Somerville House Annual Report 2020 Contents
Introduction . 2
2020 Highlights. 3
From the School Council Chair . 4
School Governance . 5
From the Principal . 8
Strategic Plan . 10
Master Plan . 12
Distinctive Curriculum Offerings . 13
Co-Curricular Engagement . 14
Social and Emotional Wellbeing (Social Climate) . 16
Parent and Community Involvement . 21
Parent, Teacher and Student Satisfaction . 22
Staff . 34
Student Outcomes . 35
Financial Information . 37
From the Chaplain . 38
About the PMSA . 40 SOMERVILLE HOUSE ANNUAL REPORT 2020 HOUSE ANNUAL REPORT SOMERVILLE
2 1 Introduction 2020 Highlights
January August
• Mrs Kim Kiepe welcomes new members of the • Community Business Directory was launched OUR VISION Educational Leadership Team to the School: to connect small business-owning families and – Mrs Jo Matherson - Deputy Principal suppliers with the broader community Educating girls to be fearless leaders of – Mrs Wendy Jurss - Dean of Academic Programs • Students Phoebe Dwyer and Olivia Munro received – Mrs Louise McGuire - Head of Junior School the Gold Award for the Duke of Edinburgh’s International Award program change, developing excellence, confidence and – Mrs Frances Greene - Head of Boarding connection to their individual purpose. September February • Dr Gemma Dale shortlisted for the TEACHX • 2019 Senior Class were recognised at Scholars’ Excellence in Teaching Award Assembly with 75% of the cohort achieving an OP 1 Established in 1899, Somerville House is a Prep to Year to 10 equivalent 12 day school for girls, with boarding available from Year October 6 and a co-educational Pre-Prep program. The School is • Somerville House Foundation hosted a high tea to • Commemoration Day celebrated online via video made up of two sub-schools: unveil restoration work completed on Cumbooquepa Stained Glass Windows • Old Girl Ms Melissa Downes (Class of 1988) received • Junior School (Prep to Year 6), including the Early • Year 12 student, Bailey Stoodley named as a finalist the Principal’s Award for Excellence at Speech Night Learning Centre (Pre-Prep) in the Exceptional Female QMEA (Queensland • Inaugural Celebration of Sport Evening • Senior School, including the Middle Years (7 to 9) and Minerals and Energy Academy) Student category • Thirty-three students raised $21,369 for the Cancer Senior Years (10 to 12) • Find Her Voice campaign launched Council - the School’s first year participating in the • Students spoke to Science commentator, Dr Karl on Ponytail Project Senior School Striving for Academic ABC radio • Old Girl Dr Abigail Allwood (Class of 1990) was Success Junior School Middle Years Senior Years named as joint winner of Advance’s 2020 Global March Australian Award
• Transitioned to the Somerville@HOME remote November PP, P to 6 7 to 9 10 to 12 academic program as a result of COVID-19 • Matthew Miller appointed to the Somerville House April School Council Serving as Honour Sustaining • Inaugural Junior School Awards Assembly to celebrate Somerville House aims to provide an exemplary Responsible Before Personal • Women’s Queensland Basketball League season Custodians Growth academic achievements of Year 3 to 6 students educational environment by supporting each student’s Honours commenced with Year 10 student Susan McHugh as personal growth. their youngest player in history • Inaugural Year 6 Chapel Service and Presentation Evening Our values are at the heart of the School philosophy. The May • 2020-2040 Master Plan revealed Somerville Values Framework is made up of six values, which guide the way we interact with each other; thus, • Ms Petrina Gilmore was welcomed as Director of • Isabel Bauer OGA Bursary launched Philanthropy to the Somerville House Foundation influencing every aspect of school life. The School’s Supporting • Somerville House Foundation launched Join with us! strategic priorities include: Service • Students and Old Girls participated in campaign Learning SomeyRun@ HOME in place of the Interhouse • Year 11 student, Yaroslava Kiseleva secured one of • Striving for Academic Success Cross Country event twenty positions in the Queensland Minerals and • Sustaining Personal Growth June Energy Academy’s 2021 Ambassador Program • Supporting Service Learning • Serving as Responsible Citizens • The ‘Charity Meal Project’ saw thousands of meals December prepared for international students who were • Inaugural Year 6 Crossing of the oval These four priorities reflect our commitment to being a ineligible for government assistance during COVID-19 leading girls’ school and the importance of preparing our School Address • 71 graduates received an ATAR of 90 or above, with students for the future workforce of the 2030s. These • Under The Clock café reopened following 17 Graham Street, South Brisbane Qld 4101 Adeleine Watson receiving the highest possible ATAR priorities continue to build on the mission, traditions and government-directed COVID-19 restrictions of 99.95 strong foundation of our founder, Miss Eliza A Fewings. Total Enrolments • 81.4% of students offered a place in their first or 1385 July Somerville House is governed by the Presbyterian and second university preference Methodist Schools Association (PMSA). Year Levels Offered • Official opening of the Arna Bennett Junior • Year 12 student, Annabel Kelly outperformed over Pre‑Prep to Year 12 School playground 4,000 students to attend the Australian Science • West End Magazine published a story about 2020 Olympiad Summer School
Co‑Educational or Single Sex 2020 HOUSE ANNUAL REPORT SOMERVILLE Boarder Captain, Thyra Tavil’s Somerville@HOME Co‑Educational Pre‑Prep; Prep to Year 12 for girls experience from Papua New Guinea 2 3 From the School Council Chair School Governance
Somerville House is one of four outstanding schools The Somerville House School Council comprises up to Mr Jim Demack owned by the PMSA along with our sibling schools nine members, including up to two PMSA Board members Somerville House Council Chair Brisbane Boys’ College, Clayfield College and Sunshine and up to six independent School Council members Coast Grammar School. appointed from the School’s community. The Principal It has been a year in which we have all had to adapt to commenced in 2020 and also sits on the Council as a non-voting member. circumstances we could not have conceived in 2019. was drafted after appropriate The PMSA is run by a board that comprises thirteen PMSA input from the community. The Master Board members and operates Somerville House with The Somerville House School Council has delegated It has been a year during which the character of our Plan will allow the School to fully utilise the limited space the Somerville House School Council, a sub‑committee responsibility to govern and administer the performance community has shone brightly and where our adaptability available on the campus while retaining the Heritage Heart of the PMSA Board. Together, they provide Somerville of the School. to change, as well as our resilience in the face of quite of the School. Further planning and consultation with our House with the strategy and framework that fosters extraordinary challenges, has each been tested time community will see changes to the campus which will excellence in teaching and learning, a caring Christian and again. enable us to bring the whole of the physical environment culture, and governance and policy-making support. to a standard that will rival any other independent school. I acknowledge those whose dedication to Somerville More importantly, to readapt or introduce learning spaces House in 2020 has strengthened the character of our designed for the current century and the years to come. community and our collective willingness to work together The focus on the next stage of the Master Plan is very for the good of the School, particularly its students and The Somerville House School Council members are: much the Senior School precinct and the Heritage Heart their parents and carers. In such a challenging year, the of the School around Cumbooquepa. Jim Demack was appointed the Chair of the Somerville House School Council in 2017 and support of our community, including all of our parents is also a member of the PMSA Board appointed by the Uniting Church. and carers, has been a blessing. I thank all of my fellow councillors for their devotion to the School and for the time, energy and expertise that they A lawyer and a Brisbane partner of a national law firm, Jim brings his legal skills with One of the critical issues which confronted us as a each bring to all of our deliberations. experience in major engineering and infrastructure projects, insurance, litigation and Council this year was the impact of the global pandemic commercial law. He has a collaborative approach to problem solving in dealing with the on our community, in particular, the financial impact on I finalise with a dedication to the 2020 Seniors, who have issues that arise for both the Somerville House School Council and the PMSA Board. our parent body. We were very pleased to partner with faced many challenges. Even without the pandemic, the Mr Jim Demack, the Somerville House Foundation and the Old Girls’ new assessment system was the cause of considerable • Chair ‑ Somerville House School Council Chair Association (OGA) in funding bursary support for those strain and required them to adapt. They have been LL.B, LL.M, A.MUS.A, • PMSA Board member (first appointed 2013, current term until 2021) in our community who were impacted by COVID-19. the first cohort to graduate under the new ATAR, and I GAICD • Practising solicitor specialising in all aspects of construction law, particularly am confident that the teaching staff have guided them The School Council has high aspirations for the physical major engineering and infrastructure projects, insurance and litigation and alternate through their last two years of schooling to achieve environment of the School, and master planning allows dispute resolution results that will reflect their abilities and effort. for the long term vision of the South Brisbane campus to • Partner ‑ Gadens Lawyers be reimagined and redesigned. The School Master Plan
Councillor Commenced Position 4 Feb 10 Mar EM Mar 31 EM 1 Apr EM 3 Apr EM 6 Apr Apr 23 EM 30 Apr 12 May 21 Jul 17 Sep 13 Oct 10 Nov EM 2 Dec Eligible Total
(Mr) Jim Demack 29/08/2017 Chair/PMSA Councillor 1 1 1 1 1 1 1 1 1 1 1 1 1 1 14
(Mrs) Margaret Berry 28/05/2018 PMSA Councillor 1 A 1 1 1 1 1 1 1 1 1 1 T 1 13 (Mr) Peter Thompson 29/10/2018 Community Representative 1 V 1 1 1 1 1 1 1 1 1 1 1 1 14 (Ms) Fleur Johnston 08/12/2019 Community Representative 1 1 1 1 1 1 1 1 1 1 1 1 1 1 14 2020 has strengthened the (Ms) Ally Muller 09/02/2019 Community Representative 1 1 1 1 1 1 1 1 1 1 1 1 1 1 14 (Ms) Maribel Reyna‑Cruz 09/02/2019 Community Representative 1 1 1 1 1 1 1 1 1 1 1 A 1 1 13
character of our community (Mr) Matthew Miller 10/11/2020 Community Representative ------and our collective willingness (Mrs) Kim Kiepe Principal 1 1 1 1 1 1 1 1 1 1 1 1 1 A 13 (Mrs) Jo Matherson Deputy Principal - - 1 1 1 1 1 1 1 1 1 1 - 10 to work together... (Ms) Renee Bromiley Business Manager 1 1 1 1 1 1 1 1 1 1 1 1 1 - 13 SOMERVILLE HOUSE ANNUAL REPORT 2020 HOUSE ANNUAL REPORT SOMERVILLE
