Vol.60 May 2021
Published by the
Association of
School Business
Administrators
St Patrick’s College Townsville
3 From the Chair 28 How to avoid an ill-informed Property Master Plan
4 How a crisis helps leaders become better problem solvers 32 CGS Rowing Centre | Equipping our athletes for the future
8 Investing in her future | St Patrick’s College, Townsville 35 Using data for better business decisions
10 Student enrolment trends and projections 40 Science on display at Penrhos College
14 Emerging from disruption 44 Information for schools reporting to the ACNC
20 The St Lucy’s Landscape 46 Opening new doors at Southern Cross Grammar
24 How to design educational facilities with future generations in mind 49 Why does the technology budget keep expanding?
26 From the CEO
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ASBA
SBA is proud to partner with Governance Institute of Australia, a
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ASBA Update
It is with great pleasure and privilege that I write my first ‘From the Chair’
article as the new Chair of ASBA Limited.
FromAfter a particularly challenging 2020 due to COVID 19 lockdowns and
therestrictions, I trust that 2021 has started well and is being approached
with a greater sense of optimism as
Government imposed sanctions are A SBA E xec utive
Chairslowly lifting and life gets back to
a ‘new normal’. Chair | Neville Atkinson
St Paul’s College,
792 Grand Junction Road
Gilles Plains SA 5086
I am currently the Business Manager by our hardworking Chief Executive, Pip Deputy Chair | Mark Glover
at St Paul’s College in Adelaide where I Thomas will enable even more services to Trinity Grammar School,
have been since 2009. Prior to joining the be provided to our members. 40 Charles Street,
education sector, I enjoyed a 30 year career Kew VIC 3101
in Banking and Finance. I am passionate
about the pivotal role that Business The Board has been looking to embark Treasurer | Stuart Calvert
Administrators play in ensuring the students on the next phase of our Strategic Plan St Mary’s College,
in our schools get to experience excellent having successfully completed the actions 164 Harrington Street
teaching and learning opportunities in contained in the 2018-21 Strategic Plan. Hobart Tas 7018
facilities that enable them to be the best Thanks must go to our CEO Pip Thomas (03) 6108 2560
version of themselves and in turn productive who has worked hard in actioning an
contributors to our society. extensive list of goals and actions over ASBA Chief Executive Officer and
the past 3 years. Given the very important Editor of the Associate | Philippa Thomas
The Board met via Zoom on Thursday Association of School
18th of March 2021 for our quarterly Board Business Administrators
meeting that included the ASBA Limited
Annual General Meeting. It is disappointing nature of constructing the key planning Level 2, 123 Margaret Street
that both Government and sector-imposed
restrictions do not currently allow us to meet document for the Board, progress has been Toowoomba Qld 4350
face to face which is a pity as collectively interrupted due to our inability to meet face PO Box 1428 Toowoomba QLd 4350
gathering provides great synergy and to face. We are hopeful that will be resolved Tel: (07) 4602 0823
enthusiasm to Board discussions and Email: [email protected]
deliberations. The Board Meeting included in the short term and we will keep you
the election of office bearers and I am very can provide. The chance to catch up with
pleased to be joined on the Executive by informed of our progress in this regard.
Deputy Chair, Mark Glover (Trinity College, colleagues and network is something that
Melbourne), continuing Treasurer Stuart I know many Chapters were unable to should not be missed.
Calvert (St Mary’s College, Hobart) and our hold their normal State Conferences in
CEO Pip Thomas. I would encourage all members to register
2020 due to COVID 19. Much work goes
On behalf of the Board, I wish to sincerely now to take advantage of the early bird
thank our outgoing Chair Elizabeth into the development of highly regarded
Stannard, for her outstanding leadership, professional development programs and discount. This conference continues to
dedication, passion and professionalism unique networking events that are enjoyed enjoy the generous support of a wide
during her two years as Chair. Elizabeth range of sponsors who are looking forward
has been a Director since 2015 and so her by both delegates and sponsors alike.
commitment to ASBA at both a National to catching up and showing how they
and Chapter level is quite outstanding. It is my intention over the duration of my
tenure as Chair to attend as many Chapter can help you and your school with their
The vacancy created by Elizabeth’s Conferences as possible to experience the offerings.
resignation will be filled by Johnny Ioannou
who is currently the President of the SA&NT wonderful hospitality that ASBA is known for All COVID precautions are being addressed
Chapter. Johnny is both enthusiastic and and to meet as many members as possible. and an event plan is being developed that
passionate about education and ASBA
and will be an asset to the Board. The In 2021, our National Conference is being will ensure all attendees will be kept as safe
ASBA Limited Board is delighted with these held in Melbourne from September 26- as possible. Should this event be cancelled
appointments and has full confidence that 29. The National Conference Organising due to a COVID 19 event, then a full refund
the elected office bearers, supported Committee and ASBA (Vic) members of Registration Fees will apply.
can’t wait to welcome you to springtime in In closing, thank you for the opportunity
Melbourne. The Professional Development to lead this wonderful organisation and I
program is outstanding and you will get welcome feedback or suggestions from
the opportunity to experience hospitality in members so please feel free to contact me
venues and locations that only Melbourne at [email protected]
Neville Atkinson | Chair
MAY 2021 3
Technical Update
How a crisis –
like a pandemic
helps leaders become
better problem solvers
Last year taught us all many things. Some of us dealt with what we
faced better than others. Some of us learned new things about the
people we work with – including discovering whom we can really
depend on. Some of us learned the truth in the old saying, when things
get tough, the tough get going.
4 ASBA ASSOCIATE
Some of us also learned better ways of “ Customarily, The need for rapid digital transformation
doing what we do. Some of us honed our leaders believe in all sectors has meant projects had to
decision-making processes. Some of us they are supposed be completed by cross-functional teams
learned better ways to solve the problems to have all the quickly – and Agile leadership proved a
we faced. answers... Isn’t good fit, Samuels says.
that what leaders
The ones among us who did best in facing do? Isn’t that what He cites Rich Corbridge, CIO at high-street
down the problems 2020 presented were they are paid for?’’ chemist Boots, who reflects on how his firm
the ones who accepted they could not do has applied Agile leadership during the
everything by themselves and embraced Years ago, Haden continues, I came up past 12 months. Corbridge says it involves
the opportunity to adopt strategies in with a plan to move two crews to a different three big elements. First, it’s about how
problem-solving that authentically and shift rotation to get a better process flow. organisations can learn to make decisions
intentionally drew on what those we work When I talked to an operator about my quicker: How do we do stuff in small
with bring to the table. idea, I said, “I’ve run the numbers, and batches and test and learn?
overall productivity should go up by at
Customarily, leaders believe they are least 10 percent. What do you think?” A Second, it’s about establishing growth,
supposed to have all the answers. When month or so later, when we all realized mindset and collaboration – that’s to do with
a question comes up, you jump in. When my plan didn’t work, he admitted he had getting people to step up, do new things
a situation is unclear, you jump in. When reservations he didn’t share. Even if he and then create new leaders. A set of skills
you’re in charge and a problem occurs, had, I might not have taken them seriously. across my team has really being exposed
you jump in. Leaders are supposed to by working in this way that we didn’t know
provide clarity and focus. Aren’t they? It’s easy to hear but not actually listen to existed before, he says.
Aren’t leaders usually supposed to fix other people’s ideas or answers when
problems? Isn’t that what leaders do? Isn’t you’re too busy presuming you are right, Finally, Agile leadership is about closer
that what they are paid for? Haden points out. interaction with the rest of the executive
body – rather than formal three-hour
This old-school approach assumes that What our shared pandemic experience meetings every week, C-suite execs at
leaders are people who are naturally better has taught us all is that as leaders, we do Boots chat every day at 8am and 5.30pm,
at expressing convincing arguments that not always have the best answer, the best Corbridge points out.
support things they believe to be true, and solutions. Traditional leadership styles have
who impose their solutions to problems on been found to come up short. Agile leadership, then, is a management
those they lead. style that involves a general stance rather
Some corporate and institutional leaders than a hard-and-fast set of rules, Samuels
These leaders tend to be better at “gist have realised through the pandemic that explains, adding, what is undoubtedly true is
reasoning,” using intuition, formed by they need to be more responsive, flexible, that Agile leaders are nothing like traditional
experience, to sift through complicated open-minded, in seeking solutions to the managers. They’re open-minded, rather
details and get to the heart of a matter, issues and challenges the pandemic has than closed; they encourage their teams
according to Jeff Haden (in How do great dished out. They have needed to become to make their own decisions, rather than
leaders solve problems? By asking one more agile in their leadership. keeping a tight grip on control; and they
question, then shutting (the heck) up, in enjoy the process of learning and reflection,
Inc, 28 Jan 21) Smart people also tend to Mark Samuels (What is Agile leadership? which means embracing your failures and
be in charge, Haden explains, so for many on ZDNET.com, 16 March 2021) notes celebrating your teams’ successes.
people who are in charge and honestly that the challenges of the coronavirus
think and believe they have the answer, pandemic have led to the adoption of Agile Indeed, like Corbridge, many wise corporate
wanting to jump in is natural. After all, leadership across not only corporate IT leaders in the pandemic realised their best
jumping in is efficient and expedient. Time departments that typically use it, but also solution in the face of a particular issue or
is always of the essence, and things need across the wider business and corporate problem was one that came from one of
to get done or fixed. Now! he adds. community. their own. As Corbridge found, it involved
providing opportunities to get people to
Others take a slightly softer approach, step up, to do new things and through that,
Haden continues. They decide to ask for to create new leaders. People who worked
input. for them. With them. Often, someone
unlikely. Someone who is usually quiet in
But, as Haden points out, the danger here meetings. Biddable, and quiet. But given the
is that since they feel they already know the opportunity, they will weigh in – often out of
right answer, they ask limiting questions. left field, and the shared solution is a winner.
They ask leading questions that assume
a particular answer. Or they ask an either/
or question that presupposes one of two
answers -- and no other potential answers,
Haden explains, admitting, I’ve definitely
done that.
MAY 2021 5
Technical Update
How a crisis – like a pandemic
helps leaders become
better problem solvers (continued)
Samuels is convinced that Agile So, how do great leaders solve problems? This means everyone wins, Haden
management will continue to extend
throughout the corporate and institutional They ask a different question! asserts: You win, because you’ll reach a
world. It is here to stay, he says. Agile
leadership has proven its value during Haden notes that Mark Rubin’s approach better decision or solution, and your team
the COVID-19 crisis – self-empowered is to simply present a problem, optimally members also win because you have
teams have produced great solutions in a sentence or two. For example: taken the opportunity to value, praise
to tough business challenges quickly. and recognise them for their creativity,
Agile management is also a great fit for • “We’re struggling to meet shipment judgment, and skill.
the future of work, which seems likely to dates. What do you think we should do
involve a blended mix of at home and differently?” You already know what you know, he
in-the-office-working. concludes. What you need to know is
• “Our error rate is up significantly. What what other people know.
Jeff Haden recounts music producer Rick do you think we should do to improve
Rubin’s account of how his problem- quality?” So to optimise your problem solving,
solving process evolved: Haden says, Describe the problem, ask
• “I don’t feel like I’m connecting with for input, and then stay quiet and listen.
There will be a problem to solve, and certain people on my team. If you were
usually I will come up with a solution to me, what would you do?” You never know what you might learn.
the problem. In the old days, I would say,
“OK, here’s the problem, here’s how By asking this kind of question and By Rod Kefford | Special Advisor
we’re going to fix it, let’s fix it,” and we keeping your own ideas or opinions to Schools at Odgers Berndston Australia
move on. yourself, you accomplish two things,
Haden says. This kind of question gives linkedin.com/in/rod-kefford-49a34197
Now, I’ll say, “Here’s the problem. What your people the opportunity to be heard.
are we going to do?” Even if you don’t go with their input, they
leave the meeting feeling they were able
Nine times out of 10, the solution the to contribute, and that their opinion is
artist comes up with is better than the valued.
solution I had. I usually have a solution in
the background, just in case, but more This kind of single, open question also
often than not ... through discussion, frequently results in better ideas or
a better decision comes up than my solutions than whatever you yourself had
knee-jerk. in mind.
Describe the problem,
ask for input, and then
stay quiet and listen.
You never know
what you might learn.
