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ANNUAL REPORT – 2018

School sector: Independent

Year levels offered: The School is governed by the QCAA Senior External Examination Curriculum. All students categorised as Year 12.

Co-ed or single sex: Co-educational

Address: 1/15 Lang Parade MILTON QLD 4064

Telephone: (07) 3371 5999

Fax: (07) 3371 5044

Email: admin@hubbards.qld.edu.au

Website: https://www.hubbards.qld.edu.au

Contact Person: Cathy Pappalardo

PRINCIPAL’S FOREWORD

Hubbard’s School is a co-educational, Independent Private School in Queensland. Hubbard’s offers an alternative

academic program catering exclusively to senior school-aged students considering tertiary pathways.

At Hubbard’s we pride ourselves in offering an education experience which caters to the personal needs and

characteristics of each individual student. That is why we describe our learning as “U-Centric”. The teaching and

learning is centred on “YOU” as a unique learner. We recognize that each student is different to every other

student and that excellent teaching requires each teacher to know their students and their specific method or

approach to learning. Our teachers guide and coach our students to enhance and refine their “U-nique” learning

style and study skills. Hubbard’s teachers have a special rapport with their students. They tailor their individual

support to students’ needs and coach each student to perform to the best of their ability. The support students

receive and the skills gained enable them to undertake the final summative External Examinations at the end of

the teaching and learning year.

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For these reasons, the Hubbard’s program is recognised as a differentiated, rigorous academic pathway which

prepares students for tertiary studies. This pathway and pedagogical approach is tailored to prepare and support

academic students who require a flexible education program to cater to their personal situation. Some of the

reasons that students choose this pathway include:

Extension for Gifted and Talented students

Flexibility to allow students to pursue their heavy training schedules in sports, dance, theatre and music

Differentiated programs to cater for medical circumstances, learning styles as well as work and other

study commitments.

At Hubbard’s School, students complete each senior school subject in one scholastic year; not over two years as is

the norm in mainstream schools.

Students at Hubbard’s take Senior External Examinations at the end of October each year. These exams equate to

100% of the mark derived for each subject. Students’ Ranks are determined by tallying the grades they earn when

they sit the Senior External Examinations for each subject. The Queensland Tertiary Admissions Centre (QTAC)

allocates a Rank using Schedules to interpret each student’s best results in no more than five subjects and no fewer

than two subjects. The highest Rank is obtained by completing five subjects. The majority of students transition to

University after completing their studies at Hubbard’s School.

Over the last few years, 100% of Hubbard’s students who applied for tertiary studies were made an offer through

QTAC.

Hubbard’s student s can tailor their study load based on their personal circumstances. Typically, mainstream senior

students in Queensland schools are required to be enrolled in at least five (usually six) subjects. Each term all six

subjects are assessed with assignments and other on-going internal assessments for the duration of Years 11 and

12. On the other hand, Hubbard’s students can pace their learning based on their personal circumstances. Students

can complete three full subjects in one year and another two subjects in the following year. All Hubbard’s students

are assessed externally with exams administered by the Queensland Curriculum and Assessment Authority.

Hubbard’s School offers academic subjects only. Students are only required to attend classes at the scheduled

times for their chosen areas of study. At all other times, students are free to pursue their interests and extra-

curricular commitments. The School does not offer extra-curricular activities such as sports or religious program.

There are no formal assemblies, house group meetings or year level meetings scheduled in school time. The

Hubbard’s model allows students the flexibility to tailor their studies to meet their personal and career strategic

goals within their own established timeline.

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The small teacher-student ratio is instrumental in the success of the student-centred education approach at

Hubbard’s School which in turn is critical to the way it operates as a teaching and learning centre. The smooth

transition from the Hubbard’s academic program into university, TAFE or the workforce is made possible through

a focus on establishing quality relationships with students. Hubbard’s School staff and teachers work in partnership

with parents and students to assist students to achieve their potential. A focus on personal strategic planning,

including goal setting, developing study skills and positive attitudes to learning and problem-solving strategies as

well as future orientation, helps our students gain the confidence and skills they need to be successful.

The close proximity of the School to public transport attracts students from the greater South-East Queensland

region. Our student population is not only from the local Northern and Western suburbs but also from the Southern

suburbs and outer suburbs including Redlands Shire, Logan City, Beaudesert, Ipswich City, the Sunshine Coast, the

Gold Coast and beyond.