4 A = Apology V = Video Conference - = Not Eligible T = Teleconference EM = Extraordinary Meeting 5 Margaret Berry has been appointed as a Uniting Church representative on the PMSA • Member ‑ Somerville House School Council (appointed 2019) Board and is currently the Principal at Robertson State School. Margaret has a passion • Graduate ‑ Australian Institute of Company Directors for the education of young people and has a long career in the leadership of school • Chartered Member of the Australian Human Resources Institute communities. Her daughter and sisters attended Somerville House and extended family members attend Brisbane Boys’ College. Margaret has worked with school councils for • Co‑founder and Director ‑ J&G Consulting over ten years. She has joined the PMSA Board at a time in her career where she feels • Chief Executive Officer ‑ PeopleBench Mrs Margaret Berry she can add value and support to the PMSA’s work. BA, MSc, MEd (Leadership) Margaret has more than 30 years’ experience teaching in both primary and secondary schools. Since 1998, she has held leadership positions of Head of Department, Deputy Allison Muller was appointed to the Somerville House School Council in late 2019 and Principal and Principal of secondary schools. With a Certificate of Teaching, Bachelor of brings her entrepreneurial skills and twenty years of strategy and management experience Arts, a Master of Education (Leadership), and a Master of Science, Margaret brings a wealth in both Australia and the UK to the role. Now running her own corporate advisory and of educational experience to the Somerville House School Council and the PMSA Board. software development company providing strategic growth and new business development advice, Allison is a strategic thinker and has governance and risk management expertise. • Member ‑ Somerville House School Council She completed the Australian Institute of Company Directors course in 2010, is a • PMSA Board member (appointed 2018) Ms Allison Muller non‑executive director of Lockyer Valley Foods and has experience in a previous role as Investment Committee Chair. • Principal ‑ Robertson State School (nee Powell ‑ 1994) BA (Intl Rel), B Bus (Hons), • Member ‑ Queensland State Primary Principals Association Allison is a Somerville House Old Girl and has a keen interest in supporting the continuing M Bus (App Fin), GAICD success and development of the School. • President ‑ South Branch Queensland Association for Gifted & Talented Children • Member ‑ Somerville House School Council (appointed 2019) • Member ‑ Queensland College of Teachers • Graduate ‑ Australian Institute of Company Directors • Member ‑ Uniting Church Schools Commission • Non‑executive Director ‑ Lockyer Valley Foods • Member ‑ Australian Institute of Company Directors • Co‑founder ‑ Big Wave Ventures
Peter Thompson BA (Hons) was appointed to the Somerville House School Council in Maribel Reyna‑Cruz was appointed to the Somerville House School Council in late 2019. 2018. A UK (United Kingdom) qualified chartered accountant and investment banker, Peter Maribel has a strong background in customer strategy, customer experience, strategic studied philosophy, politics and economics at St John’s College, Oxford. He spent most of marketing, business strategy and performance, and change management working for his career in investment banking providing financial advice to international companies. leading organisations in Australia, Asia and Mexico.
Moving to Australia in 2005, Peter began his association with Somerville House in 2007 Currently completing her MBA and already an accredited Qualified Practising Market when his daughter commenced at the school. Peter is a past treasurer of Somerville House Researcher, Maribel is a strategic thinker and is currently the Head of Delivery, Stores and Mr Peter Thompson Parents & Friends Association, a director (and briefly chairman) of the Somerville House Ms Maribel Specialty Banking at Suncorp. She has a strong passion for empowering young women BA (Hons) Foundation. He is a continuing donor to the Somerville House Foundation. Reyna‑Cruz and bringing more equality and equity into society and the corporate world. B Bus (Comm) Peter brings his strong finance, investment and corporate finance skills to the Somerville • Member ‑ Somerville House School Council (appointed 2019) House School Council. • Head of Delivery, Stores and Specialty Banking ‑ Suncorp
• Member - Somerville House School Council (appointed 2018) • Member ‑ FINSIA (Financial Services Institute of Australia) • Former chartered accountant and investment banker • Former Managing Director - UBS Investment Bank Matthew Miller is a senior Brisbane property executive with 30 years experience and extensive commercial business acumen, governance experience and stakeholder and relationship management capability. Fleur Johnston was appointed to the Somerville House School Council in 2019. Fleur holds Currently the General Manager Queensland at Dexus, Matthew’s primary role is building, more than twenty years’ experience specialising in large scale business and cultural motivating and growing strong teams to deliver successful projects. He is well known in the transformation. In her role as CEO of a management advisory firm working in health, property industry as an industry leader who tackles difficult projects with great success. education and community services over the last seven years, Fleur has contributed her Mr Matthew Miller expertise in governance, strategy, organisational design, human resource management Assoc. Dip Bus (Real Estate Matthew has strong connections to Somerville House – he is a current parent and his and significant change developed primarily through her leadership roles in HR and major Val), GradDip Urban & Reg wife is a past student. He is a passionate advocate for independent schooling, particularly projects across a range of Queensland government agencies. Plan girls’ education. Mrs Fleur Wilkinson (nee Johnston) Fleur has extensive experience partnering with boards, CEOs, and executive teams in Key current and previous appointments, roles and qualifications include: B.A.(Psych), CAHRI, GAICD not‑for‑profit environments to define business challenges and design interventions to achieve measurable change in outcomes for the community. Her current leadership of • Member - Somerville House School Council (appointed 2020) national education research and benchmarking practice provides her with a unique insight • Former Chair - Corporate & Commercial Real Estate Committee, Property Council of into the Australian education landscape. Australian (Qld Division)
Fleur strongly values the fundamental and lifelong importance of high‑quality education. • Past board member - South Bank Corporation Her daughter attends Somerville House, her son attends Brisbane Boys’ College, and she is • Past board member - Brisbane City Council Inclusive Brisbane Board passionate about contributing to the ongoing evolution of the School. Fleur brings thorough
interpersonal skills, deep expertise in faith‑based education environments, as well as her 2020 HOUSE ANNUAL REPORT SOMERVILLE professional depth in human resource management and organisational development to the 6 Somerville House School Council. 7 133,169 203,050 Microsoft Teams minutes of From the Principal meetings Screen Share time
Somerville House celebrated a successful and eventful the asynchronous communication style via emails, text 2020, despite the effects of a global pandemic. Staff message and video was the best way to disseminate maintained a strong commitment to our purpose to basic instruction or launch a discussion and set relevant provide an exemplary educational environment by deadlines. Our survey feedback from students told us that supporting each student’s personal growth. Through a our girls enjoyed the option to watch teacher explanations Somerville House education, our young women value at their own pace, even watching repeatedly to enhance courage, compassion, inclusion, gratitude, integrity and their understanding of the content. Pedagogical change, respect. The Christian values of the PMSA: relationships, through synchronous communication via Microsoft care, ethics, personal development, excellence and Teams, was endorsed for the benefits of discussions and 1,562 celebration, purposely combine with our school values in spontaneous conversations. 1,585 online an educative process on a daily basis. Users Sport, Music, and Drama continued to thrive, developing Music Lessons We sustained strong enrolments of 1,385 girls and cultural, intellectual and character strengths in young women from Prep to Year 12, with boys welcomed contribution to the holistic development of our girls to the Early Learning Centre. Boarding enrolments and young women. This breadth of offerings meant remained strong throughout 2020, and we were able that the School could continue promoting excellence to provide an education for international boarders who and personal growth through the diverse educational were unable to return to the South Brisbane campus via experiences that support all students. Several activities remote learning curriculum. With outstanding facilities for and key developments advanced the strategic goals while music, performing arts, cultural pursuits and sport, our adding value to the student experience. These included: students enjoyed a wide array of co-curricular offerings that enriched the academic curriculum through an • implementation of our Strategic Intent 2020 to 2023 interconnected experience. • the new structure for the School Leadership Team In 2020, we navigated the introduction of the new QCE • establishment of a COVID-19 fund, through the 3,318,864 670 and ATAR, with our graduating students being the very combined efforts of the Foundation, the Old Girls’ first cohort in our 121-year history to receive an ATAR. Association, and the School minutes of online Our pursuit of academic success is reflected in strong • connecting with our Old Girls through phone calls Audio time Sport Lessons outcomes, with over 55.9% of the graduating cohort and letter writing during the lockdown attaining a 90+ ATAR. Sixteen students (11.6% of the • the introduction of the SomerLink communications cohort) graduated with at least one additional VET and learning management platform qualification. This is an important statistic and highlights our reputation for providing the highest standard of • shared professional learning through staff education, including a broad curriculum to cater to tertiary engagement with Microsoft Teams and Seesaw and vocational pathways. • review of the timetable structure, incorporating learnings from the remote learning period Education during the pandemic was an altered experience for both the learner and educator, with COVID-19 proving • the development of a new stakeholder engagement to be a positive catalyst for change. A significant approach, to be known as Somerville House Futures initiative, Somerville@HOME was implemented for the – Building Tomorrow Together remote learning period, enabling parents to join their Our Founder, Miss Eliza Fewings, would share the 2,944,228 670 daughters in the virtual classroom for the synchronous collective pride for our strong reputation as a leader in style of teaching and learning. Teachers changed their minutes of online girls’ education. pedagogical approach on the fly, quickly learning that Video time Debating Lessons SOMERVILLE HOUSE ANNUAL REPORT 2020 HOUSE ANNUAL REPORT SOMERVILLE
8 9 Strategic Plan
