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02Chairman’s Report
04Headmaster’s Report
CONTENTS
14The School
15The Board of Governors
24Financial Report 2016
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CHAIRMAN’S REPORT
At the commencement of last year’s Chairman’s report I noted that the Board of Governors spent a considerable amount of time on Hale’s future. It would be fair to say that the Board has been preoccupied with that subject during 2016!
Stuart Meade
Having served 14 years as Headmaster of Hale School, in June 2016 Stuart Meade formally advised the Governors of his resignation. In the December edition of The Haleian, Deputy Headmaster David Bean has recorded much of Stuart’s enormous contribution to Hale and highlighted his many achievements, which will form the basis of his enduring legacy. In her own right, Susie Meade also made a wonderful contribution to the School and will be sorely missed.
Hale enjoys a fabulous campus with outstanding facilities. During the Meade era, major projects such as the Forrest Library, the Middle School, the Aquatic Centre Precinct and the commencement of the new Junior School all occurred under his guidance. Stuart also oversaw substantial changes to the curriculum and the growth in school numbers from 1200 to 1500 boys.
Of all the success in his time at Hale, when asked what he rated highest, without hesitation Stuart rated the commitment and professional approach of the School’s staff and what they have collectively done as his proudest memory.
The culture that encourages and celebrates, provides a shared experience, embraces community services, recognises and promotes the right of individuals to be who they are, draws in the broader Hale community, whether it be in the arts, debating, on the sports field, academic challenges or at Nulsen. The boys at Hale show respect and support for their mates, those who they compete with, and the many people and organisations they come into contact with in the broader community. This is a Meade legacy that Hale can treasure.
To Stuart and Susie, we wish you well in the full knowledge that just as much as Hale cannot leave you, you cannot leave Hale.
You have done your Duty.
New Headmaster, Dean Dell’Oro
The Board initiated a search for a new Headmaster in the second half of 2016, and in December 2016 appointed Dean Dell’Oro as the 20th Hale School Headmaster. Dean commenced at the beginning of second term, in April 2017.
The Board of Governors established selection criteria, which included the nurturing and protection of Hale’s culture, and renewing the School’s strategic vision to provide the best development avenues into a changing world of opportunities for boys at Hale. Mr Dell’Oro’s prior role was Head of Corio Campus (Years 5 to 12) at Geelong Grammar School. He is highly regarded by students, his professional peer group and the Geelong Grammar community.
He studied Mechanical Engineering at The University of Melbourne and commenced his career as an engineer with Exxon-Mobil. He then followed his heart, which led him to education.
His formal qualifications also include a Diploma in Education from Monash University and an MBA in Educational Management from Leicester University in the UK. Mr Dell’Oro has taught extensively to Middle and Senior School students in Australia and the UK across a range of subjects including Mathematics, Physics, Values and Ethics, and Positive Education. He brings extensive knowledge on boarding, co-curricular activities and sport participation.
Mr Dell’Oro is joined by his wife (Nadia) and their three sons, who now attend Hale School.
The Board is confident that in Dean Dell’Oro we have a Headmaster who will continue the tradition of outstanding leaders.
Governance
Consistent with that which is required of the School’s executive and staff, the Board of Governors has sought to continually improve its performance and contribution to Hale.
The Board structure and processes have evolved to enable it to be well placed to take Hale into the future. This includes a skill matrix for the Board itself, the focus of Board meetings and activities, clarity of delegations to the School executive, succession planning, risk management, long-term balance sheet management, and financial measures supported by an annual external audit.
Current issues in front of the Board include: where to with technology; Hale’s community obligations, including the sustainability of Hale’s very successful indigenous education programme; and the impact of the current economic climate on members of the School community.
Hale has a solid balance sheet and a very conservative approach to risk. The Board continues to reinforce this requirement and is putting in place validation measures to protect this position for the future. In my last report, I referred to a study relating to the management of excess land on the Wembley Downs campus. The conversation, in reality, is should any of the land be monetised and used to create a corpus for the future of Hale. This discussion has not progressed in any substantial manner.
Membership of the Board of Governors is voluntary and Governors are drawn from the School community by appointment by the Old Haleians’ Association or the Perth Diocese. A sub-committee of the Board provides recommendations to the Perth Diocese.
Strategic Vision
With the appointment of our new Headmaster, the Board has extended the present strategic vision for Hale School through to 2018.
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Staff
Hale School is in a good place with a very high-quality executive group, a committed and talented academic staff, and an administrative and operations staff who provide brilliant, seamless support to the entire School community.
Infrastructure
The Facilities Master Plan has been updated and the School continues to look to the future with the systematic renewal of facilities by way of upgrading, refurbishing or replacing infrastructure.
Following a brief period of consolidation, the School’s capital works programme ramped up again at the end of 2016. The Governors were pleased to announce that construction of the new Junior School has commenced, with the second and final stage of the project due for completion in October 2018. Once complete, the state-of-the-art and spacious buildings will provide an excellent learning environment, designed to enrich the Junior School experience considerably.
The Old Haleians’ Association
The OHA is a vibrant and active participant in the Hale community. The connection of Old Haleians to the School via their Association provides enormous support to Hale.
The Association in its own right awards bursaries and scholarships, members volunteer for mentoring and career advice, and the Association promotes and coordinates numerous reunions and networking opportunities every year.
The Hale School Foundation
The Hale School Foundation celebrates its 30th anniversary in 2017. The Foundation provides academic excellence, music and boarding scholarships, and also provides financial support by way of bursaries.
Due the vagaries of public policy in 2017, the Foundation has taken a significant role in ensuring the continuity of Hale’s long-term indigenous education programme, while the Board and the Foundation look to establish a sustainable base for the future.
Governors
I would like to acknowledge and thank my fellow Governors for the valuable service they provide to the governance of the School.
Sam McDonagh and Mary Hackett retired from the Board of Governors at the end of 2016. Sam served as a Governor for six years and provided strong financial oversight and commercial wisdom to the Board. Mary served for five years and was engaged in the detail of the construction of the Junior School Art Complex and the Aquatic Centre, and the review of the Facilities Master Plan. The School is grateful for their contributions and commitment, and I wish them well in the future.
I welcome the newly appointed Governors being Paul House, Sue Daubney and Richard Whiting. All have strong affiliations with Hale and bring impressive experience to the Board.
On behalf of the Board of Governors our thanks to the Hale School community for your support for and engagement in Hale School.
Jon BirmanChairman, Board of Governors
The Board structure and processes have evolved to enable it to be well placed to take Hale into the future.
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ACTING HEADMASTER’S REPORT
A key factor in student achievement is the strength in the partnership between the home, school, and the student himself.
Hale School enjoyed outstanding success and the introduction of significant innovation and change in 2016, the final year of Mr Stuart Meade’s tenure as Headmaster. The School is indebted to Stuart for the superb way in which he inspired and guided Hale for 14 years.
Hale School’s Strategic Intent document 2014 to 2018 informs the strategic direction of the School. The six ‘pillars’ or key focus areas of our Strategic Intent are referenced regularly at all levels of decision-making at Hale and are underpinned by the School’s Christian values and Anglican heritage.
The six key focus areas of the Strategic Intent are: Teaching and Learning, Pastoral Care, Co-curricular programmes, Staffing, Resources and Infrastructure, and School -Community Partnerships, and each is addressed in the report that follows.
