BoS Annual Report - Cranbrook School
BoS Annual Report - Cranbrook School
BoS Annual Report - Cranbrook School
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<strong>Annual</strong> <strong>Report</strong> 2012<br />
Educational and Financial <strong>Report</strong>ing
Contents<br />
Contents 1<br />
1. Messages from key <strong>School</strong> bodies 2<br />
1.1 <strong>Report</strong> from the President of the <strong>School</strong> Council 2<br />
1.2 <strong>Report</strong> from the Chair of the Student Representative Council (SRC) 2<br />
1.3 <strong>Report</strong> from the Headmaster 3<br />
2. Contextual information about the <strong>School</strong> 5<br />
3. Performance in National and State-wide tests and examinations 6<br />
3.1 Literacy and numeracy assessments in Years 3, 5, 7 and 9 6<br />
3.2 Higher <strong>School</strong> Certificate 9<br />
3.3 Year 10 Record of <strong>School</strong> Achievement 11<br />
4. Senior secondary outcomes 12<br />
5 Professional learning and teacher standards 13<br />
5.1 Teacher Standards 13<br />
5.2 Professional Learning 13<br />
5.3 Professional Learning Expenditure 15<br />
6 Workforce composition 16<br />
7 Student attendance and retention rates 17<br />
7.1 Student Attendance 17<br />
7.2 Retention Rates in the Secondary <strong>School</strong> 17<br />
7.3 Management of Non-attendance 17<br />
8 Post school destinations 18<br />
9 Enrolment policy 19<br />
9.1 Enrolment Procedures 19<br />
9.2 Student Population 19<br />
10 <strong>School</strong> policies 20<br />
10.1 Student Welfare Policies 20<br />
10.2 Student Discipline and Behaviour Management Policy 22<br />
10.3 <strong>Report</strong>ing Complaints and Resolving Grievances 22<br />
11 <strong>School</strong> determined improvement targets – 2012 24<br />
12 Initiatives promoting respect and responsibility 25<br />
13 Parent, student and teacher satisfaction 27<br />
14 Summary financial information 28
1. Messages from key <strong>School</strong> bodies<br />
1.1 <strong>Report</strong> from the<br />
President of the <strong>School</strong><br />
Council<br />
2012 was a year of inflection in<br />
<strong>Cranbrook</strong>’s long and distinguished<br />
history. It was a year to appreciate the<br />
past and look forward with optimism<br />
and excitement to the future.<br />
The first major transition occurred on<br />
May 27th with the opening of the new<br />
Junior <strong>School</strong> at Dangar. This event was<br />
a landmark in the history of the <strong>School</strong><br />
and will contribute to the superior<br />
education to which the <strong>School</strong> aspires. It<br />
has been a visionary project that is now<br />
complete thanks to the dedication of a<br />
group of Councillors and staff, as well as<br />
those who have assisted financially with<br />
the project. The boys have settled into<br />
their new <strong>School</strong> with enthusiasm.<br />
The new K to 2 Early Learning Centre<br />
has been named the Maxwell Building<br />
in honour of Mr Michael Maxwell, an<br />
alumnus of the <strong>School</strong>, a benefactor<br />
of the project, and a former Vice-<br />
President and Honorary Treasurer of<br />
the <strong>School</strong> Council. In recognition<br />
of his contribution to the conception<br />
and execution of the project, the new<br />
Year 3 to 6 facility was named the<br />
Madin Building, in honour of former<br />
Headmaster, Mr Jeremy Madin.<br />
The second major transition for 2012<br />
occurred with the handing over of the<br />
Headmaster baton from Mr Madin to<br />
Mr Sampson.<br />
Late in June, the <strong>School</strong> said a fond<br />
farewell to Mr and Mrs Madin after<br />
more than a decade of dedicated service<br />
to <strong>Cranbrook</strong>. With his unbounded<br />
energy; unfailing optimism; generosity<br />
of spirit; and support for <strong>Cranbrook</strong>’s<br />
educational ethos, Mr Madin has built<br />
on the legacy of previous Headmasters.<br />
In recognition of that generosity of<br />
spirit, the <strong>School</strong> community provided<br />
the financial support to construct the<br />
Madin <strong>School</strong> in the remote village of<br />
Kalchitt in Nepal.<br />
On July 1st, Mr Nicholas Sampson<br />
became <strong>Cranbrook</strong>’s eighth Headmaster.<br />
Mr Sampson’s Induction service as<br />
Headmaster was held on July 22nd,<br />
ninety four years to the day after<br />
<strong>Cranbrook</strong> <strong>School</strong> was opened by its<br />
founding fathers. It was an auspicious<br />
occasion.<br />
2<br />
Council selected Mr Sampson confident<br />
in his ability to lead the <strong>School</strong> to<br />
even greater achievement. <strong>Cranbrook</strong><br />
is indeed fortunate to be led by a<br />
Headmaster of international standing,<br />
his having previously been Master at<br />
Marlborough College and Principal<br />
at Geelong Grammar <strong>School</strong>. Mr<br />
Sampson is having a profound influence<br />
on the school, infusing <strong>Cranbrook</strong>’s<br />
commitment to academic excellence<br />
with new vigour. He recognises that rigor<br />
in the spirit of inquiry provides the key<br />
to unlocking doors to future aspiration.<br />
He is committed to ensuring that as<br />
<strong>Cranbrook</strong> approaches its centenary year<br />
it will be recognised as one of the best<br />
schools in the world. He has the will,<br />
determination and support of Council<br />
to realise this ambition. This will ensure<br />
that, consistent with <strong>Cranbrook</strong>’s<br />
mission, the full potential of every boy at<br />
<strong>Cranbrook</strong> is realised.<br />
1.2 <strong>Report</strong> from the Chair of<br />
the Student Representative<br />
Council (SRC)<br />
In 2012, the <strong>Cranbrook</strong> Student<br />
Representative Council (SRC), a group<br />
of dedicated students elected by their<br />
peers, continued the strong work of<br />
previous years as it addressed the critical<br />
issues facing <strong>Cranbrook</strong>. The SRC meets<br />
weekly and provides the <strong>School</strong> both<br />
input and feedback on the development<br />
of the <strong>School</strong>.<br />
This year, the SRC Executive team<br />
consisted of Adam Karras as Chairman,<br />
James Ross as Secretary and Will Isles<br />
as Treasurer, and they worked closely<br />
with both the school executive and the<br />
students to achieve a greater outcome for<br />
the benefit of <strong>Cranbrook</strong>.<br />
The first big project in which the<br />
2012 SRC was heavily involved was<br />
the roll-out of laptops to boys in the<br />
senior years. The <strong>School</strong> IT committee<br />
regularly consulted with the SRC on<br />
the technical parameters of the laptops,<br />
and whether boys would be allowed to<br />
access social media from their laptops.<br />
The committee praised the SRC for the<br />
foresight in what boys should be able<br />
to do on their laptops, and this showed<br />
the quality of the SRC in advocating for<br />
boys on the issue of technology.<br />
The instalment of the first of many<br />
bubblers in the Carter forecourt was<br />
a result of the SRC fulfilling their<br />
commitment to the student body for<br />
fresh drinking water throughout the<br />
campus. The promise to provide better<br />
food for after-school activities was<br />
met with the installation of a healthy<br />
food vending machine, and both the<br />
machine and the bubbler are testament<br />
to the work contributed by the SRC<br />
throughout the year.<br />
Meeting the new Headmaster, Mr.<br />
Sampson, when he first visited the<br />
<strong>School</strong> in July 2011 allowed the SRC to<br />
present their aims for the development<br />
of the student body, and their plans for<br />
the future. While the Headmaster was<br />
impressed with the quality of the boys<br />
and their plans for the improvement<br />
of the school and the boys, the SRC<br />
were equally thrilled to be able to meet<br />
with the new leader of the school. Both<br />
hope to continue the excellent working<br />
relationship they have in the coming<br />
years.<br />
A continual concern for the SRC is<br />
the schools’ environmental impact and<br />
the ways of managing the recycling<br />
reprogram at <strong>Cranbrook</strong>. A constant<br />
awareness of the <strong>School</strong>’s effect on the<br />
local environment has driven the SRC to<br />
seek better ways to dispose of the school’s<br />
waste and facilitate more energy saving<br />
programs. They hope to improve on this<br />
in the next year in consultation with the<br />
<strong>School</strong>.<br />
The day-to-day activities of the SRC,<br />
where each member is required to<br />
canvas the thoughts of his House<br />
peers, continues to provide excellent<br />
ideas which they can build on with<br />
the <strong>School</strong>. Better facilities, greater<br />
awareness of environmental problems,<br />
as well as bigger picture items like the<br />
laptop roll-out and the use of more<br />
technology, all show the part the SRC is<br />
playing in the <strong>School</strong>. A regular part of<br />
life of the SRC is the charity work they<br />
conduct each term that allows them to<br />
contribute to the community outside of<br />
the <strong>School</strong>. The SRC Plain Clothes Day<br />
each term raises $150000 a year that<br />
is divided amongst World Vision and<br />
