ANNUAL REPORT - Balcombe Grammar School...ACADEMIC Balcombe Grammar is a non-selective school. Our...

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ANNUAL REPORT 2018

CONTENTS

4 Enrolments

5 Student Attendance

6 Academic

8 Pastoral Care

10 Co-curricular

12 Facilities and Resources

14 National Literacy and Numeracy Testing (NAPLAN)

16 Five Year Trend Data

18 Class of 2018

20 Parent and Student Satisfaction

22 Human Resources

24 Teaching Staff

26 Financial Summary

2 | BALCOMBE GRAMMAR ANNUAL REPORT 2018

Chairman

Mrs Marie Ormandy

Deputy Chairman

Mr John Tucker

Treasurer

Mr Malcolm Wells

ABOUT BGS

BOARD OF DIRECTORS

The school was founded in January 2007, having been brought into existence through the efforts of an interim Board which had the vision to provide an affordable Christian school striving for excellence in education, for the families of the Mornington Peninsula.

Balcombe Grammar School is a co-educational Foundation to Year 12 school governed by a Board of Directors and managed by a Consultative Committee. Members of these two bodies include representatives from churches, parents, individuals with specific expertise, the Business Manager and the Principal. It is operated by a company limited by guarantee.

The school is a member of the Victorian Ecumenical System of Schools (VESS) which comprises eighteen schools throughout Victoria and is also a member of Independent Schools of Victoria (ISV).

Members

Mr Christopher Galagher

Mr Bradley Jordon

Mr Todd Martin

Mr Barry Steggall

Mr Meghraj Thakkar

Company Secretary

Mr Nick Vitinaros

Principal

Mr Matthew Dodd (Terms 1-3)

Acting Principal

Mr Warrick Wynne (Term 4)

BALCOMBE GRAMMAR ANNUAL REPORT 2018 | 3

ENROLMENTS

Year Enrolled

F 50

1 49

2 48

3 49

4 48

5 50

6 50

7 82

8 81

9 81

10 95

11 80

12 64

2018 827

The Balcombe community values diversity. We believe that the best learning environment is one in which a variety of students learn together, working hard to develop their individual talents to realise their potential. As such, we are an open entry school.

In 2018, the school offered places to families based on the enrolment policy. The school maintains a healthy pre-enrolments list with the majority of families applying well in advance.

Balcombe families are economically diverse. The school is vigilant in maintaining affordable fees and minimising costs to families.

In 2018, there were five Indigenous students studying at Balcombe Grammar School.

Geographically, the majority of our community live on the Mornington Peninsula.

Approximately 50 per cent of our students live in Mount Martha. Mount Eliza and Mornington also represent approximately 20 per cent of enrolments.


Year Attendance %

F 95.34

1 94.27

2 94.71

3 95.25

4 95.59

5 95.26

6 94.39

7 94.72

8 94.26

9 95.52

10 95.11

11 95.95

12 97.75

2018 95.24

STUDENT ATTENDANCE

Balcombe Grammar School is a pro-active school. The staff, students and families work together to ensure the school is safe, engaging and purposeful. Most absenteeism is therefore due to illness or family commitments.

The school manages non-attendance by requiring parents to contact the school by 10:00am if their child is absent. This is then followed by a signed note, stating the reason for the absence.

To ensure clear communication is maintained, parents are alerted to any unreported absence via SMS each morning.

The roll is marked twice-daily. Parents are also required to inform the Principal of any planned, extended absence in writing.

The school works with the community to promote the importance of attendance for students’ academic and social development.


ACADEMIC

Balcombe Grammar is a non-selective school. Our mission is ‘to provide a dynamic learning community, based on Christian values, committed to the realisation of each student‘s unique potential’.

Intentionally, we focus on developing the students within our school, rather than selecting the most able from other schools or offering scholarships at the expense of our current families.

Data collected through the ISV LEAD Survey, shows that student Academic performance is in line with other Independent school averages and in many areas exceeds like-schools.

This result provides solid feedback on the quality of the Teaching and Learning Programs at BGS. Given the preference for an authentic, diverse cohort that is representative of the broader world, the benchmarks reached are a clear endorsement that the school continues to develop the talents of our students, reaching a high standard of academic performance.