6 ASBA ASSOCIATE
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In December 2020, Camp Australia Clinical Psychologist Andrew Fuller, Our new holiday program,
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words included: fun, good and happy existing ones. To find out more about the
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GGoooodd Noraatiboonuatl oHuarnpdrboagllraCmoms,ppeletiatsioen
FFuunn HHaappppyy ocronabtaocuttuosuor npr1o3g0r0am79s,2p6le6a8seor
cvoianptaacrttnuesrownit1h3u0s0@792 668 or
[email protected].
campaustralia.com.au.
www.campaustralia.com.au
www.campaustralia.com.au
7NOVEMBER 2020
Investing in Our Schools
her future
With its new $18m Performing Arts Centre unveiled, and a new multi-storey CAMPUS MASTERPLAN MOVES TO STAGE 2
STEM Centre in the pipeline, St Patrick’s College, Townsville, is transforming
its campus into the region’s leading girls’ school. With the Performing Arts Precinct complete,
the College’s Campus Masterplan moves to
EAST PRECINCT PERFORMING ARTS TEAM EFFORT Stage 2’s multi-storey STEM Centre which is
CENTRE UNVEILED expected to begin construction in 2022. St
When it comes to designing and building a Patrick’s College Townsville has established a
At the start of Term 3, 2020, St Patrick’s state-of-the-art precinct, it requires the best reputation for success in STEM fields in recent
College students took their first steps inside of the best. M3architecture, in conjunction years, and in 2020 has again been named
the school’s impressive new East Precinct with Brazier Motti (town planning), as a School of Excellence in the Australian
Performing Arts Centre. The $18m statement Hutchinson Builders, and Lat27 (landscape Educator Awards for Best STEM Program and
project includes an 800-seat show-piece design) supported the College as key Regional School of the Year.
auditorium where the school community can partners on this incredible journey. “We
gather and host key events such as Speech started with internationally-award winning BOUTIQUE SCHOOL
Night and Senior Formal. An industry m3architecture, whose buildings really
standard hospitality kitchen rounds out the speak to story,” says Amber. “Their process St Patrick’s College, Townsville, has
ground level, which can be accessed from is to understand who uses the building, how experienced unprecedented growth in recent
within the school, or Fryer Street. Upstairs, it’s used, then they beautifully reflect that in years. Amber joined the St Patrick’s College
the flexible-space library teems with natural the design.” Visually, the College’s history leadership team as the Deputy Principal
light as it overlooks the auditorium and is weaved into the design, with the entire in 2016, when the school had around 350
adjacent Strand. The top floor with views to building shrouded in a striking filigree veil students. “In 2021, we have nearly 600 girls
Castle Hill features specialist music practice that resembles Irish lace, and is embossed enrolled,” says Amber. “Our growth has been
rooms, an acoustically-engineered studio, with the shamrock, the Mercy rose and the very recent and very rapid, however we remain
a bespoke drama theatre including green Mercy cross. On each façade there are committed to maintaining a ‘boutique’ status
room, and state of the art dance studio. cut-out sections that reflect the rooflines of and focus exclusively on enriching our girls’
buildings that have been situated on this site educational experience, through our facilities,
since its opening in 1878. our academic subjects and our pastoral and
wellbeing programs.”
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8 ASBA ASSOCIATE
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ISA Update
Student EnrolmentStudent Enrolment Trends and Projections
Trends and ProjectionsIndependent Schools Australia (ISA) regularly undertakes in-depth analysis of school enrolment
trends and projections. Combining the most up to date Australian Bureau of Statistics (ABS)
enrolment figures with other data sources allows us to present historical, current and future student
enrolment trends across the three school sectors (Independent, Catholic and government) at a
Independent Schools Australia (ISA) regularly underntaatkioensalinan-ddesptatthe aonr taelryrsitiosry level.
dodfaattsaecsAhouosuotrlrceaelnsiraaonlllBmouwernsetautusrotefonSdptrsaetasinsedtniptcrsho(iAjseBtcoStr)ieiocnnarslo,. clCmuormernbeitTnnfhitinisgaguannrtdaehAHlfsyeniusswmitotsiouvoftroerishcrcetavuolissuetaewtphnsuaetoodloryfnesc:niustroref nent rsotulmdeennttse(nernorlmolmenetnftigfuigruerse. s, growth, share).
enrolment trends across the three school sectors (IndepePnrodjeecntito,nCsaotfhfoultuicre enrolments to 2030.
and government) at a national and state or territory level.
This analysis focuses on: Enrolments
• An overview of current student enrolment figures sAcchco•oorHdl isinesgctottoorrictsh.aeTl haAinsBaSis,lyainsni2sin0co2r0feeathnseerorienlmweneernroetlsm4,(e0en0nt1sr,o8o8lfm71ef.5un%ltl-tfaiigmcruoerseesqsau,lligvsareolcewtnottrhs(,FfTsroEh)masrt2eu0)d1e9n,tisnelinnreolwleidthin all
• Projections of future enrolments to 2030 overall Australian population growth. Independent schools enrolled 15.0% of all students in
Australia, Catholic schools enrolled 19.5% and Government schools enrolled 65.6%.
EnEnrroollmmennttssbybyscshcoholosoelctosre1c9t9o6r-12909260- 2020
Enrolments Independent Catholic Government
According to the ABS, in 2020 there were 4,001,887 3,000,000
full-time equivalent (FTE) students enrolled in all
school sectors. This is an increase in enrolments 2,500,000
of 1.5% across all sectors from 2019, in line with
overall Australian population growth. Independent FTE enrolments 2,000,000
schools enrolled 15.0% of all students in Australia,
Catholic schools enrolled 19.5% and Government 1,500,000
schools enrolled 65.6%.
1,000,000
500,000
0
From 2014 onwards the picture changed somewhat with a distinct flow back towards governme
schools - currently at 65.6%, a decline in Catholic share, and Independent schools continuing ste
increases, with sector share currently at itsYheigarhest point of 15.0%.
Growth Trends EnrolSmtuednetnst ebnyrsoclmheonotlshsaercetboyrse19ct9o6r- 2020
Growth Trends Since 1996 several national trInednedpsehnadveentemerCgaetdh.o1li9c96 toGo2v0e1r3nmsaewnta slow shift of enrolments from
the government sector to the non-government sector. During that time, the government’s share
Since 1996 several national trends have emerged. steadily declined from 70.8% to 65.1%, while the Independent sector’s share increased from 9.7% to
1996 to 2013 saw a slow shift of enrolments from the 14.3% and the Catholic share grew from 19.5% to 20.6%.
government sector to the non-government sector.
During that time, the government’s share steadily Enrolment share 70.8% 69.3% 67.2% 65.5% 65.1% 65.6%
declined from 70.8% to 65.1%, while the Independent
sector’s share increased from 9.7% to 14.3% and the 1
Catholic share grew from 19.5% to 20.6%.
19.5% 19.7% 20.0% 20.4% 20.5% 19.5%
From 2014 onwards the picture changed somewhat 15.0%
with a distinct flow back towards government schools 9.7% 11.0% 12.8% 14.1% 14.4%
- currently at 65.6%, a decline in Catholic share, and 2020
Independent schools continuing steady increases, 1996 2000 2005 2010 2015
with sector share currently at its highest point of
15.0%. Year
10 ASBA ASSOCIATE Growth 2015 – 2020
territory with 2.3% per year. Victoria has the second highest growth with 1.9%. Over the las
years the Northern Territory and Tasmania have seen minimal additional student enrolmen
schools.
Enrolment groEwnrthol2m0e1n5ttgor2o0w2t0h 2015 to 2020
Growth 2015 – 2020 Independent Catholic Government All Sectors
Over the last five years, the ACT has seen the NSW 2.5% 0.1% 1.0% 1.0%
largest growth in school enrolments of any state or to VIC 2.7% 0.4% 2.2% 1.9%
territory with 2.3% per year. Victoria has the second 2020QLD 2.2% 1.1% 1.8% 1.7%
1.3% -0.6% 0.9% 0.7%
highest growth with 1.9%. Over the last Gfivreoyweathrs2th0e19 SA
Northern Territory and Tasmania have seen minimal
additional student enrolments in schoolsB.y mid-2020 the totaWl sAtuden0t.6p%opulation ac0ro.1ss%Austra1li.a6%had grown b1y.21%.5% from the previo
year. Growth was espTeAcSially 1st.r6o%ng in the Ind0e.2p%endent 0se.1c%tor at 2.6%, 0w.i3th%the Catholic secto
recording their higheNstTgrowt-3h.s0i%nce 2014 at-11..24%%. The 1G.o0v%ernment se0ct.1o%r grew by 1.3%.
SQouuetehnAsluasntdrawliaa,sTtahsemTAsaotCantTtaieal athn22ad..t31Ne%%xoprtehreiernncTeedrrt00iht..13oe%%rhyigghreewst13tg..h35reo%%wletahs,twwitithha0n12.4..i34n%%%c.rease of 2.8%, wh
EnErnorlmolemnetntgrgorwowthth20201195 ttoo22002020
Growth 2019 to 2020 Independent Catholic Government All Sectors
By mid-2020 the total student population across NSW 2.1% 0.6% 0.5% 0.8%
Australia had grown by 1.5% from the previous year.
Growth was especially strong in the Independent VIC 2.7% 0.7%2 1.6% 1.6%
sector at 2.6%, with the Catholic sector recording
their highest growth since 2014 at 1.2%. The QLD 4.5% 3.1% 2.3% 2.8%
Government sector grew by 1.3%.
SA 1.5% 1.5% -0.1% 0.4%
Queensland was the state that experienced the
highest growth, with an increase of 2.8%, while South WA 1.8% 0.2% 1.8% 1.5%
Australia, Tasmania and Northern Territory grew the
least with 0.4%. TAS St2u.d7en%t enrolmen0t .g8ro%wth by school sec-t0o.r1% 0.4%
NT -4.4%Secondar-y1-.Y2ea%r 7 to Year 12 1.6% 0.4%
ACT 0.4% 2.2%All Sectors 2.5%
Total 4.0% Independent Catholic 3.G0ov%ernment 1.5%
3.0% 2.6% 1.2% 1.3%
It is important to note that even thougIthitshiemInpdoerpteanndtetnotnsochteoothl aset2c.e0t%voernstahwogurgehattehregIrnodwetphetnhdaennotthscehrosochl oseocltsoercstoarws,gdrueeater growth t
egtonorvtoehrlemnsmiezneetndstiifsnfececrrteeoanrsceeendsrbboyelt8lw,e9de0ea5nn. tahdedsiteboicoyttnhofaearlrrs3s,t4gch,ho3e2vome2orslontssmuetdecaentdontdtrsssict,,hiodoovunoeearllstts01oew..t00ni%%utcrhdeoeeltnlhsetiezsdeI.nbIddyneiff2pafe0ernr2tde0hen,enctmtehosseesbgctetoaotvdwred’esritneaiomndndetaihltnietsotnssueeadlccett1noo4trr,9sse4.,nI9gn.rooC2va0lelt2ehr0dno, tmlaihnceenadt dscithioonoalslGrowth (%)
en
34
students, over twice the In-1d.0e% pe2n011den20t12se2c0t13or’2s01a4 dd20i1t5ion20a16l 1420,197 4920.18Cat20h19olic202e0nrolments increas
Sector trends by Primary and S8e,c9o0n5.dary has -2.0% with a sharp declinYeearin the number of primary-aged
In recent years the
secondary-aged student population increased in contrast
students. Sector trends by Primary and Secondary
Student enrolment growth by school sector
Student enrolment growth by schoIonl sercetocrent years the secondary-aged AslltSuecPdtoriermsnartyp- YoeInpadreu0pel(anFdoteuinont dnathioan CsYaetiahnro)lcitcoreYeaasr e6Gdoveirnnmcenot ntrast with a sharp
Secondary - Year 7 to Year 1d2 ecline in the number of pr3.i5m% ary-aged students.