Cancer Research. The SRC will continue<br />
to do this as it gives them a small way of<br />
helping those outside of the <strong>School</strong>.<br />
The SRC Executive would like to<br />
thank all the members of the 2012<br />
Student Representative Council for
the hard work and dedication they<br />
have demonstrated throughout the<br />
year. It would also like to thank Mr<br />
Berridge, Mr Parker, Mrs McCallum<br />
and Mrs Carter whose guidance and<br />
determination played a vital role in the<br />
success of this year’s SRC.<br />
1.3 <strong>Report</strong> from the<br />
Headmaster<br />
It has been a privilege and pleasure<br />
to take up the Headmastership of<br />
<strong>Cranbrook</strong>: the <strong>School</strong>’s distinctive<br />
and balanced educational philosophy<br />
is, today, ever more resonant, relevant<br />
and important. Any review of a year<br />
in the life of a great school will miss a<br />
great deal: the following observations<br />
offer some evidence of a vital, vibrant<br />
educational community which is<br />
dedicated to the elevation of humane<br />
possibility and which it is a great honour<br />
to serve.<br />
<strong>Cranbrook</strong>’s HSC candidates achieved<br />
very pleasing results in 2012. Many<br />
surpassed their, and our, expectations.<br />
Particular congratulations must go to<br />
Giordi Borzuola, James King, Stephen<br />
Liu, Nicholas Parker, George Polonski,<br />
Matthew Thompson and Sam Tidswell,<br />
who won places on the Premier’s HSC<br />
All-Rounders’ List by gaining 90% or<br />
above in ten or more HSC units. Josh<br />
Deane was placed 8th in the State in<br />
Extension 2 English, achieving a perfect<br />
score; Jonathan Li was placed 9th in<br />
Mathematics, and Sam Tidswell won<br />
9th place in Legal Studies. <strong>Cranbrook</strong><br />
boys gained 140 merit listings in the<br />
Distinguished Achievers List by scoring<br />
90 per cent or more in a subject.<br />
Sam Tidswell was Dux with an ATAR<br />
score of 99.75 whilst George Polonski<br />
was Proxime Accessit by virtue of his<br />
score of 99.2.<br />
During Science week, Bishop<br />
Court resonated with the sounds of<br />
explosions of hydrogen-filled balloons,<br />
demonstrating the power of hydrogen<br />
as a fuel; during the transit of Venus<br />
the library roof was transformed as<br />
observatory. There have been individual<br />
achievements in Science too with Year<br />
11 pupil, Jordan Epstein, participating<br />
in a programme sponsored by the<br />
Powerhouse Museum using data from<br />
NASA. <strong>Cranbrook</strong> Science pupils shone<br />
in Science Olympiads and Jonathon Li,<br />
Year 12, participated in the National<br />
Youth Science Forum in Perth over<br />
the Christmas holiday period. I would<br />
like to thank Mr Louis Mallia who has<br />
steered the department so ably over the<br />
last two terms of 2012 as we awaited the<br />
new Head of Science, Dr Marta Cassidy,<br />
who took up the position this year.<br />
Last year marked curriculum expansion<br />
in Languages, with the introduction of<br />
Chinese. We have both beginner and<br />
background speaker classes now engaged<br />
in learning the language from Year 9 to<br />
HSC. Tours figured prominently in the<br />
Languages department’s programmes<br />
on a bi-annual basis and last year saw<br />
language and cultural tours to Japan, and<br />
to Italy for the Latin students.<br />
The History department has always<br />
valued the experiential as well as the<br />
theoretical. Last year, for the first<br />
time, our Legal Studies students took<br />
part in a mooting competition at the<br />
Administrative Appeals Tribunal where<br />
the boys gained a practical appreciation<br />
of how to apply the law, and of legal<br />
etiquette. Our budding ancient<br />
historians enjoyed an annual pilgrimage<br />
to the Nicholson Museum for hands on<br />
study of ancient artifacts.<br />
A highlight of the calendar for the<br />
English enrichment students is the<br />
Write a Book in a Day competition<br />
where pupils are required, within<br />
pre-determined constraints, to literally<br />
write a book over the course of day. It is<br />
amazing to visit the library on this day<br />
and watch the collaborative efforts of<br />
small groups of boys creating, imagining<br />
and refining: fully engaged in the craft<br />
of writing. The collaboration between<br />
the library and the English Department<br />
allows such wonderful events to occur.<br />
Creativity at <strong>Cranbrook</strong> is alive and well<br />
in the arts. Our Technology department<br />
hosted the largest group of Design and<br />
Technology and Industrial Technology<br />
HSC candidates last year and their work<br />
on display at the Design Expo showcased<br />
an amazing variety and quality of works.<br />
Our musicians under the directorship of<br />
Mrs Charlotte Lush excelled themselves<br />
last year with their performances<br />
providing the foundations of a<br />
momentous year of celebration – of<br />
the opening of the new Junior <strong>School</strong><br />
buildings at Dangar, of farewells to<br />
Jeremy Madin as well as for my own<br />
induction. Anyone who attended one<br />
of the host of musical evenings would<br />
have been, as I was, most impressed by<br />
the excellence of composition, and the<br />
quality of craftsmanship, of our fine<br />
young musicians.<br />
On stage too, our dramatists have<br />
shone. With exceptional results in the<br />
2011 HSC, we were delighted with the<br />
nominations of a number of 2012 HSC<br />
drama students for both individual and<br />
group performances – Nicholas Hart<br />
being nominated in both categories, a<br />
first for <strong>Cranbrook</strong>. Co-curricular drama<br />
produced memorable pieces throughout<br />
last year with a moving production<br />
of “Our Country’s Good” in May, a<br />
delightful rendition of “Ernie’s Incredible<br />
Illucinations” as well as the studentdirected<br />
production “A Property of the<br />
Clan” in October and November.<br />
<strong>Cranbrook</strong> hosted Visual Arts teachers<br />
from across the State last term with our<br />
own teachers showcasing innovative<br />
practices in the visual arts at <strong>Cranbrook</strong>.<br />
For the boys, artists’ workshops with<br />
visiting practitioners featured in our<br />
programmes last year with exceptional<br />
opportunities to work with highly<br />
specialised methods and designers;<br />
and our art pupils had numerous<br />
opportunities to attend galleries and<br />
sites. These practices were indeed<br />
evident in the Year 12 Body of Work<br />
exhibition in Term 3, the works last year<br />
demonstrating both conceptual breadth<br />
and technical facility. Anyone who visits<br />
the school on a senior art students’ site<br />
specific day would wonder at the boys’<br />
ability to use our exceptional site as a<br />
foot print for their inspiration.<br />
A challenge for all of us in the<br />
academic arena is to ensure a balance of<br />
experiential activities with the theory<br />
and practice in the classroom. Whilst<br />
experiences away can provide breadth of<br />
skills development and understanding,<br />
it also risks interrupting study in other<br />
subjects. We must constantly seek to<br />
develop practices that allow true depth<br />
of understanding without putting at risk<br />
the needs of the broader curriculum.<br />
The roll out of laptops to some year<br />
groups has added to our interrogation<br />
of how we teach. <strong>Cranbrook</strong> is not<br />
a “laptop school” but one that uses<br />
the laptop as one of the tools in the<br />
3
1. Messages from key <strong>School</strong> bodies<br />
classroom kit. Teachers have engaged<br />
in intense professional development to<br />
investigate the most appropriate use of<br />
laptops as media for engaging boys in<br />
higher order thinking, the foundation<br />
stone of our Teaching and Learning<br />
Framework. The Student Representative<br />
Council was, for the first time, involved<br />
in substantial policy-making in the<br />
field of acceptable use of ICT and also<br />
advised upon the practical aspects of<br />
having a laptop at <strong>School</strong>: this level<br />
of participation by students was most<br />
welcome, constructive and helpful.<br />
Sporting achievements<br />
Sporting successes are regularly shared<br />
with the <strong>Cranbrook</strong> community through<br />
The Chronicle and at fortnightly<br />
assemblies. Sport is indeed strong with<br />
successes in all categories – whether it<br />
be in the CAS athletics with Nathan<br />
Derriman’s wins in both the 800 and<br />
1500 metres championships; the<br />
consistency of large numbers and wins<br />
in basketball, tennis and water polo,<br />
representative selections in CAS and CIS<br />
in cricket and football, CAS premiership<br />
in cross country for the fourth year in<br />
a row, and in sailing we won the NSW<br />
<strong>School</strong>s Team Sailing Championships for<br />
the 9th time.<br />
Rowing is going from strength to<br />
strength with impressive results against<br />
competitor schools. Rugby teams<br />
performed extremely well with the 16As<br />
and Bs clear CAS competition leaders,<br />
CAS representative honours for Captain<br />
Tom Fay, in the CAS 1st XV, and Hugh<br />
Summerhayes and Anthony McDougall,<br />