Qualitative data from all groups within our community also shows that the Academic performance is also understood and perceptions are matching actual results.

The school continues to look to areas to enhance this performance with current strategy focused on high quality teaching and learning.

STUDENT SATISFACTION WITH THE SCHOOL’S ACADEMIC PROGRAM

Source: ISV - LEAD Survey 2016


The following shows Balcombe Grammar School’s Academic Achievement from the perspectives of the parents, students, teachers and school leaders.

ACADEMIC ACHIEVEMENT Source: ISV - LEAD Survey 2016


BGS Mean Similar Schools Mean ISV Mean

PASTORAL CARE

The wellbeing of students at Balcombe is a high priority. In fact, it is a cultural habit of staff and families to demonstrate compassion for the students in our care.

The health of a student enhances academic performance. Being connected to others in the community, serving others, taking on leadership opportunities and maintaining balance in life are part of the overall learning program, a prerequisite to learning, rather than a distraction or add-on.

All students at BGS had the opportunity to undertake leadership programs and undertake community service throughout the year.

Satisfaction survey results reflect the inclusive nature of our school rather than an exaggerated focus on these areas of our program. That is, our value of being inclusive leads to all students being involved in these areas rather than a select few. In this way, all students can develop their skills in Leadership and Service.

The overall feedback includes the community’s views on the safety and management of students at BGS. The results clearly show that all stakeholder groups felt that BGS is a safe and caring environment.

STAFF SATISFACTION WITH THEPASTORAL CARE PROVIDED


PARENT SATISFACTION WITH THEPASTORAL CARE PROVIDED



STUDENT SATISFACTION WITH THEPASTORAL CARE PROVIDED


STUDENT SATISFACTION WITHDISCIPLINE AND SAFETYSource: ISV - LEAD Survey 2016

STUDENT SATISFACTION WITH TEACHER-STUDENT RAPPORT


STUDENT SATISFACTION WITHPEER RELATIONSHIPS




BGS Mean Similar Schools Mean ISV Mean BGS Mean Similar Schools Mean ISV Mean BGS Mean Similar Schools Mean ISV Mean

BGS Mean Similar Schools Mean ISV MeanBGS Mean Similar Schools Mean ISV Mean

CO-CURRICULAR

BGS continued an active involvement in a number of sporting and cultural associations in 2018. SIS and local Lightning Premiership inter-school events incorporated a wide range of sports and other activities including academic and arts endeavours.

The Camps and Outdoor Education programs had local and remote wilderness options. The 2018 tours of Japan, China, Vanuatu and Northern Territory were very successful; students attending broadened their understanding of our near neighbours and their confidence to travel abroad.

The House system has continued to grow with an emphasis on participation.

Co-curricular offerings such as the Active Community Program remained very popular with students, providing a regular opportunity to engage with the local community.

The Year 9 program created even more opportunities for students and families to broaden their learning and connection. The success of this program was clear with over 100 areas measured all showing improved outcomes; both academic and social.

Inviting parents and community members into the school is part of the culture of the school. Attendance at functions such as the PFC Mother’s Day High Tea and Father’s Day Breakfast remains high, suggesting this positive connection between school and families is strong.

PERSONAL DEVELOPMENTSource: ISV - LEAD Student Satisfaction Survey 2016


The following shows Balcombe Grammar School’s results for the Personal and Social Development domain from the perspectives of the parents, students, teachers and school leaders.

PERSONAL AND SOCIAL DEVELOPMENT OF STUDENTSSource: ISV - LEAD Survey 2016



FACILITIES AND RESOURCES

In 2018, work began on the Senior Centre with the aim of the building being ready for the 2019 school year. Eleven classrooms, a spacious Library and Study Centre, Year 12 Common Room and Commercial Kitchen will be great additions to our learning environment and lead to even greater subject variety and opportunities for our students. The Year 8 and 9 cohorts will also enjoy moving into J-Block in 2019. In addition to this, extensive work was completed throughout the year to beautify our grounds by planting more native flora. The latest LEAD data shows that the students’ ratings of our resources were above those of other independent school averages.

