— 1 —

N E W CA S T L E G R A M M A R S C H O O L A N N U A L R E P O RT 2020

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I think all Australians would agree that 2020 was unlike any other year we have seen. Students commenced back in January during a bushfire crisis that impacted much of the east coast of Australia. Our student’s display of compassion, empathy and resilience was something to be proud of. Little did we realise that we were about to face what was arguably the greatest public health threat in a century: the Coronavirus (COVID-19) global pandemic.

The education sector was far from immune from the impacts of COVID-19, with schools across the nation forced to close for extended periods to contain the spread of the deadly virus. This saw both teachers and students embark on an unforeseen journey into a new educational environment of remote online teaching and learning. Many challenges were faced by Newcastle Grammar School as we made the largest and most rapid changes to the School’s operation in its 100 years. The success of moving an entire school to online learning in a matter of weeks was an outstanding credit to our amazing Executive staff who designed, created and implemented the NGS Online programme throughout the School.

A Learning Continuity Plan was developed to guide teachers in the practices and pedagogies appropriate for online learning. Teachers worked tirelessly to familiarise themselves with the technology and how best to deliver engaging, relevant and meaningful learning experiences in the new online environment. It was a remarkable achievement for the School to continue both educating students and fostering their connectedness and wellbeing throughout these most difficult times.

M E S S AG E F R O M T H E H E A D O F S C H O O L

Due to the impact of COVID-19, a number of our strategic plan items were placed on hold, including our Master Planning project. However, it also gave opportunity to explore other avenues that had not yet been tested such as online learning, using different technologies to teach and the ability to think ‘outside of the box’.

I would like to thank Catherine Wilkinson who commenced her role as Board Chair at the beginning of 2020. Both Catherine and the Board’s support, dedication and contribution throughout the year was invaluable – the whole school thanks you.

Mrs Erica ThomasHead of School

It was a remarkable achievement for the School to continue both educating students and fostering their connectedness and wellbeing throughout these most difficult of times.

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I would like to congratulate all our students, families and staff for thriving in what for many may be the strangest and hardest year we have experienced. I would also like to thank my fellow Board members for their incredible commitment to the sustainability and long-term success of the School. 2020 has been a year of challenges for the Board – as it has been for Boards across the country. The NGS Board members are all volunteers and have devoted an extraordinary amount of time, energy and professional expertise this year to the important guiding role played by the Board. They have ensured the myriad of issues which have arisen as a consequence of COVID-19 would be met and dealt with, whilst never losing sight of the strategic plan for NGS and the overarching need to provide excellent educational opportunities to our students and their families.

Our focus in 2020 therefore was to ensure the stability and the sustained viability of the School. Working with the School’s Business office and provisioning for economic difficulty, including supporting families through this pandemic – very much dominated the first part of the year. Navigating through rapidly changing public health orders and economic conditions called upon the Board and the subcommittees to be agile and responsive. I would like to acknowledge the efforts made by the Board and the subcommittees for doing so, especially during the pivotal early stages of 2020 where decisive action was needed to guide the School through the remainder of 2020 and into 2021.

After the initial necessary steps were taken by the Board to respond to the pandemic, the Board refocused on the strategic direction of the School, including the design and planning phase of the Master Plan to

M E S S AG E F R O M T H E B OA R D

continue to ensure the School is future fit in an ever-changing educational sector. This will ultimately see new facilities on Park Campus with state-of-the-art classrooms to meet the needs of our youngest students and enhance the delivery of inquiry-based teaching and learning. The design concept for Park Campus is nearing completion and work is continuing on the application for approvals. At Hill Campus, upgrading the Library, STEM and Science facilities are our first priorities, linked directly to our strategic aims in these areas. The decision to close our much-loved Pre School was a difficult one but one that directly links to this plan. The new partnership at East End Early Learning and Preschool brings opportunities to our youngest learners in the future.

2020 has commonly been described as “unprecedented” and the experience of the School, the Board, staff and students can aptly be described as such. This year has seen demands and pressure on schools and teachers, like no other. The continued success of NGS is testament to the dedication and commitment of all NGS staff to the educational advancement of our students and of equal importance to their wellbeing and sense of belonging, when ‘self-isolation’ and ‘social distancing’ became phrases used in everyday conversations. Building on this solid platform, the School was able to smoothly move to online learning, providing a continuum of education for our students. This was achieved because the NGS staff were flexible and adaptable and that was mirrored by our students and families. The efforts of the NGS staff should be commended. To all our families who have shared this experience with the School and supported the rapidly moving response to Covid-19, our thanks.