who represented NSW U16 at the<br />
national championships.<br />
We are seeking to strengthen and<br />
broaden our sporting programme in<br />
various ways – structural reforms and the<br />
consideration of new activities – in order<br />
to involve more boys and fuel yet higher<br />
ambition.<br />
Opening of Dangar/End of an Era<br />
Last year also witnessed an extraordinary<br />
and transformational chapter in the<br />
history of the <strong>School</strong> in the form of<br />
the opening of the new Junior <strong>School</strong><br />
buildings at Dangar. The quality of<br />
the school environment created for<br />
Junior <strong>School</strong> boys is remarkably high:<br />
light, airy, spacious and designed in<br />
accordance with tested educational<br />
principles. All those involved deserve<br />
our congratulations and gratitude<br />
but the main maker of Dangar was<br />
Jeremy Madin and it is absolutely<br />
right to reflect, at this point, upon his<br />
brilliant stewardship of <strong>Cranbrook</strong>. He<br />
brought many admirable and powerful<br />
initiatives to the <strong>School</strong> and inspired<br />
huge academic progress. He reformed<br />
structures and renewed ambition.<br />
Above all, he and Sally gave the place<br />
heart: unfailingly kind, extraordinarily<br />
indefatigable, his leadership was based<br />
upon belief in the goodness of others<br />
and invincible optimism. His love of<br />
the business of education, and of the<br />
benefits great schooling can confer upon<br />
young men, was, at all times, tangible.<br />
<strong>Cranbrook</strong> has been extremely fortunate<br />
to have flourished under the guidance of<br />
this exceptional man and we wish him,<br />
and Sally, joy and good health in their<br />
new life in Victoria.<br />
And the vivacity and creativity of the<br />
<strong>Cranbrook</strong> community is further living<br />
testimony to the educational vision of<br />
the Madins. Examples of institutional<br />
dynamism over the past months have<br />
included:<br />
−−<br />
The Senior <strong>School</strong> moving into a<br />
whole suite of refurbished classrooms,<br />
brought to new life by a vibrant<br />
and bold colour-scheme and<br />
contemporary furniture;<br />
−−<br />
A set of intrepid young men who<br />
have stepped forward to create a<br />
new House – Harvey, which has<br />
had a terrific spirit from day one,<br />
came within a whisker of winning<br />
their first Inter-House competition<br />
(the Swimming Carnival) and have<br />
christened themselves Harwegians …<br />
−−<br />
<strong>Cranbrook</strong> was one of four Sydney<br />
schools selected to be part of the<br />
National Philosothon in Brisbane,<br />
having hosted the inaugural<br />
Philosothon here in 2011;<br />
−−<br />
The entrenchment of the Ethics<br />
programme into <strong>School</strong> life: lessons,<br />
based upon discussion of important<br />
ideas, allow boys to think and work<br />
with their tutors in an entirely new<br />
way. The initiative has been led by<br />
Michael Parker, Head of Senior<br />
<strong>School</strong>, whose excellent book on<br />
ethics was published last year. It is<br />
important work;<br />
−−<br />
Foundation service trips to the<br />
remote desert in Australia and to<br />
Nepal in July and a trip to Laos in<br />
January where the boys were teaching,<br />
working and performing in a school;<br />
−−<br />
The founding of the Jeremy Madin<br />
<strong>School</strong> in Culchitt Village in Nepal.<br />
This is to replace a derelict and<br />
dreadful school for 150 children in an<br />
area two hours from the nearest road<br />
which is dependent upon subsistence<br />
agriculture.<br />
Staff and Council<br />
I offer warmest thanks to my colleague<br />
teachers and to the ever-helpful support<br />
and administration staff, and I thank<br />
and offer best wishes to those who left<br />
the <strong>School</strong> at the end of the year or<br />
during 2012. I am extremely grateful<br />
to my colleagues within the Executive<br />
Team. They have adjusted to change<br />
with admirable generosity of spirit and<br />
flexibility of thought: they are lending<br />
their intellectual and professional weight<br />
to the prelude of self-examination which<br />
will fuel the drive to elevate the pursuit<br />
of excellence which must be our shared<br />
aim.<br />
Members of Council give fully of their<br />
time and expertise in order to strengthen<br />
the <strong>School</strong> and safeguard its future. They<br />
bring a rich variety of insights, skills and<br />
experiences to bear upon discussion and<br />
have been enormously welcoming and<br />
helpful. They deserve our thanks.<br />
The chief joy of the work has been to<br />
come to know the boys of <strong>Cranbrook</strong>.<br />
They offer great company and good<br />
conversation. They support each other<br />
and, collectively, sustain high standards<br />
of courtesy and build community spirit.<br />
They make space for the unorthodox<br />
and they cherish difference.<br />
Nicholas A Sampson<br />
4
2. Contextual information about the <strong>School</strong><br />
<strong>Cranbrook</strong> is an Anglican independent<br />
non-selective day and boarding school<br />
for boys, P–Year 12. We aim to discover<br />
each boy’s potential and develop his<br />
strengths. Because we believe that every<br />
boy is special, we provide motivation<br />
and challenge for those with academic<br />
or creative gifts and comprehensive<br />
support for boys with learning needs.<br />
The academic programme is based<br />
on a structured teaching and learning<br />
framework in the Senior <strong>School</strong> and the<br />
International Baccalaureate’s Primary<br />
Years Programme in the Junior <strong>School</strong>.<br />
Reggio Emilia philosophy informs our<br />
approach to teaching and learning in<br />
the pre-schools and Early Learning<br />
Centre (K–Year 2). We encourage boys<br />
to think and act skilfully, creatively<br />
and responsibly. In terms of Pastoral<br />
care Houses promote an environment<br />
in which boys feel safe, gain a sense<br />
of identity at the <strong>School</strong> and become<br />
known and valued as individuals.<br />
There is a wide range of activities<br />
including sport, service, drama, music,<br />
debating, outdoor education and House<br />
activities. The boarding experience<br />
at <strong>Cranbrook</strong> teaches boys to be<br />
independent, responsible for themselves<br />
and responsible to the group so that they<br />
grow into mature and self-reliant young<br />
men<br />
5
3. Performance in National and State-wide<br />
tests and examinations<br />
3.1 Literacy and numeracy assessments in Years 3, 5, 7 and 9<br />
In 2012, students in Years 3, 5, 7 and 9 participated for the fifth time in the national Numeracy and Literacy Assessments, known<br />
as NAPLAN. NAPLAN assesses individual student achievement in areas of literacy and numeracy. The overall literacy component<br />
of the NAPLAN includes areas of reading, writing, spelling and language conventions. The writing component of the NAPLAN<br />
is an assessment of a student’s writing ability, encompassing aspects of text structuring, grammar, spelling and punctuation.<br />
In reporting student achievement in the NAPLAN, students are placed in skill bands, representing the performance of students<br />
against nationwide criteria. The <strong>School</strong> is informed of the percentages of its students in each band and the corresponding state<br />
(not national) percentages. This provides a useful comparison of <strong>School</strong> performance against the state’s student population. There<br />
are separate bands for literacy (including writing) and numeracy. In Year 3 there are five bands while in Years 5, 7 and 9 there are<br />
six bands.<br />
In 2012, for the third time, schools were able to measure growth of students from one test period to the next ie over two years.<br />
The <strong>School</strong>’s 2012 results are summarised in more detail in the following tables, as are the comparable state results (figures are all<br />
percentages). Band 6 (Year 3), Band 8 (Year 5), Band 9 (Year 7) and Band 10 (Year 9) are the highest bands, Band 1, the lowest.<br />
The assessments are conducted over several days, so that the number of students undertaking the assessments varies slightly for<br />
each component due to absences on assessment days.<br />
NAPLAN results at Year levels: Tables 1 to 4:<br />
The tables below represent the percentage of <strong>Cranbrook</strong> students in each of the six reported bands for Years 3, 5, 7 and 9<br />
compared with the percentages in the State. <strong>Cranbrook</strong> performs above the state, in terms of percentage of students at the higher<br />
bands, at each year level, with the exception of Numeracy in Year 3.<br />
Table 1: Percentage of <strong>Cranbrook</strong> Year 3 students in each band (1-6) v State<br />
Band Reading Writing Spelling Grammar &<br />
punctuation<br />
1<br />
2<br />
3<br />
4<br />
5<br />
6<br />
Numeracy<br />
Data,<br />
measure,<br />
space and<br />
geometry<br />
Number,<br />
patterns and<br />
algebra<br />
<strong>Cranbrook</strong> 0 0 0 0 1.5 1.5 1.5<br />
State 3.7 1.7 3.4 5.1 3.8 4.8 3.4<br />
<strong>Cranbrook</strong> 3 1.5 4.5 3 4.5 3.0 4.5<br />
State 10.1 5 7.5 7.4 9.3 9 12.9<br />
<strong>Cranbrook</strong> 7.1 6.2 10.6 7.6 1.5 11.9 7.5<br />