PARENT SATISFACTION WITH THERESOURCES PROVIDEDSource: ISV - LEAD Survey 2016

STUDENT SATISFACTION WITH THERESOURCES PROVIDEDSource: ISV - LEAD Survey 2016


STUDENT PERCEPTIONS OF THE RESOURCES AVAILABLE AT BALCOMBE GRAMMARSource: ISV - LEAD Survey 2016




NATIONAL LITERACY AND NUMERACY TESTING (NAPLAN)In 2018, our results continued to show strong outcomes with the majority of measures exceeding national and state averages.

Year 3 continues to show solid outcomes in all areas, once again providing evidence that programs such as Jolly Phonics have been effective at creating strong academic foundations for the early years in the Primary School. However, a variety of strategies including additional teaching support, targeted spelling programs and ‘GRIN’ will be implemented over the coming years.

In Year 5, Writing and Numeracy interventions continue to make an impact on class averages that remain above average. In many areas, the trend shows the lowest quartile contracting closer to the state averages and an extending of the upper quartile. This trend in the data reflects teachers’ abilities to support vulnerable students toward the average while extending the most capable students.

In the Secondary School, all results other than spelling showed positive difference when compared with the State and National averages. The results show

our students are making good progress and that the transition into Secondary School is being managed well. Numeracy levels in the Primary and Secondary are high and show positive difference when compared with State and National averages.

Intervention programs such as ‘GRIN’ and continuous feedback are contributing to increasing performance for students and overall, results are solid in this area. NAPLAN, PAT testing and classroom assessments continue to form the main tools to measure the effectiveness of programs and teacher quality to run them. By using data and seeking evidence-based learning programs, the school remains committed to a continual cycle of evaluation and updating of practice.

DISTRIBUTION OF STUDENTS

School distribution Australian distribution

Bottom quarter Middle quarters Middle quarters Top quarters

5%

25% 25% 25% 25%19%

36%39%


SCHOOL SUMMARY REPORTSource: National Assessment Program - Literacy and Numeracy Tests 2018Gender: All, LBOTE: All, ATSI: All

YEAR 3

YEAR 5

YEAR 7

YEAR 9

6

5

4

3

2

1

530

478

426

374

322

270

Band

Scal

ed S

core

READING WRITING SPELLING NUMERACYGRAMMAR &

PUNCTUATION

8

7

6

5

4

3

582

530

478

426

374

322

Band

Scal

ed S

core


PUNCTUATION

9

8

7

6

5

4

634

582

530

478

426

374

Band

Scal

ed S

core


PUNCTUATION

10

9

8

7

6

5

686

634

582

530

478

426

Band

Scal

ed S

core


PUNCTUATION

National State School


FIVE YEAR TREND DATASource: National Assessment Program - Literacy and Numeracy Tests 2018Gender: All, LBOTE: All, ATSI: All

READING

GRAMMAR AND PUNCTUATION

WRITING*

NUMERACY

SPELLING

YEAR 3

READING


WRITING*

NUMERACY

SPELLING

YEAR 5

*Please note that although the writing genre varies over time, results have been successfully equated so that direct comparisons can be made between any writing tests from 2011 onwards.

