Annual Report of the Board of Trustees & Annual Financial Report

ANNUAL REPORT OF THE BOARD OF TRUSTEES & ANNUAL FINANCIAL REPORT

YEAR ENDED 31 DECEMBER 2019 Index to the 2019 Annual Report

PAGE

List of Trustees 1 Directory 2 Statement of Responsibility 3 Headmaster’s Report 4 Mission Statement 24 General Objectives 25 Annual Variance Report 26 Statement of Comprehensive Revenue 55 Statement of Net Assets/Equity 56 Statement of Financial Position 57 Statement of Cash Flows 58 Reconciliation of Net Cash Flows from Operating Activities to Net Surplus 59 Notes to the Financial Statements 60 Statement of Resources Board of Trustees Audit Report List of Trustees

Designation Name

Chairman : Mr A J Blackburn BCom LLB (Resigned June 2019) Mr G M Sandelin BA LLB (Appointed June 2019)

Deputy Chairman : Mr G M Sandelin BA LLB 4GUKIPGF,WPG Mr R D Hamilton BCom, BSc (Appointed June 2019)

Members : Prof. G Aitken MA (Hons), Dip Tchg, EdD (Resigned October 2019)

Mr T Bassett BE (Hons), ME, MBA (Resigned June 2019)

Mr R J Chisholm BCom (AGR) (Resigned March 2019)

Mr B Dickson BBS

Dr F Ell MA (Hons), BA, Dip Tchg (Appointed September 2019)

Mr G R Graham BCom, CA

Ms G Jayaram BCA, MBA

Mr L Khoo BA, LLB, Grad Dip Bus, MMGT (Appointed November 2019)

Mr K T Lotu-Iiga BCom LLB

Mr M R Malpass MBA, BE (Hons), NZCE (mech)

Mr K Russell-Smith CA, BCom DipGrad (Appointed April 2019)

Headmaster: Mr T M O’Connor BEd

Staff Representative: Mrs F L Hay-McKenzie MA (Hons) LLB

Student Representatives: M Palmer (Terms 1-3) I Mellis-Glynn (Term 4)

1 Directory

Ministry Number 54

Chairman : Mr G M Sandelin BA LLB

Headmaster : Mr T M O’Connor BEd

Board Secretary : Mr P J Gargiulo BSc (Hons)

Auditors : CroweNew Zealand #WFKV Partnership PO Box 158, Shortland Street, Auckland 1140

Solicitors : Simpson Grierson Private Bag 92518 Auckland 1141

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

Email address: [email protected]

Headmasters Report I ROLL Mr Daniel Tagaloa BPE PE/Health (Terms The School roll on 1 March 2019 was 2576 students, including 157 3-4) International students. The School managed the roll throughout the During the academic year we welcomed the following support staff: year to maintain a stable School environment. Name Qualification Position The form level totals at 1 March were as follows: Mr Ross Asiata BA Teacher Aide Miss Tessa Boyd Teacher Aide Year Domestic International Total: Mr L Bristow BA Teacher Aide Year 9 503 23 526 Mr Ben Easton BDes Helpdesk ICT Year 10 501 30 531 Mrs Gemma Knights BA (Hons) Events & Public Year 11 491 45 536 Relations Manager Year 12 508 31 539 Mr Villy Kotze BA (Hons) Director of Property Year 13 416 28 444 Services TOTAL: 2420 157 2576 Mr Deane Lydiard Manager Staff Cafeteria Mr Hasnain Merchant MPA BCom Accountant II STAFFING Mr David Neuhas Head Rowing Coach At the beginning of the year we welcomed the following new teach- Mrs Misook Rylev BSc International ers to Auckland Grammar School: Relations Manager Mrs Jacqueline Straffon Teacher Aide Name Qualification Subject Mr Thomas Tapara Handyman/ Miss Samantha Bott BA (Hons) English Carpenter Mr William Chen MSc (Hons) Biology/Science Teachers who left during the year included: Mr James Clayton BSc (Hons) Mathematics Mr Richard Daniel MA BSc Mathematics Name Qualification Position Mr David Gale BA (Hons) Economics/Business Mr Russell Burton BA (Hons) Teaching in Studies Malaysia Mr Chris Heaphy MFA Art Mr Andrew Deighan BSc (Hons) Teaching in Jordan Mr Ben Hoang BSc Physics/Science Mr Greg Hollier BSc Retirement Mr Tom Horrocks BEcon LLB Economics/Business Mr Grant McNeil BCom BPE Personal health Studies Mr Will Maling BSR Prince Alfred Miss Rebecca Kennedy BA LLB English College, Adelaide Mr Chong Chern Lee BSc (Hons) Social Studies/ Mr Ignatius Ngara Med Retirement Spanish Miss Carragh Rellis MSc Teaching in Ireland Mr Jonty Poward MEd BSc Geography/Social Mr Peter Shore BSc Retirement Studies Mr Richard Thom BA Retirement Mr Sohaib Qadir BSc Technology Mr Pahlavi Timoteo BSc Personal health Ms Teina Smith BDes Art Mrs Florence Watson MA (Hons) Teaching in Switzerland We welcomed the following new Support Staff members at the beginning of the year: Support Staff who left during the year included:

Name Qualification Subject Name Position Mrs Nedda Chaplin BA (Hons) Student Office Mr Kevin Birch Handyman Manager Ms Evelyn Christina Teacher Aide Mrs Meena Kumari %# Finance Manager Mr Marcus Hird Teacher Aide Ms Kristie Homersham Events Manager During the academic year we welcomed the following teachers: Mr David Hunt Director of Property Services Mrs Annabel Kynman-Wilson Teacher Aide Name Qualification Subject Mrs Falala Makapatama Print Room Mr Paul Blomeley MSc Chemistry/Science Mr Stuart Marshall Carpenter/Handyman (Terms 2-4) Mrs Elena Pike Accounts Assistant /TU,CPGV%CUVQP $# 6G4GQ/ÞQTK5QEKCN Miss Jacinda Robinson Teacher Aide Sciences Mrs Marie Richardson Student Services Assistant (Terms 2-4) Mr Jesse Simons Helpdesk ICT Ms Sarah Empson BEd BTech Maths (Term 2) Mrs Amanda Stanes Director of Advancement Dr Walter Jenks MA (Hons) PhD Geography/Social Mrs Christina Wilkinson 150th Secretary Studies (Term 3) Mr Arthur Johnstone BEd MA Technology/ Staff on Leave of Absence: Graphics (Terms 3-4) Mr Chris Dunn (Term 2) Mr Dan Mellor Mrs Hajit Kler BA English (Terms 3-4) Mrs Natalie Gould (Term 1) Miss Natalie Thacker (Terms Mr Geoff Macaulay MSc Mathematics LTR 3-4) (Terms 2-4) Mr Joseph Gunson Mr Max Thompson Mrs Deepa Keshwara Mrs Florence Watson his tenure and has supported rock climbing and the Duke of Edinburgh (Term 1 – 3) programme. Mr Hill has provided the School with three years loyal Ms Rachel Lory Mr Nick Wolfkamp service and leaves to teach at St Andrew’s College, Christchurch.

Teachers awarded sabbaticals in 2019: Mr Arthur Johnstone has held a long-term relieving position at the school in the area of Technology. He is an experienced teacher who Term 1 Mr Peter Shore brought with him a wealth of experience, which students have ap- Term 3 Mr Chris Oates preciated. Term 4 Mr Talafa’a Elise (MOE), Mrs Frances Hay-Mackenzie Mr Eilian Jones has been a teacher of Physical Education at Auck- Teachers leaving at the end of the year: land Grammar School since January 1998. He is an experienced teacher who has been responsible for Cambridge Physical Education Dr Alistair Bargery was appointed to a teacher of Physics role on Jan- programmes at the School since their inception in 2004. He was also uary 2017. He has taught a range of levels including Cambridge A2 the Cambridge Schools’ Network Group Leader from 2004 to 2018. and AS and NCEA Levels 2 and 3. Alongside his teaching duties he Mr Jones also had responsibilities as an Assistant Housemaster at has been actively involved with the New Zealand Young Physicists’ Tibbs House between 2001 and 2008. programme and the New Zealand Young Scientists’ tournament. Mr Jones’ contributions outside of the classroom have been signifi- In an extracurricular sense Dr Bargery has been the Master in Charge cant and diverse. He was a passionate Northern Hemisphere rugby of the Duke of Edinburgh programme and Master in Charge of Rock coach, which included 6B, U15A and 2A until 2008. He continued Climbing. He has also attended Form 4 Camps at Venturelodge. He his love of coaching athletics throughout his entire tenure and has has been an effective teacher who has contributed to School life. Dr been an experienced Throws coach who has supported many tal- Bargery is returning to the United Kingdom to be closer to family and ented athletes. Mr Jones has also been an active staff member and to teach. coach with the Distance Squad, which extended to organising the annual School Cross Country, as well as supporting international tours Mr Larne Edmeades re-joined the staff as a teacher of Accounting and to California and Hawaii. He has also coached basketball and enjoyed Economics in January 2018. He is an experienced practitioner and snow sports, which saw him hold the post of Master in Charge of School leader whose institutional knowledge of the School has been Snowboarding from 1998. evident throughout his two years back at the School. He has been a supportive colleague and a loyal member of staff who has contrib- Mr Jones has been a long-serving and loyal member of the Auckland uted in and out of the classroom. This has included the work he has Grammar School staff and we thank him for his 22 years’ service. conducted to help establish a leadership programme for teachers and has extended to extracurricular activities including badminton and Mr Shane Jordan joined the Physics Department at Auckland Gram- tennis. We wish Mr Edmeades well for his new position as Principal mar School in January 2009 and finished his first tenure at the end of of Bethlehem College, Tauranga. 2014. He re-joined the teaching staff in January 2017 and students have benefitted form his specialist knowledge and expertise over the Mr James Gebbett has been a teacher of Geography and Social Stud- last three years. ies at Auckland Grammar School since April 2012. Alongside his teaching duties, Mr Gebbett has held additional responsibilities in- Mr Jordan has been a dedicated classroom teacher who accepted cluding NCEA Geography Co-ordinator. He has also had pastoral additional responsibilities including Master in Charge of Duke of Ed- responsibilities including those of the Form 6 Discipline Assistant be- inburgh for two years and he has shared the Master in Charge of fore being appointed Form 4 Associate Dean and in 2018, Form 3 Distance Squad role. Mr Jordan has been an enthusiastic contributor Dean. to Outdoor Education, which has included his commitment to rock climbing and camps at Venturelodge. He has also been an active Mr Gebbett has contributed to the wider life of the School through his member of the surfing group. commitment to coaching football and the responsibilities he has held with the Duke of Edinburgh programme, which included being Master Mr Jordan has provided Auckland Grammar School with a total of in Charge in 2015. He has also held responsibilities at Tibbs House as nine years’ service. He returns to Ireland to be closer to family while an Assistant Housemaster since July 2016. Mr Gebbett leaves after continuing his teaching career. seven years and three term’s service to the School to teach at Huanui College, Whangarei. Mr Sohaib Qadir joined the Technology Department at the beginning of this year. He has taught junior technology classes throughout Mr Chris Heaphy was appointed to a fixed term Art position at the the year and worked in an enthusiastic manner to develop the digi- beginning of 2019. He has been a committed teacher with specialist tal technology curriculum. He has led the Muslim Prayer group on a painting skills. He has taught classes at the junior and senior levels weekly basis throughout 2019. Mr Qadir leaves to teach at Avondale of the School. Outside of the classroom, Mr Heaphy has coached the College. 2nd XI Hockey team this year. Mr Kavesh Singh joined the Auckland Grammar School staff as a Mr Daniel Hill has been a teacher of English at Auckland Grammar Mathematics teacher in July 2018. He has taught junior classes and School since January 2017. He has taught a range of levels and in the senior school has taught NCEA and Cambridge programmes. within the dual qualification pathways. He has been a dedicated Mr Singh has contributed to the wider life of the School by coaching a classroom teacher. football team and supporting orienteering. Mr Singh leaves Auckland In an extracurricular sense, he has coached rugby, 4B and 6B, during Grammar School to teach at Macleans College.

Mr Tim Smith was appointed a teaching position within the Biology 1988 academic year. He joined the English faculty and throughout his Department in January 2009. He is an experienced teacher who has extensive tenure has taught classes of all abilities, and in the variety held a number of positions of responsibility throughout his 10 years’ of qualification frameworks – School Certificate, University Entrance, service to the School. Mr Smith took a year’s leave in 2014 to ad- University Bursary, NCEA, and Cambridge International Examinations. vance his studies. Mr Thom was an experienced English teacher who had an interest Mr Smith has been the Head of Biology since October 2017 and prior and passion for literature – reading and writing. He passed this on to to that, he was the Form 6 Dean. He has also held responsibilities as students of all levels through his strong support of building academic Teacher in Charge of Form 3 Science, Cambridge Biology and Associ- or disciplinary knowledge in students. ate Dean of the Senior School. He has made positive contributions to Mr Thom accepted a range of academic responsibilities in his time academic and extracurricular programmes within the School. at Grammar, from Teacher in Charge of Form 4 and 5 English (1988 to 1997) to leading the English Department as Head of Department His extracurricular commitments have included coaching football and (1997 – 2003). administering Lacrosse as Master in Charge of the code. He too has assisted with the development of Duke of Edinburgh programmes in As a teacher Mr Thom particularly enjoyed the challenge of extend- the School as well as overseeing the New Zealand Biology Olympiad ing academically minded students at the 7th form level, whether A2, and New Zealand Young Scientist competition this year. Mr Smith is Scholarship or qualifications such as University Entrance and Univer- leaving the teaching profession to spend time with family. sity Bursary in earlier years.

Mr James Woodford joined the Technology Department in January Outside of the classroom, Mr Thom’s sporting allegiances were pri- 2018. In his two years’ service to Auckland Grammar School he marily with athletics. He willingly coached athletes and his ‘institu- accepted a range of responsibilities including Head of Outdoor Educa- tional knowledge’ of secondary school athletics was advantageous tion & EOTC and Teacher in Charge of Trades and Construction. He to our young men. Mr Thom was Master in Charge of Athletics from has been an able and enthusiastic teacher. 1988 to 2013 and continued a strong commitment to the sport, having witnessed the development of many capable athletes who went Mr Woodford has contributed to the extracurricular life of the School on to represent New Zealand. through coaching rugby, overseeing the Student Leadership Pro- gramme, supporting the surfing group and adventure racing. He has Alongside his love of athletics, he has enjoyed coaching football. this year been the Master in Charge of Cycling through the season. He was the Assistant coach of the 1st XI in 1989 and 1990 and He leaves on promotion to Whangaparaoa College. managed international football tours through South America, Europe and Canada/USA providing life long memories for those involved. He 25 Year Masters coached football teams at other levels including 13A1 and the 2nd XI The following two staff members who retired at the end of Term 1 who won 14 Auckland titles (from 1989 – 2008). Away from sport, having contributed 58 years’ service to Auckland Grammar School. Mr Thom assisted with three School productions from 1988 to 1990.

Mr Hollier started as a Mathematics master at Auckland Grammar Mr Thom has shared his considerable expertise across a myriad of School at the beginning of 1992. Mr Hollier was recognised as a areas with students and colleagues. He has been committed to Auck- 25-year master at the conclusion of 2016. Throughout his tenure he land Grammar School over 31 years. We thank him for his loyal ser- taught the full range of classes in the dual pathways. vice.

While Mr Hollier has taught classes of all abilities over the last 28 years, he has taught the Scholarship Mathematics class who have III ACADEMIC ACHIEVEMENTS studied towards both the Scholarship Calculus and Statistics exami- A 2018 CAMBRIDGE ASSESSMENT INTERNATIONAL EDUCATION nations, with many successes, including students gaining Outstand- (CAIE) RESULTS ing passes in those examinations. He has helped guide students to Our students continued to gain exceptional overall results in Cam- top in New Zealand in Scholarship and the previous University Bur- bridge examinations at rates which exceeded international grade av- sary examinations. erages. At IGCSE level, results were similar to those of 2017, with 42% of all IGCSE examinations graded A* (90%+) or A (80%+) and Mr Hollier has been the Master in Charge of Statistics for 21 years the overall examination pass rate was over 96% At the Advanced and saw a large number of changes in curriculum through to the Subsidiary (AS) Level, results were up on those of 2017, with 67% current NCEA courses. He has been on marking panels for NZEST of all AS examinations graded A-C. The overall examination pass rate Calculus and Statistics examinations, convenor of a marking panel for was over 92%. three years and a moderator of NZEST Statistics. Advanced (A) Level results were also strong: 86% of all A Level ex- Mr Hollier has contributed to the extracurricular life of the School aminations were graded A*-C (up from 85% in 2017) and the overall through coaching and managing tennis teams of all abilities includ- examination pass rate of 99% was maintained. Of particular note is ing Junior A1 and Senior A1, and saw teams win a number of grade that 42% of examinations were graded A* (90%+) or A (80%+), levels throughout his time as coach or manager. Mr Hollier has also which is a noteworthy improvement on 2017’s figure of 36%. assisted with squash teams from Senior B grade to Junior A grade. At the highest level of achievement in Cambridge examinations, Mr Hollier has devoted 27 years’ loyal service to the School, shar- Grammar students received 25 Top in the World or Top in New Zea- ing specialist Mathematics knowledge with students and colleagues land subject awards at the Outstanding Cambridge Learner Awards through this time. Ceremony. These results demonstrate that a number of our young men are truly excelling on the world stage and it is particularly pleas- Mr Thom started at Auckland Grammar School at the beginning of the ing to note that they are doing so in a range of levels and subjects,

with awards being gained in: Accounting, Chemistry, Economics, It is important to note that 82% of this cohort’s IGCSE papers were French, Geography, History, Japanese, Mathematics, Physical Edu- graded A*-C in 2017 and yet only 67% of their AS papers were cation, Physics and Spanish. graded A–C in 2018 (and, in fact the 2018 cohort was stronger as a third of the cohort went to the NCEA pathway in 2018). This appar- IGCSE (Form 5 and 4A/4B Mathematics) ent drop in results from IGCSE to AS has been consistent over time A* A B C D E F G U and is reminder that IGCSE is, in some respects, an inadequate prepa- 2018 16.8 25.0 24.2 17.5 8.5 4.3 2.1 0.9 0.6 ration for the rigours of AS and many students are caught out by this. 2017 18.6 23.2 22.2 18.0 8.5 4.7 2.6 1.5 0.6 This is the major reason for the introduction of Pre-Q at Form 5, to 2016 22 22 22 19 7 4 2 1 0.3 “close the gap” and better prepare students for their Form 6 studies. 2015 24 23 21 18 7 4 1 0.6 0.7 Comparing the School’s AS results to Cumulative World Totals il- NB: These percentage figures have been rounded so will not always lustrates, in fact, how well our students are achieving overall. For total exactly 100%. example, AS Accounting A–C grades were 78% compared to 51% NB: Form 5 students went from five subjects to six (or seven for stu- worldwide, AS History A–C grades were 82% compared to 26% dents studying Triple Science) from 2017 so a drop in performance worldwide, and AS Physics A–C grades were 81% compared to 59% could be expected from 2017 onwards. worldwide. NB: 4A/4B/4C did not do IGCSE Combined Science from 2016 (these 3 classes added 87 A*s or As to the 2015 total). Areas of improved AS Level performance 2017–2018 included: Ac- counting A–C grades up from 47% to 78%, AS Business Studies IGCSE results remained high with 41.8% of all examinations graded A–C grades up from 72% to 86%, AS English A grades up from 14% A* (90%+) or A (80%+) (same as 2017) but there was a dip at the to 20%, AS Mathematics E-Ungraded grades (previously identified very top end with A* down by 1.8% and A up by 1.8% 83.5% of all area of concern) reduced by 4%, and AS Physics A–C grades up from IGCSE examinations were graded A*-C (up from 82.0% in 2017) and 72% to 81% and A grades up from 36% to 42%. pleasingly, E -Ungraded dropped to 7.9% (from 9.4% in 2017). This is a high level of performance given that all but two classes (5O and Advanced (A) Level (Form 7 and 6A/6B Mathematics) 5P) studied predominantly Cambridge subjects. A* A B C D E U 2018 21.4 20.7 22.5 21.2 10.7 2.7 0.7 A comparison of pre-2017 and post-2017 IGCSE results is perhaps 2017 18 18 25 24 12 3 1 surprising; given that 2017 was the first year in which Form 5 stu- 2016 20 21 23 19 13 4 1 dents studied six subjects instead of five, a significant drop in overall 2015 17 24 23 19 11 4 0.7 grade levels might have been expected, however overall performance NB: These percentage figures have been rounded so will not always has remained strong. total exactly 100%.

It is also worth noting that the School’s IGCSE grades remained high- A Level performance continued to be strong across most subjects, er than the Cumulative World Totals for most subjects. For example: with 86% of all A Level papers graded A*-C (up from 85% in 2017) 28% of Biology grades were at A* compared with 16% worldwide, and the overall examination pass rate of 99% was maintained. The 20% of Geography grades were at A* compared with 9% world- standout performance was the increase in the number of papers grad- wide, and 32% of Physics grades were at A* compared with 18% ed at A*-A, which went up from 36% in 2017 to an impressive 42% worldwide. in 2018.

It is pleasing to note a number of areas of improved performance It is at A Level where a comparison of the School’s results to World 2017–2018, including: Accounting pass rates up from 85% to 93%, Cumulative Totals is most telling. This is a good reminder of how Biology A* grades up from 8% to 28%, Business Studies A*-C challenging A Level is internationally, how strongly our students per- grades up from 75% to 84%, Product Design A*–C grades up from form and how well the Cambridge pathway sets up our students for 55% to 74%, and Systems Control A*-A grades up from 23% to entry to tertiary study. For example: A Level Chemistry A* grades 50% and A*–C grades up from 57% to 81%. were 37% compared to 13% worldwide and A–C grades were 93% compared to 67% worldwide, Economics A* grades were 23% Cambridge Advanced Subsidiary (AS) Level (Forms 6 & 7 and 5A/5B compared to 10% worldwide and A–C grades were 98% compared Mathematics) to 67% worldwide, English A* grades were 11% compared to 5% A B C D E U worldwide and A–C grades were 90% compared to 54% worldwide, 2018 24.9 21.9 20.2 15.8 9.5 7.5 History A* grades were 18% compared to 2% worldwide and A–C 2017 24 21 20 17 11 8 grades were 94% compared to 48% worldwide, and Physics A* 2016 24 20 20 16 10 9 grades were 34% compared to 13% worldwide and A–C grades were 2015 25 18 19 14 13 10 88% compared to 66% worldwide. NB: These percentage figures have been rounded so will not always total exactly 100%. Considering the School’s internal benchmarking of results, it is pleasing to note a number of areas of improved performance 2017–2018, Advanced Subsidiary (AS) Level results showed steady improvement, including: A Level Accounting A–C grades up from 72% to 100% with 67% of all AS examinations graded A-C (up from 65% in 2017) and A* grades up from 22% to 41%, Economics A–C grades up from and that the overall examination pass rate was 92.5%. The percent- 90% to 98% and A* grades up from 10% to 23%, Geography A–C age of examinations, which were E-Ungraded dropped to 17% (from grades up from 62% to 82% and A* grades up from 6% to 29%, 19% in 2017) and perhaps continued to fall as those students who and History A–C grades up from 80% to 94% and A* grades up from might have struggled on the Cambridge Pathway chose the NCEA 11% to 18%. Pathway instead.

B 2018 NCEA RESULTS cohort, which achieved UE. This reflects the high aspirations of many Our students continued to perform well on the NCEA pathway, with of the NCEA cohort and the nature of the majority of NCEA courses 77% of Form 6 NCEA students gaining NCEA Level 2 and 74% of at the School, which are, in the main, comprised of academically our Form 7 NCEA students gaining NCEA Level 3. This is impressive challenging Achievement Standards, which contribute towards Uni- given that, unlike a number of other schools, our students study pre- versity Entrance. dominantly rigorous, academic subjects and standards which lead to comparatively high University Entrance rates for the NCEA cohort. Points to Note on NCEA Results: 1. NZQA’s reporting of NCEA results is roll-based, that is, the per- It is worth noting that the NCEA Level 2 and 3 and University En- centage of students achieving NCEA Levels 1, 2 and 3 and University trance pass rates for NCEA students are similar to or exceed national Entrance is calculated by considering the number of students who averages for male students in Decile 8–10 schools (where, in most achieve via NCEA only as a percentage of the entire year-level cohort. schools, students of all abilities do NCEA). Students who study Cambridge are not considered to have gained University Entrance in their calculations, however, they are counted NCEA Level 1 (Form 5) as part of the cohort. Therefore, according to NZQA’s published re- In 2018 71 students (primarily from 5O and 5P) did a full NCEA sults, only 22.3% of our Form 7 students gained University Entrance. Level 1 programme and overall the results of this programme were This is misleading regarding schools which offer qualifications other very much improved from 2017. 33 students gained NCEA Level 1 than NCEA. (over 80 credits), 60 of 71 students gained over 50 credits and all students gained at least 20 credits (the maximum number of credits 2. Year-on-year, national NCEA achievement rates have increased. which can be carried forward towards an NCEA Level 2 certificate). From 2014 to 2015, the Level 1 Literacy rate for NZ males jumped Note that this programme began in 2017 as a Pilot Programme with 10%, to give just one example. Over the same period the perfor- 22 students, three of whom gained NCEA Level 1. mance of NZ students in internationally benchmarked assessments such as PISA has slipped. This apparent paradox has been comment- Note also that students in the lower half of Form 5 did a number of ed upon by a number of more astute commentators. NCEA Level 1 English and Mathematics Achievement Standards so that, should they go on to the NCEA pathway in Form 6, they would 3. Nationally, nearly 75% of all NCEA standards (both Achievement be able to take forward 20 credits (the maximum number of credits Standards and Unit Standards) are internally-assessed. This balance which can be carried forward towards an NCEA Level 2 certificate). of external and internal is common even at Decile 8–10 schools. Pleasingly, most students gained these 20 credits and have started Nationally, pass rates for internally-assessed Achievement Standards NCEA Level 2 requiring only 60 Level 2 credits. are significantly higher than for externally-assessed Achievement Standards. Unlike many schools, the Auckland Grammar School cur- NCEA Level 2 (Form 6) riculum is based on traditional, academic subjects which are assessed Year % Level 2 Certificate almost exclusively through Achievement Standards. This also means 2018 77 that (apart from a handful of subjects including Career Studies, Tech- 2017 81 nology, Graphics, and Physical Education) at least 50% of NCEA as- 2016 82 sessment faced by Grammar students is external (for example, Level 2015 77 2 Physics has 7 credits which are internally-assessed and 16 credits which are externally-assessed). NCEA Level 3 (Form 7) Year % Level 3 Certificate % University Entrance 4. Many schools offer highly differentiated curricula. Low ability stu- 2018 74 59 dents may be offered “dumbed down” versions of academic subjects 2017 70 60 and most students are free to choose from a variety of non-academic 2016 72 58 courses (vocational, life skills, sporting and cultural etc). This boosts 2015 74 57 NCEA pass rates. Quite simply, it is easier to accumulate credits in these Unit Standards-based courses than it is in traditional, academ- University Entrance ic subjects assessed through Achievement Standards. By contrast, University Entrance (UE) rates remain high at Auckland Grammar at Auckland Grammar School, only two non-academic courses are School. Nationally in 2018, the UE rate for male students in 8–10 offered, Construction and Trades and Career Studies. Furthermore, Decile schools (where most, if not all, of the cohort do NCEA) was these are the only two subjects offered which are not University- 54% but at Grammar over 83% of our students gained University approved subjects (see point 7 below). Entrance. 5. The one set of Grammar achievement data that does not compare 99.2% of Form 7 Cambridge students gained University Entrance in favourably to national achievement rates is that for Form 6. This is 2018 which is testament to the strength of the Cambridge Pathway. not a coincidence. There are two main contributing factors, namely: It is also pleasing to note that 89% of Form 6 Cambridge students gained UE in 2018, which is a year ahead of the majority of Form i. Grammar makes the demanding Cambridge pathway accessible to 6 students in other schools who study NCEA (as UE can only be students of a relatively wide range of abilities. As a result, there are a gained from NCEA Level 3). This reflects an acknowledgement by number of students who would almost certainly have passed a Level New Zealand universities that the academically demanding nature of 2 course if they had done NCEA instead. Cambridge AS Level courses is at a sufficient level to enter university. ii. The combination of maximum external assessment, challenging What is most pleasing is the continued high percentage of the and academic courses and no manipulation of results (see point 4 School’s Form 7 NCEA cohort who gained University Entrance. In above) makes NCEA Level 2 significantly more difficult to achieve at 2018, the National Average for Boys in Decile 8–10 schools achiev- Auckland Grammar School than in other New Zealand schools. ing UE was 54%, which is below the 59% of the School’s NCEA

6. It is hoped that in 2019, with more Form 6 students electing to Results from the 2018 National Scholarship Examinations switch to the NCEA pathway (that is, those who could do AS subjects but would be at the lower end and thus risk failure), the NCEA 2011 2012 2013 2014 2015 2016 2017 2018 Level 2 pass rate will increase. Furthermore, a positive flow-on effect of these challenging Level 2 courses is that Grammar students have Individual 108 105 152 157 140 168 186 166 a much stronger foundation for Form 7 academic study and this is reflected in the consistently favourable Form 7 achievement rates, Premier 1 1 1 2 1 1 - 1 and particularly the UE pass rate. Award

7. The difference between the Level 3 pass rate and the UE pass rate Outstanding 2 3 7 1 6 2 3 2 for the NCEA cohort is worthy of note. While 74% achieved a Level Scholar Award 3 Certificate, only 59% achieved UE; this is despite the fact that both Level 3 and UE require students to achieve 60 Level 3 credits. Scholarship 16 11 14 22 19 28 24 18 The significant difference is that whereas the 60 credits for a Level Award 3 Certificate can come from any number of subjects or assessment domains, to gain UE a student must achieve 14+ credits in at least Top Subject 3 1 2 2 2 3 1 1 three Level 3 UE-approved subjects, which are generally traditional, Award academic subjects. Clearly a number of our NCEA students are relatively strong in two subjects (and are able to gain the 60+ credits F.E Marcon Swadel was named as one of eleven NZQA Premier required for a Level 3 certificate across their five subjects) but they Scholars nationally, gaining Outstanding Scholarships in Calculus, are too weak in three of their five subjects to achieve UE. This is also Chemistry and Latin and Scholarships in Geography, Health and part of the reason why nationally NCEA Level 3 pass rates are much Physical Education, Physics and Statistics, as well as a Top Subject higher than UE pass rates (see also point 4). Scholarship Award for First in New Zealand in Latin for the second consecutive year. 8. However, the reason our UE pass rate (for Cambridge and NCEA combined) remained high at 83% in 2018 and is much lower at most Two of our students, L Wang and C.M Loomes, also received Out- other schools (for example, 54% for New Zealand males in Decile standing Scholar Awards, placing them among the top 60 students in 8-10 schools), is in large part due to the fact that we offer predomi- NZQA Scholarship examinations in 2018. nantly academic, UE-approved subjects. This high UE rate provides the vast majority of our students with the opportunity to attend uni- It was also pleasing to see the diverse range of subjects in which versity, and it is pleasing that for what is considered by many to our students were awarded scholarships, showing that our students be our less able academic cohort, 74% of students leave Auckland perform at the highest level in the Arts, the Sciences and in practical- Grammar School with NCEA Level 3, which is a high level of second- based subjects. Scholarships were earned in the following subjects: ary school attainment. Accounting, Biology, Calculus, Chemistry, Classical Studies, Design, Drama, Earth and Space Science, Economics, English, French, Ge- C 2018 NZQA NATIONAL SCHOLARSHIP RESULTS ography, History, Latin, Media Studies, Music, Physical Education, This is an examination in which the top 2-3 percent of students in Physics, Spanish, Statistics and Technology. New Zealand studying a particular subject will be awarded Scholar- ship in that subject. These strong NZQA Scholarship results, together with continued high level of Cambridge and NCEA performance, reflect not only the dedi- As our most able scholars study Cambridge and the NZQA Scholar- cation of our young men at all ability levels and in both the Cambridge ship examinations are based on the NCEA Level 3 syllabuses, it is a and NCEA streams, but also the expertise and dedication of their major task for our students to achieve well in these examinations. In teachers. addition, our students are not realistically able to sit NZQA Scholar- ship in Accounting, Biology, Graphics, Technology and the three Vis- D ACADEMIC COMPETITIONS ual Art subjects as there are vast differences between the Cambridge 1. MATHEMATICS and NCEA Level 3 syllabuses. Furthermore, the primary focus for our 2019 has been a very successful year for our top Mathematics stu- Cambridge students must be on their Cambridge examinations, as dents. they (not NZQA Scholarship) determine University Entrance and entry to restricted tertiary courses. (a) Australian Mathematics Competition This year 280 of our top Mathematics students entered this competi- Taking this into account, the NZQA Scholarship results were once tion – an annual highlight for Mathematics in the South Pacific region. again outstanding, with 166 individual subject scholarships earned. Once again, over 80% of our students gained an award.