Our school vision reminds us that we aim to educate girls Supporting Service Learning to be fearless leaders of change, developing excellence, confidence, and connection to their individual purpose. ‘Deep Blue: Innovation for the Future of Our Oceans’ was the 2020 national theme for Science Week and Following the 2019 Strategic Input sessions offered to encouraged students to learn about our planet’s oceans. parents, Old Girls, staff and the wider school community, As a school, we focussed specifically on plastics and the Strategic Intent 2020 to 2023 was launched. A microplastics in the ocean. Using the School’s plastic snapshot of core activities undertaken in 2020 to support waste collected over a two-week period, the University the four strategic priorities are outlined below. of Queensland Science Ambassadors ran a project to represent an ocean ecosystem (approximately 10m x 6m Striving for Academic Success in size) with various species that the Junior and Middle Years students used to attach to blue fabric. In developing an exceptional teaching and learning The Ponytail Project is a fundraising campaign led by culture, many teachers were recognised for their Cancer Council Queensland, which encourages high professional contribution. Several staff had articles school students to chop off their ponytails to raise published in professional publications, some authored funds for families affected by cancer. Our students textbooks, and were honoured with recognition for their embraced the challenge for the first time at Somerville outstanding work in various forums. House, surpassing their initial fundraising goal of $7,500 Dr Gemma Dale, Teacher of Senior Biology and Middle and eventually raising $21,369. In addition to raising Years Science, was nominated for a 2020 TeachX funds, some girls donated their hair to Cancer Council Excellence in Teaching Award. The Queensland College Queensland’s Wig and Turban service, which provides of Teachers recognised Dr Dale as a shortlisted nominee synthetic wigs to cancer patients. for her outstanding classroom practice, dedication to The Containers for Change initiative — a Year 6 girls’ education in STEM and her significant contribution Environment Monitors project — was embraced to the recently published Cambridge Science teaching wholeheartedly by Junior School students and their resources. In late 2020, she was also nominated by the families. The monitors presented regular assembly items School for the Alliance of Girls Schools’ Otzen Award for to educate students about creating a more sustainable Exceptional Teaching. world, encouraging them to make a positive contribution by recycling their eligible containers. Sustaining Personal Growth Another project of the Year 6 Environment Monitors The Co-Curricular@HOME program enabled students, was the introduction of ‘Paper Monsters’ (decorated parents and past students to engage via social cardboard boxes) for the collection of used paper and media platforms in the Cross Country program and cardboard in each of the Junior School classrooms. Basketball Challenge. Throughout the lockdown Money raised from the Containers for Change program period, we encouraged the entrepreneurial mindset of was used to purchase paper/cardboard recycling bins our students, investing in the explicit teaching of skills which were placed on each level of the Junior School. The such as collaboration, creativity and communication, monitors emptied the Paper Monsters into the large bins which will ultimately help prepare students for the world at the end of each week. Facilities staff were extremely Serving as Responsible Custodians in 2023. It reflects our intent to be (a) more confident beyond 2030. supportive of these initiatives, assisting the monitors in articulating our strong values, (b) more distinctive by transporting the Containers for Change items to the In considering the innovative design of our digital and from our competitors, (c) more aspirational about our offsite collection points and emptying the large paper technology landscapes, the decision was made to future, and (d) a school renowned for its commitment to bins into our whole-school recycling station. transition our community (students, staff and parents) excellence, ethical behaviour and engagement. to a new communications platform and learning management system. Preliminary work on the Schoolbox It contains the core commitments, key actions and platform, known as SomerLink, was invested throughout outcomes that will guide our direction through to the 2020 year, ready for the 2021 implementation. 2025, including campus developments, a pedagogical framework, an exchange program for staff and This decision was based on parent and staff feedback, in students, and a focus on linkages with local and relation to the MySomerville platform, and its inability to national organisations. It sets out the many ways in meet our requirements, especially in the areas of student which we will express our values, build our reputation, and parent access to ongoing feedback and results. develop our people and achieve success, through a genuine commitment to best practice in ethical The collective strategy provides the blueprint for future resource management and stewardship of the physical developments through to our 124th year of existence environment, resources, and programs. SOMERVILLE HOUSE ANNUAL REPORT 2020 HOUSE ANNUAL REPORT SOMERVILLE
10 11 Master Plan Distinctive Curriculum Offerings
School Council meetings throughout 2020 have been Somerville House aims to provide a learning culture that In the Senior School, teaching and learning programs for dedicated to the discussion of the School’s twenty-year nurtures and challenges every student. Academic staff Years 7 to 10 align with the Australian Curriculum. They are Master Plan. The School commissioned BSPN in 2020 embed the values articulated in the School’s curriculum underpinned by the School’s Positive Learning Behaviours, to lead the development of the new facilities Master framework in day-to-day learning across the School: emphasising the development of cognitive skills to support Plan. Extensive stakeholder consultation attended by Engagement, Excellence, Empowerment and Diversity. critical and creative thinking. 21st century skills are staff, parents, students, and the Chair/Presidents of These principles, with Christian Education at the core, developed through inquiry-based learning in Humanities, respective stakeholder groups made vital contributions assist in meeting the School’s Strategic Priorities coding and design in Technology, and problem-solving to the facilities planning process. Various planning of Excellence in Academia and a Future-Focussed approaches embedded in STEM-based subjects. sessions were held by the Project Control Group, which Curriculum. has shaped the final document. During 2020, students and teachers embraced the use of The educational program in the Early Learning Centre aims technology to enhance learning beyond the classroom, Subsequently, the Master Plan was launched to our to extend each child to reach her or his potential by creating particularly when students were learning through community in November 2020, with a planned November a stimulating learning environment. Students and teachers Somerville@HOME. In addition to virtual lessons, students 2021 start for the refurbishment of the Heritage Heart, learn side by side, constructing knowledge together. Pre- were provided with a range of online platforms and encompassing A Block classrooms, Cumbooquepa and Prep students are encouraged to problem-solve, create subject-specific digital resources to consolidate learning. the Heritage Gardens. The Master Plan identifies a number and test theories. The Pre-Prep curriculum incorporates Where possible, students engaged in virtual excursions of exciting new facilities on the South Brisbane campus, the Early Years Learning Framework (EYLF) and the to extend their knowledge and understanding beyond in conjunction with the development of Somerfields (the Queensland Kindergarten Learning Guidelines (QKLG). the School context. For example, Year 9 Drama students Dunn Road sporting precinct). Particularly exciting is completed a range of Drama workshops online through the intention to create a STEAM precinct, incorporating In the Junior School, a comprehensive and rich Queensland Theatre’s Scene Project. They participated in facilities that encompass a suite of cross-curricular educational program caters to the needs of 21st century a Zoom meeting with actors and the Queensland Times to subjects, including Design and Innovation. learners with a focus on critical and creative thinking, discuss their experiences. For their Geography excursion, collaboration and communication. It is recognised Year 8 students explored the Gold Coast virtually. that each student learns differently, and strategies and programs implemented in classrooms endeavour to Technology was also used in new ways to provide access support the needs of all students. to information and provide connection throughout 2020. Parent Information Evenings and Parent-Teacher Programs and courses of study are derived from the Interviews were facilitated with the use of technology. Australian Curriculum. Class teachers teach the core Universities also connected with Somerville House subjects of English, Humanities and Social Sciences online to provide tailored Information Sessions and Year (HASS), Technologies, Mathematics and Science. 10 Careers Day. Specialist teachers are timetabled to teach Art, Chess, Christian Education, Drama, Health and Physical The teaching programs in the Senior School assist Education, Information Literacy, Languages and Music. students in developing positive behaviours as a learner. Within their subjects, including Year 10 MAP (My Students are actively involved in a number of initiatives Academic Path) and Years 11 and 12 AIM (Academic to encourage and foster skills in STEAM (Science, and Individual Mentoring), students consolidate a Technology, Engineering, Arts and Mathematics). range of skills, including active studying, academic STEAM is incorporated throughout the curriculum and resilience and goal setting. Somerville House engages co-curricular programs. with external providers, including Elevate Education and Success Integrated, to provide a variety of opportunities Students in Years 3 to 6 use laptops as a tool to develop for students. their knowledge and confidence to critically analyse and creatively respond to design challenges and develop Students who require learning development to enhance their understanding of digital technologies. Students or extend learning are provided opportunities within also work individually and collaboratively to use design their academic program to work with specialist learning thinking to generate, produce and create solutions for development staff. authentic needs. In the Middle Years, the curriculum included a broad range In 2020, iPads were introduced to each student in the Prep of learning areas, including Humanities, Languages, The to Year 2 classrooms. Teachers and students learnt and Arts, Health and Physical Education, and Technologies. implemented new skills and showcased their knowledge All subjects, in particular Mathematics, Science and on the Seesaw platform during the Somerville@ HOME English, maintained a focus on literacy and numeracy program. Years 3 to 6 staff and students also development, with key, cross-curricular literacy strategies embraced the Somerville@HOME program, connecting, in place across Years 7 to 9. Language study in French, collaborating and creating using new learning platforms. German, Japanese and Chinese, which commences in SOMERVILLE HOUSE ANNUAL REPORT 2020 HOUSE ANNUAL REPORT SOMERVILLE