SCHOOL CHARACTERISTICS

Student Enrolments

Total Female Male Indigenous

2016 57 25 32 1

2017 58 30 28 1

2018 59 31 28 0

Student counts are based on the Census (August) enrolment collection.

Students in the cohort for this reporting year where predominantly Australian born with 9% born in England.

Average Class Sizes

2018 2017 2016

Year 11 – Year 12 10 10 10

Distinctive curriculum offerings

Orientation Program

o All students participated in a problem solving team building event with the Directors of the

Extraordinary.

o Sessions on the Psychology of Study, Study Skills and time management were offered.

o An introduction to Personal Strategic Development and Career Planning was also offered as part of

the orientation process.

Study Skills Program offered to students during Term 1, once a week for five weeks. The program was run

by a registered teacher and was well received by students.

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Differentiated learning program for each individual student.

Parent Information Evenings were held throughout the year to introduce parents to topics such as:

o The Senior External Exam process

o The application for tertiary studies through QTAC

o Access to information for Career Development

These events were well attended and well received by parents.

Extra-curricular activities

Chemistry laboratory practical at Brisbane Boys’ College.

English excursion to Anh Do, The Happiest Refugee Live and The Curious Incident of the Dog in the Night-

Time at QPAC.

Legal Studies excursion to the Magistrates Court.

Modern History excursions to the Queensland State Library and UQ Library.

The social climate of the school

Hubbard’s School seeks to work in partnership with its students, and where applicable their parents, to enable

them to grow in confidence and self-worth and so achieve their academic potential. The School aims to provide a

supportive and caring educational environment in which every student is welcomed and encouraged as an

independent and capable learner.

At Hubbard’s an excellent rapport exists between staff and students. Teachers are presented to students as their

“coaches” and “mentors” who understand how to structure and accelerate learning to fine-tune skills, knowledge

and capability with the student’s future outcomes in mind. Furthermore, the Principal encourages students to

discuss concerns about study, prioritising and future planning. For students experiencing difficulties with study

skills, motivation and/or confidence in their ability, early intervention and intensive support by all staff creates a

warm, welcoming and supportive environment. This support is maintained and extended as required.

Parental involvement

Hubbard’s School works in partnership with all stakeholders in the school community to ensure that the needs of

its students are met. Through links with parents, universities, and other support agencies, the school continues to

develop and build relationships, providing opportunities for students to engage in their learning and focus on

achieving long term career pathways. Parents and teachers work closely to identify and build on the strengths of

each student, whilst being supportive and rigorous in areas needing more assistance.

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Strategies used by the school for parental involvement include:

As part of the Enrolment Process, parents are encouraged to attend the initial consultation with their

student.

Parent Information Evenings are held throughout the year. These sessions provide parents with important

school, career and university application information. Parents stay informed about the academic and

application issues facing their student. This enables parents to play an integral role in that process.

Parent/teacher Interviews are conducted twice a year and provide valuable feedback to parents.

Teachers are also available throughout the year with progressive comments.

Open lines of communication - parents are encouraged to contact the school about any matter of interest

to them and their student.

Parents are encouraged to have direct contact with the Principal either over the telephone or via email.

The Principal also welcomes walk-in appointments. These strategies foster positive two-way

communication channels.

Parent Surveys are conducted and provide the school with valuable feedback from which to shape the

goals and activities for the following year.

Survey Results

The fundamental principle for reporting survey information is to assist us with our process of continuous

improvement and to provide a profile to our community. Our School has small enrolment numbers, for this

reason, a neutral or low response needs to be interpreted in light of the number of respondents to the survey.

Parent Survey Findings 2018

Parents were surveyed to gain feedback on their experiences with Hubbard’s during 2018. Parents provided

feedback to questions regarding communication, the educational program and their student’s progress. Their

responses are collated below.

Communication

All parents responded positively to the principal’s clear explanation of the Senior External Examination system.

They also found phone call and email feedback to be sufficient, timely and helpful and the content of school

reports sufficiently informative. A high majority of parents, 80%, agreed that sufficient feedback was received

from teaching staff through interviews and other communications. Ninety-three percent of parents agreed that

administrative staff offered their son/daughter a high level of support and that the principal was readily available

for consultations. Eighty-seven percent of parents experienced a satisfactory level of parental involvement at

Hubbard’s.