The School acknowledges the efforts and success of the School’s Auckland Grammar School students achieved the following awards: Scholarship Group, ‘Proceres Grammatici’ (Grammar Scholars), who, under the tutelage of Mr Simento and Dr Etty, meet regularly to lis- • 100 students with Distinctions ten to academic guest speakers and ensure that our most able stu- • 31 students received High Distinctions (High Distinctions are dents are motivated to do well in these challenging examinations. It awarded to students for being placed in the top 2% for their year is also appropriate to recognise the efforts of staff who run additional group) subject-specific NZQA Scholarship tutorials to assist our young men. The highlight was having three students earn prizes for being in the top 1% of participants from New Zealand. These students were: M.O Sobr 3A 100th percentile T Trakulthongchai 3B 100th percentile A.Z Wang 4A 99th percentile

(b) Casio Senior Mathematics Competition Biologists in the country were involved and although Paniharam was This year 69 of our top senior mathematicians entered this challenging not one of the three students selected to represent New Zealand, due competition. 21 students made it into the Top 100. Auckland Gram- to his young age he has been given automatic selection to attend the mar received the award for the best performing school. camp in 2020.

(c) Mathex Casio Auckland Competition (d) New Zealand Young Physicists’ Tournament 2019 – NZYPT Each year the Auckland Mathematics Association runs a competition The Auckland Grammar School Physics teams were judged 1st and for Form 3 and 4 (Year 9 and 10) students at ASB Stadium. With 110 2nd in the NZYPT Auckland Regional tournament held at Westlake other teams competing from 65 Auckland secondary schools, the quiz Girls’ High School on Saturday 9 March. is competitive and each team is required to solve 20 problems in 30 minutes. The School entered two Form 3 and Form 4 teams. In the Both teams proceeded to the national final at Auckland Grammar 4th Form competition the A team finished 1st in record time. School on Saturday 23 March 2019. The New Zealand Young Physi- cists’ Tournament is the country’s premier Physics tournament for The team members were: school-aged students. Auckland Grammar School was awarded 2nd B Guo 4B place. After the medal ceremony two Auckland Grammar students, D.S Oh 4A S Shi 7C and J Xiao 7D, were selected as part of the New Zealand A Vasa 4A squad of eight students. E Zheng 4B The remaining three teams all finished in the top 6 of their divisions. S Shi was selected for the New Zealand team who earned silver medals at the 2019 IYPT tournament in Warsaw, Poland. Mr Jennings (d) Otago Junior Mathematics Competition mentored the New Zealand team in 2019 and his dedication and out- This prestigious Mathematics competition attracted entries from over standing knowledge saw him selected as Chair of one of the judging 6000 students, representing 155 secondary schools across New Zea- panels at the World championship. land. The School entered 123 students into the competition this year with 19 placed in the top 200 and a further 22 were placed in the (e) Science Bowl 2019 top 100. In 2019 the annual Auckland Science Bowl was held at Auckland Grammar School with both the junior and senior teams performing A record ten students performed exceptionally well and were placed well. The Senior team placed 2nd overall and the Juniors won their in the top 30 for their respective year levels. These students received grade. monetary prizes. 3. ECONOMICS The Top 30 Prize Award winners were: (a) Dorian Fisher Essay This UK based essay competition is attempted by students world- T Trakulthongchai 3B 3rd in New Zealand for Form 3 (Year 9) wide. First prize is GBP500. N.J Chen 6A, entered and placed in the O.J Gunson 3A Top 30 top 10%, a most creditable result. T.M Harnett 3A Top 30 D.L Johnston 4A Top 30 (b) Monetary Policy Challenge E.J Moy 3A Top 30 This year the Monetary Policy Challenge was updated to reflect the R Sidhu 4A 3rd in New Zealand for Form 4 (Year 10) new mandate of the Reserve Bank. It also used videoconferencing to R.J ter Wal 3A Top 30 streamline the judging process. L.T Trotman 3A Top 30 A.Z Wang 4A Top 30 The Monetary Policy Challenge gives secondary school students an K.P Xioa 4A Top 30 opportunity to put themselves in the shoes of Reserve Bank econo- mists and recommend what the Official Cash Rate (OCR) could be. 2. SCIENCE (a) International Chemistry Olympiad – IChO Using the same information as the Reserve Bank, teams assess the Auckland Grammar School had four students selected into the Chem- economic conditions facing New Zealand and the outlook for infla- istry Olympiad training squad this year. While not one of them was tion. Based upon their assessment of the economy, each team de- selected in the national team the students represented themselves cides on an appropriate setting for the Official Cash Rate. and the school impeccably in the practical and theoretical challenges. The entry consisted of a 3-5 minute video presentation outlining the (b) International Young Science Tournament – NZYST Official Cash Rate (OCR) decision, supported by a simple summary In late 2018, a group of students in 3A and 3B entered the New Zea- of the key points with a maximum of 300 words, in PDF form. This land Young Science Tournament (NZYST). From this event, the New work involved assessing the economic conditions and the outlook for Zealand team to attend the International Young Naturalists Tourna- inflation based on statistical data. The team’s presentation outlined ment (IYNT) was chosen. Two Auckland Grammar School teams did the reasons for their policy decision, much like the policy assess- exceptionally well with Grammar 1 winning. Two of the students, R ment and key policy judgements sections of each Monetary Policy Sidhu and M Griffiths represented New Zealand at the IYNT in Minsk, Statement. Each team member presented at least one piece of eco- Belarus in August 2019. nomic analysis or advice, and the Governor presented the team’s Of- ficial Cash Rate decision, reached by consensus. In 2019, Auckland (c) New Zealand Biology Olympiad - NZIBO Grammar School earned second place in New Zealand. S.K Paniharam 6A was selected to participate the New Zealand In- ternational Biology Olympiad (NZIBO) training camp during the Easter M.W Palmer 7A, was Governor. The team was supported by Mr holidays. The training camp involved a week of practical and theoreti- Wilson and Mr Haszard. cal classes at both Auckland and Waikato Universities. 25 of the top

(c) New Zealand Economics Competition New Frontiers Entrance Scholarship The New Zealand Economics Competition has grown in size and repu- K.J Easteal tation since its inception in 1997, becoming the largest and most H.B Marshall prestigious competition of its kind for New Zealand secondary stu- F.J Matla dents. D.J Mee J.L Rattanaprasit-Perry In 2019, over 2,000 students from 91 schools throughout New Zea- land entered the competition. The 50-minute examination paper con- VICTORIA UNIVERSITY OF WELLINGTON tains 40 multiple choice questions that test classroom theory and Victoria Tangiwai Scholarship general knowledge of current economic issues. K.J Daji M.D Jefferies ThKU year, five Auckland Grammar School students shared 1st place J.C Norton in Division One (Year 13) of the competition: C Abi Nakad 7A UNIVERSITY OF CANTERBURY Q.S Jackson 7D UC High Achievers Award M.W Palmer 7A F.J Matla J.L Rattanaprasit Perry 7C L.A Wong 7A UC Emerging Leaders L.B.P Dickson (d) New Zealand Economics Olympiad Awards P.D.M Hayes M.W Palmer 7A and P Zhang 7A participated in the 2019 New Zea- land Economics Olympiad Awards. P Zhang achieved a Silver award Go Canterbury Scholarship and M.W Palmer earned a Gold award, ranking 1st amongst all candi- D.G.A Johnson dates and subsequently offered a place in the New Zealand Econom- F.J Matla ics Olympiad team. B.J McCall S.M Wilkie (e) Richard Koch Breakthrough Prize N.K Wright This essay competition is run by the Institute of Economic Affairs in G.W Youngman London and is open to all ages and sponsored by the now Foreign Secretary Dominic Raab MP. M.W Palmer 7A, was one of the five Prime Minister’s Vocational Excellence Award global finalists. H.O.C Larracas

E TERITIARY SCHOLARSHIP WINNERS 2019 Many tertiary and private sector institutions in New Zealand offer IV EXTRACURRICULAR scholarships to top achieving students. These scholarships are main- 1 SPORT ly contestable and this year Auckland Grammar School students have Auckland Grammar School Sport has continued to be well supported been awarded the following scholarships for tertiary study in 2020. by staff and the wider Grammar community and the contribution from the students continues to place Grammar at the forefront of boys’ UNIVERSITY OF AUCKLAND secondary schools sport. Top Achievers Scholarship K Zheng The School celebrated a number of national secondary school titles this year. UNIVERSITY OF OTAGO Academic Excellence Entrance Scholarship National Champions – Athletics M.W Palmer Our best athletes were outstanding at the nationals in Dunedin. In the recognised team events, Grammar won gold in the Senior 4x400m Performance Entrance Scholarship and 4x100m. The Junior 4x400m team also won gold. B.R Barclay M.A Barr National Champions – Disc Ultimate P.D.M Hayes The Premier 1 was a class above their competitors by securing their J.A Ryan-Kidd third consecutive national title. The School has now won the national L.W.B Smith title four times out of the last five years.

Leaders of Tomorrow Entrance Scholarship National Champions – Swimming T.J Barrell It was particularly pleasing to see our largest swim team in many M Kim years attend the nationals. Numerous individuals are to be com- Z.P.W Morrow mended for their podium finishes6he Senior 8x50m Freestyle J.A Potman Relay team deserve recognition for winning gold. Y Sun Other sporting highlights included: Pacific Peoples’ Entrance Scholarship S Folaumoetui The Premier Badminton team won the Auckland Teams Champion- ship for the fifth year in a row. Unfortunately, the team were unable 150th Entrance Scholarship to secure the national title and finished runners-up. I.J Kay

The Premier Basketball team played well this year and with a young of the Auckland Secondary Schools Competition. They beat Sacred squad, they continue to show promise for the future. Unfortunately, Heart in the semi-final before sealing the title with a gutsy win over the team lost a critical game at nationals in the round of 16 and fin- King’s College in the final. ished 10th. The Premier Volleyball team made pleasing progress this year finish- The 1st XI Cricket team played an exciting brand of cricket and had ing 6th in the Auckland Secondary School Championships and sub- the ability to win the championship. Unfortunately, they lost two sequently qualified for nationals next year in the highest division the games in the final over narrowly missing out on qualification for the School has been in since 2015. finals. The Premier Water Polo team lacked the consistency of performance The Senior A and Junior A Cycling teams once again won the Auck- needed to feature at the top of the championship and finished 5th in land Time Trial Series retaining their dominance of the sport in Auck- Auckland. land. Whilst a number of riders performed admirably, the Senior A team were disappointed to finish 4th at nationals. The Weightlifting team finished 3rd at nationals in a repeat of their 2018 result. With numerous individual podium placings and a very The Distance Squad won silver medals in the Junior and Senior teams young team there is every chance they will improve on this result event at the Road Race nationals in Dunedin in December 2018. Fol- over the next few years. lowing on from this the team achieved podium finishes at the Auck- land Cross Country Championships this year across all three year The Yachting team struggled to reach the same heights of previous groups. Of note, the Senior team won the 3-man and 6-man Auck- years finishing 3rd in Auckland and 4th at the nationals. land Cross Country Championship. Our congratulations are extended to: The 1st XI Football team had an excellent year finishing 2nd in the Auckland Championship, followed by an agonisingly close final at the New Zealand Representatives New Secondary School Championships losing in extra time against B.R Barclay New Zealand Freestyle Ski Team Sacred Heart College. Many of the team are returning and there is D.F Barclay New Zealand Under 17 Road Cycling Team solid foundation which gives this team a promising future. M.A Barr New Zealand Secondary Schools Water Polo Team The 1st XI Hockey team finished runners up in the Auckland Cham- C.N Boness New Zealand Under 17 Road Cycling Team pionship before struggling to find their rhythm in the Super City com- H.B Borich New Zealand Secondary Schools Water Polo petition. They did, however regroup to play an excellent round of 16 Team game in the Rankin Cup but lost on penalty strokes in a game they L.W Bow New Zealand Men’s Artistic Gymnastics Team deserved to win. L.G.A Cashmore New Zealand Youth Laser Sailing Team S.G Clark New Zealand Under 18 Lacrosse Team Multisport continues to provide an opportunity for our cross athletes B.T Clegg-Shaw New Zealand Under 19 Cycling Team to diversify away from their chosen specialist areas. C.M.J Dalton L.J Costley New Zealand Gymnastics Trampoline Team had an excellent year at Intermediate level dominating the Auckland C.D.K.H Dobbs New Zealand Street Skateboarding Team field and hopefully this form continues at the Senior level next year. L.G.P Dickson New Zealand Junior Men’s Track Cycling Team The Senior Eight Rowing team produced the row of the season in the A.S Fatialofa New Zealand Secondary Schools Junior Maadi Cup final to finish in 3rd place. They were the top placed team Squash Team from the North Island. L.A Fatialofa New Zealand Junior Men’s Squash Team C.C.J Grey New Zealand Under 16 Mixed Touch Rugby The 1st XV Rugby team produced an excellent team performance Team to win in front of a 15,000 strong crowd at the Grammar v King’s F.S Halafihi New Zealand Secondary Schools Rugby Team match during the 150th celebrations. The team went on to qualify for P.D.M Hayes New Zealand Secondary Schools Orienteering the 1A semi-finals before losing narrowly to eventual winners King’s Team College. T.M.C Jacobson New Zealand Under 15 Lacrosse Team R.J Kensington New Zealand Youth Optimist Sailing Team The Premier Squash team would have been favourites to win both the K Li New Zealand Wushu Team Auckland and New Zealand Championship this year. Unfortunately, C.S.R.B Maddigan New Zealand Under 16 Mixed Touch Rugby the School’s best players were unable to play due to New Zealand Team representative duties occurring at the same time. The players repre- J.K.K.H Mete New Zealand Under 19 Basketball Team senting the School performed exceptionally well to finish runners up C.B Ngan New Zealand Under 17 Basketball Team in the Auckland Championship and 3rd at nationals. D.T.C Overend New Zealand Secondary Schools Athletics Team A very young Premier Table Tennis team did very well to exceed their R.J.M Parkes New Zealand Under 15 Lacrosse Team pre-tournament seeding to finish 3rd in the New Zealand Secondary J.D Penney New Zealand Under 16 Mixed Touch Rugby School Championships. Team The Premier Tennis team battled well all season but struggled at cru- J.S Rackham New Zealand Under 17 Road Cycling Team cial times of the season. They produced an all-round team effort to D.T.T Rawiri New Zealand Under 18 Lacrosse Team win the annual quadrangular tournament. E.Z Thomas New Zealand Junior Men’s Squash Team N.Z Thomas New Zealand Secondary Schools Junior The Premier Touch Rugby team saved their best performances until Squash Team the end of the season by producing an excellent display at the finals E.J.A Wade New Zealand Secondary Schools Polo Team

A Wang New Zealand Under 15 Lacrosse Team Hamilton and Mr Adams. O.J White New Zealand Under 19 Cricket Team Mr Adams, Director of Performance Music, deserves acknowledg- National Secondary School Titles ment for leading the extensive 150th music programme. Thanks are A.K Baker New Zealand Under 14 Kayak also extended to all members of the Music Department who gener- N.P Boness New Zealand Under 14 Cycling ously gave of their time to help showcase music at Grammar. Thank J.Z.L Cook New Zealand Under 15 Under 73kg Youth you to Mr Hare - Head of Performing Arts, Mr Wasson - Head of Weightlifting Music, Mrs Roxburgh – Choirs, Mrs Mackenzie – Music Department Q.R Gardiner-Hall New Zealand Under 14 Race Walking Administrator, and each of the tutors, itinerant teachers of music and D.D Guo New Zealand Under 15 Table Tennis volunteers who contributed. J.J Kennard New Zealand Junior 50m, 100m and 200m Breaststroke By the middle of August, music groups had performed in five com- H.L Mortimer New Zealand Under 15 Under 89kg Youth petitive music festivals, won one Platinum award, six Gold awards, Weightlifting three Silvers and 12 special awards, which recognised outstanding D.T.C Overend New Zealand Secondary School Athletics performance in specific categories. 100m and 200m M.T.P Percival-Afeaki New Zealand Paralympic Secondary Schools Auckland Jazz Competition Events • Big Band: Gold Award O.B Sargison New Zealand Junior 200m Butterfly and • Jazz Combo: Platinum Award and award for ‘Best Overall 400m Freestyle Combo’. • Special awards given to T.C Levi 6C1 and B.L Lerner 7D 2 DRAMA ‘Outstanding Soloist’ This year the Centennial Theatre was the setting for the 150th joint musical production of ‘The 25th Annual Putnam County Spelling Bee’ KBB Music Festival staged by Auckland Grammar School, in association with Epsom • Three Gold Awards, one Silver and four special awards, placed Girls’ Grammar School and St Cuthbert’s College. Auckland Grammar School as one of the highest achieving schools in Auckland. The ten-performance season ran from Friday 3 May to Saturday 11 • Big Band: Gold Award. Awards for ‘Best Ballad’, ‘Best Soloist’ May and was critically acclaimed by audiences. and ‘Jazz Improvisation Award’ in the Jazz Band category. Top 4 placing and awarded a Gala Concert performance. The production, directed this year by Ms Janine Donnell had a cast • Premier Concert Band: Gold Award, award for ‘Best Performance of sixteen members, some taking the stage for the very first time, a of New Zealand work’ in the Concert Band category. crew of forty-two and an orchestra totalling seven. • Grammar Virtuosi: Gold Award in the Chamber Orchestra category. Special mention must go to the Form 7 students who performed ex- • The Symphony Orchestra: Silver Award, (missing out on a Gold ceptionally well this year. They included: U.T Filikitonga 7H1 (Mitch Award by two percentage points) and award for ‘Best Soloist’. Mahoney), O.D Madsen 7E (Douglas Panch), R. J Boswell 7F (William Morris Barfée) and T.A Manson 7C1 (Dan Schwartz). National Youth Jazz Competition • Gold Award for Auckland Grammar School Combo The association continued with St Cuthbert’s College later on in the • Gold Award for Auckland Grammar School Big Band year with six students playing lead roles in Stephen Sondheim’s ‘Into • Mayers Music Centre Trophy for Most Outstanding Guitarist – the Woods’ for their senior school production. E.M.A McPherson 7F • Hill/Wilcock Trophy for Most Outstanding Drummer – T.C Levi There were also two student-run productions held this year; ‘The 6C1 Case of the Prince formerly known as Hamlet’ – A Justin Thyme Mys- • Yanagisawa Trophy for Most Outstanding Saxophonist – B.L tery written by Bruce Kane, and ‘Per Angusta, No Augusta’ written Lerner 7D by Form 7 student, L Jia. • George Rawiri Trophy for the Most Outstanding Young Musician – B.L Lerner 7D All students were very grateful to Mr Brinsley, Mrs White, Mr Rice • Norman Family Trophy for the Best Jazz Combo (including $250 and Mr Knightly for their help and support leading up to, and during, from the Tauranga Jazz Society) - Auckland Grammar School the two performances. Combo

The Form 4 production continued this year with seven students per- The Big Sing forming a one-act version of William Shakespeare’s ‘The Tempest’ to • Grammarphonics reached the Big Sing Cadenza (North Island fi- all of the third form as part of the Junior Activities Week programme. nals in Rotorua), achieving a Silver Award. Many thanks must go to Ms Thacker, Ms Bott, Mr Bristow, Mr Brins- ley and Mr Knightly for making this opportunity possible. Special thanks to the staff who supported our musicians. They included: Mrs Ferguson, Mr Dyer-Causton, Mr Fonseca, Ms van 3 MUSIC Heerden, Mrs Teague, Mrs Lazarus, Mrs. Hayward, Mrs Roxburgh, Music was at the heart of the School’s 150th celebrations where Mr Buckingham and Mr King. over 200 musicians in seven ensembles, played in 16 separate events over nine days. Supplementing the performances, 13 Old Boys came Symphony Orchestra back from three continents and gave their time to join student musi- Concert Master: H Zhang 7B cians to celebrate 150 years. Two major music works were commis- Directed by Mr Adams sioned for the Musical Extravaganza by New Zealand Composers Mr

The Orchestra combined with the Concert Band to provide music for year, both in terms of their standards, development and in the key the traditional ANZAC Day service, this year conducted by Head of roles within in the 150th celebrations. Music, Mr Wasson. Grammar Voices performed with great credit in the Big Sing and The Orchestra performed at several events as part of the 150th Grammarphonics reached the Big Sing Cadenza North Island finals in Celebrations. The culmination of music performances as part of the Rotorua, achieving a Silver Award. Both Grammar Voices and Gram- 150th Celebrations, was the Musical Extravaganza. The Symphony marphonics played key roles in the 150th celebrations, singing in Orchestra began the second half with Finlandia, by Jean Sibelius, the the Special Assembly, the Thanksgiving Service, the Chamber Music 1st Movement of Grieg’s Piano Concerto with Old Boy, Henry Wong Concert and the Musical Extravaganza. Grammar Voices performed Doe ‘90. The evening concluded with a new commission, Carmen the premier of 6ęMW9JCTG and Carmen ad Celebrandum. ad Celebrandum by Orchestra director Mr Adams. This work was a thirteen-minute commemorative ode based on the School Song, Big Band & Jazz Combo featured the Orchestra, Grammar Voices and Old Boy, Will King ‘09. Leader B.L Lerner 7D Directed by Mr Hare The Orchestra presented the final movement of Hill’s Symphony No.5, the first movement of Weber’s Bassoon Concerto in F major The Big Band and Jazz Combo performed to an extremely high level, and Sibelius’ Finlandia for the KBB Music Festival. with a polished sound and entertaining set at the National Youth Competition in Tauranga. Individually T.C Levi 6C1 received the Hill/ Grammar Virtuosi Wilcock Trophy for Most Outstanding Drummer. E.M.A McPherson Leader: D Chou 7E 7F received the Mayers Music Centre Trophy for Most Outstanding Directed by Mr Adams Guitarist. B.L Lerner 7D received the Yanagisawa Trophy for Most Outstanding Saxophonist, for the second consecutive year, and the Following the acquisition of a harpsichord and a set of baroque bows George Rawiri Trophy for the Most Outstanding Young Musician at at the end of last year, there was a significant focus on baroque the event. Their Gold Award was the third consecutive the Auckland repertoire this year, with Virtuosi performing Corelli’s Concerto Gros- Grammar Combo earned. The Big Band also received a Gold Award so op.6 no.4, Geminiani’s Concerto Grosso op.3 no.3 and the first for the second consecutive year placing them in upper echelon of Big movement of the early classical work Violin Concerto no.4 in G by Bands in the country. Joseph Haydn with H Zhang 7B, as the soloist. At the 150th celebrations, the band played at the Past and Current Virtuosi performed at several 150th events, the Words and Music Staff and Kindred Schools Reception, School Tours, Jazz and Con- concert and they accompanied Old Boy Will King ‘09 performing temporary Concert, the Musical Extravaganza, the 150th Celebration Ombra mai fu by Handel at the Musical Extravaganza. Dinner and assembly performances.

Virtuosi presented an 80-minute evening concert in the Heritage The opening Jazz and Contemporary Concert showcased high-profile Room, including a full performance of the 20-minute Whanau by New Old Boy Musicians who shared the stage with the Jazz Combo and Zealand composer Warwick Blair, a work for ensemble and electronic Big Band. The first half saw the Jazz Combo perform their set, along recording. The group performed well at the Winter Concert Series with returning Old Boy Campbell Mackenzie ‘13 and later an Old Boy and the KBB Music Festival. This was a highlight with the ensemble Combo made up of brothers Matt ‘91 and Aron Ottignon ‘96, Matt performing a programme comprising of the Geminiani, Haydn, Hamil- Fieldes ‘85 and Pena Teevale ‘95. Will King ‘09, Daniel Reshtan ‘08 ton, and concluding with three movements from The Capriol Suite by and Sam Montgomery ‘10 featured throughout the concert. Peter Warlock without a conductor. The Big Band performed Dust and Dirt with Black Seeds member and Premier Concert Band Old Boy Nigel Paterson ‘03, and closed the first half with the crowd- Leader: L.W.B Smith 7B pleasing Fish in the Sea by Fat Freddy’s Drop. Finally, the Big Band Directed by Mr Wasson. performed at the Celebration Dinner to a packed Marquee.

The Band started the year learning and performing jazz-inflected ‘Sev- Pipe Band ens’ by Samuel Hazo, ‘Shepard’s Hey’ by Percy Grange and ‘Paper Pipe Major: H.H.S. Baigent 7D Cut’ by Mr Hamilton featuring L.J.S. Larsen 5C on solo piano. Directed by Mr Hodson and managed by Mr King

The Band performed exceptionally well during the 150th anniversary As well as performing in their traditional events, the University of celebrations where Mr Adams conducted expertly. Mr Hamilton also Auckland Graduation parade, Performance Day I, Assembly, Winter conducted the commissioned work, 6ęMW9JCTG (words by Mr Lobb) Concert I and the ‘Jam in the OBP’, the Pipe Band was heavily in- and accompanied by Grammar Voices. volved in the 150th celebrations. As well as providing music for the ‘Staff Welcome Back Function’ and the Open Day, they opened the The Band added ‘Sheltering Sky’ by J. Mackey to their repertoire. The Musical Extravaganza and closed celebrations on the top field prior to band played creditably at the New Zealand Concert Band Association the fireworks display at the 150th Celebration Dinner. Festival, before the KBB Music Festival. They earned a high Gold award and the award for ‘Best Performance of a New Zealand Work’ The band has proven to be professional and flexible in all events, for ‘Paper Cut’. playing and marching to a very high standard.

