2018 Annual Report

Ipswich Girls’ Grammar School including Ipswich Junior Grammar School | 2018 Annual Report Page | 0

Table of Contents

Compliance Checklist ...... ii Glossary ...... iv Public Availability ...... v Copyright ...... v Letter of Compliance ...... vi Introductory Information ...... 1 School Role and Main Functions ...... 2 2018 Highlights ...... 3 From the Chairperson ...... 4 From the Principal & CEO...... 5 From the Head of Junior School ...... 7 Operating Environment ...... 9 Government Objectives ...... 10 School Objectives and Performance Indicators ...... 11 NAPLAN 2018 ...... 13 OP Results 2018 ...... 13 Financial Performance ...... 15 Management & Structure ...... 16 Government Bodies ...... 16 Related Entities ...... 17 Biographies – Board of Trustees ...... 18 Biographies – Executive ...... 19 Organisational Structure ...... 20 Risk Management and Accountability ...... 21 Risk Management ...... 21 External Scrutiny ...... 21 Audit Committee ...... 21 Information Systems/Recordkeeping ...... 21 Human Resources ...... 21 Workforce Planning & Performance ...... 23 Open Data ...... 25 Financial Statements ...... 26 Certification of Financial Statements ...... 50 Independent Auditor’s Report ...... 51

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Compliance Checklist

Annual report Summary of requirement Basis for requirement reference

Letter of • A letter of compliance from the accountable ARRs – section 7 vi compliance officer or statutory body to the relevant Minister/s

Accessibility • Table of contents ARRs – section 9.1 i • Glossary iv

• Public availability ARRs – section 9.2 v

• Interpreter service statement Queensland Government N/A Language Services Policy ARRs – section 9.3

• Copyright notice Copyright Act 1968 v ARRs – section 9.4

• Information Licensing QGEA – Information N/A Licensing ARRs – section 9.5

General • Introductory Information ARRs – section 10.1 1 information

• Agency role and main functions ARRs – section 10.2 1 - 8

• Machinery of Government changes ARRs – section 31 and 32 N/A

• Operating environment ARRs – section 10.3 2, 9

Non-financial • Government’s objectives for the community ARRs – section 11.1 10 performance • Other whole-of-government plans / specific ARRs – section 11.2 N/A initiatives

• Agency objectives and performance indicators ARRs – section 11.3 11 - 14

• Agency service areas and service standards ARRs – section 11.4 N/A

Financial • Summary of financial performance ARRs – section 12.1 15 performance

Governance – • Organisational structure ARRs – section 13.1 18 - 20 management and structure • Executive management ARRs – section 13.2 16 - 19

• Government bodies (statutory bodies and other ARRs – section 13.3 16 - 17 entities)

• Public Sector Ethics Act 1994 Public Sector Ethics Act N/A 1994 ARRs – section 13.4

• Queensland public service values ARRs – section 13.5 N/A

Governance – • Risk management ARRs – section 14.1 21 risk management and • Audit committee ARRs – section 14.2 21 accountability • Internal audit ARRs – section 14.3 21

• External scrutiny ARRs – section 14.4 21

• Information systems and recordkeeping ARRs – section 14.5 21 - 22

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Annual report Summary of requirement Basis for requirement reference

Governance – • Strategic workforce planning and performance ARRs – section 15.1 23 - 24 human resources • Early retirement, redundancy and retrenchment Directive No.11/12 Early N/A Retirement, Redundancy and Retrenchment Directive No.16/16 Early Retirement, Redundancy and Retrenchment (from 20 May 2016) ARRs – section 15.2

Open Data • Statement advising publication of information ARRs – section 16 25

• Consultancies ARRs – section 33.1 https://data.qld.gov.au

• Overseas travel ARRs – section 33.2 https://data.qld.gov.au

• Queensland Language Services Policy ARRs – section 33.3 N/A

Financial • Certification of financial statements FAA – section 62 50 statements FPMS – sections 42, 43 and 50 ARRs – section 17.1

• Independent Auditor’s Report FAA – section 62 51 - 53 FPMS – section 50 ARRs – section 17.2

FAA Financial Accountability Act 2009 FPMS Financial and Performance Management Standard 2009 ARRs Annual report requirements for Queensland Government agencies

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Glossary

AASB Australian Accounting Standards Board

AC Australian Curriculum

CEO Chief Executive Officer

CRICOS Commonwealth Register of Institutions and Courses for Overseas Students

EBIDA Earnings Before Interest, Depreciation and Amortisation

EEC Early Education Centre

FBT Fringe Benefits Tax

FFPOS Full Fee-Paying Overseas Student

FTE Full-Time Equivalent

GST Goods and Services Tax

IGGS Ipswich Girls’ Grammar School

IJGS Ipswich Junior Grammar School

ISSN International Standard Serial Number

KMP Key Management Personnel

KPI Key Performance Indicator

NAPLAN National Assessment Program – Literacy and Numeracy

NASOT New Art & Science of Teaching

OP Overall Position

OSHC Outside of School Hours Care

P Preparatory Year

QCAA Queensland Curriculum & Assessment Authority

QCE Queensland Certificate of Education

QCS Queensland Core Skills

QLD Queensland

QTAC Queensland Tertiary Admissions Centre

QTC Queensland Treasury Corporation

TASS The Alpha School System

VET Vocational Education & Training

WIP Work in Progress

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Public Availability

Electronic copies of the Annual Report can be downloaded from: http:/girlsgrammar.com.au/governance/

Copies of the Annual Report are also available in paper form from the Secretary to the Board of Trustees, Mr David Lonergan:

Telephone: (07) 3454 4447

Facsimile: (07) 3454 4480

Email: [email protected]

Website: http:/girlsgrammar.com.au

The School’s International Standard Serial Number (ISSN) is 2200-3371.

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Letter of Compliance

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INTRODUCTORY INFORMATION

‘OMNIA SUPERAT DILIGENTIA— DILIGENCE OVERCOMES ALL’ HAS BEEN OUR SCHOOL MOTTO SINCE 1892.

Address: Cnr Queen Victoria Pde & Chermside Rd EAST IPSWICH QLD 4305 Telephone: +61 7 3454 4447 Facsimile: +61 7 3454 4480 Email: [email protected] Website: http://www.girlsgrammar.com.au CRICOS Provider Number: 00533D

Ipswich Girls’ Grammar School has offered girls a first-class, independent, non-denominational education for over 125 years. It is one of eight original Grammar Schools in Queensland.

IGGS opened its doors in 1892 under the Grammar Schools Act 1860 and is now constituted under the Grammar Schools Act 2016. From the very first day, the School has been deeply committed to innovation and excellence.

Ipswich Girls’ Grammar has a history of strong and successful women, some of whom were pioneers in their chosen fields.

The founding Headmistress, Miss Fanny Hunt, was the first woman to graduate from Sydney University with a Bachelor of Science. The first enrolled student, Eleanor Greenham, was the first Queensland-born woman to earn a degree in Medicine. Many others have followed, and the School buildings, facilities and resources pay tribute to the dedicated staff and supporters who have inspired the School along the way.

The School has played a significant role in the education of thousands of inspirational young women who have gone on to pursue successful careers in medicine, law, engineering, information technology, politics, business and more.

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SCHOOL ROLE AND MAIN FUNCTIONS

Ipswich Girls’ Grammar School including Ipswich Junior Grammar School educates students from Pre-Prep to Year 12. Junior School (Prep – Year 6 and Early Education Centre)

The Early Education Centre offers an educational program based on the Reggio Emilia philosophy. The Centre’s standards exceed the National Childcare Accreditation Council Inc. standards.

Regular skills and knowledge audits are undertaken across Prep to Year 6 to identify areas needing additional support or targeted teaching. Diagnostic tests are also administered every year to ensure students’ learning development is progressing and any learning difficulties or extension requirements are addressed with remediation, support or enrichment programs.

Middle School (Years 7 – 9)

The IGGS approach to Middle Schooling ensures learning and life skills programs respond to the developmental needs and interests of young women. Students receive special guidance through the transition from primary to secondary schooling and from co-education to single-sex classes. By introducing gender-specific programs at this critical stage, IGGS helps girls develop academically and personally in a safe and supportive environment.

Senior School (Years 10 - 12)

Our Senior School curriculum offers three pathways: • Academic – eligible for OP and tertiary entrance • Academic – combination of OP and VET; eligible for OP and tertiary entrance • Vocational – eligible for an OP equivalent and may include School- based apprenticeship or traineeship.

Advanced levels of some subjects are offered, such as Mathematics C, English Extension and Music Extension, as well as challenging Science and Technology disciplines. For some subjects, students may undertake additional university-level programs and participate in co-curricular academic competitions.

A Careers Education program provides senior students with the knowledge and skills they need to make informed decisions in their Senior Phase of Learning and about their lives beyond school. Particular focus is placed on coping with transition issues, making appropriate vocational decisions and enlightening students about the “world of work”.

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2018 Highlights

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From the Chairperson Mr Greg Ploetz

The Board’s aim is to support and resource staff community, State, Australia and overseas. This so that they can inspire the girls to become ensures that we give back and benefit from confident, well-educated young women, and the diversified cultures in our community. Junior School girls and boys to develop a love of learning and aspire to be leaders. The School is a busy and vibrant community. The Board continues to encourage current and The Board’s responsible stewardship helps our prospective parent involvement. We want all staff educate students to obtain a superior those involved in the School community to have a education and good academic outcomes, but more sense of belonging. importantly to grow the students into confident, well-educated young women, girls and boys. To ensure the financial stability of the School, the Board maintains a close eye on the management The School’s personalised learning program is of the School’s finances and financial outcomes by thoroughly endorsed by the Board, as is our maintaining good governance practices. Our support for the Executive in its efforts to school is financially sustainable, and it continues continually provide quality teaching in modern, to meet all its financial obligations. fit-for-purpose facilities. As part of the Board’s stewardship, we also work The Board encourages staff to nurture our towards creating, developing and improving our students and provide them with a holistic campus facilities. The financial support from education that will place them in a position significant gifts from benefactors, Authorities and whereby when they, as young women, ring the parents have been gratefully received and we bell and walk out of the gates of Ipswich Girls’ thank them enormously. Grammar School, they will be equipped to deal with whatever comes their way, knowing they’ve Accumulated funds have enabled the School to: had an excellent education. • Refurbish and extend the Performing Arts Precinct. We want students to go on and achieve whatever • Begin the ground floor refurbishment of goals they may set themselves and be respected the Main Building in December. and worthwhile members of society, some of • Refurbish the Secondary Library in 2019. whom will go on to be respected leaders in the • Install solar panels early next year to community, just as many of their fellow past lower utility costs. students have done. The Board has future plans for the final Similarly, the Board aims to provide the necessary improvements to our Middle School classrooms resources for the girls, boys and staff in our Junior and the last stage of the Boarding House School so that they can grow into confident young refurbishment. The generous donations, people, who are well-prepared for higher bequests, and funding from the Block Grant learning. Authority are appreciated.

