Toowoomba Grammar School PO Box 2900 Toowoomba Qld 4350 Telephone: (07) 4687 2500 Facsimile: (07) 4687 2580 E-Mail: [email protected]

Toowoomba Grammar School PO Box 2900 Toowoomba Qld 4350 Telephone: (07) 4687 2500 Facsimile: (07) 4687 2580 E-Mail: Tgs@Twgs.Qld.Edu.Au

2015 ANNUAL REPORT TO THE MINISTER FOR EDUCATION AND MINISTER FOR TOURISM AND MAJOR EVENTS

2015 ANNUAL REPORT

TO THE

MINISTER FOR EDUCATION

Public Availability: A copy of the report and information on consultancies, overseas travel and Government Bodies is available on our webpage at: http://www.twgs.qld.edu.au/community/board-of-trustees/annual-report/ As well as on request to: Toowoomba Grammar School PO Box 2900 Toowoomba Qld 4350 Telephone: (07) 4687 2500 Facsimile: (07) 4687 2580 E-mail: [email protected]

Toowoomba Grammar School – Report to the Minister for Education and Minister for Tourism i and Major Events

TABLE OF CONTENTS

1. THE SCHOOL IN 2015 ...... 1

2. LEGISLATIVE REQUIREMENTS ...... 3 2.1 Legislation ...... 3 2.2 Establishment ...... 3 2.3 Statutory Functions of the Board ...... 3 2.4 Statutory Powers of the Board ...... 3 2.5 Location ...... 4 2.6 Governance ...... 4 2.6.1 Membership of the Board ...... 4 2.6.2 Meetings of the Board ...... 4 2.6.3 Organisational Structure ...... 5 2.6.4 Executive Management ...... 5 2.7 Risk Management ...... 5 2.8 Controlled Entities ...... 6 2.9 Information Systems and Recordkeeping ...... 6

3. TOOWOOMBA GRAMMAR SCHOOL OPERATIONS ...... 7 3.1 Economic Climate and Factors Affecting the School ...... 7 3.1.1 Students ...... 7 3.1.2 Staff ...... 8 3.1.3 New System for Tertiary Entrance Ranking ...... 9 3.1.4 The School’s Relationship with Tertiary Institutions ...... 9

Toowoomba Grammar School – Report to the Minister for Education and Minister for Tourism ii and Major Events

3.2 Special Interest Groups ...... 10 3.2.1 Toowoomba Grammar School Old Boys’ Association Inc ...... 10 3.2.2 Parents’ and Friends’ Association Inc...... 11

4. STRATEGIC DIRECTION ...... 11 4.1 Learning and Understanding ...... 11 4.2 Relationships and Physical Development ...... 15 4.3 Society ...... 19 4.4 Boarding ...... 20 4.5 Finance and Infrastructure ...... 22

5. APPENDICES ...... 24 Appendix 1 – Staff Organisational Chart ...... 25 Appendix 2 – 2015 Annual Financial Statements ...... 27 Appendix 3 – Glossary ...... 28

Toowoomba Grammar School – Report to the Minister for Education and Minister for Tourism iii and Major Events

ANNUAL REPORT TO THE MINISTER FOR EDUCATION, TRAINING AND EMPLOYMENT FOR THE PERIOD 1 JANUARY 2015 TO 31 DECEMBER 2015

1. THE SCHOOL IN 2015

We commenced the year with a total enrolment of 1254 students, comprising 950 in the Senior School (289 boarders and 661 dayboys) and a Junior School enrolment of 304 (5 boarders and 299 dayboys). This is the largest enrolment of students in our School’s history. Next year’s enrolments are also positive. Nationally the year 2015 has been memorable for a number of reasons. Two events in particular are worthy of reference: the Gallipoli centenary and another change in federal parliamentary leadership. The year had a special significance for Australians as we commemorated the 100th anniversary of the ANZAC landings at Gallipoli. We remembered those who served our nation and those who never returned to their families and friends. Politically, with the swearing in of the Hon. Malcolm Turnbull MP as the 29th Prime Minister of Australia on 15 September, we recognised Australia’s fourth Prime Minister in just two years. At our own school level we celebrated the 140 year anniversary of the foundation of Toowoomba Grammar School.

Selected highlights of 2015 include:

. the completion of the construction of the extension to the Corfe Boarding House for Year 6 and Year 7 boarders (January 2015) . the completion of the major construction of the new Boarding Houses for Boyce and Taylor Houses (November 2015) . the air-conditioning of the music/drama area known as the Baynes Centre (which years ago used to be the School’s Library) . the preparation of the Learning Laboratory . the outstanding school musical production “Titanic – The Musical” performed at Toowoomba’s Empire Theatre involving so many boys on stage, backstage, crew, orchestra and set design and construction . the School’s 1st XI Football (soccer) team winning the GPS Football Premiership for 2015 . the School’s 1st XV Rugby team being placed equal third in the GPS Rugby competition and defeating the eventual Premiership winning team representing ‘Churchie’ . the School’s Cadet Unit winning the annual Darling Downs Tri-Service competition held at the Oakey Army Aviation Training Centre in August and representing the School so well at various public occasions

Toowoomba Grammar School – Report to the Minister for Education and Minister for Tourism 1 and Major Events

. the School’s Under 16 team winning the Australasian Futsal Championship under the auspices of the Australian Futsal Association . the School being awarded “Most Successful School” in the Queensland Debating Union Darling Downs competition (and having three of its Debating teams win their respective Grand Final) . our Chess players winning the Toowoomba District Secondary School Teams’ Chess Championships. Our Junior School boys also won the Primary School Teams’ Chess Championships . the School’s Senior Prefect named in the Australian Under 18 Men’s Orienteering team . a Year 9 student winning Gold in the 14 years Queensland 200m Breaststroke event . a Year 11 student placing first in the Australian Under 16 discus and hammer events with a Year 12 boy coming second in the Australian Under 18 2000m steeplechase event . a Year 12 student being selected to represent the Queensland team in the Equestrian Australia National Inter-School Championships . a Year 11 student participating in the prestigious Gondwana Choral National Schools’ Concert at the New South Wales Conservatorium of Music . a Year 12 student being selected to represent Queensland at the 20th National Schools’ Constitutional Convention . a Year 12 student receiving the honour of State Schoolboys’ selection in two sports – Under 19 cricket and rugby . two Year 10 boys successfully auditioning for inclusion in the Australian Chamber Orchestra Academy in Sydney . a Year 11 student representing Queensland in the Under 16 rugby league team . a Year 11 student winning first place in the open painting and multimedia section of the Toowoomba Chronicle and Toowoomba Art Society Junior Art Expo . a Year 12 student being selected as one of only two Australians to attend the Stockholm International Youth Science Seminar in December . a Year 11 student being successful in his audition for the State Honour Ensemble Program (SHEP) Symphony Orchestra . four boys being selected to represent Queensland at the Australian Rugby Union (ARU) National Under 18 Schoolboy Championships. Two of these boys were selected in the Australia ‘A’ Schoolboys’ team. . two of our students placed first in the Queensland Schoolboys’ Cross Country Championships in the Under 14 and Under 18 years division . two boys in Year 11 successfully walking the Kokoda Track as part of the Kokoda Youth Program . multiple successes in the Toowoomba Eisteddfod competition in which the School had eighty boys compete . a Year 10 boy being offered a place in the Queensland Ballet’s senior training program . a Year 10 boy being chosen to represent Queensland in Division One of the national judging of the CPA Australia ‘Plan Your Own Enterprise’ competition 2015 under the auspices of Business Educators Australasia Inc. . three Year 11 students being selected to attend the National Youth Science Forum in January 2016 . three Year 11 students being selected to attend the University of Queensland’s Young Scholars’ Program over the summer holidays . the fund-raising and charitable efforts of the students reinforcing their commitment to social service . the ninth year of the Sony Foundation Children’s Holiday Camp for young people with disabilities Toowoomba Grammar School – Report to the Minister for Education and Minister for Tourism 2 and Major Events