Grammarphonics and Grammar Voices Wind Band Leader: U.T Filikitonga 7H1 Directed by Mr Wasson Directed by Mr Hamilton; coached and managed by Ms Roxburgh The Wind Band welcomes brass, wind and percussion players into an Both Grammarphonics and Grammar Voices enjoyed an excellent environment where they can learn the skills necessary to perform as

part of a group, through playing enjoyable and exciting music. Kawai Shigeru SK7 Inaugural performances were given by Aron Ottignon ‘96 and Henry 2019 showcased a collection of individual musicians coming together Wong Doe ‘90 on this world class piano during the 150th celebration as a collective and performing to a high standard. The Band per- concerts. The School thanks the Foundation Trust for donating this formed in the Winter Concert series and in the KBB Music Festival. instrument which will become a legacy instrument.

Many of these talented young musicians will populate the senior 4 DEBATING groups in the years to come. Auckland Grammar School entered six teams at the Junior Open (Forms 3 and 4) level. Changes to allow student-coached teams at Chamber Music this grade have allowed more students to be involved. The Junior There was a greater focus on chamber groups of the same instrument Open 1 team progressed to the octo-finals and their captain was this year, and entries into the National Chamber Music Competition named best speaker in the competition. were: the Auckland Grammar Flute Quartet, tutored by Ms Mori, performing Sinfonico by Anton Reicha; the Auckland Grammar Clarinet Similarly, five teams were entered into the Senior Open grade (Forms Quartet, tutored by Mr Uren, performing Canticum Novum Terrae by 5 and 6) and one reached the octo-finals. Only one team entered the Mr Adams; and Two plus One, tutored by Ms Jepson, performing Trio Advanced Open grade (Form 7) and lost four from five debates. in Bb by Josef Triebensee. The Weird and Wonderful Ensemble also made an appearance, performing as “The Plates” a self-devised work Two teams were entered into the Premier Junior (Forms 4 and 5) Elderly Carrots, which used drilled carrots, dog chew toys and various and Advanced (Forms 6 and 7) grades. The number two teams both percussion instruments performed in unconventional ways. earned important experience in competitive contests. The Premier Junior 1 team progressed to the quarter finals and their captain was An additional feature of the calendar this year was a series of lunch- named best speaker of the competition. time concerts held in the Heritage Room on Thursdays. These concerts, short 20-minute programmes, open to students and staff who The highlight of the regular season was the Premier Advanced 1 wished to attend, featured solo performances and performances by team’s victory over St Kentigern College in the grand final hosted various chamber groups, including the clarinet quartet, flute quartet, at Auckland Grammar School. Captain of Debating, M.W Palmer 7A Two plus One, and the Senior Percussion Quartet and Junior Percus- was named best speaker in the final. sion Quartet. Members of the top teams also represented the school admirably Minister’s Plate in traditional fixtures. Both Junior and Senior teams won debates The finals of the annual Minister’s Plate and Junior Music Plate com- against Hamilton Boys’ High School. The School placed 4th in the Im- petition was held in the Heritage Room on Monday 19 August. Final- promptu Cup, 1st in the Auckland Seasonal and 2nd in the Regional ists for the Junior Music Plate were: J.B. Brown 3H, singing Your competitions. I.J Mellis-Glynn 5A was named in the Auckland White Song by Elton John; C.J. Fraser 4E, performing Legende, by H Wie- team and J.M Sandelin 5B was named reserve. niawski on violin; S Kan 3F, performing two movements from the fourth Cello Concerto by Goltermann; and I Li 4D, on piano, perform- M.W Palmer was named in the Auckland Blue team, and after his ing Nocturne in C# Major by Chopin, and Flower Dance by Okawai. performance in the national final in Wellington, earned a place in the New Zealand team. He travelled to the Chennai Mini-World’s Tourna- The Finalists for the Minister’s Plate were: U.T. Filikitonga 7H1, sing- ment in India, where his team placed 3rd and he was named seventh ing A Song For You by L. Russell; L.J.S. Larsen 5C performing the best speaker overall. The New Zealand team then progressed as far first movement from a piano sonata by Haydn; B.L. Lerner 7D per- as the octo-finals in the World Schools’ Debating Championships held formed Still Play by B Wendell utilising complex circular breathing on in Bangkok. his saxophone; E.M.A. McPherson 7F, playing Classical Gas on his guitar; and R Shi 7B, performed the final movement of Hummel’s Bas- soon Concerto in F Major. V SCHOOL INFRASTRUCTURE Classrooms The standard was incredibly high and the competition was judged by Considerable property maintenance and renovation work has been Old Boy, John Eady ‘82, the inaugural winner of the Minister’s Plate conducted within rooms this year. This has included re-carpeting in 1984. C.J. Fraser 4E won the Junior Music Plate, and R Shi 7B all B floor classrooms in the Main Block, MMT stairwell marmoleum won the Minister’s Plate. upgrade.

3rd Form Piano Cup Tibbs House The 3rd Form Piano Cup competition was held for the second time in The new bunk configurations and room upgrades continued through 2019 with six finalists; K Bae 3D, H Cheng 3B, Y Liu 3I, D.Y Wong E dormitories. All rooms received new desks, bunks, paint, electrical 3A, T Yi 3D and H.F Yu 3B. Each of the finalists had to perform a and flooring. set work, Piece No.9 from “Nine Short Pieces” by New Zealand composer Douglas Lilburn, as part of a short programme of music. The The kitchen has also received some work with new vinyl being laid, competition was adjudicated by Rachel Fuller, a professional teaching installation of a new Bain Marie and upgrading the water drinking sta- fellow at the University of Auckland, who then worked with each of tion. A new gas BBQ area has been created for both students, staff the finalists in a masterclass setting. and their families. School Properties The winner of the 3rd Form Piano Cup for 2019 was T Yi 3D who Number 2 Barnett was repainted internally, 6 Barnett was repaint- played the first movement from Sonata op.1 no.2 by Beethoven, part ed internally and hot water cylinder upgraded, 8 Barnett had a heat of his competition programme, at a morning assembly. pump installed, the exterior of 1 Clive Road was repainted. All properties have been insulated.

Venturelodge by the senior technology students. Four sets of chrome books for The following works were completed at Venturelodge: Bathroom up- classroom use in the Science faculty, Business Studies and Geogra- grades to a number of rooms, the dining room furniture was replaced phy have been added this year. and the drying room upgraded which included the installation of a heat pump. IT Infrastructure In 2019, continued investment in the School’s IT infrastructure has The High Ropes facility has been closed and the facility will remain been made. This includes the ongoing replacement of the School’s out of use for 2020 whilst the planning, development and design of internal network switching and development of modules for the PC- a replacement facility is progressed. School SMS Platform. Further work has been completed to upgrade the School’s server infrastructure. Work has continued on streamlin- School Grounds ing systems and reviewing suitability of current infrastructure ser- The artificial turf has been certified by FIFA and World Rugby again; vices. recognising it as an International sporting turf. Cricket mobile bowl- ing lanes received replacement netting and also an extension kitset. The School continues to benefit from an industrious Information Ser- Landscaping works were completed in the Specialist Block courtyard vices team led by Mr Watt. and Augusta House gardens were landscaped.

School Infrastructure VII DEVELOPMENT OFFICE Within the Specialist Block, two floors of classrooms have been con- The Development Office supports the School and the Auckland Gram- verted into Physics Laboratories, a resource room and a Physics De- mar School Foundation Trust with fundraising activities, gifts and partment workroom. bequests. Fundraising events, sponsorship management, on-line and print communications have all supported the Academic Endowment The Science Resource room in Biology was extensively upgraded (WPF #'( CPFQTVJGVJECRKVCNECORCKIP6G#TC/ÞVCWTCPIC with new furniture, paint and flooring while the toilet in the Science Block was renovated providing a modernised facility. Engagement The School hosted welcome events throughout Term 1 for each co- In the Main Block, the Executive Assistant’s area was renovated and hort in the Old Boys’ Pavilion. a new Main Reception created along with a visitors’ waiting room. The annual sailing weekend for Fathers’ and Sons’ was held in March. The Learning Support kitchen was upgraded to create a hub for stu- This event was hosted in collaboration with the NZ Sailing Trust. dents and staff. A panel discussion was held in February to recognise global Old Boys. The Health Centre has relocated and increased services have been The panellists on this occasion were John O’Loghlen ’87 and Charles provided to the nursing team and students in what is now a modern M ’04, hosted by Stephen Jacobi ’73. Health Centre. The annual Friends of the School event saw the Schools’ many vol- The Specialist Classroom Teachers have been relocated into a new unteers, donors, sponsors and 150th partners, thanked by the Board office, which includes a new meeting space, allowing for the expan- Chairman, Mr Mark Sandelin ’75. sion of the centralised book room for the storage and distribution of text books across departments. The annual Leavers’ Lunch, held at Eden Park on 3 December hosted some 300 Form 7 leavers and their parents. This year’s speaker, Rt Heat pumps were installed in the Executive Assistant’s office, Health Hon Sir John Key was well-received. Centre, Specialist Classroom Teachers Office, new Physics Labs, the new Print Room and replacement in the Server Room and IT. ANZAC Day The ANZAC Day service address was delivered by Sir Peter Gluck- New carpet has been laid in many areas of the School, these include man ’61, ONZ, KNZM, FMedSci, FRSNZ, FRS, and University Distin- – Archive Room, H1, Music Room – M5, Theatre – Green Room guished Professor of The University of Auckland. Installed on the and the new Student Reception area. Custom carpet was installed front lawns were 662 white crosses representing all those who gave throughout the Headmaster’s Study, main entrance, Leadership Team their lives during the two great World Wars. corridor, the hall stage and Boardroom as part of a scheduled upgrade. Friends of Grammar On 29 July, the UK Friends Chairman Richard Coleman ’82 hosted Painting a special 150th commemorative event at the offices of trustee Rhys Painting upgrades have been completed within the Main Block stair- Novak ’88. The gathering watched the 150th video, heard from cases, IT offices and classrooms, Learning Support, MMT/Specialist Bring Back an Old Boy recipient, Ian Phipps ‘59 and other event at- Block exterior and the squash courts. tendees. A toast was made to the School.

During September, Friends of Grammar events and meetings in New York and London. These events are becoming increasingly popular VI INFORMATION SERVICES and are representative of the global Grammar spirit. Computer Labs The Department has undertaken numerous hardware upgrade pro- On 7 November, the Auckland Grammar School Old Boys’ Associa- jects during the year. The most significant projects were the up-grade tion hosted its annual dinner and awards event. Held at Eden Park, of the Art 4 Computer Lab along with replacement of computers in this annual fixture saw Lion Awardee Fady Mishriki ’95, Alan Gal- room T2. An additional laboratory was created in T2 and T4 for use braith QC ’57, Dr Alastair MacCormick ’57, Scott Milne ’69 and Peter

Thompson ’76 recognised. A Cocktail Reception followed in the marquee as Old Boys reconnect- ed with classmates and friends, while enjoying a signature Grammar The year concluded with the annual Old Boys’ Christmas get-together cocktail courtesy of East Imperial. Over 800 guests attended this on 5 December, hosted for our Auckland-based Old Boys in the Old event, which was a great precursor to the weekend of sport. Boys’ Pavilion. Old Boy, Grant Fox ’76 and former 1st XV coach Sir Graham Henry Auckland Grammar School Foundation Trust spoke to over 100 guests at the Old Boys’ Brunch in the marquee on The response to the 2018/2019 annual appeal saw a total donation the morning of Saturday 18 May. Fixtures against King’s College fol- of $151,000 to the Academic Endowment Fund, which helped to lowed for the 1st XI Football team and 1st XI Hockey team. Prefects recruit, retain and reward our very best teachers. The annual Staff led Historical Tours of the Grammar campus throughout the morning. Awards were held on 2 December with another outstanding group of staff members recognised. The afternoon saw some 15,000 people attend the annual Grammar vs King’s 1st XV match that was televised live on TV1. A full School During the Term 3 holidays, the annual Augusta Fellowship luncheon haka and innovative chants were side-line highlights while a tight is held for our Old Boys and their families who have made a bequest contest was underway for the Cooper-Greenbank Cup. Congratula- in their will to Grammar. This year 14 Old Boys and their wives were tions to the 1st XV for securing the win in our 150th year. inducted as Augusta Fellows. This event is the finale event on the bequest engagement calendar, which started with an active School On Sunday the Thanksgiving Service was held in the Great Hall pre- experience and morning tea for invited guests, a wives and widows sided over by The Right Reverend D.J Coles ’56, the Vicar of St annual morning tea, the monthly Club 70 fellowship meetings at the Pauls, Reverend J.S Grant ’86 and the Vicar of St Matthew’s, Rev- Berkeley Lounge in Mission Bay and the opportunity to attend Staff erend Helen Jacobi with readings by Deputy Head Prefect L.A Wong Awards in December. and 150th Chairman, Mr Scott Milne ’69. This was followed by an Open Day for the general public that was well attended. VJ%CRKVCN%CORCKIPŌ6G#TC/ÞVCWTCPIC For the past 18 months the 150th Chairman Mr Scott Milne ’69, Mr Tibbs House Old Boys and Housemasters gathered in the Old Boys’ Jeff Blackburn ’67, Mr Grant Trethewey ’76, Mr Ant Rainger and Pavilion that evening for dinner. With a panel of past Housemasters, members of the Development Office have led the capital campaign MC’d by past Senior Housemaster, Mr Grant Hansen, the evening with the support of volunteer parents and Old Boys. In May this year, provided an opportunity to reminisce. the campaign went public and a total of $6 million has been pledged towards the $13.5 million needed to build the transformational new Old Boy Mr Stephen Jacobi ’73 presented in assembly on Monday. learning centre for our young men. That evening the School’s award-winning Big Band and Jazz Combo, along with several prominent Old Boy musicians, performed in the Centennial Theatre. Mr Bruce Plested ’55 and Mr Peter Thompson VIII 150th CELEBRATIONS ‘76 presented on Tuesday 21 May while a Chamber Music Concert The 150th celebrations became a reality between 16 and 24 May. was held in the evening. Some 3000 guests partook on the 27 events spread over nine days, from attending morning assemblies to hear visiting Old Boys, to reun- Bob ‘50 and Ian Narev ’80 presented at assembly on Wednesday and ions, breakfasts, concerts and a musical extravaganza through to the a Cultural Evening was hosted in the Centennial Theatre that night Celebration Dinner held in the large marquee on the O Zone grounds showcasing the School’s Kapa Haka group, Chinese, Indian, Pasifika, for 1000 guests. Sri Lankan and Korean groups.

On Thursday 16 May, Old Boy, Matt Whineray ’82 presented in as- The Intergenerational Breakfast was hosted in the marquee, bringing sembly. That afternoon, the 60+ Year and Vintage Reunion was together grandfathers, fathers and sons. Commentator and author, held in the marquee. 250 of our oldest Old Boys attended – including Scotty Stevenson ‘90 was interviewed by Head Prefect M.J Hawkes- our oldest living old boy, 104-year-old Laurie Reynolds. by 7C and Deputy Head Prefect L.A Wong 7A. Greg Cross ‘72, founder of AI company Soul Machines spoke at assembly and that The Staff, Board and Kindred Schools’ Reception was hosted in the evening the Old Boys’ Association hosted a Beers and Burgers event Great Hall in the evening. This occasion provided past and current at Brothers Brewery, and the Musical Extravaganza was held in a staff and board members with the opportunity to connect with mem- transformed Great Hall. Each of the School’s music groups performed bers of our kindred schools. The event included a toast to the staff providing a showcase of musical talent from students and Old Boys and Mr Kevin Carter, former Grammar master and Principal of Rongo- alike. Two newly commissioned pieces, Ŏ6ęMW9JCTGŏ and ‘Carmen tai College, replied as a past staff member. ad Celebrandum’, were debuted at the concert, written for Auckland Grammar School’s sesquicentenary celebrations. Old Boy, Professor Richie Poulton ’76 spoke at assembly the following morning. Students were presented a commemorative vintage On Friday 24 May Sir Ron Carter ‘48 presented the final assembly ad- 150th scarf to wear as part of their uniform. dress and that evening 1000 guests attended the Celebration Dinner in the marquee. Roger Moses 68‘ presented the toast to the School, On the School’s birthday, 17 May, the 150th Special Assembly was the Big Band performed, Grammar cocktails were served before the conducted in the Great Hall. Beginning with a Mihi Whakatau and Pipe Band performed under spotlight on the top field and a 150 years Haka Powhiri from the Kapa Haka group, the Special Assembly saw fireworks display closed the celebrations with the Sky Tower lit blue parents, students, Old Boys and members of the community gather and gold in the background. for the official opening of the sesquicentenary celebrations by Her Excellency The Right Honourable Dame Patsy Reddy, GNZM, QSO, “Bring Back an Old Boy” winners, Mr Gordon Andreassend ’48 from Governor-General of New Zealand. Hong Kong, Mr Ian Phipps ’59 and Mr Fraser Ellis ’05 from the United Kingdom and Mr Mat Fieldes ’85 from the United States each took

part in the event programme with Mat performing at two of the spe- my 23 years as a Headmaster; John Morris, the consummate all- cial concerts. rounder and role model, my close friend and another influential mentor whose fearless pursuit of academic excellence and willingness To view photographs, programmes and recordings of the 150th com- to oppose the mediocre was a beacon throughout my career; and memorative events please visit the School’s online archive: recollect. finally Tim O’Connor, my great mate and partner in crime with whom ags.school.nz. I have shared so much during his admirably successful tenure at both Palmerston North Boys’ High and more recently, Auckland Grammar Thanks to the 150th founding partners; ASB, Barfoot & Thompson, School. All four men have personified those indispensable qualities Canon and Grammar Electrical with supporting partners, Express of leadership including foresight, fearlessness, personal integrity and Plumbing, Matassa, NZ Uniforms, 3 Wise Men, Ace Kare Cleaning, a fierce determination to oppose the plethora of ephemeral educa- Polytan, Rainger & Rolfe, Invivo Wines, Russell Group, East Imperial tional fads that are hailed as a panacea one day and dispensed with and New World Remuera. the next. As GK Chesterton said once with uncanny insight, “Fal- lacies do not cease to be fallacies because they become fashions.” 150th Toast to the School Grammar Headmasters throughout the decades have been prepared Roger Moses ‘68 to confront the whims of educational bureaucrats, many of whom in Headmaster, Mr Tim O’Connor and Mrs Anne O’Connor; Former the unforgettable phraseology of Malcolm Muggeridge, have “risen Headmaster Mr John Morris and Mrs Jan Morris; Lady Shiela Graham; and disappeared without trace”. Keep up the good work Tim! We, as Chairman of the Board, Mr Jeff Blackburn; Chairman of the Headmas- the beneficiaries of sound common sense, must be eternally grateful ters’ Council, Dr Rob Kirkpatrick; Chairman of the Foundation Trust, to our Headmasters for providing such visionary direction and holding Mr Jack Porus; President of the Old Boys, Mr Grant Trethewey; hon- fast to those eternal values which are the bedrock of all great schools oured guests and members of our esteemed Grammar community. and indeed, any decent society.

It is a singular privilege and honour for me, both as a very proud Old Second, and particularly relevant to me as a Headmaster, not only Boy and also, a former master, to propose a toast to our beloved did Grammar instil in me the importance of inspired leadership but alma mater on the unique and auspicious occasion of the Grammar also the transformative power of dynamic teaching. Of course, it School’s 150th celebrations. would be a bit of a stretch to suggest that all Grammar teachers were inspirational. Indeed, in response to Geoff Greenbank, Henry Cooper In the wise words of Polonius in Hamlet, “Brevity is the soul of wit said this: and I will be brief.” It is my intention to heed that sound advice this evening. “It would be folly, of course, to pretend that all of the class was close to perfection: every school must have had its politicians, its sadists, Friends, how remarkable it seems that it is now 50 years since I its cynics, its indifferent time-servers, its youngsters gaining little was a callow fourth former, observing with awe the profound im- ground in their struggle for control, its pedestrians plodding drearily pact of the Centennial celebrations on the life of the school and the to retirement.” wider Auckland community. Old boys then of my age now, amidst the rekindling of old friendships, were no doubt thinking solemnly of But I am sure that almost every Old Boy here this evening can think the carnage and devastation experienced during their Grammar years with fondness and gratitude of at least one memorable teacher who by so many family members whose lives had been ravaged brutally impacted his life in a lasting manner. For me, that teacher was the through the horrors of the imbroglio that was World War 1. During incomparable Ken Trembath. It was Ken, of course, who wrote so el- those Centennial festivities, Sir Henry Cooper spoke memorably of oquently Ad Augusta, the history of our first 100 years. Ken’s acute what he saw as Grammar’s great strength; namely that within its intellect, dynamic classroom presence, rapier-like wit and boundless ranks, there was a meaningful place, not just for the elite, but, more sense of humanity is the reason I became an English teacher and importantly, for the ordinary boy. I am deeply proud to be one of stand here today. He died in 2005, far too young at the age of 66, those ordinary boys whose life and career has been shaped indelibly but his legacy endures in the hearts of many. So too does the legacy by Grammar’s ethos, expectations and extensive brotherhood. There of other Grammar legends such Jim Bracewell, Nev McMillan, Fred are just key four key areas I wish to touch on this evening, which I Orange, Merv Fairgray, Mike Farrell, Trevor Poultney, John Kirby and hope will be appreciated and shared by many of my fellow Grammar- a pantheon of others whose influence on thousands reaches back ians and loyal supporters of our pre-eminent school. into history for 150 years. Auckland Grammar in 2019 is surely built on the shoulders of educational giants who have gone before. First and foremost, it has impressed upon me the imperative of bold, decisive and inspiring leadership. In his brilliant and warmly remem- My third point is this. Unfashionable though it may be in today’s so bered speech at the Centennial Dinner, Mr Geoff Greenbank, the leg- called progressive educational environment, Grammar has imbued in endary, and much revered Headmaster of King’s College, said this: me the prodigious value of striving for personal improvement through healthy competition. Despite its vociferous critics, this emphasis is “Auckland Grammar has given us a tradition of great Headmasters, not some kind of callous scholastic Darwinism where only the fit- strong and wise men who, it seemed to me, had this very special test survive, but rather than express encouragement for individual gift – that they inspired in others a vision of greatness, the masters self-improvement whether it be in the classroom, on the sports field, whom they led and the boys over whom they ruled.” or in the Arts. It is remarkable how many ordinary Grammar men have gone on to achieve extraordinary feats. I am mindful of the How true that is of the four Headmasters I have been privileged to famous quotation, perhaps apocryphal, attributed to golfing legend know; Sir Henry Cooper, my own Headmaster, a wonderful intellect Gary Player. When questioned about the apparent luck he had en- and orator whose flourishing removal of his glasses in assembly and joyed in the round just completed, he replied “The harder I practise, subsequent withering stare could reduce the most hardened miscre- the luckier I get!” The same truth could be applied to Grant Fox, ant to jelly; Sir John Graham, that unparalleled leader of men, my first one of Grammar’s greatest All Blacks, who as a Tibbs House Boy, boss, a mentor to many and a man to whom I owed so much during practised his goal kicking relentlessly for hours on this very field be-

hind us. Grant’s spectacular success was achieved through natural pleasure to reply to the toast to Auckland Grammar School in our ability, a fiercely competitive spirit, and a willingness to perfect his 150th year. game through sheer hard work. He was also a great team man who worked well with others. Despite the contemporary shrill rhetoric of Lady Shiela, as always it is a privilege to have you with us, and your many critics, competition and cooperation are not mutually exclusive presence at most 150 events has been remarkable. To John Morris, but equally key components in that core Grammar philosophy which and Jan, thank you for joining us and for your two decades of service has been so successful for 150 years. In my humble view, rigorous to our School. competition but healthy cooperation are two sides of the same coin. As a society, we need both if we, as a nation, are to compete suc- I want to start by thanking Roger for the respect and honour he has cessfully in the modern world. shown this school, your school, in its 150th year.

The final lifelong lesson I have learned as a Grammar boy, is the Roger’s role of offering the toast to the school complements the importance of every individual giving back to the community in the toast Mr Geoff Greenbank, Headmaster of King’s College offered the service of others. Less than a month ago, hundreds of Grammar lads school in 1969 – our centenary year. Then, we had a respected edu- in the 1000 Miler, raised over $40,000 for Mike King’s Key of Life cator looking from the outside in. 50 years on, we have one of New Charitable Trust. What a phenomenal achievement which spearhead- Zealand’s most imminent leaders of a boys’ secondary school, offered the initiative, ‘Grammar Gives Back’! Martin Luther King, that icon ing the toast, but in that someone we have an Old Boy, and a past of my generation said this, “Everybody can be great because anybody master, so someone who knows Grammar from both viewpoints. can serve. You don’t have to have a college degree to serve. You don’t have to make your subject and verb agree to serve. You only And it is fitting that as Roger consistently produced the second-best need a heart full of grace. A soul generated by love.” scholarship results in the country he had the opportunity to perform this duty, because he hasn’t been on the winner’s podium for some I can’t help but think that at times, it is all too easy at a success- time. ful school such as ours, to focus on the stellar achievements of the very top academics, the champion athletes, the virtuoso musicians, Totally irrelevant, but thinking ahead of the preparations for our and perhaps to ignore the contributions of Henry Cooper’s ‘ordinary 200th celebration, you should know that the Headmaster in 2069 boy’ who discovered his niche at Grammar and subsequently, de- has probably not yet been born. When Greenbank offered his toast, I veloped his talent for the greater good. What better example than had not had my first birthday. the apparently insignificant young man who was neither particularly academic, nor a notable sportsman, but loved Dudley ‘Two Gun” A week ago, as we opened the 150th celebrations I described Gram- Adams’ tramping club and the challenging trips to Ruapehu where mar as a meritocracy and amongst friends perhaps the vernacular can he discovered his passion for the mountains. He was, of course, Sir be more direct – we like winning, and we like growing young men Edmund Hillary, arguably Auckland Grammar’s and New Zealand’s with a will to win. We particularly like winning when it’s against the most notable son. Although Hillary’s ascent of Everest brought him odds because we have prepared, we have belief, courage and pride international acclaim, it was more importantly, the springboard of a and we’re prepared to work hard to achieve it – through difficulties lifetime of service to the people of Nepal where he is today lauded as to greatness. a national hero. Incidentally, Dud Adams was not only legendary for introducing Hillary to mountaineering, he was also the first, but not Winning, achieving, succeeding, whatever synonym you wish – in the last Master to whack my backside! order to do so you need the courage to accept the challenge of being measured, and being prepared to lose through making mistakes. And Before I propose a toast, it is only fitting that I should acknowledge it’s everything that comes with trials and tribulations of that process, three wonderful women who have also given sacrificially of their time that is still Grammar. to Auckland Grammar. I am referring of course to Lady Shiela Gra- ham, Mrs Jan Morris, and Mrs Anne O’Connor. Having been a Head- It is a privilege to be the 11th Headmaster of the School in its 150th master myself for 23 years, I am fully aware that leading a school like year. And, I liked winning last Saturday. There’s no other way of this is very much a partnership where a wife is married not only to her saying it. Our congratulations to the team represented here tonight by husband but also to the school. I wonder if you would join me in giv- Dave Askew and Ben Skeen. ing Lady Shiela, Jan and Anne a much deserved round of applause. We put a team and a student body of 2500 in the most difficult of What better way to lead into the toast than quoting the stirring words situations, the largest crowd ever seen at Grammar, and we threw in of John Graham who summed up the ethos of our school so superbly the free to air broadcast on TV1, and live on SPARK – thanks Scotty. when he offered this challenge in 1976 “Start thinking about what They played the game of rugby, and while it was great rugby, we you want to do, don’t aim for the middle, aim for the top, and the lived it with them because they had heart, courage and they wanted top is not necessarily playing for New Zealand in sport, or being the to leave the jersey in a better place, and they did just that. top accountant or lawyer or heart surgeon. Aiming for the top means aiming for your personal best. It is not unhealthy to aim high; it is not And, on the sidelines they had the support of their School. A School unhealthy to be ambitious, but it is folly not to do your best. If you who turned the intangible characteristics of Grammar quite tangible aim to do your best, you will be well along the way to making life the for 70 minutes. The mystique of Grammar. They presented Grammar fun and challenge it should be.” ‘better than before’ and they did it with a sense of pride and belong- Ladies and Gentlemen, I ask you to charge your glasses, stand and ing – appropriately replacing the ‘gentle arrogance’ of 50 years ago. join me in giving a toast to our school, Auckland Grammar School. I’d have to say this experience was matched for those who witnessed Reply to the Toast the Musical Extravaganza in the hall last night. Tim O’Connor Throughout these past nine days our boys have gained an under- To distinguished guests, Old Boys, ladies and gentlemen it is my standing of their school’s past, they have learnt of the sacrifice’s

others have made to give us an edge …. and there is a feeling they ger than themselves. We need them to know they have a place know it’s their responsibility to now carry that baton. where they belong. A place where they can contribute.

