/LLB HOD Accounting & Reporting Mr Joseph Crooks BPE Business Studies Mrs Karen Osborne Gateway Mr Chris Dunn BA Director of Mrs Elena Pike Accounts Assistant E-Learning,History/ Mrs Valerie Berry LLB Director of Social Studies Enrolments Mrs Tracy Ferguson BA Mathematics Mr Eddie Hare BMus Music Staff members who left during the year included: Mrs Deepa Keshwara BBS Accounting/ Business Studies Ms Joan Caughley Tibbs House Matron Retired Mr Sunit Keshwara BSc (Hons) Chemistry/Science Ms Valerie Summersby Tibbs House Matron Retired Mr Michael Lee BSc (Hons) Mathematics Mr Ian Bright Rowing Coach Mr Neitana Lobb BA HOD Te Reo Maori Mr Joseph Ford Physics Returned to /Social Studies the UK Mr Graeme Martin MBA Counsellor Mr James Ellis English Brighton Mr Gary McCullough BEng (Hons) Mathematics College, UAE Mr Florent Pieri LLB French Mr Mark Holliday Business Studies/ Miss Lauren Potocky-PacayBA (Hons) English Economics Voluntary Work Miss Rachel Taylor BA (Hons) English Mr Luke Sullivan Latin/Classics I’Shou Intl Mr Wesley Van der Linde BEd English School, Taiwan Miss Rochelle Wolff BSc Chemistry Ms Marian McDonald Laboratory Manager Retired Mrs Cynthia Morris AGSOBA Executive We welcomed the following new Support Staff members at the Secretary beginning of the year: Mrs Deborah George Director of Enrolment In Zone Executive Mrs Jo Little Nurse Board Chair Ms Kirsten Nicholas Librarian Ms Rachel Candy English Aust Mr Jesse Simons IT Helpdesk International Miss Sonia Bailey Tibbs House Matron School in Ho Ms Susan Moar Tibbs House Matron Chi Minh Mrs Ann Oliver Tibbs House Matron Mr Grant Hansen Director of Sport Deputy Headmaster, St During the academic year we welcomed the following teachers: Peter’s College Ms Lianne Moore HOD Art Rototuna Senior Name Qualification Subject High School Mr Cristian Gutierrez MPS Ed Spanish LTR Mr Jatin Bali Biology Rototuna Senior Miss Nicole Botherway BDes (Hons) Art LTR High School Mrs Oxana Chusovitina BA ESOL LTR Term 3 Mr Jack Gibbs Study Centre Retirement Miss Charlotte Forster BA LLB (Hons) English Supervisor Mr Michael Dong BA Latin/Classical Mr Tony Woods Physical Education Waiheke High Studies Terms 3 & School 4 Mr Kris Reddy Biology Retired Mr Will Maling BSR Head Rowing Coach Social Studies/PE

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Staff on Leave of Absence: managing junior tennis teams in his first five years at Grammar.

Mr Mark Vella has been awarded two years leave to hold an Ex- From 1998 to the current day he has coached 2nd or 3rd XV teams, ecutive position at the Australian International School in Ho Chi with the exception being 1995 – 1997 when he coached the 1st XV. Min City, Vietnam. He left Auckland Grammar School as Term 2 concluded. He has been a supporter of Form 4 Camps at Venturelodge, and pre lodge days. He has also been a supporter of the Model United It is no easy task to summarise Mr Vella’s contributions to Auck- Nations and led the Headmaster’s Social Awareness Committee land Grammar School because they are diverse, in depth and from 2000 – 2014. specifically, he has influenced the School’s academic direction, standards and level of success during his tenure. Mr Vella has served Auckland Grammar School for a loyal 28 years. His leadership of our academic pathways and his ability as a class- Mr Vella first taught at Grammar as a History teacher and was room teacher has been at the forefront of best practice nationally Form 4 Dean for five years from January 1985 to December and internationally. He has also been a very considered, open, and 1989. He then moved to Rutherford College on promotion to progressive master and colleague, an able rugby coach, a surviv- Head of Social Studies and History. ing member of the staff rugby team, and a confidante to many.

He returned to Auckland Grammar School in Term 3, 1993 as His institutional knowledge and understanding of the intrica- Head of History and will conclude an almost 23-year straight run cies of Cambridge International Examinations, combined with of service at the end of this week, accumulating a total of some his support and application of The Grammar Way have been 28 years of contributions to our School. an asset for students and equally for our teaching colleagues.

Mr Vella taught history full time at all levels of the School up until We wish him, Ms Candy and family well for the opportunities that 1999, teaching Form 7 History continuously. Whether this has are ahead of them. been University Bursary, A Level or NCEA Level 3, such a record reflects the master teacher status he holds. Teachers awarded sabbaticals in 2016:

As Head of History Mr Vella also headed the History marking Term 1 Mr Jon Hasler (MOE), Mr Jim Hogg panel, was an examiner of the Sixth Form External Examinations, Term 2 Miss Catherine Waters, Mr James Yeh pre NCEA days, and in his final year as Head of Department he Term 3 Mr Brien McCrea, Mr Mark Paton (MOE) also performed the role of Form 7 Dean. Term 4 Mr Jim Whelan, Mr Jacob Rehu

At various stages of his tenure, Mr Vella was an NZQA Bur- Teachers leaving at the end of the year: sary examination marker, a History Unit Standards Moderator, a member of the NCEA History Subject Expert Panel and an NCEA Ms Sarah Davis Art Move to Keri Keri facilitator. Mr Manoj Daji Accounting/Business CEO Auckland Studies Hockey In Cambridge International Examinations, he was an examiner Mr Blair Gilbert Accounting/Business and marker for AS NZ History from 2004 – 06 and from 2004 Studies Macleans College he has been a member of ACSNZ Academic Panel, a group he Mr Blair Heaton Dean of International St Paul’s Collegiate chaired for 10 years from its infancy in 2004. Students Mr Michael Howard English Retiring Mr Vella continued to accept additional responsibilities and Mr James Knightly Chemistry/Science ACG Sunderland perform them in professional fashion for the betterment of the Miss Jacalyn Lobb Biology/Science Pukekohe High School. These have included: School Mr Ben Mason Mathematics Retiring • Being the NZQA Principal’s Nominee since 1999. Mr Brien McCrea Mathematics/ • Being the Cambridge Examinations Officer for the School since Social Studies Retiring 2000. Mr Brian Murphy Technology/Graphics Mt Eliza College, • Holding the Senior Master’s role, Director of Studies role and Melbourne Staff Representative’s role on the Board of Trustees from Mrs Selma Murphy Spanish/Social Studies Moving to 1999 – 2002 Melbourne • Being the Deputy Headmaster and Director of Studies from Mr Tim Paling Mathematics Travelling overseas 2002-2014 and Mr Ian Wilson Business Studies/ Massey High • Associate Headmaster – Senior School from 2015. Economics School Mr Conrad Wing Mathematics St Andrew’s In each of these positions, Senior Master, Deputy Head- College, master and Associate Headmaster. Mr Vella has led the Christchurch School’s academic strategy, reviewing, consulting and im- plementing changes to our academic programmes to ensure Teachers leaving at the end of the year: the curriculum and assessment systems have progressed while sustaining academic rigour. His influence on the flag- Mrs Sarah Davis started teaching at Auckland Grammar School ship status of academia at our School has been immense. in January 2008 after emigrating from the UK. Mrs Davis has taught Junior Art, Senior Art History and Design. She has been Mr Vella has also been a stalwart supporter of the extracurricular an engaging teacher who accepted responsibility for the admin- life of the School coaching 7A, 6A, 4A and U15 rugby teams and istration of Cambridge and NCEA Art for two years in 2008 and

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from 2014 Mrs Davis has been Master in Charge of Junior Art. and committed teacher who has contributed well to the Biology Outside of the classroom, Mrs Davis has been Master in Charge Department and Science Faculty. She has contributed to the of the Amnesty International group and has led the set painting extracurricular life of the School by assisting with the Surfing for the major Productions hosted at the School. Mrs Davis has group, the Japanese Anime Club, Asian Board Games and Duke also been a mentor in the Tuakana Teina Programme and over- of Edinburgh Camps. Ms Lobb leaves Auckland Grammar School saw the student Exchange Programmes for two years. Mrs Davis to be closer to family and to a teaching role at Pukekohe High leaves to live in Kerikeri and teach on a more casual basis. School in 2017.

Mr Manoj Daji started at Auckland Grammar School as Head of Mr Ben Mason joined the teaching staff at the beginning of Term Business Studies in January 2014 and was given further respon- 2, 2013. He is an experienced Mathematics teacher who has sibilities as Head of Accounting in May the same year. He has contributed to the School in and out of the classroom. He has been an experienced teacher and Head of Department who led volunteered as a mentor in the Tuakana Teina Programme run at the department well until the end of 2015 when he started his the School and in an extracurricular sense, Mr Mason has been own business and continued teaching on a part-time basis. Mr Master in Charge of Clay Target Shooting, a passion he has been Daji has contributed to the extracurricular life of the School in able to pass on to students, and has assisted with basketball. extensive fashion coaching the 1st XI Hockey for three years and Mr Mason is retiring from teaching to write, draw and be a Clay was actively involved with the coaching of cricket, including co- Target Shooting competitor. coaching the 1st XI Cricket in 2015 and 2016. Mr Daji leaves Grammar to become the CEO of Auckland Hockey. Mr Brien McCrea started as a master at Auckland Grammar School in 1998, teaching a range of classes who required learning sup- Mr Blair Gilbert joined the staff at the beginning of Term 2, 2013 port. The subjects he taught included Social Studies, English and to teach Accounting and Business Studies. He has taught the Mathematics, and he assisted with Life Skills programmes which dual pathways in both subject areas. Away from the classroom through time morphed into subjects such as Career Studies. Mr Gilbert has been an Assistant Housemaster at Tibbs House from Term 3, 2013 and has coached Colts and 2nd XI Cricket Mr McCrea has provided the School with 19 years’ service and in the summer and 2nd XI and 15A1 football teams in the win- through that time has motivated many young men to better them- ter. Mr Gilbert has also assisted with the School’s Form 4 Out- selves in the classroom or to improve their athletic performance. door Education programme at Venturelodge. Mr Gilbert leaves to There is no doubt Mr McCrea’s primary skill set has been the art teach at Maclean’s College in 2017. of motivation.

Mr Blair Heaton was appointed as an Art teacher at Auckland Mr McCrea has a natural rapport with students and his unforget- Grammar School in January 2004. During his eleven year tenure table, politically incorrect character will be remembered by the his areas of speciality have been printmaking and painting. Mr students he has worked alongside. Heaton was an Assistant Housemaster at Tibbs House from 2007 – 2012 before being appointed Dean of International Students in In an extracurricular sense Mr McCrea has provided Auckland 2013, a position he held until the end of 2016. Mr Heaton was Grammar School with his unconditional support of distance run- an active contributor to the extracurricular life of the School, ning and waterpolo. He has had tenures as Master in Charge of from his passion and commitment to rugby coaching - U15A, or both codes and as Head Coach led numerous Premier teams and assisting with the 1st XV management in 2013, through to his squads of young men on to win national titles. He has taught support of cricket, leadership camps or being part of two Europe young men how to compete and how to win with humility. Art Tours. Mr Heaton is leaving to begin a guidance counselling role at St Paul’s Collegiate in Hamilton. Mr McCrea has also been involved with international tours to the United States of America for the Distance Squad, he has been Mr James Knightly returned to Auckland Grammar School as a passionate about raising funds for others including the infamous teacher of Chemistry and Science in January 2009. He had pre- 1000 miler which he has hosted at Grammar, raising funds for a viously taught at the School in 2003 and from 2004 – 7. He nominated charity. has provided 12.5 years’ service to the School. Mr Knightly is an experienced teacher who has contributed extensively to the The effervescent character known as ‘The Toad’ will be missed Chemistry Department and Science Faculty through these years. from Grammar classrooms as will the ‘Toad mobile’. Mr McCrea In 2009 he quickly accepted additional responsibilities including is retiring from teaching after a lengthy career in the profession. Master in Charge of Coordinated and Combined Science and re- sponsibility for teacher trainees. In 2013 he accepted further Mr Brian Murphy joined the Auckland Grammar School staff as at responsibility as Master in Charge of Productions, and in 2015 he teacher of Graphics and Technology in January 2015. He readily took charge of NCEA Chemistry programmes and more recently accepted additional responsibilities in the area of Student Ser- has been an e-Learning mentor to his colleagues. vices, as the Form 7 Discipline Assistant from June 2015. In an extracurricular sense Mr Murphy has been a passionate footballer Mr Knightly has embraced all aspects of School life assisting who has coached a number of pathway teams, has assisted with with hockey teams, and the School magazine as technical editor. the duke of Edinburgh Scheme and this year was the joint Master He has been involved with 12 of the School’s musical Produc- in Charge of Athletics. Mr Murphy leaves Auckland Grammar tions, including being the staff liaison with Epsom Girls’ Gram- School on promotion to Peninsula School in Victoria, Australia. mar School. His contributions to the performing arts have been extraordinary. His extensive contributions have been appreci- Mrs Selma Murphy has been a teacher of Spanish and Social ated, as has his professional commitment to Auckland Grammar Studies at the School from January 2015. Her two years’ service School. Mr Knightly leaves to teach Chemistry at ACG Sunder- have been appreciated as she has not only contributed to the land in 2017. teaching of languages, but has supported the School’s ethos. Mrs Murphy has accepted additional responsibilities which have in- Ms Jacalyn Lobb has taught Science and Biology at Auckland cluded being the Co-Editor of The Chronicle and Master in Charge Grammar School since January 2014. She has been a positive of the Headmaster’s Cultural Committee. Mrs Murphy’s contri-

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butions to Auckland Grammar School have been appreciated as 1988, Mr Reddy taught at Tilak High School in Lautoka, Fiji for she leaves for Melbourne and the opportunity to be a full-time 18 years. He finished his time at that School as Headmaster, mother. leaving the country for New Zealand as the result of a military coup. Mr Tim Paling started as a Mathematics teacher at Auckland Grammar School in July 2015. Mr Paling has been a dedicated Mr Reddy taught a range of junior science and senior biology teacher who has supported the extracurricular life of the School classes throughout his tenure, teaching both Cambridge and by coaching volleyball and squash. Mr Paling is leaving to travel NCEA pathways. He has been a loyal and dedicated member of through South Asia. the Biology Department and Science Faculty, totally supporting The Grammar Way. Mr Conrad Wing joined the Mathematics Department in January 2006. As well as being a dedicated Mathematics teacher for Away from his teaching duties Mr Reddy was actively involved 10 years, Mr Wing has been an Assistant Housemaster at Tibbs with coaching cricket and hockey teams. He also accompanied House. While he has taught Mathematics at all levels of the numerous Form 4 classes on their outdoor education experiences School, Mr Wing also accepted responsibility for NCEA Level 2 at Venturelodge. Mathematics and was Master in Charge of Mathematics competi- tions. Mr Reddy enjoyed the daily interactions with students in his classes and around the School. He was a master who went the Outside of the classroom Mr Wing was an assistant Timetabler extra mile to help students and his colleagues in times of need. for 5 years and has been dedicated to the extracurricular life of Mr Reddy retired from teaching in October after 46 years’ service the School. In a sporting sense he has coached junior and sen- to the profession. ior tennis, squash teams and assisted with basketball and rock climbing. In other domains he has coached Debating teams, sup- Mr Ian Wilson started his tenure as a Grammar master in 1988. ported the Asian Cultural Group, accepted the front of house role His teaching career at the School started in the Commerce De- at School Musicals and attended form 4 Camps at Venturelodge. partment, teaching Economics and with the introduction of NCEA, he accepted responsibility for Level 3 Economics. Mr Wing leaves Auckland Grammar School to teach Mathematics at St Andrew’s College in Christchurch. Mr Wilson has taught a range of subjects during his 28 years’ ser- vice to Auckland Grammar School. The subjects have included Long serving masters leaving the School include: Economics, Accounting, Business Studies and Career Studies.

Mr Michael Howard has been a master at Auckland Grammar As a Grammar master, Mr Wilson accepted responsibilities be- for 32 years. He first taught English at the School from 1983 – yond his area of curriculum expertise. In 1991 he was appointed 1992 and returned in 1994, and has remained a member of staff Careers Advisor and the role was expanded into Director of Ca- until the end of 2016. reers in 1996, a position he held until the end of 2015. Dur- ing this period Mr Wilson developed the careers programme at He is an experienced English teacher who has been committed the School, including the introduction of the Secondary Tertiary to the School for his entire teaching career. He is academically Alignment Resource (STAR) programs and the Careers Evenings minded having been twice awarded the Elizabeth Mary Phillips held in conjunction with St Cuthbert’s College. Scholarship for post graduate study and was a Senior Scholar in English. Outside of the classroom Mr Wilson was an active contributor in a range of areas of School life. These included coaching cricket, Mr Howard was responsible for senior English for 14 years of his soccer and debating early in his tenure. He also assisted with the career, prior to the introduction of NCEA. He decided to teach coaching of badminton and basketball. Mr Wilson was Master on a part-time basis from 2011 and in doing so has continued to in Charge of Cycling from 1999-2001 and Master in Charge of provide the English Department with his expertise. Table Tennis between 2009 –2016. Both sports were crowned national champions twice under his leadership. Outside of the classroom, Mr Howard has coached a variety of sports including basketball, cricket and squash. He has also been Away from sport, Mr Wilson has led the direction of the Head- actively involved with the Senior Film Society and School Music master’s Welfare Committee between 2010–2016. He has also groups including his long and loyal service to Masters of the Uni- been active with International Tours, assisting in the organisation verse. of the School’s first International Universities Tour in 2014.

Mr Howard has a strong academic background and has been Mr Wilson has had a long association with Auckland Grammar well-respected by those he has taught and his colleagues over School and his contributions have been diverse, in areas of curric- his extended career at Auckland Grammar School. ulum, student support and the extracurricular life of the School. Mr Wilson leaves Auckland Grammar School to teach Economics, Mr Howard is retiring to spend more time following his love Business Studies and Mathematics at Massey High School. of music, reading, travel and to study Economics. He has our thanks and respect for his long service and outstanding contribu- Support staff leaving at the end of the year: tions to the School. Mr James Hogg has been the Sports Co-ordinator at Auckland Mr Kris Reddy provided Auckland Grammar School with 28 loyal Grammar School from January 2001. Mr Hogg has loyally as- years of service, being appointed by the 9th Headmaster, Sir sisted the Director of Sport monitor and co-ordinate the School’s john Graham, and concluded his career having served under three extensive sports programme throughout this time, while also Headmasters. teaching a range of Physical Education classes. He has been a willing Form Master who embraced the extracurricular life of the Prior to starting at Grammar as a biology teacher in Term 3, School over his 15 year tenure, coaching a range of codes which

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have included lawn bowls, cricket, football, hockey and rugby. We thank Mr Gordon for his 25 years’ service at Auckland Gram- His primary sport has been football where he coached the 1st mar School. XI over seven seasons, winning two National Secondary School titles. For a period of time from 2005 he also accepted additional Mr Grant Hansen duties as Director of Coaching for Football. His expertise in the Mr Hansen left Auckland Grammar School, fittingly at the end of sport has been reflected in his role of manager of a New Zealand Winter Tournament to begin his new role as Deputy Headmaster age group team from 2006-2009 as well as his New Zealand at St Peter’s College. Football Coaching qualifications. He is a master who has made a significant contribution to Auck- 25 Year Masters land Grammar School starting in 1989 as an Assistant Physical Four teachers completed 25 years’ service at Auckland Grammar Education master. He left for the UK in 1991 to teach and coach School this year: in Yorkshire.