The Board encourages the School to continue, We are looking forward to 2019. through its students, staff and parents, to maintain and build strong involvement in our local

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From the Principal & CEO Dr Peter Britton

The School community crafted a new strategic Mid-2018, the School received this year’s NAPLAN plan for the period 2018 to 2022. results. Once again, our students’ results were pleasing. Over the last eighteen months, we have 2018 started with news that every 2017 senior who been developing a process aimed at deepening our applied for a place at a tertiary institution was personalised learning approach to reading, writing offered a place, and that 95% were offered their and numeracy and we are keen to realise the next first or second preference. This is an outstanding level of improvement in student outcomes. statistic because 86% were OP eligible. Holistic Education Academic Excellence Holistic education is a philosophy of education Year 10 is our Senior preparatory year. During based on the premise that each person finds 2018, the Year 10 students studied a blended identity, meaning, and purpose in life. We curriculum based on completing the Australian strongly encourage students to actively Curriculum and being introduced to the new participate in community service, sport and the senior system. In 2019, we will be completing the Arts. OP system and further embedding the new senior system. One-to-One interviews were conducted with every Year 7 – 12 student three times during the year. The personal interviews enable pastoral care staff to know their students. Academic data informs the One to One interview and students’ involvement in the sporting, cultural and service life of the school is also discussed.

Navigating the 7Cs is our program that underpins our Life Skills lessons across all year levels. The program is underpinned by Positive Psychology and Growth Mindset models, and we utilize the 7Cs - Character, Community, Challenge, Change, Choice, Citizenship and Connection – as year level themes. This program aims to develop confidence and preparedness for life in the 21st century.

Personalised Learning Personalised Learning is at the heart of our strategic plan. We strongly believe that this School’s parents want staff to know their During 2018, the Deputy Principal, Heads of daughters and young sons. The one-to-one Departments and Leading Teachers have interviews are a key part of our personalised continued to deliver professional development to approach. teachers on evidence-based, high-performance curriculum, teaching and learning.

During Semester 1, the School worked with the University of Melbourne’s Graduate School of Education. This work connected us with the University of Queensland’s School of Education, and we are looking forward to extending this relationship in 2019 to further our teaching and learning objectives.

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The Head of Personalised Learning has designed a module to enhance the School’s advanced data- tracking system. The module strengthens students’ abilities to self-regulate their learning, a skill essential to life-long learning in the 21st century.

Effective Community Relations Effective community relations is focused on sustaining strong relationships with and between the people in the school and the wider communities.

Our students are being educated to value common prosperity, sustainability and well-being. They are being educated to be responsible and empowered, placing collaboration above division, and sustainability above short-term gain.

I believe strongly that this world needs confident, well-educated young women to help solve its social, economic and environmental problems, to chart new and exciting pathways beyond the frontiers, to lead our communities and to fill the highest offices in our land.

We enjoyed events like Open Day, the School I have an equally strong belief that the young Fete, Long Lunch and Commemoration Day, and people educated in this school are precisely the we continue to be very active participants in a people who can do these things. They are, indeed, wide range of community events. the confident well-educated young women, girls and boys. The Junior School’s enrolment continues to grow due to excellent leadership, programs, and teaching and learning outcomes.

The Early Education Centre introduced an intergenerational learning program this year.

The Director of Enrolments and Community Relations and her team are embedding a new enrolments management software program so that the School can further enhance its services. The quality of our marketing and publications are second to none.

2018 has been a transformative year for Boarding. Our new Head of Boarding and her staff have worked tirelessly reviewing and updating policies and procedures, developing a Boarding Curriculum and introducing a tutoring service.

Finally, our School proudly provides a liberal education program: an approach to learning that empowers individuals and prepares them to deal with complexity, diversity, and change through a broad knowledge of the world and in-depth studies in specific academic disciplines.

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From the Head of Junior School Mrs Nicolee Eiby

In 2018 Junior Grammar has been motivated by an ultimately their learning journey - in the Attitude of Gratitude - in our thoughts; our words; classroom, on the sporting field, in the and most importantly our deeds. Every student playground, or how they conduct themselves and every staff member have practised being outside of school. mindfully grateful for what we have, what we do, New Initiatives and what we can experience at Junior Grammar. Throughout the school year several initiatives At Junior Grammar our Attitude of Gratitude is have been enacted to deliver our mission to ‘focus focused on building a strong sense of belonging on academic excellence, and to provide a and purpose - both of which are key in creating personalised and holistic education’. These effective and efficient learning environments for actions have been intentional, focused and children. Encouraging our children to be curious aligned to the School’s Strategic Plan, and our and question their world, to take risks, to be Junior Grammar vision of ‘nurturing young creative and innovative, whilst establishing strong learners, creating future leaders’. connections is the commitment of Junior Grammar staff to all our families. It is this sense ‘Assessment for Learning’ of connectedness that makes our Junior Grammar A deliberate focus for staff this year has been on family unique. developing a deeper and shared philosophy and understanding of assessment – assessment of learning; assessment as learning; and assessment for learning. Fundamental to our focus on feedback and reflection, the staff have unpacked ‘Assessment for Learning’ specifically. Assessment for learning is a means by which we can make informed judgements about students’ progress, about our curriculum programming intent, and how our curriculum is enacted in the classroom. This attention to formative judgements and a changing curriculum landscape We are grateful for Junior Grammar’s continuing is focused on students directly informing the next outstanding reputation for academic excellence. step in their learning journey. Ongoing More importantly our staff understand that with Assessment for Learning is true personalised this reputation comes great responsibility. It is our learning. responsibility to not only maintain a reputation, it WonderWall is also our obligation to grow and extend our performance and therefore our reputation. The establishment of our Junior Grammar WonderWall, where on one wall we provide a snap Embedding the whole school approach and culture shot of every child’s diagnostic, standardised and of feedback and reflective practice has school-based assessments, has been central to empowered our staff to improve and evolve the ensuring individual children remain at the centre, learning opportunities and experiences for all or the heart, of all our decision making. The children in 2018. I am grateful to work with a team teaching staff have a shared accountability for of professionals so dedicated to continuous every child’s learning journey at Junior Grammar. improvement. Our WonderWall is a visible reminder that our Our teaching team understand the significant central purpose is for “Each student’s learning to impact quality feedback can have on student progress at least one year as a result of one year learning outcomes and of course on their own of teaching”. The WonderWall is a visual teaching and learning practices. Our students representation of our commitment to ‘knowing understand, in age appropriate ways, how every child’ and ‘knowing the next step for their feedback assists their understanding and learning’.

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Pastoral Care The growth in opportunities for our boys in Britton A major strategic priority for Junior Grammar in Shield and our girls in Andrews Cup is thrilling 2018 has been a review of our Pastoral Care indeed. Junior Grammar is proud to have Program. The review team have collaboratively established this sporting competition, which will focused on developing our Junior School be a part of Dr Britton’s legacy to education. approach- to social and emotional learning. This Extension and Intervention framework is focused on the Junior Grammar pledge which is to provide each child with the Intervention and Extension operates as a model of opportunity to play together; learn together; and inclusion- both within and alongside classrooms to grow together. Our Junior Grammar Values, meet the learning needs of our students- requiring Diligence, Excellence, Respect, Integrity and additional support or additional challenge and Care, form the structural and philosophical extension. Our Intervention and Extension Team framework for the Junior Grammar Pastoral Care supports students to ensure their understanding of Program. Our Junior Grammar students key skills and knowledge is consolidated, understand what it looks like, sounds like; and reinforced and extended. In 2018 our team of feels like to demonstrate these core values at our teacher aides have provided intensive, frequent, school. A strong focus on ‘Well Being’ will also be targeted lessons based on students’ Personalised embedded in the program. In 2019 we will Learning Goals. introduce our ‘Junior Grammar Way Pastoral Care Junior Grammar Diligentia has afforded students Framework and Positive Behaviour Learning a range of extension and enrichment activities, to Program’. work collaboratively with like-minded students Sporting Programs and Opportunities under the guidance of specialist experts to further develop their talents and aptitudes. Our students Junior Grammar has a well-established tradition have been involved in the Maths Team Challenge, of involvement in Andrews Cup, the premier Kids’ Lit Quiz, Readers’ Cup and vast range of Days interschool sporting competition for our girls from of Excellence workshops. Year 2 to Year 6. In 2018, for the first time since our school’s involvement in Andrews Cup, Junior Looking to the Future Grammar has been proud to chair the Andrews In 2019 Junior Grammar will commence the school Cup Association- in what has been its 80th year with a record number of eighteen classes, anniversary year. This responsibility has allowed including three full coeducational Prep classes. our school to provide significant input to the This growth has our school welcoming more than development of the Andrews Cup Strategic Plan 100 new students from Prep to Year 6, and we will and Sporting Program for 2020 and Beyond. grow beyond the walls of the Foundation Centre In 2017 we announced Junior Grammar was and the Mavis Parkinson Building. establishing the first and only interschool sporting Junior Grammar is a great school, and great competition for boys from Year 2 to Year 6 in our schools continue to improve when they are region, the Britton Shield. Throughout 2018 this reflective and focused on continuous boys’ sporting competition has grown from improvement. We look forward to sharing 2019 strength to strength. The boys of Junior Grammar with you all, where Junior Grammar will continue have enjoyed team sporting competitions against to place your child at the heart of our every a variety of schools. decision, and at the heart our every action. Junior Grammar is proud to announce that the Britton Shield will be growing in membership and sporting offerings in 2019, with five premier schools partnering with Junior Grammar to grow the Britton Shield by extending the sporting competitions and offerings, with the introduction of the individual sports of Cross Country and Swimming. What began as a notion, a thought, a hope, and a commitment to equity has in twelve short months grown to become a fixture on a growing group of premier school’s sporting calendars.

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OPERATING ENVIRONMENT

Our Vision ➢ Ipswich Girls' Grammar School inspires girls to become confident, well-educated your women. ➢ Ipswich Junior Grammar School nurtures young learners to become future leaders.

Our Mission Shaped by our proud history and traditions and focussed on academic excellence, our school provides a personalised, holistic education by expert staff in engaging learning environments.

Our Aspiration By 2022, our school aims to be an outstanding* school known for its holistic education and students’ excellent academic outcomes with an enrolment of more than 1000 students from Early Learning to Year 12. * Outstanding – as defined by the National School Improvement Tool

Our Values

Diligence Staying focused until the job is done.

Excellence Striving to achieve the highest standards possible.

Acknowledging the worth of every person and what matters to each Respect one.

Integrity Constantly demonstrating high moral and ethical standards.

Attending with kindness, compassion and sensitivity to the needs of Care others.

Environmental Factors The environmental factors for the School, as for all independent schools, relate to maintaining satisfactory enrolments and receiving adequate and timely funding from Governments in these challenging economic and competitive conditions. The School offers a quality education program and excellent business services. This coupled with its efforts to improve productivity, without compromising the quality of educational programs and services, will make Ipswich Girls’ Grammar School including Ipswich Junior Grammar School the region’s choice. 2019 Operational Plan The 2019 Operational Plan includes: • Implementation of programs and processes associated with the new Queensland Certificate of Education; • Further development of the School’s Signature Programs; • Enhance the School’s Case Management process in its Personalised Learning framework; • Continue embed technologies into learning and workplace environments; • Embed the Teaching and Learning Policy and Procedures; and • Secondary Library refurbishment. Performance Measurement Performance is measured quarterly. Reports related to progress of each project are submitted by the Principal & CEO to the Board of Trustees.