The magic woven into the fabric of this school comes from our past, We need Grammar to be that bastion of hope, and an exemplar to our old boys, our people: all about what can be achieved when we expect the best from our young. • The deeds and actions of the 10 Headmasters before me • The words of old boys most recently, Matt Whineray, Ritchie From that they learn about the positive influence that comes from Poulton, Bob and Ian Narev, Stephen Jacobi, the Bruce Plested being members of a group who have exercised self-control, exhibited and Peter Thompson. character and care for others, learnt to cope in trying circumstances, • The music of Henry Wong Doe, Nigel Patterson, Aaron Ottignon, and then achieved with integrity, whenever their time comes. Will King, Matt Field and the written word read from works of A.R.D Fairburn, Sir James McNeish, R.A.K Mason or knowing That will be the outcome of a modern meritocracy. Winning the there is a Goldie on the wall the in Great Hall, and that he too Grammar Way. is an Old boy. • Understanding the names scribed in black ink on the Honours In closing I have ameliorated Cooper’s words with my own – a touch Boards are real people. of our past woven with a view to the future: • Connecting our past to Governor Grey, and past Governors Gen- eral through the presence of Her Excellency, Dame Patsy Reddy “It is in the process of cultivating the Grammar Way that we may • Or, is it asking why is it so that Sir Ron Carter and the three teach our young men to stand at the level of our eyes, in the hope other Old Boys are Members of the Order of NZ (our top 20 living that they will see further than we can, and do better than we have New Zealanders) - following the footsteps of Sir Edmund Hillary ever done before.” and Sir Hugh Kawarau. Per Angusta Ad Augusta That’s the mystique, that’s the mystery. That is also the diversity of our School. A school for every boy – ‘no matter what class or race’. That is legacy. IX COMMENTARY It is difficult to comprehend that as the 2019 School year closes, so In 1953 Headmaster, Colin Littlejohn concluded his final report as too does Auckland Grammar School’s 150th year. We can, however, Headmaster by saying to leavers, “You will be released from the reflect and know that the preparations of the six years prior were put somewhat restricted discipline of the school with its daily demands to good use as 3000 Old Boys and Friends of the School joined with to encounter a rather freer discipline. By your reaction to this change us to celebrate 150 years of a Grammar education. you will demonstrate how far your character has been modelled by this school. Remember that the honour of the Auckland Grammar At the Special Assembly to open the celebrations I said: School is still in your keeping as Old Boys. May you never dim its “Auckland Grammar School has grown and become a meritocracy. lustre or injure its reputation.” In 2019 it is a meritocracy. Our modern times are in stark contrast with the Auckland of 1869, when our school was opened. The style Our people and our expectations, through time. of education we offer 150 years later has progressed, through its people. It stands today as a unique state boys’ secondary school in I thank the people, many whom are gathered here this evening, who New Zealand focusing young men on the acquisition of disciplinary have influenced our direction to date, including the four pillars of knowledge across core academic subjects and building in them re- our school: The Foundation Trust – chaired by Mr Jack Porus, the silience and values that will allow them to be contributors in New Headmaster’s Council – chaired by Dr Rob Kirkpatrick, the Old Boys’ Zealand society.” Association – led by President, Mr Grant Trethewey, and our Board – ably chaired by Mr Jeff Blackburn. Selfless men who guide our A meritocracy. One that has been led by its people. People who have direction. We are in good hands. a belief in the School’s philosophy and principles. People who have created the momentous and memorable occasions through time. A I sincerely thank Mr Scott Milne for accepting the warm invitation School which has keen young faces before us daily. to lead our 150th celebrations – a courageous man who naively accepted, then under promised and over delivered. What a week. You should have no fears for the future. You should leave these 150th celebrations knowing that our young men are filled with the As we now look forward, we know there will be challenges ahead, same enthusiasm that drew you back here today. but we face these with confidence and belief. In our 150th year of the School I commend the student body and our As Henry Cooper said in 1972, “If some sparks must fly between the staff. You have taken the responsibility bestowed upon you to be gap in our generations, let us not use them to ignite conflagrations “better than before” seriously and in the years to come we will reflect but rather to fire an engine of human progress.” on 2019 as a year of achievement, one of celebration, one of great contest and a year that we have had to rise to face difficulties and Sparks will fly in the five months ahead, let alone the next 50 years. challenges from both within our community and from external forces We are excited by the challenge, and are not daunted by what we including the government. have to achieve – we know who we are. We have done it before. Through that we have had to reflect, work fervently and connect with A modern and progressive meritocracy over the next fifty years will members of our wider community and courageous educationalists not extend a greater hand of freedom to young men. We need them and Schools to protect the very establishment of the New Zealand understanding like never before that they are part of something big- education system while being grateful for everyone who has stood

tall for the principles and philosophies that this School was founded ernment on its proposals to soften NCEA by introducing what were in 1850 and opened in 1869. described as ‘Big Opportunities’. The report proposed these opportunities would eliminate the need for assessment in specific curricu- It was right therefore that before we did anything else in our 150th lum disciplines and instead would be replaced by compulsory project- year, that we gave back to Auckland. I commend the student body based learning thereby creating a more equitable assessment system. for embracing the opportunities for them to act in community minded ways within our Regional Parks and in local streams. While there We were joined by over a hundred Schools across the country and were many celebration highlights, the act of each class donating 150 formed the NCEA Coalition of Schools to send a clear message that hours of their time to our Auckland community were some of the academic rigour and subject based disciplinary knowledge needed to most meaningful deeds in our 150th year. be at the heart of assessment in our national qualification.

Likewise, Old Boys joining us in daily assemblies for seven consecu- What was proposed would have exacerbated problems for the teach- tive School days had an impact on us all as we listened to the stories ing and learning of knowledge and this would negatively impacted on told and the messages shared. Our past was brought alive by these the opportunities for students to access further education, employ- men. ment, civic and cultural engagement, and the equality of opportunity to access knowledge would diminish. We were on the cusp of the It is right that we pause and reflect on a special year. One that will soft bigotry of expectation ruling the national qualification framework not be repeated until 2069. and the equity gap being widened.

The positioning of The Grammar v King’s annual fixture within the It might not be greatness that was achieved – Ad Augusta, but a nine days of celebration drew the community together as reflected disaster was averted through rigorous educational debate and the by some 15,000 spectators who joined us around the No 1 field. Put uniting of a major portion of our sector. Our national qualification will the rugby briefly to one side and know that this event was unparal- be strengthened and a more stream-lined approach to assessment leled – a full School haka dressed in 150 t-shirts, the chants and spirit will be introduced over the next five years. and the pride along with the tension of a closely contested game of our national sport, rugby, it was unique and will unlikely be repeated. In our 150th year we also needed to challenge the government on its It was the history and rivalry around the 1st XV fixture that drew proposals to reform the education system. The Tomorrow’s Schools the crowd, but the student body led our community in such a way report specifically proposed to remove Boards of Trustees across the that they made the intangible spirit of Grammar quite tangible that country. That is, it was proposed the governance of all Schools afternoon. would be centralised into hubs of 120 schools throughout the country. Music at this School is too readily underestimated. The musical talent within the School is exceptional at all year levels and this year We are grateful that, again through rigorous debate, The Reform of the seniors led by example to secure considerable success. Music Tomorrow’s Schools report published just last month had no men- formed an integral part of the 150th celebrations, and what we heard tion of Hubs. Instead they have appropriately disappeared without and what we witnessed was professional. The musical extravaganza trace. Later this year and in 2020 we will need to be active in our stood out on the 150th events calendar and those who didn’t attend submissions to the Education Select Committees on the centralisation missed the opportunity of a lifetime. We were privileged to see tal- of enrolment scheme management and on the oversight of School ented Old Boy professional musicians play alongside today’s student property and procurement. This may not be attractive commentary; musicians, we were able to hear the two commissioned pieces for however, parents need to be aware of the government’s proposals the 150th. and your active involvement may inform the right outcomes which may be for the betterment of all. The Celebration Dinner hosted 1000 people in the purpose-built marquee. The finer details of the night really did showcase 150 years of a These external challenges posed grave concerns for the provision of Grammar education. That included the toast from Roger Moses ’68, quality education in our country. As we conclude the academic year and concluded with a fireworks display supported by the Pipe Band, it is heartening to have peace of mind about our future. a touch of Gaudeamus, the School song and the Sky Tower lit blue and gold in the background. Academically, we focused ‘in School’ on the introduction of Pre-Q this year. The development of curriculum and assessment practices This year the School also took the opportunity to pause and record occurred in parallel to the external education debate about the future our history through the written word, via the Scotty Stevenson au- of NCEA. The application of teachers and curriculum leaders in the thored book, through video via the documentaries and the recorded School was in stark contrast to proposals outside our gates. Gram- summaries of the 150th events and our on-line archival system that mar Pre-Q saw the introduction of high quality disciplinary education is now available to all within the Grammar community. programmes designed by subject specialists, people with the capabil- ity to design and deliver programmes that would best prepare our 5th I am sure my sentiments will be shared by all those who were part formers for NCEA Level 2 of Cambridge AS. of organising the 150th, that is it has been an absolute privilege to serve this community and play a role in the guardianship of Auckland Contrary to some messaging, these were not programmes that nec- Grammar School, for this passage in time. essarily included higher degrees of difficulty, rather the curriculum While we celebrated there have been numerous difficulties - Per An- was personalised to develop foundational skills and competencies, gusta, for us to overcome throughout our sesquicentenary year. This while also providing us with the freedom to hone in on areas of the started with the Ministerial Taskforce’s review of our national quali- subject that our subject specialists knew and know students strug- fication. gle with in their transition to Form 6. I do hope each member of the Form 5 cohort has utilised the advantage provided to them this year. Auckland Grammar School joined other Schools to challenge the gov- We now look forward to year 2 of this programme and thereafter

consider its certification and use by interested Schools. cellence looks like academically and in life, he will be ready for an unknown world. National educational reviews, the testing of our values and philosophies of sport through the 1A Rugby debate, the challenge of our We already know that the employment landscape is changing and School rules and the introduction of a new curriculum and assess- that today’s in demand occupations didn’t exist 5 years ago. Know- ment system in 12 months have melded together at a momentous ing this should influence the direction education takes in this country time in our School’s history. It has been kept real for us. We have and internationally. been challenged. On each occasion we have accepted that challenge and fought to protect the quality and provision of education. Our Professor Paul Kirschner’s initial piece of research into this very topic principles and our educational philosophies. It’s the Grammar Way. supports our intended direction. His research concludes, and I para- phrase: that educational policy should approach the renewal/revision This year I have been reminded that it is important that we respect of the educational curriculum in schools as a 3-stage procedure: our past and acknowledge all those who have contributed to making it a better place. Stage 1 Taking care that students have mastered the necessary knowledge The School has faced many challenges throughout its history. and skills for the future. Through these it has progressed on its own terms to be become very comfortable in who it is and its ethos has become well supported by Stage 2 our community and universally recognised. It has benefited from the Bringing learners to a higher level of thinking and working so that people who have led it, acting as its guardians for each moment in they develop an understanding they have competencies at their dis- time. They have ensured the philosophy of this School, its ethos, has posal, that they can continue to learn and problem solve. been at the heart of all decisions made. It is this common belief and the strength of character of these people, over 150 years, who have Stage 3 allowed us to be the School we are today. Help learners to think in a metacognitive way and reflect on what they know and can transfer these skills to new domains and think Our masters, our board, our strong support network have worked to critically. fulfil our collective duty to protect and progress Auckland Grammar School. We have looked back, we have respected our past, we have As an umbrella over the teaching of values, personal standards and acknowledged those who have endorsed and strengthened the very the layering of academic disciplinary knowledge, will continue to be fabric of Auckland Grammar School through time, we have thanked the support and guidance required for young men to cope with and Auckland for allowing us to be an integral part of this city and we fend off the growing societal distractions. This approach will allow celebrated 150 years of quality education. him to maintain his personal well-being while developing holistically to become a contributor to his school, his family and the society Now is the time to look forward. within which he lives.

Now is not the time to be concerned about external influences. We know we have the support around us to challenge, to contest, to unite X APPRECIATION those who share our educational philosophy and to affect change. I specifically thank our dedicated staff who have worked tirelessly in We are preparing for the next decade of education and the one after our 150th year and responded in a manner that reflects our School’s that. We should not be afraid of what is ahead of us, given the foun- ethos, vision, mission and values. Together they have exhibited a dation we stand on. passion that helps us to hold true to our founding principles while advancing the academic development and general well-being of our Young, 2010 said “The 21st century will not differ so radically from young men. They know ‘better never stops’ and that has been seen the past that we can afford to marginalise disciplinary understandings this year through their unanimous support of our 150th while also in favour of disembodied competencies.” establishing Grammar Pre-Q at Form 5.

Inequalities in education in this country will eventuate if Schools are I wish to thank members of our loyal support groups. The formal- allowed to accept softer options in the teaching of an agreed core ised structures that quietly provide unconditional support for the curriculum and the full utilisation of independently monitored rigor- School help us to maintain our focus on educational excellence while ous assessment systems. In order words, the place of examinations. supporting our staff and students to focus on progressing teaching and learning. I wish to acknowledge the Headmaster’s Council ably As we now look to 2020 and the next two decades taking us through chaired by Dr Rob Kirkpatrick, the Old Boys’ Association, President, to the 200th anniversary of the signing of Te Tiriti O Waitangi, we Mr Grant Trethewey, the Foundation Trust chaired by Mr Jack Po- are focused on progressing a Grammar education to prepare young rus, the 150th chaired by Mr Scott Milne and the Board of Trustees men for society. That doesn’t mean transformational change. What it chaired by Mr Jeff Blackburn until June and then Mr Mark Sandelin. does mean is defending and protecting our guiding principles, values These groups and leaders provide us with unparalleled support, objec- and mission. It does mean we will continue to expect young men to tive feedback and a high level of accountability. meet benchmark standards of dress, attitude and behaviour. It does mean that the place of The Grammar Way will be stronger than ever. My specific thanks to the Board of Trustees. Our School is gov- Looking beyond our gates to the world we prepare young men to en- erned by a highly professional and skilled group of people who will- ter, their ability to communicate, to respect fellow man, to have the ingly donate their time and expertise to ensure that we maintain and courage of his conviction, to live with integrity, to express humility better what we do. Their specialist skills and experience will allow and balance this with pride for his achievements and in the place he Auckland Grammar School to continue to champion boys’ secondary belongs will all be integral to the man he becomes. Balance these education, to challenge mediocrity and to build on the meritocratic values with his ability to commit and his understanding of what ex- attributes that make our School unique. With security that Boards will

continue to govern their local Schools, ours can press on strategically My thanks to parents who have supported their son’s Grammar edu- for the betterment of our young men and staff. cation and our School’s ethos once again this year. We do rely on and appreciate your support. I wish to recognise Mr Jeff Blackburn, Chairman of the Board, who stood down as Board Chairman as he concluded his ninth year in It is vital to a meritocratic School that we not only respect young this role. His leadership provided stability to the governance of the men who have participated, competed and striven to do their very School and we continue to benefit from his institutional knowledge. best, but also, that we recognise those who were the best. We will not shy away from excellence or the purpose in recognising it; to The courage, commitment and unwavering focus on excellence that acknowledge high level success, and the attributes of a strong work have been the hallmarks of Grammar Board Chairs have already been ethic, sacrifice, commitment and dedication that is often unseen, and seen in Mr Mark Sandelin who was elected Board Chairman in July. for it to be an aspiration for all. Prizegiving saw 680 awards dis- I thank him for his passion for the positive working relationship he tributed, and these young men earned each accolade. Know that has established with me, his fellow board members and staff mem- the height of the bar will not change at Grammar. When earned, it bers. Under Mr Sandelin’s leadership, the Board’s Strategy through deserves our respect. to 2040 has been workshopped and we look forward to implementing this vision as we enter a new decade in the School’s history. To our leavers I wish each of you every success as a Grammar man, and challenge you to have the courage to continue living our values The Leadership Team has worked tirelessly this year to not only im- and being open to be better than before. plement and deliver upon the targets set in the Annual Plan, but to ensure the complex daily logistics required to run a School of our size Finally, to you all, I leave you with the closing lines of my reply to the and history, have been communicated clearly and implemented with Toast to the School in our 150th year. professionalism. There were also challenges faced and overcome including the logistics associated with running a School campus with “A modern and progressive meritocracy over the next fifty years will an additional 3000 visitors on site to celebrate our 150th in May. not extend a greater hand of freedom to young men. We need them understanding like never before that they are part of something big- My specific thanks to Ms Debbie Watson, my Executive Assistant ger than themselves. We need them to know they have a place who embraces Grammar life and Grammar values and is an essential where they belong. A place where they can contribute. member of the team who largely works behind the scenes. We need Grammar to be that bastion of hope, and an exemplar to Special thanks to Associate Headmaster Mr Watson, Director of all about what can be achieved when we expect the best from our Teaching & Learning, and Heads of Faculties and Heads of Depart- young. ment who have driven the introduction of the new Form 5 curriculum and assessment pathway, Pre-Q. From that they learn about the positive influence that comes from being members of a group who have exercised self-control, exhibited Thanks also to Dr Etty, Director of Teaching & Learning for his lead- character and care for others, learnt to cope in trying circumstances, ership of professional development in 2019. The planning that has and then achieved with integrity, whenever their time comes. been undertaken this year is exciting for our future: the introduction of a Leadership Programme for teachers, the research into the use of That will be the outcome of a modern meritocracy. Winning the video to enhance best-practice teaching and also in 2020 a pilot will Grammar Way. be run as we investigate the introduction of a longitudinal study into In closing I ameliorated Cooper’s words with my own – a touch of our a Grammar education, in association with Professor Richie Poulton. past woven with a view to the future:

To other senior staff, including Heads of Faculties and Departments, “It is in the process of cultivating the Grammar Way that we may Directors and the wider student support network, thank you for your teach our young men to stand at the level of our eyes, in the hope professional leadership this year. We are most fortunate to have that they will see further than we can, and do better than we have quality people with specialist knowledge in academic and pastoral ever done before.” advisory roles. I wish the entire Grammar community a safe and relaxing holiday, a I commend students who have led in a variety of roles this year. The Merry Christmas with friends and family and a happy and prosperous Prefects’ again led exceptionally well and were active in all areas, new year. and while a competitive group they struggled in the Staff football match, while the lack of new staff appointments may have been Per Angusta, Ad Augusta. advantageous to the Prefects as they secured a win the annual Staff v Prefect’s rugby fixture.

My particular congratulations to Head Prefect, Miller Hawkesby and Deputy Head Prefect, Liam Wong, who contributed in exemplary fashion to the life of the School this year. I commend them both for Tim O’Connor maintaining their academic studies, alongside their significant leader- Headmaster ship responsibilities. I thank them both for the time they committed to the 150th celebrations as this was above and beyond what is expected of our student leaders in any other year. I commend their commitments to the extracurricular life of the School and know they will earn qualifications that enable them to enter into courses and universities of choice next year.

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.

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 FGXGNQROGPVUQEKCNCYCTGPGUURJ[UKECNſVPGUUCPFIQQFJGCNVJ 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.

N 6QRTQOQVGCVVKVWFGUCPFDGJCXKQWTTGƀGEVKPI5EJQQNXCNWGUCPFCEQTGUGVQHXCNWGUUWRRQTVGFD[ the wider Grammar Community, including:

- the encouragement and reward of effort and achievement - the pursuit of excellence in all personal and group endeavours VJGKORQTVCPEGQHHWNſNNKPIEQOOKVOGPVU - 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.

R 6QRTQOQVGVJGUGQDLGEVKXGUHQTOWVWCNDGPGſVVJTQWIJEQPVCEVCPFCUUQEKCVKQPYKVJQTICPKUCVKQPU in the Community such as the University of Auckland and the Auckland Grammar School Old Boys’ Association. VARIANCE REPORT 2019 1. ACADEMIC

Objectives Target Results Student Achievement x To maximise student achievement by x 85% of Pre-Q results are 60% or better. x Not attempted – Decision made to scale Pre- continuing to improve and develop Pre-Q, Q marks in line with Cambridge IGSCE and AS Cambridge International and NCEA courses Level raw marks so median set under 60%. and course delivery. x 75% of AS results are C or better. x Not achieved – (64%). x 95% of A Level results are graded as passes. x Achieved – (99.6%). x 95% of Level 1 students achieve the x Achieved – (95%). maximum 20 credits to carry forward to Level 2. x 75% of NCEA Level 2 students achieve Level 2. x Not achieved – (71.4%). x 85% of all senior students achieve NCEA Level x Achieved – (87%). 2 (or equivalent for Cambridge students). x 75% of NCEA Level 3 students achieve Level 3. x Not achieved – (71.4%). x 85% of Form 7 students achieve University x Not achieved – (84.7%). Entrance. x At least 180 individual NZQA Scholarships are x Not achieved – (151). earned. x Develop and implement Cambridge marks x Completed – System ready for 2019 marks analysis (longitudinally by component and analysis in January 2020 and UE Numeracy final marks), University Entrance Numeracy and Literacy tracking during 2020. and Literacy tracking and analysis functions on PCSchool by the end of Term 1. x Develop and implement NCEA Achievement x Completed Standards Tracking report on the Parent Portal by end of Term 1. Curriculum x To implement the Pre-Q syllabi and x Ensure all departments have Form 5 Pre-Q x Completed assessment system for Forms 4 and 5. syllabus documents developed in standardised format for the start of the 2019 Academic year. x Pre-Q Assessment Working Group to develop x Completed and confirm assessment policy, procedures and format by the end of Term 2. x Pre-Q Assessment Specimen Papers produced x Deferred – Now completed but not all for all syllabi by the end of Term 1. departments had completed this by end of Term 1.

x Review, amend and publish Form 5 Pre-Q x Completed syllabi in standardised format for 2020 by the end of Term 4.

x Ensure all departments have Form 4 Pre-Q x Deferred – This target has been deferred syllabus documents developed in pending the outcome of the 2020 Junior standardised format for the start of the 2020 Curriculum Review. Academic year.

x To provide successful pathways to the future x Implement procedures for the development, x Completed for all students by further differentiating the submission and consideration of course senior curriculum (particularly Level 2 and 3 proposals for 2020 with decisions made by NCEA) to cater for increased student the end of Term 2. diversity. x Introduce the Form 6 Te Reo Maori option x Completed – Nine students completed this course from the beginning of 2019. course in 2019. x Plan and prepare for the implementation of x Completed – Ten students to date have the Form 7 Te Reo Maori option course in selected this course for 2020. 2019 by the end of Term 3. Teaching and Learning x To develop systems for pedagogical x To plan and deliver a coherent Professional x Completed Professional Development. Development Forums programme that builds on the current model in Terms 1-3. x To plan and deliver a mini-conference-style x Completed Teacher Only Day in March 2019 focused on teaching and learning.

x To encourage staff to develop and maintain x To provide development opportunities for x Completed – School internal leadership Professional Learning Networks (PLNs). high-performing staff by Term 4. programme has been designed ready for implementation in 2020. x To encourage staff to engage with external x Completed Professional Development and PLNs throughout the year. x To encourage staff to engage with projects x Completed through enquiries from Term 1.

x To deliver internal and external assessments x To support Pre-Q curriculum implementation x Completed to the highest possible standard. by having Department-specific PD opportunities in Term 1. x To deliver Professional Development on best x Completed practice in assessment design and administration from Term 1. x To develop processes for delivery of the Pre- x Completed Q assessment system by Term 2.

x To review trends in contemporary teaching x To engage staff with education research x Completed practice in order to enhance pedagogical findings from Term 1. excellence in the Grammar environment. E-learning x To provide appropriate E-learning x New teaching staff to receive E-learning x Completed Professional Development and support for Professional Development on GrammarNet staff. use by end of Term 1. x Twice-termly Professional Learning x Completed – Extra School-wide PLD session programme delivered in Terms 1-4, facilitated presented in Term 4. by E-learning Mentors (ELMs) as part of the School’s Professional Development Programme. x ELMs to plan and deliver Professional x Completed Development sessions on Teacher Only Day (8 March). x ELMs receive Professional Development and x Completed training on effective staff support in Term 1. x E-learning Director to update GrammarNet x Deferred – Updates have taken place via Manual and re-issue to all staff by the start of “how to” videos on GrammarNet and manual each term. will be re-issued to all staff in 2020.

x To implement and ensure that all teaching x Complete migration of all current x Completed staff members are using the School’s Learning GrammarNet functions (such as Daily Notices) Management System. to the new GrammarNet platform by end of Term 1. x E-learning Director to check all courses have x Completed – Finished in Term 2 following minimum content and are available to all decision to conduct external audit of students by the start of Term 1, 2019. GrammarNet course and class resources. x E-learning Director to produce monthly x Completed report on staff and student GrammarNet usage. Maori and Pasifika x To improve achievement outcomes for Maori x To design and implement a Maori and x Completed – Tutorial Programme designed and Pasifika students by further developing Pasifika student Mathematics Tutorial and implemented in Term 1, however, due to the Tuakana-Teina mentoring programme, Programme to improve University Entrance personnel changes this was not continued in academic monitoring and support for Maori Numeracy achievement levels at Form 5 Terms 3 and 4. and Pasifika students. Level, by end of Term 1. x Maori and Pasifika students’ results in Forms x Completed 6 and 7 exceed National Averages in comparable student cohort (boys in Decile 8- 10 schools).

x To strengthen bi-cultural and multi-cultural x Review the Forms 3-5 Te Reo Maori course by x Completed – Finished by the end of Term 2. perspectives in Form 3-7 programmes. the end of Term 1. x Introduce the Form 6 Te Reo Maori option x Completed course from the beginning of 2019. x Plan and prepare for the implementation of x Completed – Course structure developed and Form 7 Te Reo Maori option course in 2020 staffing allocated. by the end of Term 3.

x To promote the knowledge and use of Te Reo x Offer Professional Development sessions on x Completed Maori and Tikanga Maori by staff and Bi-culturalism to staff in Terms 1-3. students. x Relevant sections (Tataiako) of the x Completed Professional Teaching Criteria on the Interlead Appraisal Connector are completed by all teaching staff by the end of Term 4. VARIANCE REPORT 2019 2. PERSONNEL

Objectives Target Results Appointments x To attract, appoint and retain quality x Review selection and induction process for x Completed – Induction process has been teachers and support staff members who are relief staff by end of Term 1. reviewed and changes put in place. dedicated to excellence to ensure the achievement of the School’s objectives and aspirations.

x To maintain and enhance Human Resource x Review new staff induction process by end of x Completed – All new staff surveyed. Results processes and protocols. Term 1. have been analysed. Regular review meetings occurred with key staff.

Compliance x To review the Human Resource processes and x Complete an analysis on staff work visas for x Completed – Staff have been identified. Work protocols ensuring the School is compliant overseas teachers coming to Auckland Visa application process put in place. with regard to contractual obligations. Grammar School. x Review the Working Visa application process x Completed – Review has occurred. Process for teachers coming to Auckland Grammar developed and currently trialing. School from overseas by end of Term 2. Professional Development x To set clear Professional Development goals; x School Goals communicated to staff. (Pre-Q x Completed School-wide, department/team based and and E-learning). individual.

x To ensure Professional Development systems x To support staff in the implementation of x Completed – Staff received support. PD time are in place for staff to support their on-going Pre-Q. was made available. Pre-Q implementation development. has been successful. x To improve processes for Professional x Completed – Applications now online. Development applications by end of Term. Authorisation process is in place.

x To encourage self-review systems and use x To continue to develop and deliver Teacher x Completed – Two Teacher Only Days have outcomes to affect professional development Only Day for all staff. occurred. The second Teacher Only Day had a provisions for staff. conference format - outside speakers and cluster groups.

x To develop management and leadership skills x To provide support and Professional x Completed in senior staff. Development opportunities for HODs. x To continue to develop self-review for HOFs. x Completed x Continue to develop and deliver Professional x Completed – Six sessions successfully Development forums for all staff in Terms 1- completed. Planning underway for 2020. 3.

Leadership x To identify high performing staff with x Identify ways to increase staff collaboration x Completed – Teacher Only Day included leadership potential and provide them with by end of Term 3. breakout groups. A Professional Learning pathways, processes and Professional Group has operated, and focus groups are Development to advance their ability to working. contribute at middle and senior management level.

x To promote leadership pathways within the x Continue to identify high performing staff x Completed – Staff have been identified. School. with leadership potential by end of Term 2. x To review and develop Professional x Completed – A leadership programme will be Development opportunities for staff seeking implemented in 2020. career progression by the end of Term 4. Performance Management x To maintain an effective annual performance x Review performance management platform x Completed – Review will be implemented in review annually whereby staff members are for teaching staff. 2020. appraised against goals that align with the x Provide training opportunities for appraisers x Completed School’s strategies. of staff.

Communication x To ensure effective communication systems x Staff have input into the Annual Plan in 2020 x Completed are put in place so staff are aware and can by end of Term 4. support the School’s direction. x To progress the development of on-line x Completed – All internal advertisements communications (advertisements, job were placed online with job descriptions. descriptions, board policies) with staff Board Polices have also been placed on throughout the year. GrammarNet for staff to access.

Health and Safety x To maintain and develop the Health and x Ensure staff are aware of the School’s Health x Completed – Expectations for Health & Safety Safety framework including the Health and & Safety Policies and Procedures at the start outlined at Teacher Only Day and through Safety Leadership Forum. of the year. ongoing communications.

x To ensure there are best practices at School x Ensure all staff are inducted on Health & x Completed which are best practice in relation to Safety systems throughout the year. legislation.

x To assess staff and governance capacity and x To provide training opportunities throughout x Completed – First Aid courses made available offer appropriate training for staff/trustees to the year completed by end of Term 4. to all staff. Work Place Chemical Handlers meet requirements of Health and Safety Comprehensive Course completed by Science legislation. faulty. Staff Wellbeing x To conduct a bi-annual staff culture survey x To begin implementation of the staff x Completed – Programme developed and in and to utilise feedback to inform and renew wellbeing programme in Term 1. place. Programme and support outlined in systems and practices. GrammarNet.

x To develop and maintain structure and x Initiate the bi-annual staff culture survey by x Completed – Survey conducted in Term 3 procedures for staff wellbeing. end of Term 3. with 73% staff response. Staff focus groups occurred in Term 4.

x To promote an inclusive working x To maintain and reinforce links with Rainbow x Completed – Focus groups occurred. Ongoing environment for all staff. Tick throughout the year. consultation. Awaiting 2019 Audit report. VARIANCE REPORT 2019 3. PASTORAL

Objectives Target Results Special Character x For the place of character education, x To have reviewed the purpose and delivery x Completed – overview of the findings shared community service and leadership outcomes for each student leadership with the Board and progress will be made in programmes to be reviewed to enhance the programme currently offered by the end of 2020 on implementing the newly aligned School’s vision and mission. Term 3. approach.

x To continue to develop and implement an x Each faculty will have trialled components of x Completed – each faculty has trialled aspects effective framework for teaching character the character education framework in of the framework, however the introduction education. appropriate units of work within their of Pre-Q was the priority for staff in 2019. curriculum by the end of Term 4.