6

5

4

3

2

1

530

478

426

374

322

270

Band

Scal

ed S

core

2014YR 3 paper

2015YR 3 paper

2016YR 3 paper

2017YR 3 paper

2018YR 3 paper

6

5

4

3

2

1

530

478

426

374

322

270

Band

Scal

ed S

core

2014YR 3 paper

2015YR 3 paper

2016YR 3 paper

2017YR 3 paper

2018YR 3 paper

6

5

4

3

2

1

530

478

426

374

322

270

Band

Scal

ed S

core

2014YR 3 paper

2015YR 3 paper

2016YR 3 paper

2017YR 3 paper

2018YR 3 paper

6

5

4

3

2

1

530

478

426

374

322

270

Band

Scal

ed S

core

2014YR 3 paper

2015YR 3 paper

2016YR 3 paper

2017YR 3 paper

2018YR 3 paper

6

5

4

3

2

1

530

478

426

374

322

270

Band

Scal

ed S

core

2014YR 3 paper

2015YR 3 paper

2016YR 3 paper

2017YR 3 paper

2018YR 3 paper

8

7

6

5

4

3

582

530

478

426

374

322

Band

Scal

ed S

core

2014YR 5 paper

2015YR 5 paper

2016YR 5 paper

2017YR 5 paper

2018YR 5 paper

8

7

6

5

4

3

582

530

478

426

374

322

Band

Scal

ed S

core

2014YR 5 paper

2015YR 5 paper

2016YR 5 paper

2017YR 5 paper

2018YR 5 paper

8

7

6

5

4

3

582

530

478

426

374

322

Band

Scal

ed S

core

2014YR 5 paper

2015YR 5 paper

2016YR 5 paper

2017YR 5 paper

2018YR 5 paper

8

7

6

5

4

3

582

530

478

426

374

322

Band

Scal

ed S

core

2014YR 5 paper

2015YR 5 paper

2016YR 5 paper

2017YR 5 paper

2018YR 5 paper

8

7

6

5

4

3

582

530

478

426

374

322

Band

Scal

ed S

core

2014YR 5 paper

2015YR 5 paper

2016YR 5 paper

2017YR 5 paper

2018YR 5 paper



READING


WRITING*

NUMERACY

SPELLING

YEAR 7

READING


WRITING*

NUMERACY

SPELLING

YEAR 9

*Please note that although the writing genre varies over time, results have been successfully equated so that direct comparisons can be made between any writing tests from 2011 onwards.


9

8

7

6

5

4

634

582

530

478

426

374

Band

Scal

ed S

core

2014YR 7 paper

2015YR 7 paper

2016YR 7 paper

2017YR 7 paper

2018YR 7 paper

9

8

7

6

5

4

634

582

530

478

426

374

Band

Scal

ed S

core

2014YR 7 paper

2015YR 7 paper

2016YR 7 paper

2017YR 7 paper

2018YR 7 paper

9

8

7

6

5

4

634

582

530

478

426

374

Band

Scal

ed S

core

2014YR 7 paper

2015YR 7 paper

2016YR 7 paper

2017YR 7 paper

2018YR 7 paper

9

8

7

6

5

4

634

582

530

478

426

374

Band

Scal

ed S

core

2014YR 7 paper

2015YR 7 paper

2016YR 7 paper

2017YR 7 paper

2018YR 7 paper

9

8

7

6

5

4

634

582

530

478

426

374

Band

Scal

ed S

core

2014YR 7 paper

2015YR 7 paper

2016YR 7 paper

2017YR 7 paper

2018YR 7 paper

10

9

8

7

6

5

686

634

582

530

478

426

Band

Scal

ed S

core

2014YR 9 paper

2015YR 9 paper

2016YR 9 paper

2017YR 9 paper

2018YR 9 paper

10

9

8

7

6

5

686

634

582

530

478

426

Band

Scal

ed S

core

2014YR 9 paper

2015YR 9 paper

2016YR 9 paper

2017YR 9 paper

2018YR 9 paper

10

9

8

7

6

5

686

634

582

530

478

426

Band

Scal

ed S

core

2014YR 9 paper

2015YR 9 paper

2016YR 9 paper

2017YR 9 paper

2018YR 9 paper

10

9

8

7

6

5

686

634

582

530

478

426

Band

Scal

ed S

core

2014YR 9 paper

2015YR 9 paper

2016YR 9 paper

2017YR 9 paper

2018YR 9 paper

10

9

8

7

6

5

686

634

582

530

478

426

Band

Scal

ed S

core

2014YR 9 paper

2015YR 9 paper

2016YR 9 paper

2017YR 9 paper

2018YR 9 paper


CLASS OF 2018

Student Cohort No. of Students

Enrolled in a VCE 3 & 4 Unit 114

Enrolled in a VET certificate 10

Per cent applying for tertiary places 82%

SENIOR SECONDARY COMPLETION AND ACHIEVEMENT INFORMATION 2018Source: Victorian Curriculum and Assessment Authority

Student Achievement %

Satisfactory VCE completions 100

Awarded the VCE (Baccalaureate) 1

VET units of competence completed 100

Median VCE study score 31

Study scores of 40 and over 4.7

In 2018, staff worked diligently in partnership with families to support our graduates.Highlights included:• The highest ATAR result was 94.6• 100% pass rate• 95% received a first round offerOur commitment to supporting each student is also reflected in the 100% pass rate achieved by the class.