State 18.2 13.8 18.3 12.7 20.2 23.8 23.8<br />
<strong>Cranbrook</strong> 10.4 18.5 24.2 10.6 25.4 16.4 17.9<br />
State 20.6 22.3 25.4 19.0 27.8 22.1 20.5<br />
<strong>Cranbrook</strong> 31.3 55.4 16.7 30.2 25.4 34.3 34.3<br />
State 20.6 22.3 25.4 19.0 27.8 22.1 20.5<br />
<strong>Cranbrook</strong> 49.3 18.5 43.9 48.5 41.8 32.8 34.3<br />
State 26.4 15.9 30.1 33.7 17.7 12.6 13.9<br />
6
Table 2: Percentage of <strong>Cranbrook</strong> Year 5 students in each band (3-8) v State<br />
Band Reading Writing Spelling Grammar &<br />
punctuation<br />
3<br />
4<br />
5<br />
6<br />
7<br />
8<br />
Numeracy<br />
Data,<br />
measure,<br />
space and<br />
geometry<br />
Number,<br />
patterns and<br />
algebra<br />
<strong>Cranbrook</strong> 0 0 0 2.9 0 0 0<br />
State 7.7 5.5 3.8 7.8 5.2 6.9 4.4<br />
<strong>Cranbrook</strong> 4.3 0 1.4 1.4 1.4 2.6 1.4<br />
State 10 8.4 11.3 12.8 11.8 10.8 11.2<br />
<strong>Cranbrook</strong> 10.1 24.6 11.6 14.5 7.2 8.7 11.6<br />
State 22.8 34.1 17.9 20.8 23.9 25.1 28.2<br />
<strong>Cranbrook</strong> 26.1 43.5 29 15.9 20.3 21.7 21.7<br />
State 24.5 28.8 26.1 23.5 28 26.3 26.8<br />
<strong>Cranbrook</strong> 26.1 20.3 37.7 21.7 29 20.3 26.1<br />
State 21.5 14.5 24.5 14.5 15.4 14 15.4<br />
<strong>Cranbrook</strong> 33.3 11.6 20.3 43.5 42 47.8 39.1<br />
State 13.6 8.7 16.5 20.7 15.8 16.9 13.9<br />
Table 3: Percentage of <strong>Cranbrook</strong> Year 7 students in each band (4-9) v State<br />
Band Reading Writing Spelling Grammar &<br />
punctuation<br />
Numeracy<br />
Data,<br />
measure,<br />
space and<br />
geometry<br />
Number,<br />
patterns and<br />
algebra<br />
4 <strong>Cranbrook</strong> 1 3 2 1 1 1 0<br />
State 5 8 6 3 5 6 4<br />
5 <strong>Cranbrook</strong> 1 7 2 2 3 2 4<br />
State 13 22 8 11 17 12 20<br />
6 <strong>Cranbrook</strong> 11 23 16 13 11 11 11<br />
State 22 26 19 25 26 25 24<br />
7 <strong>Cranbrook</strong> 25 31 30 26 22 38 16<br />
State 27 21 30 26 23 29 23<br />
8 <strong>Cranbrook</strong> 34 27 36 29 33 23 30<br />
State 22 15 25 19 15 16 14<br />
9 <strong>Cranbrook</strong> 28 10 15 30 30 25 39<br />
State 12 8 12 15 15 12 16<br />
7
3. Performance in National and State-wide tests and examinations<br />
Table 4: Percentage of <strong>Cranbrook</strong> Year 9 students in each band (5-10) v State<br />
Band Reading Writing Spelling Grammar &<br />
punctuation<br />
5<br />
6<br />
7<br />
8<br />
9<br />
10<br />
Numeracy<br />
Data,<br />
measure,<br />
space and<br />
geometry<br />
Number,<br />
patterns and<br />
algebra<br />
<strong>Cranbrook</strong> 2 5 2 1 0 3 1<br />
State 7 19 8 8 4 7 8<br />
<strong>Cranbrook</strong> 6 6 6 10 5 4 4<br />
State 17 19 12 21 20 17 19<br />
<strong>Cranbrook</strong> 18 19 25 18 13 17 12<br />
State 27 20 24 24 26 25 21<br />
<strong>Cranbrook</strong> 25 34 30 34 20 20 18<br />
State 25 22 27 25 22 22 22<br />
<strong>Cranbrook</strong> 31 21 29 26 31 25 24<br />
State 16 11 22 15 15 16 14<br />
<strong>Cranbrook</strong> 18 15 9 11 31 31 41<br />
State 8 9 8 8 13 12 16<br />
Growth of literacy and numeracy skills, 2010 to 2012: Tables 5 to 7<br />
Tables 5 to 7<br />
In 2012, we were able to measure growth of students from testing in 2010. Growth cannot be assessed in Writing as the type of<br />
test changed in 2011, hence the use of ‘na’ in respect of Writing.<br />
Tables 5,6 and 7 show the average growth in literacy and numeracy with the third column showing the percentage of boys who<br />
did better than would have been expected over the two years since they last sat NAPLAN tests, or at least as well as expected.<br />
Table 5: <strong>Cranbrook</strong> average growth from Year 3 (2010) to Year 5 (2012)<br />
Test<br />
Average scaled score growth<br />
(<strong>Cranbrook</strong>)<br />
Average scaled score growth<br />
(State)<br />
Greater than expected growth<br />
(<strong>Cranbrook</strong>)<br />
Reading 74.4 77.8 64.6%<br />
Writing na na na<br />
Spelling 97.4 94.3 66.2%<br />
Grammar & Punct. 115.5 79.2 75.4%<br />
Numeracy 100 96.8 66.2%<br />
Table 6: <strong>Cranbrook</strong> average growth from Year 5 (2010) to Year 7 (2012)<br />
Test<br />
Average scaled score growth<br />
(<strong>Cranbrook</strong>)<br />
Average scaled score growth<br />
(State)<br />
Greater than expected growth<br />
(<strong>Cranbrook</strong>)<br />
Reading 43 49 61%<br />
Writing na na na<br />
Spelling 62 53 73%<br />
Grammar & Punct. 47 40 68%<br />
Numeracy 50 46 69%<br />
8
Table 7: Average growth from Year 7 (2010) to Year 9 (2012)<br />
Test<br />
Average scaled score growth<br />
(<strong>Cranbrook</strong>)<br />
Average scaled score growth<br />
(State)<br />
Greater than expected growth<br />
(<strong>Cranbrook</strong>)<br />
Reading 26 29 60%<br />
Writing na na na<br />
Spelling 35 31 57%<br />
Grammar & Punct. 34 37 64%<br />
Numeracy 39 41 57%<br />
3.2 Higher <strong>School</strong> Certificate<br />
Band 6 is the highest Band awarded for a course and indicates a mark above 90. Band 5 is the next highest band awarded and<br />
indicates a mark above 80. For Extension Subjects, the highest two bands awarded are E4 (45/50 or above) and E3 (40-44/50<br />
or above).<br />
All students achieved marks of 50 or more (Band 2/E2 or higher), with the exception of one student in one subject, the same as<br />
in 2008-2011. 60% of results across the 33 courses were in the top bands (80-100 marks in 2 Unit; 40 – 50 marks in Extension<br />
courses); this is a slight decrease on 2011.<br />
HSC All-rounders list<br />
Seven students were eligible for this list, gaining 90 per cent or above in 10 or more HSC units. This is a slight decrease on the<br />
previous year.<br />
Top Achievers<br />
Three students were recognised in gaining a place on this Board of Studies list in Extension 2 English, Mathematics and<br />
Legal Studies.<br />
Merits<br />
Students must score 90 per cent or above in the subject to be on the merit list. <strong>Cranbrook</strong> boys gained 140 of these merit listings<br />
in total, including 16 in English and 43 in Mathematics, with 72 students being placed on the Distinguished Achievers List in at<br />
least one subject.<br />
Subjects contributing significantly to the merits this year were Drama, Mathematics, Legal Studies, Languages (French and Latin)<br />
and Music Extension.<br />
Students who undertook the more challenging courses also performed strongly, with 90% or more of students in each of English<br />
Extensions 1 and 2, Mathematics Extension 1, French, Japanese and Latin Extensions and Music Extension gaining results in the<br />
top two bands.<br />
The table on the next page indicates strong achievement across all subjects.<br />
9
3. Performance in National and State-wide tests and examinations<br />
Course<br />
<strong>Cranbrook</strong><br />
candidature<br />
<strong>Cranbrook</strong><br />
%<br />
Ancient History 43 37 27<br />
Biology 26 15 27<br />
Business Studies 50 48 38<br />
Chemistry 23 39 43<br />
Design and Technology 20 15 40<br />
Drama 30 77 44<br />
Economics 29 55 47<br />
English Standard 12 0 16<br />
English Advanced 114 47 54<br />
English ESL 7 29 25<br />
English Extension 1 20 90 87<br />
English Extension 2 6 100 78<br />
Geography 15 60 40<br />
Industrial Technology 11 55 30<br />
Legal Studies 26 77 40<br />
Mathematics General 28 54 22<br />
Mathematics 2U 56 64 52<br />
Mathematics Ext. 1 46 91 85<br />
Mathematics Ext. 2 26 88 88<br />
Modern History 48 56 46<br />
History Extension 13 69 66<br />
Music 2 3 100 85<br />
Music extension 3 100 99<br />
PDHPE 16 25 33<br />
Physics 33 45 34<br />
Visual Arts 37 84 54<br />
Chinese BS 2 0 65<br />
French Continuers 16 63 65<br />
French Extension 6 100 91<br />
Japanese Continuers 6 33 47<br />
Japanese Extension 2 100 85<br />
Latin Continuers 9 89 83<br />
Latin Extension 3 100 97<br />
In 13 of the courses above, 25% or more of the candidature received marks of 90% or above.<br />
State<br />
%<br />
10
<strong>Cranbrook</strong> percentage in the top Band (Band 6 or E4) v State:<br />
Subject <strong>Cranbrook</strong> State<br />
Drama 40 12<br />
English Ext 2 33 22<br />
Legal Studies 27 11<br />
Mathematics 2U 30 18<br />
Mathematics Ext 1 33 36<br />
Mathematics Ext 2 31 38<br />
Music Extension 100 63<br />
Physics 25 8<br />
French Cont 38 28<br />
Japanese Cont 33 20<br />
Japanese Ext 50 28<br />
Latin Cont 33 49<br />
Latin Ext 100 78<br />
3.3 Year 10 Record of <strong>School</strong> Achievement<br />
2012 was the first year of the Record of <strong>School</strong> Achievement which is only awarded to students who leave school prior to<br />
the HSC.<br />
All students (146) in Year 10 at <strong>Cranbrook</strong> were eligible for the awarding of this record. Three students left the school and the<br />
NSW education system, and were therefore awarded a Record of <strong>School</strong> Achievement.<br />
11
4. Senior secondary outcomes<br />
For full details see: www.myschool.edu.au<br />
12
5 Professional learning and teacher standards<br />
5.1 Teacher Standards<br />
The table shows the total numbers of members of staff responsible for delivering the curriculum as described by the Education<br />
Act 1990, and in terms of standard of professional competence as determined by the Minister for Education and Training.<br />
Teachers who have teaching qualifications from a higher institution within Australia 125<br />
Teachers who have qualifications as a graduate from a higher education institution within Australia 11<br />