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GOVERNMENT OBJECTIVES

The School has contributed to the following State Government objectives:

Create jobs in a strong economy

o The School will continue to maintain good governance and an explicit school improvement agenda. o The School strives for business excellence by realising strategic cost containment and revenue optimisation opportunities. o Our students are equipped with 21st century skills that will empower them to transition to higher education and life beyond the School’s gates. o The School has a diverse student population, with the strong domestic student base complemented with a diverse international student population.

Give all our children a great start • Increase childhood immunisation rates

o The School has gained access to the Australian Immunisation Register making it easier to see which students require catch up vaccinations and adding any vaccinations they may receive in real time.

Keep Queenslanders healthy

o Ipswich Junior Grammar School has an abundance of open and natural play spaces that engage the students. o Among the many sports available in the Junior School are fortnightly interhouse sports competitions and skills development for Years 3 to 6; Andrews Cup meets; Gala Days; invitational interschool meets; cricket; AFL Auskick; soccer, tennis and swimming. o Ipswich Girls’ Grammar School offers more than 50 sporting, cultural, intellectual, performing arts and community service activities – both team and individual, competitive and on-competitive – to meet the diverse interests of the school community. o Facilities at the School include a multicourt gymnasium; Fitness Centre and Human Movement Laboratory; indoor cycling room; five-lane, 25-metre heated outdoor swimming pool; athletics oval with 400-metre running track; netball, tennis and volleyball courts; and an extensive range of sporting equipment.

Keep communities safe

o The School’s pastoral care programs teach students to be well-mannered and diligent in all that they do. They are taught to respect themselves, their families, the local community and world in which they live. The School guides students on how to be effective team members and, above all, expect them to maintain high moral and ethical standards, and display care and compassion for others.

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SCHOOL OBJECTIVES AND PERFORMANCE INDICATORS

The School’s Objectives and Performance Indicators are contained in its strategic plan. The Strategic Plan summarises how the School intends to deliver the School’s vision using the initiatives described for each strategic theme.

Strategic Themes

To consistently attain the region’s best academic results, and rank among the top schools in Queensland for Tertiary entrance and NAPLAN results. Measures: Academic Excellence − 2019 Senior results: Further improvement in key senior results from 2018 – OP, QCE and QTAC Offers − 2019 NAPLAN results: Further improvement in Literacy and Numeracy results from 2018.

Strategic priorities Selected highlights of activities in 2018

Communicate the School’s • The Teaching and Learning Policy was communicated to Teaching and Learning Policy and teachers and workshopped to facilitate understanding. Procedures to academic staff.

• Teachers continued to develop their understanding of The New Continue to embed effective Art and Science of Teaching through professional development. pedagogical practices derived • Teachers explored strategies for providing feedback to from the School’s evidence-based students based on work of Professor John Hattie’s work and effective learning and teaching Design Questions from NASOT. framework. • Workshops conducted on explicit teaching of complex reasoning processes.

Continue to develop programs to • Key AC resources reviewed and developed. Year 10 assessment enable systematic curriculum altered to reflect the new QCE program. delivery, ensuring alignment with the AC from Prep to Year 10.

Implement the New Senior • Developed compliance registers for each subject area based on Assessment System according to QCAA Quality Assessment model. QCAA policies and the School’s • Secondary teachers completed online courses. Implementation Plan.

Develop a set of Leading Teacher • Task list and consultation process finalised. 1 Task.

Implement a targeted Middle • Audit conducted to check current literacy and numeracy School literacy and numeracy programming. skills development program to • Skill development program in Reading and Comprehension further improve literacy and completed. numeracy results. • Data Management Plan checkpoints for Term 4 achieved.

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All students strive to demonstrate the School’s values and participate Holistic Education annually in a sport, an Arts activity and community service to foster confidence and well-being. Strategic priorities Selected highlights of activities in 2018

Streamline the extra-curricular • The cocurricular model was presented to staff and feedback program and implement a paid, was sought. Further development needed. cost-effective extra-curricular program.

• Finalised the arrangements for the tutoring program and Improve the Boarders’ boarding integrated study program for 2019. experience. • Reviewed Staff Induction Booklet, Boarder Handbook and commenced work on Cribb House 5-year Strategic Plan.

Each student has a Personalised Education Plan that is regularly Personalised Learning updated and enables progress in their education year-on-year. Strategic priorities Selected highlights of activities in 2018

Individual Achievement targets: • Review of a Student Profile within Learning Analytics. Develop a process that • A digital Academic Mentoring system and is being developed. systematically reviews student outcomes data to identify specific achievement targets that impact on all students in all classrooms, can be measured and regularly monitored as evidence of improved teaching and learning.

Document a Data Collection Plan • Data Management Plan developed and communicated to and Timetable for the annual relevant staff collection, communication, analysis and use of student performance data.

To maintain effective community relations that result in enrolment targets, an informed and connected school community of active ambassadors, and a strong, reputable brand. Effective Community Relations New Year Enrolment Target • Formula: New Year Enrolment Target = # new students enrolled at the beginning of the previous year + 10 students.

Strategic priorities Selected highlights of activities in 2018 • Parent Ambassador program in planning phase for 2019 Implement an integrated and effective marketing strategy, implementation. which includes a parent • Enrolment enquiry strong. ambassador program, to promote the School and drive enrolment enquiry.

Implement a targeted marketing • Expanded on the 2018 Marketing plan to develop a rural campaign to build our rural, boarding corridor to target for enrolments. regional and international boarding enrolment.

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• Staff undertook international recruitment trips to drive enquiry and develop agent relationships in Hong Kong, China, Taiwan, Japan and PNG.

Review the Enrolment procedure • Improvements made to the Year 6 to Year 7 Transition Evening. to improve the rate of conversion • Conversions from EEC to Prep tracking strongly. from enquiry to enrolled: • Year 6 into 7 retention improved, indicating initiatives in place Onboarding, and transitions from were effective. EEC to Prep, Year 6 to Year 7, and Year 9 to Year 10.

Responsible Stewardship The School remains solvent, profitable and sustainable.

Strategic priorities Selected highlights of activities in 2018

• Learn to swim program commenced. Review of the school’s resource • Investigated establishing an after-school dance program. optimisation opportunities. • Assembly hall upgrade completed, and increased hire charge.

Investigate purchasing solar • Solar panels installed. panels to reduce electricity costs.

Develop a healthy, collegial workplace for professional, expert staff who work in modern, fit-for-purpose workplace facilities equipped Professional Excellence with digital capabilities that are used to enhance teaching, learning and workplace outcomes.

Strategic priorities Selected highlights of activities in 2018

Finalise the review of the • Review of teacher performance review process is ongoing. Performance Review Policy.

• Performance reviews for Heads of Department have been Scheduled Performance Reviews. finalised.

NAPLAN 2018

Key Performance Indicator: • Percentage of Students at or above the National Minimum Standard:

Year Reading Writing Spelling Grammar Numeracy Level & Punctuation Year 3 100 100 92.3 100 100 Year 5 100 100 100 100 100 Year 7 98.6 100 98.6 95.9 98.6 Year 9 100 95.0 99.1 99.1 99.0

OP Results 2018

Key Performance Indicator – Senior Results • PI1: Academic Performance o Overall Positions o Queensland Certificate of Education o QTAC offers ______Ipswich Girls’ Grammar School including Ipswich Junior Grammar School | 2018 Annual Report Page | 13

2018 OP and QCS IGGS/State Comparison:

OP Result School % State % OP 1 - 5 25% 22% OP 1- 10 64% 54% OP 1- 15 90% 83% QCE 99% - QTAC Offers 100% -

Eighty-one percent of students chose to be OP-eligible. Two students successfully completed university subjects whilst in Year 12. Students are well credentialed to transition to work if they so choose, in particular, the 14 Seniors who completed vocational studies at the Diploma level and the eight students who achieved a Certificate III in Early Childhood Education and Care.

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FINANCIAL PERFORMANCE

The School maintains systems to record and maintain all information (financial and non- ITEM Actual 2017 Actual 2018 Budget 2018 financial) pertaining to school performance. The School operates an electronic system of recording Enrolments – EEC 109.5 115.5 119 and maintaining data, with hard copy files (FTE) maintained where necessary. The Secretary to Enrolments – P-12 852 828 855 the Board formally reports to the Board on (Aug census) financial and operational performance at monthly meetings of the Board and its Committees. Formal reports are provided to the Board and Committees and detailed Monthly Management Operating Income 24,324,234 24,157,209 24,740,638 Accounts are provided to the Finance Committee and the Board. Operating Expense 20,810,514 21,341,253 21,857,145

These reports provide the Board with information about performance, including whether the School is operating within its budget, maximising Earnings (EBIDA) 3,513,720 2,815,956 2,883,493 benefits from investments, maximising revenue and minimising costs and risks. The following EBIDA Percentage 14.44% 11.68% 11.65% specific areas are covered by the monthly management accounts and Board reporting process. Interest -1,219,714 -1,171,890 -1,167,270

Maximising Revenues Depreciation -1,274,573 -1,349,078 -1,313,000

The School’s revenue is driven directly by student enrolments, the level of school fees and the level of federal and state government recurrent Surplus/(Deficit) 1,019,433 294,988 403,223 funding. Whilst the School has control over the level of fees charged to students (which is reviewed and set by the Board as part of its annual Capital Income budgeting process), revenue from grants is 0 459,000 510,000 subject to federal and state government funding Total Surplus levels. 1,019,433 753,988 913,223 Add Asset 0 0 0 Enrolment figures are reported monthly to the Revaluation Board and are a standing agenda item in the Increment fortnightly Executive meetings. Total Surplus 1,019,433 753,988 913,223 Operating within Budgets

Financial performance is reported and compared Overall Operating Position against budget on a monthly basis, both in terms of the current month’s performance and the year- An operating surplus of $294,988 was achieved. In to-date performance. Any abnormal trends or addition, $459,000 in capital revenue was variations from budget are identified and received during the year from the Block Grant strategies are determined to address these. Authority, Queensland.

The detailed Audited Financial Statements of the Capital Items & Payments Board of Trustees of the Ipswich Girls’ Grammar The listed capital items were paid - School including Ipswich Junior Grammar School for the year ended 31 December 2018 are included Works & Capital Equipment: $1,560,541 at the end of the report. Loan Repayments (Principal and Interest): $2,498,979

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MANAGEMENT & STRUCTURE

The School is governed by a Board of Trustees in accordance with the Grammar Schools Act 2016. Responsibilities for the recruitment, employment of staff and the management of the School on a day-to- day basis are delegated by the Board of Trustees to the Principal & CEO. Other executive staff (Executive Management) are responsible for the day-to-day management and operations of the School.

Government Bodies

The Board of Trustees of the Ipswich Girls’ Grammar School including Ipswich Junior Grammar School

Act or instrument Grammar Schools Act 2016

Functions The functions of the Board are specified in Section 11 of the Act, namely: • to supervise, maintain and control the operations of the Board’s school; • to erect, alter, add to, purchase or sell buildings used, or to be used, for the Board’s school; • to effect general improvements to the premises used, or to be used, for the Board’s school; • to provide an educational program for the Board’s school; • to make policies and procedures about: ‐ fees and charges payable in relation to students enrolled or to be enrolled at the Board’s school ‐ the management and control of the Board’s school ‐ the discipline and conduct of students enrolled at the Board’s school.