12 13 the Junior School, continued in the Middle Years and was Internal and External assessments and engaged in a • A large number of students were selected for the 2020 highlights included: also available for students to continue with the language rigorous preparation program, which included subject State Honours Ensemble Programs in 2020: of their choice to the end of Year 12. workshops, tutorials and mock examinations. • Athletics: Phoebe Marsh 2nd Place QGSSSA and a – SHEP Primary – 52 students member of the QLD Target Talent Program. In 2020, students in Years 11 and 12 completed their first When designing their Senior pathways, students have – SHEP Middle – 35 students • Basketball: CBSQ Basketball, Katelyn McHugh, cycle of learning the new Senior subjects. Somerville the opportunity to study a university subject, additional – SHEP – 2 students scored the highest two-point scorer across the whole House offered twenty-seven different subjects to Senior subjects through the Brisbane School of Distance of Division Two at forty-six points. Susan McHugh students in Year 12, with subjects such as Literature and Education, a Diploma qualification on campus or a – AHEP – 1 student is the youngest player in the Queensland State Health being offered for the first time in Queensland. vocational course through a recognised learning provider. • Despite COVID-19 restrictions, Somerville House Music Basketball league at sixteen years. During the whole Within their subjects, students undertook a range of was able to hold performances with live audiences: CBSQ Tournament, the School only lost to teams by Kaleidoscope Concert, Speech Night QPAC Combined a total of eight points across the five pool games and Ensembles (110 students) Nuova Musica, Tutti Music only lost by seven points in the final. Festival, and Solo Competition (160 entries). • Equestrian: 90% of riders qualified for the State • The School implemented in-house productions of championships, and 30% qualified for Nationals over ten full-length concert recordings, including (although this was termed a Merit Team, as Nationals Kaleidoscope Recording Projects, Junior School was cancelled due to COVID-19). Co-Curricular Engagement (Extra-Curricular Activities) Grand Concerts, Year 5 Immersion Concerts, End of • Netball: QGSSSA – Open team came 3rd place by Year Strings and Somerville Strings Recital. one goal, Senior A 2nd place, Senior B 1st place. • Guest Clinicians conducting student Masterclasses Hannah Burgess, Lauren Aubrey and Tia Pohio and staff Professional Learning included: competed in the Netball Queensland State titles. The Co-Curricular Program offers students a wide range • RoboCup Junior competitions were cancelled, but – Dr Peter Morris (QLD Conservatorium) • Tennis: 2020 Andrews Cup champions A Grade and of cultural, musical, sporting and social opportunities. several students developed and demonstrated robot – Dr Rob McWilliams (MusicFest) Year 4 division. Knowles Cup champions Juniors and It provides a framework to identify, match and nurture projects in preparation for the 2021 competition – Paul Holley (Choral) Opens. QGSSSA Juniors A, B and C came in 3rd place. student skills, talents and interests. Our carefully season, including one team preparing for the – Jason Barry Smith (Choral) • Softball: Ellie Saxby, Australian U18 Softball developed Co-Curricular Program consists of 250 teams International competition and at least one custom champion. or activity-based groups and is integral to the educational robotics project group. • Tours and Interschool events included the Gold • Swimming: Olivia Hine broke the MET East 50m experience of our students. In 2020, the Co-Curricular@ Coast Music Tour and Brisbane Grammar School • Fundraising events and volunteering took place in Butterfly record. Jacqueline Davison-McGovern HOME programs were delivered during COVID-19. String Festivals. 2020, with the Service Learning team introducing a Australian Open water swimming Champion, Multiple new initiative, #RocktheChop. • Individual AMEB, Trinity College London and Internal State and National medals. Cultural and Community Instrumental/Vocal Examination results included: • Volleyball: Open team 2nd place QGSSSA, 3rd place There are numerous social opportunities for students Music – AMEB exams – 80 students (including 4 AMusA Queensland Senior Schools Cup, 10A and 7B 1st Awards) place QGSSSA, 9B 2nd place QGSSSA. to become involved in service-based activities, Music at Somerville House caters for a wide range of – Trinity College London – 5 students literary pursuits, faith-based groups and exchange individual interests and skill levels. The Music Program • Rowing: Somerville House competed successfully programs. Some key achievements for Cultural and is conducted in the classroom and in a co-curricular – Somerville House Internal Exams – 33 students in a reduced racing season and had podium finishes Community include: capacity. Our comprehensive Co-Curricular Ensemble for eleven of our fourteen crews at Head of the River, • Individual Eisteddfod and Competition results included: including three wins and taking the Year 9 pennant. • Chess adapted to an online environment, which Program includes string ensembles, bands and vocal choirs as well as many woodwinds, percussion and small – Australian Percussion Eisteddfod – 3 Silver Awards allowed training to continue throughout 2020. Queensland/Australia (selected/represented) students included: Somerville House hosted tournaments, which were string ensembles. Sport • Annabel Cowan – Water Polo well attended within restrictions. Our Junior School Our choral and instrumental ensembles exemplifying the team finished third in the Queensland Girls Interschool excellence for which the School is known. This standard Students had the opportunity to participate in a • Sadie Ridgway – Rowing State Finals. Isabella Xia was the top U10 Girl at the is evident across our many choral and instrumental wide array of sports in multiple competitions and Queensland Blitz Championships. • Louisa Downes – Water Polo groups, catering to students of differing ability. associations throughout the year. Students in the Junior • Jade Wilkinson – Equestrian • The only school among our rivals to run a School competed in seven sports within the Andrews In 2020: competition during the lockdown. Using technology, Cup competition. Students in Years 7 to 12 competed • Phoebe Marsh – Athletics the School engaged in our internal Debating • Co-Curricular Music featured a flexible in multiple competitions, including the Queensland • Grace Kimmins – Rhythmic Gymnastics (selected/ competition with Brisbane Boys’ College during the @ HomeProgram that provided a wide variety of Girls’ Secondary Schools Sports Association represented Australia) COVID-19 restrictions. Two students won the Grand program activities to over 500 students. Junior (QGSSSA) competition, the Brisbane Schoolgirls’ • Pippa Lowson – Show Jumping Final of the BGDA Online Case Competition. School Immersion Programs utilised Seesaw’s video Rowing Association (BSRA), and Brisbane Water Polo • Two participants of the Duke of Edinburgh post and individual response functions to maintain Association Inc. (BWPI), as well as a range of club-based • Ellie Saxby – Softball (selected/ represented Award achieved the Gold Award, an outstanding a high level of engagement between students, staff sporting programs. Students were also nominated and Australia) achievement internationally recognised. Olivia and tutors. Over 600 videos were submitted. Private competed in district and regional sport pathways right • Ella Rodwell – Athletics & Cross Country Munro and Phoebe Dwyer were invited to City tuition was maintained by individual tutors with over through to national representation. • Brianna Leung – Trampolining (selected/ Hall to recognise their achievement by the 1,400 online lessons taught, and over 200 hours of represented Australia) Queensland Governor as the representative of student engagement in Smart Music — an online the Commonwealth. music pedagogy resource. • Annabelle Durling – Athletics • The School enjoyed highly successful Immersion • Jacqueline Davison-McGovern – Open water Programs (Year 3 Strings and Year 5 Band/Guitar) swimming (selected/ represented Australia)
with a fifty per cent plus continuation rate. 2020 HOUSE ANNUAL REPORT SOMERVILLE
14 15 Connections • Head of Boarding, Assistant Head of Boarding Social and Emotional Wellbeing (Social Climate) and Boarding Assistants: These staff developed Key connections in 2020 for students to develop a strong relationships to bridge and heighten the boarding sense of belonging: experience and support learning, connecting and belonging. • Tutor Teachers: For ten minutes each morning at Tutor Group and during Pastoral Care lessons, strong • Chaplains: These staff engaged in Chapel Services Positive Wellbeing Overview Policies and purposeful relationships were forged. In the and provided additional social and emotional support Middle Years, these were homogeneous groups, and individually and where needed. In 2020, we adopted the theme of EMBRACE to help us Policies such as the PMSA Child Protection Policy, Child in the Senior Years, these were House groups. • Health Centre and nurses: These staff nurtured focus on communication, engagement and resilience. Protection Officers, the Anti-bullying Policy and the students and provided them with health care and We embraced: Student Code of Conduct were incorporated into the • Heads of Year: These are key central contacts education in a well-equipped campus facility. Student Diary to draw the attention of students. Parents for students and parents. Heads of Year provided • change and challenge • growth were reminded to review these policies throughout the opportunities for building team and leadership skills, • House Co-ordinators: Through strong House • difference • the small, the big year via whole school communications. After review, building character strengths, communicating high competitions across key sports (Swimming, Athletics the Student Code of Behaviour was updated and behavioural expectations and ensuring adherence and Cross Country), and through the student-led • passion and purpose • success and failure communicated to all stakeholders. to school policies, implementing stage-appropriate Middle Years Arts Festival and Senior Years Choral • love and life, me, you — all • the journey — the year Pastoral Care programs, building skills in social and Festival, these staff engaged students in cross‑age The Bully Button – a link that emotional development, managing and empowering connections and empowered them to practise This was particularly relevant in light of the year that provided education about students to resolve issues arising socially and team‑building and leadership-building skills. unfolded and enabled us to embrace the new way bullying and the opportunity to academically, and assisting in monitoring and of working during isolation. The Wellbeing Program alert