Mr Tom Cain commenced his teaching career at Auckland Gram- Returning in 1994 in charge of Form 6 PE and Outdoor Education, mar School in 1992, as an assistant teacher of Japanese. He and at the same time was an Assistant Master at Tibbs House. was appointed Head of Japanese in 1994, a position which he still retains. During his tenure he has been responsible for intro- Mr Hansen went on to become Master in Charge of Cricket and ducing an accelerate programme in Form 4 Japanese, resulting in Assistant Sports Co-ordinator in 1996 before being appointed significantly improved senior examination results. HOD Physical Education, the same year.

Mr Cain has taught students of all year levels in both NCEA and He held the position of Senior Housemaster, Tibbs House, from Cambridge qualification pathways. Throughout his 25 years’ ser- 2002 – 2006 and held the role of Director of Rugby coaching – vice he has enjoyed assisting students who have grappled with from 2003 – 2005. complexities of the Japanese language. Mr Hansen was appointed Director of Sport in 2006, a position With an academic focus, but outside of the mainstream class- he has held for over 10 years. It is in this role and in the role of room, Mr Cain has organised and led fifteen tours of Japan for Acting Deputy Headmaster that many young men and many staff students studying the language and he helped to establish ex- members will have relied on Mr Hansen’s extensive knowledge of change programmes for students and staff with a number of secondary school sport. schools and universities in Japan. From 2013 he was also the Staff Representative on the Board Mr Cain has been committed to the extracurricular life of the of Trustees providing sound opinions and advice on the School’s School having been Master in Charge of Tramping for 23 years. governance and direction. He has led many day trips and expeditions throughout the coun- try. He assisted with the establishment of the current outdoor Mr Hansen was awarded the Headmaster’s Council Staff Schol- education programmes run at the School and was the organiser arship in 1996, and numerous well deserved sporting awards in- of Form 6 Leadership Camps from 2002 – 2005. cluding the ASB College Sport Award for Service to Sport, the NZSSC Award for Outstanding Service to New Zealand School We thank Mr Cain for his 25 years’ service at Auckland Grammar Sport and the Peter Sharp Sports Scholarship for Outstanding School. Service to Sport, in 2013.

Mr Rodney Gordon started teaching at Auckland Grammar School He has made significant contributions to sport at our School, as an Assistant teacher of Economics. He has since been a spe- regionally and nationally. cialist Commerce teacher and has taught all levels of Economics within the NCEA and Cambridge pathways. He has also taught Away from his Director’s role and teaching duties, Mr Hansen IGCSE Business Studies and NCEA Accounting. has been actively involved in the extracurricular life of Gram- mar. Early in his career he coached the 1st XI Cricket for two He is a well-respected master who has been responsible for seasons, but his real love has been rugby. He coached numerous NCEA Economics since late 2003. He has developed very strong age grade rugby teams to Auckland Championships, including the relationships with students and his colleagues, in his faculty and U15 team to National Champion status for consecutive years – across the School. He has worked fervently to ensure students 1994, 1995 and 1996. have the opportunity to reach their potential. Alongside these champion teams he coached Auckland age grade Outside of the classroom, Mr Gordon is committed to a number of teams and went on to coach the 1st XV from 1998 to 2005; codes. His dedication to the School’s extracurricular programme National semi-finalists in 2002. is reflected in his leadership of the following sports: triathlon, cross-country, distance squad and more recently, waterpolo. He He was also a New Zealand Schools’ selector from 2005, and has been Master in Charge of Triathlon since 1992 and was re- was Head Coach of the New Zealand Schools’ team in 2007, sponsible for introducing the sport at Grammar. a position he held for two years, before coaching the NZ Black Ferns who went on to win the World Cup in 2010. Mr Gordon is a recognisable figure running with the distance squad on early mornings or advancing his personal fitness in the From the time he coached the 1st XV until today he has main- pool, on the track or on the roads. tained his association with the 1st XV. Mr Hansen left Auckland Grammar School on promotion to Deputy Headmaster at St Pe- Numerous Grammar teams have gone on to win national titles ter’s College under Mr Gordon’s watchful eye, including national secondary school triathlon, cross country, road race and waterpolo titles. A We thank Mr Hansen for his 25 years’ service at Auckland Gram- number of athletes he has trained have gone on to represent New mar School. Zealand in their chosen sports.

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Mr Greg Hollier started teaching in Mathematics at Auckland A Level (Form 7) Grammar School in 1992. He has taught the full range of class- A* A B C D E U es in the dual pathways throughout his career at Grammar. He 2015 17 24 24 19 12 4 1 2014 19 22 24 22 10 2 has taken the Scholarship class over the last five years and has 2013 19 22 22 20 11 4 1 been a member of the Scholarship Calculus and Statistics mark- 2012 19 20 26 21 11 4 ing panels, then a moderator and convener of the marking panel. 2011 22 26 22 17 8 2 1 2010 18 25 24 20 9 3 0 Mr Hollier has contributed to the extracurricular life of the School by assisting with tennis and squash teams. He has enjoyed success Young men at this level performed well. 83 percent of all grades particularly with the A2 tennis teams and Junior B squash teams. were graded C (60 percent +) or better, with 41 percent graded A* or A. These results reflect very favourably on the quality of We thank Mr Hollier for his 25 years’ service at Auckland Gram- teaching of subjects at this level and the work ethic and ability mar School. of the cohort.

III ACADEMIC ACHIEVEMENTS B 2015 NCEA RESULTS

A 2015 CAMBRIDGE INTERNATIONAL EXAMINATIONS (CIE) Level 1 (Form 5) * RESULTS In 2015 there was only a very small number who attempted NCEA Level 1 in a limited number of subjects as the entire Form Overall, achievement rates in Cambridge International Examina- 5 cohort entered for CIE exams. tions remain high, with results at all levels comparing favour- ably both nationally and internationally. At the highest level of Year % Numeracy % Literary achievement, Grammar students were presented with 14 Top 2009 99 85 Scholar awards at this year’s Outstanding Cambridge Learner 2010 99 93 Awards Ceremony, including 6 Top of the World Subject Awards, 2011 94 92 7 Top of New Zealand Subject Awards and the Top of New Zea- 2012 96 90 land (Best across 5 IGCSE Subjects) Award. 2013 95 94 2014 95 92 These results demonstrate that a number of our young men are 2015 97 92 truly excelling on the world stage and it is particularly pleasing to note that they are doing so in a range of subjects, with awards * or CIE equivalent being gained in Biology, Design & Technology, History, Japa- nese, Latin, Literature in English, Mathematics, Music, Photogra- Level 2 (Form 6) phy, Physical Education, Physics and Spanish. Year % Level 2 Certificate IGCSE (Form 5) 2009 82 A* A B C D E F G U 2010 67 2015 24 23 21 18 7 4 2 1 1 2011 76 2014 26 21 20 18 7 3 2 1 0.5 2012 76 2013 26 21 19 15 8 5 3 1 1 2012 29 22 21 14 6 4 2 0.7 0.7 2013 76 2011 26 22 19 16 7 5 2 1 1 2014 73 2010 31 28 22 14 3 1 0.2 - 0 2015 77

2015 was the fifth year the entire cohort from 5A through to 5P Level 3 (Form 7) sat CIE. The majority of Form 5 students sat CIE examinations in all subjects, however, a small number of students had a blended Year % UE % Level 3 Certificate programme of CIE and NCEA. Given this broad range of abili- 2009 62 56 ties, the School was very pleased with the results gained. 24 2010 71 69 percent of all grades were A* (over 90 percent) and a further 23 2011 70 65 percent were awarded A grades (80 – 89 percent). Overall, 86 2012 71 65 percent of all grades were graded A* to C, which is an excellent 2013 55 66 achievement. 2014 60 73 2015 57 74 AS (Forms 6 & 7) A B C D E U X Since 2009, NZQA has reported percentages of participating 2015 25 18 19 14 13 10 1 candidates achieving NCEA Levels 1, 2 and 3 and University En- 2014 33 21 20 13 7 5 1 2013 32 20 20 14 7 7 1 trance, broken down by secondary year levels 11, 12 and 13. 2012 29 18 21 15 9 8 1 Participating candidates are defined as those who have entered 2011 30 17 19 15 9 9 1 sufficient credits to achieve a National Qualifications Framework 2010 33 19 19 13 8 7 1 (NQF)-based qualification by the end of a given year.

AS results were somewhat disappointing in comparison to NCEA Level 1 achievement rates from previous years, particularly in a number • Percentage of eligible students achieving Level 1 NCEA:25% of specific subjects. 25 percent of papers sat were awarded A [2014: 23%] grades. Overall, 62 percent of papers were graded A to C. Of • Percentage of eligible students achieving Level 1 Numeracy concern was the increase in the number of E grades and Un- 94% [2014: 76%] graded results. • Percentage of eligible students achieving Level 1 Literacy 86% [2014: 86%]

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NCEA Level 2 based on traditional, academic subjects assessed almost exclu- • Percentage of eligible students achieving Level 2 NCEA:77% sively through Achievement Standards. This also means that [2014: 73 %] (apart from a handful of subjects including Career Studies, Tech- nology, Graphics, and Physical Education) at least 50% of NCEA NCEA Level 3 assessment faced by Grammar students is externally assessed. • Percentage of eligible students achieving Level 3 NCEA:74% [2014: 73%] 4. Many schools offer highly differentiated curricula. Low abil- • Percentage of eligible students achieving University Entrance: ity students are offered dumbed down versions of academic 57% [2014: 60%] subjects and most students are free to choose from a variety of non-academic courses (vocational, life skills, sporting and Points to Note on Results: cultural etc). This boosts NCEA pass rates. Quite simply, it is The participation-based reports provide an accurate measure of easier to accumulate credits in these Unit Standards-based the performance of our students in NCEA. However, it is impor- courses than it is in traditional, academic subjects assessed tant to bear in mind that in 2015: through Achievement Standards. By contrast, at Auckland 1. Only 8 repeat fifth-form students were eligible to achieve Grammar School course differentiation is limited to English NCEA Level 1. and Mathematics and only two non-academic courses are of- 2. All students from 5J – 5Q (262 students) studied Level fered, Tech Furniture (at Levels 2 and 3 only) and Career Stud- 1 English and were eligible to achieve Level 1 Literacy. ies. There are few ‘soft options’ at Auckland Grammar School. Only 158 students in this cohort were eligible to achieve Level 1 numeracy. The remainder studied IGCSE Extended 5. Another practice used by schools to boost NCEA pass rates Mathematics. is to withdraw students from standards which they fail, or will 3. 68% of the Year 12 and 13 cohort sat CIE examinations. almost certainly fail, to the point that they are entered in cours- This means that only 21% of our Form 5 – 7 senior cohort es generating fewer credits than are needed for the award of was eligible to achieve NCEA certificates. an NCEA certificate. This means that these students are not in- cluded by NZQA when they calculate participation-based pass Adjusted Percentages rates. This practice does not occur at Auckland Grammar School. Tertiary institutions use conversion and points tables to estab- lish equivalence between NCEA and CIE qualifications. When 6. Because nearly all our Form 5 students study an IGCSE-based the 2015 CIE results are given NCEA equivalence the following course, significant numbers of Form 6 NCEA students and a small adjusted percentages can be calculated: number of Form 7 NCEA students achieve sufficient credits in • % achieving L1 Numeracy: 97 % [2014: AGS 95%: 2015 their Form 6 or 7 year to gain a Level 1 Certificate. Similarly, some Decile 8-10 NZ 95%; NZ Male 88 %: 8-10 Male 93 % ] Form 7 NCEA students, who failed to gain a Level 2 Certificate in • % achieving L1 Literacy: 92 % [2014: AGS 92%: 2015 Form 6, achieve sufficient credits in their Form 7 year to gain a Decile 8-10 NZ 96%; NZ Male 90%; 8-10 Male 94 % ] Level 2 Certificate. As a result, in 2015, 94% of all students who • % achieving L1 NCEA: 91 % [2014: AGS 87%; 2015 Decile completed NCEA Level 3 had also achieved Level 1 and Level 2 8-10 NZ 92%; NZ Male82%; 8-10 Male 89% ] certificates. The figure would be close to 100% but for the small • % achieving L2 NCEA: 85 % [2014: AGS 88%; 2015 Decile group of students who ‘drop out’ of the CIE pathway, usually 8-10 NZ 93%; NZ Male 86%; 8-10 Male 90% ] at the end of year 12, to do Level 3 in their final year, because • % achieving L3 NCEA: 91 % [2014: AGS 90%; 2015 Decile they generally need to achieve the higher threshold of 80 Level 8-10 NZ 88%: NZ Male 78%; 8-10 Male 84% ] 3 credits in order to be awarded a Level 1 or Level 2 certificate. • % achieving UE: 86 % [2014: AGS 86%; 2015 Decile 8-10 NZ 76%; NZ Male 57%; 8-10 Male 69% ] 7. While the ability to gain credits cumulatively leading to the This profile compares favourably with the national averages for awarding of Level 1 and 2 certificates is a positive feature of males in Decile 8-10 schools, particularly when consideration is NCEA, the fact that students who narrowly miss achieving given to the points below. Level 2 in Year 12 will inevitably achieve the Level 2 qual- ification early in their Form 7 year is a disincentive for some Points to Note: to apply themselves and to achieve to their full potential.

1. NCEA Level 1 Numeracy and Literacy can now be gained 8. The overall pass rate for Form 6 was down 3% on the previous from standards in a range of subjects. Up until 2011 it could year, which is disappointing. This was entirely due to the perfor- only be gained through English and Mathematics standards. mance of the CIE cohort (in fact the 2015 NCEA cohort Level 2 This is still the case for Grammar students. This makes it easi- pass rate was up 4% on the previous year). This was not a com- er for students in other schools to gain literacy and numeracy. plete surprise given teacher concerns about work ethic of this co- hort during the year. On a more pleasing note, the Form 7 cohort 2. Year on year, national NCEA achievement rates (with the ex- maintained the commendable achievement rates recorded in 2014. ception UE over the last two years) have increased. From 2014 to 2015 the Level 1 literacy rate for NZ Males jumped 10%, to 9. The one set of Grammar achievement data which does not com- give just one example. Over the same period, the performance of pare favourably to national achievement rates is that for Form 6. This NZ students in internationally-benchmarked assessments such as is not a coincidence. There are two main contributing factors here: PISA has slipped. This apparent paradox has been commented on i. Grammar makes the demanding Cambridge pathway accessible by ERO and a number of more astute commentators. to students of a relatively wide range of abilities. As a result, there are a number of students who effectively fail their AS year of 3. Nationally, nearly 75% of all NCEA standards (both Achieve- study, who would almost certainly have passed a Level 2 course if ment Standards and Unit Standards) are internally assessed. they had done NCEA instead. This balance of external and internal is common even at Decile ii. The combination of maximum external asses 8 – 10 schools. Nationally, pass rates for internally-assessed ment, very few soft options and no manipulation standards, and particularly for Unit Standards, are significantly of results (see point 5 above) makes Level 2 NCEA signifi- higher than for externally-assessed Achievement Standards. Un- cantly more difficult to achieve at Auckland Grammar like many schools, the Auckland Grammar School curriculum is School than in other NZ schools.

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However, a positive flow-on effect of this is that Grammar stu- D ACADEMIC COMPETITIONS dents have a much stronger foundation for Form 7 academic study and this is reflected in the consistently favourable Form 7 1. MATHEMATICS achievement rates, and particularly the UE pass rate. (a) Otago Junior Mathematics Competition 2016 This competition attracted entries from over 10,000 stu- 10. The difference between the Level 3 pass rate and the UE dents, from over 200 secondary schools across New Zealand. pass rate for the NCEA cohort is worthy of note. While 74% achieved a Level 3 Certificate, only 57% achieved UE; this This year some 300 of our top junior (Form 3 – 5) Mathematicians despite the fact that both Level 3 and UE require students to took part in this annual Otago Junior Mathematics Competition. Over achieve 60 Level 3 credits. The significant difference is that many years Auckland Grammar School has had successes in this whereas the 60 credits for a Level 3 Certificate can come from prestigious competition. Once again Mathematicians demonstrat- any number of subjects or assessment domains (including things ed excellence and are to be congratulated for their performances. like forklift operation, snow-sports, First Aid, Hospitality etc), to gain UE a student must achieve 14+ credits in at least three Of the 300 Grammar boys who entered this competi- Level 3 UE-approved subjects; generally traditional, academic tion in Term 1, a large percentage gained some recogni- subjects. Clearly a number of our NCEA students are relatively tion for their efforts. 27 gained Merits, 32 were placed in strong in two subjects (and are able to gain the 60+ credits the top 200 and a further 24 were placed in the top 100. required for a Level 3 certificate across their five subjects but they are too weak in three of their five subjects to achieve UE. Ten students performed exceptionally well and were placed in the top 30 for their respective year levels and received monetary prizes. C 2015 NZQA NATIONAL SCHOLARSHIP RESULTS The Top 30 Prize Award winners were: This is an examination intended for the top 3 percent of scholars in New Zealand. As our most able scholars study CIE and the 3A A.J.A. Che National Scholarship is based on the NCEA Level 3 syllabi, it is a L.Y.F. Bao major task for our students to achieve well in these examinations. E.A.A. Zhang K.Y. Liu In addition, our Scholars are not realistically able to sit National 4A L. Wei Scholarship in Accounting, Biology, Graphics, Physical Education, 5A H. Wei Technology and the three Visual Art subjects as there are vast H. Seo differences between the Cambridge and NCEA Level 3 syllabi. J.J.W. Lobb M.Y. Gu Taking this into account, our results in National Scholarship in A.S. Pillarisetti 2015 were outstanding. A special Scholarship Group under the tutelage of Mr Keith Simento (Deputy Headmaster- Sen- (b) Australian Mathematics Competition 2016 ior School), ‘Proceres Grammatici’ (Grammar Scholars), meets This year, Grammar had more than 300 students enter the com- regularly to listen to guest academic speakers, discuss what petition of which 87 percent gained an award. scholarship really means and ensure that our most able students are motivated to do well in these challenging examinations. Of the Grammar candidates, there were 143 Credit Awards, 122 Distinctions and 24 High Distinctions. High Distinctions are Results from the 2015 National Scholarship Examinations: awarded to students for being in the top 2 percent for their re- spective age group. Grammar had a further two students receive 2009 2010 2011 2012 2013 2014 2015 a monetary prize award for their superb efforts. In general, the monetary prizes are awarded to no more than one student for Individual Scholarships 64 100 108 105 152 157 140 every 300 students in each year group, which means the fol- Premier Award - 1 1 1 1 2 1 lowing students were in the top 0.3 percent of all students en- tered from New Zealand, which is an outstanding achievement. Outstanding Scholar 3 4 2 3 7 1 6 Award The monetary prize winners were: Scholarship Award 4 8 16 11 14 22 19 4A L.A. Wong 5A H. Wei Top Subject Award 1 1 3 1 2 2 2 (c) Mathex 2016 Competition T. Hayes did superbly well, gaining 4 Outstanding passes and 2 Each year the Auckland Mathematics Association runs a com- Scholarship passes. He met the criteria for a Premier Award, making petition for Year 9 and 10 students at ASB Stadium. With him one of the top 9 students in the country in these examinations. 125 other teams competing from 65 Auckland secondary schools, the quiz is very swift and competitive as each team Outstanding Scholar Awards, awarded to the next best 60 stu- is required to solve 20 problems in 30 minutes. Each team dents in the Scholarship examinations, included no less than six of four students attempts to answer a variety of interest- Grammar students: J. Brown, M. Chang, Y. Liu, K. Nian, M. Ruslim ing and very challenging mathematical questions in sequence. and Y Wang. T. Hayes also earned a Top in Subject Award for Latin The first team that solves the maximum number of ques- and X. Zhang was awarded a Top in Subject Award in Calculus. tions correctly in the allotted time is declared the winner. These Scholarship results, together with the excellent Cam- On the night, Grammar entered the usual two Form 3 and two bridge results, are a fine accolade for Auckland Gram- Form 4 teams. mar School students and a fine reflection on their teachers. As always, it was an incredibly competitive evening with a number of schools topping the leader board at various stages in both competitions. The Form 3 students had a highly promising

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start with both teams going toe to toe with Macleans College. (c) International Biology Olympiad 2016 - IBO 2016 Unfortunately, the last two questions gave a number of other schools the opportunity to overtake. Other schools reached the After the rigorous entrance examination process M. Langenkamp maximum points in the required time and both Grammar teams was selected for the New Zealand IBO 2016 Team and undertook were unable to keep up with the leaders finishing 4th and 6th re- numerous additional practical exercises after school at Grammar spectively despite both teams scoring the maximum 100 points. in preparation for IBO in Vietnam.