The positive stories from the School are a source of great pride and demonstrate the School values are central to the way our students, staff and the School community, more broadly, can and do interact, with respect and integrity.

I would like to add a thank you to Mrs Erica Thomas and her Executive team. 2020 has thrown many challenges at Mrs Thomas and her team. Her composure, authenticity and relentless work ethic has been on display for all of us this year and the work done by Mrs Thomas and her team in 2020 deserves our gratitude and respect.

Catherine WilkinsonChair of the Board

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Newcastle Grammar School is a Visible Wellbeing School. We know that success in life follows from high levels of subjective wellbeing or happiness. Using a strengths-based approach, anchored in the science of Positive Psychology, Newcastle Grammar School strives to promote a philosophy in which ‘Every Face Matters’. We believe education should be rich in curriculum offerings and co-curricular opportunities as well as provide an environment where student wellbeing and personal growth are encouraged. Students are at the heart of our work and as a result, a positive learning culture permeates through our School.

Newcastle Grammar School offers:• A positive education approach to student wellbeing

and personal growth K-12.• An academic environment fostering personal

achievement and enables each student to reach his or her potential.

• A K-6 Inquiry Learning Framework.• A K-12 Learning Framework.• An innovative approach to STEM curriculum.• Excellent facilities and resources.• A Global perspective, promoted through our

membership of the international coalition of schools, Round Square.

• Wide opportunities in co-curricular areas – sports, music, outdoor education, intellectual pursuits and service learning.

• A strong languages programme – Mandarin, Japanese and French.

• A strong values-based culture based on Christian principles, in the tradition of the Anglican Church.

• A history of success for over 100 years with a forward-looking vision.

C O N T E X T U A L I N F O R M AT I O N A B O U T T H E S C H O O L

Students are encouraged to strive for excellence in personal achievement across all areas of their academic and co-curricular program. Students from the School continue to be well represented at all levels of co-curricular competition from HRIS, AICES, CIS and NSW Schools’ level as well as representing the School at a number of key community functions.

Visit www.ngs.nsw.edu.au for more information about Newcastle Grammar School.

Our Values - RISE

Respect

• We acknowledge a shared humanity underpins respect

• We believe respect forms the basis of our interactions

Service

• We appreciate diversity and understand appropriate and authentic responses

• We desire to enrich the lives of others and understand this, in turn, enriches our own lives

Integrity

• Being honest to ourselves and others is central to a worthwhile life

• We aim to demonstrate trustworthiness and responsibility

Excellence

• We work together in an environment where the pursuit of excellence is encouraged, fostered and valued

• We understand wellbeing promotes excellence and is dependent on both feeling good about ourselves and doing good for others

• We aim to bring the best version of ourselves to school each day

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Annual assessments, including NAPLAN were cancelled for 2020 due to the COVID-19 pandemic. The most recent information relates to 2019 NAPLAN results which are available on My School (https://www.myschool.edu.au/).

Enrolment PolicyRead here

Student Welfare, anti-bullying, discipline and complaints and grievanceRead here

School policies are also made accessible to current parents via the portal, Schoolbox.

Higher School Certificate

NGS ranked 45th in the State NGS was the highest ranked school in NSW outside the Sydney metro region

Seven students made the All-Round Achievers list (achieving 90% or more in at least 10 course units) 65 students appeared on the Distinguished Achievers list (achieving 90% or more in a course unit)

100% of those students who finished Year 12 were awarded a Higher School Certificate 0% of students undertook Vocational or trade training

In 2020, no students completed a VET (Vocational Education and Training) course as part of their academic programme.