staff to potential or existing resolving issues arising across subjects. Heads of adopted was WellbeingConnect@HOME. Wellbeing bullying — was introduced. It Year offices are located near student cohorts for was considered at all levels of engagement throughout was highlighted through ease of student access and engagement. this time. Our aim for all strategies was to foster the Pastoral Care programs. The development of young women, building on their character Bully Button provided the • Student Wellbeing Centre: In addition to the Dean of strengths and embracing the School values of courage, opportunity for students to Student Wellbeing, the School Psychologist, Careers compassion, inclusion, integrity, gratitude and respect. notify the Dean of Student Wellbeing, Deputy Principal Counsellor and Administrative Assistants were We embraced our school motto, Honour Before Honours. and Head of Junior School about an instance of bullying available to meet the wellbeing needs of students. through a secure platform. This was utilised on a small Evidenced-based programs drawn from internationally number of occasions. All students expressed that they felt and nationally recognised research were adopted their issues were resolved with compassion and care. to develop the following from the Positive Wellbeing Framework: positive relationships, positive emotions, External speakers were invited to speak to students and positive engagement, positive self-concept and parents across the Junior and Senior Schools to assist regulation, positive achievement and purpose, growth with students’ education of bullying. These included but mindset, resilience and academic buoyancy. All were not limited to: relationships and programs aimed to create a strong sense of belonging and connection within the School. • Brett Lee – Cybersafety (face-to-face) • Rebecca Sparrow – Find your Tribe (face-to-face) – Relationship Education • Paul Dillon – Drug, Alcohol and Safety (virtually through Microsoft Teams) • Brainstorm Theatre – Presentation regarding social skills including use of devices and social media to Years 7 to 9 • Some speakers did not deliver as scheduled due to border closures and delivery issues, including Judith Krause – Sexual Health and Consent — a presentation to parents, teachers and students in Years 6 to 9 and Justin Coulson to parents, teachers and students in Years 7 to 12 SOMERVILLE HOUSE ANNUAL REPORT 2020 HOUSE ANNUAL REPORT SOMERVILLE
16 17 Key Programs in 2020 Activities during lockdown Evidence-based Pastoral Care programs adopted in 2020: Captains, identifying personal character strengths and exploring leadership themes in the School context. Junior School students and their families actively • Aristotle EI – a partnership with Swinburn University. Character Builders were engaged for the Year 5 camp Sisters Connect engaged in a range of activities during lockdown, We incorporated Aristotle EI programs in Year with a focus on student leadership in preparation for resulting in positive wellbeing and community building. 7 – ‘Transitions’, Year 8 – ‘Wellbeing’, and Year 10 Sisters Connect: Connecting Senior School students nomination and election of the Junior School executive. Children and families interacted with staff in response to – ‘Resilience’ with Junior School students — 12s with 7s, 11s with 6s, Additionally, the Year 6 Monitors accepted responsibilities various audio-visual wellbeing themes, including: 10s with 5s, 9s with 4s and 8s with 3s. • Unleashing Positive Potential – a program developed for a range of school activities including reporting news, by Luke McKenna – focusing on positive behaviours assisting with lunchtime library activities, promoting • Mindful Monday: Mindful breathing, visualisation This ‘Connection and Belonging’ strategy saw whole for our leaders in Year 9 environmental initiatives, assisting Early Years staff with exercises, savouring food, observing nature school, year level and in-class activities from Let’s Dance morning tea and lunch duties, assisting with co-curricular • Peer Power – Leadership training for Year 9 and Year to sharing reading, to craft and parachute, obstacle • Tasty Tuesday: Cooking tutorials, creativity with music activities, assisting with visual art displays and the 11 students courses, ball and giant board games on the oval. Much food, sharing favourite recipes Junior School Scripture Union club. • Mindfulness Program Dotb for Year 11 and 12 Students to the younger students’ delight, a giant green air tube • Wonder Wednesday: Learning a new skill, creating a YLead were engaged to deliver presentations to Years 9, person was purchased to generate energy on such song or dance, painting and colouring • Circle Solutions for Student Wellbeing – Sue Roffey 11 and 12 students. Selection processes were reimagined fun days. for Prep to Year 6 • Thankful Thursday: Keeping a gratitude journal, in the Senior School for increased transparency and Additional activities included: writing a letter, performing a random act of kindness • Alannah and Madeline Foundation digital licence in efficiency using a selection of digital platforms. Due to the Junior School • Fitness Friday: Fun fitness tutorials created by the the change in the School calendar with Year 12 focus • the inaugural Crossing of the oval event on academics and external exams in Term 4, the timing Junior School leadership team, home fitness circuit Positive Wellbeing Days were organised in Terms 1, 2 • the Tie Presentation Assembly for Year 11s of all leadership processes was reorganised. Formal creation, daily fitness tips and 3 in conjunction with Positive Wellbeing Week in involving Year 6 leadership included selection of School Captains, Term 4. Such days were led by the Wellbeing Captains The program was extended to the Senior School, where Prefects, House Captains, Convenors, SRC members, • Chalk Road and Wall Art who worked to promote Student Wellbeing. The days students were encouraged to share their photographs. Middle Years Captains, Middle Years House Captains were themed: Embracing Connections, Embracing • National Day Against Bullying and Violence Baking and cooking for Tasty Tuesday proved most and Tutor Captains. Additional roles incorporated in the Challenge, and Embracing Difference. The week orange pathway popular; equally, the origami created on Mindful Monday 2020 selections included the Middle Years Spirit Captain celebrated Embrace. The Positive Wellbeing Days were was inspirational for the origami crane installation in the and the Middle Years Environment Captain. placed to release the pressure of exams and challenge Junior School upon returning to school. the students to focus on the positive. The energetic days were fun learning experiences and included games on Service Learning the oval, music, connecting Little and Big Sisters, and dressing in themed costumes. They were well received 2020 saw a change in name from Community Engagement in the year’s climate and valuable learning experiences in to Service Learning. Service Learning is important in strategies to self-regulate and build resilience. developing compassion and concern for others. It is also considered a key platform to build character, social and emotional skills including empathy, resilience, Voice and Responsibility team-building and leadership skills. All students were encouraged to initiate ideas to assist those less fortunate Student voice was encouraged through leadership and and expected to participate within year level activities to connection activities. Service leadership was promoted support the chosen organisations. Year levels were also to all students, noting that students do not need encouraged to voice their ideas regarding organisations recognised leadership titles to exhibit strong leadership of interest, and ideas to support these. and initiative. • Year 7: Ronald McDonald House Charities Pantry For example, the Junior School Environment Monitors Wishing Tree, Snacktember for OzHarvest promoted the Containers for Change initiative increasing the awareness of environmental pollution and a shift in • Year 8: Salvation Army Christmas Toy Appeal, Pen behaviour for the School community around recycling pals with the Carpet XL School in India (The latter and waste disposal. In the Senior School, ideas for was not possible due to COVID-19) improvement and action were encouraged across the • Year 9: Share the Dignity, The Pyjama Foundation student body. • Year 10: Leukaemia Foundation — donated Easter The Student Representative Council (SRC) provided the eggs, knitted head scarves, created Christmas gift opportunity for students to express their ideas to their baskets of cleaning products for the ESA village Tutor Group representative who met with the School • Year 11: Christmas Hampers for the Windana Captains. The School Leadership Team was then Women’s Refuge, Somerville House Dolls as a informed about these ideas. departing gift for Year 12 students, Ronald McDonald House Charities donations Leadership • Year 12: Ronald McDonald House Charities, additional programs were disrupted by COVID-19 Formal Leadership programs were conducted for Years 5, 6, 8, 9, 11 and 12 students to engage them in learning key skills. External providers, Character Builders, ran a Leadership Day for the Year 6 Captains and House SOMERVILLE HOUSE ANNUAL REPORT 2020 HOUSE ANNUAL REPORT SOMERVILLE
18 19 Camps • Year 10: A three-day camp at Outward Bound, Kunghur, Northern NSW, was to be held in May 2020 Parent and Community Involvement Camps provide the opportunity to experience education but did not proceed due to COVID-19. This camp in a natural setting. They encourage self-discovery, is an outdoor trekking camp requiring students to character-building using challenge by choice and be resilient and build connections with their team development of self-understanding and confidence, members. This complete outdoor camp is the most resilience, team-building, and leadership skills. challenging of the School’s camps; however, it does Known as Somerville House Futures – Building Tomorrow Parents and Friends Association Age‑appropriate camps are scoped and sequenced to have graduated levels of difficulty. Together, the Old Girls’ Association (OGA), Parents and ensure increasing challenge, requiring increasing levels Friends Association (P&F) and the Somerville House • introduction of appointment system in the Uniform • Year 11: A one-day incursion with YLead builds of independence and with an expectation that students Foundation played an active role in the life of the School. Shop, with staff working diligently and professionally leadership capacity, cohort connections and build on skills learnt in prior camps. Some of the year’s highlights include: to maintain quality service to families regarding prepares students for leadership selection. uniform fittings, sales, exchanges and refunds Camps were conducted as scheduled for Years 4 to 7 • Year 12: A one-day leadership incursion with YLead Old Girls’ Association • trading in the Somerfare Tuckshop quickly adapted and Year 11 students. Year levels where cancellation was empowers students to upskill their leadership and to focus increasingly on Flexischool orders to ensure • The OGA enacted a COVID-19 Crisis Response that required due to COVID-19 requirements included Years 8 teamwork skills for their final year. COVIDSafe trading to 10. New camp