All Sectors Independent Catholic Government 3.0%
4.0%
2.5%
3.0%
Growth (%) 2.0%
Growth (%) 2.0%
1.5%
1.0%
1.0%
0.0% 2011 2012 2013 2014 2015 2016 2017 2018 2019 2020 0.5%
-1.0% 0.0%
-0.5%
2011 2012 2013 2014 2015 2016 2017 2018 2019 2020
Year
-2.0% Year
DslecisfhfseorsoetlunpdcoeepsnutbslaeettinworSnPeotruseilmldnemeadnsraytciyen-hnYboreYoaeeolrmal0hsree(neF0atoc-gud1trnoiondtrwhagsttaihaoinnnbtyiYatnehsacYe2hre)0oftauo1olrt9Ysu0ee.race(trfo,6orausnednartoiolmn eyenatsr)fra0Dwfro-ionh1fmfmedetrhreteahtYnsnhececshieenaeoss2ryobe0ele1a1steyr9wsac.eetproearernorsgssaarcnehpsdgosrogotoelhonsgreoedrcuretagoilshnrssscdthhaietotchioaralrYspotceoohauporrguo0ollhai(nfftogiotw.uhnInnhsedm2eiar0trai2oesy0ncb,syethhechoeaherroae)odalwioinnnedlggrseYi.neeleaItcnhsrse1tos2faturu0rtesdu2eara0neg,tn,osaotdsehdneegrinnorredloeleilncmdaweteionrneratYrsoelefar
All Sectors Independent Catholic Government
Speerc33..t50yo%%eragr rforowmth2a0t1th5istole2v0e2l0iswmithorme ovastriaobf tleheangdromwtohreseinefnluienntcheedgbosgSyvceohcvepoteoroornrnlpgmemrnueorenlwoatnltmt(ht1ieoa.(5ntn1%tts.h)g5hiasa%rnlvoedev)wIegnalrtdoihneswp.mdneHon1Irdn.ie4sed%vntaotepr(irpe2air.cbe1yla%enel)aadlrnsyeefd,rcnomstomtcors(rh2.e20oAi1.nc1o5cflo%lutoreed)n2innc0serg2oed0toclbwmyttihotpeheornmsApBut.osSlsaAtmthicooiafdcnt-vohrgaerernodggwgreiotnrhpwog.otHwphtiussonlteaoet1trinihoc.nia4enll%yth, e
ABS mid-range population projections, growth from 2020 to 2030 is projected to remain at 1.4% per year then slow to 1.2% per year
2.5%
4
from 2025 to 2030.
2.0%
Growth (%)
111.5% MAY 2021
1.0%
3
ISA Update
Student Enrolment
Trends and Projections (continued)
projections, growth from 2020 to 2030 is projected to remain at 1.4% per year then slow to 1.2% per
The government sector has been on or exceeding Year year frTohme 2In0d25eptoe2n0d3e0n.t sector has historically seen growth levels comparable to
0/Year 1 population growth since 2011, but in recent The gothveerngmoveenrtnsmecetonrt hsaescbtoeer,naonndofrroexmce2e0d1in8g oYenawra0r/dYseahra1spsoepeunlataionningrcorweathsesinince 2011, but in
times appears to have lost some growth to the Catholic recentetnimroelms aepnptesaarsbtoovheavtheelogstrosowmtheogfrothwethotvoetrhaellCsattuhdoelinctsepcotopru.lTahtieoInn.dYeepaernd0etnot Yseecatror has
sector. histor1icagllryoswetehnignrothwethCleavtheloslcicomsepcatroabr lheatso thhisetgoorivcearnllymbenetesnecbteolro, wanpdofrpoumla2t0io1n8 gonrowwatrhds has
dgserrooewnp-taoarhnefnfivindfnertcorshrsmeaeeawCd2sae0awt1ihn2isothueolinbcnarwssnoetalamcirnntdoectsirnr,aethblsaaudasstrbehotohipsfvirts-eooottmrrfhiefcenaf2rdlgol0yrhm1oba8wes2terrh0ene1lcoabe2fetnitlvohtoelnewywtoropevaovetrpehdrruaesslllea,osdtbtivouuwendtriteagthhnrllotiasswnpttoutirhnpedcunaerlnedandattihsospeaanoswf.rpYoraueemalscaur2etb0i0nos1ttntlo8ay.nYteiaalr 1
relative to the overall student population.
Enrolment projections Student enrolment growth by school sector
Student enrolment growth by school sector
Year 0 (Foundation Year) to Year 1
Independent Schools Australia has used a combination All Sectors Independent Catholic Government
of data from multiple sources to estimate enrolments by 6.0%
school sector and state/territory to 2030, these include 5.0%
the Australian Bureau of Statistics publications Schools,
Australia and Population Projections, Australia as well 4.0%
as data from the Department of Education, Skills and Growth (%) 3.0%
Employment. 2.0%
The ABS produces a series of population projections
every five years following the Census of Population and 1.0%
Housing. These cover the entire Australian population up 0.0% 2011 2012 2013 2014 2015 2016 2017 2018 2019 2020
until 2066. While not specifically focussed on the student -1.0%
population, by selecting the ages that would best
represent school students, age six for Year 1 through toCaaugteionsem-v2u.e0s%nttbeeenexfeorrciYseedarin1r2e,vtiehweinsgertiheessecatrnenbdes.uItsiesYdetoatroo eparrolyjetcotatchceousncthfoorotl haegterends that
population. have emerged in 2020, particularly in relation to Catholic sector enrolments and the impacts of
Caution must be exercised in reviewing these trends. ItCiOsVtoIDo. early to account for the trends that have emerged in 2020, particularly in
relation to Catholic sector enrolments and the impacts ofECnOroVlmIDe.nt projections
Independent Schools Australia has used a combination of data from multiple sources to estimate
enrolments by school sectEornarnodlsmtaeten/tterSreitocrtyotor2S0h30a,rtehe2se01in5c,l2ud0e20the Australian Bureau of
tShtaetDisetipcsarptumbelinctaotifoEndsuSccahtoiooEnlnasa,r,nnSoAdkdlumilsPlPsterrraoannojltiedajScEeaetmenccdtdptoPlSeroohdySpamhuSraeleharnte2atio.0r2n20e5P1,r25o20,j0e22c350t0,i2o20n0s3, 0Australia as well as data from
ISA projections show that up to 2030 overall The ABS produces a series ofInpdoeppuenladteionnt proCjeactthioolnics eveGryovfievrenmyeeanrts following the Census of
school enrolments could increase by 1.3% per year Population and Housing. These cover the entire Australian population up until 2066. While not
with the Independent sector growing by 2.0% per year, specifically focussed on the student population, by selecting the ages that would best represent
school students, age six for Year 1 through to age seventeen for Year 12, the series can be used to
the government sector by 1.4% and the Catholic sector project the school age population.
Enrolment share (%) 65.1% 65.6% 65.9% 66.3%
0.4% per year. These figures suggest that Independent
schools look likely to continue their steady growth and
could enrol approximately 130,000 additional students
over the next 10 years. This is the equivalent of 240 new 20.5% 19.5% 5 18.6% 17.7%
average sized schools .
14.4% 15.0% 15.6% 16.0%
2015 2020 2025 2030
Year Projected
Actual
NOTE: The ABS classifies independent CinadtehpoelicndsecnhtoCotIsShealAsectthp(Ionior.rdoel0iej.ce.,p4csne%tcinoohdpnneeo-ssnrosytylhssesoetaawecrn.mtotTdhrihcaegetrCsnuoerapwoftiilthgmnouogr2elbie0cnsy3tsss02uc.io0gnhv%goeethorpsaetlesltrl)ChsyaacaehtsatohIrnCo,odtlalheiectpenhersgooneolldivmcceet,enorsnntr.omtssWcfehconhoortueocsllndseoclinionntsooccirrklsuebtladeiyksneee1cdl.yb4y,y%tIoIn1Sacd.A3noe%dnhpttapiehnesneurdeCyeaethntahetroiwrlicith
used the ABS methodology of including
sector enrolments in 2020 are 647,371 FTE accountingstfeoard1y6g%rowotfhaallnsdcchoouoldl enroollmapepnrotsx.imately 130,000 additional students over the next 10 years.
This is the equivalent of 240 new average sized schools1.
1 Average Independent sector school size has been estimated by using the ABS number of Independent schools and enrolments.
12 ASBA ASSOCIATE NOTE: The ABS classifies independent Catholic schools (i.e., non-systemic Catholic schools) as
Catholic, so for consistency ISA has used the ABS methodology of including independent Catholic
schools and enrolments in the Catholic sector. When included, Independent sector enrolments in
2020 are 647,371 FTE accounting for 16% of all school enrolments.
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Technical Update
Emerging from Disruption:
How COVID has changed the workplace and
what this means for schools
As schools continue to navigate the disruption of COVID and to answer the question
‘What now needs to change?’, commercial organisations are asking the same question.
Working parents/caregivers within the Variants in the Journey If they are international, then their
school community are experiencing, and global HQ, for instance in Europe, Asia,
will experience, a range of changes to Our first observation is that the journey or America may have had a different
the workplace environment and to what is of adaptation and evolution is different experience again and be issuing
often termed ‘ways of working’ - the rules for every workplace. There has been a directives that are not locally appropriate.
of engagement that govern how, when, spectrum of reactions to COVID and the
and where the work gets done. right way forward has depended on the In the best scenario, localised solutions
industry, nature of work, workplace culture, are enabled. Staff at a technology
This article presents a summary of technological capability, and leadership company in Melbourne are working
trends that are playing out in Australian perspective. in a completely different way to their
workplaces and is drawn from direct colleagues in Sydney, and are now
experience talking with and working with Therefore the question shifts rapidly from looking to the flexible working and office
workplaces around the country. “What’s the right approach?” to “What’s set up ‘lessons learned’ from Sydney to
the right approach for us?” now chart their own way forward.
We hope this article will equip school
business leaders with useful insights as How this plays out seems to fit into Phase #2 - Adaptation
they seek to engage meaningfully with three phases: Status Quo, Adaptation,
the school community. Our hypothesis and Reinvention. Parents or caregivers This phase refers to organisations who
is that the issues COVID has brought to in a school community may belong to are working in new ways due to the
the surface for commercial workplaces organisations who are currently in any of pandemic, but have not yet put together a
may intersect with those that schools these three phases. longer term plan.
are navigating. If this is the case, then
schools have a perhaps-untapped frame Phase #1 - The Status Quo We suspect that most organisations
of reference that can be leaned on for are currently in this phase. When the
articulating the school’s own post-COVID We might assume that COVID disrupted pandemic hit they rapidly adapted their
direction and innovations. the operations of all workplaces, but this is operations and ways of working.
not universally true. We have encountered
In addition, the administrative function of a a range of organisations who have largely Typically this involved an almost entire
school might well be experiencing a similar continued in a ‘business as usual’ mode shift to working from home within a rapid
disruption as many corporate workplaces. through the pandemic, perhaps due to time frame, accompanied by a ‘ramping
We have just completed supporting a their location, the length of any lockdowns, up’ of technologies such as Zoom or
Sydney school to re-imagine the ‘ways or the specialist nature of their office Microsoft Teams to facilitate collaboration.
of working’ of its admin team, including design or operations. Depending on the role and the workflow,
working from home and a new approach a number of other technological
to flexibility within the school office space. Thus it is, that while some organisations adaptations were necessary.
The process and conclusion directly in Australia are re-imagining the basic
paralleled what we’re seeing in a typical parameters of their workplace set up, The story we are hearing frequently, is
corporate office journey. others have sailed through without a that the technology has mostly held up
blip. Even within organisations, different very successfully, and the fluency and
geographical offices may have had vastly confidence of staff using technologies
different experiences depending on their that allow remote working has increased
location. sharply.
14 ASBA ASSOCIATE
The question shifts
rapidly from
“What’s the right
approach?” to
“What’s the right
approach for us?”
MAY 2021 15
Technical Update Emerging
from
Phase #2 - Adaptation (Cont) Disruption:
For companies whose technology Third, the benefits of being able to focus at How COVID has
infrastructure was immature, some have home - which were immediately apparent changed the
‘leap-frogged’ forward through the crisis, and since well backed up by international workplace and
rushing to virtualise their call centres, shift research - have been offset by a longer- what this
to the cloud, and so on. IT people we term erosion of community spirit. This means for
speak with are referring to 2020 as the is a different sort of beast to classic schools
equivalent of an ‘8 year acceleration’ for collaboration - it’s about social connection
many organisations who were previously and the shared purpose that comes A school rapidly provisioning
behind the curve. from simply sharing space. It’s about the out 700 ‘library’ chromebooks
random bumps and chance encounters to students for use at home to
It’s not just confidence with virtual that allow people to be aware of each other, equalise and enable technology
collaboration that has increased, but also learn from each other, and share ideas as access. Previously these
its two cultural cousins: trust and autonomy. they arise rather than on a schedule. It’s had only been available for
Organisations that would otherwise be about the feeling of belonging to a tribe. borrowing for a single lesson
managing using ‘line of sight’ and other or daytime on-campus use. The
in-person accountability mechanisms As these dynamics have played out they school has maintained the new
have gone through cold turkey withdrawal, have prompted reflection for many leaders approach with great success.
rapidly replacing physical proximity with over what the future of work could look like
clear goal setting, daily team check ins, when this pandemic is, hopefully, done and
and a generous number of 1 on 1 calls dusted. The central dilemma in tackling this
from leaders. question is the collision of freedom and
flexibility with the value of coming together
This has both increased the intentionality in a physical space with a structured
of collaboration - needing a purpose and routine.
a time, as well as creating the perfect
conditions for focussing without interruption At a broad level, school business leaders
when a scheduled meeting is not occurring. may find this dilemma resonates. Many
schools have virtualised parent/teacher
But, it’s a mixed story. Our direct research interviews, virtually streamed events,
with a range of clients reveals several and launched virtual synchronous and
dynamics playing out. unsynchronous classrooms. There may
have been major benefits, but there may
Firstly, leaders are a special case, often also have been major side effects. So, what
stuck in long days of endless online do we take forward from these learnings?
meetings with multiple teams, clients and And in what ways is it best to snap back
colleagues. They have learned that keeping to pre-COVID normal like a rubber band?
the parts of an organisation ‘connected’ Working parents and caregivers in the
to each other with shared face to face school community will likely recognise
presence takes a lot of hard work. the opportunity since it they themselves
are living our these questions in their
Second, boundaries have eroded on workplaces.
several fronts. The psychological boundary
between work and home has physically We’ve heard of a wide variety of fascinating
collapsed, with transition rituals such as operational innovations occurring in the
the commute no longer providing a chance schools last year. We recently spoke to
to ‘shift gears’. Without the commute Chris Harte from Unstuck Learning Design
time, employees have more time back in who supports schools across Australia.
their hands, but then find it hard to pull Chris recounted several examples:
up stumps at the end of the day. We have
had consistent reports of phone calls, text
messages, and emails, coming through at
all times in the evening or early morning as
people’s sense of the ‘work day’ blurs at
the edges.