In the Form 4 competition both teams struggled to gain any mo- The competition between students from seventy different coun- mentum and soon slipped behind the leading schools. The teams tries comprised two theory examination papers and four practi- became a little frustrated and it showed. The A team finished 5th cal examinations. The examinations were divided into theoretical and the B team finished 8th equal. and practical sections held over two days which included tasks such as human DNA analysis, earthworm dissection and flower 2. SCIENCE identification. (a) New Zealand Young Physicists’ Tournament 2016 - NZYPT 2016 At the end of the competition the four man New Zealand team The New Zealand Young Physicists’ tournament is the premiere were rewarded for their efforts with three Silver medals and a Physics competition for school aged students in New Zealand. Bronze medal won by Langenkamp. The competition requires students to gain solutions to a series of open ended problems through practical and theoretical research. (d) International Chemistry Olympiad 2016 – IChO 2016 Auckland Grammar School had a strong presence again this year The Auckland regional competition in March 2016 saw both of in the initial Chemistry Olympiad qualification rounds to repre- the Auckland Grammar School teams dominate the event to fin- sent New Zealand in the International Chemistry Olympiad. Af- ish in 1st and 2nd place. This qualified the two Grammar teams ter the initial examinations six Auckland Grammar students had for the national final two weeks later. In the final they were com- performed strongly and were placed in the top fifteen nation- peting against the top two teams from the Christchurch and Wel- ally. The rules for selection to the New Zealand squad only allow lington regions in order to be crowned the NZYPT champions. four students from each school to attend the chemistry training camps. After extensive tutorials and laboratory practice the four In a closely fought final the Grammar teams performed admirably Grammar students narrowly missed out on making it through to and ended up in 2nd and 5th place overall. In addition to the suc- the final squad to represent New Zealand in IChO 2016 which cess in this event three students from Auckland Grammar School was held in Georgia. were invited to join the New Zealand national squad to compete in the International Young Physicists’ Tournament. (e) International Competitions and Assessment for Schools - ICAS Science 2016 C.F. Aguilera Cortes, B.H. Cho and S.W. Kim gave exceptionally Auckland Grammar School entered 393 students into the 2016 strong performances during the selection process. This saw all of University of New South Wales ICAS Science examinations. Of them qualify as members of the final five man team to represent the total entry : New Zealand in IYPT 2016. 23 students gained High Distinction, 124 students gained Distinction, (b) International Young Physicists’ Tournament 2016 - IYPT 2016 153 students gained Credit, 38 students gained Merit and 55 The International Young Physicists’ Tournament (IYPT 2016) students gained Participation. was held in Yekaterinburg (Russia) at the end of term two. These results positively reflect on our young men and the calibre IYPT or the World Cup of Physics saw students from twenty nine of Science staff at Auckland Grammar School with 37% of our countries around the world gather to debate their solutions to students placing in the top 10% for the Asia Pacific region. Par- seventeen open ended problems. The students had qualified via ticular mention to K.Z. Huang who was awarded a UNSW gold national tournaments to represent their countries in IYPT. medal for the top score in Science for all Year 13 senior school students. The IYPT competition has five rounds of structured debates called ‘Physics Fights’ between teams from different countries. 3. BRAIN BEE COMPETITION The performance of the team in each fight is marked by interna- International “Brain Bee” Neuroscience Competition 2016 tional judges to gain a total score for each team. In its eighteenth year the 2016 Brain Bee World Championship Neuroscience Competition broke previous participation records B.H. Cho led the New Zealand team as captain and all three with students representing twenty five different countries around Grammar students scored well for the team throughout the tour- the world. nament. At the end of the five rounds the New Zealand team was placed 7th overall. This put them just behind Slovakia and just M.Z.M. Fulton won the North Island and New Zealand Brain Bee in front of China. The students can be proud of another ‘silver titles in 2015 to enable him to represent New Zealand in the in- medal result for New Zealand and it equals the performance of ternational competition. the New Zealand team in IYPT 2015. During the four days of the competition, each student was ques- The success of the team would not have been possible without tioned and assessed on different Neuroscience challenges. Fulton the individual efforts of the team members who spent countless performed strongly throughout the competition and he was the hours carrying out their investigations to support their conclu- top student in the Neurohistology Practical and he was placed sions after school in the Grammar physics laboratories. 2nd in the Patient Diagnosis Practical and 3rd in the written ex- amination. At the completion of the challenges Fulton was ranked Mr G. Jennings accompanied the team as the New Zealand Inter- 3rd in the world. national Organising Committee representative and he participated as an international judge in both the round robin and world final The overall 2016 Brain Bee World Champion was a stu- stages of the tournament. dent from Romania with a Canadian student in 2nd place.

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Auckland Grammar students have represented New Zealand on Academic Potential Scholarship several occasions in this prestigious competition and Fulton’s W. Lin performance has enhanced the School’s reputation. He is looking forward to training the Auckland Grammar School team to enter AUT UNIVERSITY the North Island Brain Bee tournament in 2017. AUT Kiwa Undergraduate Scholarship M.G. Mayerholfler 4. ECONOMICS a) Reserve Bank Monetary Policy Challenge CANTERBURY UNIVERSITY In July Auckland Grammar entered a five-person team in the Go Canterbury Scholarship Reserve Bank Monetary Policy Challenge. The team comprised M.O. Alani A.C. Shanmuganathan T. Tie, C.P. Vroegop, M.J. Watt, and R.P. Chen A.Y. Wu. D.J. Dowden M.T. Simento The Monetary Policy Challenge provides the students the rare opportunity to assume the role of a central banker; they analyse PWC (PRICE WATERHOUSE COOPERS) data, conduct research and evaluate the impacts of monetary PWC School Scholarship policy on the New Zealand economy. The Reserve Bank reviews K. Gupta the Official Cash Rate eight times a year and issues a Monetary C.P. Vroegrop Policy Statement four times a year. Students taking part in the Challenge consider the same information as Reserve Bank econo- STUDENT HORIZONS mists and recommend whether the Official Cash Rate should go Student Horizons Gap Year Scholarship up, down, or stay the same. T.T. McRobert

The team initially presented their Monetary Policy Analysis to the UNIVERSITY OF OTAGO Reserve Bank judges via videoconference and were selected as Maori & Pacific Peoples’ Entrance Scholarship one of six finalists (out of 45 schools) to travel to Wellington to T.K. Donovan present their research in person to the Reserve Bank and compete for the National title. Academic Excellence Entrance Scholarship A.R. Beerapu Although the team didn’t place in the top three prizewinners, H.A. Law they received a High Distinction award from the judges for the W. Lin extent of enquiry and analysis into the various impacts of an OCR change. The team’s presentation showed a deep understanding Vice-Chancellor’s Scholarship of monetary policy and how the New Zealand economy func- J.R. Goodwin tions. It was supported by sound reasoning taking into account current economic conditions – domestic and international – as Leaders of Tomorrow Entrance Scholarship well as the outlook for inflation. They found the challenge hugely W.D. Boswell rewarding and represented Auckland Grammar School with pride E.C. Moody as they competed against some of the country’s top academic T.C. Rainger students in this field of study. UNIVERSITY OF SYDNEY b) New Zealand Economics Competition St Johns College Scholarship In Term 2, 48 students entered in the annual New Zealand Eco- B.H. Cho nomics Competition. This competition has grown in size and reputation since its inception in 1997, becoming the largest and VICTORIA UNIVERSITY most prestigious competition of its kind for secondary students. Victoria Excellence Scholarship In 2016 entries were received from 2697 students across 90 N.J. Avis schools nationwide. Grammar students performed extremely well W.M. Stables overall, with 23 gaining High Distinction (top 5%) and 21 Dis- M.J. Watt tinctions (next 15%). However special mention must be made of M.P. Cooper who won 1st place in the Year 13 division. Victoria Achiever Scholarship A.H. Clark E. TERTIARY SCHOLARSHIP WINNERS 2016 S.W. Poulsen Many tertiary and private sector institutions in New Zealand offer scholarships to top achieving students. These scholarships are mainly contestable and this year Auckland Grammar School stu- IV EXTRACURRICULAR dents have been awarded the following scholarships for tertiary study in 2017: 1. SPORT The School entered in excess of 550 sports teams this year UNIVERSITY OF AUCKLAND in various competitions and 89 percent of these teams were Top Achievers Scholarship coached or managed by a Grammar staff member. We are C.F. Aguilera-Cortes most appreciative to our staff for continuing this tradition and B.H. Cho developing relationships with students outside the classroom. K. Gupta M.Y.T. Lee The School celebrated a number of National Secondary Schools Y. Ma titles this year: A.X.S. Reilly D. Shu National Champions – Disc Ultimate H.W. Wang The Premier 1 team showed determination and focus in all their

15 Schedule 3

games. Their depth of throwing skills and strong zone defence nament. The Second A Grade team also competed in the top resulted in them comfortably beating Wellington High School and division at the National tournament. They earned the right by Green Bay High School to face Wellington College in the final, to coming top of the B Division last year. While seeded 8th, they then win the National Championship. played above this and came 5th overall.

National Champions – Fencing The Senior Baseball Team finished runners up at the National The Auckland Grammar School Foil A Team competed in the Championships. Grammar entered the final inning of the Cham- Under 18 National Secondary Schools Championship. The team pionship with a 7-3 lead, then blew the advantage and gifted earned their place in the final against Hutt International Boys’ Botany Downs College an 8-7 win. The next week they bounced School. Initially in the final Hutt International took an early lead, back and won the Auckland Senior Secondary Schools Baseball however the Foil A team were able to come back from being six- Championships. teen points down to secure the National title. This is the School’s fourth National Team title since the competition began in 1959. The Cycling team came 2nd overall at Nationals and the Premier Basketball Team were 4th at New Zealand Secondary Schools, National Champions – Table Tennis both teams performing in admirable fashion. After pool play the top four teams were identified as Grammar Premier 1, Westlake Boys’ High School, Macleans College and The 1st XI Football team finished fourth in the Auckland competi- Palmerston North Boys’ High School. The final saw Grammar tion and finalists in the Knockout Cup Competition where they play Westlake Boys’ High School. All games were fiercely con- played every round away from home. tested with Grammar finally winning 4-3 to secure the National title for the first time since 2011. The 1st XI Hockey team also had an outstanding season. The team scored 112 goals and conceded only 26. They were un- National Champions – Junior Cricket beaten in Auckland, becoming Supercity champions and retaining The Junior cricket team’s comprehensive performances at Na- the Auckland Championship and Birchall Shield. At the National tionals saw all team members contributing with bat and/or ball. tournament, Rankin Cup, they managed a creditable 9th place. The team put constant pressure on the opposition to be declared winners with one day still remaining. The team was commended The Senior A1 Tennis Team qualified for Nationals again this on their positive attitude on and off the field. year. Unfortunately after an exhaustive week, the team finished 4th. Despite the team’s disappointment they showed great de- National Invitational Champions – U15 Hockey termination and can be proud of the culture which developed The team started the tournament strongly, winning their first throughout the season. game 13–0. While they faced determined opposition, the team went on to win all their pool matches and won the final over Wel- In all, the School has produced in excess of 36 New Zealand Rep- lington College, 6-1. This was the first Grammar U15 team to resentatives and has claimed over 10 Individual National titles. win the Tanner cup. Our congratulations are extended to: National Invitational Champions – U15 Rugby New Zealand Representatives The U15 rugby team topped their pool to reach the quarter final E.C. Lau World Junior Badminton Team where they played Tauranga Boys’ High School winning 39-19 R.J. Yang World Junior Badminton Team and Otago Boys’ High School in the semi-final winning 15-12. N. Zhang New Zealand Under 15 Badminton Against Hamilton Boys’ High School in the final, the team con- Team tinued to put pressure on their opponent scoring four converted M. Kim World Baseball Team tries and three penalties to take out the National title 38-12. The T.W.W. Fahrensohn Junior Tall Blacks Basketball Team trophy is a leather bound box containing a book with a record T.J. Whyte NZ Under 16 Basketball Team of each school that has won and a list of the players represent- A.G. Wyllie New Zealand Under 19 Cycling Team ing the winning side. Grammar last won this National Invitational R.T. Black World Youth Disc Ultimate Team Tournament in 2001. R.L.J. Burns World Youth Disc Ultimate Team F.J. Doherty-Eagles World Youth Disc Ultimate Team National Champions – Athletics M.R. Mercer World Youth Disc Ultimate Team At National Athletics Championships in Timaru, the 4 x 100 Jun- C.N. Ng World Youth Disc Ultimate Team ior Relay Team gave an outstanding performance. From a fast R.R. Smith World Youth Disc Ultimate Team start, the team led from the front to finish by a clear margin from N.J. Whitlock World Youth Disc Ultimate Team their opposition. Overall, the Athletics squad won the largest P. Balamurali New Zealand Junior Karate Team number of medals at Nationals this year. D.W.X. Tham 17th Oceania Karate Team M. Zhou 17th Oceania Karate Team National Champions – Distance Squad J. Tuigamala-Tutini New Zealand Under 18 Lacrosse Team The Year 9 Distance Squad team won both the 3 and 6 Man J.J. Du Toit New Zealand Under 19 Rowing Team road races at the New Zealand Secondary Schools Road Men’s Eight Coxswain Race Championships in Timaru. Grammar was able to get 2 ath- T.T. Havili New Zealand Schools’ Rugby Team letes in the top 10 which allowed for a comfortable win in both P.T. Morgan New Zealand Sailing 29er team’s events. S.P. Morgan New Zealand Sailing 29er L. Cashmore New Zealand Sailing Optimist Other sporting highlights included: B.P.M. Davies New Zealand Under 16 Skiing Team T.T. Knowles New Zealand Under 18 Skiing Team The Skiing A team won North Island Championships for the C.A. Flanagan New Zealand Under 19 Softball Team fourth consecutive year, the first time this has occurred in 26 E.Z. Thomas New Zealand Junior Squash Team years of competition. O.F.A. Williams New Zealand Youth Surf Life-Saving Team The Badminton team finished Runners Up at their National tour- D. Shu Under 18 Table Tennis Team (Captain)

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A.C.D. Lagman New Zealand Junior Tennis Team B.H. Kidd (Bernardo), D. R. Dykes (Action), N.A.P. Brown (Die- A.M. Cassidy New Zealand Under 15 Touch Team sel), A.T. Horn (Big Deal), K.B. Elliot (Baby John), A.A.J. Haynes- N.M. Stankovich New Zealand Under 18 Waterpolo Team O’Connor (Snowboy), A.Y. Wu (Chino), M.K. Zemke (Pepe) and F.W. Brodie New Zealand Under 18 Waterpolo Team, S.H. Kenrick (Schrank). We wish them the best for next year New Zealand Secondary Schools Water- and hope that they continue to grace the stage in future years. polo Team S.B.H. Cameron New Zealand Secondary Schools Water- Many thanks must go to all the teachers who took part in the polo Team combined school production, with special thanks going to Direc- C.V.F. de Jagar New Zealand Secondary Schools Water- tor Ms Anna Richardson and her dedicated team in the Drama polo Team Department at Epsom Girl’s Grammar. H.R. Waddell New Zealand Secondary Schools Water- polo Team This year a group of senior boys were asked to perform with the A.J. Farmiloe Youth Division Oceania Weightlifting students from St Cuthbert’s College in their senior drama pro- Team duction of Caryl Churchill’s Love and Information. This enabled B.L.H. Kumeroa Youth Division Oceania Weightlifting Kenrick, Horn, A.R. Wilson, M.J. Lewis, C.J. Abbott and Brown Team to experience a quite different genre of theatre with this produc- tion being described as “a sound-bite exploration of the modern National Secondary Schools Titles state of human connections and the ever-increasing onslaught G. Kilmister New Zealand 1500m Champion of knowledge both useless and profound has something for eve- F. Vaha’akolo New Zealand Triple Jump Champion ryone, especially those with short attention spans….” The boys D.J. O’Connor New Zealand Junior Javelin performed admirably and hopefully the collaboration between our Para-Athlete Champion schools will continue. J.R. Rackham New Zealand Under 14 Cycling, Hill Climb Champion, Individual Hill Climb The student-run production, with the support of Mr Brinsley was Champion and New Zealand Under 14 memorable and a well received comedic performances of the past Champion decade. The short thirty five minute comedy by Bruce Kane, The T.H.W. Waters New Zealand Under 14 Cycling Hill Climb Case of the Count formally known as Dracula, a Justin Tyme Champion mystery was well received by the school and audiences alike. O.H. Grave New Zealand Under 15 Cycling Hill Climb There was praise for the innovative use of set, sound effects Champion and comedic timing from Brown’s impressionable bar tending L.B.P.D. Dickson New Zealand Under 16 Cycling Road skills – Igor to Moody’s fantastic portrayal as the remote carrying Race Champion Dracula, Johnson as Justin Tyme whose portrayal of a private H.J. Fogelburg New Zealand Under 20 Cycling Hill Climb investigator who kept the show going around in circles. & Road Race Champion C.N. Ng New Zealand Under 18 Individual Foil Kenrick’s complete show stealing moving train impersonations, Champion paper fluttering and stage sweeping as Justin Tymes Little voice A.J. Farmiloe New Zealand Junior 85kg Class Weight brought the show to a side-splitting finale. Credit must go to the lifting Champion two student directors Elliot and Dykes – their vision, persever- ance and determination was admirable. Students nominated for the ASB Young Sportsperson of the Year Awards included: Our congratulations and thanks are extended to Mr Knightly for E.C.H. Lau Badminton his commitment to School Productions during his tenure at Auck- A.G. Wyllie Cycling land Grammar School. He has left a legacy for others to follow. J.J. Bates Hockey W.M. Stables Hockey 3. MUSIC J.J. Du Toit Rowing Exemplary results in senior Music classes set a high standard T.T. Havili Rugby early in the year. Students attained a 100 percent pass rate in M.J. Shelton-Agar Squash NCEA Music, with the vast majority of credits earned at Excel- D. Shu Table Tennis lence level. W. Wang was named 1st in New Zealand in IGCSE N.M. Stankovich Waterpolo Music.