sites were sourced for Year 10 and Year included accommodation for members stranded 8 for future engagement. Each camp has specific goals: by border shutdowns, medical issues or travel • Support Groups assisted the Co-Curricular Measurement of Wellbeing restrictions, as well as wellbeing check-ins, work Department in working together to ensure as many • Year 4: Outdoor activity camp near Somerset Dam opportunities, virtual reunions and support for girls as possible continued to experience some form We engaged a new wellbeing survey in 2020, The with a focus on teamwork, resilience building and member-owned businesses. of activity during the year. This included shortened problem solving Wellbeing Profiler by Melbourne University, which seasons, online training, Microsoft Teams music • partnered with the School to link Junior School provided valuable data regarding the wellbeing of rehearsals or reduced in-person sessions. • Year 5: Coastal camp at Alexandra Headlands with students from Years 7 to 12 and allowed the School to students with mature-aged members via a focus on character strengths, self-awareness and differentiate the wellbeing within each year level and a pen pal project Somerville House Foundation leadership capabilities between day and boarding. Although the events of 2020 • The OGA Crisis Bursary Fund provided fee relief to • Year 6: Interstate camp in Canberra with a focus meant a change of delivery date and increased wellbeing current Old Girl families at the School who had lost • The Foundation and the School each committed on governance and democracy, as well as visits to challenges, the data presented showed strong levels significant employment or business income. $500,000 to support families affected by COVID-19 various national museums. This camp encourages of wellbeing across all year levels and particularly for and its economic fallout, with additional support from • the inaugural School Leavers Panel and lunch, where independence. boarding students. The strongest indicators of wellbeing the Old Girls’ Association, assisting almost seventy the graduating class of 2020 were welcomed as the proved to be levels of gratitude at 91%, perception of families to keep their daughters at the School. • Year 7: A three-day camp at Camp Goodenough in newest Old Girls significant relationships, peer connectedness, prosocial the Tweed Valley specifically scheduled in the first • Melissa Pease was selected as the winner of the behaviours and sense of accomplishment. The strongest • launch of the OGA Sporting Spirit Award weeks of Year 7 builds connections and assist in the 2020 Career Development Scholarship and was risk factors to wellbeing were loneliness, cyberbullying transition to the Senior School. This camp places a • The OGA announced a new postgraduate bursary, commended for an original and entrepreneurial — particularly Year 9 students at 9.1%, lack of sleep, focus on team-building, independence, resilience to support Old Girls in making career changes or project. In addition to the $10,000 prize, Melissa was rumination and anxiety. The data was overwhelmingly and empathy. advancements; be it re-entering the workforce, invited to participate in the OGA Mentoring Program. positive and provided opportunities to target programs further study or research. The Isabel Bauer OGA • Year 8: A three-day camp at Sunshine Coast • The Honour Before Honours Essay winners were to meet the needs of students at different year levels. Bursary was named in acknowledgement of Isabel’s Recreation Camp, Currimundi was organised for the Amelia Mackie and Naomi Ura. Amelia and Naomi lifelong contribution to the Old Girls’ Association. first time as a change from Mapleton QCCC. This In addition to this, during and post the COVID-19 each received a $250 award, with their essays camp builds on team-work and leadership skills in lockdown we produced a Student Pulse Survey to ensure • Career Development Scholarship – donated by published in Volume 18 of Connections. preparation for Arts Festival and Leadership selection the safety of each student. This enabled Heads of Year the Somerville House Foundation and the Old • Cumbooquepa Stained Glass Window Restoration later in Year 8. This did not proceed due to COVID-19. and the Leadership Team to track student wellbeing. Girls’ Association unveiling on 15 February Intervention was possible for those identified with • Year 9: A three-day camp at Emu Gully, Helidon, • Teachers and Staff of Honour list launched on the particular concerns. The School Psychologist conducted • The Arna Bennett Junior School Playground Naming provides more challenging activities requiring OGA website Microsoft Teams consultations as did the Careers Ceremony on 20 June resilience, independence, team-work and leadership Counsellor. Staff Pulse Surveys were also conducted to • launch of the OGA Mentoring Program; a six-month • virtual Annual General Meeting in late August – establishing skills to be used throughout Year 9 identify issues of concern for teachers. program which connects Old Girls who are in an as leaders of the Middle Years. This camp did not established or senior phase of their career, together proceed due to COVID-19. with other Old Girls who are seeking to further enhance their skills or broaden their horizons • annual Commemoration Day celebrations hosted online for the first time since the celebration was held in 1900, featuring a keynote address by Old Girl and acclaimed author, Jackie French AM (Class of 1970) SOMERVILLE HOUSE ANNUAL REPORT 2020 HOUSE ANNUAL REPORT SOMERVILLE
20 21 Parent, Teacher and Student Satisfaction 4. Has your home internet been able to cope with the content?
Mostly, yes 205 The School conducts regular satisfaction surveys of to Somerville@HOME and inform the development of At times there have been some issues 35 students, staff and parents for continuous improvement. the program. Families responded very positively to the Due to the mandatory lockdown, the scheduled Student, survey and reinforced that the multi-tiered approach Mostly, no 0 Parent and Staff Satisfaction and Perception Tracking to ongoing education and family communication (via Review was postponed until Term 2, 2021. telephone, email, MS Teams, Seesaw and OneNote) across academic, pastoral and co-curricular areas was The School conducted a satisfaction survey of parent, enabling students to continue their schooling under very teacher and student satisfaction of the Somerville@ HOME different circumstances. Ongoing feedback from the program in 2020. The following charts provide an Junior School community throughout Somerville@HOME 5. Did your daughter experience difficulties accessing materials because she didn’t know what to do? overview of the responses to the surveys. enabled staff to modify the program to accommodate individual student needs as the weeks progressed. In the Junior School, a telephone survey of Junior School parents and carers was conducted to gauge the response Mostly, yes 14
Senior School Parent Survey Summary It depends on the subject 64 Mostly, no 162 1. My daughter is in:
50 –
45 – Year 7 47 40 –
Year 8 45 35 – 6. Overall, the amount of work set for my daughter was: 30 – Year 9 31 35 –
Year 10 47 20 – Too much 19
15 – Year 11 34 Just right 111 10 – Year 12 36 5 – Too little 30 0 – Depended upon the subject 60
Unsure 20
2. Overall, how has your daughter enjoyed Somerville@HOME?
240 7. My daughter experienced a variety of tasks both online and offline. responses 3.83 Average Rating
Yes 114
3. Have the expectations of students and parents been clearly stated in the communication about Somerville@HOME? Depended upon the subject 84
No 24 240 responses 4.48 Average Rating Unsure 18 SOMERVILLE HOUSE ANNUAL REPORT 2020 HOUSE ANNUAL REPORT SOMERVILLE
22 23 8. My daughter felt supported academically during the Somerville@HOME trial. 2. Overall, how have you felt about the Somerville@HOME trial?
100 – 90 – 27 Always 68 80 – responses 3.96 Average Rating Often 99 70 – 60 – Sometimes 47 50 – 3. Have the expectations of staff been communicated clearly? 40 – Rarely 9 30 – Never 2 20 – 27 responses 4.15 Average Rating 10 – Depended upon the subject 15 5 – 0 – 4. Have the expectations of students and parents been communicated clearly?
9. My daughter felt connected to her class and a teacher during the Somerville@HOME trial. 27 responses 4.07 Average Rating
Yes 118 5. If you have worked from home (otherwise leave blank), has your home internet been able to cope? Depended upon the subject 84
No 22
Unsure 16 Mostly, yes 17
At times there have been some issues 5
Mostly, no 0
Senior School Staff Survey Summary
1. Which department/s do you belong to? 6. Did students have difficulty accessing any materials because they didn’t know what to do or where to find it?
Christian Education 2
Commerce 2
Digital Solutions and Technology 1 Yes 4 5 – Drama 1 Sometimes 14
English 3 4 – No 9
Health and Physical Education 3 3 – Languages 5 2 – Learning Enhancement 0 7. I felt able to support the students academically.
Mathematics 4 1 –
Music 2 0 – Science 2 Yes 20
Social Science 3 No 0
Visual Art 1 Varied depending on the class 7 SOMERVILLE HOUSE ANNUAL REPORT 2020 HOUSE ANNUAL REPORT SOMERVILLE
24 25 8. I was able to maintain a connection with the students and assist them to connect with each other. 12. Some schools are considering shorter lessons with longer breaks between them. What is your preference?
Yes 17 I want the lessons to stay the same as in the trial (50 or 55 minutes) 10 No 1 I want the lessons to be shorter Varied depending on the class 9 with longer breaks 17
9. How easily have you been able to navigate MS Teams?
Senior School Student Survey Summary Extremely easily 10 1. What year are you in? Somewhat easily 13
80 – Neutral 2
70 – Somewhat enot asily 1 Year 7 34
60 – Extremely not easily 1 Year 8 43 Year 9 41 50 –
Year 10 56 40 –
10. What proportion of your lessons have been streamed? Year 11 62 30 – Year 12 76 20 –
More than 75% 8 0 –
50-75% 5 2. Overall, how have you enjoyed Somerville@HOME? 25.50% 6
Less than 25% 5
I have not livestreamed any lessons 3 4.07 Average Rating
3. Has it been clear how you are to set yourself up, the rules you are to follow and how each day will run?
11. We are considering adjusting the timetable in Years 7 to 9 (It would not work in Years 10 to 12). What is your preferred option? Yes 158
Mostly 128
Sometimes 21 I want the timetable to stay the same 11 No 5 If there are multiple classes in a year level, I want them to run at the same time, if possible 16 SOMERVILLE HOUSE ANNUAL REPORT 2020 HOUSE ANNUAL REPORT SOMERVILLE
26 27 4. Has your home internet been able to cope with the content? 8. Did you feel you could get help if you needed it during the Somerville@HOME trial?
120 –
Always 64 100 – Mostly, yes 216 Often 111 80 – At times there have been some issues 90 Sometimes 88 60 – Mostly, no 6 Rarely 28 40 – Never 2 20 – Depended upon the subject 19 5. Was it clear to you what you needed to do and where you needed to go to access materials for each lesson? 0 –
9. Did you feel connected to your class and a teacher during the Somerville@HOME trial? Mostly, yes 182
It depends on the subject 124
Mostly, no 6 Yes 98
Depended on the subject 163
No 51 6. Overall, the amount of work set was
Too much 79
Just right 121
Too little 5 Junior School Student Survey (Years 4 to 6)
Depended upon the subject 107 1. What year are you in?