Educational Program

Eighty-six percent of parents agreed that staff encouraged student commitment to study. The same percentage

agreed that teachers included students in classroom activities, encouraged students to engage in their subjects

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and were readily available when students needed assistance. All parents agreed that the educational program

offered at Hubbard’s School catered for their son/daughters age, academic ability and aptitude. Parents

commented positively, including the following:

“Best choice we ever made. Our son[‘s] confidence is the highest it has ever been throughout his

schooling because Hubbard’s teachers believed in him and what he could achieve. We wish we had found

out about Hubbard’s a couple of years ago.”

“… the educational program has been a lifesaver for us and I highly recommend to families who need a

different style of delivery. The quality is of a high standard and the teachers and staff care. Thank you.”

Tertiary Pathways and Planning for the Future

All respondents agreed that the parent information evenings provided useful and beneficial information. A few

parents have requested more one-on-one career planning at Hubbards and further support for transition to

tertiary pathways.

Student Development

An overwhelming majority of parents, 92%, agree that Hubbard’s School has offered their student enough

flexibility to develop and maintain continued interest in their learning. Furthermore, these same respondents

have seen an improvement in the ability of their son/daughter to take responsibility for his/her learning.

Additionally, 85% of respondents agree that Hubbard’s School assisted and encouraged their student to explore

ideas confidently and persevere in order to achieve outcomes and achieve his/her potential. Sixty-four percent of

parents (nine respondents) were satisfied with the monitoring of their son/daughter’s physical and emotional

wellbeing with only one respondent disagreeing with the statement. Comments included:

“Thank you all for spending time with [student]. His confidence has soared with Hubbard’s. He had

forgotten to believe in his own abilities. This was the best decision for [student]… Thank you.”

“… one of the things I most value about Hubbard’s is that they allow kids to figure out how to jump

through the educational hoops (formal assessment) at their own pace.”

“The kids at Hubbard’s are really fortunate to have access to such competent and dedicated teachers.

Having exams just at the end allows them to focus on understanding and learning, not just exam passing.”

“Hubbard’s was great for my daughter to have a learning space where she felt less pressure than a

mainstream school, could have the necessary space for herself and have relationships with staff that were

supportive and considerate.”

Facilities and Resources

Ninety-two percent of parents agreed that Hubbard’s School provided a pleasant, safe and well-cared-for

environment with suitable facilities. The teaching aids were also deemed to be satisfactory.

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Student Survey findings 2018

Almost 70% Year 12 students responded to questions relating to orientation, careers, personal skills

development, learning and the resources offered at Hubbard’s School.

Orientation

Sixty-six percent of respondents who attended Orientation Day felt they benefited from the Orientation Program

and 92% agreed that school procedures and expectations were made clear. Sixty-two percent felt more relaxed

about attending classes with new students in a new environment.

Careers and QTAC

Sixty-six percent of respondents agreed that access to ongoing career planning discussions with the Principal was

important. As a result of the availability of QTAC information at the school, 75% of students knew how to access

further information, if needed. Only 61% of students needed this information to complete their QTAC application.

Consequently 41% indicated that they were neutral or negative about their ability to confidently complete their

QTAC application. This reflects the group of students who will seek assistance with QTAC Applications in 2019.

It is interesting to note that between 19% and 30% of respondents in this Careers and QTAC section neither

agreed nor disagreed with the survey questions asked, which reflects that students are not interested in QTAC

and the career planning program offered at the School until they are in their transition year and preparing for

post-school options.

Support

A majority of students agreed that Hubbard’s School offered a pleasant, safe and well-cared for environment

where their physical and emotional wellbeing was monitored. Seventy-seven percent found it easy to

communicate with the Principal and 86% found that the Admin Team supported when necessary. Ninety-one

percent found it easy to communicate with Teachers.

Personal and Skills Development

The confidence and acquisition of subject specific study and revision techniques scored highly, 70%, amongst

students. Seventy-five percent of students also felt it was important for the school to encourage students to

achieve academically and personally. In the areas of time management, and teamwork skills, half of the student’s

survey indicated that these skills were developed at Hubbard’s.

Students were asked to comment on their personal development and how the Hubbard’s environment impacted

on their development as a learner. Some of the comments were:

“‘Only going to school for 3 days a week has given me time to study during the week on those spare 2

days which I believe have been crucial for my mental health and give me time to study.”