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1 TEACHING AND LEARNING
Throughout 2016, the ongoing implementation of the WA Curriculum was a significant activity for teaching staff and the Curriculum Leadership Team. The new WA curriculums for Humanities and Social Sciences, and Physical and Health Education for Years 1 to 10 were completed, ready for delivery in 2017.
In partnership with data analytics company Edifi, the School developed a comprehensive software programme to enable teachers to track all educational and pastoral care data including student reports and results, NAPLAN, our many external test and competition scores. Comprehensive, comparative and individual data analysis is now very quickly and easily available enabling even better educational planning.
In 2016 the School established the Hale Institute of Innovation and Research under the directorship of Toby Trewin. The Insitute has initiated several exciting educational research projects in partnership with local universities. The projects engage external experts with Hale staff and students in practical, ground-breaking, high-quality research.
Year 12
Hale School is very proud of the academic achievements of the Year 12 students of 2016. We are grateful to parents who have supported our Year 12 students so well, and to our dedicated teachers. A key factor in student achievement is the strength in the partnership between the home, school, and the student himself.
The number of Year 12 students at Hale in 2016 was 199. One hundred and eighty-one or 91.4 per cent of students achieved an ATAR. Only three schools in WA had a higher percentage of ATAR students in their 2016 Year 12 cohorts. In addition, 15 students received Vocational Education and Training (VET) qualifications. Three students were in General courses but not in the CareerLink Programme. Superb results were achieved by a large number of students.
The School’s median ATAR in 2016 was 89.9, the eleventh highest median ATAR of WA secondary schools.
Hale students won six of the 50 General Exhibitions awarded. Hale’s General Exhibitioners were: • Max Anderson Loake
(3rd in the state)
• Aditya Ganguly (12th in the state)
• Yang Chen (16th in the state)
• Lachlan Robinson (38th in the state)
• Domenic Quail (42nd in the state)
• Haseeb Riaz (49th in the state)
Hale students won four of the 40 Subject Exhibitions awarded. This is the highest number won by a single school. Hale’s Subject Exhibitioners were: • Michael Dawson (Economics)
• James Dingley (Engineering)
• Zane Duffield (Mathematics Specialist)
• Max Anderson Loake (Physics)
Hale students were awarded 19 Certificates of Excellence for being in the top half percent of the State in a subject.
Accounting and Finance: Zachery Komiskey and James Stevenson won two of the six Certificates of Excellence
Chemistry: Max Anderson Loake and Aditya Ganguly won two of the 24 awarded in Chemistry
Economics: Michael Dawson, James Stevenson and Angus Gregg won three of the 13 awarded
Engineering Studies: James Dingley, one of two awarded
English: Angus Mackintosh, one of 56 awarded
Literature: Peter Havlat and Domenic Quail, two of eight awarded
Mathematics Methods: Matthew Blacker, Zane Duffield and Lachlan Robinson, three of 20 awarded
Mathematics Specialist: Zane Duffield one of the seven awarded
Music: Peter Havlat, one of the two awarded
Physics: Max Anderson Loake, Zane Duffield and Lachlan Robinson, three of 18 awarded
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UWA 98*
CommerceDesignPhilosophyScience(Assured entry pathways, Engineering, Law, Medicine)
52353018
Curtin 36
AgribusinessArtsCommerceDesignComputer Science, EngineeringLawScienceOther (did not indicate)Uni Prep
6191111412
Edith Cowan University 7
Arts (Performing Arts - WAAPA)EducationMedia and CommunicationsScience
2113
Notre Dame Australia 6
Arts (Politics and Journalism & Pre-Medicine Certificate)Commerce/LawCommerce/ArtPhilosophyTertiary Pathway Programme
1
2111
Murdoch University 4
Science: Animal Science and Health, Chiropractic, Veterinary, Sports Health
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Overseas Universities: USA – Tennis Scholarship (1), UK - Loughborough, Oxford, Royal Academy of Music (3)
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Interstate Universities: Australian National University (1), Charles Sturt University (1), Monash University (2), Melbourne University (13), University of Sydney (2), University of New South Wales (1), University of South Australia (1), Victoria University (1)
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Total 177
Certificate IV Business (2), Certificate IV Education Support (1), Certificate IV Visual Arts (1), Certificate IV Youth Work (1) (TAFE)
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Certificate II Light Automotive (TAFE) 1
Air conditioning and Refrigeration (apprenticeship)
1
Carpentry and Joinery (apprenticeship) 1
Electrical (apprenticeship) 2
Total 10
Hale students were awarded 54 Certificates of Distinction. This was a new award in 2016. A Certificate of Distinction is awarded for achieving 20 A grades, or 18 A grades and 2 B grades, over Years 11 and 12, in ATAR courses.
Edward Aitken, Robert Anderson, Max Anderson Loake, Alexander Angelkov, Julian Atlas, Taran Becker, Matthew Blacker, James Blair, Ryan Cawood, Yang Chen, Alexander Clapin, Zachery Comiskey, Keir Crabbe, Ben Culloton, Michael Dawson, James Dingley, Benjamin D’Souza, Zane Duffield, Aditya Ganguly, Angus Gregg, Matthew Haddon, Benjamin Hamblin, Peter Havlat, Jamie Hepburn, Clayton Herbst, Daniel Hicks, Matthew Hyde, Jamie Jongeling, James Jovanoski, Adhish Kastha, Dylan Kay, Nicholas Kelly, Massimo Kirk, Kieran Langridge, Angus Mackintosh, Joshua May, Callum Parker, Mitchell Pratt, Domenic Quail, Joshua Renshaw, Thomas Renshaw, Haseeb Riaz, Lachlan Robinson, Samuel Rooney, Oliver Sanderson, Callum Scott, Christopher Shields, James Stevenson, Timothy Stoate, James Tazewell, Oliver Tomassone, William White, William Wu, Charles Young.
Hale students were awarded 31 Certificates of Merit. This was a new award in 2016, which recognises high achievement in ATAR and/or General courses, and/or VET qualifications.
Todd Bensky, Haydn Calvert, Xavier Burton, Samuel Buckley, Joshua Carter, James Coningsby, Grae Cumming, Benjamin Davidovic, Frank Daly, Max Evangelisti, Jake Everett, Blair Harding, Thomas Hann, Fraser House, Stuart Jardine, Alexander Johnson, William Lantzke, Richard Landa, Jacob Morris, Max Mussared, James O’Brien, Lachlan Pearce, Brendan Reed, Zach Roberts, Jordan Smith, Nicholas Stanley, Corey Taylor, Kelly Thomson, Andrew Waddell, Hanrui Yu, Rhyan Zavaleta-Power
WACE Subjects with highest performing students.In 2016, Hale School was in the State’s top-performing schools for 15 ATAR courses, based on the percentage of highly achieving students. They were: Accounting and Finance; Economics; Geography; Ancient History; Modern History; Chemistry; Engineering Studies; French; Literature; Mathematics: Applications; Mathematics: Methods; Mathematics: Specialist; Physics; Philosophy and Ethics; Visual Arts.
Other ATAR statistics:• 91 or 50% of our ATAR students
were in the top 10% of the nation with an ATAR of 90 or above.
• 61 or 33.5% of our ATAR students were in the top 5% of the nation with an ATAR of 95 or above.