7. Did your teacher set a variety of tasks, both online and offline? Year 6 63
Year 5 61
Year 4 36 Yes 79
Depended on the subject 197
No 36 2. Overall, how have you enjoyed Somerville@HOME?
3.64 Average Rating SOMERVILLE HOUSE ANNUAL REPORT 2020 HOUSE ANNUAL REPORT SOMERVILLE
28 29 3. Has it been clear how you are to set yourself up, the rules you are to follow and how each day will run? 7. Did your teacher set a variety of tasks, both online and offline?
Yes 85 Yes 84 Mostly 59 Depended on the subject 68 Sometimes 12 No 8 No 4
4. Has your home internet been able to cope with the content? 8. Did you feel you could get help if you needed it during the Somerville@HOME trial?
Always 42
Often 53 60 – Mostly, yes 128 Sometimes 21 50 – At times there have been some issues 28 Rarely 7 40 – Mostly, no 4 Never 2 30 – Depended upon the subject 15 20 – Yes 12 10 – 5. Was it clear to you what you needed to do and where you needed to go to access materials for each lesson? No 6 0 – Maybe 2
Mostly, yes 104 9. Did you feel connected to your classmates and class teacher during the Somerville@HOME trial? It depends on the subject 51
Mostly, no 5
Yes 86
No 74
6. Overall, the amount of work set was
Too much 42 10. Did you feel connected to your specialist teachers during the Somerville@HOME trial? Just right 73
Too little 8
Depended upon the subject 37 Yes 49
Depended on the subject 71
No 40 SOMERVILLE HOUSE ANNUAL REPORT 2020 HOUSE ANNUAL REPORT SOMERVILLE
30 31 Junior School Staff Survey 7. I felt able to support the students academically.
Finally, Junior School staff also provided feedback to assist with the continual improvement of the Somerville@HOME experience.
1. Which department/s do you belong to? Yes 21
No 1
Varied depending on the class 8
Junior School - Class Teacher 16
Junior School - Specialist Teacher 14 8. I was able to maintain a connection with the students and assist them to connect with each other.
Yes 14
2. Overall, how have you felt about the Somerville@HOME trial? No 7
Varied depending on the class 9 30 responses 3.80 Average Rating
3. Have the expectations of staff been communicated clearly? 9. How easily have you been able to navigate MS Teams? 30 responses 4.17 Average Rating Extremely easily 8
Somewhat easily 8 4. Have the expectations of students and parents been communicated clearly? Neutral 3
30 Somewhat enot asily 1 responses 4.03 Average Rating Extremely not easily 0
5. If you have worked from home (otherwise leave blank), has your home internet been able to cope?
10. What proportion of your lessons have been streamed?
Mostly, yes 21
At times there have been some issues 2 More than 75% 1
Mostly, no 0 50-75% 0
25.50% 0
Less than 25% 4
6. Did students have difficulty accessing any materials because they didn’t know what to do or where to find it? I have not livestreamed any lessons 25
Yes 3 11. I feel confident about teaching through Somerville@HOME in Term 2.
Sometimes 15 30 No 12 responses 3.90 Average Rating SOMERVILLE HOUSE ANNUAL REPORT 2020 HOUSE ANNUAL REPORT SOMERVILLE
32 33 Staff Staff attendances Average staff attendance for the school, based on unplanned absences of sick and emergency leave periods of up to 5 days:
Total Days Staff Average Staff Number of Staff Number of School Days Absences Attendance Rate Staff composition, including Indigenous Staff 126 191 612 97.46%
Status # of Employees For permanent and temporary classroom teachers and school leaders the average staff attendance rate was 97.46% in 2020. Full-Time Teaching Staff 104 Teaching staff retention Full-Time Non-Teaching Staff 75 Proportion of teaching staff retained from the previous year: Part-Time Teaching Staff 21 Number of these staff retained Part-time Non-Teaching Staff 50 Number of permanent teaching in the following year (the staff at end of previous year program year) % retention rate Qualifications of all Teachers 125 111 88.8% Either detail the number or the percentage of classroom teachers and school From the end of 2019, 88.8% of staff were retained for the entire 2020 school year. Qualification leaders at the School who hold this qualification Doctorate or higher 5 Masters 35 Bachelor Degree 155 Student Outcomes Diploma 95 Certificate 29 Average student attendance rate
Number of possible Total number of Total number of days Teacher participation in Professional Development attendance days students absent Total attendance
Number of Teachers 257,232 1,398 13,076 244,156 Description of PD Activity Participating in Activity The average attendance rate for the whole school as a percentage in 2020 was 94.92%. Learning Area-specific, Departmental and Individual Professional Development, including Pastoral (excludes self-registered and self-funded professional development activity) 79 Number of possible Total number of Total number of days The average attendance ISQ Inquiry: Developing Mathematics Extension/ Problem Solving 4 attendance days for students in the absent by students Total rate for each year level the year level year level in the year level Attendance as a percentage in 2020 Workplace Health and Safety and Compliance Training 125 Prep 53 569.5 9182.5 94.16% Teaching with Microsoft Teams 125 Year 1 64 647.5 11128.5 94.50% Teaching strategies for remote learning 125 Year 2 56 552.75 9751.25 94.64% QCAA Senior Processes Training 25 Year 3 56 462.5 9841.5 95.51% Teaching Practices Professional Learning Teams - Junior School and Senior School 91 Year 4 64 498.25 11277.75 95.77% Schoolbox Training 125 Year 5 104 916.75 18219.25 95.21% Senior School Pedagogical Coaching Project 7 Year 6 90 682.75 15877.25 95.88% Total number of teachers participating in at least one activity in the program year 125 Year 7 137 1202.25 24005.75 95.23%
Expenditure on Professional Development Year 8 135 1337.75 23502.25 94.61% Year 9 141 1455 24489 94.39% Total Number of Teachers Total expenditure on teacher PD Average expenditure on PD per teacher Year 10 151 1877.5 25906.5 93.24% 125 $43,638.75 $349.11 Year 11 136 1426.25 23597.75 94.30% The total funds expended on teacher professional development in 2020, including professional subscriptions $123,196.75 Year 12 138 1447.25 22426.75 93.94% The proportion of the teaching staff involved in professional development activities during 2020 100%
NOTE: due to restrictions in 2020, with the cancellation of seminars and conferences and the increase in no-cost online professional development, average expenditure on professional development in this year is reduced. 2020 HOUSE ANNUAL REPORT SOMERVILLE
34 35 Apparent retention rate - Year 10 to 12 How the School manages non-attendance
Year 10 Base Year 12 Apparent Retention Rate % From Pre-Prep to Year 12, all student absences are must sign-in or out at the Student Absences office or sub-school offices. Those students in the Middle Years Number of Students 140 137 97.86% accounted for through roll checks and recorded electronically. Parents are required to inform the School must report to the Middle Years reception for collection The Year 12 student enrolments as a percentage of the Year 10 cohort was 97.86%. via email or by telephone to Student Absences each by a parent/caregiver. In the Junior School, students are day of their daughter’s absence. A medical certificate required to be signed in or out at reception. is required if an assessment is missed or if the illness Year 12 results exceeds three days. Once a student has arrived at the School, they are expected to remain for the entire day. The sole exception Number of students awarded a Senior Education Profile 137 If a student is absent without explanation, a member to this is if, during the day, the student becomes ill, and Number of students awarded a Qld Certificate of Education at the end of Year 12 137 of the administration staff contacts the parent by SMS the Health Centre Nurse Manager believes they are too messaging or telephoning to ascertain the reason for the sick to remain at school. In this instance, the student’s Number of students awarded a Qld Certificate of Individual Achievement 0 absence. Classroom teachers, Tutor Group teachers, parents are contacted, and arrangements made between Number of students who received an ATAR 136 Heads of Year and Assistant Heads of School monitor the parents and the Health Centre. All students who student absences and contact the student’s parents leave school because of illness must report to the Health Number of students who are completing or completed a School-based Apprenticeship or Traineeship 0 should any concerns arise. Centre to await the arrival of their parents. Number of students awarded one or more Vocational Education and Training Qualifications 16 Any extended leave requests during term time are The Principal has the sole authority to grant leave for Number of students awarded an International Baccalaureate Diploma 0 submitted to the Deputy Principal. Whenever possible, absences at the beginning or end of any term. A medical Number of students awarded a VET qualification: students are expected to make medical, dental and other certificate must be provided if a student is absent through appointments outside of school hours to reduce their illness at these times. Approved leave for personal travel Certificate 1 0 school program absences. during any scheduled school day, except for boarders, will Certificate 2 1 be considered unapproved leave. Leave will be granted Students leaving the Senior School during school hours only in cases of exceptional need, such as bereavement. Certificate 3 3 for pre-approved appointments or approved activities Certificate 4 2 Diploma 13 Percentage of Year 12 students who received an ATAR of 99 and above 7.9% Financial Information Percentage of Year 12 students who received an ATAR of 95 and above 32.3% Percentage of Year 12 students who received an ATAR of 90 and above 55.9%
Percentage of Qld Tertiary Admissions Centre (QTAC) applicants receiving a tertiary offer 99.25% The School Council, Principal and Business Manager A financial summary of the PMSA accounts is publicly are jointly responsible for managing Somerville House’s available in the PMSA Annual Report on the PMSA website, financial accounts, budget and performance. Somerville and the consolidated audited financial statements are House has independent income, bank accounts, available on the ACNC registry. Accounting policies are expenditure, and targets. These are separate and distinct published in these accounts. from the other PMSA schools. The PMSA works to ensure that the Group performance ATAR 99 10 All income that Somerville House receives from fees, is achieved and optimised through a range of defined STUDENTS OR HIGHER 16 VET donations, government grants and any other source is oversight and governance processes and prudent financial 7.9% used entirely to operate and develop Somerville House. management. Each year, PMSA schools pay an amount to GRADUATES No funds are shared, cross-subsidised or transferred the PMSA to cover PMSA Group Office governing costs 11.6% of Year 12 cohort between any PMSA schools. and collective expenses such as insurance premiums, auditing, professional development and training, ATAR 95 41 Although operated independently, Somerville House is compliance, and other consolidated school expenses. OR HIGHER STUDENTS owned by the PMSA and is a part of a single legal entity which is the PMSA. As a part of the PMSA Group, Somerville 32.3% Where our income comes from: House’s financial accounts and financial statements are prepared by the School’s Business Manager, and presented to and ratified by the PMSA’s Audit, Finance ATAR 92 60 and Risk Committee. These are independently audited OR HIGHER STUDENTS by KPMG and then consolidated into the PMSA Group 47.2% special purpose financial statements for reporting. The PMSA’s audited financial statements are prepared in accordance with Australian Accounting Standards and include accounting policies. They comply with ATAR 90 71 the Association Incorporations Act 1981, Australian OR HIGHER STUDENTS Education Act 2013, Education (Accreditation of 55.9% Non‑State Schools) Act 2017, and Australian Charities Tuition Income Boarding Income Government Funding and Not-for-profits Commission (ACNC) Act 2012. Donations & Grants Trading Income Other Income 2020 HOUSE ANNUAL REPORT SOMERVILLE