Grammar composers have again achieved national recognition. 2. DRAMA L.R.E. Grant was awarded 2nd place in the Auckland Philharmon- Drama at Auckland Grammar School continues to go from ic ‘Our Voice’ competition. His composition has subsequently strength to strength with the students receiving numerous ac- been performed and recorded by the Orchestra. As a finalist in colades for the wide range of performances this year, from West the Lion Foundation songwriting competition C.A MacKenzie’s Side Story, to Love and Information, and the student run pro- song ‘What We’ve Always Done’ will feature on the 2016 ‘Play duction of The Case of the Count formally known as Dracula, a It Strange’ compilation album. Justin Tyme mystery and the continued successes of the theatre sports teams. Grammar pianists also featured strongly in national competitions this year. C. Chen won 1st prize in the NZ Youth Piano Competi- This year’s major school production of West Side Story was tion, and 3rd place in the prestigious Ronisch Piano Competition hosted by Epson Girl’s Grammar School’s in the Raye Freedman establishing him as one of the finest young pianists in New Zea- Arts Centre. As with the trends of the previous combined major land. Additionally, Chen and fellow student J.C. Hu were both productions, West Side Story performed to a sold out eight per- named among the top six performers in the Wallace Junior Na- formance season to high acclaim and a range of amazing perfor- tional Piano Competition. mances by a talented group of secondary school students. Special mention must go to the polished performances by our departing The Symphony Orchestra, Grammar Virtuosi, Premier Concert seventh form students E.C. Moody (Tony), J.N. Johnson (Riff), Band and Grammar Big Band performed with great skill and ac-

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complishment at the annual KBB Music Festival this year, and all V SCHOOL INFRASTRUCTURE won Silver awards. Additionally, the Orchestra, Virtuosi and Pre- mier Concert Band were all scored within one percent of achiev- PROPERTY ing the coveted Gold Award and Orchestra placed in the top five. Artificial Turf All groups performed innovative programmes in which New Zea- The major School project in 2016 was the completion of the land composers featured prominently. Of note were David Ham- floodlit artificial turf on No 3 Field at the end of October. The turf ilton’s composition for orchestra ‘Angkor Wat’ and the outstand- is multipurpose with both World Rugby and FIFA 1 star certifica- ing solo performance of Addinsell’s ‘Warsaw Concerto’ by pianist tion. Its 65mm pile also enables lacrosse and disc ultimate to be J.C. Hu. Hu went on to perform this work later in the year with played on the surface. the Auckland Symphony Orchestra, to significant acclaim. The distinguishing feature of the turf is that it is the first in New 2016 saw Grammar Voices return to the stage of the Big Sing Zealand not to have a series of fences, a design feature in part competition after an extended absence. In collaboration with the due to the natural boundaries of the No. 3 Field. ReZonation choir from St Cuthbert’s College the choir performed an ‘Epic Disney Love Story’ arranged and directed by Director of No. 3 Café Music at St Cuthbert’s College, Mr Stewart Allan. The completion of the artificial turf was a catalyst to renovating the upstairs of the hockey pavilion. This was fully renovated, Hu and E.M.A. McPherson were named as the Senior and Junior including a complete refurbishment of the pavilion kitchen and is Minister’s Plate Winners for 2016, respectively. Adjudicator and currently operated by a third party providing a quality service to Grammar old boy Mr B. Hoadley also selected T. Tie to receive an turf users, under the name No 3 Café. extraordinary prize from the University of Auckland in recognition of his artistic promise. Infrastructure A significant portion of the old water main has been replaced Competition at the Battle of the Bands was fierce and diverse. with the balance of the old water main scheduled to be replaced Adjudicators Michael Murphy, Jonathan Tan and Emma Feather- in December. Rekeying of Science, Hockey Pavilion, Specialist stone selected jazz and contemporary fusion band ‘Haphazard’ and Tibbs will be completed by the end of the year as we move for the coveted 1st prize. to a new key system.

Marketing guru, Brent Kennedy, and several successful local Much needed air conditioning was added to the top levels of Eng- musicians presented a fascinating workshop exploring creativ- lish and new Specialist Block. ity in business to a select group of senior Music and Business Studies students. The staggering impact of the creative arts on Tibbs House our economy, and the surprising reliance of business on creative A refurbishment of the junior recreation room has enhanced the disciplines was eye opening. Members of the Auckland Philhar- quality of the hostel, which now includes a theatre and a flex- monica also visited the School to mentor our senior classes in ible user friendly environment. Three further dormitory rooms composition and performance. Later in the year they returned to received the new bunk and storage configurations. Five more perform and record several student compositions. rooms are scheduled for this upgrade in January, completing the 16 dorm rooms within junior block. A new boiler was also in- Grammar ensembles have also given well-received performances stalled servicing E, F and G blocks. at Holy Trinity Cathedral, the Centennial Theatre, Auckland Uni- versity, Epsom Girls’ Grammar School, Remuera Intermediate, Development Office Kowhai Intermediate, Auckland Normal Intermediate and King’s 4 Barnett Crescent was gutted and rebuilt to house the Develop- School. ment Office staff. This project allowed the International Depart- ment to move from the Main Block into a larger space at Augusta 4. DEBATING House. The School entered four teams at Junior Open level and two teams at Premier Junior level, representing a very promising co- Top field hort of new debaters. The Junior Open 4 team had a flawless A full replacement of the sand carpet has taken place through preliminary round, only losing in the quarter-final. The Premier November and December. Junior 1 team also reached the quarter-finals, G.J. Ying was named in the top ten speakers and Z. Zhu top speaker in the Van Shed competition overall. Pre application consent works for a new five bay shed are un- derway to house the School vans. The shed is intended to be The two teams entered into the Senior Open grade achieved constructed in December/January which will be located off the mixed success but gained valuable experience. The two teams side road of Barnett Crescent. who entered into the Advanced Open grade fared better with the Advanced Open 1 team progressing as far as the semi-finals, Art Block further than any other Grammar team. New lighting, acoustic panels, paint and pin-boards were added in 2016, greatly enhancing the presentation of the interior of the The School’s Premier Advanced team continued to prove itself in Art block. the most competitive grade, narrowly missing out on a place in the quarter-finals. Members of the top teams also represented Student Services the School admirably in the Seasonal, Regional, and Impromptu A reconfiguration of this space created two offices and a more Cup competitions. Two speakers earned special recognition at open plan flexible space. Regionals: Z. Zhu being named for the Auckland Development Squad, and captain of debating H.X. Wang being highly com- Board Room mended. A new Board Room was created in the space vacated by the International Department.

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O Block Toilets Hector Law comparing their respective Grammar experiences. The interior of these toilets received a much needed upgrade. A reclad of this building next year will complete the project. The annual Father/Son Breakfast was hosted again this year with guest speaker parent Tom Dodson, whose son Jack Dodson ’04 O Block is following in his father’s footsteps as an international competi- The old O9 (now renamed O2) had its roof replaced. tive sailor.

Venturelodge Keeping with a nautical theme, the annual Father/Son sailing The discovery of asbestos through lab testing of a roofing shingle weekend was held in March with 12 fathers and their sons taking as part of a building consent application for roof replacement part in a weekend of sailing adventure on the Hauraki Gulf with in early 2016 saw immediate remedial action and encapsulation the NZ Sailing Trust. required and the postponement of camps. It is planned to replace the roofs in 2017. Bathroom upgrades continued with a further The Main Block two rooms completed. Special thanks are extended to Mr David As a prelude to the 150th celebration in 2019, the School cel- Hunt, Director of Property Services. His leadership and proactive ebrated the 100th birthday of the Main Block. Built between approach has a positive impact on what we can achieve. 1913 and 1916, the Main Block was opened on 23 April 1916 by the Earl of Liverpool when he handed Mr J W Tibbs, Headmaster, INFORMATION SERVICES the gold keys to the main door. A commemorative plaque was Computer Labs installed in the Great Hall and some 200 guests attended the The Department has undertaken numerous hardware upgrade event in the Main Hall and were addressed by Professor Sir Peter projects this year. The most significant projects were the total Gluckman ‘61, and Mr John Morris, 10th Headmaster. up-grade of the Art Computer Labs and the Computer Lab in the PE Department. Auckland Grammar School Foundation Trust Gala Dinner Once again the volunteer parent committee organised the Gala IT Infrastructure Dinner in aid of the Academic Endowment Fund. On 27 May, In 2016 further investment in the School’s IT infrastructure was 380 guests enjoyed an evening of spectacle and collegiality. The made including replacing the Boarder Firewalls, migrating onto committee raised some $250,000 which was donated to the the Ministry of Education Network for Learning Internet connec- Trust. Thanks must also be made to our sponsors who enabled tion and extending the network to include the new Development us to underwrite many of the costs of this event. Office building at 4 Barnett Crescent and bringing the lower field, including the Hockey Pavilion, onto the Main network. Thanks are also extended to committee chair, Mrs Gretchen Hawkesby, and the team of parents on the committee. Guest The School continues to benefit from an industrious and skilled speaker was Mr Rob Waddell ONZM, chef d’Mission for the New Information Services team well led by Mr Cameron Watt. Their Zealand Olympic team. often unseen contribution is valued. Annual Appeal VI DEVELOPMENT OFFICE The School launched the 2016 annual appeal and raised $130,000 for the Academic Endowment Fund. Our thanks are extended to The Development Office supports the School and the Foundation parents, Old Boys and Friends of Grammar who supported this Trust (in particular the Academic Endowment Fund) with fund- year’s appeal. raising, events and communication activities. Augusta Fellowship Parent Welcome Events In October, the School hosted the annual Augusta Fellowship In February and March the School hosted the Form 3 Parents’ luncheon. The luncheon is an opportunity for the School leader- Welcome Cocktails, the Form 4 and Form 5 Parents’ cocktails, in ship to thank those who have made a bequest to Grammar. This the Old Boys’ Pavilion. These provide an opportunity for parents year we welcomed five new bequestors to the Fellowship. The to engage with teachers and other parents. luncheon was addressed by Deputy Prefect, Edward Moody and venture philanthropist, Mr Bill Kermode, CEO, Next Foundation. Reunions During the same months the School, together with the Old Boys’ Friends of the School Association, hosted five Old Boy reunions. Some 60 Old Boys The annual Friends of the School event was held on 19 Octo- attended their 60 year reunion from 1956, and just under 100 ber with Foundation Trust Chairman, Mr J Porus thanking all our guests attended each of the three reunions for Old Boys from donors and volunteers for their significant support to the teach- 1968/68/70, 1978/79/80 and a third group 1988/89/90 with the ers and young men. Without such a supportive community the Vintage reunion for Old Boys 1955 and older. School would not be able to continue to offer the level of educa- tion, cultural, sporting and artistic pursuits to the young men. During September and October, events were held in Australia, the United States and the United Kingdom. Old Boys used the Art House Tour opportunities to reconnect with the School and each other. New On 11 and 12 November the School hosted the newly recon- business relationships were also forged and a number of ‘lost’ figured Grammar Art House Tour. Combining both open home Old Boys were found and re-engaged with the School. Old Boy and art expo concepts, more than 300 guests attended a launch Peter Hodgkinson ’78, Head of Build at Mercedes GP in the UK, event in the Main Hall for a live auction of Old Boy and student provided a door prize at the London event which saw six Old art work. The next day guests visited 10 homes from within the Boys visit the Mercedes Benz Formula 1 workshops in Brackley. Grammar community and viewed art from some of New Zea- land’s leading artists – including Old Boys. Funds raised from this Father/Son and Grandfather/Grandson events event will be used to support the arts and music departments. A new event was the inaugural Grandfather/Grandson Breakfast hosted on 29 February. Some 89 guests enjoyed a breakfast Thanks must also be made to our principal sponsors, Barfoot & with guest speaker Old Boy Ross Goulding ’49 and Head Boy Thompson and the four art galleries who supported the event.

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Leavers’ Lunch School is the old School. It is not the building, but rather the tra- This year’s Leavers’ Lunch was hosted at Eden Park on 30 No- ditions and the successive generations of boys which constitute vember. This event is always well supported with more than a School.” 360 parents and Form 7 students attending as they symbolically transition from student to new Old Boy. The guest speaker this One hundred years ago the 4th Headmaster, J.W Tibbs, delivered year was Scotty Stevenson ’90, SKY Sport rugby commentator the first Annual Report in the Great Hall, and it was decidedly and editor of SKY Sport, the Magazine. different from mine. While my report has started with the good fortune of being able to celebrate our past, his started full of sor- Academic Endowment Fund Teachers’ Awards row with the opening lines of his speech, “The joy of our first As a conclusion to the year we celebrated the School’s great prize night in the new School is clouded... Our Roll of Honour teachers with the annual Teachers’ Awards on 2 December. This has grown from thirty-three killed and 14 missing, and we have event with donors and teachers is made possible with funds from the names of 123 wounded and two prisoners of war, out of a the Foundation Trust’s Academic Endowment Fund. total of 920 with the Colours… We have practically no Old Boys in residence at British Universities – all are at the Front – and in 150th Project the place of the usual list of academic distinctions we have one Working in the background is the 150th steering committee of military honours, of which the School has good reason to be which is ably led by Old Boy Mr S Milne ’69. The committee proud.” is working to several pillars including a heritage project which includes the production of a written history, a series of video How privileged are we to have the opportunity to be seated in interviews with Old Boys, and the digitisation of the School’s pa- the Great Hall on a daily basis in 2016? How different is our per archives. There is also a series of events and activities being fast paced life in Central Auckland? When did we last reflect on planned for Old Boys, current and past Grammar families and the our personal priorities and put them into the context of our past? young men for the anniversary in 2019 while at the same time Are we living to our potential or are we comfortable, having be- consideration of a building project in recognition of the School’s ing given such freedom, such opportunity, by many of the young sesquicentenary. men who were absent at the Front line, when Tibbs presented the first Headmaster’s address in the Great Hall? We are also delighted to thank our founding 150th sponsors, ASB, Fuji Xerox and Barfoot & Thompson. How different are we to those who sat in this hall 100 years ago today? Has the privilege of comfort afforded to us been taken for VII COMMENTARY granted? Do we all acknowledge our responsibilities as the cur- rent generation of boys/ staff who constitute our School? “Nearly 150 years of Grammar history, tradition and, most im- portant, pride is housed here in the assembly hall, where the gold Lest we forget. leaf on these honours boards could buy a small island nation. Where a pastel portrait of Sir Edmund Hillary, the most famous We are fortunate to be part of a School with a strong foundation, old boy of all, stares ruggedly down on the current crop.” which tangibly starts with the privilege of being housed in this Great Hall daily. We can sincerely say we respect all those from This description opened Metro’s Best Schools in Auckland article our past who have contributed, and we are grateful that we have in July 2014. It is a bird’s eye view from a visiting reporter, and so much history and experience to support our direction today. perhaps his first perceptions would be shared by many as they There is no doubt our past guides our philosophy today, without step into the Great Hall for the very first time. And, to those defining our direction. privileged enough to be the guardians of the Great Hall and this Main Block, in its centenary year, we understand it has consider- When so much is changing in education it is timely John Mc- ably more significance than a place to house history, tradition and Beath, Professor Emeritus at the University of Cambridge, said pride. To us it lives and has a spirit that helps make this School “Those who write and speculate about preparing children for life what it is. in the 21st century… have to be acutely aware that looking for- ward also means looking back.” The Editor of the 1916 Chronicle, Mr Matheson, described the new building as “an imposing structure. The spacious and lofty It remains my view that the most successful schools have de- hall, in keeping with the rest of the School, is finished with glazed fined the style of education they provide and don’t deviate too far bricks and white plaster and has ample seating accommodation from their direction, no matter what distractions confront them for all the boys. along the way. For us, it’s The Grammar Way and it’s supported by heritage facilities that symbolise who we are. While some The wall above the platform, at present appearing so bare, will young men would prefer we changed our standards to suit their in time be decorated by the School honours board, the wood for current needs, doing so would erode the very heart of what we which is now being seasoned.” do and who we are.

100 years on we have the privilege of sitting in this Great Hall We do navigate our way around the propaganda that pervades with not one honours board, but with academic honours boards the provision of secondary education in our country – includ- wrapped around us – stemming from well considered and deliber- ing the current well branded model of success for all. The ate design decisions put in place from 1913 until the building was Minister of Education congratulated students and Schools in completed for opening in 1916. June of this year on “achieving best-ever results in NCEA”. In a standards based environment we don’t know entirely what Matheson reminds us of the influence of this building in its first that means. What we do know is that Schools have efficient- year of inhabitancy, stating “ to many who formerly attended the ly met the Minister’s 85% target pass rate for students sitting old building the surroundings seem strange and unfamiliar – a NCEA Level 2. The question that should be asked is has the link with the past has been severed. This is true only in part, for academic rigour in our national qualification been maintained or we must remember that paradoxical as it may appear, the new bettered at the same rate such improvement has been recorded?