Teachers employed in NSW before 1 October 2004 who do not have qualifications as described above<br />
but have relevant successful teaching experience or appropriate knowledge relevant to the teaching context<br />
Total number of teachers 136<br />
5.2 Professional Learning<br />
The Senior <strong>School</strong> continued to provide extensive professional learning and support for teachers during the 2012 reporting<br />
period. As in 2008, 2009, 2010 and 2011 this involved whole school professional development days, group and individual<br />
experiences. Professional development was conducted in-house and outsourced. The school continues to invest considerable<br />
resources into in-house professional development as it has since 2008.<br />
In the senior school, Years 7-12, targeted professional learning came under the following categories: pastoral care; pedagogy and<br />
professional practice; and individual subject support.<br />
Category Source Description Numbers<br />
Pastoral and Counselling External Various, including Counselling conferences and youth issues workshops 10<br />
First Aid training 113<br />
Pedagogy and Practice In-house Laptop pedagogy 147<br />
Introduction to the Smartboard 8<br />
Introduction to TLF and Portal 13<br />
Using the Smartboard 13<br />
External <strong>Annual</strong> Teaching and Learning Conference 11<br />
Subject specific External Academic Support – multiple incl conferences and workshops 10<br />
Careers – conferences 3<br />
DT – workshops on IT 6<br />
Drama – theatre workshop 1<br />
English – multiple incl conferences, workshops 30<br />
History – multiple incl conferences, workshops 24<br />
Languages – multiple incl conferences, workshops 10<br />
Library – multiple incl conferences, networking and library admin 11<br />
Mathematics – multiple incl conferences, workshops and IT 29<br />
Music – multiple incl conferences, workshops, IT 28<br />
PDHPE – workshops 4<br />
Science – multiple incl conferences, workshops 19<br />
Social Science – multiple incl conferences, workshops 9<br />
Studies – multiple incl conferences on pedagogy 13<br />
VA – multiple incl conferences, workshops and IT 5<br />
0<br />
13
5. Professional learning and teacher standards<br />
Professional Learning 2012 – Years K-6<br />
Category Descriptor Numbers<br />
General Advanced AIM (French) 1 day 1<br />
First Aid – one day 15<br />
Anaphylaxis Training – one hour online 20<br />
Reggio Study Tour – five days 1<br />
Literacy THRASS training – two whole days 6<br />
THRASS training – 1 day Advance Course 2<br />
Readers’ Workshop in-school coaching 17<br />
Spellodrome PD – 1.5 hours x 2 days 6<br />
SPELD course – two days (literacy) 1<br />
PYP PYP planning sessions 1 day sessions for each grade plus specialists & support staff 24<br />
PYP induction days for new teachers 3<br />
PYP PD – 2 days in-school workshop 50<br />
PYP Regional Workshop Adelaide Making the PYP Happen 2<br />
PYP Regional Workshop Adelaide Exhibition 2<br />
IB Conference Malaysia 3 days 4<br />
PYP Evaluation Self- Study 3 afternoons x 1.5hrs 40<br />
PYP Exhibition Regional workshop Sydney 3 days 1<br />
PYP Science in the POI workshop Sydney 3 days 6<br />
IB PYP network meetings 4 days 1<br />
IB PYP job alike for Support teachers 4<br />
Numeracy Mathletics – 1.5 hours x 2 days 11<br />
Maths Planning Day – one half day 6<br />
AIS Maths Course – one day 1<br />
SPELD course – one day (numeracy) 1<br />
Maths Planning- developing maths inquiry units 2 days 12<br />
LIEN training – three day course 3<br />
Special Education AIS Lien course 2<br />
2 Day MiniLit course 2<br />
2 day SPELD course Literacy/Maths 2<br />
Teaching Students with Downs Syndrome 2<br />
Making Up Lost Time in Literacy (MULTI-LIT) Reading Tutor Program 2<br />
Word Attack Extension (MULTI-LIT) 2<br />
Gifted and Talented<br />
Visual Arts Indigenous Art – one day 1<br />
ICT Interactive Whiteboard In-house PD – SMARTboard supplier 4 x 2hours 6<br />
Child Protection Child Protection Legislation briefing/update – half day 6<br />
OH & S Anaphylaxis Training – 1 hour 32<br />
First Aid Course – 1 day 12<br />
14
5.3 Professional Learning Expenditure<br />
The <strong>School</strong> is committed to providing quality education. One factor in achieving this is supporting continuous learning through<br />
the provision of professional development. The average expenditure in 2012 for professional learning activities was $2,272 per<br />
teacher with each member of the teaching staff having been involved in more than one course or activity.<br />
15
6 Workforce composition<br />
For full details see: www.myschool.edu.au<br />
16
7 Student attendance and retention rates<br />
7.1 Student Attendance<br />
For full details see http://www.myschool.edu.au/<strong>School</strong>Profile/Index/71098/<strong>Cranbrook</strong><strong>School</strong>/43969/2012<br />
7.2 Retention Rates in the Secondary <strong>School</strong><br />
Retention rates at <strong>Cranbrook</strong> remain high. They are calculated by making a comparison of the number of students enrolled for<br />
an initial year, such as those who completed Year 10 and deducting those students in this cohort who did not complete Year 12.<br />
The actual retention rate is reported as a percentage.<br />
Cohort Group Years<br />
Cohort Students<br />
Completing Year 10<br />
Cohort Students<br />
Completing Year 12<br />
Actual Retention Rate<br />
(%)<br />
2000 / 2002 126 123 97.60%<br />
2001 / 2003 126 120 95.20%<br />
2002 / 2004 134 125 93.30%<br />
2003 / 2005 134 130 97.00%<br />
2004 / 2006 127 121 95.30%<br />
2005 / 2007 135 126 93.30%<br />
2006 / 2008 142 130 91.60%<br />
2007 / 2009 138 130 94.20%<br />
2008 / 2010 120 112 93.30%<br />
2009 / 2011 120 113 94.20%<br />
2010 / 2012 132 122 92.40%<br />
Overall, the actual average retention rate over the eleven cohorts reported to date is 94.3%.<br />
The number of leavers in the current cohort, 2010/2012, is only 1 greater than the average for the last five groups reported and<br />
approximately the same as the overall average number of leavers reported to-date. The average number of leavers for the first five<br />
cohorts (2002 to 2006) is 6, compared to that of the last five cohorts (2007 to 2011) being 9. These variations between the two<br />
groups are not statistically significant and do not show a trend. Variations can be accredited to international financial pressures<br />
during this latest 5 year period, where the economic fluctuation over this period has impacted on families.<br />
7.3 Management of Non-attendance<br />
The Absence and leave policy is to be found in the Parent handbook on the school’s website: www.cranbrook.nsw.edu.au.<br />
17
8 Post <strong>School</strong> destinations<br />
This information relates to the destinations of students over 17 years of age who left the <strong>School</strong> in 2012. These students represent<br />
the post compulsory school attendance group. This information is provided in two parts:<br />
−−<br />
Student Leavers 17 years or over prior to the HSC, and<br />
−−<br />
Students Completing the HSC - Year 12.<br />
Student Leavers – Post-compulsory Age of 17 years<br />
Post <strong>School</strong> Destinations – Over 17 Years of Age<br />
Destination Number Percentage of 2012 Cohort<br />
Overseas 1<br />
Unknown 1<br />
Total Leavers 2 1.5%<br />
The number of leavers represents 1.5% of the total number of students in Year 12 in 2012. The majority, 98.5% of the 2012<br />
student cohort completed their Higher <strong>School</strong> Certificate and went on to: a tertiary institution; overseas; TAFE to further<br />
their education or work. The full detail of destinations of these students is provided in the next section. The collection of the<br />
information for students over 17 years of age is not compulsory and families are sometimes unwilling to provide this information.<br />
Students Completing the HSC in 2012 – Year 12 Leavers<br />
The <strong>School</strong> contacts Year 12 students after ATARs are released in December. The <strong>School</strong> uses the UAC guide from the Sydney<br />
Morning Herald and the UAC Website to ascertain university offers. The group labelled Unknown includes students who did not<br />
wish to provide information or were overseas and therefore not contactable.<br />
Post <strong>School</strong> destinations out of 134 boys<br />
3 went into apprenticeships<br />
108 got offers for university<br />
1 went on to more study (Daniel Caine to complete the HSC at Tafe)<br />
The rest went into ‘unknown’ or ‘work’<br />
University locations out of 134 boys<br />
88 were accepted into universities in Sydney<br />
8 were accepted into universities in NSW<br />
15 were accepted into universities interstate – these boys may also have been accepted into in Sydney or NSW<br />
3 (at least) were accepted into universities in Sydney<br />
University programs<br />
5 into communication degrees<br />
15 into science degrees<br />
29 into humanities degrees<br />
10 into built environment degrees<br />
6 into creative / design degrees<br />
31 into business degrees<br />
7 into engineering degrees<br />
11 into law degrees<br />
2 into medicine / health science degrees<br />
6 into international studies degrees<br />
2 into education degrees<br />
18
9 Enrolment policy<br />
<strong>Cranbrook</strong> <strong>School</strong> is a non-selective<br />
boys’ school catering for students from<br />
Kindergarten to Year 12 as well as<br />