. several students successfully completing the Silver Award level of the Duke of Edinburgh’s Award

2. LEGISLATIVE REQUIREMENT

2.1 Legislation The Toowoomba Grammar School is a Statutory Authority under the Grammar Schools Act 1975.

2.2 Establishment

The Toowoomba Grammar School was founded on 5 August 1875 as a Boarding and Day School for boys, when the Lieutenant-Governor of Queensland, Mr Justice Lilley, laid the Foundation Stone of the original School building. The School opened on 1 February 1877, with an enrolment of forty- two boys, of whom eighteen were boarders.

Toowoomba Grammar School is the equal third oldest secondary boys’ school in the State, and is one of the nine member schools of the Great Public Schools (GPS) of Queensland Association currently educating boys from Prep to Year 12.

2.3 Statutory Functions of the Board

The functions of the Board are to:  supervise, maintain and control the conduct of the School;  erect, alter, add to, purchase or sell buildings used or to be used for or in connection with the School;  affect general improvements to the premises used and to be used for or in connection with the School;  provide courses of instruction; and  make rules with respect to – - fees and charges to be paid by or on behalf of students enrolled or to be enrolled at the school; - the management and control of the school; and - the discipline and conduct of students enrolled at the school.

2.4 Statutory Powers of the Board

Generally the Board shall have and may exercise and perform such powers, authorities, functions and duties as are conferred or imposed upon it under the Grammar Schools Act 1975.  Power to establish trust funds and to accept gifts and the like subject to conditions;  Power to establish investment common funds;  Appointment of employees;  By-law making power;  Power to enter into financial arrangements; and Toowoomba Grammar School – Report to the Minister for Education and Minister for Tourism 3 and Major Events

 Establish, amend or take part in a Superannuation Scheme.

2.5 Location

The Toowoomba Grammar School is located at 24 Margaret Street, East Toowoomba. The School’s property is 20.44 hectares with buildings constructed to provide both education and boarding facilities. The grounds include five sporting ovals and other recreational facilities.

The Toowoomba Grammar School postal address is – PO Box 2900, Toowoomba Qld 4350 and the website is www.twgs.qld.edu.au.

2.6 Governance

2.6.1 Membership of the Board

The Board of Trustees of the Toowoomba Grammar School was constituted in 1874.

Members of the Board of Trustees of the Toowoomba Grammar School are appointed by the Governor-in-Council.

Members of the Board are appointed for a term of four years.

The current members of the Board of Trustees were appointed on 26 September 2013.

Board of Trustees Mr Glen William McCracken, Solicitor (Chairman). Mr Stewart John Handley, Teacher (Deputy Chairman, Chairman of the Works Committee). Mr Evan Russ Johnson, Chartered Accountant (Chairman of the Finance Committee, Member of the Risk & Compliance Committee). Dr Russell Malcolm Domrow, General Practitioner (Chairman of the Risk & Compliance Committee, Member of the Works Committee). Mr Christopher John Wicks, Project Engineer (Member of the Finance Committee). Dr Nicola Hulme-Peake, Dentist (Member of the Finance Committee). Mrs Kym Murray, Office Manager (Member of the Works Committee and the Risk & Compliance Committee).

2.6.2 Meetings of the Board

The Board of Trustees held eight General Meetings and two Special Meetings during 2015.

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2.6.3 BOARD OF TRUSTEES OF THE TOOWOOMBA GRAMMAR SCHOOL ORGANISATIONAL STRUCTURE

BOARD OF TRUSTEES

FINANCE COMMITTEE WORKS COMMITTEE RISK & COMPLIANCE Mr E R Johnson - Chairman Mr S J Handley - Chairman COMMITTEE Mr C J Wicks Dr R M Domrow Dr R M Domrow - Chairman Mr G W McCracken Mrs K M Murray Mrs K M Murray Dr N Hulme-Peake Mr E R Johnson

2.6.4 Executive Management

Headmaster – Mr PB Hauser – B.Ec., Dip.Ed., M.Ed.St.(Mon), B.Ed.(Melb), FACEL, FAIM, FACE, GAICD Deputy Headmaster – Mr TJ Kelly – B.Econ. (UQ), B.Bus. (QUT), Dip.Ed., M.Ed.St.(UQ), MACE, MACEL Head of Senior School – Mr JCAnderson – B.Ed. (UQ) Head of Junior School – Mr SD Campbell – M.Ed. (UTS), B.Ed., Dip.T. (UNSW), MACE, MACEL Director of Studies – Mr GJ Bland – B.A., B.Ed. (UQ), M.L.M.Ed. (Newcastle), MACE, MACEL Director of Pastoral Care/Head of Boarding – Mr JM Noble – B.Bus (Accounting) (QUT), Grad.Dip.Ed. (ACU) Director of Sport and Activities – Mr SJ Tasker – B.Ed.,M.Ed. (Ex.Phys) (Flind) (Ceased 18/09/15) Director of Enrolments – Mr BJ Foley – B.App.Sc. (UQ), L.L.B. (Hons.) (QUT) Chief Financial Officer – Mr GN Woolacott – B.Bus., (DDIAE), FCPA, Cdec

2.7 Risk Management

During 2014 the Board established a Risk Management and Compliance Committee whose role includes assisting the Board in the School’s governance and exercising of due care, diligence and skill in relation to:

 financial reporting as necessary  general risk oversight and monitoring  internal control and risk management  external audit  risk transfer and insurance  related party transactions  corporate governance Toowoomba Grammar School – Report to the Minister for Education and Minister for Tourism 5 and Major Events

Consistent with the School’s generally conservative level of risk, it includes assisting the Board to understand risks, which may:

 impede the School from achieving its goals and objectives  impact on the School’s performance  affect the health, safety or welfare of employees, students, visitors and others in relation to the School’s operations  impact on the community and the environment in which the School operates  impact on the School’s reputation  result in personal liability for School staff arising from the School’s operations

The role of the Finance Committee is to assist and enable the Board of Trustees to fulfil its responsibilities to the school by monitoring and reporting on matters relating to financial management, including but not limited to, financial policies, budgets, financial performance compared with goals, as well as proposing major transactions and programmes (either new or revised) to the Board.

Due to the size of our organisation a formal internal audit function has not been established. The School has put in place, through risk assessments, a number of practices that help it to confirm the appropriateness of its operations such as:

 The School’s financial benchmarks are monitored and reviewed yearly by an external independent organisation.  Every five (5) years Queensland non-state schools are required to participate in the Non-State Schools Accreditation Board’s (NSSAB) cyclical review programme to ensure they are giving appropriate attention to meeting their legislated requirements for accreditation, through their policies, procedures and organisational structure. Our School participated in the review in 2014.

2.8 Controlled Entities

The Board of Trustees of the Toowoomba Grammar School established a Building Fund in 1958 managed by the Trustees and is established in accordance with “Collections Act 1966”. The fund is registered as a Deductible Gift Recipient by the Australian Taxation Office and is audited by the Queensland Audit Office.