99.40 was the top ATAR 37% - Percentage of Students over 9058% - percentage of Students over 85

100% of Year 10 achieved a Record of School Achievement

VET Programmes

ATARs

Record of School Achievement (ROSA)

Distinguished Achievers

Qualification Attainment

STUDENT OUTCOMES IN STANDARDISED NATIONAL LITERACY AND NUMERACY TESTING (NAPLAN)

S T U D E N T AC H I E V E M E N T S

100%

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HSC COMPARATIVE DATA

Combine Band 5 and 6 HSC Results in comparison to the State:

S T U D E N T AC H I E V E M E N T S

2-Unit HSC SubjectPercentage of Students in Band 5 or 6

NGS State

Ancient History 77.77 33.06

Biology 70 30.54

Business Studies 94.72 34.91

Chemistry 80 42.86

Design & Technology 100 47.19

Drama 53.84 47.16

Economics 58.32 51.3

Engineering Studies 100 33.5

English Advanced 70.12 63.31

French Continuers 75 63.57

Geography 71.42 41.5

Japanese Continuers 100 56.24

Legal Studies 66.66 39.4

Mathematics Advanced 70.45 52.46

Maths Standard 2 31.25 24.5

2-Unit HSC SubjectPercentage of Students in Band 5 or 6

NGS State

Extension HSC SubjectPercentage of Students in Bands E4 or E3

NGS State

English Extension 1 100 92.54

English Extension 2 100 82.4

History Extension 94.1 76.06

Maths Extension 1 79.3 74.25

Maths Extension 2 100 83.86

Music Extension 100 97.25

Science Extension 100 73.72

Modern History 65.5 37.13

Music 1 100 64.06

Music 2 100 87.78

PDHPE 42.85 34.19

Physics 76 40.36

Software Design & Development

83.33 37.37

Visual Arts 80 64.73

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• The marks that students in 1 or 2-unit courses are reported in bands. The highest band of marks is 6, down to 1 and then a small proportion who do not get awarded a Band.

HSC RESULTS – TREND DATA

Subject Year No. Performance band achievement of Students by number and percentage

Bands 6>3 Band 2>None School State School State

Ancient 2020 9 9 (100%) 84.39% 0 (0%) 15.6%History 2019 6 6 (100%) 83.79% 0 (0%) 14.78% 2018 10 10 (100%) 84.07% 0 (0%) 15.93% 2017 6 6 (100%) 80.5% 0 (0%) 19.5%

Biology 2020 20 20 (100%) 86.94% 0 (0%) 13.05% 2019 27 27 (100%) 84.07% 0 (0%) 15.26% 2018 25 25 (100%) 89.45% 0 (0%) 10.55% 2017 23 22 (95.66%) 87.47% 1 (4.34%) 12.53%

Business 2020 19 19 (100%) 83% 0 (0%) 17%Studies 2019 36 36 (100%) 82.89% 0 (0%) 16.02% 2018 23 23 (100%) 86.64% 0 (0%) 13.36% 2017 36 35 (97.23%) 86% 1 (2.77%) 14%

Chemistry 2020 21 20 (95.24%) 90.59% 1 (4.76%) 9.41% 2019 19 19 (100%) 87.62% 0 (0%) 11.86% 2018 25 24 (96%) 88.62% 1 (4%) 11.38% 2017 24 24 (100%) 90.39% 0 (0%) 9.61%

Design 2020 5 5 (100%) 97.87% 0 (0%) 2.12%& Technology 2019 13 13 (100%) 95.04% 0 (0%) 4.67% 2018 14 14 (100%) 96.42% 0 (0%) 3.58% 2017 5 5 (100%) 94.44% 0 (0%) 5.56%

• For the purposes of reporting, we have chosen to report marks in Bands 6-3 against Band 2-None.

Drama 2020 13 13 (100%) 97.98% 0 (0%) 2.02% 2019 13 13 (100%) 98.12% 0 (0%) 1.73% 2018 7 7 (100%) 97.5% 0 (0%) 2.5% 2017 7 7 (100%) 97.8%% 0 (0%) 2.2%

Economics 2020 12 12 (100%) 91.31% 0 (0%) 8.68% 2019 8 8 (100%) 92.22% 0 (0%) 7.41% 2018 4 4 (100%) 92.05% 0 (0%) 7.95% 2017 7 8 (100%) 91.96% 0 (0%) 8.04%