“It has made me more aware of how to communicate better with other people.”

“Particularly appreciative of the support I had from teachers, as a late enrolment.”

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“I developed mentally and academically and became more independe[nt].”

“Hubbard[‘s] fostered a supportive and productive environment which helped me better myself, both

academically and personally.”

“I felt as if I have learned a heap more at Hubbard[‘s] that I ever did during my past schooling experience.

I feel as if I can study more efficiently and have had a fun time learning again.”

“I had very little confidence in myself at the beginning of the year. The teachers and staff have given me

never ending support that has given me so much more confidence in myself, an invaluable gift.”

“Hubbard’s has given me the opportunity to complete my senior years of high school… I have been able

to have almost perfect attendance, I never feel anxious about class or students or assessments. My

teachers have been helpful whenever I have come to them with work, giving me feedback which further

directs my path of research – meanwhile, have never put too much pressure on me. The admin staff have

always always always been up for a chat, and go beyond what is necessary in their role to ensure my

physical, mental and academic well-being. I truly would not have wanted any other schooling experience.

I am so grateful.”

Learning/Academic Progress

A majority, 91%, of students agreed that Hubbard’s Teachers provided helpful feedback and they motivated them

to do their best. Eighty-three percent agreed that the teachers made their subjects interesting with 75% agreeing

that Hubbard’s School assisted them to recognise their academic potential. Of note:

69% of students had taken more responsibility for their learning

66% engaged in discussions with their peers that both motivated and encouraged their learning

63% were satisfied with their academic achievements this year; and

61% agreed that it was important to feel part of a group of students and staff committed to learning.

Students scored the facilities, quality of subject notes and textbooks highly, 85%.

When reflecting on their Year at Hubbard’s, 88% of students indicated that they felt proud of being a Hubbard’s

Alumni and 97% would recommend Hubbard’s to other prospective students.

Teacher Survey Findings 2018

Teachers were surveyed for their opinions on resources provided, professional development, student well-being,

support staff and staff activities. Eighty percent of teachers participated in the 2018 survey.

Resources and Equipment

All teachers agreed that they were able to source and use the textbooks required for their subject and IT

equipment was operational and useful for teaching. Sixty-two percent agreed that there were sufficient

computers in good working order available for teacher and student use. Comments included:

“Any request I made over the past two years at Hubbard[‘s] with respect to resources was supported. Top

quality texts were chosen and supplied. All supporting materials are also produced and supplied without

fuss. Hubbard[‘s] students were definitely advantaged because of this considerable back up support.”

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The photocopier is an important part of lesson preparation and all teachers agreed that it was available when

needed and in good working order. Half of respondents agreed that the online learning resource has reduced

their need for photocopying noting that:

“This year I gave the students hard copies but I also put the resources on [M]atrix. If the students lost

handouts, they could access them on [M]atrix. This saved me from having to repeatedly photocopy the

same handouts. As from next year I will put the resources on Matrix only so that more students are

encouraged to make better use of the system. This should reduce my photocopying to very little.”

Professional Development

All respondents agreed that opportunities for professional development were made available. Teachers also

requested further subject specific professional development to continue to prepare for the new syllabus

requirements.

Student Performance and Well-Being

Teachers agreed that the academic progress and emotional well-being of students is adequately monitored.

Ninety percent of teaching staff agreed that the expectations for student achievement at the School is

reasonable. All staff believed that they had sufficient time and opportunity to monitor student progress and

provide feedback to parents.

School Funding

School income broken down by funding source

School income, reported by financial year accounting cycle using standardized national methodologies and broken

down by funding source is available via the My School website at http://www.myschool.edu.au/.

To access our income details, click on the My School link above. You will then be taken to the My School website

with the following ‘Find a school’ text box.

Where it says ‘Find a school’, type in the name of the school you wish to view and select <GO>. On the next

screen click ‘View School Profile’ where you will be given access to the school’s profile webpage.

School financial information is available by selecting ‘Finances’ in the menu box at the top of the school’s profile

webpage. If you are unable to access the internet, please contact the school for a paper copy of income by

funding source.

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STAFF PROFILE

Staff Composition for Year 11 and 12

Teaching

Principal Full-time 1

Teachers Part-time 10

Non-Teaching

Admin/Clerical Full-time 3

Part-time 1

There are currently no Indigenous Staff employed.