• 20 or 10.9% of our ATAR students were in the top 1% of the nation with an ATAR of 99 or above.
• The median ATAR for Hale was 89.90 and for WA, 80.85.
• Five students achieved the ‘perfect score’ of 99.95: Max Anderson Loake, Matthew Blacker, Zane Duffield, Adi Ganguly and Lachlan Robinson. In WA as a whole, 16 students scored 99.95 – 31.25% of these were from Hale.
Vocational education and private sector training
Students entering university
(*Note that some students are enrolled in more than one course).
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Student attendance
Year 1: 95.35%
Year 2: 97.29%
Year 3: 97.40%
Year 4: 97.93%
Year 5: 96.83%
Year 6: 98.09%
Year 7: 95.91%
Year 8: 96.81%
Year 9: 96.28%
Year 10: 96.44%
Year 11: 93.44%
Year 12: 95.50%
0% 20% 40% 60% 80% 100%
Each day, staff note student absences and parents are contacted by 10.00am if there is an unexplained absence. If an acceptable explanation has not been provided, then the issue will be directed to the appropriate Head of School.
If attendance falls below 90%, further investigation will take place and a meeting called with parents and key staff. An attendance improvement plan will be developed and school-based resources provided to support the student and his family.
If a student has been identified as a regular non-attendee and repeated efforts to work with parents to restore attendance have not been successful then the Department of Education will be contacted and a revised attendance improvement plan established.
If all efforts to secure parental engagement and an improvement in school attendance have been unsuccessful, then an alternative education plan will be established for the boy concerned.
Post-Year 12 student destinations
The destination survey for the 199 Year 12 Hale School students of 2016 shows the remarkable variety of university courses our students have embarked upon around Australia and overseas. Some have enrolled in apprenticeships, TAFE or other training courses, others have commenced employment or are undertaking a gap year for work or travel overseas.
Some significant differences in the 2016 data when compared to previous years are:
• The trend of higher numbers enrolling interstate and overseas continues: 11% interstate in both 2015 and 2016, compared to the historic norm of 6-9%. Four students are enrolled in overseas universities, one in the USA and three in the UK.
• The trend is continuing of slightly declining enrolments at UWA from the norm of 55-60% of the entire Year 12 cohort over the past decade, to 48% in 2014, 46.2% in 2015 and 49% in 2016.
• The trend of increased enrolments to Curtin University is continuing: 20% of the university enrolled cohort in 2015 and 23% in 2016. The historic norm is 11-14%.
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NAPLAN RESULTS
2016 NAPLAN RESULTS – comparison with Australian mean average
Hale Cohort
Reading Writing SpellingGrammar & Punctuation
Numeracy
Year 3 48 Aust Mean 426 421 420 436 402
Hale Mean 464 440 455 464 493
Difference +38 +19 +35 +28 +91
Year 5 78 Aust Mean 502 475 493 505 493
Hale Mean 564 515 540 560 580
Difference +62 +40 +47 +55 +87
Year 7 197 Aust Mean 541 515 543 540 550
Hale Mean 602 555 590 602 633
Difference +61 +40 +47 +62 +83
Year 9 199 Aust Mean 581 548 580 570 589
Hale Mean 640 600 632 620 686
Difference +59 +52 +52 +50 +97
2016 NAPLAN RESULTS - % measure proportions of students at or above National Minimum Standard
Hale Cohort % Reading Writing Spelling
Grammar & Punctuation Numeracy
Year 3 48 National 95 96 94 96 96
Hale 98 100 100 98 100
Year 5 78 National 93 93 93 94 95
Hale 100 99 100 100 100
Year 7 180 National 95 90 93 92 96
Hale 100 97 99 99 100
Year 9 198 National 93 83 90 91 95
Hale 100 97 98 99 100
NAPLAN results
The National Assessment Programme – Literacy and Numeracy (NAPLAN) tests are conducted in May each year for all students across Australia in Years 3, 5, 7 and 9. All students in the same year level are assessed on the same test items in the assessment domains of Reading, Writing, Language Conventions (Spelling, Grammar and Punctuation) and Numeracy. The ‘National Minimum Standard’ referred to is a benchmark that is set by the national body responsible for administering the tests.
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2 PASTORAL CARE
There are 36 promotional pastoral care positions in the Senior and Middle Schools, each position providing the incumbent with professional training and a time allowance to carry out the work to an appropriate high standard. However pastoral care is an intrinsic part of every staff member’s role.
In 2016, the School created additional programmes and activities to address the increasing challenges faced by young people today. Many of these programmes established greater connections between boys across the whole school, Years 1 to 12. Student leadership plays a significant role in the improved connection; both School and House Prefects connect regularly with younger students. Year 11 students participate in an Emerging Leaders programme to prepare them for the following year. At House Sport on Wednesday afternoons older boys coach and umpire younger students. Peer Support Leaders in Year 11 made kites with the Year 7 students and these are now to be donated to schools in Africa. The boarding house in 2016 invited day boys to join with the boarders, who comprise a mix of students from rural and regional WA, including Indigenous Scholarship students, and also international students. This initiative has seen a large number of boys from Year 7 to 12 have overnight stays in the boarding house.
Initiatives from the Positive Psychology movement and the Butterfly Effect event have become even more successfully embedded in the Middle School in 2016. These two programmes sit comfortably in the Middle School Pastoral Care system where boys have both a vertical house connection and a horizontal tutorial-type arrangement. In the Junior School, the Rock and Water programme is an effective initiative.
In 2016, staff across the School have been trained in the Keeping Safe Curriculum and this programme is now incorporated within the Health Education curriculum, Years 1 to 12.
3 CO-CURRICULAR PROGRAMMES
Learning at Hale School reaches beyond the textbooks. Daily life at Hale includes a wide variety of co-curricular opportunities that broaden the learning experience, many of which are unique to our school.
Sport
All boys at Hale School are encouraged to develop physical skills, coordination, strength and physical fitness so they may gain a sense of enjoyment and satisfaction from individual and team sporting activities. The provision of opportunities for healthy competition and the fostering of cooperation, integrity and sportsmanship within these situations are important parts of life at Hale. Indeed, school spirit, learning about competition and the significance of being part of a team are all crucial to helping our boys get the best out of themselves.
Interhouse sport occurs on Wednesday afternoons, from 1.00pm until the end of the school day in Terms 1 to 3. All students participate in both summer and winter sports in an interhouse competition at their appropriate year level. As a member of the Public Schools Association (PSA), Hale School participates in a large number of interschool sporting activities competing against the other PSA schools. During the summer months (Terms 1 and 4), students are involved in basketball, cricket, rowing, swimming, tennis, volleyball, water polo, and may also participate in one-day events such as surfing, sailing and golf. During the winter months (Terms 2 and 3), the boys turn their attention to badminton, cross country, football, hockey, rugby, soccer and athletics as a stand-alone sport in Term 3.
Music and Drama
The general philosophy of music at Hale School is two-fold: to provide the widest range of musical opportunities to the greatest number of students, and to strive for musical excellence in all that we do. Our large, diverse and busy department provides many opportunities for students to participate in an enriching musical environment.