The functions of the Toowoomba Grammar School Public Building Fund are to provide money for the acquisition, construction and maintenance of the School buildings through public donations.

In 2008 the School established the Toowoomba Grammar School Scholarship and Bursary Fund to receive, acquire and hold gifts, donations and legacies and devices for the advancement of the Fund. The Fund is maintained solely for providing money for scholarships or bursaries and is registered as a Deductible Gift Recipient by the Australian Taxation Office.

2.9 Information Systems and Recordkeeping

The School uses the web based TASS school administration software application for its financial and school management operations. Toowoomba Grammar School – Report to the Minister for Education and Minister for Tourism 6 and Major Events

Financial reports to the Board provide a complete breakdown by department, detailing the income and expenditure, cash flow and a comparison of actual income or expenditure against the budget for the particular month and for the year to date.

Other reports provided to the Board include the School’s cash position, details of loans and repayments, temporary investments including current rates of earnings and details of capital works.

The above reports and systems provide information for the Board to decide if it is:  Maximising the yields of revenue from its available revenue base;  Operating within its budget and achieving reasonable value for money;  Maximising the benefits arising from investments, including long and short term investments;  Maximising the use of, and the benefits available from, its assets, including receivables, inventories and non-current physical assets; and  Minimising its costs and risks in relation to its liabilities and contingent liabilities.

The system also provides an integrated student management system, human resource management system and asset management system.

The School complies with the Draft Grammar Schools Sector Retention and Disposal Schedule as issued by the State Archivist in accordance with the Public Records Act 2002, Information Standard 40: Recordkeeping and Information Standard 31: Retention and Disposal of Public Records.

3. TOOWOOMBA GRAMMAR SCHOOL OPERATIONS

3.1 Economic Climate and Factors Affecting the School

3.1.1 Students

As at the Commonwealth August Census date our student numbers totalled 1,259 (1,249 – 2014), comprising 293 (285 – 2014) Boarders and 966 (964 – 2014) Day students.

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Student Numbers 1400

1200

1000

800 Total Students

600 Boarders Day Boys 400

200

0 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015

3.1.2 Staff

Staff – Full-Time Equivalent

Teaching Staff 2010 2011 2012 2013 2014 2015 Junior 16.1 19.6 23.6 23.7 24.5 25.6 Secondary 59.5 60.8 65.2 74 76.3 79.6 TOTAL 75.6 80.4 88.8 97.7 100.8 105.2

Non-Teaching 2010 2011 2012 2013 2014 2015 Staff Junior 10.6 11.8 13.3 15.3 16.8 18.3 Secondary 62.7 66.9 67.4 75.7 78.5 74.4 TOTAL 73.3 78.7 80.7 91 95.3 92.7 197.9

GRAND TOTAL 148.9 159.1 169.5 188.7 196.1 SEPARATION RATE 7.7% 5%

All vacant employment positions are first advertised internally through staff notice boards then externally through relevant media outlets i.e. newspapers, webpage, LinkedIn etc.

Job share is available subject to the approval of the Headmaster, taking into account the operational requirements of the School.

A large number of non-teaching staff are employed on a term-time basis which generally suits their family commitments.

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The School applies the Code of Ethics for Teachers in Queensland which is consistent with the operation of the Public Sector Ethics Act 1994.

A staff organisational chart is detailed in Appendix 1.

3.1.3 New System for Tertiary Entrance Ranking

This year the State Government announced its intention to discontinue the Overall Position (OP) system which has been in operation in Queensland since 1992. A new system for student assessment and tertiary entrance ranking will be in place for students starting Year 11 in 2018. Two primary features of this revised system are: firstly, the combined use of both school-based (teacher) assessment and common external (examination) assessment, and secondly, a move from the Overall Position (OP) rank to an Australian Tertiary Admission Rank (ATAR). In the near future external assessments will be trialled in sample schools in some subject areas including Mathematics B, English, Chemistry, Geography and Modern History.

We welcome the introduction of a proportion of the students’ final assessment being based on a common external examination sat by all students in Queensland studying the particular subject. Currently Queensland is the only state in Australia without some measure of student assessment via external examination. We have always been concerned with the sole reliance on internal (teacher) assessment, without any reference to external examinations, as being subjective and, despite some external moderation through the Queensland Curriculum and Assessment Authority’s District and State Panel System, there has been insufficient rigour attached.

We can foresee no major problem when considering the implications of this change in assessment for the students of Toowoomba Grammar School. The success of the change will be largely dependent on how we prepare our boys for this different form of assessment and we know this planning will be meticulous.

3.1.4 The School’s Relationship with Tertiary Institutions

The School continues to foster and maintain excellent relationships with tertiary institutions in Queensland and interstate. A number of the Vice Chancellors of Queensland’s universities have visited Toowoomba as have the Heads of many of the residential colleges of the University of Queensland (UQ). It is our understanding that Toowoomba Grammar School contributes the most students in Queensland to both King’s College and St John’s College associated with the UQ. Both the Master and Chief Executive of King’s College and the Warden, St John’s College have visited our School this year and interviewed many prospective students. Later in the year the School also welcomed the Head of St Leo’s College (UQ). Similarly we have welcomed the Principal of Cromwell College at UQ, who is an Old Boy of Toowoomba Grammar School. Other functions have been held at Emmanuel College, UQ, hosted by the Principal. To further promote the boys’ awareness of university offerings, in February the Year 12 boys attended a University Showcase where they met with representatives from ten universities.

The Headmaster has an association with the University of Southern Queensland (USQ) as a member of the Education Board of Study within the School of Teacher Education and Early Toowoomba Grammar School – Report to the Minister for Education and Minister for Tourism 9 and Major Events

Childhood. One important area of study in this regard has been the consideration of an Australian Government Department of Education and Training paper produced by TEMAG - the Teacher Education Ministerial Advisory Group. This advisory body was established in 2014 to provide advice on changes needed to the training of teachers in Australia. In 2014, teacher education in Australia involved around 450 courses across 48 tertiary institutions, training some 80,000 teachers. The political and educational jargon used the phrase “classroom-ready teachers”, reinforcing that the Government will only grant full course accreditation to the teacher training institutions if they can clearly show that their graduates are “classroom ready” and how they can have a positive impact on student learning. It will be an interesting time in the near future to note the response of various State Governments and tertiary institutions in this regard. Already it has been noted that from 2016 all teacher education students in Australia will be required to pass a national literacy and numeracy test before they can graduate. Discussion is also taking place at present as to the desirability of establishing a minimum cut-off score in the Australian Tertiary Admissions Rank (ATAR) for entry into teacher training courses. We have already seen the response from the South Australian State Parliament announcing that from 2020 all new teachers in South Australia will need to have a Master’s degree qualification and have studied for at least five years - as long as a double degree in law and commerce. This Master’s degree qualification for teachers is also required to teach in Finland, a country that has ranked extremely highly in international educational performance tests. Similarly, in New South Wales, the State Government has raised admission requirements for undergraduate teaching courses from 2016. These new requirements are considerably higher than previously and specify a minimum of three Band 5 Higher School Certificate (HSC) results, including one in English. One recommendation by the Federal Government, and one with which we fully concur, is that timely, high quality, structured and supported practical experience in classrooms is required for all trainee teachers.