Qualifications of Teachers

Qualification No of Teachers with this qualification

Doctorate or higher 1

Masters 1

Bachelor Degree 10

Diploma 3

Certificate 5

Expenditure on and teacher participation in professional development

Teacher Participation in Professional Development

Description of PD activity Number of teachers

participating in activity

Generation Next: Mental Health Seminar 1

Unpacking Maths Methods and Specialist Mathematics 1

Academic Writing Conference 1

ANZELA Legal Studies Teachers’ Conference 1

Casio Workshop: A Cook’s tour of the Casio fx-CG50 AU 1

Queensland Association of Student Advisers: Tertiary Admissions Wrap Up 1

Queensland Association of Student Advisers: VET and VET Pathways 1

Queensland Association of Student Advisers: Career Counselling, Career Development and Future Trends

1

Supporting Anxious Children in the Classroom 10

QCAA: Introduction to the New Curriculum 10

QCAA: Chief Examiner Consultation 10

Hubbard’s School Teacher Professional Conference 10

HLTAID001: Provide Cardiopulmonary Resuscitation 10

HLTAID003: Provide First Aid 10

Expenditure on Professional Development

Total number of teachers (and Principal)

Total expenditure on teacher PD (as recorded in Financial Questionnaire)

Average expenditure on PD per teacher

11 13 775 1252 Total funds expended on teacher professional development in 2018 13 775 The proportion of teaching staff involved in professional development activities during 2018

100%

Staff Attendance

Average staff attendance for the school, based on unplanned absences of sick and emergency leave periods of up

to 5 days was 98.6%. From the end of 2017 100% of teaching staff were retained for the entire 2018 school year.

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KEY STUDENT OUTCOMES

Student Attendance

Number of possible attendance days

Total number of all students Total number of days absent Total Attendance

9281 58 1345 7936

All students complete Year 11 and 12 subjects in one year. As such, all students are considered to be one year

level: Year 12. Therefore, the average student attendance rate in 2018 was 86%.

How non-attendance is managed:

Absences are monitored closely and all absences are recorded in the School database. Students and/or parents

are contacted by phone or email to ascertain the reason for every absence. Students are encouraged to seek

medical advice to minimise extended periods of absence. Students are offered one-on-one tuition to catch up on

lessons missed. When students are absent due to sporting competitions, they are given work to take with them to

continue their study during their planned absence while away on tournaments etc.

Year 12 outcomes:

Number of students awarded a Senior Education Profile

(Statement of Results)

56

Number of students awarded a Queensland Certificate of Individual Achievement N/A

Number of students who received an overall Position (OP)

(Students doing Senior External subjects only are not eligible for this award)

N/A

Number of students who are completing or completed a School-based apprenticeship or Traineeship (SAT)

2

Number of students awarded one or more Vocational Education and Training (VET) qualifications

0

Number of students awarded a Queensland Certificate of Education at the end of Year 12

* (Students doing Senior External subjects must apply independently for a QCE.)

*Not known

Number of students awarded an International Baccalaureate Diploma (IBD) N/A

Percentage of exiting students eligible for a Rank who obtained a Rank within the range equivalent to OP equivalent 1–15 or an IBD.

89%

Percentage of year 12 students who are completing or completed a SAT or were awarded one or more of the following: QCE, IBD, VET qualification

(All students who commenced modules from the Certificate IV in Adult Tertiary Preparation completed them successfully)

100%

Percentage of Queensland Tertiary Admissions Centre (QTAC) applicants receiving a tertiary offer (University place)

100%

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Destination Results for 2018

Students are contacted in February of the current year to determine the destination information below.

Total Number of Students Total VHAs

Total HAs

Total SAs

Total LAs

Total VLAs

56 39 48 36 1 4

Student Destinations No. % % of Graduating Students

Returning to Hubbard's 31 55% -

Attending University 19 34% 76%

TAFE or Private College 2 4% 8%

Studying at Another School 0 0% 0%

Work Force 3 5% 12%

Gap Year 1 2% 4%

Unknown 0 0% 0%

The inside circle represents all students, the outside circle represents graduating students.

Hubbard’s Students are not included in the Next Step Survey.

- END OF REPORT -

55%3…

4%

5%2%

76%

8%

12%

4%Returning to Hubbard's

Attending University

TAFE or Private College

Studying at AnotherSchool

Work Force

Gap Year