Engineering 2020 5 5 (100%) 91.65% 0 (0%) 8.35%Studies 2019 N/A

English 2020 77 77 (100%) 99.41% 0 (0%) 0.59%Advanced 2019 72 71 (98.6%) 98.83% 1 (1.36%) 1.04% 2018 79 78 (98.74%) 97.83% 1 (1.26%) 2.17% 2017 79 78 (98.74%) 98.5% 1 (1.26%) 1.5%

French 2020 4 4 (100%) 96.79% 0 (0%) 3.21%Continuers 2019 3 3 (100%) 64.65% 0 (0%) 2.92% 2018 5 5 (100%) 96.56% 0 (0%) 3.44% 2017 3 3 (100%) 97.15% 0 (0%) 2.85%

Geography 2020 28 28 (100%) 87.22% 0 (0%) 12.78% 2019 9 9 (100%) 71.97% 0 (0%) 27.2% 2018 33 33 (100%) 87.27% 0 (0%) 12.73% 2017 36 36 (100%) 88.33% 0 (0%) 11.67%

Subject Year No. Performance band achievement of Students by number and percentage

Bands 6>3 Band 2>None School State School State

— 8 —

Japanese 2020 3 3 (100%) 94.78% 0 (0%) 5.21%Continuers 2019 1 1 (100%) 96.09% 2018 N/A 2017 3 3 (100%) 94.13% 0 (0%) 5.87%

Legal 2020 9 9 (100%) 89.25% 0 (0%) 10.75%Studies 2019 6 6 (100%) 83.18% 0 (0%) 15.54% 2018 6 5 (83.33%) 84.79% 1 (16.66%) 15.21% 2017 10 10 (100%) 90.43% 0 (0%) 9.57%

Maths 2020 32 29 (90.63%) 75.72% 3 (9.38%) 24.45%Standard 2019 28 28 (100%) 83.60% 0 (0%) 16.4% 2018 32 31 (96.88%) 79.16% 1 (3.12%) 20.84% 2017 35 35 (100%) 73.86% 0 (0%) 26.14%

Mathematics 2020 44 44 (100%) 95.8% 0 (0%) 4.19%Advanced 2019 42 42 (100%) 92.17% 0 (0%) 7.56% 2018 49 49 (100%) 92.4% 0 (0%) 7.6% 2017 33 33 (100%) 90.6% 0 (0%) 9.4%

Modern 2020 29 29 (100%) 84.47% 0 (0%) 15.54%History 2019 18 18 (100%) 85.66% 0 (0%) 13.46% 2018 21 20 (95.24%) 84.44% 1 (4.76%) 15.56% 2017 13 13 (100%) 85.63% 0 (0%) 14.37%

Software 2020 6 6 (100%) 88.32% 0 (0%) 11.69%Design & 2019 4 4 (100%) 86.48 0 (0%) 12.82%Development 2018 N/A 2017 N/A

Music 2 only reports marks in Bands 6-3, so we have changed the reporting parameters in Maroon.

Music 1 2020 7 7 (100%) 98.22% 0 (0%) 1.77% 2019 8 78 (100%) 97.82% 0 (0%) 1.73% 2018 9 9 (100%) 97.92% 0 (0%) 2.08% 2017 2 2 (100%) 98% 0 (0%) 2%

PDHPE 2020 14 14 (100%) 85.60% 0 (0%) 14.39% 2019 16 16 (100%) 87.77% 0 (0%) 11.43% 2018 13 12 (92.31%) 85.52% 1 (7.69%) 14.48% 2017 15 14 (93.33%) 80.54% 1 (6.66%) 19.46%

Physics 2020 25 24 (96%) 86.06% 1 (4%) 13.98% 2019 17 17 (100%) 85.41% 0 (0%) 14.20% 2018 27 27 (100%) 86.79% 0 (0%) 13.21% 2017 21 20 (95.24%) 88.05% 1 (4.76%) 11.95%

Visual Arts 2020 10 10 (100%) 99.01% 0 (0%) 1.79% 2019 5 5 (100%) 97.64% 0 (0%) 2.03% 2018 7 7 (100%) 99.18% 0 (0%) 0.82% 2017 10 10 (100%) 98.68% 0 (0%) 1.32%

Subject Year No. Performance band achievement of Students by number and percentage

Bands 6>3 Band 2>None School State School State

Subject Year No. Performance band achievement of Students by number and percentage