3.2 Special Interest Groups

3.2.1 Toowoomba Grammar School Old Boys’ Association Inc.

This year the School commissioned the preparation of three new Honour Boards, two displayed in the Senior School Assembly Hall and one in the Centenary Dining Hall. These three new Honour Boards display the names of boys who, since 1973, have held the office of Senior Dayboy Prefect or Senior Boarder Prefect or who have achieved Academic Excellence in Boarding. These Honour Boards were unveiled during the Old Boys’ Reunion Weekend held in August. This reunion weekend was most successful. It commenced with an early evening function in the School’s Pavilion prior to the Old Boys going to various venues in Toowoomba according to their various year groups. This year we celebrated the “Year of the Fives” in which Old Boys whose final year was either 1945, 55, 65, 75, 85, 95 or 2005 returned to the School. The Old Boys then enjoyed watching all of our Rugby teams defeat the teams from Downlands College and the School retain possession of the O’Callaghan Cup. On Saturday evening we had approximately 250 Old Boys and their partners enjoy the annual Reunion Dinner held at Rumours International, followed by a School Tour on the next morning. In recent years we have noted a significant increase in the interest in such tours by the Old Boys and indeed in Old Boys visiting their School at any time. One such visitor this year attended our School from 1933-34 and he is now 95 years of age. Following his visit we

Toowoomba Grammar School – Report to the Minister for Education and Minister for Tourism 10 and Major Events

have conducted an in-depth oral recording of his recollections of being at the School in the 1930’s. This is part of the work of our School Museum staff and School Associations’ Assistant. It involves the compilation of an oral history of the School whereby numerous Old Boys over the decades have been interviewed and recorded.

Old Boy reunions have also been scheduled beyond Toowoomba. The Brisbane Branch of the Old Boys’ Association is an active one and Old Boy reunions have also occurred this year in London and Sydney. The Old Boys have continued to support their School in numerous ways. One highly visible way is in their cooking of the chips at all home rugby games which has been greatly appreciated by many. Lesser known involvement is when Old Boys visit the School to provide talks to the boys, particularly in the area of careers and tertiary study. Mentoring is also provided, multiple work experience placements are offered and many Old Boys have also involved themselves in the personal career interviews in which every student in Year 11 participated. Old Boy business breakfasts are also a feature of the school calendar, while providing additional mentoring and networking opportunities.

3.2.2 The Parents’ and Friends’ Association Inc.

The P & F Association plays a very important role in assisting the School in numerous ways. Not only does the Association raise significant sums of money for the School through its operations, it also fosters fellowship amongst the parents. One major activity organised by the P & F Association is the annual Toowoomba Grammar School Art Show, held from the evening of Friday, 27 to Sunday, 29 March. The Friday opening night function was sold out early with 525 people attending the event. The High Teas were also very popular being fully subscribed with approximately 75 people attending each of the four sessions. The Show attracted 1,860 visitors over the weekend with 145 artists exhibiting over 650 pieces of art for sale, together with photographs and jewellery. Another highlight of the year involving the P & F Association, via a very active sub-committee, is the Melbourne Cup Luncheon. Both of these activities are greatly valued within our school calendar. The P & F has also financially supported the Boarder Parents’ appreciation function for Dayboy Parents and the air conditioning of the Baynes Centre for Music and Drama. The P & F Association serves a highly important role in the School and on behalf of all staff and students we thank this body for its support and active involvement.

4. STRATEGIC DIRECTION

4.1 Learning and Understanding

Toowoomba Grammar School:  identifies the importance of developing carefully designed educational and pastoral programmes to assist boys reach their potential and maximise their wellbeing Toowoomba Grammar School – Report to the Minister for Education and Minister for Tourism 11 and Major Events

 will continue the pursuit of the highest academic standards and seek to maintain its reputation as a leading academic school for boys widely recognised in Brisbane and throughout Queensland for the quality of academic performance  will provide explicit, well-articulated and seamless pathways to those students seeking to pursue vocational training, school-based traineeships and employment aspirations  will provide a seamless curriculum across all year levels  will use research-based data to assist in effective educational decision making  will develop further as a learning community.

Outcomes:

National academic excellence and achievement for secondary school students in Australia is recognised in what is known as the Australian Student Prize. The former Federal Minister for Education, the Hon. Christopher Pyne MP, announced the 2014 winners of the Australian Student Prize this year, acknowledging the country’s top 500 senior secondary school students for their outstanding academic performance. The 2014 Prize was awarded to 111 students in Queensland and three of these prize-winners were young men from Toowoomba Grammar School who finished Year 12 last year. Just as the Australian Student Prize recognises academic excellence, another national Student Prize recognises the achievements of students who completed their senior secondary studies while undertaking vocational education and training while at school or doing an Australian school- based Apprenticeship. Known as the Australian Vocational Student Prize, these are also highly prestigious awards and the School congratulates three of last year’s Year 12 students on their success in gaining such awards.

In February the Queensland Curriculum and Assessment Authority (QCAA) announced winners of the inaugural Queensland Certificate of Education (QCE) Achievement Awards at a ceremony at the State Library. These awards recognised the top academic achievers from Year 12 students across the State in 2014, based on several criteria including Overall Position (OP), subject rankings, and performance in the QCS (Queensland Core Skills) Test. There are 190 Independent Schools in Queensland and from all of these only twelve students gained this Award. Notably, two of these twelve recipients were Toowoomba Grammar School boys.

Educational Innovation at the School

At the heart of Toowoomba Grammar School is a commitment to the academic development of our boys as they prepare for the challenging tertiary and vocational pathways that lie ahead. 2015 has seen a consolidation of our emphasis on quality education based on relationships forming within our classrooms, as well as some exciting initiatives in teaching, learning, and curriculum planning. This aligns with the Queensland Government’s objectives for the community, of delivering quality frontline services by achieving better education and training outcomes.

Whilst Toowoomba Grammar School is largely traditional and conservative in its attention to student behaviour, discipline and values, it is also highly innovative in some areas related to teaching and learning. For example:

Digital technology and textbooks and “Moodle” This year has witnessed a substantial development in the learning environment when it comes to technology. Our existing Tablet Program has been revised into a BYOD (Bring Your Own Device)

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environment, in which students from Year 9 to Year 12 are encouraged to select a laptop that best suits their preferences and prior experiences. In addition to this, the School has taken the significant step of introducing iPads as a compulsory learning tool from Year 5 to Year 11. Not only does this mean that textbooks are available in electronic format, helping to eliminate the weight and bulk of physical texts, but it also opens up a wide range of learning applications from music and video production through to interactive graphing and note-taking.

Changes in the learning environment have been accompanied by the further expansion of the Toowoomba Grammar School Learning Platform, otherwise known as Moodle. Over the last eighteen months, this resource has been gradually constructed to the point where it now acts as a clearinghouse for classroom readings, assessment information, lesson activities, revision sheets and discussion forums across the entire Senior School curriculum. It has been exciting to witness the ready uptake of this resource by students within the classroom, in the library at lunchtime, in the boarding houses, and at home. The combination of student iPads and the availability of the TGS Learning Platform has meant that it has never been easier for students to conduct research and access their learning materials wherever they go.

“Gifted and Talented” seminars One means, of many, by which the School has sought to extend the brightest and most committed students this year was to invite them to attend a Gifted and Talented student seminar which was held on our campus. This one-day session was conducted by Academy Conferences, an organisation which arranges the best-attended study days in the United Kingdom for 15-19 year olds.