Music is offered in the curriculum from Year 1 to Year 12. In order to develop holistic musicians, the classroom music programme, ensemble music programme and instrumental music programme
must coexist. Students who are engaged in all three programmes enjoy greater outcomes as each programme complements and strengthens the development of growing musicians. Many of these choirs, orchestras, concert bands, jazz bands, rock bands and chamber ensembles are run in collaboration with our sister school, St Mary’s Anglican Girls’ School.
A full year of concerts and recitals, camps, tours, workshops and excursions provide our young musicians many opportunities to engage in music at Hale School. Hale Music also runs an artist-in-residence programme that attracts local, national and international musicians to work closely with our students as part of their Music studies.
Hale Music offers tuition in all instruments, taught by an experienced and dynamic team of instrumental music teachers. Our facilities are housed in the superb John Inverarity Music and Drama Centre, which includes 23 practice rooms, classrooms, rehearsal rooms and studios, and our world-class auditorium boasting outstanding acoustics for music.
In 2016, over 750 students from a school population of approximately 1,500 boys had individual instrumental or voice lessons. Over 40 ensembles, orchestras, bands and choirs are formed from this large pool of students.
Drama encourages students to develop their oral communication and problem-solving skills, enhances their ability to think laterally and increases their understanding of being critical viewers. Drama students learn improvisation skills, theatre sports, play script writing, Commedia dell arte, puppetry, comedy, technical theatre, directing and theatre history.
Hale School has a Youth Theatre company, Redfoot Youth Theatre, which is not only for Hale students but open to girls from neighbouring schools from Years 7 to 12. Redfoot Youth Theatre leads to a performance schedule of six to eight plays per year. In addition to the large-scale performances, students are able to join any of the Redfoot Theatre clubs, which operate Monday to Thursday after school: Technical Theatre Club, Film Club, Improvisation Club and Drama Club.
The John Inverarity Music and Drama Centre is a world-class performing arts facility encompassing rehearsal studios, classrooms, practice rooms, ancillary areas, and a breathtaking Australian timber-lined auditorium.
The auditorium is at the centre of a Hale student’s music and drama experience.
The space allows not only the most intimate vocal solo to the largest symphony orchestras to perform with no reinforcement, but also has the flexibility to be turned into dramatic performance space for full-scale musical productions.
The auditorium is one of the busiest venues at Hale School, and there is considerable demand on its use. The ingenious design – employing 27 automatic winch lines, folding proscenium arch, removable wings and adjustable wall and ceiling reflection panels – allows the Events team to rapidly transform the space from music to drama to presentation and back again, so that all stakeholders are catered for – permitting several different events even on the same day.
Clubs and Societies
Our extensive range of clubs and societies form an important part of the co-curricular life of the School. Some clubs enable small groups to follow a particular interest under expert staff guidance; others focus on academic development and extension. Many involve competition within Hale and against other schools and institutions domestically and globally. From debating and public speaking, to visual arts and coding; from Mathematics extension to mock trial; from da Vinci Decathlon to Philosophy Club – there exists a myriad of opportunities in which students may participate.
The Duke of Edinburgh’s International Award is also offered at Hale School.
4 STAFFING
Renewed focus on the recruitment, induction and development of staff occurred throughout 2016.
The Director of Staff Development was pivotal in this area and further developed a staff performance review and development tool embracing coaching as well as personal growth and development goals. Its effects have already been felt throughout the teaching staff. Staff were encouraged to attend relevant professional development courses and conferences, with many taking the opportunity to present and add to professional dialogue in their areas of expertise. The Isaachsen Award, the Innovation Award and other modes of recognition are ways to recognise and inspire teachers to enhance their contributions to the profession at Hale.
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5 RESOURCES AND INFRASTRUCTURE
The review and update of the Facilities Master Plan was a major item on the Board of Governors’ agenda in 2016.
Working groups were convened to investigate and prioritise the physical needs of the School in the foreseeable future. The redevelopment of the Junior School commenced mid-2016 and is due for completion mid-2018, increasing capacity to include double streaming from Pre-Primary to Year 3 and triple streaming in Years 4 to 6. Recognising the importance of Outdoor Education in the curriculum, the Board and Executive discussed the provision of a new outdoor education base at Exmouth, in the State’s north-west.
6 SCHOOL-COMMUNITY PARTNERSHIPS
Hale School makes deliberate and strategic use of partnerships with families, Old Haleians, local businesses and community organisations to access intellectual, physical and/or other resources not available within the School for the purposes of improving student outcomes.
There is a range of currently operating partnerships, each carefully planned
and designed to enhance student outcomes (for example, to broaden student knowledge, build new skills, develop more positive attitudes, increase engagement levels, create applied learning opportunities for students, or facilitate successful transitions to work or further education or training). Examples of such partnerships include Service Learning programmes with agencies such as Nulsen and Ronald McDonald House, professional development for teachers provided by a major supplier (Datacom), and work experience through our CareerLink programme.
Each partnership has been established in response to an identified need. Considerable effort has been put into understanding students’ needs, identifying appropriate partners to address those needs, planning the details of partnership programmes and clarifying partner roles and responsibilities.
Careful consideration has been given to the benefits of the partnership to each participating partner. Explicit processes are in place to ensure ongoing and effective communication – sometimes across networks of partners – and there are documented plans for monitoring and reviewing the effectiveness of each partnership.
The School’s partnerships are being successfully implemented and appear to be adequately resourced and sustainable. There is clear evidence that partnerships are having their intended impact.
Service Learning Programme
Service Learning opportunities are available from Junior School through to Year 12. The aim of the programme is to develop in boys qualities of compassion, empathy, selflessness, an understanding of the impact of inequality and social injustice in society and awareness that their actions can make a difference. The Service Learning programme puts into action the School’s motto, Duty.
Some of the activities include Hale students interacting with and befriending children with significant learning difficulties, children suffering from cancer, helping out at a Nulsen facility with adults who have a disability, participating in soup kitchen delivery, visiting and entertaining residents of aged-care facilities – these are just a few activities that Hale students undertake.
The culmination of these opportunities is several overseas trips to allow our boys to experience a global insight into those less fortunate. Such trips occur for Year 12 students and include trips to the Solomon Islands, Vietnam and Cambodia. It is hoped that every service learning opportunity leads students to the realisation that they can make a difference to other people’s lives, and instils a desire to continue to contribute to the community as a lifelong personal goal.
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Hale Connect
Hale Connect is designed to build and extend relationships between the School and the community through the collaborative creation of events and activities.
Events within the Hale Connect umbrella include: the Hale STEM (Science, Technology, Engineering and Maths) Challenge, led by Design and Technology Teacher Mr Simon Tilley; a Year 8 Boarder Drama tour event in collaboration with one of our connected rural communities; a Junior School Triathlon held in conjunction with Holy Rosary Primary School, the International School of Western Australia (City Beach) and Hale Junior School; and Hale Music Connect, a collaborative effort between Music teachers at Hale and students from surrounding primary schools.