Bands 6>3 Band 2>None School State School State

HSC RESULTS – TREND DATA

Subject Year No. Performance band achievement of Students by number and percentage

Bands 6>5 Bands 4>3 School State School State

Music 2 2020 5 5 (100%) 87.89% 0 (0%) 12.21% 2019 5 4 (80%) 90.95% 1 (20%) 9.03% 2018 5 5 (100%) 91.44% 0 (0%) 8.56% 2017 3 3 (100%) 89.18% 0 (0%) 10.82%

— 9 —

• Extension subjects report on a different scale than 1 or 2-unit courses. The highest band of marks is E4, down to E1 and then a small proportion who do not get awarded a Band.

EXTENSION SUBJECTS

Subject Year No. of Performance band achievement Students by number and percentage

Bands E4>E3 Band E2>None School State School State

English Ext 1 2020 12 12 (100%) 92,68% 0 (0%) 7.33% 2019 16 16 (100%) 93.87% 0 (0%) 5.83% 2018 25 24 (96%) 95.45% 1 (4%) 4.55% 2017 19 17 (89.48%) 93.29% 2 (10.52%) 6.71%

English Ext 2 2020 1 1 (100%) 82.46% 0 (0%) 17.53% 2019 9 9 (100%) 79.79% 0 (0%) 19.73% 2018 12 6 (50%) 71.15% 6 (50%) 28.85% 2017 8 6 (75%) 77.41% 2 (25%) 22.59%

Maths Ext 1 2020 29 23 (79.31%) 74.5% 6 (20.69%) 25.5% 2019 30 24 (80%) 80.11% 6 (20%) 19.70% 2018 36 34 (94.46%) 79.63% 2 (5.54%) 20.37% 2017 22 14 (63.64%) 81.63% 8 (36.36%) 18.37%

Maths Ext 2 2020 6 6 (100%) 84.02% 0 (0%) 15.99% 2019 9 8 (90%) 85.86% 1 (10%) 14.05% 2018 5 5 (100%) 85.44% 0 (0%) 14.56% 2017 1 1 (100) 84.02% 0 (0%) 15.98%

History 2020 17 16 (94.12%) 76.12% 1 (5.88%) 23.89%Extension 2019 6 3 (50%) 49.98% 3 (50%) 23.18% 2018 14 11 (78.58%) 78.7% 3 (21.42%) 21.3% 2017 7 7 (100%) 79.65% 0 (0%) 20.35%

Subject Year No. of Performance band achievement Students by number and percentage

Bands E4>E3 Band E2>None School State School State

• For the purposes of reporting, we have chosen to report Bands E4-E3 against Band E2-None.

Music 2020 2 2 (100%) 97.25% 0 (0%) 2.75%Extension 2019 2 2 (100%) 97.83% 0 (0%) 2.15% 2018 4 4 (100%) 96.02% 0 (0%) 3.98% 2017 2 2 (100%) 94.87% 0 (0%) 5.13%

Science 2020 3 3 (100%) 73.85% 0 (0%) 26.16%Extension 2019 2 2 (100%) 68.4% 0 (0%) 31.57% 2018 N/A 2017 N/A

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Newcastle Grammar School values and encourages lifelong learning, recognising effective professional development is fundamental for improving and enhancing professional practice. All teaching staff engage in a process of staff appraisal – Professional Learning Conversations @NGS – which provides a

WHOLE SCHOOL:• Visible Wellbeing • AIS School Improvement Programme• AIS Research to Practice Programme • Preparing for Online Learning • Using Microsoft Teams • Inquiry Learning Strategies• Child Protection

LEADERSHIP• Leadership Coaching

TEACHING AND LEARNING • Academic Profiles • HRIS Directors of Teaching and Learning • Quality Teaching Rounds

LEARNING SUPPORT• NCCD Network Meetings• Making the Most of YARC• HSC Disability Provisions • Positive Partnerships: Autism for Teachers

and Parents • Renewing TAA Registration

OPERATIONS • Microsoft Excel

WHS & COMPLIANCE• Preparing for Registration and Accreditation • Child Safe Standards• NSW Child Protection