The “Young Creator of the Year” competition The Young Creator of the Year competition is an annual event designed to showcase the diverse, creative talents of our boys in the Senior School. At the time of my writing, entries had not yet closed for the 2015 competition. However, it is appropriate to acknowledge the recipients of the Young Creator of the Year Awards at the end of 2014. In Category 1 (Innovation), one of our students was awarded first place for his cleverly designed mortgage calculation tool in Microsoft Excel. In Category 2 (Creativity), another student took out the prize for his rich and complex composition of a symphony in four movements. It has been very encouraging to observe the increasingly high standard of entries in this competition as the years have progressed.

Curriculum Review The School’s curriculum is also a dynamic one and is regularly reviewed. This year we introduced a new subject into the Senior School curriculum: Philosophy and Reason, as a Year 11 elective which will progress to Year 12 in 2016. This is a subject dedicated to exploring the nature of argument and debate, the concepts associated with logic and reasoning, and the major topics in Western philosophy such as ethics, causation, philosophy of the mind, and political philosophy. Toowoomba Grammar School is the first school in the Toowoomba district to offer this academically rigorous subject.

The Learning Laboratory Over the September holidays, major work took place in converting a current classroom in the Hugh Rose Centre into what we will term a “Learning Laboratory”. Basically the extremely large classroom (HR 13) has allowed for the installation of a separate room at the back of the classroom. Here we have a one-way glass area and advanced video-recording technology for teachers to film their own lessons and then engage in reflective practice. Educationalists, Marzano and Toth, writing in Teacher Evaluation That Makes a Difference (Virginia, ASCD, 2013) have stressed the Toowoomba Grammar School – Report to the Minister for Education and Minister for Tourism 13 and Major Events

importance of reflective practice. For example: “For over a decade, the research has consistently demonstrated that an individual classroom teacher can have a powerful, positive effect on the learning of his or her students” (page 9) and: “More rigorous and comprehensive feedback to teachers is one of the hallmarks of current efforts to reform teacher evaluation. Teacher observation is a very direct way to provide feedback” (page 41). In the Learning Laboratory, some of our most experienced teachers will volunteer to allow their teaching colleagues to observe their teaching through the one-way glass and then, through group discussion, comment on successful strategies adopted to better engage with the boys and improve methods of explanation. Those teachers who do not want others to observe their teaching can have the opportunity to videotape their own lessons and individually reflect on their work with a supportive colleague. We will also be offering the Learning Laboratory to the Education Faculties of various Universities in Queensland. It is anticipated that a number of student teachers will visit our School and derive benefit from observing the work of our many excellent teachers. In addition to its utility in encouraging reflective teacher practice, the Learning Laboratory is also equipped with advanced teleconference facilities that will enable staff and students to connect with schools and universities around the world. This will open up an exciting range of opportunities, such as the ability to participate in live language lessons in France or Japan, or to connect to our Sister Schools abroad. Information sessions for parents will also be filmed in this room and streamed live to parents over the Internet. It is felt that boarding parents will particularly value this service.

The Academic Program in the Junior School Significant and appropriate emphasis is given to the academic program on a daily basis. The Head of Junior School has long driven the strong focus on boys both learning to read and learning to enjoy reading. This is a priority objective that is well supported by all members of the teaching staff. This year academic initiatives included a focus on staff professional development around the teaching of Science, further work on the one-to-one iPad program that was introduced last year for all boys in Years 5 and 6, along with the continuing work on the national curriculum.

Technology is an intrinsic part of education. Computers, interactive whiteboards and iPads are in use in every classroom in the Junior School. The School provides iPads in pods of six in every class from Prep to Year 4. The boys in Years 5 and 6 have completed the second year of a one-to-one iPad program. This means every boy in these two year groups has his own iPad and uses this technology on a daily basis with eBooks and for research. In addition, all teachers have School-provided iPads. Each classroom from Prep to Year 6 is set up with six networked computers. This approach is further supported with two computer rooms in the Junior School library, one of which contains a class set of desktop computers and the other room houses a set of laptops. Increasingly, the laptops are in use in classrooms and move to the students, rather than the other way around.

In May this year children across Australia in Years 3, 5, 7 and 9 sat the National Assessment Program Literacy and Numeracy tests (NAPLAN). The performance of over one million students from 9000 schools across Australia was analysed to produce individual student, class and school reports. The Junior School’s results in Years 3 and 5 were pleasing with data highlighting the strength of our approach to reading.

Several academic competitions are held on an annual basis in the Junior School. The ones with the highest profile are the competitions for writing, public speaking and reading. Trophies and book vouchers are awarded for first place in each class, medallions for second and third places, as well as several highly commended certificates. It is very positive to be able to reward boys in such a way, highlighting the importance and value of academic endeavour and achievement. Toowoomba Grammar School – Report to the Minister for Education and Minister for Tourism 14 and Major Events

Junior School Summary Junior School boys are educated in a caring, nurturing environment that has the students at the centre of all that occurs. The curriculum is engaging and rigorous and the boys are offered a broad range of co-curricular activities and opportunities. All boys from Prep to Year 6 are taught by specialist teachers in the areas of woodwork, art, music, French, Japanese, physical education, health, choir (Voiceworx) and library. In addition, the boys enjoy participating in a full and diverse sporting program. Every boy is involved in the rich and dynamic music program encompassing choirs and instrumental opportunities. There are also many before and after school clubs and activities in which the boys may participate. The Junior School is a vibrant place for young boys to begin their educational journey.

4.2 Relationships and Physical Development

Objectives:

Toowoomba Grammar School:  will provide students with a well-structured and relevant programme of pastoral care and personal development to allow them to grow and mature as young adults with self- confidence, integrity and empathy for others  will focus its teaching and pastoral care programmes on fostering and developing quality relationships – the relationships existing between teachers and students; between students; and staff/students and the broader community  will provide Values Education highlighting the virtues of integrity, honesty, compassion, tolerance and an appreciation of cultural, religious and racial diversity  will encourage the appreciation of the co-curricular programme promoting wellbeing, fitness, enjoyment, skill development and new experiences  actively promotes the participation of boys in competitive sport irrespective of their level of competition  is committed to being a part of the Great Public Schools (GPS) Association of Queensland and its various sporting competitions and activities  through resourcing, enrolment and coaching programmes seeks to be identified as a school which is competitive in the GPS Association in all sports. The School will not implement a “win at all cost” philosophy nor will it allow the sports programme to have an unjustified negative impact on academic programmes. Furthermore, the School will not enrol new boys in Year 12 for the specific purpose of boosting sporting achievements

Outcomes:

Pastoral Care and Personal Development

This year a new leadership position was created in the area of Pastoral Care. The position was titled “Head of Student Wellbeing” and the current Boarding Housemaster of Boyce House, was appointed to this role. He is highly experienced and has the respect of the staff and students. The Head of Student Wellbeing co-ordinates the Pastoral Care program in the School and promotes the general wellbeing of our students. This includes, for example, suggesting and implementing strategies and plans for Housemasters and Mentors to effectively involve students in worthwhile activities Toowoomba Grammar School – Report to the Minister for Education and Minister for Tourism 15 and Major Events

designed to facilitate their connection to the School and their House. He also has been busy considering activities in the School which further enhance student harmony, involvement and contribution to community service.

Working in the ground floor of the W.M. Dent Library are the staff in the Student Services Centre. The Head of Senior School and the Head of Student Wellbeing are both located here. Also in the Student Services Centre we find the Careers Adviser, the Vocational Education and Training Co- ordinator, and the Head of Counselling and Special Needs. This entire area of the School is yet another key contributor of assistance to enhance the provision of educational and personal services to our boys.