16 ASBA ASSOCIATE
Phase #3 - Reinvention
A school shifted the home In this phase, the organisation puts particular days, or even across the whole
learning to a ‘212’ timetable: 2 together an enduring plan for their organisation. A more sophisticated
days teacher lead, 1 day deep workplace and ways of working that is approach is to allow for some sharp ebbs
dive project work, 2 days of intended to endure beyond the resolution and flows in a redesigned environment
‘teacher available on demand’. of the pandemic. that has a core set of workstations
They’re now looking to surrounded by collaboration spaces and
continue this out of lockdown. In our experience, a minority of focus spaces. On a quiet day there’s
organisations have reached this phase, still a personal and connected feel, and
A school without technology although many are having informal on a peak day the other spaces provide
rapidly galvanised the parent conversations on the topic. Generally what overflow capacity.
community to assist with the forces action is a milestone event such
distribution of ‘resource packs’ as a lease expiry on a property, a merger, The value of this approach is that staff
to all families. One side effect sudden growth or loss in staff numbers, or autonomy is preserved, but if it rings alarm
was a sharp increase in parent the arrival of a new leader. bells around ‘potential anarchy’ you’re
engagement and ‘community definitely onto something.
spirit’. How can this be maintained? These organisations are faced with some
difficult questions, unable to defer some This more ambitious approach to true
rigorous thinking with real consequences flexibility has to be supported by a range
for their future operations. of accountability disciplines. A classic
solution might include a team charter, a
What becomes readily apparent to them daily team huddle, and constant reflection
is that the working from home cat is now prompted by leaders to their teams:
well and truly out of the bag. The typical ‘where’s the right place to work today?
staff attitude is primal - ‘do not take this Let’s think it through together…’ Self-
away from me’. In the marketplace for determination theory, with its three pillars
talent, there’s a strong suspicion that of autonomy, mastery, and relatedness,
offering flexibility will become more than a suggests that this sort of flexibility is
perk. Work/life balance has already been most consistent with very high intrinsic
a key factor in any successful Australian motivation, engagement, and therefore
employee value proposition. Now it is performance.
being baked into flexible work policies that
enshrine the ability of staff to have choice And performance really is the main game
over their work location. in town. People cost more than real estate,
and are the prime vehicle and measure of
Which begs the question, ‘what’s an office success. The live experiment right now is
for?’ and ‘if we do need one, how big around which circumstances bring out the
should it be?’. The assumption is that a best in them, and many organisations that
smaller office becomes viable by shifting never would have considered flexibility as
from allocated desks and offices to a the default, are now embracing it in a way
flexible office set up, perhaps with a desk that may well very well cascade through
booking system and a range of spaces Australian workplaces to become the new
especially designed for face to face status quo.
collaboration, virtual calls, and hybrids.
For schools, too, people are the main
The especially wicked aspect of these event. It’s about enabling what works in
questions is that if only a few staff come the best possible way. How can we ensure
in on a given day, there’s little buzz to be the disruption, in hindsight, really does
had, and a ‘ghost-town’ feeling dominates. turn out to be an opportunity taken rather
However, if the size of the office is than declined?
reduced, then there is not enough room
for peak days when everyone comes back
in. A tempting direction is to mandate key
‘back to base’ days for particular teams on
MAY 2021 17
Emerging
from
Disruption:
How COVID has changed the
workplace and what this
means for schools (continued)
So Where To From Here? If you’d like to pursue these
questions further, join our
The cards are still up in the air regarding the post-COVID status quo. Undoubtedly, upcoming webinar:
in several years the old adage will remain true: ‘the future is here, it’s just not
evenly distributed yet’. However, our bet from this year’s trends is that, on balance, Webinar: How COVID has
much higher levels of staff autonomy and location flexibility will be found in most Changed the Workplace
organisations in comparison to before the pandemic. and What this Means for
Schools
What’s the path forward for schools and for school business managers?
Join us for mini-
Here are some final reflections that all hinge on community preparedness and posture presentations and a Q&A
when understanding what a school is, does, and offers. session from three
cross-sector panellists:
1 School Marketing – what is the narrative that is put forward to the
community and how will this be received? • Steve Collis, Head
of Workplace Strategy
Might the school value proposition be evaluated with a new lens on the world at Amicus
of work where autonomy and flexibility are at an all time high?
• Kathy Dickson, Bursar
2 Embrace of Change – how is the school changing and does that at SHORE School
represent a threat or opportunity?
• Chris Harte, Director at
As Winston Churchill said, “Never let a good crisis go to waste!” Will Unstuck Learning Design
innovations that are framed as part of the learning catalysed by COVID be
received with higher levels of enthusiasm?
3 New Spaces & New Technologies – will these bewilder or beguile?
Will increasing numbers of parents who are familiar with ‘Activity Based’
work environments recognise the same principles underpinning flexible
learning environments and the promise, rather than peril,
of online learning and virtual connections?
Steve Collis | Head of Workplace Strategy, Amicus This webinar will bring
three perspectives
together to consider the
opportunities for change
in the wake of the COVID
disruption and is scheduled
for 23 June 2021.
Register on the ASBA website at
www.asba.asn.au.
18 ASBA ASSOCIATE
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Our Schools
The St Lucy’s Landscape …
A Catholic Dominican Mission A Community Enriched by Difference
St Lucy’s is a co-educational independent school St Lucy’s has a focus on the development of the whole person; spiritually,
for students with intellectual disabilities. Established socially, intellectually, and creatively. We place emphasis on building students’
in 1938 as a primary school for students with vision capabilities in the areas of communication, social engagement, independence,
impairments, St Lucy’s has become a leading technology, literacy and numeracy through explicit instruction. Teaching teams
educator for students with special needs, moving work in collaboration with the Behaviour, Emotional Support Therapies Team,
towards a K-12 offering by 2024. Artists-in-Residence, specialist teachers and trained volunteers to provide
students with enrichment opportunities for self-determined learning, expression,
A Catholic school in the Dominican tradition, St and exploration.
Lucy’s is open to students of all denominations. The
main campus is situated in Wahroonga and St Lucy’s Students contribute to a school culture which values, Courage, Community, Truth
also offers satellite classes on the Upper North Shore and Joy. Staff are highly collaborative and foster meaningful connections with
and Northern Beaches for students who benefit from families to ensure that our students get the most from what the curriculum and
special education within the setting of a mainstream their school life offers them.
school. Since 2006 St Lucy’s has been inspired by
Reggio Emilia Philosophy. Our image of each student St Lucy’s celebrates the individuality of each student and is a community enriched
is of a strong, curious and talented learner. by difference which provides exceptional education, inspiring and preparing our
students for a life of purpose.
20 ASBA ASSOCIATE
A New Environment is the Third Teacher
In May 2021, after 5 years of planning and
18 months of building St Lucy’s will officially
open the $15M Dominic Centre for Primary
students, with $6.7M funding provided by
the NSW Government. This new state of
the art facility architecturally designed by
Stanton Dahl, hosts 16 General Learning
Areas (GLAs), 32 complementary learning
spaces and two large activity spaces. It
also incorporates an underground carpark
offering 48 off-street parking spaces.
St Lucy’s Board and Executive recognised
the need to manage enrolment demand
and collaborated with architects from
Stanton Dahl to complete master planning
for the Wahroonga campus. Stanton Dahl
attended special Parents and Friends and
staff meetings to workshop and survey the
stakeholders to bring to light the ambitions
and hopes they have for the school. The
architects facilitated discussion with the
School Board, Executive and teaching staff
to fine tune the goals for the masterplan
including focussing on the priorities of a
potential building program. The outcome
of this process was a comprehensive
masterplan document endorsed by the
Board in early 2017.
At St Lucy’s we believe that a student’s
learning environment should emulate
society with places that are designed and
purpose built. There are places to meet
and collaborate, places to explore new
ideas, places to discuss, places to work, to
eat, to relax and places to create.
Going to school starts with the journey.
With the St Lucy’s student population
heavily reliant on assisted travel to and
from school, a convenient, efficient and
safe drop off and pick up area was needed
along with increased off-street parking for
staff. The extensive basement provides this
all-weather kiss and drop zone, and the
generous vehicle queuing moves vehicles
away from congested local residential
streets. Students therefore arrive ready for
their day, safely and calmly.
TSuhbehSetaLduincgy’s Landscape … (continued)
The journey from the carpark to the
classroom traverses Dominic Centre. This
Heading level 1centre provides new sheltered outdoor play
“The Dominic Centre has a significant, Staff can now easily shower students,
positive impact on the way we are able to utilise electric hoists and electronic change
deliver quality education to our students.”. – tables to assist students with their personal
needs. These various facilities provide the
areas for outdoor learning, wet weather play, St Lucy’s Teacher spaces for students to be supported with
dignity and to grow in their independence
controlled before school and after school Technology is a key component in the new in toileting and self-care in their journey to
gatherings and all-weather connections to design to better support the growing and adulthood.
the broader campus. specific requirements of the students and
The excitement and comments from our
One of the most significant innovations in teachers. Together with St Lucy’s Staff and students and staff on the opening day give
credit to all the hard work that went into
the General Learning Area’s (GLA) of the occupational therapists, several unique making this project a reality. Below are just
a few responses from our students and
DIflneoxtmirboilneicagcCoteivenittysresphhaaescrebese.eInncthoerpinocralutisnigontwoof design elements were incorporated into the staff:
project.
“The list can go on and on and on, but
kitchen sinks of varied height, microwaves, Consideration of the sensory needs of the overall, there is a feeling of respect towards
fridges, adjustable height benches and students was also critical for the building. staff and students. The building is bright,
a large central table, this space is either Therefore, the Dominic Centre included easy to clean, welcoming and a fabulous
part of the general learning space or a venetian blinds in double glazed windows space to work in!” St Lucy’s Teacher’s
zone for STEM activities. It is designed in all complimentary learning spaces to Assistant.
to accommodate communal meals and allow teachers to block or open up spaces
facilitate the delivery of life and living to external stimulus, acoustic panels to “Our class has loved exploring their new
skills learning. With only 8-9 students absorb excess sound and hearing loops space and are excited by how much space
for students with hearing aids and cochlear they have. Our favourite thing to enjoy so
Tper classroom along with three full time implants. far is having all the students sit at our big
table for our meals. It brings us all together.
educatoersx,t tghoeeres ihseerneough room in each The building also needed to ensure all Boston described the classroom as a
GLA to have a dance class, circulate “classy joint’ and we agree!” – St Lucy’s
multiple wheelchairs and alter learning students had access to their learning tools, Teacher.
settings to support teaching ambitions.
More information about enrolling at St
Each classroom has two adjoining so some things were made to move such Lucy’s can be found at www.stlucys.nsw.
complementary learning spaces which are as: adjustable benches, tables, and chairs edu.au or by calling 9487 1277. To arrange
an integral part of the students’ learning along with exciting display solutions and a tour of the Dominic Centre to view this
landscape, designed for theme exploration, visual boards so that students can build example of best practice building design
collaborative work in small groups or with a culture in the learning space to reflect their for students with disabilities please contact
1:1 educator. The complementary learning values and interests. [email protected].
spaces are also for students to transition The Dominic Centre also contains
between learning experiences, by providing “Changing Places” bathroom facilities
low and high sensory input. on both levels of the building. These
The new learning spaces are flexible, bathrooms are designed to world leading
beautiful and dynamic. The design includes standards for assisted care and enable St
areas for collaboration, community and for Lucy’s to provide truly equitable access to
working as an individual. education for students with disabilities.