Parent, student & teacher satisfaction
Communication between the School (teachers and administration), parents and students is ongoing. The pastoral care and academic leaders within the School are in constant contact with parents and are always available for consultation and advice. In 2016, the School conducted a Parent Survey to elicit feedback regarding the parents’ view of what works and what could be improved. In summary, the best 10 aspects of the School were agreed by
parents to be, in rank order:
1. Academic programme/reputation/curriculum
2. Culture/values/community spirit3. Teachers/staff4. Facilities/ grounds/campus5. Pastoral care6. Sporting opportunities7. Co-curricular opportunities8. Discipline9. Leadership10. Communication
School leadership and management
The School’s Leadership Team and sub-school executive teams are highly effective and serve the School well. Their willingness to invest their talents in the pursuit of a common purpose in a manner unlimited by the letter of any job description but illuminated by the spirit of the true, rounded education is valued highly. They believe in high expectations and have high hopes.
The Board of Governors, led by Mr Jon Birman, gave of their time selflessly. Expertise and experience stand behind their contributions and their genuine commitment to the betterment of the School was unfailing.
During 2016, two Board members, Mary Hackett and Sam McDonagh retired and were replaced by Paul House and Richard Whiting. The visitor to the School and Board member the Most Reverend
Roger Herft, Archbishop of Perth, retired and was replaced by the Right Reverend Kate Wilmot. I salute and thank them for all they have given Hale. Their legacy in many areas of governance and strategic development is significant.
Conclusion
I acknowledge and thank our families and community for their support and encouragement during the year and trust that 2017 will continue to strengthen and affirm our deep commitment to Hale School’s vision. We are committed to building a culture of high expectations that nourishes the development of creative, confident, accomplished young men.
David BeanActing Headmaster
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FACILITIES
The School’s facilities are located on the Wembley Downs site, excepting
the Cygnet Hall rowing facility on the Swan River at Crawley and the Exmouth Outdoor Education facility. The School has the most extensive on-site sporting fields of any school in the State.
The School has undergone considerable development in the
past 10 years. There has been significant capital invested in new
facilities and in refurbishing existing facilities. Major School building projects recently constructed include the Aquatic
Centre, Junior School Art Complex, Junior School multi-purpose hall, the Middle School, and the Forrest Library/Resource Centre and Classroom Precinct.
The School site retains extensive areas of natural vegetation, which retains the leafy bushland atmosphere of the campus amidst the surrounding suburban housing and developed school areas. The site retains considerable scope for future development of the School’s facilities with 16 hectares of unimproved land.
THE SCHOOL
Hale School was established in 1858 and is the oldest independent boys’ school in Western Australia.
The School’s history can be traced back to when the State’s first Anglican Bishop, Mathew Blagden Hale, established the Bishop’s Collegiate School less than 30 years after the Western Australian colony was founded. In 1876, the School was reconstituted under an Act of Parliament and in 1878 assumed the title of the High School. That name remained until 1929 when parliament ratified the name Hale School. It remains the only school in Western Australia that operates under its own legislation.
In its formative years the School occupied various sites on St George’s Terrace, moving to Havelock Street in 1914 and then in 1961 to its present site in Wembley Downs.
Hale School is an Anglican school for boys with a 2016 enrolment of 1,486. The campus is located on the one 48-hectare site in Wembley Downs, 12 kilometres from the centre of Perth.
The School has continued to maintain its strong boarding tradition with 177 boys residing in the two boarding houses. Boarding students at Hale come from
all over Western Australia and overseas.
The School continues to develop its relationships with indigenous communities, particularly in the north of Western Australia. In 2016, there were 21 indigenous students, 20 of whom were boarding at Hale School.
With the School’s recognised opportunities and achievements in academic, sporting and creative pursuits, its high level of pastoral care, spacious campus and outstanding facilities, there continues to be strong enrolment demand at the School.
The School’s facilities, coupled with a highly skilled and motivated team of teaching and administration and operations staff, and well managed finances, position Hale School as being able to look forward to the future with confidence.
In 2016, the School employed 255 full-time equivalent staff.
Enrolment and staffing figures are as at August 2016 Commonwealth Government Census.
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THE SCHOOL
BOARD OF GOVERNORSAPPOINTED MEMBERS OF
THE BOARD FOR 2016
Mr Jon Birman (Chairman)BA (Industrial Relations and Politics) Old Boy (1969-75) Term: 2008 - 2017*
Mr John GarlandM.B.A Old Boy (1972-1976) Director Merchant RealtyTerm: 2015 - 2020#
Mr Andrew Howe Old Boy (1978 - 1982) Town PlannerDirector TPG (The Planning Group WA) Pty LtdTerm: 2013 - 2019#
Very Rev. Richard Pengelley BPE, BEd Dean of Perth Term: 2015 – 2018#
Ms Tracy Meredith MAICD Director SIDS & Kids Australia and FarmerTerm 2015 - 2018#
Mrs Sue Daubney Managing Director Appointed August 2016Term: 2017 - 2021#
Mr Richard Whiting Chief Technical Officer Appointed January 2017Term: 2017 - 2020*
Mr Mark Foster BComm LLB (UWA) FFin Old Boy (1984 - 1989) Barrister and Solicitor Partner Steinepreis PaganinTerm: 2014 - 2018*
Most Rev. Roger Herft AM BThBD Anglican Archbishop of Perth Visitor and GovernorCommenced June 2005
Mr Paul HouseBComm (UWA), GAICD, FAIMOld Boy (1984 - 1988) DirectorAppointed August 2016Term: 2016 - 2021#
Mrs Mary Hackett BEng (Hons)Regional Director GE Oil and GasResigned September 2016#
Mr Grant Robson BComm (UWA) CA Old Boy (1981-85) Executive Director Macquarie Bank LimitedResigned March 2016*
Mr Braden Meers Old Boy (1971-1979) DirectorTerm: 2015 - 2019*
Mr Sam McDonagh BComm (UWA) CA Old Boy (1983-88) Chartered Accountant Resigned December 2016*
* appointed by the Old Haleians’ Association (Inc).# appointed by the Perth Diocesan Trustees
The Headmaster and the Director of Finance and Governance (Secretary of the Board) attend all Board meetings.
15
THE SCHOOL
LEGAL FRAMEWORK
The Hale School Act, 1876 (‘the Act’) created ‘The Governors of Hale School’ (usually referred to as “the Board of Governors”, or “the Board”) as a statutory corporation, to be the trustee of a public charitable trust that is to endure in perpetuity, for the purpose of the education of boys.
The Act provides that the Board shall consist of 11 members, of whom one shall be the Anglican Archbishop of Perth, five shall be appointed by the Perth Diocesan Trustees and five shall be appointed by the Old Haleians’ Association (Inc). Each term of appointment, with exception of the Archbishop, is five years.
The Act also provides for the appointed Administrator to act on the Archbishop’s behalf should there be any vacancy in the Archbishop’s office.
The Board holds all the land and other property of the School as the corporate trustee of the public charitable trust.
The Act states that the entire management and control of the School and of the property held by the Board is vested in the Board.
The Board has a Board Charter, which determines the policies and procedures of meetings of the Board, appointment of Committees and Task Groups, and various aspects of the management and control of the School.
THE ROLE OF THE BOARD
The role of the Board of Governors of Hale School is to ensure that the School retains an environment of promoting learning, teaching and broader educational excellence.
The Board focuses on strategic direction, policy making and ensuring that an environment of responsibility and accountability is maintained regarding the operations of the School. The management of the School is the responsibility of the Headmaster. The Board has a documented governance framework that gives clarity to the functions of the Board and its Committees.
These functions include:
Ensuring processes exist to protect the School’s short and long-term financial stability;
Ensuring that the School’s operations are cost effective and efficient;
Ensuring that the activities of the Board are appropriately communicated to the School Community.