Monash University

Deakin University

RMIT University

The University of Melbourne

Deakin College

Victoria University

Academy of Interactive Entertainment

Australian Catholic University

Holmesglen

Swinburne University of Technology

27%

18 %

20%

8%

CLASS OF 2018 DESTINATIONS

6%

4%

2%

2%

2%

2%

La Trobe University 8%

Accounting, Business and Commerce

Criminology and Psychological Science

Arts

Science

Health Sciences

Communication and Media

Sport Science

Fine Arts and Graphic Arts

Nursing

Psychology (Applied Science)

International Business and Global Studies

Biomedicine and Paramedicine

Creative Arts (Screen, Theatre and Writing)

Education

Information Technology

14%

10%

12%

10%

CLASS OF 2018 AREA OF TERTIARY STUDY

8%

6%

6%

4%

4%

4%

4%

4%

2%

2%

2%

Paralegal 2%

Property and Real Estate 2%

Visual Merchandising 2%


PARENT AND STUDENT SATISFACTION

Feedback from parents and students, via the ISV LEAD survey, shows a high level of satisfaction. The staff and community work hard and are innovative in their solutions to problems, ensuring our affordable and inclusive fee structure is maintained.

Achieving above independent school averages when being compared with schools that are up to three-times the expense, is an outcome the community should be very proud of.

The results show a balance of personal and academic development at BGS.

The school exists to develop students. Our vision for our students includes:

• To provide a sustainable, inclusive environment in which our students will thrive

• To set high standards for continual learning

• To prepare students to become confident and active global citizens

The students’ feedback of their own experience suggests that they feel safe, have quality, hard-working staff to support their learning and enjoy modern and well-resourced facilities.

STUDENT SATISFACTION WITH THEQUALITY OF TEACHINGSource: ISV - LEAD Survey 2016

PARENT SATISFACTION WITH THEQUALITY OF TEACHINGSource: ISV - LEAD Survey 2016


The following shows Balcombe Grammar School’s results for Stakeholder Morale domain from the perspectives of the parents, students, teachers and school leaders.

STAKEHOLDER MORALESource: ISV - LEAD Survey 2016




HUMAN RESOURCES

22 | BALCOMBE GRAMMAR ANNUAL REPORT 2018 BALCOMBE GRAMMAR ANNUAL REPORT 2018 | 23

The staff at Balcombe Grammar have diverse backgrounds, while sharing a common interest in professional contributions to education.

Staff at Balcombe Grammar work hard to ensure students can enjoy a high quality, engaging and diverse Teaching and Learning program. In addition to classroom responsibilities, many staff members commit their time to support co-curricular and community initiatives.

Staff provided qualitative feedback in the 2016 LEAD survey.

The positive feedback for ethos and values across all staff, exceeding Independent school averages, is noteworthy, reflecting staff appreciation for the school community’s overall culture.

Morale and goal alignment remain high at BGS reflecting the emphasis on teamwork and healthy peer relations across the school.