Achievements • Refurbishment and extension of the Performing Arts Precinct which has added two new classrooms to the Precinct • Installation of solar panels on the Junior School roof • Upgrade of sound, lighting, and projector systems in the Assembly Hall and Performing Arts Precinct • Upgrade of student laptop devices • Commencement of refurbishment works on the main building ground floor • Upgrade to Wi-Fi network across the entire campus • BenQ interactive panels installed in Early Education Centre, Prep, and Year one classrooms

Financial reporting The Board of Trustees is responsible for the preparation and fair presentation of the financial report in accordance with prescribed accounting requirements identified in the Financial and Performance Management Standard 2009. In accordance with this, general purpose financial statements pursuant to section 62(1) of the Financial Accountability Act 2009 are prepared. The financial statements are subject to annual audit under the Auditor-General Act 2009.

Remuneration Members of the Board do not receive any remuneration for their services and discharge their duties on an honorary and voluntary basis.

No. scheduled 10 meetings/sessions

Total out of pocket Nil expenses

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Related Entities

The Board of Trustees of the Ipswich Girls’ Grammar School including Ipswich Junior Grammar School established a Building Fund (The Ipswich Girls’ Grammar School Building Fund) and a Library Fund (The Ipswich Girls’ Grammar School Library Fund). Both funds are managed by the Board and established in accordance with The Charitable Collections Act 1952.

The Library Fund was established to receive voluntary donations for the purpose of further library capital works and library capital expenditure programs.

The Building Fund was established to receive voluntary donations for the purpose of further capital works, major maintenance and capital expenditure programs.

The operations of the Building Fund are reported to the Board on a monthly basis and are incorporated in the Annual Financial Statements.

Board and Committees

The Board has three sub-committees:

•Oversight of financial and associated matters •Oversight of existence and maintenance of internal controls and accounting systems and finacial reporting processes Finance •Monitoring of school's financial performance •Consideration of finance related matters to provide recommendations to the Committee Board of Trustees

Community • Oversight of friend and fundraising activities Relations Committee

•Strategic capital works and school campus development •Oversight of the School's maintenance program Property •Consideration of property related matters to provide recommendations to the Committee Board of Trustees

Board of Trustees

The Board consists of at least seven, but no more than nine, members appointed by the Governor in Council every four years (most recently in 2017), comprising: • Three members elected from, and by, persons who have donated at least the electoral eligibility amount as prescribed by the Act. The term of appointment is for 4 years; • Four members nominated by the Minister; and • Up to two additional members chosen by the Board and nominated by the Minister.

Elected Members Ministerial Nominees

Dr David Careless (first appointed 2011) Mr Gregory Ploetz (first appointed 2005) Ms Elle Ackland (first appointed in 2015) Ms Maria Kelly (first appointed 2000) Dr Marie Kavanagh (first appointed in 2017) Mrs Carly Gregory (first appointed 2013) Mr James Sturges (first appointed 2013)

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Biographies – Board of Trustees

Mr Gregory Ploetz | Solicitor of the Supreme Court of Queensland Trustee since 2005 | Chairperson Greg Ploetz has been a Solicitor in a private practice since 1981, both as a sole practitioner and in partnership with the firm of M.A. Kent & Associates since 1987. He served on the committee of the Bremer Catchment Association when it was initially established and was a member of the Podiatry Board of Qld. Greg is a past President of the Ipswich & District Law Association, an active member of the Ipswich Rotary Club since 1987 and has held executive positions with the Ipswich Rotary Club since 1988. He is a past President of the Ipswich Grammar School Old Boys’ Association. His sons are IGS old boys and his daughter is an IGGS old girl.

Ms Maria Kelly | BCom, CA Ms Eleanor Ackland | GradDip IR/HRM, MAppLaw, Trustee since 2000 | Deputy Chairperson GCert (MedConRes), CAHRI Maria Kelly is a Director of Trustee since 2015 Business Services and Eleanor (Elle) Ackland’s Taxation at Harding Martin background and experience Chartered Accountants, is within human resources with thirty plus years’ and employee relations. She experience. She is also a is currently the Manager of Board member of Human Resources at Apprenticeships Qld Ltd Childrens’ Health QLD, (since 1999) and UQ Hospital and Health Service. College (since 2013). Elle’s previous roles have included Manager of Human Resources at WorkCover Queensland, and Dr David Careless | MBBS (Hons), FRACP, Assistant Director, Strategic Employee Relations Consultant Physician at Independent Schools Queensland. Trustee since 2011 Dr David Careless is a Prof Marie Kavanagh | DipT, BCom, DipAdvAcctg, graduate of University of MFinMgmnt, PhD, ASA, MAICD Queensland and is a Trustee since 2017 Consultant Physician/ Professor Marie Kavanagh Rheumatologist. He is the has a national and Chairperson of the Medical international profile in Advisory Committee at St education, particularly Andrews Hospital and business education and a teaches Med IV Medical strong reputation for Specialties at the community engagement. University of Queensland. He is also a community She has past experience Lecturer for the Arthritis Foundation of on four organizational Queensland. His daughter is an IGGS old girl. boards. Marie is a Fellow of the Business Educators’ Association of Queensland, Chair of Mr James Sturges | MEd, GDipEd, AdvDipMan Zonta District 22 JMK Business Awards and Karalee Trustee since 2013 Community Association. She is an active member James Sturges is the of the USQ Australian Centre for Sustainable General Manager of the Business Development working in the areas of family business, Llewellyn community leadership, culture and resilience. Motors. He has always been in the forefront of Ms Carly Gregory | BEd technology adoption. Trustee since 2013 James was a Board Carly Gregory has a member of the founding marketing career spanning board on the University of Queensland’s venture – more than 14 years, most UQ College and a founding member of the advisory recently as the Marketing & board of Fire Station 101. His daughter is a current Communications Manager student at IGGS. for Australian Regional Media (APN). Her daughter is a current student at IJGS.

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Biographies – Executive

Dr Peter Britton | BSc, ProfCertIL(Hons1), PGDipEd, MBA, GCertLegal, MEd, EdD, DipPM, GAICD, PC TCL, LTCL(T)(EC), MACE, MACEL, AFAIM Principal & CEO Upon leaving high school, Dr Britton became an Electrical Fitter Mechanic by trade, prior to attending university when aged 26. Dr Britton commenced teaching at Ipswich Girls’ Grammar School before becoming the Assistant to the Principal (Operations). In August 2000, Dr Britton was appointed as the Director of Studies at Brisbane Boys College. He was appointed as the College’s Head of Senior School in 2004. In 2011, Dr Britton was appointed as Principal & CEO of Ipswich Girls’ Grammar School including Ipswich Junior Grammar School.

Mr David Lonergan | BBus(Accy), CPA, EMBA Mrs Ruth Lang | MEdStds, BSc, DipEd, MACE, Chief Financial Officer & Secretary to Board of MACEL Trustees Dean of Studies Mr David Lonergan has 17 Mrs Ruth Lang is the Dean of years’ accounting experience Studies at IGGS. Her primary spanning the resources, focus is academic excellence, professional services, supported by robust, financial services, private contemporary policies and equity, healthcare, and procedures. Ruth works closely aviation industries for both with the Academic leaders to listed public companies and shape curriculum and privately-owned entities. David graduated with a assessment. Ruth manages the P-12 Timetable, Bachelor of Business (Accountancy) in 1998 from oversees the QCS Test preparation and OP system QUT, completed his CPA in 2002, and in 2016 whilst assisting in the preparation of the school completed an Executive MBA with QUT. for the 2019 implementation of the new QCE system. Ms Rhonda Nolan | MEd, BA, DipEd, MACEL Deputy Principal Mrs Nicolee Eiby | BTeach(EC), GradDipEdAdmin, Ms Rhonda Nolan has been MACEL Deputy Principal at Ipswich Head of Junior School Girls’ Grammar School Mrs Nicolee Eiby joined the including Ipswich Junior School in 2017 and is the Grammar School since 2002. second Head of Junior School She has also taught and held at Ipswich Junior Grammar leadership roles in secondary School. Nicolee taught in schools in the State and Catholic sectors. Rhonda several primary schools for is responsible for the quality of learning and more than twenty years in teaching across the school, and, critical to this, the State Sector across South the professional development of teachers. She is East, Western ad North Queensland, where she committed to ensuring that all students receive fulfilled various leadership roles as Teaching the best possible learning opportunities and works Principal, Deputy Principal, Head of Curriculum with teachers through the School’s Quality and Literacy Coach. Teaching Project to ensure that all teachers are Mrs Kristie Welsh | BBusMan(Mktg), BJourn excellent classroom practitioners. Director of Enrolments & Community Relations Mrs Kristie Welsh is a Mrs Jayne Acutt | BA, DipEd, MACEL marketing and Deputy Principal & Head of Senior School communications specialist Mrs Jayne Acutt joined Ipswich with over 15 years’ Girls’ Grammar School as a experience, including seven teacher of English, History and years within the education Drama. Since then, Jayne’s sector. As Director of focus has been in the area of Enrolments and Community student wellbeing, moving from Relations, Kristie oversees the Middle School Coordinator into the Dean of School’s enrolment policies and procedures, Students position and now as Deputy Principal & scholarship program, marketing activities, Head of Senior School. Jayne was named Qld international study tours, publications, Positive Teacher of the Year in 2013 for her work community relations and development initiatives. engaging with, and challenging, students to be the best version of themselves. ______Ipswich Girls’ Grammar School including Ipswich Junior Grammar School | 2018 Annual Report Page | 19

Organisational Structure

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RISK MANAGEMENT AND ACCOUNTABILITY

Risk Management

The School has a risk management and compliance program. Effective risk management is a key factor in safeguarding of the School’s students, assets and staff, as well as its reputation.

The effective management of risks is an integral part of the day-to-day operations of the School, without being risk averse. The elements of the risk management at the School include: • a risk management framework and policies approved by the Board of Trustees • regular review of key risks by executive management • monitoring of risk management operational procedures by executive management • annual review of risk registers • continuous assessment of compliance with key controls in place to manage risks • regular external compliance reviews for high-rated risks such as emergency evacuation procedures

The School’s risk management and compliance program is monitored through monthly Board meetings and through close monitoring of the School’s financial performance by the Finance Committee.

External Scrutiny

The Queensland Audit Office report can be accessed at: Education: 2016-17 results of financial audits (Report 15: 2017-18)

The Board of Trustees is constituted and has powers to operate and function in accordance with the Grammar Schools Act 2016. The accounts and records of the School and the Building Fund are audited annually by the Auditor-General, or a person authorised by the Auditor-General. The audited annual financial statements for the year ended 31 December 2018 of the Board of Trustees of the Ipswich Girls’ Grammar School including Ipswich Junior Grammar School are included at the end of this report. The Queensland Audit Office did not report any material control weaknesses in its report to the Board of Trustees on the audit of the financial statements of the School for the year ended 31 December 2018.

Audit Committee

The School does not have an Audit Committee. The Finance Committee operates as the School’s internal Audit Committee, under approved terms of reference that are reviewed annually. The Committee oversees the existence and maintenance of internal controls and accounting systems, and the financial reporting process. The Committee reports regularly to the Board of Trustees. The School participates in an annual comparative financial performance survey of schools. The School’s 2016 performance assisted in the setting of benchmarks for the School’s Strategic Plan, Annual Performance Plan and operating budget for 2017.