Student Services x To develop the existing Student Services x To have promoted and implemented the use x Completed – Grammar ‘SchoolTV’ was network to ensure its on-going relevance and of on-line content to educate young men and launched and actively promoted throughout benefit to young men. their parents on topical issues regarding the year. wellbeing by the end of March.

x To develop and maintain positive working x To have updated existing agencies key x Completed – A first point of contact for each relationships with outside agencies. contact and reviewed the purpose of each agency has been established. relationship by the end of Term 3.

Careers x To establish timely dialogue with intending x To develop an on-line system to alert Form 7 x Completed – On-line applications and school leavers and provide them with support applicants to the deadlines required for communications commenced. An automated and advice while monitoring their progress applications to international universities by system for alerting applicants to deadlines is and maintaining quality records of these the end of Term 1. to become functional in 2020. interactions. Communications x To ensure communication systems between x To have implemented an interim Term 1 x Completed – Parent feedback applauded this School and home are prompt and effective. Report for Form 4 students by the end of development. March.

Maori & Pasifika x To continue exploring ways to improve x To engage with Student Services and develop x Completed – to continue in 2020. Maori/Pasifika achievement through pastoral pastoral care systems to enhance Maori and care systems and the development of positive Pasifika student achievement, by the end of working relationships with young men and Term 3. their parents. x To enhance positive working relationships x Completed – parents appreciated this with Maori and Pasifika parents by initiative. encouraging their participation in School events.

Personnel x To meet regularly with those involved with x To have trialled and reviewed an alternative x Completed – The introduction of e-forms for student pastoral care to review systems and system for the collection of absence notes by parents to record student absences procedures to ensure they are current and the end of Term 3. superseded the trial system. effective.

Systems x To communicate changes in School systems x To have provided several brief informative x Completed – Key pastoral staff provided to students, staff and parents to maintain and workshops for staff highlighting School professional development seminars to the develop effective working relationships. pastoral systems used to benefit young men wider staff. by the end of Term 4.

Relating to Others x To provide regular parent seminars that x To have scheduled and hosted several parent x Completed – Various speakers presented on support key messages of the Health seminars focused on topical issues topics such as the impact of pornography, curriculum and educate the wider community confronting adolescents by the end of Term nutrition, and study skills. on topical issues confronting adolescents. 4. VARIANCE REPORT 2019 4. EXTRACURRICULAR

Objectives Target Results Performing Arts x To review core Performing Arts programmes x To produce a comprehensive Performing Arts x Completed – Performing Arts online calendar to focus on high-level development. calendar that encompasses all Performing functional for use by all groups. Arts groups within the School by the end of Term 1. x To monitor progress and production of x Completed – Progress and production of programmes of all Performing Arts groups, by Performing Arts groups monitored. the end of Term 4. x To produce a unique programme for the 150th x Completed – Performing Arts groups celebrating the Performing Arts. produced exceptional performances during the 150th celebrations.

Sports Development x To review Premier and Pathway team x Review of all Premier Coaches at end of x Completed – Rowing, Cricket, Water Polo, programmes for students. season. Rugby, Basketball and Football completed.

x To refine mentoring programmes for coaches x Formalise by end of year the Coach x Completed – Differentiated PD is available via of Premier and Pathway teams/groups. Collaboration group to align with the School’s the Teaching and Learning Dashboard in Professional Development model. collaboration with the DOSD. Mentoring is occurring across different formats depending on the sport.

x To review core Grammar sports to focus on x Following the review of water polo, develop a x Completed – Changes implemented. External high-level development and achievement. sustainable model in alignment with other and internal coach currently in place for next effective Premier programmes by end of season. Term 1. x Annual reviews to be conducted on tagged x Completed – as above. codes by end of Term 4. Personnel x To recruit and retain teachers as quality x To ensure Premier teams are staffed x Completed – progressively more difficult to coaches/managers for sport and the efficiently to meet the needs of the code by appoint suitable teaching staff to Premier performing arts. the start of each season. coaching roles.

x To develop succession plans for Premier and x Succession plans in place for tennis and rugby x Completed – external coach confirmed for Pathway team coaching positions and by end of respective seasons. Tennis. Rugby coaches confirmed. teachers involved with Premier performing arts groups to ensure continuity of coaching standards and processes.

x To refine, communicate and reinforce the x By the beginning of season, DOSD HOS and x Completed – An eDM will be forwarded to all School’s expectations and processes for all MIC to have communicated clear staff at the beginning of each term by the coaches/managers/ MIC. expectations. DOSD.

Competition x To further develop priority pathway teams for x Implement development programmes that x Completed – Cricket, Football, Rugby, ‘Core Grammar Activities’ – assign the best create sustainable Premier performance in Basketball and Rowing Coach Development Coaches/Directors and resource accordingly cricket, rugby and football by end of Programme implemented. to provide every chance at regional and respective seasons. national success.

x To monitor student participation rates in x Collate and report data on participation rates x Completed – Sports Census submitted. Sport and the performing arts and report on by end of Term 4. these.

Pastoral Care x To motivate and mentor individuals/ groups x Identify and support Premier Sporting x Completed – referrals to DOSD or Student so that they remain in their chosen activity at individuals/groups who would benefit from or Services. Some coaches identified as having Auckland Grammar and when they leave are in need of support during respective the appropriate skill set to mentor also. school. seasons. School Standards x To refine and reinforce a consistent corporate x Effective communication with all staff x Completed uniform and grooming code for all Premier involved in Premier Sport by end of Term 1. teams/groups for all situations – match, travel, inter-school fixtures, regional and national tournaments.

Leadership x To develop Professional Development x Workshops to be presented in Term 1 for x Not completed – Student workshops did not opportunities for the Premier sports/ summer captains and Term 2 for winter occur due to scheduled clashes. Parent performing arts leaders to enhance captains. Parent workshops presented by workshops successful with over 300 in leadership skills. end of Term 2. attendance.

x To grow the leadership capacity of staff who x MIC of Sport to independently and effectively x Completed – Identified those requiring lead codes, groups of major activities. manage the sport’s operational budget by support and measures put in place. end of financial year.

x To review leadership programmes available x By end of Term 4 review leadership x Completed – Review completed and to students. opportunities and develop a platform for Leadership Programme proposal in draft form future growth of opportunities. with Leadership Team.

Outdoor Education x To promote safe practices in Outdoor x Communicate to staff and students safe x Completed – PD forums delivered to staff. Education activities. practices in Outdoor Education.

x To provide students with opportunities to x By end of Term 2, review objectives of x Completed – Further review required due to experience the outdoors. Outdoor Education camp programmes and closure of high ropes course and industry communicate these to students and staff. staffing shortages. Health and Safety x To monitor best practice for all EOTC x To visit two ‘best practice’ schools by end of x Completed – online permission explored. situations and keep staff informed of Term 1 and review the School’s operating Visited Westlake Boys’ High and Rangitoto expectations and standards when taking a procedures by end of Term 2. College. group away from School.

x To ensure the School’s Health & Safety and x Key obligations outlined to staff throughout x Completed – Staff Only Day presentation and EOTC policies and obligations are well the year. regular communication with staff. articulated to all involved with extracurricular activities.

Relationships x To develop relationships with senior x To actively recruit members of the x Completed – A number of School community students, Old Boys and the wider community community to coach and manage identified members have been involved with coaching to benefit opportunities for young men to teams before each season. and managing. play sport, music/performing arts. VARIANCE REPORT 2019 5. BOARDING HOUSE

Objectives Target Results Pastoral Care x To enhance the ‘feedback’ system from x Throughout 2019, to conduct regular x Completed – A formal, comprehensive on- boarders and staff so that current practices randomised on-line surveys personalised for line survey was conducted, with the data can be reviewed in an on-going manner. boarders and parents, to provide feedback on summarised and shared with the Board. the operational systems used at Tibbs House. Results have informed 2020 focus areas.

Personnel x To create a succession plan for the role of x To have created an itemised overview of the x Completed Director of Boarding. tasks and responsibilities encompassing the current role of Director by the end of Term 4.

x To refine the performance management x To have reviewed the appraisal x Completed – The appraisal system reflects system that includes an annual review of job documentation, incorporating the key the amendments to the staffing structure, descriptions. responsibilities for each of the Boarding and associated roles. Master roles by the end of Term 4.

Facilities x To monitor occupancy rates amongst junior x To have analysed and considered the living x Completed – Feedback from the on-line dormitories and accordingly review the environment for the current, and future survey and staff observations throughout the current accommodation and service facilities. number of boarders by the end of Term 3. year have re-ordered 2020 Capital Expenditure requests to address current and future needs. Communications x To support a positive and proactive Parent x To ensure the existence and function of the x Completed – A description of the Committee to aid the success of Tibbs House. Tibbs House Parents’ Support Committee has Committee’s function and relevant contact an on-line presence within the Boarding details are now present on the School’s section of the School’s website by the end of website. Term 2.

x To review effective external/media x To conduct an analysis of the reach and x Completed – A summary of this analysis was communication in promoting Tibbs House as effectiveness of the current advertising provided to the Leadership Team. a boarding option for Auckland Grammar strategy by the end of Term 4. School.

Boarding Licence x To ensure the Tibbs House Boarding Licence x To have internally audited all areas of x Completed – The Boarding Licence renewal is current and compliant. compliance to ensure the Boarding Licence was granted in July 2019 for the next three renewal in July 2019, by May. years.

Finances x To ensure budgets are reviewed annually. x Undertake a review of budget spends from x Completed – The forecasting of accurate previous years to identify areas of expenditure is now part of the annual improvement by the end of Term 3. budgeting request cycle.

x To annually review the fee collection process x To review the style and content of x Completed to ensure the School maintains a ‘business communication on fees received by parents approach’, while communicating regularly on an annual basis, by the end of Term 2. and effectively about the payment of boarding fees.

Services and Contracts x To regularly review the wording, conditions, x To review the amended Tibbs House Boarder x Completed – Approved by the Board. expectations and repayment arrangements in contract by the end of Term 2. the Tibbs house Boarder contract.

x To review the quality of services provided at x To review the current provision of food x Completed – The 2020 ‘Statement of Works’ Tibbs House, including catering, cleaning and services/strategy. with Montana was submitted by the Director laundry. of Boarding. VARIANCE REPORT 2019 6. ENROLMENT

Objectives Target Results Roll Analysis x To monitor and manage Out of Zone x To lead discussions about Enrolment x Deferred – due to the Tomorrow’s Schools Enrolments. Guidelines and the Enrolment Scheme with Reform. Submissions were made on the Ministry of Education. enrolment schemes as part of the consultation process.

Boarding x To maintain Tibbs House enrolment level at x To review Tibbs House capacity and options x Deferred 120 and consider developing boarder for senior accommodation/GAP tutor numbers. accommodation by end of Term 3.

Legislation x To develop a working relationship with the x Respond to Ministry Circular updates as these x Completed Ministry of Education and to clearly present are published for consultation throughout the issues generated by the current 2019. Enrolment Scheme. x Respond to Tomorrow’s Schools Report on x Completed – an extensive process was Enrolment by end of Term 1. undertaken including the formation of CSA. Discussions were ongoing throughout the year.

International x To consider the impact of International x By the end of Term 2, have reviewed targeted x Completed – targets set for 2020. Targets Students in managing the School roll. International Student numbers for 2020. being reviewed for future years. VARIANCE REPORT 2019 7. PROPERTY

Objectives Target Results 10 Year Property Plan x To review the plan to ensure it delivers x By the end of 2019 have reviewed the x Not completed – The development of the current priorities. property plan and communicated next 10YPP is in progress with approved amendments to the Ministry of Education. provider. Updated condition reports are in progress and the first draft 10YPP plan is expected by the end of February for review and input. 10YPP is expected to be completed early in Term 2 2020. x Implement priority projects approved under x Completed – Science Lab refurbishment has the 2015 5YA: Science Laboratory completed on time and in use. refurbishment.

Capital Projects x To ensure approved capital projects are x Monthly reporting are provided on Capital x Completed delivered to budget in a timely manner. Expenditure.

x To deliver on major projects. x Assess and monitor top field grass cover and x Completed – Top Field grass cover was good address issues with Turftech by beginning of and consolidated field use for summer and February. winter sports. x Complete top field drainage project by end of x Deferred – The additional drainage work to Term 2. the top field has been postponed due to potential condition impact. x Complete the Health Centre renovation x Completed – work continued through to end staged Term 1 and Term 2. of Term 3 due to 150th commitments. x Complete reception area renovation by Term x Completed 1. x Tibbs House renovation by Term 1. x Completed x B Floor recarpeting by Term 1. x Completed x Venturelodge renovation throughout 2019. x Completed x To monitor further projects – 150th Capital x By end of 2019 - completed Resource x Completed – Concept design and uplifting Project. Consent processes for Te Ara. Outline Plan of Works. Developed design underway.

Health & Safety x To ensure compliance with the Health & x Review top five high-risk activities within x Completed – Risk register updated with the Safety at Work Act 2015. each Faculty and ensure control plans are in top six Identified risks and individual risk place for staff of faculties to have easy access assessments. to GrammarNet by the end of Term 2. x Review 2018 target outcome and establish x Completed – Health & Safety forum accepted 2019 targets in Term 1. responsibility for oversight. x Communicate to all staff their responsibilities x Completed – via Leadership Team at Staff Only Day. presentations. x Complete health and safety works in Science x Completed laboratories by end of Term 2.

x To ensure the Health & Safety policy is x Complete health and safety works on high x Completed – High Rope assessment

implemented and understood by staff. ropes course at Venturelodge by end of Term completion resulted in the closure of the 2. facility. Replacement of the facility will form part of the Venture Lodge masterplan scheduled for 2020.

x To address and review site-specific Health & x Communicate to all staff their responsibilities x Completed Safety policies for contractors on site. at Staff Only Day and make policy and associated documents available on-line. x Ensure all contractors are compliant with x Completed – All contractors have been Contractors’ Procedure. reminded of H&S requirements. Off Campus Facilities x To maintain Venturelodge and Clive Road x Ensure all Clive Road properties are on track x Completed – Residential Insulation properties. to be insulated before July 2019 legislative programme completed to the School’s legal deadline. obligations. x Further develop the marketing strategy for x Not completed – Hillary Outdoors Education Venturelodge and make adjustments as Centre, Tongariro signed a partnership required, by end Term 2. agreement with the School and will be hiring the lodge every other week during the school year when the lodge is not occupied by the School. Weekend hireage will remain and the Ventrelodge Master plan will be progressed.

x To maintain Tibbs House property. x Develop the Master Capital Plan for Tibbs x Not completed – The completed 5 Year House by the end of Term 4. Building Plan will assist with the development of the Master plan in 2020. x Implement Board approved capital x Completed expenditure throughout 2019. VARIANCE REPORT 2019 8. FINANCE

Objectives Target Results Financial Independence x To increase revenue from locally raised funds. x Achieve 78% of the School donation by year x Completed – 75.4%. end. x To increase revenue from other sources x Not completed throughout the year.

Financial Monitoring x To set rigorous budgets that support quality x Present budget for adoption to November x Completed educational outcomes. meeting of the Board of Trustees.

Financial Structure x To achieve budgeted operating surpluses x Achieve budgeted operating surplus by year x Completed while meeting strategic goals. end. x Enhance Strategic Finance model to assess x Deferred ability to fund capital assets or other assets providing an income stream.

Personnel x To ensure financial staff have access to x Monitor Professional Development plans for x Completed – Professional Development Professional Development. staff and begin implementing by beginning of undertaken. Term 2.

x To upskill budget holders understanding of x By end of Term 1, Professional Development x Not completed – will be reviewed and made their own budget areas. to be provided to budget holders on the use available on an as needs basis in 2020. of the School’s on-line financial reporting systems.

Property Investments x To review housing rents annually. x Review house rents in June 2019. x Deferred Capital Programme x To monitor master capital programme to x Monthly reporting are provided on Capital x Completed ensure projects are delivered to budget Expenditure. within set time frame. x Monitor IT capital expenditure by end of x Completed January.

IT x To research opportunities to enhance School x Review Finance platform by end of x Deferred services and teaching resources. September. x To review read only on-line budget access by x Completed – available to HOFs. end of Term 1.

Sponsorship x To co-ordinate the approach to sponsorship x To monitor 150th sponsorship arrangements x Completed throughout the School. and payments by end of Term 1. VARIANCE REPORT 2019 9. DEVELOPMENT OFFICE

Objectives Target Results Fund Management x To retain the pre-eminent positioning of the x To have 10 new bequestors inducted to the x Completed – 14 new bequestors inducted. Academic Endowment Fund and building up Augusta Fellowship by October 2019. the respective funds. x To monitor engagement and fundraising x Completed – meetings are ongoing. targets for UK and US Development Managers six monthly.

x To review the 20:2020 Plan and develop a x To have researched options and have first x Deferred – ŐŝǀĞŶĨŽĐƵƐŽŶdĞƌĂDĈtauranga future fundraising strategy. draft ready for consideration by beginning of capital campaign, it was agreed to defer Term 3. planning to 2020. x Agreed a new strategy with Headmaster by year end.

The School’s 150th x To plan and deliver a 150th events x To have delivered 150th events with positive x Completed programme. feedback.

x To build support for the 150th capital x To have remaining $9million pledged to Te x Not completed – $7.4million achieved, campaign. Ara MĈtauranga year end. remaining amount ongoing.

International Development x To develop and implement a strategy for a x To have a formal plan for engagement with x Not completed presence in Asia. Old Boys living in Asia and Asian families by end of Term 1.

x To maintain a presence in Australia/US and x To increase Old Boy registration for events x Not completed – Numbers in US and UK were UK visits. through enhanced on-line communications by lower than 2018. July 2019. Communications & Marketing x To manage relevant and timely x A full schedule of all communications to x Completed communications to stakeholder groups. stakeholder groups to be in place by the start of each term. x To produce relevant and interesting on-line x Completed – a quarterly Old Boys’ eDM plus newsletters and social media content for the regular news stories and posts on social wider Grammar community throughout the media has seen our audience grow on all year. platforms.

Sponsorship Management x To co-ordinate and monitor sponsorship x By the beginning of Term 4 have x Not completed – ongoing communications arrangements. communicated with all 150th sponsors about with Sponsors through 2020. their continued support of the School. VARIANCE REPORT 2019 10. INTERNATIONALISATION

Objectives Target Results Internationalisation x To promote the School’s reputation of x Develop and manage formal partnership x Completed academic and extracurricular excellence to opportunities within Auckland and abroad by international markets. end of Term 4. x Completed

x To create links with like-minded boys’ schools x To have a presence at the 2019 Annual worldwide. Conference in Term 2, including the recipient of the International Staff Scholarship.

Marketing x To create and maintain close links with New x Work collaboratively with effective x Completed – Held an inaugural agent training Zealand and international industry partners, recruitment agencies to widen the pool of workshop for 45 local NZ agents. organisations and agencies (including potential candidates for enrolment beginning Education New Zealand and SIEBA). in Term 1.

x To promote the School by providing quality x Integrate a digital suite of marketing tools; x Completed marketing material and a high-quality digital such as video, blog and infographics to attract presence. students by end of Term 4.

x To develop and implement the Marketing and x Identify and train current students to assist x Completed Recruitment Strategy to attract academically with hosting visitors as ambassadors by the capable International Students from diverse end of Term 2. markets. x Recruit and induct a new Marketing Manager x Completed by Term 3. International Enrolments x To ensure the admission criteria are market x Reduce application decline rates of new x Completed – New Enroller software seems to appropriate and set policy to manage student applicants throughout the year. be capturing ‘best fit’ applicants to Grammar. enrolment levels. x Investigate the implementation of new x Completed – Fully utilising Enroller software admission software by end of Term 2. into admission process. x Ensure the School remains a preferred on-line x Completed visa renewal processing partner of Immigration New Zealand, and start to promote the pathway visa opportunity in 2019. x Completed – HSPU was fullǇ utilised in 2019, x Maximise the High School Preparation Unit’s with maximum capacity reached in Terms 1-3. x To plan for and manage targeted roll growth (HSPU) enrolment capacity. x Completed – FTE target of 150 exceeded 2019-2023. x Meet targeted enrolments by end of 2019. reaching 162 FTE enrolled, resulting in year- end surplus revenue. Student Welfare and Wellbeing x To ensure the School meets best practice and x Review international operations against the x Completed – Assessment against 1 July Code compliance to the Education (Pastoral Care of Code of Practice guidelines and complete the amendments completed. International Students) Code of Practice. self-attestation according to NZQA instructions and deadlines.

x To enhance homestay offerings, monitoring x Complete all homestay visits as per termly x Completed – Homestay visits have been and self-review systems. schedule. undertaken and students surveyed and interviewed.

x To continue to develop systems for the x Execute a welfare activities plan to enhance x Completed pastoral support of International Students. the general wellbeing and integration of students by end of Term 3. x Gather and analyse feedback from students x Completed and parents in Terms 2 and 4. x Implement the character education x Completed assessment of Pride amongst the international cohort by the end of Term 4. x To enhance and encourage cross-cultural x Select and train student leaders for the x Completed – 2019 committee was formed interaction and understanding amongst Headmaster’s International Committee by the and beneficial. Ongoing training will continue international and domestic students. end of Term 1. in 2020 for new leaders. x Promote, recruit, assign and monitor x Completed – Will continue in 2020. domestic students for the 150th for the 150 International Student Buddy Network Programme for launch in Term 1.

Academic Programmes x To enhance language support for x Develop ESOL Department staffing and class x Completed – An additional 0.25 staffing were International Students with the aim of allocation flexibility to support International assigned on a as needs basis from Term 2. providing access to mainstream academic Students arriving throughout the School year. programmes. Personnel x To develop a staffing structure that provides x Ensure International Department staff x Completed quality support to students and promotes the undertake Professional Development and are

School globally. up-to-date on current international education priorities and processes.

Financial Independence x To implement an effective marketing plan, x Monitor and adjust admission, recruitment x Completed – 92 new enrolments. admission policy and support structure to and marketing strategies to meet enrolment ensure the sustained enrolment of targets by end of 2019. International Students. x Plan and undertake a marketing activities x Completed – marketing activities increased schedule to continue to develop diverse with employment of new Marketing markets. Manager.

x To increase retention levels. x Improve retention rates through welfare and x Completed – 2019 96.77%, 2018 93.62%, communication activities by the end of 2019. 2017 90.48%. Communications x To ensure reporting and communication x Develop a comprehensive parent x Completed systems to parents/agents and homestays are communication plan by the end of Term 1, to regular and effective, and share positive be implemented throughout the year. information about International Students x Translate the Course Handbook into Korean x Not Completed – Referred to 2020. within the School. by Options Evening (13 August). AucklandGrammarSchool StatementofComprehensiveRevenueandExpense Fortheyearended31December2019

2019 2019 2019 2019 2018 2018 Notes Actual Actual Budget Budget Actual Actual Parent Group Parent Group Parent Group $ $ $ Unaudited $ Unaudited $ $ Revenue Government Grants 1 27,394,187 27,394,187 29,658,945 29,658,945 28,843,322 28,843,322 Interest Earned 2 55,105 131,967 62,000 151,581 54,932 144,512 Locally Raised Funds 3 9,166,894 9,150,038 7,213,542 7,253,107 7,673,371 7,672,278 Hostel 4 1,785,719 1,785,719 1,808,464 1,808,464 1,740,714 1,740,714 International Students 5 3,403,444 3,403,444 3,122,468 3,122,468 2,883,410 2,883,410 Gain on sale of property, plant and equipment 47,130 47,130 - - - -

Total Revenue 41,852,479 41,912,485 41,865,419 41,994,565 41,195,749 41,284,236

Expenses Locally Raised Funds 3 4,805,963 4,805,963 3,654,597 3,654,597 3,971,435 3,971,432 Hostel 4 1,201,336 1,201,336 1,143,872 1,143,872 1,220,743 1,220,743 International Students 5 1,190,904 1,190,904 1,040,986 1,040,986 899,469 899,469 Learning Resources 6 16,632,560 16,632,560 17,332,120 17,332,120 16,840,036 16,840,036 Administration 7 1,992,873 2,019,185 2,032,695 2,110,307 1,836,822 1,873,776 Property 8 13,277,746 13,277,746 14,620,723 14,620,723 14,647,495 14,647,495 Depreciation 9 1,657,587 1,657,587 1,835,464 1,835,464 1,711,675 1,711,675 Amortisation of Intangible Assets 18 869 869 2,332 2,332 2,435 2,435 Loss on disposal of Property, Plant and Equipment ------Impairment loss on Accounts Receivable 10,000 10,000 - -10,706 10,706 Finance Cost ------

Total Expenses 40,769,838 40,796,150 41,662,789 41,740,401 41,140,813 41,177,766

Net Surplus / (Deficit) for the year 1,082,642 1,116,335 202,629 254,163 54,936 106,470

Other Comprehensive Revenue and Expenses ------

Total Comprehensive Revenue and Expense for the year 1,082,642 1,116,335 202,629 254,163 54,936 106,470

The above Consolidated Statement of Comprehensive Revenue and Expense should be read in conjunction with the accompanying notes.

AucklandGrammarSchool StatementofChangesinNetAssets/Equity Fortheyearended31December2019

2019 2019 2019 2019 2018 2018 Note Actual Actual Budget Budget Actual Actual Parent Group Parent Group Parent Group $ $ $ Unaudited $ Unaudited $ $

Balance at 1 January 18,950,032 20,938,285 18,947,373 20,859,826 18,852,337 20,789,056

Total comprehensive revenue and expense for the year 1,082,642 1,116,335 202,629 254,163 54,936 106,470 Capital Contributions from the Ministry of Education Contribution - Furniture and Equipment Grant - - - - 42,759 42,759

Equity at 31 December 20,032,674 22,054,620 19,150,002 21,113,989 18,950,032 20,938,285

Retained Earnings 20,032,674 22,054,620 19,150,002 21,113,989 18,950,032 20,938,285 Reserves ------

Equity at 31 December 20,032,674 22,054,620 19,150,002 21,113,989 18,950,032 20,938,285

The above Consolidated Statement of Changes in Net Assets/Equity should be read in conjunction with the accompanying notes.