PRE-SCHOOL & OOSH• Multilit: Prelit• Responsive Trauma Practices

PRIMARY• InialiLit • Talk for Writing • Child Protection in PDHPE• Personalised Learning Process for

Aboriginal Students

SECONDARY• AIS History Extension

Symposium• Sports Safety and

Participation through Positive Coaching

• Teaching Mathematics for Mastery

• Cert IV: Training and Assessment

• Geography skills • Online Learning in Chinese• Mathematics Extension 2• Hunter Region Legal Studies

Teachers’ Network• RDA Regional Development

Summit

SPORT & CO-CURRICULAR• Interval Training in Rowing• Duke of Edinburgh Award

Leader Training

OUR STAFFsystematic approach to reflective practice and goal setting aligned to the Professional Teaching Standards. COVID travel and group restrictions placed limitations on some facilities’ ability to conduct training in 2020. Therefore, staff attendance at professional

development opportunities was lower than normal. However, staff engaged in a significant level of upskilling experiences in the use of technology to maintain the high standard of teaching and learning in an online environment.

— 11 —

2020 AND 2021 PRIORITY AREAS

SCHOOL DETERMINED PRIORITY AREAS FOR IMPROVEMENT

Area Priority for 2021 Achieved in 2020

Academic • Sustain high quality teaching and learning.

• Further use of data to enhance teaching and learning.

• Design a Boys Education programme for NGS.

• Excelled in the implementation of online learning, maintaining a high standard of teaching and learning during COVID.

• Further integration of Inquiry Learning Strategies in Stage 4 Assessment Tasks.

• Development of Inquiry Learning Units in Primary Mathematics.

Quality of Staff • Introduce Quality Teaching Rounds. • Review staff appraisal process. • Review Professional Learning

Programme.

• Initial training of key staff in Quality Teaching Rounds. Pilot to commence in 2021 with 12 staff.

• Upskilling of staff in the use of ICT to deliver high quality learning experiences in an online environment.

Wellbeing • Complete training of all staff in Visible Wellbeing Programme.

• Embed Positive Education across the School.

• Deliver community programmes in Visible Wellbeing.

• Implementation of an outstanding Visible Wellbeing Programme online to support students during the phase of Online Learning.

• Participation in an academic study to determine the impact of Visible Wellbeing Programmes on student resilience during online learning.

Business • Staff portal Stage 2 – Online Admin/Leave.

• Parent portal Stage 1 – Online Admin, Permissions.

• Stage 1 (Park Campus), Bolton St Creative Arts Centre established, STEM refurbishment at Hill Campus.

• Develop School sustainability plan. • Update Financial modelling/

forward planning.

• Staff portal Stage 1 – Online Admin/Leave. • COVID 19 - Business Continuity plans,

support Service modifications, including online learning.

• Business recovery post cyber-attack, additional banking security implemented.

• Online Enrolment process.

Newcastle Grammar School also employs 59 support staff who participated in a range of professional development opportunities this year, including:

• Child Protection• Diabetes Training• Visible Wellbeing

NGS employs one Aboriginal Operational staff member.

Level of Accreditation Number of Teachers

Conditional 4

Provisional 3

Proficient 88

Total number of teachers 97

TEACHER ACCREDITATION

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POST SCHOOL DESTINATIONS

Most students accepted placements at universities across Australia, including: UNSW, Macquarie University, University of Newcastle, University of Wollongong, University of Sydney, University of New England, Griffith University, University of Technology, ANU, Charles Sturt University.

Some students have elected to take a gap year before commencing tertiary study. No students travelled overseas after Year 12 due to travel restrictions imposed due to COVID.

almost 50% of students received early university entry offers

STUDENT ATTENDANCE

Total student enrolments are comprised of 49.6% girls and 50.4% of boys.

Average % Attendance Rates

K 96.0

1 97.1

2 96.3

3 96.2

4 95.7

5 95.9

6 95.3

7 96.6

8 96.2

9 94.5

10 94.8

11 95.1

12 95.5

GirlsBoys

STUDENT RETENTION

MANAGEMENT OF NON-ATTENDANCE

Parent/guardian notifies the School of student absence via phone, email or App submission. In case of unexplained absence, a text message is sent to the parent/guardian requesting a reason for the absence that morning. Poor attendance record will involve a Wellbeing Staff member or the Director of Learning and Teaching interviewing parents/guardians to discuss and resolve the situation.