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So, ignoring ‘best evers’ and ‘first evers’ will maintain our focus cater for all young men, but it is important to me that we provide on quality teaching and the provision of academic rigour in our pathways that challenge them rather than lowering the bench- classrooms. marks so that there is perceived “success for all”. The provision of rigorous academic courses does not have to mean failure is an Academic rigour begins here with competition. The com- end point for some, rather, if young men are prepared to learn petitive state of Grammar sets a framework for young men to from failure and make sacrifices to apply themselves, they too learn. It gives them the extrinsic motivation to do their best can progress. Then, there is no reason why they too, cannot in front of their mates and for over one hundred years has dream. just happened to make most realise what they can achieve, when they apply themselves. As they mature, this can and Progress and growth in academia at this School will be via con- largely does morph from extrinsic to intrinsic motivation. sidered change, with the likes of this year’s able introduction Professor John Hattie said what makes a successful School has of Te Reo, led by Mr Lobb, the development of eLearning plat- little to do with class sizes, its structure or even the attributes of forms that will enhance learning, ably led by Mr Dunn and the its students and has more to do with what students know and six subject pathway for Form 5, from 2017. And yes, the future showing them what success looks like. may include the likes of subjects like coding or Mandarin, but firstly we will fully consider the reasons why their addition will Interestingly enough the factor ultimately determining success add to the foundation education we aim to provide young men. according to educational author, Amanda Ripley, is the expecta- tions and aspirations students have for themselves, an internal Alongside the examination of academic rigour we are, as prom- and controllable variable that all young people can, with support, ised, benchmarking ourselves internationally as we progress develop. character education and ultimately further develop our culture. We appreciated the feedback we received through the extensive This means we must stubbornly oppose anything that erodes the independent research conducted this year. Interestingly enough, teaching of content in our classrooms and instead be true to our a strong theme in the feedback we received was the positive young men by maintaining our competitive classroom environ- place competition had at Grammar – with the intended conse- ment. quence of trying to build and educate young men to rise to meet all challenges, and students identifying streaming as being instru- Old Boy Scotty Stevenson told the Heads of Boys’ Schools Con- mental to the School’s culture of seeking to continually improve. ference in May of this year to “Add compassion and choice and the power of critical thinking to competition and you can help any The report stated as a response that “The means of being able boy follow his dreams, for dreams are not ranked on academic to do this is to cultivate a sense of independence, which is de- ability and the dreams of those who aren’t first, second or third scribed by boys as the ability to be able to structure yourself, are no less important than the dreams of those whose names are plan for your homework and other commitments.” Independence inscribed on honours boards.” at Grammar is directly linked to competition.

Academic competition doesn’t mean you have to win, or achieve Competition is part of The Grammar Way. Other facets include a podium finish to be successful. It’s not just those who cross pride, loyalty, respect and a long list of basic human values that stage at prizegiving who have succeeded this year. Rather com- can determine our character. petition in an examination based environment is a vehicle that aids learning. We are now developing a framework for The Grammar Way that will challenge our young men to ask, Who am I? Where do I How vital is it then that we develop resilient young men who fit in? and How can I best serve others? Our attention is on have ambitions in respect to what they want to do and who they developing the performance and behavioural character of young want to be, and that they recognise the links between a strong men so as to impact on the all-round education they receive as work ethic, academic progress, then achievement. We need our a Grammar boy. young men to be prepared to make mistakes, and possibly fail, but to learn from this. We will be working with boys’ schools from around the globe who share our direction, so that we can have a greater impact by Andrew Zolli, author of ‘Resilience: Why things Bounce Back’ bettering what we do and how we do it. talks about hardiness as a key component of resilience. “The three associated traits in people are, they find a meaningful pur- There’s good reason to fervently grow The Grammar Way. We pose in the work they are doing, they believe they can influence are living in a different time, with growing pressures and distrac- the outcomes of events in their lives and they recognise that tions on young men. The publication ‘Our Boys: Raising Strong experiences, both positive and negative, lead to learning and Happy Sons from Boyhood to Manhood’ paints a picture of the growth.” current reality for young men in New Zealand – “Boys are twice as likely as girls to be diagnosed with a mental health or be- It was concerning to see student reaction to the NCEA Math- havioural issue. Young women are outperforming young men in ematics examination in September which wasn’t what was ex- reading, writing, and mathematics and females outnumber males pected or predicted by students or their teachers. While the ex- in university graduation statistics in nearly every age category.” amination might have been tough the fact many students walked out rather than attempting the paper spoke volumes about a lack We want Grammar boys to focus on being extended, as we of resilience and a lack of examination strategy, instead it ap- challenge their thinking. As Scotty said at the Heads of Boys’ pears we have taught them that when you feel ill-equipped the Schools Conference, “ We want them to grasp the power of the response is not to influence the outcome of the examination by Crucible, as they live in the age of online witch hunts, digital earning the most marks you can, rather it is to get your parents surveillance and instant judgement. We should teach them Eco- to ring the media. nomics, not only so they understand money, but so they can un- derstand value and we teach them history if only so they will not We too want to progress and grow our academic structures to be doomed to repeat the mistakes of my generation. We must

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teach them that none of this is like a button on a Facebook page, Board exemplifies the leadership attributes and skills we appreci- or an Instagram of their dinner.” ate seeing in a Grammar man.

We were heartened by the Education Review Office Report from My thanks also to the 150th Steering Committee, led by Mr Scott June of this year which reinforced the positivity of our direction: Milne. The School celebrates its sesquicentenary in 2019 and • Students identify strongly with the School’s culture of high expec- the steering group is well underway planning events, a capital tations. That success is underpinned by The Grammar Way, which project, acknowledgement of the School’s heritage, communica- emphasises the pursuit of academic excellence as a core value. tions, fundraising and sponsorship opportunities. • There is a philosophical clarity about learning opportuni- ties for all boys and this is a key expectation for School The Leadership Team has worked in cohesive fashion this year leaders and teachers. The extent to which this is real- as we sadly farewelled Mr Vella to an Executive Director’s role in ised is reflected in academic results for the senior school. Vietnam. My thanks to Mr Watson for accepting additional re- • Auckland Grammar School continues to achieve high qual- sponsibilities as Associate Headmaster – Senior School and to Mr ity educational outcomes for boys. High expectations for ac- Simento who has been a fine addition as Deputy Headmaster – ademic achievement are promoted throughout the School. Senior School This is a team that Jim Collins would describe as • School leaders are committed to the School’s legacy, traditions “The right people, doing the right things, done right.” My thanks. and heritage and also reference national and international trends in boys’ education that lead to increased opportunity and path- To other senior staff, especially Head of Faculties and Depart- ways for success.” ments, Directors and the wider student support network thank you for your positive, professional approach. The School has an At the heart of Grammar and our culture, are our teachers; their exciting future as we consolidate our curriculum, timetable and ability to influence young men, teach them well and develop pro- pedagogy. fessional relationships that inspire them to be their best. It’s their ability to pass on their knowledge and share their experiences In particular special thanks to Mr Gerard Leeuw and Mr Crook for with young men, that a Grammar education is all about. They are their expertise and the significant time they put into creating a the 2016 guardians of Grammar. timetable structure that could accommodate our lofty ideals for 2017. Attracting quality teachers who ‘get us’ in the current Auckland environment might start getting tough, but it doesn’t mean we Congratulations must be extended to Mr, turned Dr Etty, who has roll over and change who we are or what we do. Rather, it led by example in terms of furthering his education, and challeng- means we get innovative and we find ways to ensure we have ing himself – he is a fine role model to our young men. And of the right people on the Grammar bus, and in the right seats. course, to Mr Rehu, who scared us all this year, but his recovery has been a demonstration of his courage and determination and a VIII APPRECIATION reminder to us all about where our priorities should lie.

I commend our teachers on their commitment to the School’s My special thanks to my PA, Christina Wilkinson, for her un- standards and philosophy, while retaining their primary focus on conditional support, her necessary sense of humour and genuine the teaching of content. interest in all that Grammar stands for.

We have a dedicated staff, academic and non-teaching who have We continue to respect young men who have participated, com- a belief in our School and they have a passion to maintain the peted and striven to do their very best. We commend students best of our past and blend this with more recent best practice who have led in a variety of roles this year. Prefectship should that aligns with our philosophy and ethos. continue to be an aspiration for Form 7 students. This year’s group were active in all areas, other than fine-tuning their Ball My sincere thanks is extended to each staff member for their skit. contributions and commitment this year as it is their actions that endorse and support the quality of education we provide at Auck- My congratulations to Head Prefect, Hector Law and Deputy land Grammar School. Head Prefect, Edward Moody. Hector and Ed have worked as a team, balanced their workloads so well, while contributing in very There are many support structures that support our School and different ways to our School this year. I commend them both for our teachers. These structures incorporate the Headmaster’s having some fun, leading and maintaining their academic studies Council ably chaired by Dr Rob Kirkpatrick, the Old Boys’ As- so that their options beyond Grammar are at a level commensu- sociation, in particular, President David Dickinson and immediate rate with their considerable abilities. past president Martin Price, the Foundation Trust chaired by Mr Jack Porus and the Board of Trustees chaired by Mr Jeff Black- In the last two years we have seen significant capital develop- burn. These groups and leaders extend enormous goodwill to ment in the School; the New Block Extension opened in 2015 our School. supporting our primary goal of academia and in November of this year the new artificial rugby/ football turf was completed sup- Our Board of Trustees is a professional group who have willingly porting the growing need for practice and playing fields for two donated their time and expertise to the School. They have spe- major codes, and Physical Education. The investment of $8.6m cialist skills and experience combining to provide unconditional into new facilities over a short 24 month period speaks volumes support to all that Auckland Grammar School stands for. about the commitment our Board, and the Grammar community have to provide the best education possible. Mr Jeff Blackburn, Chairman of the Board, has continued to lead the Board in selfless fashion. As an Old Boy, ’67, his dedicated My thanks to parents who have supported their son’s Grammar service, institutional knowledge and professionalism are attrib- education and our School’s ethos once again this year. We do utes that are essential to Auckland Grammar School maintaining rely on and appreciate your support. its traditions while progressing our direction towards 2019. The quiet, organised and purposeful manner in which he has led the

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To our leavers, as you walk out under the arches one last time, consider what Mark Garrison wrote about your School, “Stand- ing proudly on the lower slopes of Mt Eden, Auckland Grammar School is perhaps one of the most strikingly beautiful and archi- tecturally distinctive buildings in the city, if not the country. The edifice of the School, however, is not the primary key to the insti- tution’s lasting significance. Rather it is the long list of students who have walked the hallways, studied in the classrooms and played sport on the fields who have made Auckland Grammar School the treasure it is today.

Edmund Hillary, Raoul Franklin, Peter Gluckman, Richard Chan- dler and Kenneth Keith are just a few of the long list of ‘Grammar Men’ who have gone on to achieve fame in science, business, sport and public service. The school doesn’t just teach students to read and write – it teaches them to become men. It’s called being a Grammar man.”

I wish each of you every success as you prepare for the opportu- nities that will arise and the challenges you will face, beyond our gates as a Grammar man.

I wish the entire Grammar community a safe and relaxing holi- day, a merry Christmas with friends and family and a happy and prosperous new year.

Per Angusta, Ad Augusta.

Tim O’Connor Headmaster

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Mission Statement

Auckland Grammar School will provide young men with a rigorous academic education. Each young man is expected to pursue excellence in acquiring knowledge and skills while embracing and upholding the School’s values. The School will promote all-round excellence in academic, sporting and cultural pursuits, encouraging each young man to recognise and develop his individual potential and gain pride and satisfaction by setting demanding personal goals and striving to attain them. The School will encourage the development of the whole person in order that it may produce young men ready, willing and able to assume useful roles in society and be responsible citizens.

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General Objectives a. To inspire in students a love of learning and respect for knowledge in a wide variety of disciplines. b. To enable students to master skills required to acquire and apply knowledge. c. To teach students the value of hard work and the importance of healthy competition. d. To provide a curriculum which in all disciplines will consist of content that is both substantial and rigorous. e. To enable students to achieve a standard of literacy and numeracy that exceeds national standards and is comparable to the best international standards. f. To encourage students to reach their full potential through competition with their peers and for this purpose to use academic streaming on a form by form basis g. To require students in Forms 3 and 4 to study a major core of subjects consisting of English, Mathematics, Social Studies, Science, Languages and a minor core of Physical Education, Music, Art and Technology. No major core subject will consist of a course of less than one year’s duration. h. To measure student performance by competitive internal examinations each term and external examinations at senior levels. i. To encourage participation and interest in cultural activities and pursuits which lead to emotional development, social awareness, physical fitness and good health. j. To provide School Rules requiring a high standard of conduct, uniform and grooming from students in the interests of creating and maintaining a well-disciplined learning environment for all. k. To develop in students self-discipline, resourcefulness, adaptability, creativity, honesty, courtesy, self-reliance, healthy self-esteem, pride in personal appearance, public spirit and other personal qualities with the aim of using these virtues for the good of the School and of their Community. l. To promote attitudes and behaviour reflecting School values and a core set of values supported by the wider Grammar Community, including:

- the encouragement and reward of effort and achievement - the pursuit of excellence in all personal and group endeavours - the importance of fulfilling commitments - the acceptance of lawful and just authority - respect for and participation in the democratic process - the balancing of self-interest with concern and tolerance for others, their cultures and beliefs. m. To develop in students sensitivity towards and acceptance of the rights of others in our culturally diverse society. n. To appoint staff of the highest calibre who are dedicated to excellence in classroom teaching, to continual enhancement of their subject expertise and to full participation in extra-curricular activities. o. To provide boarding accommodation for selected students from a wide variety of backgrounds generally outside the Auckland metropolitan area, giving these students the opportunity to study at Auckland Grammar School. p. To promote these objectives for mutual benefit through contact and association with organisations in the Community such as the University of Auckland and the Auckland Grammar School Old Boys’ Association.

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VARIANCE REPORT 2016 5

Objectives Target Result

1. Academic

Curriculum

 Further  Successfully deliver new  PARTIALLY ACHIEVED: differentiate the courses in the following  Earth and Space Science: 21 students in 2016 class: 6 senior curriculum subjects: students less than 12 credits; 9 students 12-19 credits; 6 to cater for  NCEA Level 3 Earth and students 20+ credits; 20.8% of credits at Merit/Excellence. 27 students in 2017 class. increased student Space Science  Media Studies: 10 students in 2016 class: 6 students diversity.  NCEA Level 3 Media Studies  AS Global less than 12 credits; 2 students 12-19 credits; 2 students 26 Perspectives and 20+ credits; 15.5% of credits at Merit/Excellence. 26

5 Research students in 2017 class  Global Perspectives: No student uptake of this course in 2016. Will not run in 2017.

 Develop a six-subject Form 5  ACHIEVED: Six subject timetable developed, six subject option structure and timetable options selected for all Form 5 students and implemented for 2017 implementation by the for start of 2017. Review to occur of 2016-2017 timetable end of Term 2. development, option structures and implementation to refine processes for 2017-2018.

 Review languages and develop  PARTIALLY ACHIEVED: Review completed, however, an implementation plan for outcome is Mandarin will not be offered in 2017 due to lack Mandarin for 2017 by the end of demand, potential equity and selection issues over of Term 4. differentiation of native and non-native speakers, and the need to preserve other languages and allow growth of Te Reo Maori. Full implementation plan thus not developed. Teaching and Learning

 Develop systems  Begin whole-staff  COMPLETED: Whole-staff PD programme designed in 2016 and for whole-staff pedagogical development ready for implementation in Term 1, 2017. Staff have a range pedagogical by the end of 2016. of PD options which they can select (for example, Dyslexia in professional the Classroom, Raising NCEA Achievement etc). These PD development. sessions will run each term in 2017.

 Review teacher use  The Head of Te Reo Maori and  COMPLETED: The 2017 whole-staff PD programme has of the Te Reo Me SCTs develop a programme by sessions on Biculturalism each term which are specifically Ona Tikanga the end of Term 2 to assist staff linked to relevant aspects and requirements of the teacher handbook. to demonstrate commitment to Professional Standards. the promotion in education of the appropriate and accurate use of Te Reo and the adoption of Maori protocols where

27 appropriate (a requirement of teacher Professional Standards).

 Revamp the E-Learning  ON-GOING: Excellent progress made on research into platform and portal operating alternative LMSs/E-learning platform beyond scope of on the school website by the initial revamp target. Ongoing development, trials and staff end of Term 2.  Develop strategies professional development to occur in 2017 regarding for e-learning at Schoolbox LMS. Grammar.  Establish an E-learning  COMPLETED: Committee has a representative from all of committee (Chaired by the the faculties and has met regularly since Term 2 2016 to Director of E- learning) by plan and implement e-learning strategies. the end of Term 1.  Formulate a BYOD strategy by  DEFERRED: To be developed by end of 2017 (e-learning the end of Term 3. LMS and staff professional development prioritized). Schedule

 Recruit and appoint E-mentors  COMPLETED: (see above).

in each faculty by the end of 5 Term 2. Schedule Maori & Pasifika

 Strengthen bi-  Successfully deliver a new Form  ACHIEVED: Course was successfully implemented in 2016 5 cultural and multi- 3 Te Reo Maori/Tikanga Maori and will continue in 2017 as minor core subject. cultural course (compulsory minor core perspectives in subject). Forms 3 - 7  Develop a Form 4 Te Reo  ACHIEVED: Implemented for 2017 (selected students also programmes. option course for 2017 by doing senior-level Te Reo Maori (NCEA Levels 1-3 & NZQA the end of Term 3. Scholarship)

 Initiate contact with and develop  ACHIEVED: Contact with Ngati Whatua Orakei has been an ongoing relationship with made and this relationship will be further developed in  Develop and Ngati Whatua Orakei by the end 2017. maintain of Term 3. relationships 28 with Maori and Pasifika communities. Academic Results  Maintain and  85 % of IGCSE results are C or  ACHIEVED: 85% (86% in 2015). enhance the better. academic standards  85% of AS results are C or better.  NOT ACHIEVED: 64% (unrealistic target given 62% achieved of the School.  95% of A Level results this in 2015). are graded as passes.  ACHIEVED: 97% (94% in 2015).  75% of Level 2 students achieve NCEA Level 2.  ACHIEVED: 82% (77% in 2015).  70% of Level 3 students achieve NCEA Level 3.  ACHIEVED: 71% (77% in 2015)  85% of Form 7 students achieve  NOT ACHIEVED: 83% (86% in 2015). University Entrance.  At least 150 individual  ACHIEVED: 168 scholarships (140 in 2015). NZQA scholarships are earned. 29 7 Schedule 5 Schedule 5 Schedule

Objectives Target Result

2. Personnel

Appointments:  Complete analysis of staffing for 2017  ACHIEVED. Staffing needs were determined for 2017. Attract and retain high by end of term 2. Fully staffed for the beginning of 2017. calibre teachers and professional staff who are  Expand means of attracting teaching  ACHIEVED. Now multiple avenues are being used dedicated to excellence, full staff by end of Term 1. including agencies, on-line advertising, gazette. participation at Grammar, and achievement of the School’s aspirations and strategy. 