AucklandGrammarSchool StatementofFinancialPosition Asat31December2019

2019 2019 2019 2019 2018 2018 Notes Actual Actual Budget Budget Actual Actual Parent Group Parent Group Parent Group $ $ $ Unaudited $ Unaudited $ $

Current Assets Cash and Cash Equivalents 10 1,370,281 1,616,108 3,300,000 3,367,989 2,554,965 2,677,954 Investments held in Short-term Deposits 13 3,500,000 3,670,364 - 300,000 - 420,201 Accounts Receivable 11 1,311,970 1,270,779 1,800,000 1,802,000 2,026,469 1,952,209 Prepayments 11 137,165 137,165 200,000 200,000 224,012 224,012 Funds due for Capital Works Projects 16 - - 200,000 200,000 185,667 185,667 Inventories 12 590,554 590,554 700,000 700,000 738,950 738,950 6,909,971 7,284,969 6,200,000 6,569,989 5,730,063 6,198,992

Less Current Liabilities Accounts Payable 14 2,179,491 2,187,695 2,551,000 2,558,000 2,501,322 2,510,305 Funds Held in Trust 14 1,336,293 1,336,293 1,300,000 1,300,000 1,322,649 1,322,649 Income Received in Advance 15 3,212,533 3,212,533 3,000,000 3,000,000 2,887,201 2,887,201 Funds held for Capital Works Projects 16 168,190 168,190 - - - - Provision for Cyclical Maintenance 19 175,000 175,000 170,000 170,000 163,377 163,377 Finance Lease -current portion 28 72,277 72,277 50,000 50,000 28,298 28,298 GST payable 80,403 80,403 - - 74,745 74,745 7,224,186 7,232,392 7,071,000 7,078,000 6,977,593 6,986,577

Working Capital Surplus / (Deficit) (314,216) 52,577 (871,000) (508,011) (1,247,530) (787,586)

Non-current Assets Investments held by the Combined Trusts 13 - 1,655,154 - 1,600,000 - 1,528,306 Property Plant and Equipment 17 21,582,712 21,582,712 21,300,000 21,300,000 21,350,958 21,350,958 Intangible Assets 18 - - - - 869 869 21,582,712 23,237,866 21,300,000 22,900,000 21,351,827 22,880,132

Non-current liabilities Advance from the Auckland Grammar School Foundation Trust 14 - - - - 85,818 85,818 Finance Lease - term portion 28 93,770 93,770 95,000 94,000 12,454 12,454 Provision for Cyclical Maintenance 19 1,142,052 1,142,052 1,184,000 1,184,000 1,055,990 1,055,990 1,235,822 1,235,822 1,279,000 1,278,000 1,154,262 1,154,262

Net Assets 20,032,674 22,054,620 19,150,002 21,113,989 18,950,032 20,938,285

Equity 20,032,674 22,054,620 19,150,002 21,113,989 18,950,032 20,938,285

AucklandGrammarSchool StatementofCashflows Fortheyearended31December2019

2019 2019 2019 2019 2018 2018 Notes Actual Actual Budget Budget Actual Actual Parent Group Parent Group Parent Group $ $ $ Unaudited $ Unaudited $ $ CASH FLOWS FROM OPERATING ACTIVITIES

Government and Other Grants 4,419,199 4,419,199 4,277,509 4,277,509 4,392,395 4,392,395 Locally raised funds 9,769,413 9,717,308 7,237,957 7,277,522 7,430,448 7,432,965 Hostel 1,885,025 1,885,025 1,808,464 1,808,464 1,971,312 1,971,312 International Students 3,877,614 3,877,614 3,122,468 3,122,468 3,450,299 3,450,299 Interest and Dividends 55,105 131,967 62,000 151,581 54,932 144,512

20,006,356 20,031,114 16,508,398 16,637,544 17,299,386 17,391,483

Payments to Suppliers including Combined Trust (11,698,617) (11,723,526) (10,155,553) (10,339,699) (9,738,182) (9,729,300) Payments to Employees (4,850,046) (4,850,046) (3,688,810) (3,688,810) (4,873,882) (4,873,882) Goods and Services Tax (net) 5,658 5,658 - - (8,344) (8,344)

(16,543,005) (16,567,914) (13,844,363) (14,028,510) (14,620,408) (14,611,526)

Net Cash from/(to) the Operating Activities 3,463,351 3,463,199 2,664,035 2,609,035 2,678,978 2,779,957

CASH FLOWS FROM INVESTING ACTIVITIES

Proceeds from Sale of Investments - 249,837 - - 1,500,000 1,500,000

- 249,837 - - 1,500,000 1,500,000

Purchase of Investments (3,500,000) (3,500,000) Combined Trust Investments - (126,849) - - - (208,438) Purchase of PPE (and Intangibles) (1,692,984) (1,692,984) (1,880,000) (1,880,000) (1,807,953) (1,807,953)

(5,192,984) (5,319,833) (1,880,000) (1,880,000) (1,807,953) (2,016,391)

Net cash from/(to) the Investing Activities (5,192,984) (5,069,996) (1,880,000) (1,880,000) (307,953) (516,391)

CASH FLOWS FROM FINANCING ACTIVITIES

Furniture and Equipment Grant - -- - 42,759 42,759 Ministry and BOT Funded Projects 616,011 616,011 - - (812,537) (812,537) Finance Lease Payments (71,061) (71,061) (39,000) (39,000) (83,380) (83,380)

544,949 544,949 (39,000) (39,000) (853,158) (853,158)

Net cash from/(to) from Financing Activities 544,949 544,949 (39,000) (39,000) (853,158) (853,158)

Net increase/(decrease) in cash and cash equivalents (1,184,684) (1,061,847) 745,035 690,035 1,517,867 1,410,408

Cash, cash equivalents at the start of the year 2,554,965 2,677,954 2,554,965 2,677,954 1,037,097 1,267,544

Cash, cash equivalents at the end of the year 10 1,370,281 1,616,108 3,300,000 3,367,989 2,554,965 2,677,954

The statement of cash flows records only those cash flows directly within the control of the School. This means centrally funded teachers' salaries and the use of land and buildings grant and expense have been omitted.

The above Consolidated Statement of Cash Flows should be read in conjunction with the accompanying notes.

AucklandGrammarSchool ReconciliationofNetCashFlowsfromOperatingActivitiestoNetSurplus Asat31December2019

2019 2019 2019 2019 2018 2018 Actual Actual Budget Budget Actual Actual Parent Group Parent Group Parent Group $ $ $ Unaudited $ Unaudited $ $ Net Surplus for the year 1,082,642 1,116,335 202,629 254,163 54,936 106,470

1,082,642 1,116,335 202,629 254,163 54,936 106,470

Add Non-Cash Items: Depreciation 1,657,587 1,657,587 1,835,464 1,835,464 1,711,675 1,711,675 Amortisation 869 869 2,332 2,332 2,435 2,435 Fair Value Loss ------Non-Cash Movement in Cyclical Maintenance Provision 257,000 257,000 175,000 175,000 134,000 134,000

2,998,098 3,031,791 2,215,425 2,266,959 1,903,046 1,954,580

Add/(Less) Movements in other working capital items:

(Increase)/Decrease in Accounts Receivable including prepayments 539,190 506,124 (250,482) (174,221) (508,908) (461,494) (Increase)/Decrease in Stock 148,395 148,395 (38,950) (38,950) (74,527) (74,527) Increase/(Decrease) in Accounts Payable (407,650) (408,428) 49,678 47,695 447,006 360,080 Increase/(Decrease) in Net GST 5,658 5,658 (74,745) (74,745) (8,344) (8,344) Increase/(Decrease) in Revenue in Advance and Funds on behalf of MOE 325,332 325,332 498,466 498,466 (392,018) (395,628) Increase/(Decrease) in Administered Funds on behalf of the bodies 13,644 13,644 1,300,000 1,300,000 233,647 233,175 Increase/(Decrease) in Cyclical Maintenance Provision (159,315) (159,315) (175,000) (175,000) (172,965) (172,965) 465,254 431,409 1,308,967 1,383,245 (476,108) (519,702)

Add(less) Items classified as Investing Activities: Fundraising relating to investing - - (860,357) (1,041,169) 1,252,042 1,345,080

- - (860,357) (1,041,169) 1,252,042 1,345,080

Net Cash Flow from Operating activities 3,463,351 3,463,199 2,664,035 2,609,035 2,678,978 2,779,957

AucklandGrammarSchool NotestotheFinancialStatements Fortheyearended31December2019 Statement of Accounting Policies a) Reporting Entity Auckland Grammar School (the School) is a Crown entity as specified in the Crown Entities Act 2004 and a school as described in the Education Act 1989. The Board of Trustees (the Board) is of the view that the School is a public benefit entity for financial reporting purposes. b) Basis of Preparation Reporting Period The financial reports have been prepared for the period 1 January 2019 to 31 December 2019 and in accordance with the requirements of the Public Finance Act 1989. Basis of Preparation The financial statements have been prepared on a going concern basis, and the accounting policies have been consistently applied throughout the period.The financial statements are for the year ended 31 December 2019, and were authorised for issue by the Board Chairperson and the Headmaster on the date specified in the Statement of Responsibility. Comparatives The comparative financial period is 12 months. Comparatives have been reclassified from that reported in the 31 December 2018 financial statements where appropriate to ensure consistency with the presentation of the current year's position and performance. Financial Reporting Standards Applied The Education Act 1989 requires the School, as a Crown entity, to prepare financial statements in accordance with generally accepted accounting practice. The financial statements have been prepared in accordance with generally accepted accounting practice in New Zealand, applying Public Sector Public Benefit Entity (PBE ) as appropriate to public benefit entities that qualify for Tier 1 reporting. The school is considered a Public Benefit Entity as it meets the criteria specified as "having a primary objective to provide goods and/or services for community or social benefit and where any equity has been provided with a view to supporting that primary objective rather than for financial return to equity holders”. PBE Accounting Standards Disclosure Regime The School qualifies for Tier 1 as the school is not publicly accountable and is considered large as it falls within the expenditure threshold of exceeding $30 million per year. Standard early adopted In line with the Financial Statements of the Government, the school has elected to early adopt PBE IFRS 9 Financial Instruments. PBE IFRS 9 replaces PBE IPSAS 29 Financial Instruments: Recognition and Measurement. Information about the adoption of PBE IFRS 9 is provided in Note 30.

AucklandGrammarSchool NotestotheFinancialStatements Fortheyearended31December2019 Consolidation Policy The group financial statements comprise of the financial statements of the School together with its 100% controlled entity - Auckland Grammar School Combined Trusts. Both entities have 31 December as their balance date and upon consolidation, all inter-entity transactions and balances are eliminated. Measurement Base The financial statements are prepared on the historical cost basis unless otherwise noted in a specific accounting policy. Presentation Currency These financial statements are presented in New Zealand dollars, rounded to the nearest dollar.

Specific Accounting Policies The accounting policies used in the preparation of these financial statements are set out below. Critical Accounting Estimates And Assumptions The preparation of financial statements requires management to make judgements, estimates and assumptions that affect the application of accounting policies and the reported amounts of assets, liabilities, revenues and expenses. Actual results may differ from these estimates. Estimates and underlying assumptions are reviewed on as ongoing basis. Revisions to accounting estimates are recognised in the period in which the estimate is revised and in any future periods affected. Useful lives of property, plant and equipment The School reviews the estimate useful lives of property, plant and equipment at the end of each reporting date. The School believes that the estimated useful lives of the property, plant and equipment as disclosed in the Significant Accounting Policies area appropriate to the nature of the property, plant and equipment at reporting date. Property, plant and equipment is disclosed at note 17. Critical Judgements in applying accounting policies Management has exercised the following critical judgements in applying accounting policies: Classification of leases The School reviews the details of lease agreements at the end of each reporting date. The School believes the classification of each lease as either operating or finance is appropriate and reflects the nature of the agreement in place. Finance Leases are disclosed at note 28. Recognition of grants The School reviews the grant monies received at the end of each reporting period and whether any require a provision to carry forward amounts unspent. The School believes all grants received have been appropriately recognised as a liability if required. Government grants are disclosed at note 1. c) Revenue Recognition Government Grants Schools The school receives funding from the Ministry of Education. The following are the main types of funding that the School receives; Operational grants are recorded as revenue when the School has the rights to the funding, which is in the year that the funding is received. Teachers salaries grants are recorded as revenue when the School has the rights to the funding in the salary period they relate to. The grants are not received in cash by the School and are paid directly to teachers by the Ministry of Education. Use of land and buildings grants are recorded as revenue in the period the School uses the land and buildings. These are not received in cash by the School as they equate to the deemed expense for using the land and buildings which are owned by the Crown.

AucklandGrammarSchool NotestotheFinancialStatements Fortheyearended31December2019

Grants Other grants are recorded as revenue when the School has the rights to the funding, unless there are unfulfilled conditions attached to the grant, in which case the amount relating to the unfulfilled conditions is recognised as a liability and released to revenue as the conditions are fulfilled. Donations Donations, gifts and bequests are recorded as revenue when their receipt is formally acknowledged by the School. Interest Revenue Interest Revenue earned on cash and cash equivalents and investments is recorded as revenue in the period it is earned. d) Use of Land and Buildings Expense The property from which the School operates is owned by the Crown and managed by the Ministry of Education on behalf of the Crown. The School’s use of the land and buildings as occupant is based on a property occupancy document as gazetted by the Ministry. The expense is based on an assumed market rental yield on the value of land and buildings as used for rating purposes. This is a non-cash expense that is offset by a non-cash grant from the Ministry. e) Operating Lease Payments Payments made under operating leases are recognised in the Statement of Comprehensive Revenue and Expense on a straight line basis over the term of the lease. f) Finance Lease Payment Finance lease payments are apportioned between the finance charge and the reduction of the outstanding liability. The finance charge is allocated to each period during the lease term on an effective interest basis. g) Cash and Cash Equivalents Cash and cash equivalents include cash on hand, bank balances, deposits held at call with banks, and other short term highly liquid investments with original maturities of three months or less, and bank overdrafts. The carrying amount of cash and cash equivalents represent fair value. h) Accounts Receivable Short-term receivables are recorded at the amount due, less an allowance for credit losses. The school applies the simplified expected credit loss model of recognising lifetime expected credit losses for receivables. In measuring expected credit losses, short-term receivables have been assessed on a collective basis as they possess shared credit risk characteristics. They have been grouped based on the days past due. Short-term receivables are written off when there is no reasonable expectation of recovery. Indicators that there is no reasonable expectation of recovery include the debtor being in liquidation.

Prior Year Policy Accounts Receivable represents items that the Group has issued invoices for or accrued for, but has not received payment for at year end. Receivables are initially recorded at fair value and subsequently recorded at the amount the Group realistically expects to receive. A receivable is considered uncollectable where there is objective evidence the Group will not be able to collect all amounts due. The amount that is uncollectable (the provision for un-collectability) is the difference between the amount due and the present value of the amounts expected to be collected. i) Inventories Inventories are consumable items held for sale and comprise of stationery and school uniforms. They are stated at the lower of cost and net realisable value. Cost is determined on a first in, first out basis. Net realisable value is the estimated selling price in the ordinary course of activities less the estimated costs necessary to make the sale. Thus the fair value of the inventory is determined based on the cost at time of purchase. The write down from cost to net realisable value is recorded as an expense in the Statement of Comprehensive Revenue and Expense in the period of the write down. j) Investments Bank term deposits are initially measured at the amount invested. Interest is subsequently accrued and added to the investment balance. A loss allowance for expected credit losses is recognised if the estimated loss allowance is not trivial.

AucklandGrammarSchool NotestotheFinancialStatements Fortheyearended31December2019

Equity investments are designated at initial recognition at fair value through other comprehensive revenue and expense. They are initially measured at fair value plus transaction costs. They are subsequently measured at their fair value with gains and losses recognised in other comprehensive revenue and expense. When sold, the cumulative gain or loss previously recognised in other comprehensive revenue and expense is transferred within equity to accumulated surplus/(deficit). Investments held under the name of Auckland Grammar School Combined Trust are in Bonds and Securities. These investments are made in accordance with the investment policy established by the Board of Trustees for investing Combined Trusts Funds.

Prior Year Policy Bank term deposits for periods exceeding 90 days are classified as investments and are initially measured at the amount invested. Interest is subsequently accrued and added to the investment balance. After initial recognition bank term deposits are measured at amortised cost using the effective interest method less impairment. Investments that are shares are categorised as “available for sale” for accounting purposes in accordance with financial reporting standards. Share investments are recognised initially by the Group at fair value plus transaction costs. At balance date the Group has assessed whether there is any evidence that an investment is impaired. Any impairment, gains or losses are recognised in the Consolidated Statement of Comprehensive Revenue and Expense. After initial recognition any investments categorised as available for sale are measured at their fair value without any deduction for transaction costs the Group may incur on sale or other disposal. The Group has met the requirements of Schedule 6 para 28 of the Education Act 1989 in relation to the acquisition of investment securities. k) Property, Plant and Equipment Land and buildings owned by the Crown are excluded from these financial statements. The Board’s use of the land and buildings as ‘occupant’ is based on a property occupancy document. Improvements to buildings owned by the Crown are recorded at cost, less accumulated depreciation and impairment losses. Property, plant and equipment are recorded at cost or, in the case of donated assets, fair value at the date of receipt, less accumulated depreciation and impairment losses. Cost or fair value as the case may be, includes those costs that relate directly to bringing the asset to the location where it will be used and making sure it is in the appropriate condition for its intended use. Property , Plant or Equipment which will provide services for shorter than 12 months acquired with individual values less than $1,000 or when purchased as a group, with the group values less than $2,000 and their individual cost is less than $1,000 are not capitalised and are recognised as an expense in the Statement of Comprehensive Revenue and Expense. Gains and losses on disposals (i.e. sold or given away) are determined by comparing the proceeds received with the carrying amounts (i.e. the book value). The gain or loss arising from the disposal of an item of property, plant and equipment is recognised in the Statement of Comprehensive Revenue and Expense. Leased Assets Leases where the School assumes substantially all the risks and rewards of ownership are classified as finance leases. The assets acquired by way of finance lease are measured at an amount equal to the lower of their fair value and the present value of the minimum lease payments at inception of the lease, less accumulated depreciation and impairment losses. Leased assets and corresponding liability are recognised in the Statement of Financial Position and leased assets are depreciated over the period the School is expected to benefit from their use or over the term of the lease. Depreciation Property, plant and equipment except for library resources are depreciated over their estimated useful lives on a straight line basis. Library resources are depreciated on a diminishing value basis. Depreciation of all assets is reported in the Statement of Comprehensive Revenue and Expense. The estimated useful lives of the assets are: Building 17-55 years Motor vehicles 5 years Furniture and fittings 8-10 years Tractors 5 years Plant and Equipment 8 years Electronic Equipment 4 years Hockey Turf 8 years Sports Equipment 5 years Sports Turf and Tennis Courts 10 years Textbooks 3 years Sand Carpet 8-10 years Library resources 12.5% DV Land and Artworks are not depreciated. AucklandGrammarSchool NotestotheFinancialStatements Fortheyearended31December2019 l) Intangible Assets Software costs Computer software acquired by the School is capitalised on the basis of the costs incurred to acquire and bring to use the specific software. Costs associated with subsequent maintenance or licensing of software are recognised as an expense in the Statement of Comprehensive Revenue and Expense when incurred. Computer software licences that will provide services for shorter than 12 months acquired with individual values less than $1,000 or when purchased as a group, with the group values less than $2,000 and their individual cost is less than $1,000 are not capitalised, they are recognised as an expense in the Statement of Comprehensive Revenue and Expense when incurred. Computer software that the school receives from the Ministry of Education is normally acquired through a non-exchange transaction and is not of a material amount. It's fair value can be assessed at time of acquisition if no other methods lead to a fair value determination. Computer software purchased directly from suppliers at market rates are considered exchange transactions and the fair value is the amount paid for the software. The carrying value of software is amortised on a straight line basis over its useful life. The useful life of software is estimated as four years. The amortisation charge for each period and any impairment loss is recorded in the Statement of Comprehensive Revenue and Expense. m) Impairment of property, plant, and equipment and intangible assets The school does not hold any cash generating assets. Assets are considered cash generating where their primary objective is to generate a commercial return. Non cash generating assets Property, plant, and equipment and intangible assets held at cost that have a finite useful life are reviewed for impairment whenever events or changes in circumstances indicate that the carrying amount may not be recoverable. An impairment loss is recognised for the amount by which the asset’s carrying amount exceeds its recoverable service amount. The recoverable service amount is the higher of an asset’s fair value less costs to sell and value in use. Value in use is determined using an approach based on either a depreciated replacement cost approach, restoration cost approach, or a service units approach. The most appropriate approach used to measure value in use depends on the nature of the impairment and availability of information. If an asset’s carrying amount exceeds its recoverable service amount, the asset is regarded as impaired and the carrying amount is written down to the recoverable amount. The total impairment loss is recognised in the surplus or deficit. The reversal of an impairment loss is recognised in the surplus or deficit. n) Accounts Payable Accounts Payable represents liabilities for goods and services provided to the School prior to the end of the financial year which are unpaid. Accounts Payable are recorded at the amount of cash required to settle those liabilities. The amounts are unsecured and are usually paid within 30 days of recognition. o) Employee Entitlements Short-term employee entitlements Employee benefits that are due to be settled within 12 months after the end of the period in which the employee renders the related service are measured based on accrued entitlements at current rates of pay. These include salaries and wages accrued up to balance date, annual leave earned but not yet taken at balance date. p) Revenue Received in Advance Revenue received in advance relates to fees received from international and hostel students and grants received where there are unfulfilled obligations for the School to provide services in the future. The fees are recorded as revenue as the obligations are fulfilled and the fees earned. The School holds sufficient funds to enable the refund of unearned fees in relation to international students, should the School be unable to provide the services to which they relate. q) Funds Held in Trust Funds are held in trust where they have been received by the School for a specified purpose, or are being held on behalf of a third party and these transactions are not recorded in the Statement of Revenue and Expense. The School holds sufficient funds to enable the funds to be used for their intended purpose at any time.

AucklandGrammarSchool NotestotheFinancialStatements Fortheyearended31December2019 r) Provision for Cyclical Maintenance The property from which the School operates is owned by the Crown, and is vested in the Ministry. The Ministry has gazetted a property occupancy document that sets out the Board’s property maintenance responsibilities. The Board is responsible for maintaining the land, buildings and other facilities on the School site in a state of good order and repair. Cyclical maintenance, which involves painting the interior and exterior of the School, makes up the most significant part of the Board’s responsibilities outside day-to-day maintenance. The provision for cyclical maintenance represents the obligation the Board has to the Ministry and is based on the Board’s ten year property plan (10YPP). s) Financial Assets and Liabilities The School’s financial assets comprise cash and cash equivalents, accounts receivable, and investments. All of these financial assets, except for investments that are shares, are categorised as “loans and receivables” for accounting purposes in accordance with financial reporting standards. Investments that are shares are categorised as “available for sale” for accounting purposes in accordance with financial reporting standards. The School’s financial liabilities comprise accounts payable, funds held on behalf of the Ministry of Education. All of these financial liabilities are categorised as “financial liabilities measured at amortised cost” for accounting purposes in accordance with financial reporting standards. t) Goods and Services Tax (GST) The financial statements have been prepared on a GST exclusive basis, with the exception of accounts receivable and accounts payable which are stated as GST inclusive. The net amount of GST paid to, or received from, the IRD, including the GST relating to investing and financing activities, is classified as a net operating cash flow in the statements of cash flows. Commitments and contingencies are disclosed exclusive of GST. u) Budget Figures The budget figures are extracted from the School Budget that was approved on 25th February 2020 by the Board of Trustees. v) Services received in-kind From time to time the School receives services in-kind, including the time of volunteers. The School has elected not to recognise services received in kind in the Statement of Comprehensive Revenue and Expense. w) Foreign Currency Transactions Foreign currency transactions (including those subject to forward foreign exchange contracts) are translated into NZ$ (the functional currency) using the spot exchange rates at the dates of the transactions. Foreign exchange gains and losses resulting from the settlement of such transactions and from the translation at year- end exchange rates of monetary assets and liabilities denominated in foreign currencies are recognised in the surplus or deficit. x) Derivative Financial Instruments Derivative financial instruments are used to manage exposure to foreign exchange risk arising from the School’s operational activities. The School does not hold or issue derivative financial instruments for trading purposes and has not adopted hedge accounting. Derivatives are initially recognised at fair value on the date a derivative contract is entered into and are subsequently re-measured to their fair value at each balance date with the resulting gain or loss recognised in the surplus or deficit. A forward foreign exchange derivative is classified as current if the contract is due for settlement within 12 months of balance date. Otherwise, the full fair value of forward foreign exchange derivatives are classified as non-current.

AucklandGrammarSchool NotestotheFinancialStatements Fortheyearended31December2019 2019 2019 2019 2019 2018 2018 Actual Actual Budget Budget Actual Actual Parent Group Parent Group Parent Group $ $ $ Unaudited $ Unaudited $ $ 1) Government Grants Operational Grants 4,238,150 4,238,150 4,077,510 4,077,510 4,103,487 4,103,487 Teacher Salaries Grants 12,088,833 12,088,833 12,680,989 12,680,989 11,716,823 11,716,823 Use of Land and Buildings Grants 10,886,154 10,886,154 12,700,446 12,700,446 12,734,104 12,734,104 Other MOE Grants 47,022 47,022 50,000 50,000 48,791 48,791 Resource teachers Learning and Behaviour Grants 2,670 2,670 15,000 15,000 31,924 31,924 Other Government Grants 131,358 131,358 135,000 135,000 208,193 208,193

27,394,187 27,394,187 29,658,945 29,658,945 28,843,322 28,843,322

2) Interest Interest earned 55,105 55,105 62,000 62,000 54,932 54,931 Interest earned - Combined Trust - 76,861 - 89,581 - 89,581 55,105 131,967 62,000 151,581 54,932 144,512

3) Locally Raised Funds Local funds raised within the School's community are made up of: Revenue Trading 2,423,788 2,423,788 2,169,025 2,169,025 2,705,464 2,705,464 Fundraising 1,208,093 1,208,093 1,093,667 1,093,667 465,850 465,850 Other Revenue 1,182,870 1,157,514 849,415 876,480 1,374,675 1,361,082 Other Donations 421,353 421,353 80,000 80,000 63,415 63,415 Combined Trust Donations - 8,500 - 12,500 - 12,500 Parent Donations 2,543,772 2,543,772 2,530,349 2,530,349 2,203,665 2,203,665 Overseas Tours Recoveries 787,646 787,646 - -307,434 307,434 Extra Curricular Recoveries 599,371 599,371 491,086 491,086 552,867 552,867 9,166,894 9,150,038 7,213,542 7,253,107 7,673,371 7,672,278 Expenses Trading 1,732,797 1,732,797 1,460,181 1,460,181 2,131,821 2,131,818 Fundraising 1,174,252 1,174,252 1,171,782 1,171,782 484,099 484,099 Overseas Tours Expenses 787,646 787,646 - -307,434 307,434 Extra Curricular Expenses 1,111,267 1,111,267 1,022,635 1,022,635 1,048,081 1,048,081 4,805,963 4,805,963 3,654,597 3,654,597 3,971,435 3,971,432

Surplus for the year Locally Raised Funds 4,360,931 4,344,075 3,558,945 3,598,510 3,701,937 3,700,847

During the year ended 31 December 2019, 4 staff members and 26 students undertook a European History Tour at a cost of $254,458, which focused on events covered in curriculum content at 4th-7th form levels. A Hockey tour was also undertaken by 3 staff and 18 Students to Melbourne at a cost of $52,590 which enabled the team to heighten player skill levels . A tour of universities in UK and USA was undertaken by 2 staff and 16 students to provide exposure for students interested in tertiary study abroad at a cost of $144,797. A Language immersion tour in Spain was undertaken at a cost of $87,940 by 2 staff and 14 students. A Western Heritage tour in 2019 costing $171,405 was undertaken by 3 staff and 24 students to instruct students first hand to works set for Latin, classical Studies and Art History. A Cricket development tour by 3 staff and 17 students to Australia undertaken at a cost of $76,456. (2018: 16 students and 2 staff members undertook a Geography Tour to Japan at a cost of $119,195, which included visits to significant cultural, historical and natural attractions whilst also visiting schools and lectures. It enabled the students to experience a completely different culture and food, enabling understanding of urban patterns and transport, learning about the bombing of Hiroshima, seeing cultural displays etc. During the year an art tour was also undertaken by 22 Students and 3 staff to Europe at a cost of $188,239 visiting art sites, museums, galleries, churches, private collections etc. This enabled the students to experience first hand the art works that they have studied in class in the context that they were created in for example Renaissance painting in Rome. Students also attended lectures and talks in Europe). All tours (2019 and 2018) were funded through locally raised funds.

During the year ended 31 December 2019, the Headmaster and the Board Chairperson travelled to the USA and United Kingdom . The associated travel costs of $16,567 was funded through locally raised funds. (2018: the Headmaster, the Board Chairperson, the Director of Advancement and the Chairperson of the 150th Celebrations Committee travelled to USA, United Kingdom and Singapore . The associated travel costs of $66,530 was funded through locally raised funds). The purpose of the trips for both years was to speak at various events, to promote the school's 150th celebrations and raise awareness of the school's 150th capital project.

Auckland Grammar School Notes To The Financial Statements For the Year Ended 31 December 2019

2019 2019 2019 2019 2018 2018 Actual Actual Budget Budget Actual Actual Parent Group Parent Group Parent Group $ $ $ Unaudited $ Unaudited $ $

4) Hostel Revenue and Expenses Actual Nos Actual Nos Budget Nos Budget Nos Actual Nos Actual Nos Full boarders 120 120 121 121 123 123

Hostel financial performance Revenue Boarding fees, scholarships and bursaries 1,621,689 1,621,689 1,598,289 1,598,289 1,535,078 1,535,078 Trading 58,621 58,621 90,000 90,000 84,228 84,228 Other External Hire 59,337 59,337 70,000 70,000 68,604 68,604 Donations - - - - 14,000 14,000 Miscellaneous 46,072 46,072 50,175 50,175 38,804 38,804 1,785,719 1,785,719 1,808,464 1,808,464 1,740,714 1,740,714 Expenses Kitchen Outsourcing 541,825 541,825 445,000 445,000 534,933 534,933 Laundry 38,704 38,704 39,000 39,000 38,467 38,467 Boarder Recreation 9,416 9,416 9,000 9,000 15,481 15,481 Housemasters and Matrons Supervision 236,826 236,826 230,371 230,371 263,115 263,115 Maintenance 67,790 67,790 50,000 50,000 55,549 55,549 Consumables 16,481 16,481 12,000 12,000 17,459 17,459 Trading 35,411 35,411 38,001 38,001 37,602 37,602 Administration 254,882 254,882 320,500 320,500 258,138 258,138 1,201,336 1,201,336 1,143,872 1,143,872 1,220,743 1,220,743

Surplus for the year Hostel 584,383 584,383 664,592 664,592 519,971 519,971

5) International Student Revenue and Expenses Actual Nos Actual Nos Budget Nos Budget Nos Actual Nos Actual Nos

International Student Roll 162 162 150 150 143 143

Revenue International Student Fees 3,135,523 3,135,523 2,902,173 2,902,173 2,655,823 2,655,823 Application Fees 144,506 144,506 115,460 115,460 121,026 121,026 Home Stay Revenue 44,922 44,922 35,835 35,835 43,913 43,913 Insurance 77,650 77,650 69,000 69,000 60,477 60,477 Other Revenue - - - - 2,171 2,171 Special Projects 843 843 - - - - 3,403,444 3,403,444 3,122,468 3,122,468 2,883,410 2,883,410 Expenses Advertising 62,226 62,226 50,000 50,000 42,096 42,096 Commissions 366,599 366,599 285,728 285,728 208,361 208,361 International Student Levy 85,745 85,745 56,087 56,087 55,803 55,803 Staff 426,409 426,409 402,084 402,084 399,621 399,621 International student marketing trips 53,160 53,160 70,000 70,000 26,605 26,605 DomesticTravel - - - - 4,181 4,181 Other Expenses 196,764 196,764 177,087 177,087 162,801 162,801 1,190,904 1,190,904 1,040,986 1,040,986 899,469 899,469

Surplus for the year International Student 2,212,540 2,212,540 2,081,482 2,081,482 1,983,941 1,983,941

During the year ended 31 December 2019 the Director of International Students and the International Students Relationship Manager travelled to Cambodia, China, Hong Kong, Japan, Malaysia, South Korea, Taiwan, Thailand and Vietnam, at a cost of $53,160 for recruitment and marketing purposes. ( 2018: the Director of International Students travelled to China, Vietnam and Austria and United Kingdom at a cost of $26,605 for recruitment and marketing purposes). The travel for both years was funded from the net surplus from the net surplus from international student fees revenue in each respective year.