36 37 From the Chaplain Voluntary Christian Groups and Activities Strengthening the Christian Ethos • SUPA Club runs in the Junior School under the • involvement in the School Leadership Team’s input leadership of Junior School staff. Up to seventy into the Strategic Planning process encouraged the students were involved this year. focus on our Christian foundations and values • Senior School students are involved in SomerCircle, • linking of the Christian Education curriculum with topics The centrality of Somerville House’s spiritual life as Pastoral/Spiritual Support and Guidance with a weekly group meeting for each year level and and issues in pastoral care and academic subjects reflected in the PMSA Strategic Plan and Mission occasional combined lunch-time meetings, as well statements is represented in the Strategic Intent • The Chaplain is working with the Dean of Student as combined activities with PMSA schools and other documents for the School. Many activities and events Wellbeing to integrate a Christian worldview with the Collaboration in Mission schools once a term. Approximately eighty to 100 contributed to the spiritual life of Somerville House in Pastoral Care program. girls were involved in 2020. • The Chaplains network strongly with other PMSA 2020, with creative variations due to COVID-19. Some of • The Chaplains provide spiritual counselling for Chaplains and touch base regularly through the highlights are listed below. staff, students and other members of the School • For younger year levels, an emphasis is placed on inter‑school Christian Fellowship activities, professional community and are often involved with staff, students fun activities as well as a short Christian presentation while the older groups are more focussed on Bible development activities and Chaplains’ dinners. Chapel and families who have experienced bereavement. discussions and Christian discipleship. • In 2020 the Senior Chaplain worked with the other • The Chaplain chairs the Staff Care Committee who PMSA Chaplains on a revision of the PMSA Christian • weekly for the boarders with an emphasis on oversee regular donations by staff to a fund which • There were ten staff and four recent Old Girls leading or values on behalf of the PMSA Board. engagement with a relevant and contemporary focus. can be used to assist staff in financial need. The Staff assisting with the groups across sub-schools in 2020. This was replaced by ‘Boarders Word for the Week’ Care Fund was accessed in 2020. • Opportunities are given for the development of Christian • The Chaplain works with the School Leadership during Somerville@HOME. Team and Middle Managers to keep a Christian • The funeral of former OGA President, Isabel Bauer leadership, especially with the Year 12 students and perspective central to decision-making and • monthly for day students: similar to boarders’ was held in the Somerville House Chapel. SomerCircle Captains. Many Year 12 students shared a services with leadership from various Year 12 Christian message at assemblies, Chapel services and encourage the fulfilment of the Christian mission of students. They were recorded and sent out • Boarders’ Chapels were limited during special events throughout the year. the School. The Chaplain meets regularly with the during Somerville@HOME, still with record Somerville@ HOME; however, the Chaplains’ ‘Word Principal to lead the spiritual life of the School. for the Week’ was recorded and distributed. Chapels • At the end of Year 12, links between SomerCircle student involvement. • Visits of boarders and music groups to various local resumed in the Bentley Dining Hall when face-to-face and local churches/tertiary Christian groups were Uniting and Presbyterian Churches to enhance the • staff Chapel services six times a year learning recommenced. made, especially for those students from non-Church relationships with our supporting churches was not • special ‘Chapel Week’ in August, made COVIDSafe attending families • The Senior Chaplain engages in regular Tim Tam possible due to COVID-19 restrictions, though a with parents unable to be involved this year and Milo suppers with boarding students, and these Presbyterian Youth Minister visited the boarders and • a large Waterford Crystal cross was donated to the connections often result in pastoral and spiritual spoke with them early in the year. Chapel by a Somerville House family. discussions. The Chaplain also regularly attends • The Chaplain met with representatives from a local dinner in the Boarding House. Uniting and Presbyterian church to strengthen Devotions • The Chaplains have a high level of attendance at partnerships. She spoke at the Presbyterian State various school activities, especially co-curricular Assembly to report on the ministry in PMSA Schools. • delivered at assemblies, includes a hymn, Bible activities and year level camps and activities as reading (presented by a Year 12 student leader), a means of relationship-building with the School homily and prayer, recorded and sent out during community, rapport-building with students and Somerville@HOME support of staff responsible for those events. • guest speakers were limited in 2020 due to COVID-19 • Chaplain shares a devotion at four Junior School assemblies each year, and at one Early Childhood assembly, as well as at the Christmas Celebration • Special occasions: Blessing of the Boats, Year 11 Leadership conference, Year 10 Careers Day. Some were recorded due to COVID-19 restrictions. SOMERVILLE HOUSE ANNUAL REPORT 2020 HOUSE ANNUAL REPORT SOMERVILLE
38 39 Next Step 2021 Post-School Destinations
Somerville House
This is a summary of the post-school destinations of students from Somerville House who completed Year 12 and gained a Senior Statement in 2020. The results are from the Year 12 Completers Survey, which is conducted approximately six months after students completed Year 12.
For more information about the survey visit Post-school destinations the Next Step website www.qld.gov.au/ nextstep. Regional and statewide reports In 2021, 98.9% of Year 12 completers from will be available from October 2021. Somerville House were engaged in education, training or employment in the 67.9% response rate year after they completed school. 93 out of 137 Year 12 completers from this school responded to the 2021 survey. Of the 93 respondents, 94.6% continued in Results may not be representative of all some recognised form of education and Year 12 completers at this school. training. The most common study destination was bachelor degree.
About the PMSA A further 4.3% transitioned directly into paid employment and no further study.
The PMSA owns four outstanding Queensland schools Driven by our Vision – Brisbane Boys’ College, Clayfield College, Somerville All Year 12 completers were assigned to a main destination. Respondents who were both studying and working are House and Sunshine Coast Grammar School. The PMSA’s vision is to build caring school communities, by providing world-class teaching and learning reported as being in education or training, including apprentices and trainees. Established in 1918, the PMSA is a joint mission of the environments of excellence, founded on Christian faith Uniting Church in Australia, Queensland Synod and the and actions. Presbyterian Church of Queensland to provide education Engagement over time Main Destination in 2021 founded on strong Christian values. Guided by our Values One hundred years on, in an increasingly dynamic and The PMSA and each of our unique schools share interconnected world, our schools continue to offer Bachelor Degree 91.4 collective values that play a part in every aspect of 2021 94.6 students an outstanding education, access to global our daily lives – relationships, care, ethics, personal VET Certificate 2.2 opportunities and ecumenical values for life. development, excellence and celebration. 2020 89.9 Apprenticeship For more information about the PMSA, please visit • Relationships – We strive to form binding, Traineeship 1.1 pmsa‑schools.edu.au. 2019 88.4 constructive relationships based on faith, love, Full-time employment 2.2 compassion and forgiveness. Part-time employment 2.2 PMSA Mission, Vision and Values • Care – We care for our people and seek and provide a 0 20 40 60 80 100 Seeking work safe environment for growth and development, where % of Year 12 completers NILEFT 1.1 Our Mission we can respect ourselves and the needs of others. Education or training • Ethics – We encourage the building of strong ethical 0 20 40 60 80 100 The PMSA’s mission is to provide outstanding teaching Employment only standards based on truth and integrity. and learning environments for our students and staff, in Not in education, employment or training % of Year 12 completers schools built on the teachings and examples of Jesus • Personal Development – We foster resilience, where Christ. Our focus is to enable students to discover and we learn from our mistakes and successes, and seek then develop their God-given talents. Our aim is for continuous improvement and self management. students to achieve personal excellence, live a fulfilling • Excellence – We aspire to achieve excellence and and satisfying life and make a meaningful contribution to encourage each person to reach our potential. family and society. • Celebration – We collectively recognise and celebrate our own and others’ achievements and milestones.
40 OUR PURPOSE Somerville House aims to provide an exemplary 17 Graham Street, South Brisbane educational environment by Qld 4101, Australia PO Box 3357, supporting each student’s South Brisbane Qld 4101, Australia personal growth. +61 7 3248 9200 [email protected]
somerville.qld.edu.au
A school of the Presbyterian and Methodist Schools Association. The PMSA is a mission of the Presbyterian and Uniting Churches.
CRICOS Provider Code: 00522G