Information Systems/Recordkeeping

Information Systems

The School maintains an integrated computerised Financial/Administrative Reporting System, TASS, which has been designed specifically for the management of schools’ financial accounting and administrative operations.

Recordkeeping

The records management function and activities of the School’s records is undertaken by appropriately qualified staff. The School maintains full and accurate records of its activities and utilises the School Administration System “TASS” for financial and school management purposes. Recordkeeping is a systematic part of the School’s activities and records are retained in an accessible and useable format. The School is working towards compliance with the Records Governance Policy.

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The School undertook several initiatives related to records management functions and activities in 2018, as set out below:

• The School implemented a customer relationship management system in 2018 to enhance its processes and management of prospective enrolments. • The collection of confidential and non-confidential student information is captured electronically in Teacher Kiosk and TASS.web, part of the TASS system. • Teachers and students collaborate through Microsoft Teams & Microsoft One Note providing a personal workspace for all students, the ability for students and teachers to collaborate electronically, and the ability for teacher resources to be maintained and distributed on this platform. • All paper-based enrolment forms are converted to a digital format and in 2019 will investigate moving to an online enrolment system. • Password changes are now mandatory on a regular scheduled basis with staff reminded of their requirement to change passwords. • An audit of user and group permissions within TASS was undertaken in 2018 and will take place at regular scheduled times going forward. • The School updated it Privacy Policy and processes to reflect the changes to the Privacy Act 1988 (Cth), that took effect on 22 February 2018, which included the introduction of a new notifiable data breach scheme. • Currently the School is implementing Microsoft Identity Manager to ensure all user accounts and distribution groups are kept up to date and in sync with TASS. • The School undertook an assessment of a selection of different document management systems during 2018 as to their suitability. This process is ongoing in 2019. • During 2019, the School will move its historical paper-based records to an offsite, secure storage facility. • The Accounts Department reviewed its processes around paper records and as of the 1 January 2019, all accounts payable documentation is maintained electronically and attached to the transaction record in TASS.

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HUMAN RESOURCES

Workforce Planning & Performance

Workplace Profile as at May 2018

Women Men Casual Total Women Men Workplace Profile Full Part Full Part Women Men Staff % % Time Time Time Time Senior Executives 5 0 2 0 0 0 7 71 29

Middle Managers 18 0 5 0 0 0 23 78 22

Academic Staff 45 13 4 0 3 1 66 92 8

Administration Staff 33 35 4 0 32 8 112 89 11

Catering, Grounds & 1 17 4 0 5 1 28 83 17 Other

Total 102 65 19 0 40 10 236 88 12

Separation Rate

The School’s permanent separation rate was 11.06% for the 12-month period.

Promotional Family Position Retirement Other Total reasons elsewhere

Teachers 5 1 1 2 9

Non-Teachers 3 1 1 12 17

SEPARATION RATES 14.00%

12.00% 11.71% 11% 11.06% 10.00% 10% 9.69% 9.45% 8.00%

6.00%

4.00%

2.00%

0.00% 2013 2014 2015 2016 2017 2018

One of the School’s strategic goals is to develop and optimise the use of resources, including human resources.

The School has policies and procedures in place to effectively plan, attract, develop and retain its workforce to achieve its objectives. ______Ipswich Girls’ Grammar School including Ipswich Junior Grammar School | 2018 Annual Report Page | 23

Workforce Planning Framework

The School’s workforce planning framework and key strategies have ensured skills and knowledge have been retained and enhanced during the reporting year. • Recruitment policies and processes have been reviewed and new procedures implemented. • All teachers are members of Quality Teaching Teams which meet regularly to promote collegial conversations on aspects of pedagogy with a focus on The New Art and Science of Teaching. • Professional learning programs for academic staff have been offered in: o Positive Psychology; o Child Protection; o Student Well-being; o Literacy and Numeracy; o New Art and Science of Teaching; o Australian Curriculum; o Preparation for New Senior Schooling; o Data Analysis; and o Technology with a particular focus on collaborative learning. • Professional learning programs for academic and support staff have focussed on Work Health and Safety, technology skills and child protection.

Employee Performance Management Framework

The School has implemented policies and procedures to manage and develop the skills of staff: • Induction and mentoring policies and processes are reviewed annually. • Performance Management processes have been developed based on the Professional Standards for Teachers. • Cyclic performance review for Heads of Department and classroom teachers is based on the Professional Standards for Teachers and School Leaders. • High performing teachers are recognised through availability of access to Leading Teacher 1 and Leading Teacher 2 status. • Position descriptions have been reviewed and updated. • Cyclic performance review for support staff is based on updated position descriptions.

Key Workforce Policies

The School publishes all workplace policies in the Staff Handbook and Policy Manual. Formal policy briefings including child protection, workplace health and safety procedures, emergency procedures, and discrimination, harassment and bullying are conducted annually for all staff. There is a clear Code of Conduct for staff, contractors and volunteers. Employees have access to support for mental and physical wellbeing through the Employee Assistance Program.

The School supports flexible workplace and family-friendly arrangements through: • The availability of job-share, part-time and term-time employment conditions • Flexibility in working hours for support staff during school vacation periods • Access to personal, carers, emergent and special leave to cater for family situations • 14 weeks paid birth related, or adoption leave

Leadership & Management Development Framework

The School provides a structured performance development strategy for senior and middle managers and supervisors. Performance Plans with measures and targets are developed at the beginning of each year and reviewed at the end of the year. Targeted professional development is provided to support achievement of outcomes.

Industrial and Employee Relations Framework

Negotiations for the School’s Enterprise Agreement 2018 - 2020 were finalised in 2017 and the Agreement has been ratified by Fair Work Australia.

The School has an effective Consultative Committee, the role of which is to oversee the implementation of the Agreement. This committee meets four times each year.

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OPEN DATA

The following information has been addressed through the Queensland Government Open Data website (https://data.qld.gov.au) in lieu of inclusion in the Annual Report:

• Consultancies • Overseas travel

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FINANCIAL STATEMENTS

2018 FINANCIAL STATEMENTS

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THE BOARD OF TRUSTEES OF THE IPSWICH GIRLS’ GRAMMAR SCHOOL FINANCIAL STATEMENTS 31 DECEMBER 2018

DOMICILE AND STATUS:

The Ipswich Girls’ Grammar School was established in 1892 and is constituted under the Grammar Schools Act 1975. Under the Statutory Bodies Financial Arrangements Act 1982, the School is a statutory body and is exempt from income tax.

The School is domiciled in Ipswich, Queensland, Australia with the principal place of business operations and head office located at:

Address: Cnr Queen Victoria Parade and Chermside Road, EAST IPSWICH QLD 4305.

Telephone: +61 7 3454 4447

Facsimile: +61 7 3454 4480

Website: http://www.girlsgrammar.com

BOARD OF TRUSTEE MEMBERS:

Chairman Mr Gregory Ploetz – Solicitor to the Supreme Court Queensland (2005 – Present)

Deputy Chair Ms Maria Kelly – BCom, CA (2000 – Present)

Trustees Dr David Careless – MBBS (Hons), FRACP (2011 – Present) Ms Elle Ackland – B OrgL, GradDip IR/HRM, MAppLaw, GradCert MedConRes, CAHRI (2015 – Present) Mrs Carly Gregory – BEd (2013 – Present) Mr James Sturges – MEd, GDipEd, AdvDipMan (2013 – Present) Prof Marie Kavanagh – DipT, BCom, DipAdvAddtg, MFinMgmnt, PhD, ASA, MAICD (2017 – Present)

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Statement of Comprehensive Income For the year ended 31 December 2018

Notes 2018 2017 $ $ Income from continuing operations Tuition fees 2 11,190,894 11,458,762 User charges and other fees 3 3,259,161 2,953,619 Sale of goods 4 753,766 804,679 Grants and other contributions 5 8,645,386 8,316,845 Other income 6 767,002 790,329

Total income from continuing operations 24,616,209 24,324,234

Expenses from continuing operations Employee expenses 7 16,692,008 15,939,680 Supplies and services 8 3,626,313 3,758,669 Depreciation and amortisation 9 1,349,078 1,274,573 Finance/borrowing costs 1,171,890 1,219,714 Other expenses 10 1,022,932 1,112,165

Total Expenses 23,862,221 23,304,801

Operating Result 753,988 1,019,433

Other Comprehensive Income - -

Asset Revaluation Increment - -

Total Comprehensive Income 753,988 1,019,433

The accompanying notes form part of these statements.

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Statement of Financial Position As at 31 December 2018

Notes 2018 2017 $ $ Current Assets Cash and Cash Equivalents 2,622,452 3,597,658 Receivables 11 582,301 376,163 Inventories 261,481 272,111 Other 133,112 96,764 Total Current Assets 3,599,346 4,342,696

Non-Current Assets Property, Plant and Equipment 12 63,931,221 63,719,758 Total Non-Current Assets 63,931,221 63,719,758

Total Assets 67,530,567 68,062,454

Current Liabilities Payables 13 943,715 955,779 Borrowings 14 1,634,925 1,564,457 Provisions 15 1,303,990 1,199,312 Other Liabilities 16 869,696 886,823 Total Current Liabilities 4,752,326 4,606,371

Non-Current Liabilities Borrowings 14 15,793,428 17,190,985 Provisions 15 415,038 449,311 Total Non-Current Liabilities 16,208,466 17,640,296

Total Liabilities 20,960,792 22,246,667

Net Assets 46,569,775 45,815,787

Equity Asset revaluation surplus 34,683,471 34,683,471 Accumulated Surplus 11,886,304 11,132,316

Total Equity 46,569,775 45,815,787

The accompanying notes form part of these statements.

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Statement of Changes in Equity For the year ended 31 December 2018

Accumulated Surplus Asset revaluation surplus TOTAL 2018 2017 2018 2017 2018 2017 $ $ $ $ $ $

Balance as at 1 January 11,132,316 10,112,883 34,683,471 34,683,471 45,815,787 44,796,354

Operating Result 753,988 1,019,433 - - 753,988 1,019,433

Other Comprehensive ------Income

Total Comprehensive 753,988 1,019,433 - - 753,988 1,019,433 Income

Balance as at 31 December 11,886,304 11,132,316 34,683,471 34,683,471 46,569,775 45,815,787

The accompanying notes form part of these statements.

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Statement of Cash Flows For the year ended 31 December 2018

Notes 2018 2017 $ $ Cash Flows from operating activities

Grants Received 9,294,152 8,946,072 Fees and Other Income Received 15,815,162 16,054,793 GST Recovered/(Paid) (174,675) (89,214) 24,934,639 24,911,651

Payments to Suppliers and Employees (21,883,391) (21,455,765)

Net cash provided by operating activities 3,051,248 3,455,886

Cash Flows from investing activities

Payments for Property, Plant and Equipment (1,560,541) (1,861,567) Interest Received 33,066 27,432 Net cash provided by/(used in) investing activities (1,527,475) (1,834,135)

Cash flows from financing activities

QTC Loan Repayments/Adjustments (1,327,089) - Payments for Finance/Borrowing Costs (1,171,890) (1,219,714) Net cash provided by /(used in) financing activities (2,498,979) (1,219,714)

Net Increase/(Decrease) in Cash and Cash Equivalents (975,206) 402,037

Cash and Cash Equivalents at Beginning of Financial Year 3,597,658 3,195,621

Cash and Cash Equivalents at End of Financial Year 2,622,452 3,597,658

The accompanying notes form part of these statements.