STAFF SATISFACTION WITH THESCHOOL’S ETHOS


STAFF SATISFACTION WITH THEQUALITY OF TEACHING AND LEARNING


Staff Male Female Total

Full Time 6 10 16

Part Time 2 22 24

Total 8 32 40

OPERATIONAL (NON-TEACHING) STAFFAs at 31 December 2018

Category No. of Staff

Administration 12

Assistants (Learning, Library, Technology) 21

Grounds and Maintenance 3

Nurse 1

Counsellors 2

Chaplain 1

Operational Staff Composition

Period No. of Staff

Less than 2 years 13

2 years but less than 5 years 8



More than 20 years 0

Length of employment at the school

Operational Staff Numbers



TEACHING STAFFAs at 31 December 2018

Surname First Name GenderYears of Service at BGS

Qualifications Job Classification

ANDERSON SARA Female 11.93 Bachelor of Primary EducationBachelor of Arts Primary

BAKER ELLEN Female 0.92 Bachelor of Teaching (Secondary) Secondary

BOEHNKE ARMIN Male 7.93 Bachelor of Education (Secondary) Secondary

BOXALL CHARLOTTE Female 5.92 Post Graduate Certificate in Education Secondary

BRAND KAITLYN Female 0.92 Bachelor of Education Bachelor of Arts Secondary

BUNNETT SARA Female 9.93 Bachelor of Education Primary

CHATTERELY KAREN Female 0.92 Bachelor of Arts Primary

CHESHIRE EMILY Female 1.46 Bachelor of SciencePostgraduate Certificate in Education Secondary

CHESSER LUCY Female 5.65Bachelor of ArtsGraduate Diploma of Education (Secondary)Doctor of Philosophy

Secondary

CLEMENTS RACHEL Female 2.87 Bachelor of Education - Primary Primary

COULTHARD VAUGHAN Male 3.93 Bachelor of ArtsGraduate Diploma in Education (Secondary) Secondary

DODD PETER Male 8.73 Bachelor of ScienceGraduate Diploma of Education (Secondary) Secondary

FRAZIER* SARAH Female 6.93Bachelor of Industrial DesignDiploma of SustainabilityDiploma of Education (Secondary)

Secondary

GALLAHER CHAD Male 3.93 Bachelor of ScienceDiploma of Primary Education Primary

GAME CLARE Female 0.92 Bachelor Degree in Education - Primry Primary

GEORGE STACEY Female 6.93 Bachelor Degree in Education Primary

GERDSEN MICHELLE Female 1.08 Bachelor Education Secondary

GIAMOUKOGLOU ALEXANDRA Female 7.93 Bachelor of ArtsPGCE in Secondary Education Secondary

GODWIN* ALANA Female 6.93 Bachelor of ScienceGraduate Diploma of Education Secondary

GORDON HANNAH Female 3.93 Bachelor of ArtsGraduate Diploma in Education Secondary

GRAY RACHEL Female 9.42 Bachelor of ArtsBachelor of Teaching Secondary

GRISS LORNA Female 1.15 Bachelor of ArtsDiploma of Education Secondary

HEAZLEWOOD CAROLINE Female 6.44 Bachelor of ArtsGraduate Diploma Education (Secondary) Secondary

HERON MARC Male 8.93 Bachelor of ScienceGraduate Diploma of Education Secondary

HESELTINE JANE Female 7.93 Bachelor Degree in Education (Hons) Primary and Secondary

JAKINS MELISSA Female 7.44 Bachelor of TeachingBachelor of Arts Primary

JOHNSON TIMOTHY Male 9.93 Bachelor of TeachingPost Graduate Diploma in Educational Studies Primary

JOHNSTONE MERRYN Female 6.93 Bachelor of ArtsDiploma in Education Secondary

KRAWCZUK CAIN Male 5.92 Bachelor of Applied Science Primary

KURELJA NATALIE Female 9.93 Bachelor of Education Primary

KURELJA SHAIN Male 6.93 Bachelor of Education (Primary) Primary

KWIJAS RENEE Female 10.94 Bachelor of ArtsBachelor of Education Secondary

LOCKIE TRILBY Female 5.92 Bachelor of ScienceGraduate Diploma of Education Secondary

LOGAN GERARD Male 10.94 Bachelor of Environmental Science Secondary

MACINDOE ANNE Female 0.92 Bachelor of ArtsGraduate Diploma of Education Secondary

MARA CECILIA Female 2.93Bachelor of CommercePost Graduate Certificate of EducationMaster of Education

Secondary


Surname First Name GenderYears of Service at BGS

Qualifications Job Classification

MARTIN ANDREW Male 10.94 Post Graduate Certificate in EducationBachelor of Arts Primary

McDONALD PHILIP Male 6.93 Bachelor of ArtsDiploma of Education (Secondary) Secondary

McINTOSH KIRRILLY Female 9.93 Bachelor of Education - Early Childhood/Primary Primary

MOORE PAMELA Female 8.93 Bachelor of Arts - Interior DesignPost Graduate Certificate in Education Art & Design Secondary