30 Compliance:  Support Director of Finance &  ACHIEVED. Health and Safety legislation was Review Human Resource Infrastructure with implementation of implemented. processes and protocals and the Health & Safety Legislation by ensure the School is April. compliant with regards to contractual obligations.  Refine Health & Safety reporting  ACHIEVED. Health and Safety Leadership Forum was systems by April. established. There are 14 members on the forum and all key areas of the school are represented.

 Complete a Health & Safety Gap  ACHIEVED. Gap analysis was completed by Terry Analysis by April. Johnson Director Health and Safety Advisory Services, Simpson Grierson. In March 2016 the report was received by the Health and Safety leadership Forum.

 Ensure Education Council processes  ACHIEVED. Processes are well defined. ERO were are seamless for teaching staff. extremely complementary of systems in place. Professional Development:  During Terms 1 and 2, review the PD  ACHIEVED. Regular meeting occurred with key Ensure there are Professional requirements for staff at school. personnel. Identified Professional Development Development systems in needs, options discussed then implemented. Regular place for staff to support full staff 20 minute PD sessions will be introduced in their ongoing development 2017.

 Develop E-learning PD focuses  ACHIEVED. E-Learning focus has started to be beginning implementation in term 3 implemented. All staff undertook School-Box (LMS) PD in Term 4 2016.

 Enhance self-review/reflection  ACHIEVED. All teaching staff have completed teacher practices as part of appraisals reflections. Training occurred for staff who needed starting term 1 assistance. 31  Provide relevant training to staff for  ACHIEVED. Presentation was made on the Teacher Health & Safety best practice only day for all staff. New staff induction programme now has Health & Safety section. Staff in key areas have untaken outside training. Training will be ongoing. Ongoing messages in staff meetings.

Leadership:  Identifying high performing staff with  ACHIEVED. Staff were identified and targeted PD is To promote leadership leadership potential. occurring. This does require ongoing focus. pathways within the school  Extend Human Synergistics resource  NOT ACHIEVED. Still working through full to Heads of Faculty by Term 4 implementation by the Senior Leadership Team.

 Support and give guidance to newly  ACHIEVED. Programme was extremely successful and Schedule 5 Schedule appointed HOD’s was appreciated by the new HOD’s. HOD manuals being set up. Schedule 5 Schedule

 Identify leadership training options for  ACHIEVED. This is ongoing. middle managers during terms 2 and 3

Performance Management  Review teaching staff performance  ACHIEVED. All evidence elements align with Education To implement an effective appraisal system Council guidelines. performance review process annually whereby staff  Embed Education Council Evidence  ACHIEVED. Training has occurred; Reflective Practice, members are appraised Teacher Inquiry, and Student Voice have been areas against goals and align with of focus. the School’s strategy  Embed Support Staff appraisal  ACHIEVED. 100% completion rate this year from all Line Managers.

32  Provide guidance to teaching staff on  ACHIEVED. Monitoring occurred - appropriate training reflective practice was given on an ‘as need’ basis.

Communication  Implement Circle Education Discovery  ACHIEVED. Ensure there are practices at process in term 1 2016 the school aimed at enhancing and promoting  Discuss Discovery contents in term 2  ACHIEVED. Leadership Team and Senior Management the culture and Grammar team have been fully involved and a plan for 2017 has Way for Staff been formulated.

 Provide more teachers with  ACHEIVED. New HOD’s, Deans, and Heads of Sport communications training throughout codes undertook training in March. the year

Health and Safety  Ensure staff are aware of the School’s  ACHEIVED. Staff have been briefed and all School Ensure there are practices at reviewed Health & Safety Policies and Policies are up to date. Plans to make key policies the School which are best Procedures by April. available electronically. practice in relation to legislation 33 Schedule 5 Schedule Schedule 5 Schedule

Objectives Target Results

3. Pastoral

Special Character

 For the place of character  By the end of Term 4 to have  NOT ACHIEVED: video stories deferred. education, community service and developed a series of video stories However, significant work on Character leadership programmes to be highlighting the key characteristics Education has been achieved, including the reviewed. identifiable in a Grammar student. drafting of Graduate Outcomes for a Grammar student.

 To articulate and disseminate the  Review Student Services policies by  ACHIEVED: Completed- new Child Protection personal characteristics of a Grammar the end of Term 2 including Policy, new Inclusiveness Policy and revised student after completing 5 years inclusiveness of diversity. Crisis Plan approved and put in place. 34 formal education at the School.

 To review policies pertinent to  By the end of Term 1 have written &  ACHIEVED- new Inclusiveness Policy approved the pastoral care of students. presented an inclusiveness/diversity by the BOT. policy to the Board of Trustees. Counselling

 To embed the new structure of  By the end of Term 1, have allocated  ACHIEVED- new structure counselling at the School promoting a Counsellors to specific roles and implemented, with clear job ‘whole person’ approach. provided support/professional descriptions. development.  ACHIEVED- a review in December  By the end of Term 4 have reviewed 2016 provided areas for Year 1 of implementation. enhancement in 2017. Careers

 To develop Transition programmes for  To review the CAS programmes and  ACHIEVED- revised courses, and staff identified senior students. educational pathways for transition timetables, for 2017 have been approved. students.

 Leadership Team to review and  ACHIEVED- new faculty established discuss with HOF/Director of (Vocational and Assisted Learning) to better Guidance and Career Development differentiate between Student Services and and make amendments as required Vocational Pathways. for 2017.

Maori & Pasifika

3 5  To continue exploring ways to  By the end of Term 1 have discussed  ACHIEVED- recommendations of the improve Maori & Pasifika and reviewed Maori & Pasifika review received, approved and achievement through pastoral care Achievement processes with new HOD implemented. Job division agreed with systems and the development of Te Reo Maori and Director of Teaching both staff having clearly defined roles. positive working relationships with and Learning Services. young men and their parents.  Review formal communications with  ACHIEVED- Parent Survey conducted, with Maori/Pasifika parents by end of changes outlined for 2017. Term 2. Schedule 5 Schedule Schedule 5 Schedule

Personnel

 To provide appropriate professional  By the end of Term 1 to have  ACHIEVED- a template for recording both development to support the constructed and implemented discipline and pastoral files has been School’s Pastoral operations. processes for interviewing students provided to those in the Deans Network. and drafting file notes and reports. 36 Objectives Target Mid-Year Progress Report

4. Extracurricular

High Performance

 Identify core ‘Grammar activities’ to  By the end of Term 2 have presented a  PARTIALLY ACHIEVED: Change in focus on high level development. draft proposal to the Leadership Team sporting structure - 6 identified codes incorporating Premier and Pathway teams overseen by Director of Sports Development

 Review High Performance sport courses  Implement High Performance  PARTIALLY ACHIEVED: As above. This and pathways. programmes to core Grammar includes mentoring of Coaches and

3 7 activities in 2016 from Term 2. students

 Develop a Talent Leadership & Character  Implement the Talent, Leadership and  ACHIEVED: 20 Coaches involved in Programme in sport. Character (TLC) Programme starting Programme. Workshops facilitated by Term 2. Sport Auckland.

 By the end of Term 1 use the  ACHIEVED: Through these sessions a information gathered to develop goals major focus was on ‘creating team for winter sports codes. culture’ to implement within their code’s own practice. Schedule 5 Schedule Schedule 5 Schedule

Personnel  By end of Term 3 have presented a  ACHIEVED: Director of Sports  Develop succession plans for key coaching draft 5 year plan to Leadership Team Development has key coaching positions in targeted ‘Grammar Activities’. on the coaching of Premier Teams. positions in place for 2017. Next step planning is underway.

 Further Refine Banded payments systems  By the end of term 2 draft a proposed  ACHIEVED: Discussion and re-alignment to better reflect amount of work involved. plan for the banded payments for staff. of payments. Review again 2017 under new sporting structure. Form 4 camps incorporated in 2016.

Competition

 Create key performance indicators  By beginning of Term 4 present  ACHEIVED: 2016 successes celebrated 3 8 regarding national and provincial summary of 2016 successes to in assembly and with the Board. championships. Leadership Team and Board.  NOT ACHIEVED: Given the relevance of  Monitor student participation rates in  Have draft KPI’s for 2016-2019 new sporting structure and change of sport and the performing arts and report presented to Leadership team and direction, a new system is being looked on these. Board by end of Term 1. at.

 By December have NZSSSC census  ACHIEVED: Completed in Term 4 with verified. accurate figures taken from PC Schools. This did not include social sporting involvement. Reviewed for 2017.

 Develop an accurate sporting calendar on  Oversee sporting events being posted  Ongoing: Regular monitoring of the School Schedule. on the School Schedule each term. schedule and syncing with College Sport. Facilities  Develop systems for use of the all-  By the end of Term 1 have presented a  ACHIEVED: Booking system in place weather surface. proposed booking and hiring system through Facilities Manager for the new all-weather field.

 Establish an all-weather football rugby  Oversee the completion of the all-  ACHIEVED: Completed end of Term 3 field. weather surface by Term 2. for use in 2017.

School Standards  By end of Term 1 have presented  ACHIEVED: Clear requirements and  Further develop the uniform and grooming proposal to Leadership Team. greater consistency achieved. code for all Premier teams/groups. Disseminate code & action from the start of Term 2. 3 9  Refine and further develop the Sports  By beginning of year have the  ACHIEVED: Separate books distributed to Orientation and Sports Coaches and communications ready for distribution staff and students on day 1. Managers Handbooks.

Health & Safety

 Develop a monitoring process to ensure  As Term 1 starts communicate  ACHIEVED: Communication of EOTC protocols are implemented protocols re: EOTC. expectations at Staff Only Day. Followed consistently. up with email communication and details of access and requirements.

 Review EOTC protocols to ensure best  Review protocols and practice by the  ACHIEVED: EOTC protocols and practice practice is realised for all groups leaving end of Term 1. reviewed and re-written. Courses the School grounds. attended in relation to best practice Schedule 5 Schedule under new legislation. Schedule 5 Schedule

 Promote safe practice in Outdoor  Within 2 years have all Coaches first  On-going: Each year staff are Education activities. aid certified. Begin process beginning encouraged to renew or Professionally Term 1. Develop with a first aid course.  Every Coach at AGS to be 1st Aid Monitoring is in place. certified.

 Review policies pertaining to  By the beginning of Term 3 have  Achieved: EOTC policy re-written and extracurricular activities. policies presented to the Board. ratified by Board of Trustees 40 Objectives Target Results

5. Boarding

Pastoral Care

 To implement a ‘feedback’ system from  By the middle of Term 1 create a  ACHIEVED: A staff google document for boarders and staff so that current system to allow for staff input and feedback was created and used. An practices can be reviewed in an ongoing feedback on proposed procedural effective Student Council operated. manner. changes. Personnel

 To implement a performance management  By the end of Term 1 to have  ACHIEVED: An appraisal format has been system that includes annual review of job

4 1 reviewed and determined an approved by the Leadership Team for descriptions. appropriate appraisal system. implementation from January 2017.

 To embed the new matrons structure.  By the end of Term 1 have reported  ACHIEVED: New personnel were appointed to the Tibbs Committee on the to a revised duty roster and end-of-year effectiveness of the new matron reviews have been held with positive structure. feedback received.

Facilities

 To monitor occupancy rates amongst  By the end of Term 3 present a  ACHIEVED: Report produced and ready junior dormitories and accordingly review proposal on the options for expanding for discussion with the Board sub- the current accommodation and service the living environment for Juniors. committee in Term 1, 2017. facilities. Schedule 5 Schedule Schedule 5 Schedule

Communications

 To review communication systems so  By the end of Term 3 have updated  ACHIEVED: Parents Facebook Group that parental communications are all external digital communication established, and the Tibbs House section of encouraged. platforms. the School website has been expanded and refreshed.

Boarding Licence

 To ensure the Tibbs House Boarding  By May 2016 to have internally  ACHIEVED: Licence renewed. Licence is current and compliant. audited all areas of compliance to ensure the Boarding Licence renewal in July 2016.

4 2 Finances

 To review fee structures and operations  To create a long-term Tibbs House  ACHIEVED: New Property Development fee to build a ‘Tibbs House’ fund that may Fund. discussed and approved for 2018 Form 3 seed future developments at Tibbs applicants. House.  By the end of Term 4 identify an  ACHIEVED: Report produced for the area for key infrastructural Leadership Team. Further discussion in development. 2017.

Services and Contracts

 Regularly review the wording, conditions,  By the end of Term 4 have  ACHIEVED: A review of the catering contract expectations and repayment arrangements completed a full review of all has started. in the Tibbs House border contract. documentation of relevant to service contractors. Objectives Target Results

6. Enrolment

Roll Analysis

 To complete a roll analysis of all out of  Generate a report for Board  ACHIEVED: KPMG Demographic Report zone students committee to review by end of Term received and discussed by Board 2.

 Review the MOE/2015 roll data by  ACHIEVED end of Term 1.

 By end of Term 2 have developed an  ACHIEVED: Completed and operating for on-line enrolment application. 2017 In Zone applicants 4 3 Boarding

 Discuss the relationship with In Zone  By end of Term 1 have reviewed  ACHIEVED: New structure in place at Education Foundation Trust ensuring current systems and model for InZone, including appointment of General alignment between School and Owens Leadership Team to discuss. Manager. Road Hostel.

Legislation

 To identify viable alternatives to an  To have presented a submission on  ACHIEVED: A written submission was Enrolment Scheme. proposed changes to the Education made and followed up with a Act within government’s time presentation to the Select Committee frames.

 To develop a working relationship with  Discuss options for enhancing  ONGOING: Discussions with the

the Ministry of Education and clearly relationships by end of Term 2. Ministry and Secretary General were 5 Schedule present issues generated by the current ongoing throughout 2016. enrolment scheme. Schedule 5 Schedule

Property Development

 Maintain an active watch on property  Present regular reports to Enrolment  ONGOING: good data received from on developments in Grammar zone. Committee on proposed/new apartment developments, and media property developments. Ensure publications monitored. Ministry and Ministers are aware of developments. 4 Objectives Target Results

7. Property

Quality Facilities

• Maintain and develop  Commission New Artificial Turf and  ACHIEVED. The new No 3 turf was buildings, facilities and grounds in doing so address contamination completed later than scheduled, but the consistent with the School Charter. issues. final product is exemplary both IRB and FIFA approved.

 Renovate Hockey Pavilion once  ACHIEVED. The interior and exterior lease with Somerville has ended have been renovated. and develop as a School facility for external hire. 4 5

 Complete Master Campus Plan by  ACHIEVED and ongoing. The Board end of Term 2. continues to discuss the plan.

 Monitor 150th Project.  IN PROGRESS – 150th Project factored into Master Campus Plan.

10 Year Property Plan 

 Focus the funding of the 10 Year  Implement priority projects  ACHIEVED - Water main completed in Property Plan on priority projects to approved under 2015 10 Year time for commencement of Term1, deliver a healthy environment which Property Plan. 2017. reflects the needs of the School.  Develop and refine process to  ACHIEVED - Ministry procurement address Ministry procurement guidelines are now amended. guidelines for all projects for example requiring a School Schedule Procurement Committee for

projects greater than $10,000. 5 Schedule 5 Schedule

 By the end of Term 2 have a plan  IN PROGRESS: Quotations sought & timeframe for seismic issues in for this work, with the remedial Main Block and Heritage Room work completed in 2017. documented at Board Level.

Capital Projects

 Progress the key capital projects  Deliver #4 Barnett Crescent  ACHIEVED: Barnett Crescent is now the approved by the Board. conversion and associated Main Development Office, International has Block reconfiguration (Reception, moved to Augusta House & a Board Room, International). Boardroom established in the Main Block.

Academic Learning Environments

4 6 • Ensure teaching spaces are able to  Review opportunities to implement  ACHIEVED: Main Block Extension has utilize state of the art teaching MLE initiatives. advanced learning and teaching methods. facilities. Personnel

 Develop relationships  Identify service delivery  ACHIEVED and ongoing. with quality contractors. needs for contractual delivery.  Maximise productivity.  Improve standard of presentation.  ACHIEVED: All staff in new branded uniform.  Review contractor attributes and credentials with emphasis on Health  NOT ACHIEVED: To be addressed in and Safety. 2017. Tibbs House

 Maintain Tibbs House.  Implement Board approved capital  ACHIEVED: Significant projects expenditures. include common room facilities and junior dorm upgrades.

Health and Safety

 Identify significant hazards and eliminate  Review and implement changes  ACHIEVED: Gap Analysis completed, where practicable, or isolate them. required by new Health and Safety Board-approved Policy in place, legislation. Health and Safety Leadership Forum implemented.

 Review Hazard Register.  NOT ACHIEVED: The Health and

4 7 Safety Leadership Forum will be carrying out this work in 2017.

 Review contracts with external  NOT ACHIEVED: This area will be users to ensure Health and Safety completed in 2017. obligations are clear.

 Consult with Heads of  IN PROGRESS: Working with Science Department to ensure clearly Faculty to implement the revised understood impact of new Code of Practice for School Exempt legislation. Laboratories, where a draft version was released in 2016.

 Evaluate Health & Safety  ACHIEVED: The Health and Safety workgroup and its Leadership Forum comprises 14 composition. members from across the School departments and includes union and 5 Schedule student representatives. Schedule 5 Schedule

 Evaluate ability of all staff to raise  ACHIEVED: Briefing given to all H & S concerns including staff. Dedicated email addresses dedicated email address. in place and included in Staff Handbook.

 Review seismic strengthening  IN PROGRESS: Quotations sought work. for this work, with the remedial work targeted for completion in 2017.

 Work with Auckland Transport to  By early Term 1 AT to have  ACHIEVED: Traffic lights & clear develop options for minimizing installed traffic lights between ways implemented. Ongoing traffic risks for young men on gate 2 & 3 and a pedestrian communications with Auckland Mountain Road. crossing in Clive Road. Transport. 4 8 Off Campus Facilities

 Maintain Venture Lodge and Clive  Install approved Roofing Project  IN PROGRESS: Remedial work Road properties. for Venturelodge. completed in 2016 with full roof replacement in progress and due for completion during Term 1, 2017.

 Ensure School policies are  By the end of Term 1 ensure staff  NOT ACHIEVED: Will be implemented at off-site locations. at the Venturelodge are fully completed by the end of Term 1, aware of new Health & Safety 2017. protocols/policies. Objectives Target Strategies

8 Finance

Financial Independence

 Increase revenue from locally raised funds.  Achieve a level of Locally Raised  ACHIEVED : while the 2016 Funds in 2016 which is 3% higher annual numbers are not yet than 2015. finalised, the indicative numbers available support the higher level than 2015.