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Notes to and Forming Part of the Financial Statements

NOTE 1: STATEMENT OF SIGNIFICANT ACCOUNTING POLICIES

(a) Basis of Accounting

The financial report is a general-purpose financial report of the Board of Trustees of the Ipswich Girls’ Grammar School including the Ipswich Junior Grammar School that has been prepared in accordance with Australian Accounting Standards – Reduced Disclosure Requirements, Interpretations and other applicable authoritative pronouncements of the Australian Accounting Standards Board, the Financial Accountability Act 2009, and the Financial and Performance Management Standard 2009.

The financial report has been prepared on an accruals basis and is based on historical costs, modified, where applicable, by the measurement at fair value of selected non-current assets. All amounts in the financial reports are presented in Australian Dollars and rounded to the nearest dollar.

These financial statements are prepared on a going concern basis. The School is a not-for-profit entity for the purposes of preparation of the financial report.

The following is a summary of the significant accounting policies adopted by the School in the preparation of the financial report. The accounting policies have been consistently applied, unless otherwise stated.

Issuance of Financial Statements:

The financial statements are authorised for issue by the Chairman of the Board of Trustees of the Ipswich Girls’ Grammar School including Ipswich Junior Grammar School at the date of signing the Management Certificate.

(b) Revenue and Other Income

School fees and charges, Outside School Hours Care and Early Education Centre fees are recognised as revenue when the revenue has been earned. This involves invoicing for the services rendered.

Interest revenue is recognised on a proportional basis taking into account the interest rates applicable to the financial assets.

Revenue from the sale of goods in the Uniform Shop, Cottage Shop, Swim School and Canteen is recognised when the goods are sold to the customers. These revenues are usually by credit card or cash.

Grants, contributions, donations and gifts that are non-reciprocal in nature are recognised as revenue in the year in which the School obtains control over them. Where grants are received that are reciprocal in nature, revenue is accrued over the term of the funding arrangements.

Other income is recognised as it accrues.

Revenue and other income is stated exclusive of GST.

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Notes to and Forming Part of the Financial Statements

NOTE 1: STATEMENT OF SIGNIFICANT ACCOUNTING POLICIES (continued)

Items of property, plant and equipment with a cost or other value equal to or in excess of the following thresholds are recognised for financial reporting purposes in the year of acquisition:

Buildings $10,000 Infrastructure $10,000 Land $1 Other $1,000

Items with a lesser value are expensed in the year of acquisition.

Land – Restricted Use:

Land comprising the general School grounds was acquired pursuant to a Deed of Grant at the time of the establishment of the School. The use of this property and its disposal are restricted by the conditions of the Deed.

Acquisition:

Items of property, plant and equipment purchased are recorded at cost and depreciated as outlined below. Cost is determined as the fair value of the assets given up at the date of acquisition plus costs incidental to the acquisition.

The cost of property, plant and equipment constructed includes the cost of materials and direct labour and an appropriate proportion of fixed and variable overheads.

Depreciation and Amortisation:

Items of property, plant and equipment, including buildings but excluding freehold land, are depreciated/amortised over their estimated useful lives ranging from 3 to 333 years. The straight- line method is used, except in the case of motor vehicles where the diminishing value method is used. Rates used in calculating depreciation have been set by the Board of Trustees. Assets are depreciated from the date of first use.

Land is not depreciated as it has an unlimited useful life.

Assets under construction (work-in-progress) are not depreciated until they reach service delivery capacity.

For each class of depreciable asset, the following depreciation rates were used:

Property plant and equipment Rate % Buildings 1 - 10% Computers 5- 33.33% Furniture and fittings 5- 20% Plant and equipment 4 -20% Motor Vehicles 10- 22.5%

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Notes to and Forming Part of the Financial Statements

NOTE 1: STATEMENT OF SIGNIFICANT ACCOUNTING POLICIES (continued)

Subsequent Measurement

Plant and equipment are measured at cost, less any accumulated depreciation and impairment charges.

Land and buildings are revalued using an independent professional valuer at least once every three years. In years where an independent valuation is not performed, the valuation is performed by the Board of Trustees.

The Board of Trustees reviews the carrying value of all land and buildings at each balance date to confirm that these assets are still held at fair value. As part of this review, the Board of Trustees considers movements in an appropriate index, or where applicable, in market unit rates for land, as well as indicators of decline in asset condition. A revaluation will only be accounted for if the cumulative change in the relevant index/market unit rates results in a 5% or greater change in the reported asset balances. Likewise, a change in asset condition will only be accounted for if it is anticipated that the change will result in a revaluation of 5% or greater in the reported asset balances.

Any revaluation increment arising on the revaluation of an asset is credited to the asset revaluation surplus of the appropriate class, except to the extent it reverses a revaluation decrement for the class previously recognised as an expense. A decrease in the carrying amount on revaluation is charged as an expense to the extent it exceeds the balance, if any, in the revaluation surplus relating to that asset class.

(d) Fair Value Measurement

Fair value is the price that would be received to sell an asset or paid to transfer a liability in an orderly transaction between market participants at the measurement date under current market conditions (i.e. exit price) regardless of whether that price is directly derived from observable inputs or estimated using another valuation technique.

Observable inputs are publicly available data that are relevant to the characteristics of the assets/liabilities being valued. Observable inputs used by the School include, but are not limited to, published sales data for land.

Unobservable inputs are data, assumptions and judgements that are not available publicly, but are relevant to the characteristics of the assets/liabilities being valued. Significant unobservable inputs used by the School include, but are not limited to, subjective adjustments made to observable data to take account of the characteristics of the School’s assets/liabilities, internal records of recent construction costs (and/or estimates of such costs) for assets’ characteristics/functionality, and assessments of physical condition and remaining useful life. Unobservable inputs are used to the extent that sufficient relevant and reliable observable inputs are not available for similar assets/liabilities.

A fair value measurement of a non-financial asset takes into account a market participant’s ability to generate economic benefits by using the asset in its highest and best use.

All assets and liabilities of the School for which fair value is measured or disclosed in the financial statements are categorised within the following fair value hierarchy, based on the data and assumptions used in the most recent specific appraisals:

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Notes to and Forming Part of the Financial Statements

NOTE 1: STATEMENT OF SIGNIFICANT ACCOUNTING POLICIES (continued)

• Level 1 represents fair value measurements that reflect unadjusted quoted market prices in active markets for identical assets and liabilities • Level 2 represents fair value measurements that are substantially derived from inputs (other than quoted prices included in level 1) that are observable, either directly or indirectly; and • Level 3 represents fair value measurements that are substantially derived from unobservable inputs.

None of the School’s valuations of assets or liabilities are eligible for categorisation into level 1 of the fair value hierarchy. There were no transfers of assets between fair value hierarchy levels during the period.

More specific fair value information about the School’s Property, Plant and Equipment and financial instruments is outlined in Note 12 and 18 respectively.

(e) Cash and Cash Equivalents

For the purposes of the Statement of Financial Position and the Statement of Cash Flows, cash assets include all cash and cheques receipted but not banked at 31 December as well as deposits at call with financial institutions. It also includes liquid investments with short periods to maturity that are readily convertible to cash.

(f) Trade & Other Receivables

Trade receivables are carried at original invoice amount less any allowance for expected credit losses. The school apples the AASB 9 simplified approach to measuring expected credit losses which uses a lifetime expected loss allowance for all trade receivables. For purposes of determining the allowance for impairment losses, the school uses a provision matrix which applies historical default rates based on the ageing of outstanding receivables. This reflects the increasing probability of default occurring the longer trade receivables remain outstanding. In previous periods and allowance for impairment loss in respect of each individual debtor balance was only recognised where a loss event occurred in respect of that debtor, that is, where objective evidence existed to suggest the debtor balance may not be recovered in full. Bad debts are written off as approved by the Board of Trustees.

(g) Restricted Access Funds

Income and expenditure relating to these funds are brought to account in the income statement. These funds are not available at the time of reporting for operational purposes or are funds held as security. This includes: security and refundable deposits and bonds, fees received in advance, specific scholarship funds held for future application and donations held for specific purposes. The total of these funds as at 31 December 2018 is $1,625,281 (2017: $1,962,150).

(h) Provisions for Employee Entitlements:

(i) Wages and Salaries, Annual Leave

Provision is made for the School’s liability for employee benefits arising from services rendered by employees to reporting date. Employee benefits that are expected to be settled within 1 year have been measured at the amounts expected to be paid when the liability is settled, plus related on costs. Employee benefits payable later than 1 year have been measured at the present value of the estimated future cash outflows to be made for those benefits.

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Notes to and Forming Part of the Financial Statements

NOTE 1: STATEMENT OF SIGNIFICANT ACCOUNTING POLICIES (continued)

Other than long service leave and annual leave all other employee benefits are settled within 1 year from the end of the reporting period. Annual leave payable is classified as a current liability where the School does not have an unconditional right to defer settlement of the liability beyond twelve months of balance date. All other annual leave payable is classified as a non-current liability.

As sick leave is non-vesting, an expense is recognised for this leave as it is taken.

(ii) Long Service Leave

A liability for long service leave is recognised and is measured as the present value of expected future payments to be made in respect of services provided by employees up to the reporting date. Consideration is given to the expected future wage and salary levels, experience of employee departure and periods of service. Expected future payments are discounted using yields on national government guaranteed securities with terms of maturity that match, as closely as possible, the estimated future cash outflows.

Long service leave provisions are classified as a current liability where the school does not have an unconditional right to defer settlement of the liability beyond twelve months from balance date. All other long service leave provisions are classified as non-current liabilities.

(i) Taxation

The activities of the School are exempt from Commonwealth taxation except for Fringe Benefits Tax (FBT) and Goods and Services Tax (GST). As such, input tax credits receivable and GST payable from/to the Australian Taxation Office are recognised and accrued as part of receivables or payables in the Statement of Financial Position.

Revenues, expenses and assets are recognised net of the amount of GST except:

• where the GST incurred on a purchase of goods and services is not recoverable from the taxation authority, in which case the GST is recognised as part of the cost of acquisition of the asset or as part of the expense item as applicable; and • receivables and payables are stated with the amount of GST included.

Cash flows are included in the Statement of Cash Flows on a gross basis and the GST component of the cash flows arising from investing and financial activities, which are recoverable from, or payable to, the taxation authority, are classified as operating cash flows.

Commitments and contingencies are disclosed net of the amount of GST recoverable from, or payable to, the taxation authority.

(j) Finance/Borrowing Costs:

Finance costs are recognised as an expense in the period in which they are incurred.

(k) Trade and Other Payables:

Trade and other payables are recognised upon receipt of the goods or services ordered and are measured at the agreed purchase/contract price, gross of applicable trade and other discounts. Amounts owing are unsecured and are generally settled on 30-day terms.