7 AucklandGrammarSchool NotestotheFinancialStatements Fortheyearended31December2019

2019 2019 2019 2019 2018 2018 Actual Actual Budget Budget Actual Actual Parent Group Parent Group Parent Group $ $ $ Unaudited $ Unaudited $ $ 6) Learning Resources

Curricular 1,323,902 1,323,902 1,633,997 1,633,997 1,577,260 1,577,260 Information and communication Technology 381,533 381,533 390,956 390,956 371,264 371,264 Library Resources 23,738 23,738 29,455 29,455 24,659 24,659 Professional Development 220,224 220,224 250,225 250,225 257,969 257,969 Equipment Repairs 75,523 75,523 76,488 76,488 60,030 60,030 Employee Benefits - Salaries 14,607,642 14,607,642 14,950,999 14,950,999 14,548,854 14,548,854 16,632,560 16,632,560 17,332,120 17,332,120 16,840,036 16,840,036

During the year ended 31 December 2019 there was no overseas travel for professional development. (2018: the Headmaster and 4 members of the Leadership Team travelled to Australia at a cost of $15,618 to attend the IBSC Annual Conference for professional development and presentation of character education research that the school has been involved with and the costs were funded by the Board. Travel to Australia was also undertaken by 5 other staff at a cost of $8,791 to attend conferences for professional development and the costs were funded by the Board.)

7) Administration BOT Fees and Election Expenses 26,131 26,131 21,500 21,500 6,000 6,000 Audit Fees 21,045 21,045 17,500 17,500 19,429 19,429 Audit Fees - Combined Trust - 4,658 - 4,000 - 4,000 Communication Expenses 13,821 13,821 18,840 18,840 17,186 17,186 Postage 10,381 10,381 20,000 20,000 24,290 24,290 Consumables 54,914 54,914 101,300 101,300 (4,691) (4,691) Employee Benefits - Salaries 975,359 975,359 970,118 970,118 999,331 999,331 Insurance 73,198 73,198 64,000 64,000 71,330 71,330

General admin other than Finance Cost and Impairment 251,870 251,870 244,210 284,868 164,500 164,500 General Expenses - Combined Trust - 5,743 - 5,172 - 5,172 Development Office 566,153 566,153 575,228 575,228 539,447 539,447 Distribution - Combined Trust - 15,912 - 27,782 - 27,782 1,992,873 2,019,185 2,032,695 2,110,307 1,836,822 1,873,776

Audit fees are those fees which have been previously agreed for the annual audit of the financial statements.

8) Property Caretaking & Cleaning contract services 382,731 382,731 349,750 349,750 357,202 357,202 Cyclical Maintenance 257,000 257,000 134,000 134,000 134,000 134,000 Grounds 35,272 35,272 37,500 37,500 31,373 31,373 Heat Light & Water 283,327 283,327 312,299 312,299 320,973 320,973 Repairs & Maintenance 712,397 712,397 360,500 360,500 315,362 315,362 Use of Land and Buildings 10,886,154 10,886,154 12,700,446 12,700,446 12,734,104 12,734,104 Employee Benefits - Salaries 720,865 720,865 726,228 726,228 754,480 754,480

13,277,746 13,277,746 14,620,723 14,620,723 14,647,495 14,647,495

The use of land and buildings figure represents 8% of the school’s total property value. This is used as a 'proxy' for the market rental of the property. Property values are established as part of the nation-wide revaluation exercise that is conducted every 30 June for the Ministry of Education’s year- end reporting purposes.

9) Depreciation of Property, Plant and Equipment Buildings 557,181 557,181 594,608 594,608 552,147 552,147 Electronic Equipment 394,106 394,106 421,918 421,918 412,845 412,845 Furniture & Fittings 134,979 134,979 158,530 158,530 135,602 135,602 Plant & Equipment 194,409 194,409 230,266 230,266 191,421 191,421 Sports Equipment 26,261 26,261 44,479 44,479 41,952 41,952 Library resources 23,444 23,444 31,281 31,281 22,027 22,027 Motor Vehicles & Tractors 21,194 21,194 32,024 32,024 32,024 32,024 Text Books 76,639 76,639 83,338 83,338 104,235 104,235 Hockey Turf 49,590 49,590 29,436 29,436 29,436 29,436 Sports Turf and Tennis Court 62,410 62,410 64,410 64,410 62,410 62,410 Sand Carpet 42,707 42,707 68,028 68,028 51,637 51,637 Leased Assets 74,667 74,667 77,146 77,146 75,940 75,940

1,657,587 1,657,587 1,835,464 1,835,464 1,711,675 1,711,675

AucklandGrammarSchool NotestotheFinancialStatements Fortheyearended31December2019

2019 2019 2019 2019 2018 2018 Actual Actual Budget Budget Actual Actual Parent Group Parent Group Parent Group 10) Cash and Cash Equivalents Unaudited Unaudited Cash on Hand 700 700 700 700 730 730 Current Accounts 619,581 619,581 3,299,300 3,299,300 2,554,235 2,554,235 Current Accounts of Combined Trust - 63,203 -45, 833 -40,833 Cash account - FNZC Custodian of Combined Trust - 32,624 - 22,156 -82,156 Short-term Bank Deposits 750,000 750,000 --- - Short-term Bank Deposits of Combined Trusts 150,000 1,370,281 1,616,108 3,300,000 3,367,989 2,554,965 2,677,954

Of the $1,370,281 Cash and Cash Equivalents, $168,190 is held by the School on behalf of the Ministry of Education. These funds are required to be spent in 2020 on Crown owned School buildings under the School's Five Year property Plan. The carrying value of short-term deposits with maturity dates of 90 days or less approximate their fair value.

11) Accounts Receivable Debtors 486,010 441,879 1,000,000 1,000,000 1,237,366 1,157,987 Impairment of debtors (10,000) (10,000) - - (10,706) (10,706) 476,010 431,879 1,000,000 1,000,000 1,226,661 1,147,282

Accrued Interest 25,252 25,252 - -- - Accrued Interest of Combined Trust - 2,941 - 2,000 - 5,120 Teacher Salaries Grant Receivable 810,708 810,708 800,000 800,000 799,808 799,808

1,311,970 1,270,779 1,800,000 1,802,000 2,026,469 1,952,209

Prepayments 137,165 137,165 200,000 200,000 224,012 224,012 1,449,136 1,407,944 2,000,000 2,002,000 2,250,482 2,176,221

Receivables from Exchange Transactions 476,010 431,879 1,000,000 1,002,000 1,226,661 1,147,282 Receivables from Non-Exchange Transactions 835,960 838,900 800,000 800,000 799,808 804,927 1,311,970 1,270,779 1,800,000 1,802,000 2,026,469 1,952,209

A provision for impairment of $10,000 has been directly recognised against the carrying value of debtors. The carrying value of receivables approximates their value which had been determined at time of incurring the loss. The Impairment Loss has been identified as a Non-Cash Generated. The impairment loss is not material and has been included under Other Revenue and Expense in the Statement of Comprehensive Revenue and Expense

The ageing profile of receivables at year end is detailed 2019 Actual 2018 Actual below: Gross Impairment Net Gross Impairment Net

Not past due 1,300,478 - 1,300,478 1,928,983 - 1,928,983 Past due 1 - 30 days 5,414 - 5,414 21,131 - 21,131 Past due 31 - 60 days 11,104 (6,000) 5,104 10,529 - 10,529 Past due 61 - 90 days 575 - 575 6,700 - 6,700 Past due over 90 days 4,399 (4,000) 399 69,832 (10,706) 59,126 Total 1,321,970 (10,000) 1,311,970 2,037,175 (10,706) 2,026,469

2019 2019 2019 2018 2018 2018 Actual Actual Budget Budget Actual Actual Parent Group Parent Group Parent Group Unaudited Unaudited 12) Inventories Stationery and Uniforms 581,316 582,486 654,000 654,000 680,387 680,387 IT Consumables - - 1,000 1,000 1,115 1,115 Food Stocks 5,459 4,288 5,000 5,000 8,627 8,627 School Blazers (mainly Music and Sports) 3,780 3,780 30,000 30,000 34,936 34,936 Other - Cleaning and maintenance consumables - - 10,000 10,000 15,000 15,000 590,554 590,554 700,000 700,000 738,950 738,950

13) Investments The School's investment activities are classified as follows: Short-term deposits 3,500,000 3,500,000 Long-term deposits of Combined Trust - 170,364 - 300,000 - 420,201 3,500,000 3,670,364 - 300,000 - 420,201

Non-Current Asset Bonds & Securities held by Combined Trust - 1,655,154 - 1,600,000 - 1,528,306 3,500,000 5,325,518 - 1,900,000 - 1,948,506

The investments held by Combined Trust are in fixed term securities such as redeemable bonds or perprtual notes with medium to long termm maturity dates.

AucklandGrammarSchool NotestotheFinancialStatements Fortheyearended31December2019

14) a) i) Accounts Payable -Current 2019 2019 2019 2019 2018 2018 Actual Actual Budget Budget Actual Actual Parent Group Parent Group Parent Group Unaudited Unaudited Creditors and accruals 898,288 898,286 1,623,000 1,623,000 1,255,829 1,255,829 Creditors and accruals of Combined Trust - 4,207 - 3,000 - 4,983 Interest Payable ------Audit Fees 24,005 28,005 18,000 22,000 16,517 20,517 Teacher Salaries accrual 960,630 960,630 900,000 900,000 930,094 930,094 Banking Staffing Overuse/(Underuse) 41,409 41,409 10,000 10,000 13,766 13,766 Employee Benefits - Leave Accrual 255,159 255,159 - - 285,116 285,116 2,179,491 2,187,695 2,551,000 2,558,000 2,501,322 2,510,305

Payables for Exchange Transactions 1,924,332 1,932,536 2,551,000 2,558,000 2,213,307 2,222,290 Taxes Payable (PAYE and Rates) - - - - 2,899 2,899 Payables for Non-exchange Transactions - Other 255,159 255,159 - - 285,116 285,116 2,179,491 2,187,695 2,551,000 2,558,000 2,501,322 2,510,305 The carrying value of payables approximates their fair value.

ii) Accounts Payable -Non Current Advance from the Auckland Grammar School Foundation Trust - - - - 85,818 85,818 -- - - 85,818 85,818 b) Funds Held in Trust Funds held in trust - Homestay fees 1,161,026 1,161,026 1,100,000 1,100,000 1,061,720 1,061,720 Funds Administered on behalf of associated groups eg travel groups and other student bodies 175,266 175,266 200,000 200,000 260,929 260,929 1,336,293 1,336,293 1,300,000 1,300,000 1,322,649 1,322,649

15) Revenue Received in Advance School Donations 63,458 63,458 80,000 80,000 85,316 85,316 International Students Fees 3,114,996 3,114,996 2,770,000 2,770,000 2,640,826 2,640,826 General 34,079 34,079 150,000 150,000 161,060 161,060 3,212,533 3,212,533 3,000,000 3,000,000 2,887,201 2,887,201

16) Funds Held on Behalf of/(Due from) the Ministry of Education For Projects (also see Note 21) ------Funds held on behalf of MOE and Tertiary Commission 168,190 168,190 200,000 200,000 (185,667) (185,667) 168,190 168,190 200,000 200,000 (185,667) (185,667)

AucklandGrammarSchool NotestotheFinancialStatements Fortheyearended31December2019

17) Property Plant and Equipment Parent and Group 2019 Opening Additions Disposals Impairment Depreciation Disposal Total Balance (NBV) (NBV) $$$$$$$ Artworks 5,542 - -- - - 5,542 Land - School 4,597,787 - -- - - 4,597,787 Buildings - School 12,946,965 421,427 - - 557,181 - 12,811,211 Plant & Equipment 808,343 402,266 - - 194,409 - 1,016,200 Furniture & Fittings 518,431 130,198 22,340 - 134,979 656 491,965 Motor Vehicles/Tractors 43,835 130,132 - -21,194 - 152,774 Electronic Equipment 657,305 449,943 - - 394,106 - 713,143 Sports Equipment 62,641 20,242 - -26,261 - 56,622 Library 166,477 33,482 - -23,444 -176,515 Hockey Turf 387,840 - 463,738 - 49,590 463,738 338,250 Sports Turf 482,691 - -- 62,410 -420,281 Text Books 132,289 42,084 - - 76,639 -97,734 Tennis Courts 2 - 2---- Sand Carpet 344,305 - -- 42,707 -301,599 Laptop Lease 40,529 196,357 - - 74,667 -162,219 Capital Work in Progress 155,976 84,893 - ---240,869 - 21,350,958 1,911,026 486,080 - 1,657,587 464,394 21,582,712

2019 Cost or Accumulated Net Book Valuation Depreciation Value $$$ Artworks 5,542 - 5,542 Land 4,597,787 - 4,597,787 Buildings 19,305,812 6,494,601 12,811,211 Plant & Equipment 4,443,505 3,427,305 1,016,200 Furniture & Fittings 3,230,603 2,738,638 491,965 Motor Vehicles/Tractors 638,562 485,788 152,774 Electronic Equipment 4,793,224 4,080,081 713,143 Sports Equipment 633,103 576,480 56,622 Library 515,180 338,666 176,515 Hockey Turf 445,128 106,878 338,250 Sports Turf 952,482 532,201 420,281 Text Books 1,862,942 1,765,208 97,734 Tennis Courts 64,680 64,680 - Sand Carpet 665,222 363,623 301,599 Laptop Lease 464,211 301,991 162,219 Capital Work in Progress 240,869 - 240,869

42,858,852 21,276,140 21,582,712

2018 Opening Additions Disposals Impairment Depreciation Disposal Total Balance (NBV) (NBV) $$$$$$$ Artworks 5,542 - -- -- 5,542 Land - School 4,597,787 - - - -- 4,597,787 Buildings - School 12,955,090 538,002 - - 546,127 - 12,946,965 Plant & Equipment 765,573 234,191 - - 191,421 - 808,343 Furniture & Fittings 612,928 41,105 - - 135,602 - 518,431 Motor Vehicles/Tractors 75,859 - - - 32,024 - 43,835 Electronic Equipment 662,499 407,651 - - 412,845 - 657,305 Sports Equipment 84,380 20,212 - - 41,952 -62,641 Library 158,577 29 ,927 - - 22,027 -166,477 Hockey Turf 30,190 393,106 711,000 - 35,456 711,000 387,840 Sports Turf 545,101 - - - 62,410 - 482,691 Text Books 133,039 103,485 - - 104,235 - 132,289 Tennis Courts 2 - - - - - 2 Sand Carpet 395,942 - - - 51,637 - 344,305 Laptop Lease 93,290 23,179 - - 75,940 - 40,529 Capital Work in Progress 141,317 14,659 - - - -155,976

21,257,115 1,805,518 711,000 - 1,711,675 711,000 21,350,958

AucklandGrammarSchool NotestotheFinancialStatements Fortheyearended31December2019

2018 Cost or Accumulated Net Book Valuation Depreciation Value $$$ Artworks 5,542 - 5,542 Land 4,597,787 - 4,597,787 Buildings 18,882,597 5,935,632 12,946,965 Plant & Equipment 4,041,113 3,232,770 808,343 Furniture & Fittings 3,122,711 2,604,280 518,431 Motor Vehicles/Tractors 508,430 464,595 43,835 Electronic Equipment 4,340,568 3,683,263 657,305 Sports Equipment 612,859 550,218 62,641 Library 513,241 346,765 166,477 Hockey Turf 910,652 522,813 387,840 Sports Turf 952,194 469,503 482,691 Text Books 1,820,921 1,688,632 132,289 Tennis Courts 64,680 64,678 2 Sand Carpet 665,219 320,915 344,305 Laptop Lease 268,372 227,843 40,529 Capital Work in Progress 155,975 - 155,976

41,462,862 20,111,906 21,350,958

Auckland Grammar School and the Ministry of Education have joint ownership of the following buildings :

2019 2018 Ministry % School % Ministry % School % Lower Sports Pavilion 30% 70% 30% 70% Gymnasium 50% 50% 50% 50% Library Extensions (1999) 42% 58% 42% 58% Tibbs House Hostel Complex 13% 87% 13% 87% New Sports Centre 80% 20% 80% 20% Augusta Classroom Block (2015) 82% 18% 82% 18%

The following buildings are fully owned by the School: Hockey Pavilion, New OBA Pavilion, Sports Turf Centennial Theatre Complex, Swimming Pool Changing Rooms, Tractor Shed, Tennis Courts,Clive Rd and Barnett Cres Residential properties.

18) Intangible Asset

The School's Intangible assets are made up of acquired computer software.

Amortisation/ 2019 Opening Additions Disposals Impairment Closing $$$$ $

Cost Intangible Assets (Cost) 203,421 - - -203,421

Balance at 31 December 2019 203,421 - - - 203,421

Accumulated Amortisation Intangible Assets (Amortisation for the year) 202,552 - - 869 203,421

Closing Balance at 31 December 2019 202,552 - - 869 203,421

Net Book Value at 31 December 2019 869 - - (869) -

Amortisation/ 2018 Opening Additions Disposals Impairment Closing $$$$ $

Cost Intangible Assets (Cost) 203,421 - - -203,421

Balance at 31 December 2018 203,421 - - - 203,421

Accumulated Amortisation Intangible Assets (Amortisation for the year) 200,117 - - 2,435 202,552

Closing Balance at 31 December 2018 200,117 - - 2,435 202,552

Net Book Value at 31 December 2018 3,304 - - (2,435) 869

AucklandGrammarSchool NotestotheFinancialStatements Fortheyearended31December2019

19) Provision for Cyclical Maintenance 2019 2018 Parent/Group Parent/Group $$

Provision at the start of the year 1,219,367 1,258,331 Increase in the provision during the year 257,000 134,000 Less use of the provision during the year (159,315) (172,964) Provision at the end of the year 1,317,052 1,219,367

Cyclical Maintenance - Current 175,000 163,377 Cyclical Maintenance - Term 1,142,052 1,055,990 1,317,052 1,219,367

The School has a cash management plan to ensure that sufficient cash is available to meet all maintenance obligations as they fall due over the next 10 years. The amount recognised as a provision is the best estimate of the expenditure required to settle the present obligations at the reporting date. The provision has not been adjusted for inflation and the effect of the time value of money.

AucklandGrammarSchool NotestotheFinancialStatements Fortheyearended31December2019

20) Financial Instruments

Details of financial instruments are presented in notes 10, 11, 13, 14, 21 and 28. Further information is as follows:

The carrying amount of financial assets and liabilities in each of the financial instrument categories are as follows:

2019 2019 2019 2019 2018 2018 Actual Actual Budget Budget Actual Actual Financial assets measured at amortised cost (2018: Parent Group Parent Group Parent Group Loans and receivables) $ $ $ Unaudited $ Unaudited $ $

Cash and Cash Equivalents 1,370,281 1,616,108 3,300,000 3,367,989 2,554,965 2,677,954 Receivables 1,311,970 1,270,779 1,800,000 1,802,000 2,026,469 1,952,209 Investments -Term Deposits, Bonds & Securities 3,500,000 5,325,518 - 1,900,000 - 1,948,506

Total Financial Assets Measured at Amortised Cost 6,182,251 8,212,404 5,100,000 7,069,989 4,581,434 6,578,669

Financial liabilities measured at amortised cost

Payables 2,179,491 2,187,695 2,551,000 2,558,000 2,501,322 2,510,305 Finance Leases 166,047 166,047 -- 40,752 40,752

Total Financial Liabilities Measured at Amortised Cost 2,345,538 2,353,742 2,551,000 2,558,000 2,542,074 2,551,057

Fair Value The fair value of financial instruments is the carrying value.See notes 10 and 13 for the fair value of deposits and loans.

Credit Risk The maximum exposures to credit risk at 31 December are disclosed in the Statement of Financial Position. Receivables are grants and funding due from the MoE. No collateral is held to mitigate the risk of loss as a result. In accordance with section 73 of the Education Act 1989 all surplus moneys are invested with registered banks.

The following cash and deposit balances, including trust balances, represent concentrations of credit risk.

2019 2019 2018 2018 $ $$$ Parent Group Parent Group Bank of New Zealand Ltd 65,335 68,610 205,410 205,410 ASB Bank Ltd 1,304,859 1,514,786 2,824,707 2,324,707 Westpac 86 86 86 86 FNZC - Custodian cash account for Combined Trust - 32,624 - 82,156 Raboplus - - 1,611 1,611 Short-term deposits/Notes/Bonds with maturities more than 3 months 3,500,000 5,325,518 - 1,948,506 4,870,281 6,941,624 3,031,814 4,562,476

Accrued Interest 25,252 28,193 - 5,120 4,895,533 6,969,817 3,031,814 4,567,595

At certain points during the year the concentration of credit risk in all banks for the Group was up to $5,314,662 (2018: $3,061,961).

At certain points during the year the concentration of credit risk from Combined Trust investment held in a portfolio of investments managed by First New Zealand Capital is up to $1,675,661 (2018: $1,570,740). Interest Rate Risk The Board's treasury policy objectives are to: a) ensure there is sufficient liquidity to meet operational commitments; b) invest in risk free or near risk free investments; c) purchase investments with a range of maturity dates.

The maturity periods of the investments are as follows: 2019 2018 $$ Parent/Group Parent/Group Within 180 Days 5,325,518 1,948,506

All of the above investments can be readily liquidated, although not necessarily at the amounts recorded above.

AucklandGrammarSchool NotestotheFinancialStatements Fortheyearended31December2019

Currency Risk The School has no exposure to currency risk as at reporting date.

Liquidity risk

Management of liquidity risk

Liquidity risk is the risk that the School will encounter difficulty raising liquid funds to meet commitments as they fall due. Prudent liquidity risk management implies maintaining sufficient cash and the ability to close out market positions. The School manages liquidity risk by continuously monitoring forecast and actual cash flow requirements.

Contractual maturity analysis of financial liabilities, excluding derivatives The table below analyses financial liabilities (excluding derivatives) into relevant maturity groupings based on the remaining period at balance date to the contractual maturity date.

Parent Carrying Contractural Within More than Amount Cash Flows One Year 1 Year 2019

Payables (excluding income in advance, taxes payable and grants received subject to conditions) 2,179,491 2,179,491 2,179,491 - Finance Leases 166,047 166,047 72,277 93,770

2,345,538 2,345,538 2,251,768 93,770 2018

Payables (excluding income in advance, taxes payable and grants received subject to conditions) 2,501,322 2,501,322 2,501,322 - Finance Leases 40,752 40,752 28,298 12,454

2,542,074 2,542,074 2,529,620 12,454

Fair Value Hierarchy For those instruments recognised at fair value in the statement of financial position, fair values are determined according to the following hierarchy: a) Quoted market prices (level 1) - Financial instruments with quoted prices for identical instruments in active markets. b) Valuation techniques using observable inputs (level 2) - Financial instruments with quoted prices for similar instruments in active markets or similar instruments in inactive markets and financial instruments valued models where all significant inputs are observable. c) Valuation techniques with significant non-observable inputs (level 3) - Financial instruments valued using models where one or more significant inputs are not observable.

AucklandGrammarSchool NotestotheFinancialStatements Fortheyearended31December2019

21) Funds Held on Behalf of/(Due from) Ministry and Tertiary Commission for Projects

Auckland Grammar School is holding MOE project funding for the following: 2019 Particulars Opening Receipts/ Payments/ Closing Balance Invoiced Reversals Balance Gateway Initiative with Tertiary Education Commission - 49,458 49,458 - Funds held on behalf of MOE and Tertiary Commission (Note 16) -- - -

Art Co-ordinators Project 17,578 - 900 16,678

2016-19 5 YA funded projects as listed below Main Block Ground Floor Covering Upgrade 53,812 - 1,959 51,853 Rockwall - Health & Safety Works - 117,226 48,573 68,653 Fencing - 44,451 44,451 - Reinstatement Works 35,529 35,529 - Sci Lab re-development (271,992) 1,072,824 769,825 31,007 Seismic Strengthening 12,893 - 12,893 - Water Main Upgrade 1 2,042 - 2,042 -

(203,245) 1,270,030 915,272 151,512

Funds held on behalf of/(due from) MOE and Tertiary Commission (Note 16) (185,667) - - 168,190

2018 Particulars Opening Receipts/ Payments/ Closing Balance Invoiced Reversals Balance Gateway Initiative with Tertiary Education Commission 37,256 41,306 78,562 - Funds held on behalf of/(due from) MOE and Tertiary Commission (Note 16) -- --

Art Co-ordinators Project 20,438 - 2,860 17,578

2016-19 5 YA funded projects as listed below Main Block Ground Floor Covering Upgrade 80,847 8,983 36,019 53,812 Main Block Toilet Upgrade (9,636) 9,636 -- Sci Lab re-development - 450,000 721,992 (271,992) Seismic Strengthening 59,048 407,970 454,125 12,893 Water Main Upgrade 1 (35,968) 32,735 (5,275) 2,042

94,291 909,324 1,206,861 (203,245)

Funds held on behalf of/(due from) MOE and Tertiary Commission (Note 16) -- - (185,667)

AucklandGrammarSchool NotestotheFinancialStatements Fortheyearended31December2019

22) Related Parties

The School is an entity controlled by the Crown, and the Crown provides the major source of revenue to the school. The school enters into transactions with other entities also controlled by the Crown, such as government departments, state-owned enterprises and other Crown entities. Transactions with these entities are not disclosed as they occur on terms and conditions no more or less favourable than those that it is reasonable to expect the school would have adopted if dealing with that entity at arm’s length. Related party disclosures have not been made for transactions with related parties that are within a normal supplier or client/recipient relationship on terms and conditions no more or less favourable than those that it is reasonable to expect the school would have adopted in dealing with the party at arm’s length in the same circumstances. Further, transactions with other government agencies (for example, Government departments and Crown entities) are not disclosed as related party transactions when they are consistent with the normal operating arrangements between government agencies and undertaken on the normal terms and conditions for such transactions. As part of the Group, a body named The Auckland Grammar Schools Combined Trust operates to give stewardship to donated funds and recommendation to the annual awards. It receives donations received from public, previous students of the School and interest and dividends generated through investments.The Trust has the same Board of Trustees structure as the School and its Trust operations are managed by the Finance Team and the Board and Trust Secretary in the School. During the year, the Combined Trusts paid management fees of $41,619 (2018 $40,658) to the School and provided $15,412 (2018 $27,782) for awards and prizes. The Proprietor of the School (Ministry of Education) is a related party of the Board because the Education Act 1989 gives the proprietor significant influence over the Board. Any services or contributions between the Board and Proprietor that are material transactions that have occurred have been disclosed appropriately.

The Proprietor provides land and buildings free of charge for use by the Board as noted in Note 1(c). The estimated value of this use during the current year is included in the Statement of Comprehensive Revenue and Expense as “Use of land and buildingsa”.

Remuneration

23) Key Management personnel compensation Key management personnel of the School include all Board of Trustees, Headmaster, Associate Headmasters, Deputy Headmasters, Director of Finance and Infrastructure, Support Service Directors, and Heads of Faculty. 2019 2018 $$ Salaries and other short-term employee benefits 2,803,456 2,770,624 Post-employment benefits -- Other long-term benefits -- Termination benefits -- 2,803,456 2,770,624 Full-time equivalent personnel 22.8 22.8

The total value of compensation or other benefits paid or payable to persons who ceased to be trustees, committee member, or employees during the financial year in relation to that cessation and number of persons to whom all or part of that total was payable was as follows:

2019 2018 School and GROUP Actual Actual

Total 19,759 65,921 Number of People 2 5

24) Committee members remuneration The total value of the remuneration (other than compensation and other benefits) paid or payable to committee members in their capacity as committee members from the board during this financial year. 2019 2019 2018 Actual Budget Actual $$$

Total value Nil Nil Nil

AucklandGrammarSchool NotestotheFinancialStatements Fortheyearended31December2019 25) Board of trustees remuneration

The total value of the remuneration (other than compensation and other benefits) payable to trustees in their capacity as trustees from the board during this financial year.

The value recorded is a notional value only, as the Board of trustees are volunteers and have not taken any remuneration from the school to compensate them for acting in their roles as trustees this financial year. For disclosure purposes this notional fee is treated as an expense and as a donation back to the school as part of Other Donations in Note 3. 2019 2019 2019 2018 Actual Actual Budget Actual FTE $ $ Unaudited $

Total value 0.73 8,000 5,000 6,000 (2018 FTE : 0.71)

The full time equivalent for Board members has been determined based on attendance at Board meetings, Committee meetings and for other obligations of the Board, such as stand downs and suspensions, plus the estimated time for Board members to prepare for meetings.