 Plan a co-ordinated approach to  ACHIEVED: A range of School Donation communication. communications were sent in

4 9 2016.

 Undertake analysis of extracurricular  NOT ACHIEVED – will be charges to increase consistency and discussed with newly equity. appointed Director of Sport Development and Head of Sport.

Financial Monitoring

 Set rigorous budgets that also allow for  Present budget for adoption to  ACHIEVED: New processes trialed with quality outcomes. November meeting of the Board of HOF’s. Trustees.

 Evaluate simplified budget process  ACHIEVED for curricular and capital Schedule 5 Schedule expenditure especially text books. Schedule 5 Schedule

Financial Structure

 Achieve budgeted operating surpluses  Achieve budgeted operating surplus.  ACHIEVED – while the 2016 while meeting strategic goals. annual numbers are not yet finalised, the indicative numbers support the achievement of budget.

Personnel

 Ensure financial staff have  Monitor professional development plans  ACHIEVED – those staff access to professional for all staff. requiring continuing PD have development. met their requirements. There has been considerable in-house upskilling.

50  Evaluate one day seminar for finance  NOT ACHIEVED team including professional developments, possible process improvements.

Sponsorship

 Coordinate the approach to  Coordinate Sponsorship arrangements  ACHIEVED,with sponsorships th sponsorship throughout the School. with key providers by end of Term 3. In place for 150 , top field Discuss these with key support groups (both multi-year) and Art Expo. including the Old Boys’ Association.

 Document negotiated arrangements.  ACHIEVED Property Investments

 Review housing rents regularly.  Implement new turf agreement.  NOT ACHIEVED - New turf agreement did not proceed.  Build assets to generate income.  Review House rents in April 2016.  ACHIEVED: Amended rents communicated to tenants.

 Develop external income streams from the  IN PROGRESS. Lessee in place at artificial turf and the hockey pavilion. No 3 Café. Major progress developing clients for artificial turf.

 NOT ACHIEVED  Review ratecard at Centennial Theatre and increase bookings to seek increase in

5 1 profitability.

Trust Investments

 Ensure trusts are operated in compliance  Ensure no surprise breaches of the  ACHIEVED with the SIPO. SIPO.  ACHIEVED  Ensure service delivery of accounting reports including forecasts.  ACHIEVED  Ensure process for timely receipt of funding for specific prizes is in place. Schedule 5 Schedule Schedule 5 Capital Expenditure Budget

• Monitor the annual capital budget to • Variations to approved capital budget or  ACHIEVED and discussed with ensure projects are delivered to budget unauthorised capex is reported to Board Finance Committee and Board. in the set timeframe. on a timely basis.

 Develop Long Term Financial Analysis to  NOT ACHIEVED. Will be a significant assess ability to fund capital assets and focus in 2017. long term projections of key financial indicators.

Procurement

 5 2  Monitor procurement channels to ensure  Review procurement of all School NOT ACHIEVED quality services and optimal prices are stationery and art supplies including obtained. adoption of All of Government pricing.

 Review overseas tour providers to assess best value offering.  NOT ACHIEVED

 RFP for debt collection providers.  NOT ACHIEVED, provider has now changed ownership, resulting in better service.

   better service. Asset Management

 Promote energy efficient and support of  Further develop programs to progress  ACHIEVED – New artificial turf drainage system collects projects reducing consumption. efficient use of water and electricity rainwater which is then used in hockey recycled watering system.

IT  Research opportunities to enhance  Further develop the implementation  ACHIEVED – On line enrolment teaching resources. and use of PC Schools. implemented.

 Prepare Disaster Contingency Plan in the event the IT infrastructure can’t function  ACHIEVED and in progress – on campus. Document presented to Leadership Team. This will be 5 3 included within policy framework in 2017. Schedule 5 Schedule Schedule 5 Schedule

Objectives Target Results

9. Development Office

Personnel

 Coach and upskill all members of team  Set annual objectives for 2016 by  ACHIEVED: the team successfully to build a strong team dynamic who February. met their annual objectives. take pride in providing excellent service  Increase internal and external  ACHIEVED: the level of awareness about what the engagement between the Development Office does. Development Office, staff, external key stakeholders was greatly enhanced with clear understanding of our role. 5 4 Sponsorship Management

 Develop a sponsorship policy &  Sponsorship protocol shared with all  NOT ACHIEVED: protocol not fully framework for the School. staff and key stakeholders by end of developed but proposals were Term 2. developed and confirmed with  Identify major sponsors across key sponsors. categories – banking, real estate, printing, transport, food / beverage,  At least one key target per sponsor  ON TRACK: ASB, Barfoot & sports kit etc. category to be identified and engaged Thompson and Fuji Xerox are during 2016. confirmed as 150th sponsors.  Proactively seek high level sponsors.

 Sign up one sponsor per category in  NOT ACHIEVED: still working on an support of 150th by year end. automobile sponsor. Event Delivery

 To deliver the School’s fundraising Deliver the following major external  ACHIEVED: All events were successfully and friendraising events programme fundraising events: carried out except the Sailing Regatta with key focus on raising funds for which was cancelled due to no parent or agreed projects / AEF.  March – Sailing Regatta corporate sponsorship uptake and the Singapore event which was postponed  To create a master events calendar  April – 100th birthday of Main Hall in until an Asian Engagement Strategy was showing all School and OBA events for support of 150th project launch. developed. 2016.  April – October - International reunions as per schedule including one in Singapore.

 May - Gala Dinner 5  November - Art Expo

Communication & Marketing

 Monitor and enforce brand  Continue embedding brand strategy  ACHIEVED: The School has grown its guidelines /styleguide to ensure and new Brand style guide social media presence over the course more consistent use of Grammar’s of the year. Ad Augusta continues to brand and associated colours.  Refining Ad Augusta design by April. provide excellent reading to current parents and Old Boys.  Provide relevant and timely  Present fresh material on various communications to the stakeholder social media platforms to ensure groups for Grammar ensuring strong maximum engagement. advocacy and awareness of the

School’s activities and to support the  Increase the number of visitors to the 5 Schedule fundraising strategy. Grammar website and length of Schedule 5 Schedule

time of visit.

 Grow the number of followers on Facebook: 9500 followers preferred digital media channels. Twitter: 1096 followers Instagram: 1738 followers LinkedIn: 4900 followers

150th Project

 To identify the community’s  To identify the School’s top 100  ACHIEVED: the campaign readiness fundraising readiness for a capital prospect donors for 150th project by assessment was completed and the campaign. end of Term 1. report presented to the Board of Trustees; the project and case are

5 6  Administer donor stewardship and being redefined in light of community th  Set the fundraising goal by April. 150 launch event. feedback. It was decided that there was not sufficient project work for a  Complete case for support by April.  Build support for the 150th capital F3 Legacy group to be developed however, those from 2015 are still campaign and 150th project. involved with School events.  Create a F3 legacy group from each  Have a 2015 F3 Legacy group in group of F3 parents. place by end of Term 1. Academic Endowment Fund – Bequests

 To encourage more widespread  Segmented campaign targeting Old  ACHIEVED: five new bequestors bequesting across the Grammar Boys (and their partners). were inducted to the Augusta community. Fellowship.  Work with Headmaster, Chair  Manage 20:2020 plan and assess Development Committee, Chairman, direction in light of 150th Foundation Trust to assess current  NOT ACHIEVED. celebrations. 20:2020 plan.

Academic Endowment Fund - Annual Appeal

 To raise $75,000 for the AEF  Appeal targeted at all current  ACHIEVED: The Annual appeal was parents, parents from last year and rebranded and personalized. The 5 7 all parents who have given in objective was exceeded and previous years plus AGSOBA feedback from the community was members positive.

International Development

 Develop Asia strategy (NZ based).  Asian fundraising strategy created by  ACHIEVED for action in 2017. end of 2016.  Build Australian reunion attendance.  UK rep to be in place by end of 2016.  ACHIEVED: New Representative  Continue with Aus /US and UK visits. is now working in London. Schedule 5 Schedule Schedule 5 Schedule

Objectives Target Results

10. Internationalisation

Internationalisation

 To promote the School’s reputation of  Seek to develop collaborative  ACHIEVED & ON-GOING: Engagement academic and sporting excellence to partnerships that aid in advancing in collaborative clusters for marketing international markets. the position of Auckland Grammar and homestay coordination, as well as as an education leader by end of attendance at various key meetings Term 2. and conferences with the tertiary sector colleagues.

5 8 Marketing

 To develop the Marketing Strategy to  By end of Term 2 have enhanced  ACHIEVED & ON-GOING: Student attract academically capable the International Department experience profile stories as well as International Students from diverse website content. targeted video content was added to markets. the website. A digital marketing  Look to enhance and integrate a digital campaign ran in late August via Study suite of marketing tools; such as video, International. blog and infographics for student conversion. Student Welfare

 Ensure the School exceeds best  Prepare for the Code of Practice and  ACHIEVED: Highly complimentary practice and compliance to the Code of ensure access to information is readily review from ERO on the Practice for the Pastoral Care of available for the auditors, by end of International Department’s International Students. Term 1. management and operations.

 ACHIEVED: The 2017 Student,  Update the School’s policy, Parent and Host Family contracts procedures and documentation to were updated to align with the new conform to the new 2016 Code of Code’s best practice guidelines. Practice by End of Term 4.

 Move to an electronic survey format  PARTIALLY ACHIEVED: Work in for welfare interviews from Term 1. progress continues.

5 9  Regularly monitor the homestays,  ACHIEVED: Increased caregivers and give advice and support communication has led to better to parents of international students homestay monitoring and living in Auckland. management in support of students. Schedule 5 Schedule Schedule 5 Schedule

International Cohort

 Ensure the admission criteria is market  Leverage partnerships with local  ACHIEVED: Continuing to build appropriate and set policy to manage intermediate schools in Auckland for mutually-beneficial the enrolment level. international student recruitment. relationships with intermediate schools.

 Continue to manage and train  ACHIEVED & ON-GOING: Off- recruitment agents around Grammar shore marketing has provided a values and the students most suitable one-to-one agent training for Grammar. platform for knowledge acquisition and loyalty development. The regularly distributed agent EDM 60 newsletter has been effective in

7 providing up-to-date information and sharing student success. Office visits to locally based NZ agents were prioritised in late 2016.

 Undertake the annual Immigration NZ  NOT ACHIEVED: An external audit external audit and adjust processes by INZ was not requested or immediately where necessary. undertaken. Personnel

 Develop a staffing structure that  Transition staff to the new office space  ACHIEVED: The new office at Augusta provides quality support to students and aid them to adapt their working House has proven to be an important and promotes the School globally. style to suit the new layout by end of hub for international students. March 2016.

 Ensure staff undertake continuous  ACHIEVED: Various professional professional development and are up- development workshops were to-date on current international attended throughout the year by all education themes and priorities at a staff. national level.

International Educational Programme 6 1  Enhance and encourage cross-border  Update the Exchange Application form  ACHIEVED: No MOE school-to-school exchanges for students and staff. for incoming students by Term 1. exchanges occurred in 2016.

Financial Independence  Undertake research around the  ACHIEVED: A recommendation to the  Deliver an effective marketing plan optimal student numbers against Board was presented at the 2016 and admission policy to ensure the budget, staffing, and capacity by Leadership Retreat, and measured stable enrolment of international February 2016 for future enrolment growth in international staff resources students. planning. and student numbers from 2018 was approved.

 Plan and undertake a marketing  ACHIEVED & ON-GOING: Students

activities schedule to continue to enrolled from15 different countries in 5 Schedule develop diverse markets. 2016. This strategy will continue to be a priority in 2017. Schedule 5 Schedule

Communications

 Ensure reporting and communication  Enable the Offer Management  PARTIALLY ACHIEVED: Work to systems to parents/agents and function to be utilised within PC continue into 2017 with the IT homestays are regular and effective, Schools before the first half of department to make functional and share positive information about 2016. improvements in PC Schools. international students within the School.  ACHIEVED: Various social  Develop a welfare activities activities and events were communication plan by late-January attended by students, and 2016. coordinated with the assistance of the International Student leadership committee. 6 2 8 Schedule 6

Statement of Comprehensive Revenue and Expenses For the Year Ended 31 December 2016