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Notes to and Forming Part of the Financial Statements

NOTE 1: STATEMENT OF SIGNIFICANT ACCOUNTING POLICIES (continued)

(l) Impairment of Assets:

At each reporting date, the School reviews the carrying value of tangible and intangible assets to determine whether there is an indication that those assets have been impaired. If such an indication exists, the recoverable amount of the asset, being the higher of the asset’s fair value less costs to sell and value in use, is compared to the asset’s carrying value. Any excess of the asset’s carrying value over its recoverable amount is recognised immediately in profit and loss, unless the asset is carried at a revalued amount. When the asset is measured at a revalued amount, the impairment loss is offset against the asset revaluation surplus of the relevant asset to the extent available. When an impairment loss subsequently reverses, the carrying amount of the asset is increased to the revised estimate of its recoverable amount but so that the increased carrying amount does not exceed the carrying amount that would have been determined had no impairment loss been recognised for the asset in prior years. A reversal of an impairment loss is recognised as income, unless the asset is carried at a revalued amount in which case the reversal of the impairment loss is treated as a revaluation increment.

(m) Borrowings

Borrowings are initially recognised at fair value, plus any transaction costs directly attributable to the borrowings then subsequently held at amortised cost using the effective interest method. The effective interest rate is the rate that exactly discounts estimated future cash payments on receipts through the expected life of a financial instrument to the net carrying amount of that instrument.

Any borrowing costs are added to the carrying amount of the borrowing to the extent that they are not settled in the period in which they arise. Borrowings are classified as non-current liabilities to the extent that the School had an unconditional right to defer settlement until at least 12 months after balance date.

(n) Critical Accounting Estimates and Judgements

The Trustees evaluate estimates and judgements incorporated into the financial report based on historical knowledge and best available current information. Estimates assume a reasonable expectation of future events and are based on current trends and economic data, obtained both externally and within the School.

(o) Valuation of Land and Buildings

The School’s land and buildings are measured at fair value. The basis on which the fair value of these assets has been determined is outlined in note 12.

(p) Comparatives

Where necessary, comparative information has been reclassified and repositioned for consistency with current year disclosures.

Other liabilities were previously classified as non-current where there was no expectation of the amounts being paid within the next twelve months, for example, security deposits held for students not entering their last year of school. In the current period, other liabilities have been classified as current where the school does not have an unconditional right to defer settlement of the liabilities beyond twelve months. As the school has an obligation to return deposits when a student leaves the school, all such liabilities are considered to meet this definition of current liabilities. Balances previously reported as non-current in the 2017 financial statements ($224,797) have been reclassified as current liabilities for consistency with the current year disclosures.

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Notes to and Forming Part of the Financial Statements

NOTE 1: STATEMENT OF SIGNIFICANT ACCOUNTING POLICIES (continued)

(q) New and Revised Accounting Standards

The School did not voluntarily change any of its accounting policies during 2018. AASB 9 Financial Instruments applies to the School for the first time in the 2018 financial year. The initial application of the standard has not resulted in any changes to the classification of the School’s financial instruments. The School has amended its policy for provisioning for impairment of receivables to align with the simplified approach to measuring expected credit losses prescribed under AASB 9, which has not resulted in a material change in the balance of the provision for impairment losses recognised as per note 11.

(r) Current Ratio

At 31 December 2018, the School’s current liabilities exceeded its current assets by $1,152,980. This deficiency is largely due to the classification of current liabilities for which cash settlement is neither planned nor expected to occur in the next twelve months, as follows:

• Of the current liability for long service leave of $905,092 reported in note 15, only $180,000 is expected to be paid in 2019. The remaining balance represents amounts to which employees are presently entitled, but not expected to take, within the next twelve months. • Included in current liabilities are refundable deposits totalling $208,709. Of these, only $74,699 are expected to be repaid in 2019 which relates to students in their final year of schooling. All other deposits are expected to be held over to future years. • Included in current liabilities are school fees received in advance of $660,987. This liability will be satisfied through the provision of tuition services in 2019 and will not result in a direct cash outflow. The School is satisfied that the cost of fulfilling the obligation attached to these fees will be met through forecast operating cash inflows in the 2019 financial year.

After adjusting for the effects of the above items, the School’s current ratio is 1.11:1. Further, the School is forecasting an operating surplus and positive operating cash flows for the 2019 financial year which is sufficient to allow the School to meet its financial commitments as and when they fall due.

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Notes to and Forming Part of the Financial Statements

2018 2017 $ $ Note 2: Tuition fees Tuition fees 10,257,241 10,362,490 Boarding fees 1,380,221 1,532,826 Full fee-paying overseas students 954,245 1,040,276 12,591,707 12,935,592 Less bursaries and discounts (1,400,813) (1,476,830) 11,190,894 11,458,762

Note 3: User charges and other fees Outside School Hours and Vacation Care revenue 384,023 337,768 Early Education Centre revenue 2,654,531 2,372,071 Chartered Bus Travel 220,607 243,780 3,259,161 2,953,619

Note 4: Sale of goods Uniform shop sales 322,373 368,229 Cottage shop sales 211,720 229,054 Canteen sales 219,400 203,565 Swim school sales 273 - Other – Profit on sale of asset - 3,831 753,766 804,679

Note 5: Grants and other contributions State government capital grant funding 459,000 350,000 State government endowments 17,900 17,900 State government grants 1,813,404 1,810,001 Commonwealth government grants 6,355,082 6,138,944 8,645,386 8,316,845

Note 6: Other income Interest received 33,066 27,432 Hire of facilities 157,529 86,310 Phoenix Room revenue 35,240 23,472 Building fund donations 63,784 106,378 Other donations 56,454 42,453 Fundraising revenue 56,477 108,626 Advertising revenue 7,182 5,550 Study tour income 251,404 268,125 Instrumental tuition income 24,307 31,925 Sundry income 81,559 90,058 767,002 790,329

Note 7: Employee expenses Salaries and wages 14,505,508 13,807,117 Superannuation 1,527,285 1,510,452 Employee entitlements 330,004 319,596 Worker’s compensation premium 121,311 116,730 Other staff costs 207,900 185,785 16,692,008 15,939,680

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Notes to and Forming Part of the Financial Statements

2018 2017 $ $ Note 8: Supplies and services Materials and consumables 2,204,975 2,308,097 Marketing and promotional 341,911 320,248 Insurance 110,668 96,670 Repairs and maintenance 400,113 408,297 Utilities 493,912 489,473 Professional fees 29,073 90,041 Leasing of equipment 22,961 23,293 Auditor’s fees 22,700 22,550 3,626,313 3,758,669

Note 9: Depreciation and amortisation Buildings 773,513 761,896 Furniture and fittings 75,322 68,899 Plant and equipment 152,617 151,529 Motor vehicles 2,554 3,968 Computers 345,072 288,281 1,349,078 1,274,573

Note 10: Other expenses Bus Charter 639,762 636,898 Uniform Shop 221,725 251,864 Cottage Shop 90,713 61,868 Bad Debts 70,732 161,535 1,022,932 1,112,165

Note 11: Receivables Fees and Charges 619,222 488,163 OSHC Debtors 20,080 13,249 Early Education Centre Debtors 13,755 5,917 Commercial Debtors 38,349 8,158 Less Provision for Impairment (153,666) (164,577) 537,740 350,910

GST Receivable 44,561 25,253 Total 582,301 376,163

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Notes to and Forming Part of the Financial Statements

2018 2017 $ $ Note 12: Property, Plant and Equipment Land:

Freehold Land at fair value 2,325,000 2,325,000 Land held in Trust at fair value 4,470,000 4,470,000 6,795,000 6,795,000 Buildings: At fair value 87,927,008 87,700,315 Less: Accumulated depreciation (34,251,428) (33,477,914) 53,675,580 54,222,401

Plant and Equipment: At cost 5,392,561 5,233,453 Less: Accumulated depreciation (2,829,643) (2,773,226) 2,562,918 2,460,227

Capital Work in Progress: at cost 897,723 242,130

Total 63,931,221 63,719,758

Land and Buildings

In December 2018, the School performed market research to determine the potential change in fair value of its land, and the cumulative change in the producer price index for non-residential construction in Queensland, as published by the Australian Bureau of statistics, was used to estimate the potential change in the fair value of buildings. This research indicated that the cumulative change in the fair value of these assets since the last independent valuation was undertaken (31 December 2016) did not exceed 5% as at 31 December 2018. On this basis, no revaluation adjustment has been made in line with the School’s policy (refer note 1(c)).

The last comprehensive independent valuation was performed as at 31 December 2016, resulting in no change in the valuation of the land at that time. The independent valuation of land was performed by Savas Varitimos FAPI, Registered Valuer Qld 1908. The method of valuation used was the market approach. The market approach provides for an indication of value by comparing the asset with identical or similar assets for which price information is available. The valuation also had regard for any restrictions over the assets, such as that disclosed in note 1(c). The valuation was undertaken in accordance with Accounting Standard AASB13.

The last comprehensive independent valuation of buildings held by the School was also completed as at 31 December 2016, resulting in an increment in their carrying value at that time. The valuation was also performed by independent valuer Savas Varitimos FAPI, Registered Valuer Qld 1908.

In determining the value of the buildings, the cost approach was adopted due to the specialized nature of and lack of an active market for these assets. In assessing value on this basis, the replacement cost including the added value of improvements is adjusted by an accumulated depreciation determined based on factors such as the age, condition, presentation, functionality and renovations undertaken.

Heritage Implications

A number of buildings and features of the School’s site are listed on the Queensland Heritage Register. Any future development of the School’s site or of individual buildings would need to be sympathetic to the historical design of the current buildings with demolition of the heritage listed buildings generally not permitted.

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Notes to and Forming Part of the Financial Statements

Note 12: Property, Plant and Equipment (cont’d)

2018

Property, Plant and Equipment Office Motor Plant & Work in Total Land Buildings Furniture Computers Reconciliation Equipment Vehicles Equipment Progress

Fair Value Level Level 3 Level 3 n/a n/a n/a n/a n/a n/a

$ $ $ $ $ $ $ $ $

Carrying amount at 1 January 2018 6,795,000 54,222,401 392,968 9,052 969,973 14,223 1,074,011 242,130 63,719,758

Acquisitions - 149,493 47,297 - 423,575 - 191,543 748,633 1,560,541

Capitalised WIP - 77,199 - - - - 15,841 (93,040) -

Disposals ------

Depreciation - (773,513) (69,253) (6,069) (345,072) (2,554) (152,617) - (1,349,078)

Revaluation ------

Carrying amount at 31 December 2018 6,795,000 53,675,580 371,012 2,983 1,048,476 11,669 1,128,778 897,723 63,931,221

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Notes to and Forming Part of the Financial Statements

2018 2017 $ $ Note 13: Payables Creditors 244,197 341,908 Sundry Creditors and Accruals 699,518 613,871 Total 943,715 955,779

Note 14: Borrowings Current QTC Borrowings 1,634,925 1,564,457 Total 1,634,925 1,564,457

Non-Current QTC Borrowings 15,793,428 17,190,985 Total 15,793,428 17,190,985

6.599% 6.599% Interest Rate on QTC Borrowings

No assets have been pledged as security for any liabilities

A working capital facility with the QLD Treasury Corporation with a limit of $2.1 million is available to the School. This facility was not drawn down at 31 December 2018.

A bank overdraft facility with Westpac Banking Corporation was also available as at 31 December 2018 with a limit of $30,000. This facility remained fully undrawn at 31 December 2018.