Appointing the Headmaster and then supporting and evaluating the performance of the Headmaster;
Reviewing and adopting the School’s strategic plan, ensuring that the plan is consistent with the School’s ethos and monitoring the achievement of the objectives in the plan;
Establishing policies within a framework of ethical behaviour that are compliant with legislative requirements and current standards of duty of care and ensuring that the School has internal controls to monitor compliance with those policies;
Reviewing and adopting the School’s annual and five-year budgets;
Ensuring the School’s physical assets are effectively utilised and adequately maintained;
Regularly reviewing the performance and effectiveness of the Board; and
1. The powers of the Board: A full range of transactions involving the property of the School can be undertaken so long as each is done bona fide for the purpose of conducting the School and is reasonably incidental to the conduct of the School operations. Capital and income surplus to the School’s immediate and long-term requirements may be invested in some form of suitable investment appropriate for the use of trust funds. The Board must exercise the care, diligence and skill that a prudent person would exercise in managing the affairs of other persons when deciding how surplus funds might be invested.
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COMMITTEES AND TASK GROUPS
The Board has a Finance and Investments Committee, and an Operations and Facilities Committee. It also establishes task groups and project steering groups to deal with specific issues as the need arises.
The Board meets either monthly or at regular intervals. The Board holds a special meeting in November to adopt the budget for the coming year. The Committees meet every third month or as required.
FINANCE & INVESTMENTS COMMITTEE FOR 2016
Mr J Birman (Acting Chairman)
Mr J Garland
Mr P House – appointed August 2016
Mr S McDonagh – resigned December 2016
Mr B Meers
Mr G Robson – resigned March 2016
Mr R Whiting – appointed January 2017, attended as a visitor from August 2016.
Mr S Meade (Headmaster)
Mr D Timmins (Director of Finance & Governance)
OPERATIONS & FACILITIES COMMITTEE FOR 2016 Mr M Foster (Chairman)
Mrs S Daubney – appointed August 2016
Ms M Hackett – resigned September 2016
Mr A Howe
Mrs T Meredith
Mr S Meade (Headmaster)
Mr F Giovannangelo (Director of Operations)
Mr D Timmins (Director of Finance & Governance)
TABLE OF ATTENDANCE OF BOARD MEMBERS - 2016
Board Member Board Committee
F&I O&F
Total Meetings Held 10 5 4
Mr J Birman 10 5 *
Mrs S Daubney** 4 * 2
Mr M Foster 9 * 4
Mr J Garland 9 5 *
Mrs M Hackett*** 2 * 3
Most Rev R Herft AM - Archbishop 4 * *
Mr A Howe 9 * 3
Mr P House** 5 3 *
Mr S McDonagh 5 1 *
Mr B Meers 10 5 *
Mrs T Meredith 10 * 4
Very Rev R Pengelley 5 * *
Mr G Robson**** 1 0 *
Mr R Whiting***** 4 2 *
* Not a member of this Committee.
** Commenced August 2016
***Resigned March 2016
****Resigned September 2016
***** Commenced January 2017, attended as a visitor from August 2016
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JUNIOR SCHOOL TEACHING STAFF
BOARD OF GOVERNORSSTAFF
THE SCHOOL’S MANAGEMENT
The Headmaster is responsible to the Board of Governors for the management of all aspects of the School and, in collaboration with the Board, for the strategic direction of the School.
The members of the School Leadership team who support the Headmaster are as follows:
• Deputy Headmaster / Director of Curriculum
• Head of Senior School
• Head of Middle School
• Head of Junior School
• Director of Staff Development
• Director of Pastoral Care and Student Leadership
• Director of Finance and Governance
• Director of Operations
The Headmaster appoints executive positions.
TEACHING STAFF
A list of teaching staff employed by Hale School during 2016 and their qualifications is listed below:
Chaplain The Rev Dougall Ethell MHum, BEd (QUT), DipT (QUT), DipRSS
Chaplain Intern Mr Andrew Lam
Junior School Enrichment Coordinator Mr Andy Tan BA (Comm), GradDipEd (Primary)
Coordinator of Junior School Music Mrs Nicole Strohfeldt BMus (Perf), MTeach Sec/Instr (Music), GradDipPsych
Sportsmaster Mr Daniel Cadby BSc (Sport Science), DipEd (PhysEd)
Ms Elise Chong BMus, CitWA
Miss Rebecca Clark BEd (Primary)
Mrs Karen Clarkson DipEd, BEd
Mrs Clare Edgecombe BA, BCom, AdvDipEd (Primary)
Mr Paul Edwards BEd (Primary)
Miss Natalie Evans BMus (Honours)
Miss Lisa Hakkinen DipEdDip (Film/TV) BFA
Ms Vanessa Hallett GradDipEd (Primary), MBA, BCom
Mr Tim Harley GradDipEd, BSocSc
Miss Christina Hebiton BMusEd
Mrs Amanda Hinchley BEd (Primary)
Ms Catherine Hosseini BEd, ECE
Mr John Howman BEd
Mr Andrew Lane BSc, DipEd
Mrs Fiona Leatt-Hayter MEd, BEc, GradDipEd (Primary), GradCert (Maths)
Miss Rebecca Lindsay BA, DMus, GTP
Miss Stephanie Massey BA (Hons), Religions and Theology, PGCE
Mrs Cristy Mellody BA (Comm), GradDipEd (Primary)
Mr Martin Mellody BAppSc (PhysEd), DipEd
Mr Mark Olma BA, BEd
Mrs Andrea Oostdam BA, BEd
Mr Mark Pressley BSc (Occupational Therapy), GradDipTeach (Primary)
Miss Chantelle Savage BA (Psych), GradDipEd (Primary)
Mrs Rosalie Scott BMusEd, Bed, (Primary)
Mr Toby Trewin BID, GradDipEd, MEd
Mr Matthew Walker BMus (Performance), DipEd (Secondary)
Mrs Natalie-Anne White BA, GradDipEd
COUNSELLORMs Jane Hutton BAppSc, PostGradDipPsych, PostGradDipEd
Head of Junior School Mr Alex Cameron DipT, BEd, MEd
Deputy Head of Junior School (acting) Mr Nic Christie BSc (Sport Science), GradDipEd (Primary)
Head of Curriculum Mrs Melanie Wallis BEd (Special Ed), GradDip (Religious Ed), DipT (Primary)
Head of Junior Primary Mrs Tracy Heldt BA, BEd, MEd
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MIDDLE SCHOOL TEACHING STAFF
Head of Middle SchoolMr Andrew Manley DipT, BEd, MEd
Head of Middle School Pastoral CareMs Julianne Nissen DipT, BEd PostGradCertEd
Head of Middle School CurriculumMr Mark Coombes BSc (Hons), PGCE, CBiol
Head of Brine HouseMr TJ Steenekamp BSecEd, BEd
Head of Online Distance LearningMr Michael ValentineDipT, BEd, PostGradDip