22 ASBA ASSOCIATE
Q&A WITH
REDEEMER LUTHERAN COLLEGE
Redeemer Lutheran College is a leading co-educational facility in Queensland. Located on the border of Brisbane
and Logan cities in Rochedale, the school caters for over 1,100 students from P - 12. The Redeemer facilities must
be maintained to a high standard all year round to attract the best students and staff. In 2015, Higgins Coatings
began implementing a painting maintenance plan. The painting scope included the repainting of all buildings –
internally and externally - with routine washdowns.
After successfully maintaining the ongoing painting program is an integral The college has since signed on with
school’s appearance for five years, part of presenting a fresh and inviting Higgins for another five-year term. The
we are excited to announce that campus for all. college is looking forward to building
Redeemer Lutheran College has upon an already strong partnership
renewed its partnership with Higgins Tell us a little bit about the with Higgins and working with them
until 2025. partnership between Redeemer to continue to deliver a wonderfully
Lutheran College and Higgins (i.e. presented campus to the community.
We caught up with Deputy Business previous 5 years and plans for the
Manager Nicole Wolf, who provided her next 5 years) What do you enjoy most about
thoughts on painting maintenance and working with Higgins and why?
what it has been like to work with the Redeemer Lutheran College
Higgins Brisbane team. commenced working with Higgins in The team at Higgins are professional,
2015. The five-year plan with Higgins friendly and dedicated to delivering
Why is maintaining your school’s resulted in every painted surface a fantastic job. Nothing is ever too
paintwork so important? in the college being painted and much trouble! We have had a great
renewed including all roofs, externals experience with Higgins over the last
At Redeemer Lutheran College, we and internals. A standard colour pallet 5 years and are looking forward to
are very proud of our lovely grounds was chosen to tie in the various sized, working with them again.
and facilities. We are continually shaped and aged structures across the
investing in the rejuvenation and campus. Overall, this initial program was Nicole Wolf
maintenance of our facilities to ensure extremely successful resulting in a fresh Deputy Business Manager
the campus is welcoming and appealing and coordinated campus. Feedback Redeemer Lutheran College
to our students, staff, and the wider from students, staff and the community
community. Our commitment to an in general has been very positive. Higgins
proudly supports
P 1300 HIGGINS JUNE 2015 23
E [email protected]
higgins.com.au
TSeucbhhneicaadlinUgpdate
HHoewatdo idnesgignleevdueclat1ional facilities
with future generations in mind
Support the next generation of climate activists from the ground up
Intro goes hereClimate change is a topic of increased focus as national headlines and reports call for the reversal of global warming
to provide healthy environments for generations to come. As the world continues to be plagued with natural disasters,
like the devastating wildfires in California, harmful air quality, warming oceans and more, it is critical to educate the
global population about the impact rising temperatures have on the planet and human health. Where to start? With the next
generation of climate activists – students.
K-12 school districts play a vital role in Educational Facilities & absenteeism reduced by 87%, a 74%
increasing student awareness of climate Climate Change increase in ability to attract and retain and
change to inspire and foster this next teachers, and a 72% increase in community
generation of activists who will continue to In tandem with integrating sustainability image.
education into the curriculum, school
Tprioritizeexatttgaoineinsghaercelimate fit for life. districts have another opportunity for These statistics emphasize the importance
instilling a commitment toward carbon of specifying green building materials,
By the time students reach high school reduction efforts within their student body which can further contribute toward overall
graduation, they have accumulated – their facilities. School facilities can be sustainability objectives and help lower an
15,000-plus hours in school, signifying a instrumental – or detrimental – in lowering institution’s carbon footprint. K-12 schools
large opportunity for educators to create a school’s overall carbon footprint and and districts can further provide evidence
stewards of our carbon footprint. The United impacting public health. of their environmental commitment through
Nations realized this opportunity in its 2030 specifying low-carbon materials, in turn,
Agenda for Sustainable Development, It is critical to address the carbon footprint contributing to the sustainability of their
which provides a blueprint for peace and of built spaces, especially as the building facilities.
prosperity for people and our planet. The and construction sector is responsible
agenda contains a stand-alone goal for for nearly 40% of global greenhouse gas For example, every 20,000 square feet of
education systems, advocating sustainable (GHG) emissions. This marks a significant Interface’s carbon neutral flooring products
development issues, such as climate opportunity for districts to create a healthier sold is equivalent to reversing the emissions
change and biodiversity, in teaching and world for their students. of a car traveling 64,516 miles, or 2,926 U.S.
learning. gallons of gasoline not being consumed,
Embodied carbon, or the carbon footprint marking a significant contribution in
According to a study from the North of material, has become an impactful reversing global warming.
American Association for Environmental opportunity for the built environment.
Education, sustainability education is Embodied carbon considers all GHG This is is just one of the many reasons
effective in academics and climate activism. emissions throughout a product’s lifecycle, why educational institutions should specify
The study found that incorporating an including the product’s value chain and low embodied carbon building materials
environmentally-focused education fosters manufacturing, and is the carbon impact to reduce the greenhouse gas emissions
critical thinking, personal growth and of new building and renovation projects impact of their facilities. Should schools
life-building skills, as well as enhanced before they’re operational, unable to be want to prove their sustainability efforts
academic performance and civic reduced over time. In fact, embodied further, they can opt for carbon negative
engagement. An increase in positive carbon is especially urgent to recognize as building materials, which store carbon,
environmental behaviors is also a direct it contributes 11% of total GHG emissions prevent its release into the atmosphere and
result of a sustainably-enriched curriculum, globally. foster a healthier world.
such as participation in community clean-
ups and improved recycling efforts. Performance outcomes are also a key factor
to consider when developing educational
facilities. Integrating a sustainable approach
can increase performance outcomes
for students, teachers and faculty. For
instance, in a recent study of green schools,
facilities designed with climate in mind see
24 ASBA ASSOCIATE
How to Identify Low-Carbon individual materials, empowering them to Improving Student Outcomes with
Vendors and Products
specify and procure low-carbon options Sustainable Design
Identifying vendors and manufacturers that
align with the school’s sustainability goals based on available products. Results indicate that educational facilities
is essential to reduce the environmental
impact of their built spaces, especially when Another consideration when specifying largely influence students, teachers and
considering long-term commitments like
building materials. products is what end-of-life considerations faculty’s productivity and health. One
So, how can K-12 systems and school have been instituted by the manufacturer. recent study found student test scores went
districts effectively identify vendors that
align with their sustainability objectives? The To gauge the quality of a vendor’s program, up considerably due to improved school
following questions for manufacturers can
help guide the decision: take into account the following: conditions when comparing results before
• Do you have goals to remove toxic • How long is the product expected to stay and after the renovations.
chemicals from your products? Anything
beyond that? in service? Committing to specify more sustainable
• What percentage of raw material • Are products taken back actually building materials is key to fostering
inputs for your total product portfolio recycled? increased public health and wellness in
comes from recycled content or the student body. Climate change is the
biobased materials? • What percentage of old products can be greatest threat to human health of the 21st
repurposed? century, making it a priority for schools
• What is the most important thing you
would need to do to cut your products’ • What is the amount of new product and districts to address climate change.
carbon footprint by 50% in the next five actually produced from old product? Furthermore, emphasizing the importance
to 10 years? of sustainability through enriched curriculum
• What third party is used to verify their can lead to improved student health and
recycling process claims? performance, while inspiring the next
By aligning sustainability goals and values generation to lead a more sustainable life
with these vendors, districts can further and contribute to a more sustainable world.
move the sustainability needle in favor of
carbon neutrality and solid waste diversion.
When considering different vendors, Lisa Conway serves as VP of Sustainability, Americas for Interface - the
seeking a better understanding around the global flooring manufacturer that is leading industry to love the world. She
sustainable implications of material choice and her team are responsible for regional activation of the company’s
is vital to making a balanced decision. mission: Climate Take Back. She is passionate about bringing awareness
Those looking to better understand their to the interconnectedness of environmental sustainability and human
building materials’ potential carbon health. To drive understanding of the impact of carbon on human health, Lisa and
impact can employ tools and resources to her team provide educational programming around the need for transparency and
compare the amount of embodied carbon prioritization of embodied carbon in specifications within the building industry.
associated with each product, such as the
free Embodied Carbon in Construction
Calculator (EC3) tool. EC3 allows users to
do side-by-side carbon comparisons of
JUMNAEY22001251 2255
ASBA Matters
ASBA Matters News from the CEO
ASBA Matters Hello again in 2021! This year started
News from the CEO world and has had a few little COVID-1
that we are on the up and up and that
to a fabulously exciting get-together a
in September 2021!