MORMILE GIULIA Female 3.62Master of TeachingBachelor of CommunicationBachelor of Contemporary Arts

Secondary

NOAL SAMANTHA Female 8.93 Bachelor of Arts Intellectual HistoryPost Graduate Certificate of Education in History Secondary

NORMAN ALISON Female 0.46 Bachelor Degree in Fine ArtsDiploma of Education Secondary

OAKFORD STACIE Female 8.93 Bachelor of ArtsDiploma of Education Secondary

OLESEN MATTHEW Male 8.93 Bachelor of Arts and Education Secondary

PASCOE DAMON Male 9.93Bachelor of Applied Science, Human MovementBachelor of TeachingPost Graduate Certificate of Education

Secondary

POWELL MIRANDA Female 0.10 Bachelor of Education (Honours) in Primary & Secondary Health Secondary

RAMPANT JAMES Male 3.93 Bachelor of ArtsGraduate Diploma in Education Primary

ROGERS SHARON Female 0.92 Bachelor of Education Secondary

SHELTON ANDREW Male 7.93 Bachelor of Teaching Primary

SIMMONS KAREN Female 11.93 Post Graduate Certificate in Education (Primary)Bachelor of Arts Primary

SIMMONS KRISTINE Female 1.92Bachelor of ArtsGraduate Diploma of Information ServicesGraduate Diploma of Education

Primary

SNOW ADAM Male 3.47 Bachelor of ScienceDiploma of Education Secondary

STEVENS JOHN Male 0.46 Bachelor Degree in EducationGraduate Diploma in Outdoor Education Secondary

STRANGE MARIANNE Female 7.93 Bachelor of ArtsBachelor of Teaching - Primary and Secondary Primary

SZABO STEVEN Male 7.93Bachelor of ArtsPHDDiploma of Education

Secondary

TOD JENNIFER Female 7.15 Bachelor of Arts Graduate Diploma of Education (Secondary) Secondary

TUCHTAN PAUL Male 9.93 Bachelor of Education/Teaching Primary

TUMINO AMBER Female 0.92 Bachelor of Fine ArtDiploma of Education Secondary

UCCELLO AMY Female 8.93 Bachelor of Education (Physical Education) Primary and Secondary

WALKER KIM Female 5.92Bachelor of EducationBachelor of ScienceMaster of Business Administration

Secondary

WALTERFANG SHANE Male 8.93Bachelor of ArtsMaster of EducationGraduate Diploma of Education

Secondary

WHALLEY ASHLEIGH Female 1.92 Bachelor of Arts/Education Secondary

WHARTON ALAN Male 3.93 Bachelor of ArtsGraduate Diploma of Education Secondary

WILSON MARK Male 0.92 Bachelor of Education (Primary) Primary

WOLFE TEA Female 7.75 Bachelor of EducationDipolma of Counselling Counsellor

WYNNE WARRICK Male 2.93 Bachelor of EducationMaster of Arts Secondary

*On maternity leave in 2018


Recurrent Income and Expenditure for year ended 31 December 2018

INCOME

EXPENDITURE

FINANCIAL SUMMARY

Tuition FeesCommonwealth GrantsState GrantsOther Income

$51,147

$7,430,074

$6,147,754

$1,069,828

$9,966,162

$1,151,310

$802,446

$725,087

$570,826

$185,477

$555,955

Salary & On CostsAdministrative CostsFaculty / Department CostsBuilding & Property CostsFinance CostsEducation ExpensesDepreciation


Published by Balcombe Grammar School © June 2019The copyright in this document is owned by Balcombe Grammar School or, in the case of some materials, by third parties (third party materials). No part may be reproduced by any process except in accordance with the provisions of the Copyright Act 1968, or with permissions. BALCOMBE GRAMMAR ANNUAL REPORT 2018 | 27

Primary and Secondary Co-education CSV LTD ABN 93 061 557 364 CRICOS PROVIDER CODE 03381B

389 Nepean Highway Mount Martha Victoria 3934 Australia PO Box 607 Mount Martha Victoria 3934 Australia Telephone: +61 3 5970 1100 Facsimile: +61 3 5974 2755 Email: [email protected] www.balcombegrammar.vic.edu.au

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