A most significant role in the provision of pastoral care is carried out by the Housemasters. The position of Housemaster within the School is a senior appointment and consequently a most demanding one. There are five Houses in the Senior School: Boyce, Groom, Mackintosh, Stephens and Taylor (all the original Boarding House names). Within each of these Houses there are Day Housemasters and Boarding Housemasters.

Within each House there are teachers assigned to the position of Mentor. This role is also linked to the provision of pastoral care in that these staff meet with their students (mentees) four times per week. In these meetings the Mentors within each House have a mixture of dayboys and boarders, thus promoting a more effective integration of dayboys and boarders. Improved interaction between boys in the Senior School is also facilitated within the House system by having vertical age groupings. By having Pastoral Care Groups organised across a range of year levels we see the younger boys looking up to, in a healthy way, the positive role modelling of the older boys. Similarly we see the older boys display care and support to the younger boys, encouraging a heightened sense of House spirit.

This year we have noted significant media attention given to the apparent escalation of the problem of domestic and family violence. The Headmaster has spoken to the boys about this in the Senior School Assembly and the Housemasters and Mentors have continued this discussion concerning respectful relationships. The School was proud that our Grammarphones vocal ensemble sang at the ‘Domestic and Family Violence Prevention Month Candle Lighting Ceremony’ held in the Empire Theatre courtyard in May. Also relevant to this very important topic was the representation of the School at a community leader forum held in Toowoomba in October. This meeting was for invited delegates to discuss the Queensland Government’s draft Domestic and Family Violence Prevention Strategy and, in particular, the proposed program of action to support cultural change at the community level. The meeting also served to shape a Violence Against Women Prevention Plan to be prepared by the State Government.

Another issue of major national attention is that of drugs and alcohol abuse. This is also a topic that is covered thoroughly within Pastoral Care Group meetings; in Year 11 and 12 Assemblies and in Personal Development classes with the Mentors in the various Houses having access to a range of stimulus material for their use with the boys.

Relevant to student wellbeing and pastoral care is the work of the Head of Counselling and Special Needs. She has a thorough knowledge of relevant government policies and information related to special education and assists the Housemasters and Heads of Department in their respective roles. We reflect this year on the first year in which the Junior School and the Senior School have shared the same House names. Last year it was decided that greater School and House spirit would be Toowoomba Grammar School – Report to the Minister for Education and Minister for Tourism 16 and Major Events

fostered by the then Junior School Houses to follow the same House names as those in the Senior School. We have since seen greater evidence of the Junior and Senior School boys interacting more and more closely following the House performances in both areas of the School.

Sporting Participation and Competition

In all of our Basketball teams we saw improved skills being demonstrated as the season progressed. Our First V team was a competitive unit recording wins against Brisbane Grammar School and St Joseph’s Nudgee College. The boys’ efforts and determination were displayed throughout the whole season with some very close games being played. The team finished in seventh place in the GPS competition and the boys are thanked for their commitment and enthusiasm. A number of other teams had highly successful seasons, notably the 11A team.

Cricket was again a very popular summer sport option for the boys at Toowoomba Grammar School. Over 500 boys from Years 5 – 12 participated in this year’s GPS competition under the guidance and support of 38 cricket coaches. Our results in 2015 were, as usual, very strong, finishing the season with an overall winning percentage of 60 per cent. All cricketers representing our School should be very proud of their participation and achievements.

The Cross Country season saw a large core of runners commit to the program, demonstrating a clear willingness to improve and achieve. It was particularly pleasing to note the boys from Under 12 and 13 who were always enthusiastic at training; such enthusiasm spread through the team with strong numbers attending most sessions. The 2015 season brought some pleasing success for our boys as a group and individually.

This year we had a highly competitive small Equestrian team with boys competing over a variety of disciplines from Inter-School Equestrian, Camp Drafting, Polocrosse, Dressage, Eventing, Show Jumping, Hacking and Pony Club. We celebrated the achievements of one of our riders who was selected as captain of the Queensland Inter-School Team, going on to qualify in two disciplines at the National Inter-School Championships in Sydney from 28 September to 2 October. Another rider was selected for the Grand National Hacking Championships to be held in Sydney in 2016, with another boy being selected to compete at the National Pony Club Championships in the Tetrathlon (running, show jumping, swimming and shooting) in Adelaide in September.

The popularity of Football continued to grow in 2015 with 32 teams competing in GPS fixtures. The Years 5, 6 and 7 teams also became an integral part of the Football program. The acquisition and development of skills for all players, from the youngest to the most senior, are regarded as vital. Such a program contributes to the boys’ enjoyment of the sport as participants and also provides pathways into the 1st XI as well as to Football careers after school. The School’s solid links to Football Clubs in Germany and Colleges in America continue to expand the opportunities for boys. This year we had boys receive district representative honours in the Under 12, Under 15 and Under 19 age groups.

This year’s Rugby season was both enjoyable and successful. Over five-hundred boys participated in the Rugby program this year, with twenty-eight teams representing the School. The Rugby program continues to produce quality players and the 2015 season was no exception. The Emerging Reds camp saw seven boys invited for the Under 18s and two boys for the Under 16s. Ten boys were selected as Senior GPS Representatives with four of these young men being selected in the Queensland Schoolboys’ teams. Two of these talented players were then selected in the Toowoomba Grammar School – Report to the Minister for Education and Minister for Tourism 17 and Major Events

Australian ‘A’ Barbarians team. One boy represented Queensland Country in the Under 13 team and another became an Under 16 Queensland Rugby League representative. The School is proud to have a number of extremely talented swimmers who are totally committed to their rigorous training regime throughout the year. We have nationally ranked swimmers, first-place getters in the State and GPS Swimming Championships and in regional competition. Others are swimming for general fitness and relaxation. Numbers in both Squad and Learn-to-Swim groups are still increasing while more of our boys are involved in swimming as a means of cross-training for other sports. Swimming is becoming a strong element of the other major sports with the Aquatic Centre regularly frequented by Rugby and Football teams.

The School’s Volleyball program continued to grow after the GPS season with the inclusion of three teams playing in the local Men’s competition on Tuesday nights. We also had three teams participate in the Queensland Senior and Junior Volleyball Schools’ Cup held in Toowoomba and Brisbane respectively over a three day period. The boys playing in these competitions acquired a solid foundation for next year’s GPS season.

Sport in the Junior School Sport is an important aspect of what is on offer in a school for boys, with Junior School students being able to participate in a broad range of sporting opportunities. Throughout the year boys have been able to compete in track and field, swimming, cross country, rugby, cricket, tennis, basketball, softball, touch football, futsal (indoor soccer), Australian Rules Football, volleyball and football. Boys in various year groups also participate in skill-based sessions in Physical Education in gymnastics, tennis, water polo, underwater hockey and Oz Tag.

While sport is an intrinsic part of what occurs in the Junior School, it is viewed as of equal importance to all other co-curricular pursuits which include music, debating, chess, drama and so on. Sport provides a physical outlet for boys and teaches them important life lessons that include the skill of working as a member of a team, accepting victory with humility and grace, and defeat with honour and dignity.