News fromworld and has had
that we are on the
Hello again in 2021! This year started with all the hTohpeeinAtShBe A2021 National
aupfeawndlitutlpeaCnOdVtIhDa-t19wbeuamrepms bouvtiCnIgoaemnvfeherorcpleeonfsueclre Committee and
the CEOin SeptembNeerw2s02fr1o!m the CEO
to a fabulouAsSlByAexMcaittitnegrsget-together at ASBA2021 inthMeelAboSuBrnAe(Vic) members are
really looking forward to
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Make sure you register before theinESaerpltyemBibredr r2a0t2e1!ofw$h66a0t(iwnci.ll be a wonderful professional
gst) per meMmbaekr erunssuoruet!ywowuwr.eCTahogsenbifAseaSr2teBe0nAc22re10b2C.c1oeomNmfmaot.iitoartneueaelatnhde Early Bird rate of $660 (inc. gst) p
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aRgoaaidnshinow20s 2210!2T1 h–isCoyuearargeous Cownvwerswat.iaonssba2021.rtcheoaellAmySlBo.Aoak(iVunigc)fomrewmarbdetros are
welcoming as many of you as
2021 CCOOUNRVEARGESAOTUISONSSttCwasTCaIdahhttehlnoOeafooaapaAdemvrVrotttebtlSAekawwImdeluBomDtSdfleeaiponAoB-tbwnmr1oaatu2Aewe9drrsi0erce2teealbonhh2y02aruomsta1d02anet.nmsio1x2ldttnlothocvp1Nhtt!iaMishshtyneadeioeebngetueuuialhAattCaTsgipobe,hhnttnhooSngfvaotgeegaIpdeeahrBfaeuenwfeteagMtirflltrAsiheaaidr-nminrCceteeaitlnnsg(soilueaolvtdtooVsbrhgtatpten,ieopsholiondenafeecsgfptaeuptei)tnuhrrfhoonrrefeodmenetuirefdacoftreunrswbutuyclcCeClnoiohtetorBiphuoctuoDpyooadMAwparfonenSlfawaAtoradbvoBrevegknyewtnAoraSneecgseuloot.oeWaurvrdRoasBnupensutnkissoueimraarobreAitatoaretsnttayeeiedcdoninq2gtoynCosrvntgR0ouhmsstcQNSoeonJet.n2uaopoaAfnons1tTeLswlporrioomc.tdtDvoengca–yisrq–scygeoavete2upotid-kcia1mry1sdn0fhursitt1tCaaTtst8oo6ueos2.ee,1hhioat:Pnhao1sgd1arfrtpeerhsJ4tudegeJaehrfaubieut–fJetstagMeoirfsloehAsiluneavaisrnnnklCtornfeeyatiteninpeehsgowdioseomalsvnt,doosbrneruenatde,eaopstpwsioRrdtearslnhagatfop,taout.yi,holnuh2erfhnogoystrcgfaeld2dmeasonee0hSuiore.2irtacietaoedrpbsw62ieb0auEtuwucvsWcullCsaCtaTtseaClo1nCtT1ocdawaoriiSeehoti2otsshorrfn,hhlBioeh4nptfatnhloilonhsctliotuegoaluCyoopDtpyendg1blaoyboottsaqAeepnepolrhnftdobevwBaenowllofthatrwMoerffultpnemoboierdeieeivehogdn–rmrnacrfettvsgMrioarwrniesaesedeufkegltiyeaasresiIlwoeWrulrbtvelvohawuiainrronnsdibakrstnryC,2nkiaseretousosinraaeue,stoeteaiigttl0ntyiroom.akistsefgnntbwtnyohsl,eaoutdro2seitlan2hligaovudCtoiridpotoynrnntislnb1on0mhsbuoenreclouofonatrJtpdesersnog,2oiaHnorrepghffrensasooesspcrodfr1mkcgswwd$invnauCnrnigoicgifofrqnppntiatrsgcuee6aifsleeetdiehiinhouluontlktuhhlrrry6gfnpllntwhogoflhimsosairurotehsneIo0foubereie1ioasdmePonronseepdarvuirpasnrrge4tepiaag(ealcafaoismieritktgevreogiMnonresdeerhwAlalswnevbiwunkltluteosuncleyysneapeelhaeicstug.snmga,isn,CoeehevniClrignetodtldigolthssbsriltRiunhristeitr.lslirsoeano,onrion.Bn,oiooptsl2thbyotalpcgeactSlc)eaumn0hgSe.uCirtoCleDrppyapiddppor2mieoaadosWnpalJoeosoro1aorifloewshpianefnenrlrfntnasniueorvatonctnpabmoiusveqrnseCetlhnvegwwqlotghoennuoletdveowrBodrcneufirrsisaeiwurmnotettstapaIDeeiihlyuhwoetWdugirratvymoaPthbdsneentrysitotmkobwnekeiolssirheiuloogbiutsiraipnryrltnyeonebitlutankptryrrosartsntHrgheteWyoirffuesciddknoHficooraiitfonnpncrsggaisCeeRokarprtluihnltrisgolgy,lmsdnpmoesuoonenociuo.osolntngJdleonvdasnuahpiaepuoosaniirWfeginndmsndiawestnttdwnspuosso!aemucssgsgiaidivbedointgtffgdnhiluhlrqfuchsileimaiceinoaneceotltberlyuygwtkusemery.nfhlssitteoue1ioaPsrpr4tgeaieteorshAlvkltonyepehimsn,nredssiRterlao,.,o2ytcgla0hSe.irad
members are really looking I lodIolekIolfvooooerwkklaofrfodTNWNporAwtSZmroASWaw–sr––ede1e&a323ntino0r5AgtAdsJCJ.tueuuhTgtelnyuoi–rneesg2stst0tehoJfeeuyrolieynusagttoytfohyuoreuevarSQNeteAnTLytDs––ost-ua111t8r6o:1eJJuufJvunnenyeeneotsuat:at your events at:
forward to welcoming as many
of you as possible to Melbourne
wnsdliytuetlpaeraCsnOtdaodwEsVChWrunetaoOtIihrevDleru2Vleealdrh-6byIlytD1oaSewSoB9hv.pwaueeiamirbeptrwardheetuelaensorm&gamrontaielsplLdotrbeteemtpeseecharoprrobrofefon2buruv$rd0helZtit6enfp2oouo6Idg1ronpr0aotmfeieemhotf(eytveriiwhsn.nehwwsecerMiot.boohhcpniraanlekeoaktasfleshrueowlrpitihnWChtJoOoaeuVcrh3IqDaSuwhv. eaiertaebhls&iaontLareewrcaorrenerdccZeaoodnortdmhuienswewgesbosirhwnkoashhruiowclpdhitihnawtJnoaiylc3ltqthuwhiienetbhgnianTNNWtghaANSNTQSZworAaSAWOSO–UrevS–a–eWUER1ec&Mcw323ETaTo0&5aAnAHHNrrAdyJNCJAuSEuouuAiTnIsCgRLdlnnAUyegu–ATeNueSss–sN2et–hTwT20DRoE2h5tJu0AoRi–ucJlLdRlJhu1yIuI1AanwTlnOJe–iyylulRt1tnhY8hieneJ–gnu1ghn6oaeJvauewNQSTNnareAyAoTSLdnSDWue––e–t-11o&128615AJJuuCJJuunnTnnee–ee 20 J
get-togetghset)r paetrAmSBemA2b0er21ruinnsMouetl!bourne WESTERN AUSTRALIA – 30 JulyWA – 30 July
www.asba2021.com.au
NEW ZEALAND – 13 August NZ – 13 August
and We have also reWceoharvdeealdsotrehceordwedotrhekswhoroksphoipninttoo 33wwebienabrirnecaorrdirnegscordings wh
s are ASBA (FM) Branch hour Share & LwehaicrhnwZillothoenmhavwe ea bonienhaorurwShiatrhe &JaLecaqrnuZiotohmawtebwinaer can use shou
o COVID. with Jacqui that we can use should anything go awry due to
ou as COVID.
on
for
ul professi2o6nalASdBeAvAeSlSoOpCmIATeEnt opportunity.
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h are really starting to wind up.
e
021 Thank you for supporting your Facilities Managers to join this new
Branch.
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ASBA (FM) group – please direct them to the Expression of
Interest Form available on the website at https://asba.asn.
au/#expressionsofinterest-facilitiesmanagers.
Pip Thomas |Chief Executive Officer
his
nal ASBA (FM) group – please MAY 2021 27
n the website at
agers.
Technical Update
How to avoid an ill-informed
Property Master Plan
Ill-informed and poorly timed decisions
about property development and use
can have a dramatic impact on the extent
to which a school achieves its strategic
objectives.
What is a Master Plan?
A master plan is a tool to guide the way
in which property is acquired, developed
and used. It is not a detailed design. It
demonstrates the way in which the built and
natural environment can be harmonised
in an efficient, effective and sustainable
way. It responds positively to constraints
of all kinds, maximises opportunities and
is flexible and adaptable to accommodate
changes in the school’s strategies.
What factors should not be
overlooked in the preparation of
a master plan?
It is natural to visualize a master plan as
a series of drawings. Consequently, the
focus of a master plan can be the drawings
whereas the true value of a master plan is
the process itself. A master plan that does
not consider all the relevant factors will be
unreliable. In the worst case, an ill-informed
master plan creates significant financial and
operational risk for a school.
How do you avoid an ill-informed
Master Plan?
I have seven recommendations.
28 ASBA ASSOCIATE
In this editorial, Danaë Bain, an Associate of EPM Projects who has
many years of experience in managing school master planning
projects, shares about the traps of an ill-informed master plan
Alignment with the Mapping the Adaptive to Changes
Constraints & in Teaching &
School’s Strategic Opportunities Learning Methods
Objectives & 4
Pedagogies 1 3
First and foremost, a master plan should Mapping the Constraints & Opportunities Land is a finite resource and one of the
clearly address the school’s strategic single largest economic assets of a
plan over a corresponding horizon. At its For a master plan to be reliable, it must be school. While buildings can be built and
core, a master plan must be an enabler of informed by the constraints to development. replaced, land cannot. A building that does
the school’s pedagogical framework and To maximise the economic use of land not maximise the use of the land that it is
practice. The master plan should be a ‘living and to minimise the cost of development, situated on over the design life of the building
strategy’ that is regularly reviewed and a master plan should also leverage the (50 years according to the Building Code of
updated as the school reviews its strategic opportunities. A thorough constraints and Australia) is, arguably, a false economy.
objectives. opportunities analysis completed before the
master plan diagrams are developed will The process of mapping the constraints and
Adaptive to Changes avoid a situation where the master plan is opportunities to development should identify
in Teaching & unable to be implemented and will reduce land that is underutilised and the potential
Learning Methods the risk of consequent projects. While the operational value of adjoining property.
cost and time involved in investigating and It is helpful to know as much as possible
2 mapping constraints and identifying the about the intentions of neighbouring
opportunities can be significant, it is likely to landowners and their land at the time of
A master plan should enable a physical be far more expensive and disruptive [and preparing a master plan, as this could reveal
environment that can be easily adapted to potentially embarrassing] if this is deferred. opportunities for a more efficient, effective
support changes in teaching and learning Expert consultants should be appointed and sustainable master plan.
methods. For example, there has been an to investigate and map the constraints and
increase in recent times in the provision of identify the opportunities to development. A well thought-through master plan will
‘makerspaces’ for robotics, CAD, coding inform a strategy for acquiring property
etc. Whilst it is not possible to predict how to minimise the risk of the master plan
technology will impact the way children becoming obsolete as soon as the school
learn, a master plan should anticipate acquires additional land.
change so that buildings are designed to be
flexible and adaptable at minimal cost and The school should invest in thorough due
operational impact. diligence before incorporating any additional
land into the master plan, including things
such as constraints from heritage, bush fire
and land use (zoning) permissibility etc.
It is also important to consider the optimal
use of the school’s current property
and facilities to inform any decisions to
purchase additional land. For example, the
school could consider whether is it more
economical to excavate and use the space
below ground, for example, under an oval for
facilities such as carparking or to add storeys
to existing buildings, as an alternative or in
priority to acquiring land.
MAY 2021 29
Technical Update
How to avoid an ill-informed
Property Master Plan (continued)
Consultation & Cost & Implementation
Briefing Affordability 7
5 6
A good quality master plan is based on The process to prepare the master plan The process to prepare a master plan
a master plan brief that is informed by should consider the probable costs of the should include a strategy to implement
appropriate engagement and consultation master plan projects and the means of the the master plan. This includes staging
with key stakeholders. While it is not school to fund the master plan (including the master plan projects, enabling works
necessary to consult everyone, a master any enabling works). This is preferable to as a precursor to a project and how the
plan that overlooks early and regular cost and affordability becoming a ‘surprise’ master plan will be implemented in a way
consultation with key stakeholders at the time of embarking on a project. that minimises the operational impacts
risks being unreliable and misses the Factors to consider include ability to on the school. Where existing buildings
opportunity to engage the whole school finance debt, cash flow and debt policies, are proposed to be demolished to make
community towards the school’s strategic and sensitivity analysis of the best / worst way for new buildings, the required churn
objectives. case scenarios. Such reviews could space can tend to be underestimated or
result in a master plan project needing overlooked. Whether the churn space
Following the process of stakeholder to be delivered over two or more stages. is to be provided in an existing building,
consultation and mapping the constraints This can have a significant impact on its or in a temporary building, the school
and opportunities, the decisions of the design and therefore the way a project is should consider the amount of space
school should be clearly documented incorporated into the master plan. and the specific facilities required, as
in the form of a master plan brief. The well as the costs and statutory approvals
master plan brief does not propose the Some facilities proposed under a master to provide the churn space. It is easy to
solution. Rather, it sets out the challenge plan may lead to increased student underestimate the time and cost involved
that the master plan should solve. It is capacity, and therefore an increase in in these enabling projects.
important that the purpose and function enrolments and revenue. Other facilities
of the various facilities is adequately might provide increased amenity, By nature, a master plan will take years
documented in the brief, so that when the however they may not directly contribute to fully implement which means that a
detailed design for each of the facilities is to an increase in revenue. The staging school will be subject to many years of
progressed, the functional requirements of facilities, and their ability to generate construction. This can lead to ‘construction
are carried through with predictable spatial revenue, should be considered so that fatigue’, with the risk of the school
and cost impacts. An example is a sports it is appropriate within the context of the postponing projects. The way in which
hall to accommodate courts that are to school’s financial capacity. the master plan will be staged should
be used for competition will have greater be carefully considered when setting the
spatial requirements than practice courts. timeframes for implementing the master
plan.
Conclusion
A well-researched master plan will be an asset and an enabler to the school’s strategic objectives, while an ill-
informed master plan will be a nice set of drawings at best and potentially expose the school to significant risk.
30 ASBA ASSOCIATE
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The School was very mindful that
the facility needed to be much more
than just a rowing shed and had to
be a facility that would be utilised
extensively within the wider school
community and also being made
available to the wider community.
32 ASBA ASSOCIATE
Our Schools
CGS Rowing Centre
Equipping our Athletes for the Future
The original Canberra Grammar School It also needed to provide all the storage The completion of the facility has been
Rowing Shed was commissioned in 1968
and had served the School well for over space required for the fleet of coaches transformational and with the appointment of
50 years, but as the Rowing Program had
continued to grow with the introduction of boats and also provide a state of the art world champion rower, Tobias Wehr-Candler
co-education it was time to provide a new
purpose built facility. facility in which to undertake any repair work. to lead CGS Rowing, along with two-time
In 2017, the School commissioned All of this needed to be done with the need Olympian Sarah Cook as Head Rowing
architects to undertake a design brief that
would provide the school with a facility for students to be able to safely manoeuvre Coach. Their impact has already been
designed to accommodate the vastly
expanded rowing program and to create a not only rowing hulls but also any other apparent in the momentum of girls’ and
design that provided world-class facilities
and a multi-purpose off-site building that equipment that might be required. boys’ Rowing this season, as is evident in
could be utilised within the wider life of the
school including functions, professional On the upper-level, change rooms and thrilling regatta results, but also in the spirit
development sessions and for external hire. bathroom facilities are aplenty, with ample that we want for all our sports.