63 Schedule 7 Statement of Changes in Net Assets/Equity For the Year Ended 31 December 2016

64 Schedule 8

Statement of Financial Position As At 31 December 2016

65 Schedule 9 Statement of Cashflows For the Year Ended 31 December 2016

66 Reconciliation of Net Cash Flows Schedule 10 From Operating Activities to Net Surplus As At 31 December 2016

67 Schedule 11 Notes To The Financial Statements For The Year Ended 31 December 2016

1. Statement Of Accounting Policies

68 Schedule 11

69 Schedule 11

70 Schedule 11

71 Schedule 11

72 Schedule 11

73 Schedule 11

74 Schedule 12 Notes To The Financial Statements For The Year Ended 31 December 2016

75 Schedule 12

76 Schedule 12

77 Schedule 12

78 Schedule 12

79 Schedule 12

80 Schedule 12

81 Schedule 12

82 Schedule 12

83 Schedule 12

84 Schedule 12

85 Schedule 12

86 Schedule 12

87 Schedule 12

88 Schedule 12

89 Schedule 12

90 AUCKLAND GRAMMAR SCHOOL Founded 1869 Schedule 15 BOARD OF TRUSTEES A J BLACKBURN BCom LLB (Chairman) T BASSETT BE (Hons) ME MBA G JAYARAM (Mrs) BCA MBA (Terms 3 & 4) G M SANDELIN BA LLB (Deputy Chairman) R J CHISHOLM BCom (AGR) S LOBB BCom CA Staff Representative: G A HANSEN BPE (Terms 1 & 2); A CLELAND (Mrs) MBA K LOTU-I’IGA BCom LLB F L (Mrs) HAY-MACKENZIE MA (Hons) LLB (Terms 3 & 4) G GRAHAM BCom ACA M R MALPASS BE (Hons) MBA NZCE (Mech) (Terms 3 & 4) Student Representative: E MOODY (Terms 1-3); R HAMILTON BCom BSc P M MUIR (Ms) BA LLB (Terms 1 & 2) J LERNER (Term 4) G L HELSBY BCom CA (Terms 1 & 2) T M O’CONNOR BEd (Headmaster) Board Secretary: P J GARGIULO BSc (Hons) LEADERSHIP TEAM Headmaster: T M O’CONNOR BEd Associate Headmaster-Senior School: M P VELLA MA (Hons) (Terms 1 & 2); D A J WATSON BA (Hons) (Terms 3 & 4); Associate Headmaster-Junior School: B D SKEEN BA BCom Deputy Headmaster-Senior School: D A J WATSON BA (Hons) (Terms 1 & 2); K F SIMENTO (MSc) (Terms 3 & 4); Deputy Headmaster-Junior School: P D MORTON BPE; Deputy Headmaster-Human Resources: J M BLYTH BCom; Director of Finance & Infrastructure: I PALFREY MCom (Hons) CA; Director of Advancement: A J STANES BA, CFRE FACULTY HEADS DIRECTORS Arts and Technology: M P BENNETT BA (Hons) Director of Boarding: D M ORAM BA English: C LAING MA Director of E-Learning: C DUNN Languages: W T BUCKINGHAM MA (Hons) LLB Director of Enrolment: D L GEORGE (Mrs) BA (Terms 1 & 2); V BERRY (Mrs) LLB (Terms 3 & 4) Mathematics: G P LEEUW BSc Director of Guidance & Career Development: C T McKAIN MA (Hons) MEd (Hons) Physical and Outdoor Education: G B McNEIL BCom BPE [Physical Education] Director of Information Services: C WATT MCSA Science: K F SIMENTO MSc [Chemistry] (Terms 1 & 2); G C D Jennings BSc (Hons) Director of International: R FENTON (Ms) BBS (Terms 3 & 4) Director of Library Services: J WARNER BA Social Sciences: J H H WILSON BA [Economics] Director of Property Services: D HUNT Director of Sport: G.A. HANSEN BPE (Terms 1-3) Director of Teaching & Learning Services: B A McGOWAN (Ms) BSc BA (Hons) TEACHING STAFF D M R ASKEW BPE [Form 6 Dean] # C E GUTIERREZ MPS Ed (Terms 1-3) # W D MOORE BA BSc (Terms 3 & 4) B B BAHLMANN BA MEd E HARE BMus B P MURPHY BA (Hons) [Discipline Assistant Form 7] J BALI BSc (Terms 1- 3) N L HARRISON (Ms) BSc S MURPHY (Mrs) MA I S BILLCLIFF BPE J B HASLER BA (Hons) * D B NEWTON BA (Hons) [Business Studies] A B BIRTWISTLE (Mrs) BA [SCT] F HASZARD BA BCom (Form 7 Dean] [Associate Dean Form 3] * S G BLACKWELL BEd [Health] [Discipline Assistant Form 5] * F L HAY-MACKENZIE (Mrs) MA (Hons) LLB [Classics] I NGARA MEd P A BLOMELEY MSc S HAYWOOD (Ms) MA (Hons) [SCT] * C A OATES BEd (Hons) [Social Studies] * J K BLYTH (Mrs) MA (Hons) [Learning Support] B R HEATON BFA [Dean of International Students] T PALING BSS BSc J E BONNYWELL BSc (Hons) [Form 5 Dean] + D Y HELLEUR BA * M R PATON MA (Hons) [Geography] * J W BORICH BCom/LLB [Accounting] + M-E HINTON (Mrs) BFA F M PIERI LLB J C M BOROUGHS BFA G HODGES BSc S R PIKE BSc (Terms 3 & 4) # N S BOTHERWAY (Miss) BDes (Hons) (Terms 2-4) L HODGES (Mrs) BSc N K PILLAY BA C D BOYD BSc J C HOGG ICL [Sports Co-ordinator] L POTOCKY-PACAY (Miss) BA (Hons) J BOYD (Mrs) MA (Hons) M A HOLLIDAY BA (Hons) (Terms 1 & 2) M J F POULSEN BSc * M J BURGESS BSc [Physics] G G HOLLIER BSc B J PROCTOR (Mrs) BA * T E CAIN BSc [Japanese] + M HOWARD MA (Hons) L W QUELCH BA + R CANDY (Ms) BA (Terms 1 & 2) S J HUNTER BSc [Discipline Assistant Form 6] K K REDDY BSc R G CARR BSc (Hons) PhD # W N JENKS MA (Hons) PhD (Terms 3 & 4) J J S REHU BSc C CHATEAU (Ms) BA (Hons) * G C D JENNINGS BSc (Hons) [Junior Science] C RELLIS (Ms) BSc # O CHUSOVITINA (Mrs) BA # C M JEYAPRAKASH (Mrs) BSc (Hons) (Terms 2-4) L J RICE BA MEd R A CLARKSON BCom B D JOHN BA [Form 3 Dean] J P ROBERTS BPE R B COOK BSc D L JOHNSON MA (Hons) + E C R ROXBURGH (Mrs) BMus (Hons) L R CORRAY BSc E O JONES BEd (Hons) B C SCHMIDT BSc * M CROOK BSc [EOTC] D KESHWARA (Mrs) BBS P J SHORE BSc J O CROOKS BPE * S KESHWARA BSc (Hons) [Chemistry] R L SIMENTO (Mrs) MSc M DAJI BCom J C KNIGHTLY BSc R SINCLAIR MA A DAS MSc (Mrs) R D KNIGHTS BA J E SMITH BSc BCA S DAVIS (Mrs) BA (Hons) M LANGDON BSc T J SMITH BSc (Hons) [Associate Dean Senior School] * J DONALDSON MMus [Music) S A LASSCHE BSc (Hons) A M SPARKS MA M Z Y DONG BA (Terms 3 & 4) Y LAZARUS (Mrs) BEd L D SULLIVAN BA (Hons) (Terms 1 & 2) + S M DRAPER MEd M R LEE BSc (Hons) M TAITO BA (Counsellor) C DUNN BA S M LEE BSc R K TAYLOR (Miss) BA (Hons) G J EDWARDS ATC W R LINCOLN MA (Hons) R M THOM BA G T S ELISE BA J A S LOBB (Miss) BSc * M R THOMSON BSc [Biology] J R ELLIS MA (Hons) (Terms 1 & 2) * N L LOBB BA [Te Reo Maori] # M TSUKAMOTO (Ms) BA * J S ETTY MA PhD [History] R LORY (Mrs) BA W VAN DER LINDE BEd M J FERGUSON BSc C R D LOWE BPE J VAN NIEKERK BA T A FERGUSON (Mrs) BA G J MAGUIRE MSc (Hons) D R WADAMS MEd Mgt (Hons) [SCT] J M FORD ME (Hons) (Terms 1 & 2) W W MALING BSR (Term 4) B WASSON BMus C FORSTER (Ms) BA LLB (Hons) (Terms 3 & 4) D J MARTIN BA BCom C A WATERS (Miss) BA J M FRISBY BEd (Hons) G R MARTIN MBA (Counsellor) * F WATSON (Ms) MA (Hons) [French] M R GARD BA B J MASON BA J J WHELAN BA J M GEBBETT BSc (Hons) [Associate Dean Form 4] B W McCREA TTC * L WHITE (Mrs) MA (Hons) [ESOL] B E GILBERT BCA G P McCULLOUGH BEng (Hons) I L WILSON BA L G GILBERT (Mrs) BA (Hons) + D McCUTCHEON (Mrs) TTC C C WING BA (Hons) BComptg + G C GILLARD BSc PhD * M E McNEILL (Ms) MA (Hons) [Spanish] R C WOLFF (Miss) BSc R J GORDON BCom D H MELLOR BA N P T T WOLFKAMP BVis Arts A C GREEN (Mrs) BSc (Hons) (Counsellor) + G MILLER (Mrs) MBA T WOOD BPE (Terms 1-3) R C GREENSLADE (Mrs) BDes (Hons) (Term 1) # B C MOORE (Mrs) BSc (Terms 1-3) S WOOLLARD (Ms) MSc (Hons) R A GROVER BA * L M MOORE MA (Hons) MFA [Art] (Terms 1-3) S WRIGHT BE (Hons) J C GUNSON BA T E MOORE MA J S-J YEH BA [Form 4 Dean] *Department Head +Part time #Long Term Reliever ADMINISTRATION Headmaster’s Secretary: Mrs C M WILKINSON. Accountant: Ms J LI CA. Assistant Accountant: Mrs K BLANK. Accounts Officer: Mrs S LOUKINE. Accounts Assistant: Ms M NATHOO (Terms 1-3), Mrs E PIKE (Terms 3 & 4), Ms F SUTCLIFFE (Term 1). Miss L ORTEGA (Terms 2-4). Payroll: Ms S HATTON. OBA Secretary: Mrs C A MORRIS (Terms 1 & 2). Leadership Team Secretary: Ms J C SADLER MSc. Head Librarian: Ms J L McCORMICK BSc. Librarians: Mrs A V McLEAN BBS MLIS, Ms K NICHOLAS. Laboratory Manager: Mrs M McDONALD (Terms 1 & 2); Ms P M GRANDISON MSc (Hons) (Terms 3 & 4). Laboratory Assistant: Mrs P BULLOCK. Lab Technician: Mr T GRUITJERS. Administrators: Mrs C H JOHNSTON BA ATCL (Soc. Sciences), Ms S DUNCAN (Music). Mrs S CURRY (English/ Mathematics). Ms B L CRAW (Enrolments). Mrs D METAHYSA BA (Library/Art). Mrs M RICHARDSON (Careers). Student Services Administrator: Ms M NATHOO (Terms 3 & 4). Mrs C M DOWDEN (Transition). Ms K OSBORNE (Gateway). Advancement Officer: Mr D A REDDISH BCA. Events Manager: Ms M ESPLIN BFA MM. Events & Administrative Co-ordinator: Miss A-L R SIMPSON. Data- base Officer: Mrs H EYRES BSc. Publications Manager: Mrs A W HARKNESS BA. Student Management System Manager: Mrs L M SUTCLIFFE. Student Assessment & Reporting Assistant: Ms E R BOLT. Attendance Officer: Ms R KHAN. Clerical Assistant: Mrs P J JONES. Helpdesk ICT: Mr G L WELLS BA MCSA, Mr J. SIMONS. Digital Content Producer: Mrs A J BOOTH BComms. Teacher Aides: Mr A BLYTH, Mrs M W BRITTON MA, Mrs J BUFTON, Ms A EVANS, Mrs M GRIFFITHS, Mrs T L OLSEN, Mr B S OLSEN, Mrs M PASCOE BSc. Mrs D VIRGO. French Assistant: Miss L JOURDAIN. Spanish Assistant: Mr G R RAMOS. International Student Welfare Manager: Mrs S B HESLIN. International Student Assistant: Ms J KWON BA. Archivist: Mr P W PATON BA. Nurse: Mrs J M KLAASSEN, Mrs J LITTLE. School Shop: Mrs C FERGUSSON, Mrs L I J M WATERS. Rowing Coach: Mr M ARMS. Venturelodge Manager: Ms K LAUGHTON. Theatre Manager: Mr W J BRINSLEY.91 Study Centre: Mr J B GIBBS (Terms 1-3). Hostel Matrons: Miss S BAILEY, Ms S MOAR, Mrs A OLIVER. Hostel Laundry: Mrs I CHEN, Facilities Manager: Ms M LEESON. Caretaker: Mr D A HUDSON. Maintenance: Mr G MORIN, Mr S GISALON. Print Room: Mrs L NEPIA. Schedule 15 15

Statement of Resources

Non-Teaching Support Staff The Board of Trustees employs 57.6 full time equivalent staff to undertake administrative, financial, teacher support and property maintenance aspects of the School.

Community Support The School is well supported by parents; the Auckland Grammar School Old Boys’ Association; the Outdoor Education Trust which allows access to their Ohakune Lodge; the Foundation Trust; and the Headmaster’s Council. Those organisations tirelessly raise funds for numerous projects and the parents support the School both financially and with generous donations of their time.

Computers • Two computer laboratories with a total of 82 PCs are available for teaching and to boys before and after school. An additional 315 PCs are available in the Library, Music, Learning Support, ESOL, Art, Sports Science, Technology and Languages. • The Physical Education Department uses computer technology to assess fitness and to plan individual exercise programmes for our students. • All Departments are well equipped with computer and other appropriate technology to assist the teaching process and to prepare the students for university where word processing skills and computer literacy skills are essential.

Extracurricular Resources The School is fortunate in having a range of facilities to support extracurricular work. These include:  a new all-weather multi-sport artificial turf  a fully equipped theatre/auditorium that seats 360  an excellent music suite  1 gymnasium and 1 Cambridge Study Centre  15 hectares of land with 3 pavilions  an external heated swimming pool  6 surfaced tennis courts  1 artificial all-weather playing surface  1 artificial Hockey turf  1 Sports Centre  1 Old Boys’ Pavilion with squash courts  access to an outdoor education facility at Ohakune, by agreement with the Outdoor Education Trust to pursue outdoor education and geographic field trips.

92 15 Schedule 15

Statement of Resources

Property Resources The Auckland Grammar School Board of Trustees has a property occupancy agreement with the Ministry of Education for the Mountain Road, Epsom site of 15.16 hectares of land, 109.73 teaching spaces, Great Hall, gymnasia, auditorium, three pavilions, library and boarding hostel for 120 students. In January 1995 the School purchased 1.2198 hectare of land in Clive Road/Barnett Crescent and the fifteen homes erected thereon. The purchase was of a strategic nature in that the land adjoins the School and the School was presented with an opportunity to acquire it for the purposes of future development. Meanwhile, the homes have been renovated and are leased at market rates.

Textbooks and Library Books Every class at every level is adequately supplied with textbooks where they are required. The Library contains over 12,000 volumes. The Library continued to be upgraded during the year to provide the students with more access to computer aided research facilities. There are 33 PCs available for student use in the Library.

Trading Resources • An auditorium seating 360 people being a fully equipped theatre. • The gymnasium which is primarily hired out for basketball and badminton. • A boarding establishment (Tibbs House) accommodating approximately 120 boys. It has a dining room and study room building; a renovated dormitory and games room block; a senior dormitory and accommodation for 9 housemasters. • A tuckshop which is operated under contract for the benefit of students. • A shop which provides stationery, books and uniforms. • An all-sports complex comprising a multi-sport all-weather playing surface, an all- weather hockey surface and a café/conference centre.

93 15 Schedule 15

Statement of Resources

Roll The roll in 2016 (at 1 March) was 2532 The roll in 2015 (at 1 March) was 2532 The roll in 2014 (at 1 March) was 2572 The roll in 2013 (at 1 March) was 2555 The roll in 2012 (at 1 March) was 2432 The roll in 2011 (at 1 March) was 2390 The roll in 2010 (at 1 March) was 2417 The roll in 2009 (at 1 March) was 2368 The roll in 2008 (at 1 March) was 2298 The roll in 2007 (at 1 March) was 2358 The roll in 2006 (at 1 March) was 2443 The roll in 2005 (at 1 March) was 2482 The roll in 2004 (at 1 March) was 2447 The roll in 2003 (at 1 March) was 2367 The roll in 2002 (at 1 March) was 2202 The roll in 2001 (at 1 March) was 2045 The roll in 2000 (at 1 March) was 1977

Days Open The school was open for 380 half days in 2016 (2015 - 380 half days)

94 Schedule 16

Board of Trustees

The following were members of the Board of Trustees:

Name Occupation Term of Appointed By Appointment Expires

T Bassett Civil Engineer 10 June 2019 Parents A J Blackburn Consultant 10 June 2019 Parents R J Chisholm Company Director 10 June 2019 Parents A Cleland University 10 June 2019 University of Auckland G Graham Solicitor 10 June 2019 Old Boys’ Association R Hamilton C.F.O. 10 June 2019 Parents G Hansen * Teacher 10 June 2016 Staff Representative F Hay-Mackenzie (from 7/2016) Teacher 10 June 2019 Staff Representative G L Helsby ** Executive Director 10 June 2016 Parents G Jayaram (from 7/2016) Consultant 10 June 2019 Co-opted S Lobb Chartered Accountant 10 June 2019 Old Boys’ Association K Lotu-liga General Manager 10 June 2019 Parents M Malpass (from 7/2016) Group Executive 10 June 2019 Headmaster’s Council P Muir *** Solicitor 10 June 2016 Parents T O’Connor Headmaster 10 June 2019 Headmaster G M Sandelin Solicitor 10 June 2019 Parents E Moody **** Student October 2016 Student Representative J Lerner (from 10/2016) Student October 2017 Student Representative

* Resigned June 2016 ** Resigned June 2016 *** Resigned June 2016 **** Resigned October 2016

95 Crowe Horwath New Zealand Audit Partnership Member Crowe Horwath International

Audit and Assurance Services

Level 29, 188 Quay Street Auckland 1010 PO Box 158 Auckland 1140 New Zealand Tel +64 9 303 4586 Fax +64 9 309 1198 www.crowehorwath.co.nz INDEPENDENT AUDITOR’S REPORT

TO THE READERS OF AUCKLAND GRAMMAR SCHOOL’S FINANCIAL STATEMENTS FOR THE YEAR ENDED 31 DECEMBER 2016

The Auditor-General is the auditor of Auckland Grammar School (the School). The Auditor-General has appointed me, Richard Currie, using the staff and resources of Crowe Horwath New Zealand Audit Partnership, to carry out the audit of the financial statements of the School on his behalf.

Opinion

We have audited the financial statements of the School on pages 63 to 91, that comprise the statement of financial position as at 31 December 2016, the statement of comprehensive revenue and expense, statement of changes in net assets/equity and statement of cash flows for the year ended on that date, and the notes to the financial statements that include accounting policies and other explanatory information.

In our opinion the financial statements of the School:

- present fairly, in all material respects:

- its financial position as at 31 December 2016; and

- its financial performance and cash flows for the year then ended; and

- comply with generally accepted accounting practice in New Zealand in accordance with Public Sector – Public Benefit Entity Standards.

Our audit was completed on 1 June 2017. This is the date at which our opinion is expressed.

The basis for our opinion is explained below. In addition, we outline the responsibilities of the Board of Trustees and our responsibilities relating to the financial statements, we comment on other information, and we explain our independence.

Basis for our opinion

We carried out our audit in accordance with the Auditor-General’s Auditing Standards, which incorporate the Professional and Ethical Standards and the International Standards on Auditing (New Zealand) issued by the New Zealand Auditing and Assurance Standards Board. Our responsibilities under those standards are further described in the Responsibilities of the auditor section of our report.

We have fulfilled our responsibilities in accordance with the Auditor-General’s Auditing Standards.

We believe that the audit evidence we have obtained is sufficient and appropriate to provide a basis for our opinion.

Crowe Horwath New Zealand Audit Partnership is a member of Crowe Horwath International, a Swiss verein. Each member of Crowe Horwath is a separate and independent legal entity. 96 Responsibilities of the Board of Trustees for the financial statements

The Board of Trustees is responsible on behalf of the School for preparing financial statements that are fairly presented and that comply with generally accepted accounting practice in New Zealand. The Board of Trustees is responsible for such internal control as it determines is necessary to enable it to prepare financial statements that are free from material misstatement, whether due to fraud or error.

In preparing the financial statements, the Board of Trustees is responsible on behalf of the School for assessing the School’s ability to continue as a going concern. The Board of Trustees is also responsible for disclosing, as applicable, matters related to going concern and using the going concern basis of accounting, unless there is an intention to close or merge the School, or there is no realistic alternative but to do so.

The Board of Trustees’ responsibilities arise from the Education Act 1989.

Responsibilities of the auditor for the audit of the financial statements

Our objectives are to obtain reasonable assurance about whether the financial statements, as a whole, are free from material misstatement, whether due to fraud or error, and to issue an auditor’s report that includes our opinion.

Reasonable assurance is a high level of assurance, but is not a guarantee that an audit carried out in accordance with the Auditor-General’s Auditing Standards will always detect a material misstatement when it exists. Misstatements are differences or omissions of amounts or disclosures, and can arise from fraud or error. Misstatements are considered material if, individually or in the aggregate, they could reasonably be expected to influence the decisions of readers taken on the basis of these financial statements.

For the budget information reported in the financial statements, our procedures were limited to checking that the information agreed to the School’s approved budget.

We did not evaluate the security and controls over the electronic publication of the financial statements.

As part of an audit in accordance with the Auditor-General’s Auditing Standards, we exercise professional judgement and maintain professional scepticism throughout the audit. Also:

- We identify and assess the risks of material misstatement of the financial statements, whether due to fraud or error, design and perform audit procedures responsive to those risks, and obtain audit evidence that is sufficient and appropriate to provide a basis for our opinion. The risk of not detecting a material misstatement resulting from fraud is higher than for one resulting from error, as fraud may involve collusion, forgery, intentional omissions, misrepresentations, or the override of internal control.

- We obtain an understanding of internal control relevant to the audit in order to design audit procedures that are appropriate in the circumstances, but not for the purpose of expressing an opinion on the effectiveness of the School’s internal control.

- We evaluate the appropriateness of accounting policies used and the reasonableness of accounting estimates and related disclosures made by the Board of Trustees.

- We conclude on the appropriateness of the use of the going concern basis of accounting by the Board of Trustees and, based on the audit evidence obtained, whether a material uncertainty exists related to events or conditions that may cast significant doubt on the School’s ability to continue as a going concern. If we conclude that a material uncertainty exists, we are required to draw attention in our auditor’s report to the related disclosures in the financial statements or, if such disclosures are inadequate, to modify our opinion. Our conclusions are based on the audit evidence obtained up to the date of our auditor’s report.

97 However, future events or conditions may cause the School to cease to continue as a going concern.

- We evaluate the overall presentation, structure and content of the financial statements, including the disclosures, and whether the financial statements represent the underlying transactions and events in a manner that achieves fair presentation.

- We assess the risk of material misstatement arising from the Novopay payroll system, which may still contain errors. As a result, we carried out procedures to minimise the risk of material errors arising from the system that, in our judgement, would likely influence readers’ overall understanding of the financial statements.

We communicate with the Board of Trustees regarding, among other matters, the planned scope and timing of the audit and significant audit findings, including any significant deficiencies in internal control that we identify during our audit.

Our responsibilities arise from the Public Audit Act 2001.

Other information

The Board of Trustees is responsible for the other information. The other information obtained at the date of our report is the Headmaster’s Report, the Mission Statement, the General Objectives, the Annual Variance Report, the Statement of Resources and the Board of Trustees, but does not include the financial statements, and our auditor’s report thereon.

Our opinion on the financial statements does not cover the other information and we do not express any form of audit opinion or assurance conclusion thereon.

In connection with our audit of the financial statements, our responsibility is to read the other information. In doing so, we consider whether the other information is materially inconsistent with the financial statements or our knowledge obtained in the audit, or otherwise appears to be materially misstated. If, based on our work, we conclude that there is a material misstatement of this other information, we are required to report that fact. We have nothing to report in this regard.

Independence

We are independent of the School in accordance with the independence requirements of the Auditor- General’s Auditing Standards, which incorporate the independence requirements of Professional and Ethical Standard 1 (Revised): Code of Ethics for Assurance Practitioners issued by the New Zealand Auditing and Assurance Standards Board.

Other than the audit, we have no relationship with or interests in the School.

Richard Currie Crowe Horwath New Zealand Audit Partnership On behalf of the Auditor-General Auckland, New Zealand

98 Auckland Grammar School Private Bag 99930, Newmarket Auckland 1149, New Zealand ags.school.nz

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