operating two pre-schools for boys and<br />
girls.<br />
The broad aim of our Mission Statement<br />
is ‘To be a leading Australian school<br />
committed to nurturing the growth<br />
of individual boys from childhood to<br />
adulthood’.<br />
The <strong>School</strong> provides an education<br />
underpinned by religious values and<br />
operating within the policies of the New<br />
South Wales Board of Studies.<br />
On completion of an Application for<br />
Admission form and payment of a nonrefundable<br />
registration fee, applicants<br />
are added to the relevant waiting lists<br />
in order of the date of receipt of their<br />
applications. The Enrolment Policy also<br />
provides for consideration to be given<br />
to applicants with Old Boy and current<br />
sibling connections.<br />
Once attending the <strong>School</strong>, students<br />
are expected to comply with the <strong>School</strong><br />
rules and conditions of entry in order to<br />
maintain enrolment.<br />
9.1 Enrolment Procedures<br />
−−<br />
All applications are processed<br />
in accordance with the <strong>School</strong>’s<br />
Enrolment Policy.<br />
−−<br />
Applicants are added to the relevant<br />
waiting lists in order of the date<br />
of receipt of the applications.<br />
Consideration may also be given<br />
to Old Boy and current sibling<br />
connections.<br />
−−<br />
Parents/guardians may nominate<br />
up to two intake years. Applications<br />
are also accepted for non-intake<br />
years and are considered if a casual<br />
vacancy arises due to the withdrawal<br />
of a current student. Intake years<br />
involve the formation of a new class<br />
or classes and occur for Pre-school,<br />
Kindergarten, Year 3 and Year 7.<br />
−−<br />
Interviews of applicants for Pre-school<br />
and Kindergarten are conducted<br />
approximately one year before entry<br />
to the <strong>School</strong>. Interviews of applicants<br />
for Year 3 and Year 7 are conducted<br />
up to two years and six months before<br />
entry to the <strong>School</strong>.<br />
−−<br />
Applicants are invited to attend an<br />
interview according to their position<br />
on the waiting list. Priority may be<br />
granted to boarders.<br />
−−<br />
Interviews are conducted by:<br />
Pre-school Directors<br />
for Pre-school entry<br />
Director of Early Learning<br />
for Kindergarten to Year 2 entry<br />
Deputy Head of Junior <strong>School</strong><br />
for Years 3 to 6 entry<br />
Director of Admissions<br />
for Years 7 to 12 entry.<br />
−−<br />
At the interview, the educational<br />
needs of each applicant are<br />
considered. If it is deemed necessary<br />
in making the best determination<br />
of the applicant’s needs, with the<br />
parents’/guardians’ consent, the<br />
<strong>School</strong> gathers additional information<br />
and consults other relevant<br />
individuals. The <strong>School</strong> identifies any<br />
strategies requiring implementation<br />
in order to best accommodate the<br />
applicant in consultation with the<br />
parents/guardians before a final<br />
decision is made regarding an offer of<br />
enrolment.<br />
−−<br />
Following the interview, and in the<br />
absence of any decision on the part of<br />
the <strong>School</strong> or the parent to withdraw<br />
or defer the enrolment, the <strong>School</strong><br />
will make an offer of a place. Payment<br />
of a non-refundable enrolment fee<br />
and a formal acceptance of offer<br />
confirm the place.<br />
9.2 Student Population<br />
The pre-schools accept both boys and<br />
girls when they are three years old by<br />
31 March in the year of entry. Each<br />
pre-school is able to accommodate 40<br />
students per day and students can attend<br />
two, three or five days per week.<br />
The Junior <strong>School</strong> – K-2 has classes<br />
from Kindergarten to Year 2. There<br />
is an intake of 60 boys into three<br />
Kindergarten classes, continuing with<br />
three classes in both Year 1 and Year<br />
2. Entry to the Kindergarten class is<br />
available if boys are five years old by 31<br />
March in the year of entry. The total<br />
student population from K to Year 2 is<br />
180.<br />
The Junior <strong>School</strong> has classes from Year<br />
3 to Year 6 with an intake of 12 students<br />
into Year 3, creating three classes of<br />
24 students each. The total student<br />
population from Years 3 to 6 is 216.<br />
The Senior <strong>School</strong> has classes from<br />
Year 7 to Year 12 with an intake of 80<br />
boys in Year 7. Entry to others years<br />
is by way of a casual vacancy. Each<br />
academic year group has a maximum of<br />
approximately 150 students, giving the<br />
Senior <strong>School</strong> a total student population<br />
of approximately 960 students.<br />
Boarding is offered from Year 7<br />
onwards in one of two boarding houses.<br />
A number of overseas students are<br />
enrolled as boarders. The total boarding<br />
population is approximately 98 students.<br />
The <strong>School</strong> population totals<br />
approximately 1430 students from<br />
Kindergarten to Year 12, including the<br />
student boarders.<br />
<strong>Cranbrook</strong> is a non-selective <strong>School</strong><br />
with an open enrolments policy. The<br />
student population reflects this policy<br />
in its diversity of cultural and linguistic<br />
backgrounds as well as a broad range of<br />
abilities and learning styles, including<br />
students with special learning needs.<br />
The policy is to be found on the <strong>School</strong>’s<br />
website: www.cranbrook.nsw.edu.au<br />
19
10 <strong>School</strong> policies<br />
10.1 Student Welfare Policies<br />
The <strong>School</strong> seeks to provide a safe and supportive environment which:<br />
−−<br />
minimises risk of harm and ensures students feel secure<br />
−−<br />
supports the physical, social, academic, spiritual and emotional development of students<br />
−−<br />
provides student welfare policies and programs that develop a sense of self-worth and foster personal development.<br />
To ensure that all aspects of the <strong>School</strong>’s mission in providing for a student’s welfare are implemented, the policies and procedures<br />
in place during 2011 with changes and further developments during 2012 noted, as well as new policies implemented in 2012 are<br />
as follows:<br />
Policy Changes in 2012 Access to Full Text<br />
Student Attendance Policy<br />
Child Protection Policy encompassing:<br />
−−<br />
Definitions<br />
−−<br />
Relevant Legislation<br />
−−<br />
Risk Management<br />
−−<br />
Investigation Processes<br />
−−<br />
Roles and Responsibilities<br />
−−<br />
Prevention Strategies<br />
Staff Code of Conduct for the Care and<br />
Protection of Children encompassing:<br />
−−<br />
The Legislative Context<br />
−−<br />
Duty of Care and Legal Liability<br />
−−<br />
Supervision of Students<br />
−−<br />
Relationships with Students<br />
−−<br />
Discipline of Students<br />
−−<br />
Communication Issues<br />
−−<br />
Camps / Billets / Excursions / Tours<br />
−−<br />
Duty to Disclose<br />
−−<br />
Resources<br />
Pastoral Care Policies, including:<br />
2012 saw the introduction of new<br />
coding for absences across the <strong>School</strong> in<br />
line with legislation<br />
New <strong>Cranbrook</strong> staff trained with<br />
regard to legislation and <strong>School</strong> policy.<br />
New members of staff continue to be<br />
trained with regard to <strong>School</strong> policy at<br />
our initial staff orientation day.<br />
Policies and Procedures Manual, Staff/<br />
Parent Handbooks<br />
Policy included in 2012 Policies<br />
and Procedures Manual.<br />
(policy available to parents on request)<br />
Included in 2012 Policies<br />
and Procedures Manual.<br />
(policy available to parents on request).<br />
−−<br />
Pastoral Care System (K-6) Nil Junior <strong>School</strong> Staff Handbook<br />
(Section 3 – Duties of Teachers)<br />
−−<br />
Anti-Bullying Policy (K-6)<br />
−−<br />
Health Centre Procedures (3-6)<br />
Junior <strong>School</strong> Staff Handbook and Policy<br />
distributed to all parents<br />
Junior <strong>School</strong> Staff Handbook<br />
(Section 6 – Health Centre) Senior <strong>School</strong><br />
Policies and Procedures Manual. (Section<br />
7a – Student Services)<br />
−−<br />
Pastoral Care System (7–12) Nil Portal<br />
Pastoral Care Program<br />
Anti-bullying Policy (7–12) Nil Portal.<br />
Anaphylaxis Policy (K-6) Nil Junior <strong>School</strong> Staff Handbook Section<br />
3 Parent version of policy distributed<br />
to all parents; guidelines also in Parent<br />
Handbooks (K-2 and 3-6).<br />
20
Homework Policy (K-6) Nil Distributed to staff in Junior <strong>School</strong><br />
Staff Handbook Parent version of policy<br />
distributed to parents and available on<br />
<strong>School</strong> website.<br />
Senior <strong>School</strong> (Years 7–12) Nil Distributed to staff in Senior <strong>School</strong><br />
Policies and Procedures Manual.<br />
Curriculum Initiatives to Support Student<br />
Welfare, including:<br />
−−<br />
Bounce Back (K-6) – a sequential<br />
personal development program<br />
promoting resilience.<br />
−−<br />
PD Program (3-6)<br />
−−<br />
Year 6 – ‘Transition to Year 7’ program<br />
−−<br />
Year 6 – ‘Moving into Adolescence’<br />
program – sex and adolescence<br />