The design brief was demanding in space also for coaches to plan, develop The brief for it to be “much more than” just
itself, but even more demanding was the
timeframe that the project needed to be and train the rowers. Overlooking the lake a School Rowing Centre continues to be
delivered within – the window being the end
of the 2019 season (April 2019) and to be there is a multi-purpose room that can be achieved with the facility being utilised to
available for full use at the commencement
of the 2020 season (October 2019). The utilised by the rowers when training indoors host the Australian Mens Rowing National
available budget was also demanding in the
total project budget of $2.3M. Pleasingly all or converted into a stunning function space Training Squad whilst their own facility was
of this constraints were met and the finished
project was delivered on time and within with unparalleled views of Lake Burley being upgraded, used to host a regular
budget to commence the 2020 season.
Griffin. This area being equipped with a indoor rowing program for veterans and
The lower-level designed to cater for the
storage of all current rowing hulls, but also kitchen area that is able to both provide their families, hosting the professional
to allow for future expansion with hulls being
able to be stored up to seven high. for the rowers training needs but also development seminars for the Association
enable catering staff to provide for catered of Independent Schools of the ACT, and
functions. The room is further equipped with numerous other groups.
state of the art presentation equipment to As with all developments undertaken by
enable professional training sessions to be the School a critical component is that the
conducted away from the main School site. facilities developed are able to look to assist
The School was very mindful that the facility the School in engaging not only with its own
needed to be much more than just a rowing community but also playing an active part in
shed and had to be a facility that would be supporting the wider community within the
utilised extensively within the wider school ACT region.
community and also being made available The CGS Rowing Centre will see many
to the wider community. Since the centre generations of Canberra Grammar School
was completed it has more than exceeded students enjoying these world-class
all expectations. facilities and providing them with lifelong
opportunities.
Kent Peters | Director of Finance
MAY 2021 33
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Technical Update
Demographics and Demographics and mapping should play an
mapping for schools important role in the business decisions
… using data for better made at many levels within a school.
Marketing, enrolment, advancement
business decisions and investment strategies should all be
influenced by meaningful facts and data
surrounding the school.
Boards, Principals, Business Managers and
other administration staff will all make
better decisions if they are equipped with
the facts around them.
The information can be displayed in many
ways – reports, tables and mapping. This
article is a guide to help you make “better
business decisions” for your school.
What specific areas should we be Major investment decisions The Census costs around $500 million,
addressing using demographics and the Australian Bureau of Statistics are
and mapping? Schools are often in an expansion mode, responsible for the Census. They plan well
and may wish to consider a new campus or
Admissions / Enrolment a major investment in the current campus ahead to ensure they ask the questions
Admissions / Enrolment should have a very for a variety of reasons: required to best understand the current
similar meaning to Gross Revenue on a P & • The current campus does not meet population’s situation, and to be able to
L to a Business Manager. It is the numbers our long term plans, and additional / new assist in forecasting for the future. These
forecasts then lead into actions undertaken
of enrolments that generate the revenue that buildings are required.
by Governments in spending on such items
reflects a profit or a loss for the year. • An additional campus is required for as new schools, hospitals, infrastructure and
expansion into a new area many other areas.
Most schools have roles responsible
for gaining new students and filling • It may be very financially attractive to The Census data is released over a 2 – 3
the enrolment funnel. Whether that title close an old campus and open a newer, year period, and normally the very top level
is Director or Manager of Marketing, larger version. information comes out a few months after
Admissions, Advancement, Enrolments, the census night such as Total population
Business Development or Registrar, the Whatever the opportunities in front of you, by State, but the level required for a detailed
responsibility for attracting new students lies by choice or by necessity, demographics analysis for schools (which is at SA1 level) is
partly or wholly within these portfolios. should play a major part in making these expected to be released around June 2022.
investment decisions.
We believe decisions relating to this area Census data most relevant to schools
should be addressed within five simple Some of the factors we believe you need to
questions: consider include: The first thing the census will give us is a
1 Where do our current students come • Current student numbers available in the snapshot of population by age and gender.
area.
from? This will assist schools with a starting point
2 Where are our future enrolments going • Future student forecast numbers. as to what number of school age children in
to come from? any specific area. The census also gives us
• Socio economics of the area and how that information on:
What areas show student growth around matches with the school’s fee expectations.
3 our school? • Personal and Household income
• Current and future competition in the area.
• Suitable land availability for expansion. • Ethnicity
4 Which of these areas have suitable
Socio Economics to enable parents to Many of these areas can be addressed • Religious Affiliations
send their children to our school, and based on statistics and demographics. • Household Type
have similar religious beliefs? • Language spoken at home
5 What are the feeder schools we rely Information available to assist in • Birthplace
• Professions
on, and will we secure a good number of your decision making • Many other areas
students from these schools? Australia is very fortunate to have a Census
In P & L terms, this is about selling the every 5 years, and the next one is on the
product to generate our Gross Revenues. 10th August 2021.
. MAY 2021 35
Demographics and mapping for schools … using data for better business decisions (continued)
Think of the census as the once in A specific example is below,
looking at the area of Burwood – Croydon in Sydney, as per Census 2016.
5 years “stake in the ground”, and it
can be used for comparisons against • SA2 Area : Burwood - Croydon
other census data.
• Population : 24,661
The census also asks specific
questions to families as to whether • SEIFA : 1,044
your children are at:
• Pre-school Males : 119
• Pre school
• Pre-school Females : 121
• Primary School
• Infants-Primary Government Males : 416
• Secondary School
• Infants-Primary Government Females : 457
and if they attend
• Infants-Primary Catholic Males : 93
• Government School
• Infants-Primary Catholic Females : 102
• Catholic School
• Infants-Primary Other Independent Schools Males : 37
• Independent School
• Infants-Primary Other Independent Schools Females : 60
This allows us to look at any area
and see what type of schools are • Infants-Primary Total Males : 546
attended and even look at what has
changed over the period 2006, 2011, • Infants-Primary Total Females : 619
2016 and 2021.
• Secondary Government Males : 280
• Secondary Government Females : 438
• Secondary Catholic Males : 105
• Secondary Catholic Females : 110
• Secondary Other Independent Schools Males : 110
• Secondary Other Independent Schools Females : 152
• Secondary Total Males : 495
• Secondary Total Females : 700
Infants-Primary: Secondary:
% Government: 75 % % Government: 60 %
% Catholic: 17 % % Catholic: 18 %
% Independent: 8 % % Independent: 22 %
Population Forecasting Total Population forecast:
In October 2019, the ABS released
their new population growth SA2 Area: Tarneit
forecasts from 2017 (after the 2016
Census) to 2032. This allows you • Total Population Projected (2017) : 39,751
to look at any area, and see what is • Total Population Projected (2022) : 52,309
the forecast number of people in the • Total Population Projected (2027) : 64,632
following age groups: 0 – 4, 5 – 9, 10 • Total Population Projected (2032) : 76,661
– 14, 15 – 19, 20 - 24 etc by years.
We can look at Total Population • Total Population Change 2017-2032 proj. (pct) : 93 %
forecasts, or we can use the data • Total Population Change 2017-2032 proj. : 36,910 persons
of 5 – 19 year olds as typical of And if we wish to just look at forecast student numbers:
the school age group, and we can SA2 Area : Tarneit
see how this is forecast to grow (or
contract) over the period: • Age 5-19 Projected (2017) : 9,306
In this example we shall look at • Age 5-19 Projected (2022) : 13,192
Tarneit in the western suburbs of • Age 5-19 Projected (2027) : 16,734
Melbourne, which is part of the • Age 5-19 Projected (2032) : 19,904
biggest growth corridor currently
anywhere in Australia. • Age 5-19 Change 2017-2032 proj. (pct): 114 %
• Age 5-19 Change 2017-2032 proj. : 10,598 persons
36 ASBA ASSOCIATE The last 2 lines show how many more students are expected to be added 2017 – 2032,
and what % increase this represents.
A SEIFA score is created using information about people and households in a particular area. This
score is standardised against a mean of 1000 with a standard deviation of 100. This means that the
average SEIFA score will be 1000 and the middle two-thirds of SEIFA scores will fall between 900 and
1100 (approximately).
SEIFA
(Socio Economic Index For Areas)
A SEIFA score is created using information
about people and households in a particular
area. This score is standardised against a
mean of 1000 with a standard deviation of
100. This means that the average SEIFA
score will be 1000 and the middle two-thirds
of SEIFA scores will fall between 900 and
1100 (approximately).
Areas with a SEIFA score below 1,000 would have higherAlerevaeslswoithf daiSsEaIFdAvascnotraegbee.loAwre1a,0s00wwithoualdshcaoverehaigbheorvleev1e,l0s 0of0dwisaoduvladnhtaagvee. Aarehaisgwhiethr a score
level of advantage, and would be attributed to higher incoamboev,ee1d,0u0c0awtioounld, ehmavpelaohyimgheenrtl,eveetcl o. f advantage, and would be attributed to higher income,
In assessing where potential students may come from, theedSucEaItFioAn,secmopreloyismaengt,oeotcd. indication of the families’ ability to pay Independent
school fees, and the higher the fees, the more important tIhneasSseEsIsFinAg swchoerree poofttehnetiaalrsetuadiesn.ts may come from, the SEIFA score is a good indication of the
Mapping for Schools families’ ability to pay Independent school fees, and the higher the fees, the more important the
SEIFA score of the area is.
Once we understand what demographics may be available to assist in the long term decisions for a school, we need to be able to
visualise these in a practical way for all levels of the school’s executive. Our expertise rests in the setup of a Web Mapping System (WMS)
Mapping for Schools
to allow you easy access to this data.
The aim is to place you in the “driver’s seat”, to dynaAmusitcraalliOlaynhvcaeieswwaerosuucnnhddoe9ros,lt0sa0,n0pdsowcphhouaoltalsdtieaomnndocgthraeapynhgpicresosvm,idaseyoibunefrocarevmasialoatiboflnfeutttoourtaehseseisgntoriovnelmtrhneemnleotnsntg, oitnnedramincadatenicvniesuiaolns for a
manadnyRoetpbhaoesrrits•••id.nTegTdsOhmIGCchaenuAhaotedrosaotuveach.eogethpioxhlmrr,oelpnaoiwoncemiprsdlreSsiethttecyioannnshi)creettpoeedSolSaradbccelatcshrhsttetorotooaiksyoboebolilusnnesutadetinhboseltwehdsneteeob“tpudyvepir3sinuvomedafrlaii’anssjoegWsrethoceaaetbnt”se,Meygtooioanurpdiapreynsipnn:aregamecSitdycicsasatllelyamwvnaide(yWwlfeoMsvrcShea)ollltooloelfsva,aelpllcooscwpoeufysltaohstuei.oesncachshoyaoanlc’gsceeessx,sesoctouutrticvheeiss.
patronage of non-government schools plus
Additional information available
ACARA (Australian Curriculum, Assessment
Australia has around 9,000 schools and they provideEasaicnthhfeoyrmemaoaotfrtas,fruteitbitivomuuenrtrpeeyotseosrdntcahetrnhopotleeominlngepdfonroinortvmgsve,iodairnntenidsomyiniconaeuifftonriyvrtnomeeoupeanaatdritsoaernoanlonntaoodkgnAlieennCvgouAefaaRl ntoAl oafbanasan-ccgsdhcoeoiwsvsoe.sel.,rThnbhameevieetnsystcousuhmcrohmoowaolsrnlissasepcrdlheuotshbomilsrooaarnksayewconhotahmdteopwrewdetenitsmoebreo.ygraphic
3 major categories:
• Government Schools Below is an example of what we feel is most relevant:
• Catholic Schools Additional information available
• Independent Schools SScuhbouorbl AN: CaCmAARNeAT:E(CARaBumsUbtRreaYrlwiaenllCGurrarimcumluamr S, cAhsoseoslsment and Reporting Authority) data
Each year, every school provides information to ACARA and we have summarised this as what we see as the most important information if
orTFuealalccThoiminmgepSEetqatufitifvo:ar1.le6n9t
you are looking at a school, be it your own school Teaching Staff : 135
Below is an example of what we feel is most relevanNt:on-Teaching Staff : 107
Full Time Equivalent Non-Teaching Staff : 84
School Name : Camberwell Grammar School Boys Enrolments : 1,304
Indigenous Enrolments (%) : 1 %
Suburb : CANTERBURY
• Teaching Staff : 169 Language B•acFkuglrloTuinmdeOEthqeur TivhaalnenEnt gNlisohn(-%Te) a: 4c9hi%ng Staff : 84
• Full Time Equivalent Teaching Staff : 135 • Boys Enrolments : 1,304
• Non-Teaching Staff : 107 MySchool•WIenbdsiigtee:nous Enrolments (%) : 1 %
From this w•eLbasinteg,uwaegceanBgaect kegnrroolumnedntOnuthmebreTrshfaonr eEanchgslicshhoo(%l fr)o:m42901%4 onwards. This is a great
way to see how your numbers compare to your main competitors.