26) Headmaster and Senior Staff Remuneration Headmaster: The total value of remuneration paid or payable to the Headmaster was in the following bands:

2019 2018 Actual Actual Salaries and Other Short-term Employee Benefits: $000 $000 Salary and Other Payments 240-250 230-240 Benefits and Other Emoluments 20-30 20-30 Termnination Benefits --

Other Employees There were eighteen employees (sixteen in 2018) whose individual salaries are $100,000 per annum or above and are reported in brackets of $10,000 as under: 2019 2018 Number of employees in $100,000 - $110,000 8 5 Number of employees in $110,000 - $120,000 - 2 Number of employees in $120,000 - $130,000 34 Number of employees in $130,000 - $140,000 31 Number of employees in $140,000 - $150,000 22 Number of employees in $150,000 - $160,000 1- Number of employees in $160,000 - $170,000 -2 Number of employees in $170,000 - $180,000 1-

Total value of remuneration $ 2,475,886 $ 2,006,250

The disclosure for 'Other Employees' does not include remuneration of the Principal.

27) Heritage Buildings Auckland Grammar School has four heritage assets that are listed by Historic Places Trust and/or Auckland Council as heritage buildings. Details of the heritage assets are as follows:- Ownership Category Area protect Usage of the by Ministry around asset Buildings 30m all sides, Auckland Grammar School Main School Building 100% 1 (HPT) & A (AC) 60m NE Classrooms and Offices Auckland Grammar School Janitors House - Augusta House 100% 2 (HPT) & A (AC) None Offices

Auckland Grammar School War Memorial - Cenotaph 0% 1 (HPT) & A (AC) 30m diameter Annual ANZAC service

Auckland Grammar School Auditorium, Pool, and heritage room inside the Library 50% B (AC) 20m all sides Normal school activities

The value of the heritage buildings that are owned by the Ministry, is utilised in determining the Use of Land and Building Grant from the Ministry in Note 1. The part-owned heritage buildings by the School being Auditorium, Pool and the Heritage Room inside the Library, are recorded into the Fixed Asset Register at cost and depreciated using the depreciated rate in the Statement of Accounting Policies. The revenue and expenditure derived from these buildings are recorded in Note 3 as part of the Trading group.

AucklandGrammarSchool NotestotheFinancialStatements Fortheyearended31December2019

28) Leases The School leases laptops on behalf of the teaching staff from TRL Leasing Limited under the Ministry of Education Laptop scheme. The details of these annual lease commitments are classified as follows:

Finance Lease 2019 2018 Actual Actual Parent/Group Parent/Group $$

No later than one year 72,277 28,298 Later than one year and no later than five years 93,770 12,454 166,047 40,752

29) Commitments Capital Commitments As at 31st December, the Board has entered into contract agreements for capital works as follows; (a) $135,226 contract for Rock Wall Health and Safety works to be completed in 2020, which will be fully funded by the Ministry of Education. $117,236 has been received. $48,573 has been spent on the project to date.

(b) $25,790 contract for server equipment. This will be completed in 2020. (c) $168,154 contract for computer equipment. This will be completed in 2020. (d) $32,364 contract for Electronic equipment. This will be completed in 2020. (Capital commitments at 31 December 2018:$1,055,700) As at 31st December 2019, the Board has entered into the following contract: 2019 2018 Actual Actual Parent/Group Parent/Group $$ NZ Uniform Consignment Stock 143,335 182,435 Under the terms and condition of the Sponsorship & Supply Contract between the School and NZ Uniforms, any stock held in the NZ Uniform warehouse, that remains unsold for a period of 12 months, will be invoiced for and it would become prepaid stock to the School. The stock will continue to be held in NZ Uniform's warehouse and it will be shipped at no further charge when drawn down by the School.

30) Adoption of PBE IFRS 9 Financial Instruments In accordance with the transitional provisions of PBE IFRS 9, the school has elected not to restate the information for previous years to comply with PBE IFRS 9. Adjustments arising from the adoption of PBE IFRS 9 are recognised in opening equity at 1 January 2019. Accounting policies have been updated to comply with PBE IFRS 9. The main updates are: • Note 11 Receivables: This policy has been updated to reflect that the impairment of short-term receivables is now determined by applying an expected credit loss model. • Note 13 Investments:

Equity investments: This policy has been updated to remove references to impairment losses, as NZ IFRS 9 no longer requires identification of impairment for equity investments measured at fair value through other comprehensive revenue and expense. Also, on disposal, the accumulated gains/losses are no longer transferred to surplus/(deficit) but are transferred to accumulated surplus/(deficit).

Term deposits: This policy has been updated to explain that a loss allowance for expected credit losses is recognised only if the estimated loss allowance is not trivial. Upon transition to PBE IFRS9 there were no material adjustments to these financial statements.

AucklandGrammarSchool NotestotheFinancialStatements Fortheyearended31December2019

31) Managing Capital The School's capital is its equity and comprises capital contributions from the Ministry of Education for property, plant and equipment and accumulated surpluses and deficits. The School does not actively manage capital but attempts to ensure that income exceeds spending in most years. Although deficits can arise as planned in particular years, they are offset by planned surpluses in previous years or ensuing years. The School continues to operate at a surplus, and the Board of Trustees consider it appropriate to prepare the financial statements on a going concern basis The School is actively managing its expenditure to ensure that in ensuing periods it will meet it debts as they fall due and with the intention of reducing the working capital deficit.

32) Contingencies

There are no contingent liabilities (except as noted below) and no contingent assets as at 31 December 2019. (Contingent liabilities and assets at 31 December 2018: nil).

Holidays Act Compliance – schools payroll The ministry of Education performs payroll processing and payments on behalf of school board of trustees, through payroll service provider Education Payroll Limited. The Ministry has commenced a review of the schools sector payroll to ensure compliance with the Holidays Act 2003. The initial phase of this review has identified areas of non-compliance. The Ministry has recognised an estimated provision based on the analysis of sample data, which may not be wholly representative of the total dataset for Teacher and Support Staff Entitlements. A more accurate estimate will be possible after further analysis of non-compliance has been completed, and this work is ongoing. Final calculations and potential impact on any specific individual will not be known until further detailed analysis has been completed. To the extent that any obligation cannot reasonably be quantified at 31 December 2019, a contingent liability for the school may exist.

33) Investment in Subsidiaries

Details of the Group's material subsidiary at the end of the reporting period are as follows. Proportion of ownership interest Place of and voting power held by the Value of investment Name of Subsidiary Principal Activity incorporation and Group $000 operation 2019 2018 2019 2018

Auckland Grammar School Combined To give Stewardship to Auckland, New 100% 100% 2,022 1,988 Trust donated funds and Zealand recommendation to the Annual Awards.

The subsidiary has a 31 December balance date, is 100% owned by the School, and is incorporated and domiciled in New Zealand.

The School controls the Trust for financial reporting purposes because, in substance, the School predetermined the objectives of the Trustt at establishment and benefits from the Trust’s complementary activities.

The Trust is a registered charity, (CC41345).

34) Events After Balance Date

On March 11, 2020, the World Health Organisation declared the outbreak of COVID-19 (a novel Coronavirus) a pandemic. Two weeks later, on 26 March, New Zealand increased its’ COVID-19 alert level to level 4 and a nationwide lockdown commenced. As part of this lockdown all schools were closed. Subsequently all schools and kura reopened on the 18th of May 2020.

At the date of issuing the financial statements, the school had been able to absorb the majority of the impact from the nationwide lockdown. In the periods the school was open for tuition, the school had switched to alternative methods of delivering the curriculum, so students could learn remotely.

At this time the full financial impact of the COVID-19 pandemic is not able to be determined, but it is not expected to be significant to the school. The school will continue to receive funding from the Ministry of Education, even while closed.However, economic uncertainties have arisen which are likely to negatively affect the operations and services of the school. We describe below the possible effects on the school that we have identified, resulting from the COVID-19 pandemic:

• A reduction in locally raised funds revenue because the schools ability to collect donations or other contributions from parents, may be compromised. • A reduction in net revenue from hireage of school’s facilities due to the disruption of COVID-19. • A reduction in net revenue from International students and Hostel fees, including the potential loss of current and prospective International students due to the disruption and/or pressures created by COVID-19. • The school will consider reduction in budgeted expenditure in the ensuing period if required to lessen the impact of the effects on cashflow identified above

35) Breach of Law – failure to comply with Section 87C of the Education Act 1989

The Board of Trustees has failed to comply with section 87C of the Education Act 1989 in that the Board did not report by 31 May 2020, the date fixed by the Minister of Education, by which schools were required to have sent their financial statements to the Ministry of Education. On March 11, 2020, the World Health Organisation declared the outbreak of COVID-19 (a novel Coronavirus) a pandemic. Two weeks later, on 26 March, New Zealand increased its COVID-19 alert level to level 4 and a nationwide lockdown commenced which has caused time delays during the financial statement completion and audit process and resulted in a breach of Section 87C of the Education Act.

BOARD OF TRUSTEES A J BLACKBURN BCom LLB (Chairman) (Terms 1 - 2) G M SANDELIN BA LLB (Chairman) (Terms 3 - 4) (Deputy Chairman) (Terms 1 - 2) G AITKEN MA (Hons) (Terms 1 - 3) R HAMILTON BCom BSc (Deputy Chairman Terms 3 - 4) K RUSSELL-SMITH CA BCom DipGrad (Terms 2 - 4) T BASSETT BE (Hons) ME MBA (Terms 1 - 2) G JAYARAM BCA MBA Staff Representative: F L HAY-MACKENZIE MA (Hons) LLB R J CHISHOLM BCom (AGR) (Term 1) L KHOO BA LLB Grad DipBus MMGT (Term 4) Student Representative: M N PALMER (Terms 1 - 3) B DICKSON BBS K LOTU-I’IGA BCom LLB I J MELLIS-GLYNN (Term 4) F ELL PhD MA(Hons) BA Dip Tchg (Term 4) M R MALPASS BE (Hons) MBA NZCE (Mech) Board Secretary: P J GARGIULO BSc (Hons) G GRAHAM BCom ACA T M O’CONNOR BEd (Headmaster) LEADERSHIP TEAM Headmaster: T M O’CONNOR BEd Associate Headmaster-Senior School: D A J WATSON BA (Hons); Associate Headmaster-Junior School: B D SKEEN BA BCom Deputy Headmaster-Senior School: K F SIMENTO MSc MSSL; Deputy Headmaster-Junior School: P D MORTON BPE; &GRWV[*GCFOCUVGT*WOCP4GUQWTEGU,/$.;6*$%QO&KR'F/IOV%JKGH(KPCPEKCN1HſEGT,&)7+.(14& /TU %#&KTGEVQTQH#FXCPEGOGPV#,56#0'5 /TU $#%(4' FACULTY HEADS DIRECTORS *Arts and Technology: S BLUETT (Miss) BDes (Hons) [Art] Director of Boarding: D M ORAM BA *Commerce: J H H WILSON BA [Economics] Director of E-Learning: C DUNN BA *English: C LAING MA [English] Director of Enrolment: V BERRY (Mrs) LLB *Languages: W T BUCKINGHAM MA (Hons) LLB [Latin] Director of Information Services: C WATT MCSA *Mathematics: G P LEEUW BSc [Mathematics] Director of International: R FENTON (Ms) BBS Physical and Outdoor Education: D M R ASKEW BPE Director of Library Services: J WARNER BA Science: B A McGOWAN (Ms) BSc BA (Hons) Director of Performance Music: C ADAMS MMus Social Science: J S ETTY MA PhD Director of Performing Arts: E HARE BMus Student Services: G R MARTIN MBA Director of Property Services: D HUNT (Terms 1 - 2), V KOTZE (Terms 3 - 4) *Vocational & Assisted Learning: G J EDWARDS ATC Director of Sports Development: D M R ASKEW BPE Director of Teaching & Learning Services: J S ETTY MA PhD TEACHING STAFF T ANTONI (Ms) BS MA R C GREENSLADE (Mrs) BDes (Hons) * M R PATON MA (Hons) [Geography] R ARTHUR (Mrs) BSc * J L HANTZ BEd [PE] E PEACOCK (Mrs) BA (Counsellor) B B BAHLMANN BA MEd J B HASLER BA (Hons) S R PIKE BSc A S BARGERY MESci PhD F HASZARD BA BCom [Form 7 Dean] N K PILLAY BA * S BAYLEY (Ms) TTC [Learning Support] * F L HAY-MACKENZIE (Mrs) MA (Hons) LLB [Classics] C A F PORTEOUS BSc MEd (Counsellor) F F BEN BSc S HAYWOOD (Ms) MA (Hons) L POTOCKY-PACAY (Miss) BA (Hons) [Dean Form 5] + S BIDET MA C HEAPHY MFA M J F POULSEN BSc I S BILLCLIFF BPE D Y HELLEUR BA # J POWARD MEd BSc [Form 6 Discipline Assistant A B BIRTWISTLE (Mrs) BA [SCT] D T HILL BA (Hons) Terms 2 - 4] * S G BLACKWELL BEd [Health] B HOANG BSc B J PROCTOR (Mrs) BA # P BLOMELEY MSc (Terms 2 - 4) G G HOLLIER BSc (Term 1) S QADIR BSc * J W BORICH BCom LLB [Accounting] T HORROCKS BEcon LLB L W QUELCH BA J C M BOROUGHS BFA S J HUNTER BSc [Associate Dean Form 4] J J S REHU BSc # S BOTT (Miss) BA (Hons) K JACOBS HDE C RELLIS (Ms) MSc [Discipline Assistant Form 6 * M J BURGESS BSc [Physics] (Term 1) # W JENKS MA (Hons) PhD (Term 3) Term 1] R A BURTON BA (Hons) (Terms 1 - 2) * G C D JENNINGS BSc (Hons) [Physics] +L J RICE MEd * T E CAIN BSc [Japanese] * B D JOHN BA [History] B D RICHARDSON BPE (Hons) * R C CAMPBELL (Miss) BA [French] A V JOHNSON (Ms) MA (I. Arch) J P ROBERTS BPE R G CARR BSc (Hons) PhD # A JOHNSTONE MEd (Terms 3 - 4) E C R ROXBURGH (Mrs) BA BMus (Hons) # J CASTON (Mrs) BA (Terms 2 - 4) E O JONES BEd (Hons) J J SAMY (Ms) BCom CA [Senior Associate Dean] W CHEN MSc (Hons) S C JORDAN BA P J SHORE BSc (Term 1) J CLAYTON BSc (Hons) R KENNEDY (Miss) BA LLB R L SIMENTO (Mrs) MSc L R CORRAY BSc T W KENSINGTON BA K SINGH BSc * M CROOK BSc [Technology] * S KESHWARA BSc (Hons) [Chemistry] * T J SMITH BSc (Hons) [Biology] J O CROOKS BPE S W KING BA HDE T SMITH (Ms) BDes M D CUMING BSc # H KLER (Mrs) BA (Terms 3 - 4) A M SPARKS MA R DANIEL MA BSc J C KNIGHTLY BSc # D TAGALOA BPE (Terms 3 - 4) A DAS (Mrs) MSc R D KNIGHTS BA [Discipline Assistant Form 7] M TAITO BA (Counsellor) A P DEIGHAN BSc (Hons) (Terms 1 - 2) S A LASSCHE BSc (Hons) R K TAYLOR (Miss) BA (Hons) T DE JAGER (Mrs) BA Y B LAZARUS (Mrs) BEd [Assistant HOD History] M Z-Y DONG BA C C LEE BSc (Hons) R TEAGUE (Ms) MA (Hons) # J J C DOOLAN BEd DipBus [Discipline Assistant J W LEE BSc N THACKER (Miss) BA (Hons) (Terms 1 - 2) Form 5] M R LEE BSc (Hons) R M THOM BA (Term 1) J DYER-CAUSTON BA (Hons) * N L LOBB BA [Te Reo Maori] P M TIMOTEO BSc (Terms 1 - 3) P EASINGWOOD BA [Dean of International Students] C R D LOWE BPE [Form 4 Dean] +M M TREMOLEDA (Ms) MA # L EDMEADES BCom # G MACAULAY MSc (Terms 2 - 4) W VAN DER LINDE BEd G T S ELISE BA G J MAGUIRE MSc (Hons) A VAN HEERDEN (Ms) BSc (Hons) # S EMPSOM BEd (Term 2) W W MALING BSR (Terms 1 - 2) # J VAN NIEKERK BA BEd M J FERGUSON BSc D J MARTIN BA BCom D R WADAMS MEd Mgt (Hons) [SCT] T A FERGUSON (Mrs) BA # C McLACHLAN BPE * B WASSON BMus [Music] D FONSECA BCom CPA G P McCULLOUGH BE (Hons) C A WATERS (Miss) BA C FORSTER (Miss) BA LLB (Hons) +D McCUTCHEON (Mrs) TTC W J L WATLING BSc DipArts D GALE BA (Hons) * M E McNEILL (Ms) MA (Hons) [Spanish] J J WHELAN BA M R GARD BA D I MERCIER BE * L WHITE (Mrs) MA (Hons) [ESOL] M GASPAR (Miss) MA T E MOORE MA F J WILSON BSc J M GEBBETT BSc (Hons) [Form 3 Dean] * D B NEWTON BA (Hons) [Business Studies] * J WOODFORD BA (Hons) [Outdoor Ed] L GILBERT (Mrs) BA (Hons) I NGARA MEd (Term 1) S WOOLLARD (Ms) MSc (Hons) [Assistant HOD Social Studies] * C A OATES BEd (Hons) [Social Studies] S WRIGHT BE (Hons) R J GORDON BCom J O’NEILL-FULLER BSc J S-J YEH BA [Form 6 Dean] N L GOULD (Mrs) BSc (Terms 2 - 4) T PALING BSocSci BSc *Department Head +Part time #Long Term Reliever

ADMINISTRATION Executive Assistant: Ms D WATSON. Finance Manager: Mrs M KUMARI %#. Assistant Accountant: Mrs K BLANK. Accountant: MR H MERCHANT MPA BCom (Term 4). Accounts 1HſEGT /TU 5 .17-+0' #EEQWPVU #UUKUVCPV /TU ' 2+-' 6GTOU #UUKUVCPV #FOKPKUVTCVQT /TU 4 -*#0 2C[TQNN /U 5 *#6610 *GCF QH 5RQTV /T & , /#%-#; $54 Leadership Team Secretary: Ms J C SADLER MSc (Hons). Culture & Engagement Manager: Mrs H L FLEURY BA PGDip. Head Librarian: Mrs J L McCORMICK BSc Dip NZLS. Librarians: /TU#8/E.'#0$$5/.+5/TU-'0+%*1.#5/.+5.CDQTCVQT[/CPCIGT/U;<*7$5E/25.CD6GEJPKEKCP/U'910)/5E&T96/)47+6,'452J&5VWFGPV5GTXKEGU1HſEG Manager: Ms M NATHOO. Administrators: Mrs S CURRY (Resources), Mrs C M DOWDEN (SAC Examinations Administrator), Mrs J MACKENZIE (Music), Mrs C H JOHNSTON BA ATCL (Social Sciences & Relief), Mrs D METAHYSA BS (Library/Art), Mrs L NEPIA (Enrolments), Mrs K OSBORNE (Gateway Co-ordinator), Mrs M RICHARDSON (Student Services Assistant) (Term 1). Bequest Manager: Mr D I REDDISH BCA. Events Manager: Ms K HOMERSHAM BHSc (Terms 1 - 3). Events & Public Relations Manager: Mrs G KNIGHTS BA (Hons) (Terms 3 - 4). Events & Administrative Co-ordinator: Miss H M CRONIN BBus. Database & Direct Mail Manager: Mrs N USHER BSc. Digital Content Producer: Mrs A J BOOTH BCS. Communications & Publications Manager: Mrs S M MEADE BSocSci DipEdit. 150th Coordinator: Mrs F J ROSENBERG. 150th Secretary: Mrs C WILKINSON (Terms 1 - 2). Academic & Student Administrators: Mrs E R BOLT, /U$.%4#95VWFGPV1HſEG/CPCIGT/TU0%*#2.+0$# *QPU 5VWFGPV1HſEG#UUKUVCPV/KUU*/%410+0$$WU 6GTOU *GNRFGUM+%6/T).9'..5$#/%5#/T,%5+/105 (Terms 1 - 2), Mr B EASTON BDes (Terms 3 - 4). Teacher Aides: Mr R ASIATA BA (Terms 2 - 4), Miss T BOYD (Terms 2 - 4), Mr L BRISTOW BA (Terms 3 - 4), Mrs M W BRITTON MA, Ms E CHRISTINA MSc (Terms 1 - 2), Mrs M GRIFFITHS, Mr M HIRD BSc (Terms 1 - 2), Mrs A KYNMAN-WILSON (Terms 1 - 2), Mrs T L OLSEN, Miss J ROBINSON (Term 1), Mrs L SHAIK BE, Mrs J STRAFFON (Terms 2 - 4), Mrs D VIRGO. French Assistant: Miss J CAMUS BA, MFFL. Spanish Assistant: Ms M J MURILLO. International Relations Manager: Mrs M RYLEV BSc (Terms 2 - 4). International Student Welfare Manager: Mrs S B HESLIN. International Student Administrator: Ms M DING. International Student Liaison: Ms J KIM BA. Archivist: Mr P J D STANES BSc BE (Hons). Nurses: Mrs J M KLAASSEN RN PG Youth Health, Mrs J LITTLE RN, Mrs M O’CARROLL RN, Ms J SERRA RN, Mrs N THOMAS RN . School Shop /CPCIGT/TU%('4)755105EJQQN5JQR#UUKUVCPVU/TU.,/9#6'45/TU09#6510$#&KTGEVQTQH(QQVDCNN/T-$4+)*6&KTGEVQTQH%TKEMGV/T+64166*GCF4QYKPI%QCEJ/4&4 NEUHAUS (Term 4). Venturelodge Manager: Ms K LAUGHTON. Theatre Manager: Mr W J BRINSLEY. Hostel Matrons: Miss S BAILEY, Miss J CATES, Mrs D KENNEDY, Mrs A OLIVER. Facilities Manager: Ms M LEESON. Maintenance Manager: Mr G MORIN. Maintenance: Mr K BIRCH (Terms 1 - 2), Handyman/Carpenter: Mr S MARSHALL, Mr T TAPARA (Terms 3 - 4). Print Room: Mrs F MAKAPATAMA (Terms 1 - 3). Staff Cafeteria: Mr D A LYDIARD. Statement of Resourcesȋ ̽Ȍ

Non-Teaching Support Staff 6JG$QCTFQH6TWUVGGUGORNQ[UHWNNVKOGGSWKXCNGPVUVCHHVQWPFGTVCMGCFOKPKUVTCVKXGHKPCPEKCN VGCEJGTUWRRQTVCPFRTQRGTV[OCKPVGPCPEGCURGEVUQHVJG5EJQQN

Community Support 6JG5EJQQNKUYGNNUWRRQTVGFD[RCTGPVUVJG#WEMNCPF)TCOOCT5EJQQN1NF$Q[Uŏ#UUQEKCVKQPVJG 1WVFQQT'FWECVKQP6TWUVYJKEJCNNQYUCEEGUUVQVJGKT1JCMWPG.QFIGVJG(QWPFCVKQP6TWUVCPFVJG *GCFOCUVGTŏU%QWPEKN6JQUGQTICPKUCVKQPUVKTGNGUUN[TCKUGHWPFUHQTPWOGTQWURTQLGEVUCPFVJGRCTGPVU UWRRQTVVJG5EJQQNDQVJſPCPEKCNN[CPFYKVJIGPGTQWUFQPCVKQPUQHVJGKTVKOG

Computers

• 6YQEQORWVGTNCDQTCVQTKGUYKVJCVQVCNQH2%UCTGCXCKNCDNGHQTVGCEJKPI#PCFFKVKQPCN 2%UCTGCXCKNCDNGKPVJG.KDTCT[/WUKE.GCTPKPI5WRRQTV'51.#TV5RQTVU5EKGPEG6GEJPQNQI[ CPF.CPIWCIGU • 6JG2J[UKECN'FWECVKQP&GRCTVOGPVWUGUEQORWVGTVGEJPQNQI[VQCUUGUUſVPGUUCPFVQRNCPKPFK- XKFWCNGZGTEKUGRTQITCOOGUHQTQWTUVWFGPVU • #NN&GRCTVOGPVUCTGYGNNGSWKRRGFYKVJEQORWVGTCPFQVJGTCRRTQRTKCVGVGEJPQNQI[VQCUUKUVVJG VGCEJKPIRTQEGUUCPFVQRTGRCTGVJGUVWFGPVUHQTWPKXGTUKV[YJGTGYQTFRTQEGUUKPIUMKNNUCPFEQO- RWVGTNKVGTCE[UMKNNUCTGGUUGPVKCN

Extracurricular Resources 6JG5EJQQNKUHQTVWPCVGKPJCXKPICTCPIGQHHCEKNKVKGUVQUWRRQTVGZVTCEWTTKEWNCTYQTM6JGUGKPENWFG Ŗ #PGYCNNYGCVJGTOWNVKURQTVCTVKſEKCNVWTH Ŗ CHWNN[GSWKRRGFVJGCVTGCWFKVQTKWOVJCVUGCVU Ŗ CPGZEGNNGPVOWUKEUWKVG Ŗ I[OPCUKWOCPF%CODTKFIG5VWF[%GPVTG Ŗ JGEVCTGUQHNCPFYKVJRCXKNKQPU Ŗ CPGZVGTPCNJGCVGFUYKOOKPIRQQN Ŗ UWTHCEGFVGPPKUEQWTVU Ŗ CTVKſEKCNCNNYGCVJGTRNC[KPIUWTHCEG Ŗ CTVKſEKCN*QEMG[VWTH Ŗ 5RQTVU%GPVTG Ŗ 1NF$Q[Uŏ2CXKNKQPYKVJUSWCUJEQWTVU Ŗ CEEGUUVQCPQWVFQQTGFWECVKQPHCEKNKV[CV1JCMWPGD[CITGGOGPVYKVJVJG1WVFQQT'FWECVKQP 6TWUVVQRWTUWGQWVFQQTGFWECVKQPCPFIGQITCRJKEſGNFVTKRU

Statement of Resourcesȋ ̽Ȍ

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Statement of Resourcesȋ ̽Ȍ

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Board of Trustees

The following were members of the Board of Trustees as at 31 December 2019:

Name Occupation Term of Appointed By Appointment Expires

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Crowe New Zealand Audit Partnership

Audit and Assurance Service

Level 29, 188 Quay Street INDEPENDENT AUDITOR’S REPORT Auckland 1010 PO Box 158 TO THE READERS OF AUCKLAND GRAMMAR SCHOOL’S GROUP Auckland 1140 New Zealand FINANCIAL STATEMENTS FOR THE YEAR ENDED 31 DECEMBER 2019 Tel +64 9 303 4586 Fax +64 9 309 1198

www.crowe.nz

The Auditor-General is the auditor of Auckland Grammar School (‘the Parent’) and its controlled entity (collectively referred to as ‘the Group’). The Auditor-General has appointed me, Kurt Sherlock, using the staff and resources of Crowe New Zealand Audit Partnership, to carry out the audit of the financial statements of the Parent and Group on his behalf.

Opinion

We have audited the financial statements of the Parent and Group on pages 55 to 80, that comprise the statement of financial position as at 31 December 2019, 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 Parent and Group:

- present fairly, in all material respects:

- their financial position as at 31 December 2019; and - their 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 25 June 2020. 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.

Emphasis of Matter – COVID-19

Without modifying our opinion we draw attention to the disclosures in note 34 on page 80 which outline the possible effects of the Alert Level 4 lockdown as a result of the COVID-19 pandemic.

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.

The title ‘Partner’ conveys that the person is a senior member within their respective division, and is among the group of persons who hold an equity interest (shareholder) in its parent entity, Findex Group Limited. The only professional service offering which is conducted by a partnership is the Crowe Australasia external audit division. All other professional services offered by Findex Group Limited are conducted by a privately owned organisation and/or its subsidiaries.

Findex (Aust) Pty Ltd, trading as Crowe Australasia is a member of Crowe Global, a Swiss verein. Each member firm of Crowe Global is a separate and independent legal entity. Findex (Aust) Pty Ltd and its affiliates are not responsible or liable for any acts or omissions of Crowe Global or any other member of Crowe Global. Crowe Global does not render any professional services and does not have an ownership or partnership interest in Findex (Aust) Pty Ltd. Services are provided by Crowe New Zealand Audit Partnership an affiliate of Findex (Aust) Pty Ltd. © 2019 Findex (Aust) Pty Ltd Page 86

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.

Responsibilities of the Board of Trustees for the financial statements

The Board of Trustees is responsible on behalf of the Parent and Group 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 Parent and Group for assessing the Parent and Group’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 Parent and Group, 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 Parent and Group’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 Parent and Group’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.

Page 87

- 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 Parent and Group’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. However, future events or conditions may cause the Parent and Group 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, Mission Statement, General Objectives, Annual Variance Report and Statement of Resources, 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 Group 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 Parent or its controlled entity.

Kurt Sherlock Crowe New Zealand Audit Partnership On behalf of the Auditor-General Auckland, New Zealand Page 88

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

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