education<br />
−−<br />
Life Education Program (K-6)<br />
−−<br />
Religious Studies and Chapel Programs<br />
(K-6)<br />
−−<br />
PYP Learner Profiles and Attitudes (K-<br />
6) – explicitly taught.<br />
−−<br />
Year 3 – ‘Stop, Think, Do’ social skills<br />
program;<br />
−−<br />
Year 4 – ‘FRIENDS’ an anxiety<br />
management program<br />
−−<br />
Year 5 – ‘Anti-bullying’ program<br />
Nil<br />
Documentation for all programs available<br />
on request.<br />
Pastoral Care Program (7–12) Nil Tutor Manual provided to all pastoral<br />
care staff, executive staff and the <strong>School</strong><br />
Council Available to parents on request.<br />
Discipline and Commendation Policies<br />
(K-6)<br />
Nil<br />
Junior <strong>School</strong> Staff Handbook (Section<br />
5 – Discipline and Commendation) Senior<br />
<strong>School</strong> Policies and Procedures Manual.<br />
(Sections 5 and 7) (all policies available to<br />
parents on request)<br />
Sun Protection Policy (K-6) Nil Junior <strong>School</strong> Staff Handbook (Section 3)<br />
and available to parents on request<br />
Supervision Policies (K-6) encompassing: Nil<br />
−−<br />
Playground supervision<br />
−−<br />
Wet Weather Supervision<br />
−−<br />
Before and After <strong>School</strong> Supervision<br />
−−<br />
Student Movement around <strong>School</strong><br />
Communication Policies (K-12) including: Nil<br />
−−<br />
Parent Interviews (K-6)<br />
−−<br />
<strong>Report</strong>ing to Parents Policy (K-6)<br />
−−<br />
Electronic Communication Policy<br />
(K-12)<br />
−−<br />
Sensitive or Confidential Information<br />
Policy (K-12)<br />
−−<br />
<strong>School</strong> and the Media Policy (K-12)<br />
Junior <strong>School</strong> Staff Handbook (Section<br />
3 – Operating Procedures, Section 5 –<br />
Discipline and Commendation)<br />
(all policies available to parents on request)<br />
Junior <strong>School</strong> Staff Handbook (Section 3)<br />
Junior <strong>School</strong> Parent Handbook<br />
Junior <strong>School</strong> Staff Handbook<br />
(all policies available to parents on request)<br />
21
10 <strong>School</strong> policies<br />
Security Policies including:<br />
−−<br />
Evacuation Policies (K-2) and (Year<br />
3-12)<br />
−−<br />
Lockdown Policy (K-12)<br />
−−<br />
Excursions Policy (K-6)<br />
−−<br />
Security Policy (K-6)<br />
−−<br />
<strong>School</strong> Bounds and Property Policy<br />
(K-6)<br />
−−<br />
Critical Incident Policy (K-12)<br />
encompassing:<br />
−−<br />
Definition<br />
−−<br />
Prevention<br />
−−<br />
Planning<br />
−−<br />
Identification<br />
−−<br />
Management<br />
−−<br />
Management of Critical Incidents<br />
Occurring Away from <strong>School</strong><br />
−−<br />
Critical Incident Response Plan<br />
Nil<br />
Nil<br />
Policies are in the Junior <strong>School</strong> Staff<br />
Handbook, Senior <strong>School</strong> Policies and<br />
Procedures Manual and classrooms and<br />
available to parents on request from Head<br />
of <strong>School</strong>.<br />
Junior <strong>School</strong> Staff Handbook and Senior<br />
<strong>School</strong> Policies and Procedures Manual.<br />
(policy available to parents on request)<br />
10.2 Student Discipline and Behaviour Management Policy<br />
Students are required to abide by the <strong>School</strong>’s expectations and to follow the directions of teachers and other people with<br />
authority delegated by the <strong>School</strong>.<br />
Where a student disregards behavioural expectations or rules, disobeys instructions or otherwise engages in conduct that causes or<br />
may cause harm, inconvenience or embarrassment to the <strong>School</strong>, staff members or other students, the student may be subject to<br />
disciplinary action.<br />
The disciplinary procedures undertaken by the <strong>School</strong> will vary according to the seriousness of the alleged breach of conduct, and<br />
the age and stage of development of the student. In relation to matters to be investigated, students will be informed of the nature<br />
of the allegation and given an opportunity to respond.<br />
The penalties or outcomes will vary according to the behaviour and the prior record of the student, and his age and stage of<br />
development. At the lower end of the scale, an admonition or detention may be appropriate. At the upper end of the scale, the<br />
behaviour could result in suspension or expulsion.<br />
Corporal punishment is not permitted under any circumstances.<br />
Where the offending behaviour is of such a nature that it does result in a suspension or expulsion, the student and/or parent/<br />
guardian will also be:<br />
−−<br />
informed of the alleged infringement<br />
−−<br />
informed as to who will determine the penalty<br />
−−<br />
afforded a right of review or appeal.<br />
In instances of suspension or expulsion the Headmaster or delegate will reach a decision in relation to the allegation, and advise<br />
the student and parent/guardian of that view. The student and parent/guardian may choose to have the decision reviewed by<br />
making application to the Headmaster or delegate. Any further information to be considered in the review process is to be<br />
submitted at this time. Resulting from the review, the Headmaster or delegate will then either confirm or amend the preliminary<br />
decision as final. Details are contained in students’ diaries.<br />
10.3 <strong>Report</strong>ing Complaints and Resolving Grievances<br />
The <strong>School</strong>’s policy for dealing with complaints and grievances includes processes for raising and responding to matters of<br />
concern identified by students, parents or staff. These processes incorporate, as appropriate, principles of procedural fairness.<br />
Policy Principles<br />
−−<br />
<strong>Cranbrook</strong> <strong>School</strong> recognises that staff, students and parents may have complaints and grievances.<br />
−−<br />
The <strong>School</strong> accepts responsibility to respond to complaints and grievances.<br />
−−<br />
The <strong>School</strong> aims to resolve complaints and grievances to the general satisfaction of all involved and subject to any pertinent<br />
legislation.<br />
22
The grievance resolution advisers in the <strong>School</strong> are:<br />
Director of Early Learning<br />
Head of Junior <strong>School</strong><br />
Business Manager<br />
Dean of Co-curricular<br />
Dean of Studies<br />
Head of Senior <strong>School</strong><br />
Headmaster<br />
K-Year 2 and pre-school matters<br />
Years 3–6 matters<br />
finances, facilities and administration matters<br />
sport, cultural and other co-curricular matters<br />
Senior <strong>School</strong> academic matters<br />
Years 7–12 pastoral, disciplinary, staff/student relations and general<br />
Senior <strong>School</strong> matters<br />
appeals and reviews<br />
The policy is to be found on the school’s website: www.cranbrook.nsw.edu.au.<br />
23
11 <strong>School</strong> determined improvement targets – 2012<br />
Area Priorities Achievements<br />
Teaching and Learning<br />
Pastoral Care<br />
Facilities<br />
−−<br />
Implement the IB Primary Years<br />
Program (PYP) K–6, preparing for the<br />
IB PYP Evaluation Visit in late 2012.<br />
−−<br />
Continue to develop ICT skills, 7–12<br />
−−<br />
Have students more aware of<br />
educational challenges in region.<br />
−−<br />
Ensure a smooth move for Years 3-6<br />
into the new buildings at Dangar<br />
−−<br />
Revitalise classroom areas in Senior<br />
<strong>School</strong><br />
−−<br />
IB report post Evaluation Visit<br />
indicated we are complying with<br />
Standards and Practices relating to the<br />
PYP.<br />
−−<br />
Roll out of NSSCF devices in Years 10<br />
and 11 and professional development<br />
of staff to support integration of ICT in<br />
teaching and learning<br />
−−<br />
Began a new model on international<br />
social service in which boys are<br />
immersed in a village and a school for<br />
over a week. Boys taught how to teach<br />
English in advance and also fundraise.<br />
−−<br />
Took a group of boys to a remote<br />
station in Central Australia for 9 days to<br />
work with indigenous community.<br />
−−<br />
Years 3-6 moved into new building after<br />
Easter 2012.<br />
−−<br />
Created flexible new learning spaces<br />
with furniture and fittings<br />
24
12 Initiatives promoting respect and responsibility<br />
Engendering respect and responsibility are everyday aspects of the work of teachers and other staff in the Junior <strong>School</strong> K-6.<br />
Many interactions throughout the day are opportunities to reinforce these precepts in a meaningful context. Staff members<br />
use these opportunities well. In addition to these informal and often unplanned means, the following initiatives are specifically<br />
designed to promote (amongst other things) respect and responsibility in the boys:<br />
Initiative<br />
Kindergarten and Year 2 Buddies Program<br />
Year 3 and Year 6 Buddies Program<br />
Brief Description<br />
This program links Year 2 boys with Kindergarten boys to promote care,<br />
respect and responsibility in the Year 2 boys and belonging, security and respect<br />
in the Kindergarten boys.<br />
This program links Year 6 boys with Year 3 boys to promote care, respect and<br />
responsibility in the Year 6 boys and belonging, security and respect in the<br />
Kindergarten boys.<br />