2018 2017 Note 15: Provisions $ $ Current Provision for Annual Leave 398,898 399,489 Provision for Long Service Leave 905,092 799,823 Total 1,303,990 1,199,312

Non-Current Provision for Long Service Leave 415,038 449,311 Total 415,038 449,311

No. No. Number of Employees at end of Academic year 218 205

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THE BOARD OF TRUSTEES OF THE IPSWICH GIRLS’ GRAMMAR SCHOOL

Notes to and Forming Part of the Financial Statements

2018 2017

$ $ Note 16: Other Liabilities Current Enrolment Deposits 120,980 108,300 Security Deposits 49,500 52,500 FFPOS Health Cover 2,229 - Book Hire Refundable Bonds 36,000 40,935 School Fees Received in Advance 660,987 678,542 Facility Hire Fees in Advance - 6,546 Total 869,696 886,823

Note 17: Leasing Commitments Non-cancellable operating rental agreements contracted for

but not capitalised in the financial statements: Payable: Not later than 1 year 212,738 216,166 More than 1 year 159,553 368,592 Total 372,291 584,758

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THE BOARD OF TRUSTEES OF THE IPSWICH GIRLS’ GRAMMAR SCHOOL

Notes to and Forming Part of the Financial Statements

Note 18: Financial Instruments

(i) Fair Value

Ipswich Girls’ Grammar School does not recognise any financial assets or financial liabilities at fair value.

The fair value of trade receivables and payables is assumed to approximate the value of the original transaction, less any provision for impairment.

The fair value or market value of borrowings is notified by the QLD Treasury Corporation. It is calculated using discounted cash flow analysis and the effective interest rate and is disclosed below:

2018 2017 Carrying Amount Market Value Carrying Amount Market Value

Financial Liabilities $ $ $ $

QTC Borrowings 17,428,353 20,458,089 18,755,442 22,093,938 Total 17,428,353 20,458,089 18,755,442 22,093,938

Note 19: Auditor’s Remuneration

Remuneration of the auditor for auditing the financial report for 2018 was $22,700 (2017: $22,400). No other services were provided by the auditor.

Note 20: Events Occurring after Reporting Date

The Board of Trustees are not aware of any events after reporting date that require disclosure in the financial statements.

Note 21: Contingent Assets and Contingent Liabilities Commonwealth and State Government Capital Grants

Pursuant to the conditions attached to Commonwealth and State Government capital grants, the School is contingently liable to repay, based on a formula, all or part of the grants received if the project to which the funds are applied ceases to be used for the purpose approved or is sold or otherwise disposed of within 20 years of completion of the project.

The Board of Trustees of Ipswich Girls’ Grammar School including Ipswich Junior Grammar School is of the opinion that the School will continue in its current capacity and therefore any liability is unlikely to materialise.

There are no other contingent assets or liabilities.

Note 22: Related Party Disclosures

From 1 January 2017, AASB 124 Related Party Disclosures applies to the School. The standard requires disclosures of material transactions and balances between the School and its related parties, which includes the School’s Key Management Personnel (‘KMP’) (refer note 23), direct family members of KMP, and entities controlled by KMP. Disclosure of “ordinary citizen transactions” with related parties is not made. These are transactions typically entered into in the ordinary course of business of the School and include, for example, school fees or hire of facilities, to the extent the these occur on the same terms as extended to non-related parties.

There were no related party transactions or balances in the current financial year requiring disclosure.

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THE BOARD OF TRUSTEES OF THE IPSWICH GIRLS’ GRAMMAR SCHOOL

Notes to and Forming Part of the Financial Statements

Note 23: Key Executive Management Personnel and Remuneration

Key executive management personnel and remuneration disclosures are made in accordance with the section 5 Addendum (issued in May 2011) to the Financial Reporting Requirements for Queensland Government Agencies issued by QLD Treasury. Refer below for the disclosures on key executive personnel and remuneration.

Key Executive Management Personnel The following details for key executive management personnel included those positions that had authority and responsibility for planning, directing and controlling the activities of the School during 2018. Further information on these positions can be found in the Annual Report. Board of Trustees:

Current Incumbents Contract Classification Position Responsibilities Date Appointed Remuneration and Appointment to Position Authority Trustee – Chairman of the Government Appointed 2005 Nil Board – Mr Trustee Gregory Ploetz Trustee – Deputy Government Appointed 2000 Chair Person - Ms To supervise, maintain and Nil Trustee Maria Kelly control the conduct of the Trustee – Dr School. To make rules with Elected Trustee 2011 Nil David Careless regards to the management Trustee – Ms Elle Elected Trustee 2015 Nil Ackland and control of the School. Trustee – Mrs Government Appointed 2013 Nil Carly Gregory Trustee Trustee - Mr Government Appointed 2013 Nil James Sturges Trustee Trustee – Prof Elected Trustee 2017 Nil Marie Kavanagh

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THE BOARD OF TRUSTEES OF THE IPSWICH GIRLS’ GRAMMAR SCHOOL

Executive Management:

Current Incumbents Contract Position Responsibilities Classification and Date Appointed to Remuneration Appointment Position Authority The Principal is responsible for the implementation of Principal – Dr plans and strategies as 5 Year Contract January 2011 Refer Below Peter Britton approved by the Board of Trustees. Chief Financial Secretary to the Board of Officer/Secretary Trustees; Responsible for to the Board of 5 Year Contract September 2017 Refer Below the Business Operations of Trustees – Mr the School. David Lonergan The Deputy Principal Deputy Principal supports the Principal in – Mrs Rhonda - January 2002 Refer Below implementation of plans Nolan and strategies. Head of Junior School – Mrs Junior School Principal - January 2017 Refer Below Nicolee Eiby Deputy Principal/ Dean of Students Head of Students - January 2011 Refer Below – Mrs Jayne Acutt Dean of Studies – Head of Studies - January 2016 Refer Below Mrs Ruth Lang Director of Enrolments and November 2015 - Enrolments, Marketing, Community - Resigned December Refer Below Community Relationships Relations – Mrs 2018 Kristie Welsh Head of Boarding January 2012 – Head of Boarding - Refer Below – Mrs Carol Ward Resigned January 2018

Remuneration policy for the School’s key executive management personnel is set by the Board of Trustees. The remuneration and other terms of employment for key executive management personnel are specified in employment contracts.

The Board of Trustees relies on industry benchmarks from a range of sources, including Australian Heads of Independent Schools Association and Independent Schools Queensland, to set total remuneration packages in order to attract the best candidates for its Executive leadership team.

For the 2018 financial year, remuneration of key executive management personnel increased by an average of 2.5% in accordance with the Board of Trustees approval December 2017.

It should be noted that the Board of Trustees do not receive remuneration for their services.

Remuneration packages for key executive management personnel comprise the following components:

• Short term employee benefits including: o Base – consisting of base salary, allowance and leave entitlements paid and provided for the entire year or for that part of the year during which the employee occupied the specified position. o Non-monetary benefits - consisting of salary package items together with fringe benefits tax applicable to the benefit. • Long term employee benefits include long service leave accrued. • Post-employment benefits include superannuation contributions. ______Ipswich Girls’ Grammar School including Ipswich Junior Grammar School | 2018 Annual Report Page | 47

THE BOARD OF TRUSTEES OF THE IPSWICH GIRLS’ GRAMMAR SCHOOL

Notes to and Forming Part of the Financial Statements

Note 23: Key Executive Management Personnel and Remuneration (cont’d)

Total fixed remuneration is calculated on a total cost basis and includes the base and non-monetary benefits, long term employee benefits and post-employment benefits.

Redundancy payments are not provided for within individual contracts of employment. Contracts of employment provide only for notice periods for payment in lieu on notice on termination, regardless of the reason for termination.

1 January 2018 to 31 December 2018

Position Short Term Employee Benefits Long Term Post- Termination Total Employee Employment Benefits

Benefits Benefits Base Salary Non –

Monetary Benefits $ $ $ $ $ $

Principal 308,639 18,618 9,141 25,324 - 361,722 Chief Financial Officer/Secretary to the 180,958 12,900 4,664 17,191 - 215,713 Board of Trustees Deputy Principal 132,096 - 4,122 24,730 - 160,948

Head of Junior School 154,266 - 3,464 13,084 - 170,814 Deputy Principal/ 129,723 19,365 2,856 25,202 - 177,146 Dean of Students Dean of Studies 134,643 - 3,476 24,496 - 162,615

Director of Enrolments 112,835 - (5,188) 10,112 - 117,759 and Community Relations

Head of Boarding 22,842 10,586 (15,870) 2,963 - 20,521

Total 1,176,002 61,469 6,665 143,102 - 1,387,238

Performance Payments

For the 2018 financial year there was one performance bonus paid.

The remuneration package for the Principal provides for performance payments to be made conditional on the achievement of key performance indicators (KPI) specified in the incumbent’s employment contract and subject to discretionary approval by the Board of Trustees.

Eligibility for such a performance payment is conditional on the achievement of objectives as documented in the above position’s performance agreement.

There was no accrual included in the 2017 financial statements for this payment.

This payment is not included in the salary payments above for the Principal.

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THE BOARD OF TRUSTEES OF THE IPSWICH GIRLS’ GRAMMAR SCHOOL

Notes to and Forming Part of the Financial Statements

Note 23: Key Executive Management Personnel and Remuneration (cont’d)

Performance Payments Cont.

Position Summary of Basis for Entitlement and Assessment Date Paid Amount

a. 2% of Salary based on the School achieving a surplus over and above the budgeted surplus for Principal 2017. 20 June 2018 13,595 b. 2% of Salary based the academic outcome of the year 12 cohort in 2017 Total Performance Payments 2018 13,595

1 January 2017 to 31 December 2017

Position Short Term Employee Benefits Long Term Post- Termination Total Employee Employment Benefits

Benefits Benefits Base Salary Non –

Monetary Benefits $ $ $ $ $ $

Principal 295,536 18,619 10,848 31,245 - 356,248 Secretary to the Board of Trustees/Business 196,773 - 6,988 40,684 - 244,445 Manager Chief Financial Officer/ Secretary to the Board of 48,964 - 1,220 4,652 - 54,836 Trustees

Deputy Principal 142,812 - 3,513 25,972 - 172,297

Head of Junior School 130,707 - 3,212 12,417 - 146,336 Deputy Principal/ 138,843 14,655 4,092 32,864 - 190,454 Dean of Students Dean of Studies 129,438 - 3,236 28,610 - 161,284

Director of Enrolments 103,785 - 2,507 9,854 - 116,146 and Community Relations

Head of Boarding 103,250 13,501 2,351 19,957 - 139,059

Total 1,290,108 46,775 37,967 206,255 - 1,581,105

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THE BOARD OF TRUSTEES OF THE IPSWICH GIRLS’ GRAMMAR SCHOOL

Certification of Financial Statements

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THE BOARD OF TRUSTEES OF THE IPSWICH GIRLS’ GRAMMAR SCHOOL Independent Auditor’s Report

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THE BOARD OF TRUSTEES OF THE IPSWICH GIRLS’ GRAMMAR SCHOOL

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THE BOARD OF TRUSTEES OF THE IPSWICH GIRLS’ GRAMMAR SCHOOL

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