We moved into our second year of involvement in the Great Public Schools’ (GPS) Association’s sporting schedule for Years 5 and 6 in 2015. This has been a successful endeavour, with a pleasing level of participation from our Junior School boys. Many Junior School boys also enjoyed the opportunity of supporting Senior School teams at home and away fixtures, including watching the Open First teams play in a number of sports. Junior School boys were also provided with local sporting options in the Toowoomba Primary Schools’ sports competitions, held on Friday afternoons. It was particularly encouraging to note the fifth placing of our Years 5, 6 and 7 athletes at the GPS Track and Field Championships held on Friday, 30 October.

While the fundamental aims of sport for young children are essentially participation and enjoyment, our Junior School boys achieved some wonderful successes at both individual and team levels. A large number of individuals achieved representative honours with Range Zone and Darling Downs representation. Many Junior School teams across a variety of sporting endeavours enjoyed successful seasons both in GPS sport and in local competitions.

All Toowoomba Grammar School students use the Aquatic Centre and the Junior School program is well established. The boys from Prep to Year 3 participated in learn-to-swim sessions in small groups with specialist instructors throughout the year and boys from Year 4 to Year 6 used the pool

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in blocks of time over several weeks during each term as part of their PE program. This format is highly successful in teaching a skill for life and a skill that will save lives.

4.3 Society

Objectives:

Toowoomba Grammar School:

 will encourage and assist our students to serve the broader community and for students to value and support others beyond themselves  will extend student activities to assist the more vulnerable in society

Outcomes:

The Sony Foundation Children’s Holiday Camp The School held its ninth Sony Foundation Children’s Holiday Camp over the first weekend of the September holidays. During the camp, the School hosted thirty-six young children with disabilities, their personal companions (our Year 11 students together with girls from The Glennie School and Fairholme College) and all support staff. The camp has three key aims. It is to be seen as a time of fun for the children, a time of growth and learning for our students and a time of respite for the families of the young visitors.

Community Service 2015 has been another successful year for the student body with regards to their service to the community. This year the Houses, through the work of the Housemasters and Service Co-ordinators, have further developed their relationships with Toowoomba West Special School, Tri-Care Retirement Village, the RSPCA and Rosies. The boys volunteer valuable time to assist these organisations. The Houses have also been involved in the Cancer Council’s Relay for Life, sponsoring children in third world countries, assisting the Friends of the Escarpment with clearing lantana, selling badges for Legacy and running the Kokoda Challenge. Significant funds were also raised for organisations such as the McGrath Foundation, Mates4Mates, the LIV Foundation in South Africa, Leukaemia Foundation’s Shave for a Cure and Aussie Helpers.

It has also been another busy year for the Interact Club. A broad range of activities were organised including fundraisers in support of Shave for a Cure, the Matthew Stanley Foundation, Aussie Helpers, the 40 Hour Famine, Diabetes Australia, a school in Nepal and the Ride to Conquer Cancer. Several thousand dollars was raised through these events to support these most worthy organisations. The ‘service in action’ activities that were undertaken were extremely well supported by the members of the Interact Club and broader school community. Members of the Club attended the Million Paws Walk, Clean up Australia Day and the Carnival of Flowers to help with the organisation and smooth running of these events. There has also been a strong commitment to the Red Cross blood donation appeal.

Indigenous Education The Founding Director of an Indigenous Education Scholarship program known as Yalari, Toowoomba Grammar School Old Boy, Waverley Stanley (1980-84), celebrated his organisation’s

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ten year anniversary this year. Our School has played an instrumental role in this organisation as the co-founding partnership school together with The Glennie School. This year we have had five Indigenous boys on a scholarship provided by Yalari and a further fourteen boys of Indigenous heritage attend the School. The School continues to display commitment to enhancing the educational and social opportunities of boys with Australian Indigenous heritage.

The program offers Indigenous boys various opportunities which support and enhance their Aboriginal culture. A Day Housemaster and teacher of History and English, co-ordinates this program and is supported by other members of the teaching staff. Opportunities are varied such as the University of Southern Queensland’s Indigenous Connections Day. The boys had the occasion to hear Indigenous guest speakers and partake in Aboriginal dance and music. Weekly, the boys from both the Senior and Junior School meet with staff to spend time painting and producing Indigenous works of art. Some of these pieces of Art were showcased at this year’s Toowoomba Grammar School’s Art Show. All boys in the School are most welcome to attend these sessions.

The NAIDOC theme for this year was, “We all stand on Sacred Ground: Learn, Respect and Celebrate”. The guest speaker was Mr Lloyd McDermott who was the first Barrister of Indigenous heritage in Australia and also the first Aboriginal Australian to play rugby for Australia in 1962. The Police Citizens Youth Club (PCYC) also ran Indigenous Games for boys in Years 7 and 8 Physical Education classes during NAIDOC Week; the boys enjoyed these games immensely. An enjoyable occasion was an “Indigenous Family Dinner” held at the School in September for our Indigenous boys, their parents and supportive school staff. The evening included a “Welcome to Country”, didgeridoo playing, a PowerPoint display of student involvement, speeches, and selected foods such as kangaroo meat and damper.

Academically, the Australian Curriculum encompasses Indigenous units for all boys studying History in each year level up to and including Year 10, while the Year 12 Modern History boys also undertake an inquiry assessment task on Indigenous Australians. In addition, the School has established a partnership with the Queensland Reds’ Indigenous Program, ‘Learn, Earn, Legend’. One further component of this program is to provide support for the boys after their school years with possible employment opportunities, either part-time or full-time. Under the auspices of the School, the Indigenous boys are very well supported academically, socially and within the co- curricular program.

4.4 Boarding

Objectives:

Toowoomba Grammar School:

 will remain committed to boarding in every sense and actively pursue the goal of being the premier boarding school in Queensland, northern New South Wales and the Northern Territory  will foster the Pastoral Care and Personal Development Objectives to support the boarding programme

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Outcomes:

Boarding

An Independent Schools’ Qld (ISQ) report on boarding enrolments was released in January 2015. The report referred to a continuation in the decline in the number of boarders enrolled in Queensland independent schools. This trend follows a period (2007 to 2009) where boarding students increased compared to a long-term trend of decline. The Report noted that the decline in boarding enrolments was most significant in Indigenous schools. In 2012, Indigenous schools enrolled 339 boarders whilst in 2014 that number decreased to 179. Relevant to Toowoomba Grammar School, the number of boarding students at Queensland’s 28 independent schools offering boarding, (excluding Indigenous schools) has remained relatively constant during the period 2010 to 2014. Of these 28 independent schools enrolling 3,907 boarding students, the average number of boarders was 130 whilst Toowoomba Grammar School has 294 boarders. Our very large boarding community within the School enables economies of scale and the ability to offer far more assistance in boarding in terms of staff supervision, specialist offerings in health care and activity programs than those schools with only limited boarding enrolments. Furthermore, being one of largest boarding schools in the country enables our boarders to make multiple friends with other boys from the Australian bush.

At the beginning of this year the School was delighted to gain occupancy of a newly constructed major extension to the Corfe Boarding House (for boarders in Years 6-7). Incorporating a traditional architectural style commonly used throughout the School, the extension to Corfe House appears like it has always been there. Following such renovation and extension, the new Corfe House now has the capacity for 60 beds with two Common Rooms, two self-contained residences for the Housemaster and Housemother and three ensuite rooms for additional supervising staff accommodation. A large part of the financing of this project was provided by a State Government grant associated with the introduction of Year 7s into the Senior School and we are extremely appreciative of this support.