K-6 Class Essential Agreements These are agreements formed by boys and class teacher in each class as to the<br />
expected behaviours – they typically feature the promotion of care, respect and<br />
responsibility.<br />
Year 3-6 Essential Agreement<br />
International Mother Tongue Day<br />
Bounce Back (K-6 Resilience program)<br />
IBO PYP Attitudes<br />
IBO PYP Learner Profile<br />
IBO PYP Action Component<br />
Religious Education (3-6) and Chapel Program<br />
(K—6)<br />
House Captains and Vice-captains<br />
International Children’s Book Day<br />
Community Committee (3-6)<br />
This is a whole Junior <strong>School</strong> (3-6) agreement about behavioural expectations,<br />
based on care, respect and responsibility. It was a most useful reference point<br />
for staff and boys in 2012.<br />
International Mother Tongue day was recognised across the school K-6,<br />
affirming the language and cultural background of our <strong>School</strong> families.<br />
Bounce Back features units of work that promote Respect and Responsibility.<br />
PYP Attitudes are explicitly taught to boys K-6 – they include tolerance,<br />
respect, integrity, appreciation, commitment, confidence, creativity,<br />
cooperation, curiosity, empathy, enthusiasm and independence. These are<br />
taught in class and reinforced at other times (merit cards, assembly playground<br />
etc)<br />
PYP Learner Profile traits – Inquirer, Thinker, Communicator, Risk-taker,<br />
Knowledgeable, Principled, Caring, Open-minded, Balanced, Reflective – are<br />
explicitly taught in an integrated way throughout <strong>School</strong> life and learning.<br />
All children are encouraged to take action following learning. This action is<br />
in keeping with their responsibilities as an internationally minded person as<br />
expressed through the PYP Learner Profile.<br />
These programs often explicitly promote respect and responsibility.<br />
There are six House captains and six Vice-captains who worked in 2012 to<br />
support Housemasters in engendering house spirit and planning house events<br />
and involvement. They also formed a Student Council under the direction of<br />
the Deputy Head.<br />
International Children’s Book Day activities in 2012 included a range of<br />
reading and cultural activities aimed at promoting intercultural respect and<br />
appreciation.<br />
The Junior <strong>School</strong> (3-6) Community Committee operated in 2012 comprising<br />
representatives from each class, with the support and direction of teachers.<br />
The Committee raised money for and awareness of a number of social and<br />
environmental issues in our community e.g., World Vision Sponsor Child,<br />
Anglicare Toys ‘n’ Tucker, World Vision 40 Hour Famine, natural disaster relief,<br />
Nude Food (wrapper-free) days, Earth Hour participation, recycling programs<br />
and the like.<br />
25
12 Initiatives promoting respect and responsibility<br />
Senior <strong>School</strong> – Year 7 to Year 12<br />
Ethics & Pastoral Care Program<br />
Parent/Student evenings<br />
<strong>School</strong> Representative Council<br />
<strong>School</strong> Social Service Committee<br />
Weekly newsletter<br />
Teaching and Learning Framework<br />
Code of Rights and Responsibilities<br />
Peer support and peer mediation<br />
House system<br />
Leadership<br />
Full Ethics Program for Years 7-11 which is taught by House Tutors. Its four<br />
pillars are:<br />
−−<br />
Ethical and Critical Thinking<br />
−−<br />
Student Based Dilemmas<br />
− − ‘Wide World Dilemmas’<br />
−−<br />
Ethical Philosophers.<br />
It has as several of its grounding philosophies the Anglican Ethos of the school, a<br />
community of inquiry model of discussion and explicit links to our teaching and<br />
learning framework.<br />
Lessons include: - war – plagiarism - giving to charity - deontology and<br />
consequentialism.<br />
This is an extensive program with fifty minute periods each fortnight. Topics are<br />
presented by tutors and guest speakers, and include:<br />
−−<br />
connectedness<br />
−−<br />
your responsibility<br />
−−<br />
anti-bullying<br />
−−<br />
responsibilities and rights<br />
−−<br />
interviews with Tutors<br />
−−<br />
sexual harassment<br />
−−<br />
culture shock<br />
−−<br />
learning through partnership<br />
−−<br />
mentoring and masculinity<br />
−−<br />
ethics workshops<br />
−−<br />
your life<br />
These are events with guest speakers who speak about drug and alcohol abuse,<br />
coping with change, etc.<br />
Activities include fundraising for organisations, working with people in need and<br />
working on <strong>School</strong> initiatives with regard to the environment.<br />
This group is involved in appeals such as Red Nose Day and the Red Shield<br />
Appeal for the Salvation Army, and regular assistance with programs, such as<br />
feeding the homeless with Just Enough Faith.<br />
Articles are published specifically on respect and responsibility.<br />
The principles of Intelligent Behaviours, outlined in the Senior <strong>School</strong> diary,<br />
which is issued to all Years 7 to 12 boys, are applied across the whole <strong>School</strong>.<br />
Appropriate behaviours based on respect and responsibility are stated.<br />
These are programs involving senior students working closely with junior<br />
students.<br />
Individual House responsibilities and activities offer opportunities for personal<br />
development and the care of others<br />
Multiple opportunities are provided, from the <strong>School</strong> Prefect system, based on the<br />
principle of service, to sports, cultural and pastoral activity leadership positions.<br />
26
13 Parent, student and teacher satisfaction<br />
In December 2012 a comprehensive<br />
survey was conducted to collect feedback<br />
from members of the <strong>Cranbrook</strong> <strong>School</strong><br />
community, in order to conduct a review<br />
of the <strong>School</strong>’s current standing and<br />
help define our strategy. The <strong>Cranbrook</strong><br />
stakeholders surveyed comprised of<br />
<strong>School</strong> Council Members, Teachers/<br />
Staff, Senior <strong>School</strong> Parents, Junior<br />
<strong>School</strong> Parents, Year 12 Students and the<br />
Alumni.<br />
Overwhelmingly the <strong>Cranbrook</strong><br />
Community believe that <strong>Cranbrook</strong> is<br />
a happy school, produces well-rounded<br />
boys, caters for the individual and the<br />
co-curricular program assists students to<br />
discover their talents.<br />
There is a positive atmosphere at the<br />
<strong>School</strong> where students feel nurtured and<br />
encouraged, and this is reflected in both<br />
the <strong>School</strong> spirit and the strong sense of<br />
belonging to a community.<br />
Both students and their teachers believe<br />
that the <strong>School</strong> encourages students to<br />
be motivated and involved, and that the<br />
<strong>School</strong> stretches its students well to be<br />
the best that they can be.<br />
Old <strong>Cranbrook</strong>ians hold the view<br />
that the school greatly helped to shape<br />
their social skills including fostering<br />
friendships and instilling a sense of<br />
respect for others.<br />
For the Senior <strong>School</strong>, the overall<br />
teaching quality for all subject areas was<br />
rated high, Drama, Visual Arts, Design<br />
& Technology, Music and History<br />
achieved the highest ratings in terms of<br />
teaching quality, teacher knowledge of<br />
subject area and teacher helpfulness and<br />
approachability.<br />
A strong belief among <strong>Cranbrook</strong><br />
stakeholders is that boarding should<br />
continue to be actively encouraged, and<br />
that Boarders contribute significantly to<br />
the life of the <strong>School</strong>.<br />
Some areas for improvement were<br />
identified and these were an increased<br />
focus on sporting achievements, further<br />
developing study skills, and updating the<br />
Senior <strong>School</strong> campus to be in line with<br />
the Junior <strong>School</strong>s world class facilities.<br />
The <strong>School</strong> values the feedback and<br />
the opportunities it offers to shape<br />
our strategies for today’s and future<br />
generations of <strong>Cranbrook</strong> boys.<br />
27
14 Summary financial information<br />
<strong>School</strong> <strong>Annual</strong> report 2012<br />
Income<br />
Fees and Private Income 39,971,377 87%<br />
State recurrent grants 1,491,474 3%<br />
Commonwealth recurrent grants 2,706,532 6%<br />
Government capital grants 769,950 2%<br />
Other capital income 854,653 2%<br />
Total recurrent + capital income 45,793,986 100%<br />
Total recurrent income 44,169,383<br />
Expenditure<br />
Salaries, Allowances, Related Expenditure 26,718,353 45%<br />
Non-salary expenses 16,630,994 28%<br />
Capital Expenditure 15,845,515 27%<br />
total capital & recurrent expenditure 59,194,863 100%<br />
total recurrent expenditure 43,349,347<br />
Source: 2012 <strong>Annual</strong> Accounts<br />
Recurrent and capital income<br />
Commonwealth recurrent grants 5%<br />
State recurrent grants 3%<br />
Fees and private income 71%<br />
Government capital grants 4%<br />
Other capital income 17%<br />
Recurrent and capital expenditure<br />
Capital expenditure 31%<br />
Salaries, allowances,<br />
related expenditure 45%<br />
Non-salary expenses 24%<br />
28