ChaplainsThe Rev Dougall Ethell MHum, BEd, DipT, DipRSS
Chaplain InternMr Andrew Lam
Coordinator of Middle School MusicMr Martin Taylor BEd (Mus)
Coordinator of Outdoor EducationMr Murray Curran BA, HNatDip
Coordinator of Middle School DramaMs Julia Jarel BEd
Middle School SportsmasterMr Kane GreenawayBSc, GradDipEd
YEAR 7 PCLSMiss Isabel Bucher BA, BEd, GradDipEdL
Ms Wendy Cormack BEd (Prim) (Hons)
Mr Matthew Cotton BSc (Hons), PostGradCertEd
Mr Pasha Hayat BBus (Mgt)/BBus(Mkt), GradDipEd
Dr Melanie Hindley DipEd, BEd, MEd, PhD
Mrs Paula Santos BEd (Prim) (Hons), GradCertEd
Mr Kevin Sullivan BA (English), GradDipEd, BEd (Computing)
Mrs Lisa Woodyard BComm (Public Relations/Law), GradDipEd
YEAR 8 PCLSMr Tim Harley BSc, GradDipEd
Mr Daniel Harvey BA, HDE, BEd
Ms Amber Levien BA (Visual Art), DipEd
Mrs Meghan Lovell BAnimScMgt, DipEd
Mr Trevor Pearse BA, BEd
Mrs Jenna Roche BATh and PGED
Mr Richard Tongue BSc, DipEd, GradDipRE
Mr Mark Williamson BSc, BEcons, GradDipEd
MIDDLE SCHOOL TEACHERSMrs Beverley Korbosky BA, BEd
Mr Heath McCabe GradDipEd, BAppSc
Mr Byron Northmore BA, HDE(PostGrad), MPhil, DipBusMan
Mrs Rosalie Scott BMus, BEd
EDUCATION ASSISTANTSMs Sally Caccia-Birch
Mrs Susan Iskrycki
CURRICULUM SUPPORTMrs Ronel Gildenhuys MCom, PostGradDip
Mrs Sarah Wilkinson DipT, BBus, BEd (Special Needs)
Mrs Heather Jones BA, BEd
COUNSELLORSMs Nicole Gray BA, GradDipPsych, GradDipEd
Ms Jane Hutton BAppSc, PostGradDip, PostGradDipPsych
Mr Josh Davis BA (Hons), GradDipEd, MPsych
Ms Carolyn Furness BA (Hons), THC
19
Headmaster Mr S Meade BA, DipEd, MEd, FAIM
Chaplain Fr D Ethell MHum, BEd, DipT, DipRSS
Deputy Headmaster and Director of Curriculum Mr D Bean BA (Hons)
Head of Senior School Mr R Barron BA, BEd, MEd
Director of Studies Mr JI Bausor BA (Hons), MA, PGCE
Director of Staff Development Mr RG Goater BA (Hons), DipEd, MEdMan
Director of Pastoral Care and Student Leadership Mr D McPartland BA, MEd
Director of Teaching and Learning Mr M Vaswani BSc, GradDipEd, MEdMan
Director of Sport (Sem 1) and Deputy Head of Senior School Mr S Young BPhysEd, BEd, MEd Lead
Acting Director of Sport (Sem 2) Mr K Greenaway BSc, GradDipEd
Head of Boarding Mr M Walsh BEd, MEdMan
Mrs A AinsworthDipT, GradDipAppSc
Mr DA AldersonBA, DipEd
Mr SW AllderBSc (Hons), PGCE
Mrs C ArkleBA (Hons), DipEd
Mr JE Ashby BPE, DipEd
Mr CA Ashton BA, DipEd
Mr JA Audino BEd, MEd, DipT
Mr RD Barugh BSc, BA
Mr M Bonner BA (Hons), GradDipEd, PhD
Mr B ButlerBEd
Mr AG Carlton BEd, DipT, GradDipSc
Mr DE Cecins BEd
Mr MP ChapmanBSc, BEd
Mrs S-L Chong BMusEd (Hons)
Mr R Clarke BA, DipEd
Dr D Colclough DipT (Prim), BEd, MEd, EdD
Mr MA Cook BA (Hons), DipEd, MA
Mr A Curran BA, GradDipEd
Mr M Curran BA, HNatDip
Mr JP Davis BA (Hons), GradDipEd, MPsych
Mr J Dallman BEd
Mr A DeanBSc, GradDipEd
Mrs C Dudek-Chaland BA (Hons), GradDipEd
Dr P Dunham BA (Hons), PhD
Mrs K DoyleBMusEd
Mr DJ EngdahlDipT
Mr D FeltonBSc, GradDipEd
Mr G FergusonBSc, Bed
Ms K Feutrill BSc, GradDipEd
Mr J Forbes BSc, DipEd
Mrs CA Furness BA (Hons), THC
Mrs B Geddes BA, DipT, GradDipTLib
Ms R Gildenhuys MComm, GradDipEd
Mr M GilliesBA (Hons), GradDipEdMs N Gray BA, GradDipPsych,
GradDipEd
Mr BR Hantke BSc, DipEd
Mr T Harley GradDipEd, BSocSc
Mr G Harvey DipT, GradDipAppSc
Mr R HillBCM, GradDipEd
Ms B HendersonBSc, GradDipEd
Mrs B Honiball BSc, HDE (PostGrad)
Mr M Horn BEd
Mr S Hunt BBus, DipOutdoorRec, GradDipEd
Mrs MA Hutcheon BCom, GradDipEd
Mrs M ItalianoBEd
Mr H Jackson BEd, DipT
Mrs HG JonesBA, BEd
Mr GJ Kerr BMus
Mr L KinnearBOut(Rec), GradDipEd
Mrs B Korbosky BA, BEd, DipT
Mr S Lane BEd, AssDipCivEng
Mr S Lau BSc, DipEd, GradDip, PostGradDip
Ms EA LawlessGradDipAppSci
Ms A Levien BCA, GradDipEd
Mr C Liggins BA, GradDipEd
Mrs M LovellBSc, GradDipEd
Mr G Lowe BEd, MEdMan
Mrs B MasseyBA, DipEd
Mr JW Matson BA, LLB, GradDipEd
Mr G MazzaBA (Hons), GradDipEd
Mr C McClelland BA (VisualArt), BEd
Mr S McFarland BA (Hons), HDipEd
Mr R McFarlane BA, DipEd
Mr HA McGlashan BEd
Ms H McIntoshBA
Mr K Moir DipT, BEd
Mr WJ Nelson BSc, GradDipEd
Mr B NorthmoreBA, HDE (PostGrad), MPhil, DipBusMan
Mr J O’Brien BA, DipEd
Mr AJ O’Garr DipT, BEd
Mr TJ Parish BCom (Hons), DipEd
Ms SJ Pearce BCom, DipEd
Mr T Pearse BA, BEd
Mr N Peisker BA
Mr RP Piggott BSc, DipEd
Mr N Poole BA (Hons), DipEd
Ms D Lange BA (Hons), GradDipEd
Mrs E Richmond BA (Hons), PGCE
Mr GE Roberts LLB, PGCE
Mrs J Roberts BA, DipEd, GradDipTLib
Ms JM Roche BA (TH), PGED
Mr P Sansalone BAMs CG SasGradDipEd
Mr P Seth BEc
Mr V ShainGradDipEd
Mr B SjepcevichBSc, MEd
Ms NA Souris BA, BEd
Mrs BM Spagnolo BA, DipT, THC
Mr TJ Steenekamp BSecEd, BEd
Mrs M Stratos DipT, BEd, BCom
Mrs N StrohfeldtBMus, MTeach
Ms M Sutherland BA, DipEd
Mr S TilleyPGCE
Mr RP Tongue BSc, DipEd, GradDipRE
Mr P TownsendBA, DipEd
Mr IC Tredget BSc, DipEd
Mr T Trewin BID, GradDipEd, MEd
Mr VM Uphill BEc, DipEd
Mr PD Venables BMusEd
Mr D Vernon BPHE, DipEd
Mr BD VisserBOutdoor(Rec), GradDipEd
Mr M Vojkovic BEd
Mr JS Wallman BAppSc, GradDipEd
Ms S Watson BA, DipEd
Mr D WetherillBSc (Hons), PGCE
Mr MM WellsBOEd, GradDipEd
Mrs S Wilkinson DipT, BEd, BBus
Mr B Will BA, GradDipEd
Mr MA WilliamsonBSc, BEcons, GradDipEd
Mr M Wills BTh, DipMin, DipEd
Mr J Zlnay BScEd
EDUCATION ASSISTANTS Renae Payne Susan IskryckiSally Caccia-Birch
SENIOR SCHOOL TEACHING STAFF
20
Hale’s FTE workforce composition is as follows:
Male Female Aboriginal Total
Teaching 101 53.6 - 154.6
Admin & Ops 42.7 55.8 1 99.5
Total 143.7 109.4 1 254.1
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BOARD OF GOVERNORSRISK MANAGEMENT, FINANCIAL REPORTING & COMPLIANCE
RISK
Hale School has a risk management framework intended to ensure that risks are identified, evaluated, monitored and managed. The framework has been developed to encourage and foster a culture of risk awareness throughout the School at strategic and operational levels. Policies, practices and procedures have been established to provide reasonable assurance that appropriate strategies are in place to mitigate risks, maximise opportunities and reduce our risk profile over time.