A decision was made to provide a separate Boarding House (Corfe) for boys starting in Year 7 and below to ensure specialised care from staff and to allow the boys an opportunity to get to know all boarders in their year group before moving on to one of the senior Boarding Houses. Our first large group of Corfe boarders have had a great year and having them together as one group has allowed a smooth transition into boarding life at the School.

A new initiative this year was the introduction of online boarding software in all Boarding Houses. This cloud-based software has provided improved efficiency and control in the management of leave and attendance of boarders. Replacing the use of paper rolls and the coloured leave cards, this new software has reduced time spent by the Boarding Staff on administrative tasks. The introduction of iPads for the staff members on duty has resulted in less time in the Boarding House Office and more time around the boys when they are on duty.

Another new initiative this year has been the implementation of academic tutoring for boarders. The School has provided cost-free tutoring in English, Mathematics and Science four nights a week and it has been well attended by the boys. The sessions have operated in the evenings during Prep time which has made this accessible to all boarders. The teaching staff have been encouraged to run these tutoring sessions and it has been most pleasing that almost all tutoring sessions are provided by our own staff. This new tutoring service should have a marked impact on the quality of the academic outcomes of many boarders in the future. Further assistance to the boarders provided by the teaching Toowoomba Grammar School – Report to the Minister for Education and Minister for Tourism 21 and Major Events

staff will commence at the beginning of 2016, whereby all of our teaching staff will have the opportunity to become involved in boarding as they will be required to complete six hours of duty per year in a Boarding House. This will provide the teachers with a better perspective of what boarding life is like and our boarders will benefit from the teachers being around to assist and support them.

It has been pleasing to see the continued growth of recreational activities available to boarders. With many boarders not able to go out on leave on weekends, it is important that there are some activities to interest these boys. There have been a number of recreational activities which have been appreciated by the boarders this year. Outings have included laser skirmish, Inflatable World, Kloud9ine, the movies, golf and trips to Reds matches. We have also had activities organised on campus for the boarders including the Gymnasium and Aquatic Centre being opened on weekends, AFL sessions on Saturday mornings and the woodwork classroom being opened on Sundays for boarders. These boarder activities provide opportunities for the boys to keep busy, make new friends and to have fun doing something different.

4.5 Finance and Infrastructure

Objectives:

Toowoomba Grammar School:  will deliver a very high level of customer service, effective management of physical and human resources, prudent financial management and sustainable and efficient energy management.  will maintain and enhance its buildings and grounds to ensure that they are contemporary, serviceable, sustainable and relevant to its needs.  will continue to make every reasonable effort to conserve water and power.  will consider cost efficiencies associated with alternative energy sources in all major operations.

Outcomes:

For the year ended 31 December 2015, the School achieved an Operating Profit From Continuing Operations and the following projects were completed:

 Completion of the new Boyce/Taylor Boarding House $8,556,732  Other Capital Projects $1,422,380  Major Repairs & Maintenance - Buildings $537,373  Major Repairs & Maintenance – Grounds $263,536  IT Development $414,185

The School participates annually in the Non-Government Schools’ Financial Performance Survey conducted by the Association of School Business Administrators Limited. The Key Performance Indicators and Benchmarking provided by this survey assists the School to review its financial viability. Ratio results from recent years and 2015 are as follows:

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Cash Flow Adequacy Working Capital Ratio (Goal >1) (Goal >2) 4 15 2.93 10.53 3 2.54 9.80 10 7.89 8.25 2 1.46 1.613 6 5.32 4.68 4.1 4.94 1.11 5 1 0.43 0.48 0.62 0.46 0 0 2007 2008 2009 2010 2011 2012 2013 2014 2015 2007 2008 2009 2010 2011 2012 2013 2014 2015 Net Operating Margin Reinvestment Ratio (before interest & 40.00% (Goal 100%) depreciation)… 24.7% 300% 15.2% 18.2% 20.3% 18.8% 222% 208% 210% 16.1% 20.00% 14.2% 12.1% 200% 154% 11.4% 72.4% 100% 55% 50% 22% 23% 0.00% 0% 2007 2008 2009 2010 2011 2012 2013 2014 2015 2007 2008 2009 2010 2011 2012 2013 2014 2015

Debt per Student 60 53.66 Interest Cover (Goal < 50 (Goal > 3) 39.37 $10,000/Student) 40 $9,161 29.44 $10,000.00 $6,798.00 30 $5,909.00 $5,726.00 20.32 $5,223 20 $5,041 12.78 12.89 $5,000.00 $3,293.00 11.1 11.59 $1,101.00 10 6.6 $553.00 $- 0 2007 2008 2009 2010 2011 2012 2013 2014 2015 2007 2008 2009 2010 2011 2012 2013 2014 2015

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5. APPENDICES

Appendix 1 - Staff Organisational Chart Appendix 2 - 2015 Annual Financial Statements Appendix 3 - Glossary

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APPENDIX 1

STAFF ORGANISATIONAL CHART

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T.G.S. STAFF ORGANISATIONAL CHART 2014

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APPENDIX 2

2015 ANNUAL FINANCIAL STATEMENTS

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APPENDIX 3

GLOSSARY

ANZAC Australian and New Zealand Army Corps

ARU Australian Rugby League

ATAR Australian Tertiary Admission Rank

BYOD Bring Your Own Device

GRAMMARPHONES Toowoomba Grammar School Vocal Ensemble

GPS ASSOCIATION The Great Public Schools’ Association of Queensland Inc. (commonly referred to as the GPS) was established with the following objectives: a) to promote and conduct various forms of activities between member schools with a view to fostering a spirit of fellowship, sound educational practice and mutual support and assistance among schools; b) to promote the welfare and best interests of the Great Public Schools of Queensland; c) to consider, deliberate upon and deal with educational matters and questions of common policy and principle concerning the Great Public Schools of Queensland; d) to contribute to and influence the formulation and advancement of educational policy in Queensland;

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e) to exercise general supervision and control over the joint activities of the Great Public Schools of Queensland; and f) to do all such other things as are conducive or incidental to the attainment of the aims and objects set forth above or any of them.

HR13 Hugh Rose Building Classroom 13 – on Campus

HSC Higher School Certificate

INTERACT Interact is Rotary International’s service club for young people ages 12 to 18. Interact clubs are sponsored by individual Rotary clubs, which provide support and guidance, but they are self- governing and self-supporting.

ISQ Independent Schools Queensland

NAIDOC National Aboriginal Islander Day Observance Committee

NAPLAN In 2008, the National Assessment Program - Literacy and Numeracy (NAPLAN) commenced in Australian schools. Every year, all students in Years 3, 5, 7 and 9 are assessed on the same days using national tests in Reading, Writing, Language Conventions (Spelling, Grammar and Punctuation) and Numeracy.

NSSAB Non-State School Accreditation Board

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OP Overall Position. An OP is a student’s position in a statewide rank order based on their overall achievement in QSA-approved subjects.

P&F Parents and Friends Association

PCYC Police Citizens Youth Club

PE Physical Education

QCAA Queensland Curriculum and Assessment Authority

QCE Queensland Certificate of Education

QCS Queensland Core Skills

SHEP State Honour Ensemble Program

TASS The Alpha School System - a web-based school administration system

TEMAG Teacher Education Ministerial Advisory Group

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USQ University of Southern Queensland

UQ University of Queensland

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Toowoomba Grammar School 24 Margaret Street, East Toowoomba Qld 4350 PO Box 2900 Toowoomba Qld 4350 ABN: 86 510 299 250 – CRICOS REGISTRATION No. 00525D