96% average student attendance

89% of 2018 Year 10 cohort graduated Year 12

POST SCHOOL DESTINATIONS AND STUDENT ATTENDANCE

— 13 —

Our income is sourced from:• School fees and levies• Grants from Commonwealth and State Governments• Private capital, including State Government

Capital grant support.

RECURRENT/CAPITAL INCOME

THE FINANCIALS

State Recurrent Grants 6.8%

Commonwealth Recurrent Grants 21.7%

Capital Income 0.2%

Fees & Private Income 71.2%

Our expenditure includes:• Staff costs, including salaries, staff allowances,

training and learning• Capital expenditure to maintain premises• Other non-salary items.

RECURRENT/CAPITAL EXPENDITURE

Other Operating Expenses 16.9%

Depreciation 6.2%

Capital Expenditure 14.7%

Salaries, Allow. & Related Costs * 62.1%

A passionate commitment to education and learning, a willingness to look beyond for resources, either in skilled personnel or quality books. Earnest and sincere depth of caring by staff for individual students, a remarkable capacity demonstrated by teachers to know each student and adapt to their learning style.Parent Response: 2020 Year 12 Parent & Student Survey

— 14 —

INITIATIVES PROMOTING RESPECT AND RESPONSIBILITY

As members of a Visible Wellbeing School, with our underlying mantra of ‘Every Face Matters’, teachers aim to promote respect for the diversity of cultural expressions and raise awareness of the value of cultural diversity at the local, national and international levels. Tolerance and understanding of difference therefore are important and the mix of interests results in a richer community where all can feel safe and affirmed. The structures of the House and Mentor

The staff at the school are genuinely passionate about and enjoy teaching. The students are nurtured and supported to grow into the best version of themselves.Parent Response: 2020 Year 12 Parent & Student Survey

system and the classroom and support teaching staff in Kindergarten to Year 6, provides support and encouragement for all members of the School community and builds a sense of mutual care and responsibility. Heads of House, Mentor Teachers and Classroom Teachers are supported in their endeavours to provide an environment supportive of diversity and difference.

— 15 —

We have experienced a fantastic, holistic and “well rounded” educational experience throughout the entire duration of his schooling with generally wonderful teachers and support whenever needed.Parent Response: 2020 Year 12 Parent & Student Survey

SCHOOL SATISFACTION 2020

0 20 40 60 80 100

0 20 40 60 80 100

0 20 40 60 80 100

Year 12 Parents - Key Areas of Satisfaction

Year 12 Students - Key Areas of Satisfaction

Academic Programme

Co-Curricular Sport

Facilities & Resources

Expectations Met or Exceeded

Management & Leadership

Communication

Overall Satisfaction with NGS

Year 12 Parents

Year 12 Students

92%

90%

89%

89%

86%

83%

83%

82%

0 20 40 60 80 100

0 20 40 60 80 100

0 20 40 60 80 100

Year 12 Parents - Key Areas of Satisfaction

Year 12 Students - Key Areas of Satisfaction

Academic Programme

Co-Curricular Sport

Facilities & Resources

Expectations Met or Exceeded

Management & Leadership

Communication

Overall Satisfaction with NGS

Year 12 Parents

Year 12 Students

92%

90%

89%

89%

86%

83%

83%

82%

0 20 40 60 80 100

0 20 40 60 80 100

0 20 40 60 80 100

Year 12 Parents - Key Areas of Satisfaction

Year 12 Students - Key Areas of Satisfaction

Academic Programme

Co-Curricular Sport

Facilities & Resources

Expectations Met or Exceeded

Management & Leadership

Communication

Overall Satisfaction with NGS

Year 12 Parents

Year 12 Students

92%

90%

89%

89%

86%

83%

83%

82%

2020 YEAR 12 PARENT & STUDENT SURVEY

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Hill CampusCnr Church & Newcomen Street Newcastle NSW 2300T (02) 4929 5811Email: office@ngs.nsw.edu.au

Park CampusCnr Union Street & Parkway Avenue Cooks Hill NSW 2300T (02) 4925 2121

www.ngs.nsw.edu.au

CRICOS Provider Code: 02344D