Sources of risk identification include existing risk registers, strategic plans, operational plans, checklists, surveys, questionnaires, workshops, focus groups, collaboration with peer schools, past incidents, insurance claims and internal reports.
Furthermore, the School’s Occupational, Health and Safety Committee meets each school term and the School’s auditors regularly report on a risk control area.
FINANCIAL REPORTING
The financial statements for the year ended 31 December 2016 are included in this report.
The operating income for the year was $49.87 million. The primary source of income is the receipt of tuition and boarding fees, which after applying scholarships, bursaries and discounts accounted for 79.7% or $39.75 million of 2016’s recurrent income. Commonwealth and State Government grants represented 10.75% or $5.36 million and 7.0% or $3.49 million respectively. The $1.27 million balance is derived from trading activities, hiring out of equipment and facilities, and application fees.
The operating expenditure for the year was $48.86 million. Salaried employee expenses at 73.1% or $35.7 million are the School’s primary expense item.
EXTERNAL USE OF FACILITIES
The School regularly receives requests to hire or use its facilities, including the John Inverarity Music and Drama Centre, Memorial Hall, the lecture theatre, Senior and Junior School gymnasiums, senior boarding house, Brine House, Aquatic Centre, Cygnet Hall, classrooms and playing fields. Requests are for commercial, sporting, recreational, social activities or performing arts.
In October 2014, the School introduced a unique learn-to-swim programme for children aged between two to12 years in the recently constructed eight-lane, 25-metre pool. The programme is AustSwim registered and Swim Australia certified, operated with a fee structure set to meet ongoing costs.
The School makes available the use of facilities to numerous community, sporting and not-for-profit groups at minimal or no cost.
CONTRACTED SERVICES
Bankers: National Australia BankWestpac Banking Corporation
Insurance Brokers: Grange Insurance Solutions
Architects: James Christou Design Group Site Architecture
Auditors: Ernst & Young
Solicitors: Jackson McDonald Lavan Legal
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Notes
OPERATING 2015 2014
$ $
INCOME
Fees 40,003,606 37,077,679
Grants 8,590,171 8,169,390
Other income 1,151,229 972,390
Scholarships, discounts and bursaries (1,494,382) (1,342,037)
Total Operating Income 3 48,250,624 44,877,422
EXPENDITURE
Salaried employee expenses (33,994,583) (32,307,035)
Teaching (1,842,609) (1,619,679)
Boarding (938,008) (861,648)
Information technology (423,540) (493,650)
Operational expenditure (2,532,714) (2,352,330)
Sundry (1,636,021) (1,693,142)
Depreciation (4,581,947) (4,566,194)
Interest (457,562) (732,993)
Total Operating Expenditure 4 (46,406,984) (44,626,671)
Total Operating Surplus 1,843,640 250,751
NON-OPERATING 2016 2015
$ $
INCOME 705,926 232,092
EXPENDITURE - -
TOTAL NON-OPERATING SURPLUS 1,715,958 2,075,732
TOTAL SURPLUS 1,715,958 2,075,732
FINANCIAL REPORT2016
$41,394,690
Fees
Grants
Other Income
Scholarships, discounts and bursaries
$8,848,921
$1,266,410 $1,643,912
2016OPERATING
INCOME$49,866,109
$35,721,837
Salaried employee expenses
Teaching
Boarding
Information technology
Operational expenditure
Sundry
Interest
Depreciation
$1,911,084
$1,052,273
$591,628
$2,574,343
$275,639
$4,986,540
2016OPERATING
EXPENDITURE$48,856,077
2016 OPERATING SURPLUS
$1,010,032
$1,742,733
OPERATING
24
CURRENT ASSETS 2016 2015
$ $
CURRENT ASSETS 4,834,335 4,558,649
NON-CURRENT ASSETS 78,250,827 79,269,548
TOTAL ASSETS 83,085,162 83,828,197
CURRENT LIABILITIES 2016 2015
$ $
CURRENT LIABILITIES 8,335,842 8,606,197
NON-CURRENT LIABILITIES 9,560,574 11,749,211
TOTAL LIABILITIES 17,896,416 20,355,408
NET ASSETS 65,188,746 63,472,789
EQUITY
Retained funds 65,188,746 63,472,789
TOTAL EQUITY 65,188,746 63,472,789
CASH FLOWS FROM OPERATING ACTIVITIES 2016 2015
$ $
Net Cash Inflow From Operating Activities 6,130,422 7,233,431
Net Cash Outflow Used From Investing Activities (3,488,305) (2,476,474)
Net Cash Inflow / (Outflow) From Financing Activities
(2,300,004) (2,394,364)
TOTAL NET CASH OUTFLOW 342,113 2,362,593
Cash at the beginning of the financial year 3,265,207 902,614
CASH & CASH EQUIVALENTS AT THE END OF THE FINANCIAL YEAR
3,607,320 3,265,207
GOVERNORS OF HALE SCHOOLNOTES TO AND FORMING PART OF COMPREHENSIVE INCOME
FOR THE YEAR ENDED 31 DECEMBER 2016
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Providing opportunities for every boy to excelwww.hale.wa.edu.au
THE HALE DIFFERENCEWhat makes a great school? Is it the students, staff or facilities? Or the global educational programmes and unrivalled opportunities?
At Hale School, we believe it is all these things, and more.
HALE SCHOOLHALE ROAD, WEMBLEY DOWNSWESTERN AUSTRALIA 6019CRICOS IPC 00438C
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