MySchool Website :
From this website, we can get enrolment
numbers for each school from 2014 onwards.
This is a great way to see how your numbers
compare to your main competitors.
MAY 2020 37
Demographics and mappingThfeorresacrehaolosolsfin…ancuesainnd gfunddaintgainffoormr abtieotntfeorrebacuhsscihnoeosl.s decisions (continued)
MySchool Website :
There is also finance and
funding information for
each school.
Web Mapping for individual ScWheoboMlsapping for individual Schools
As well as all the information discussed above, you
can confidentially map your current sAtusdweenltlsa(saanldl the information discussed above, you can confidentially map your current students
past year’s students if requested), alu(amnndi,paansdt yfeuaturr’es students if requested), alumni, and future enrolments (by year if required).
enrolments (by year if required). Once a student is mapped, you can attach specific data such as name, address, age, year they
Once a student is mapped, you can sattatarctehdsaptetchifeicsdchaotaol, current year, and what school they came from, provided we provided this from
such as name, address, age, year thtehyesstachrtoeodl’astathdemissions system.
school, current year, and what school they came from,
provided we provided this from the school’s admissions
system.
School’s data security is paramount, and some schools
choose to just display a student ID number only, but our
view is that the systems we use are fully secure. Our
data storage is with the 3rd largest data warehouse in
the world, DigitalOcean.
You can also map all of your school bus routes and
public transport, and you can easily see how well this
is covering the existing students, and how well it covers
future students and growth areas.
School’s data security is paramount, and some schools choose to just display a student ID number
Conclusion Socnhloyo, lb’sutdaotuarsveiecwuritsytihsaptatrhaemsoyustnetm, asnwdesoumseeasrcehfouolllys scehcouorsee. Otoujrudstatdaissptloaryagaestius dweintht ItDhen3urmdber
Using data to make better business decisions is the way of theloalanwrrglygoe,esrbstltuddtda.aotNtauarwewvaviaererewerhhiobsouuteshsefaeoitnirntehtthehheesaywwsvotoeerrlmdldw,s,DweDigieghitiutaeaslOealOcarcedreeaansfnu.o.llymseacunrye.pOourlitdiactiaasntosrasgteaitsinwgithththaet3trhdeir
decisions (COVID-19 especially) are “based on the data”. I thinYtYkohouitushcicasiasncnoaiavslslesortoihmnmegaatpmphaealillenloxodfifsystyoienougutrrsfstoscuchrhdooetohnoltlebsbu,u2assn0rrdo2ouhu0tote’ewsss,awananeddnllpdpiutubcbwloilcivecettrhrasanofnuspsptpuoeorertyt,,soatanuunddecyynoootusumcacaneandneogearnasosiwlibylytoshseaeaeerrhedhoao.sww. wweellll
this is covering the existing students, and how well it covers future students and growth areas.
Peter Buckingham CMC | Spectrum Analysis Conclusion
Conclusion
Using data to make better business decisions is the way of the world. Never before have we heard so
Peter Buckingham is the Managing Director of Spectrum Analysis, a MUemslbianongyudpranotealittibcoiaamsnaeskdsetacbtoeintngtestruhbaltutastnihnceeyisrsidndeecdciseisiomionnossg(CisrOatVhpeIhDwi-c1as9y,eomsfptaehpceipawlilnyo)grladar.enN“debvaaesnreabdeloyfnosritseh.ehSadvpaeetawc”te.rIuhtemhainrwdk osorks
ubntmethdhaicseinsoirysitnsapttthkoaheelceitmtitmechiidnaiinsdndbsswseysetottaefrfotkmoirn.rtagPthhiteleheat2ae2t0t0r2pt2hi0se0e’st’ibser,,arodabnetnhd@cdiwsawisoepeCnheshMoco(pCCpterOeuyV(ymCoIoDueau-c1rncot9oaimfmieleyesesdpoieosnMcn.icbaaboolonlaymaa)rrdga.d.are.eum“obearnscetadCllooonnntshu0el3tdaa9nt8at)”3.a0In0thd0i7nak7.
with many schools both large and small, and has all the GIS tools to
Fellow of the Institute of Management Consultants (FIMC). Peter can
38 ASBA ASSOCIATE
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iML’s Chartered Manager (CMgr) is the internationally-recognised
professional designation accrediting management and leadership
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ASBA has allied with iML to offer our Go to the iML Chartered Manager web page for more
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MAY 2021 39
Science
on display
at Penrhos
College
40 ASBA ASSOCIATE
Way back in 2015, the Penrhos College Master Plan was updated with Science Our Schools
facilities being identified as the highest priority for upgrade. This was consistent
with the College’s focus on STEM education for girls. Parts of the existing
Secondary School Science Building were nearly 50 years old and no longer
in keeping with Penrhos’ commitment to delivering an inspirational learning
environment.
Architects Zuideveld Marchant Hur (ZMH) The overriding aspiration for the project The workshops identified four modes of
were engaged to run workshops to assist was to create an inspirational teaching and teaching, to be assisted by the design of
the College in defining both the strategic learning environment for STEM subjects new spaces:
and functional requirements of a brief for and STEM-related areas by:
the new Science spaces. ZMH has a long 1 Delivery of content – typically occurs
history with Penrhos, having designed the Providing a versatile and flexible STEM
Creative Arts and Design Building, Staff space that was resilient to future changes with the teacher as the focal point
Rooms, and Boarding House amongst other requiring the use of technology to
projects in recent times. Briefing workshops Enabling learning in STEM and the ensure that al students are able to
were held in late 2017 with members of development of STEM-related skillsets by view. Interaction was to be enhanced
College leadership and staff representatives “doing” by reducing the traditional division
from all subject areas in Science. between teacher and students
Increasing visibility of “Science on display” determined by the existing fixed
benches.
Supporting changing pedagogy
2 Teamwork – students working
Providing greater integration of information
technology and audio-visual capability into independently or guided in team
the learning areas projectsrequired breakout spaces for
small groupsto collaborate and then
Improving laboratories to allow for more return to the main lab to present or
flexibility and a greater emphasis on discuss further in a larger group.
collaborative laboratory work
3 Demonstration – to be visible to all
Creating environments for team teaching
and learning students with the use of technology
andhaving options for larger or multi-
class demonstration spaces.
4 Experiments – group works in the
lab to include iPad data collection
and integration, fixed wall benching
and options for flexible returns of lab
benches to accommodate varying
group sizes, providing flexibility for a
number of smaller workshops to be
held in the same space.
MAY 2021 41
Science on display at Penrhos College (continued)
To meet the requirements of the brief, three • Lack of connection/interconnection • Removing the core of the existing
options were considered with a focus on 1) between labs, circulation spaces and building to provide a new three-storey,
meeting the broad concepts, and 2) having floors, which could be improved to provide light-filled void and circulation space that
sufficient information to establish realistic coherent and vibrant spaces. linked all levels of the Science building.
budgets and timelines for the College
Council to further assess. • The Science building was hidden behind • The two north-eastern labs were to be
blank walls to the main circulation spaces removed to provide significantly
The three options considered were: on all three levels. There was an opportunity more structural and architectural
to open up the building to the circulation flexibility in planning for new labs, including
A An interior renovation to the existing spaces and showcase what is happening the demonstration lab and group spaces
in this building to the rest of the school as on Level 1.
layout only. “Science on display”.
• The core space could then be widened
B A new building. • External stairs in the main corridor to and extended up an embankment to
C An extension and renovation of the the north west and a steel fire stair on the provide an informal theatre space, suitable
eastern facade, which required students for use by three classes with links and
existing building. and staff to leave each level and move down views to the external courtyard spaces.
the external stairs to the floor below, were
The first option considered was to renovate cumbersome. • The Level 1 area was to be converted
the existing interior spaces with minor into a new building entry lobby and display
changes to the layouts. This option was • The extension of the building in 1988 had space linked to the new lecture space and
discounted early, on the basis that the created a deep floor plan with a distinct lack flexible project space.
current spaces did not meet the functional of natural light in the core areas. This could
requirements of the brief and did not provide be improved by bringing natural light in, • Level 2 and Level 3 labs and general
the flexibility required. providing enjoyable and interlinked spaces. learning spaces were to be extended to
the north and south providing additional
The option of a new building in the same • The existing spaces had a lack of lab breakout and group work opportunities
location was reviewed. Preliminary advice prep areas and suitable storage, and users for each learning space, including a new
from the quantity surveyor suggested that were unable to move readily between the external deck for Biology on Level 2.
the option of a new building in the same floors. This could be redesigned to improve
location was cost prohibitive, against the efficiency, usability and transport between • New staff spaces and technical staff
option to adapt and reuse the existing floors. preparation areas were to be provided
structure. There were suggested savings on Level 3, bringing all staff together
of approximately 20% - 30% if the current The existing external envelope including and displaying the prep work by the lab
structure could be retained. roof, walls and glazing were showing signs technicians to the students.
of their age; any renovation would need to
The existing building was central to the incorporate the replacement of the roofing • A new circulation link was to be provided
Secondary College and bookended the and glazing framing to extend the base at Level 2 and 3 to the main College
current teaching and learning spaces with building’s life and improve the energy circulation, opening up and inviting
direct connections on all three levels to the performance of the envelope. students into the new core of the building.
main courtyard and circulation paths. It was
well placed, with modification, to become College Council approved the • A new open deck level was to be
the new Science hub for the College. recommendation to extend and renovate the provided for outdoor experiments with
existing building. The key aspects of this monitoring of solar and wind experiments
The briefing workshops identified the option were: now undertaken on this level.
following general issues with the existing
building:
42 ASBA ASSOCIATE
Enabling works for the project were The building has a number of outstanding set to feature f our garden beds which will
completed in 2019, and main works features including: be maintained by the Centre’s resident
commenced with demolition of large parts • the Flexible Project Space - with ‘farm bot’. A weather station and wind
of the existing building as soon as Term
4 2019 ended. The builder was engaged specialist equipment, this ‘clean gauge will allow the girls to study weather
under an Early Contractor Involvement
Design and Construct approach which technology’ workshop will see girls patterns, while the solar battery system
proved very successful in minimising
variations and ensuring that the architects, use laser cutting and 3D printing to bring will enable students to investigate energy
builder and other consultants worked as a consumption and storage. The area
cohesive team throughout the project. their prototypes to life. Students
combines the best of the outdoors with
The main works were completed over the will also use power tools and low-
course of 2020 with the finished building classroom learning, as students experience
handed over to the College on schedule level woodworking, electric circuits
just before Christmas 2020. what’s it’s like to work ‘in the field’.
and coding. With a focus
Our new state-of-the-art facility opened on sustainability, the lab will make use of This outstanding new facility will benefit
on Day 1 of Term 1 and is now home to generations of students, staff and the
progressive programs, first-class resources recycled and repurposed materials
and inspiring staff, all combining and broader College community for decades
complementing each other to provide wherever possible.
an outstanding environment for scientific to come. In the words of our Principal,
exploration, creative thinking and • the Group Presentation Space – designed Kalea Haran, “the new Science Innovation
development. for combined classes and team teaching, Centre is a space in which Penrhos will
this includes a 16-panel video wall to continue to shatter stereotypes, challenge
The three-story building incorporates all allow projection from four different convention and open doors to future STEM
the traits of a real-life working environment, sources simultaneously. opportunities for girls”.
including multi-functional labs, break-out
collaboration spaces, an amphitheatre- • Eight classroom laboratories – each with
enhanced audio-visual capability across
three interactive screens.
• An outdoor Biology lab
• The rooftop deck – with
uninterrupted views of the
city, this space is
style presentation space, outdoor lab
and rooftop deck with views over Perth
city. Filled with natural light, open space
and embedded technology, the Centre
is an inspirational and
welcoming
environment
for learning.
MAY 2021 43
Information for schools
reporting to
the ACNC
Reporting arrangement for Which organisations or other entities
cannot participate
non-government schools
Funds or organisations that are associated with
For non-government schools, the ACNC a non-government school but are separately
Commissioner has agreed that the financial registered with the ACNC (with their own ABN) and
information - and - from the 2016 reporting period, do not submit a separate Financial Questionnaire
the financial reports provided in the DESE’s to the DESE cannot use this reporting arrangement.
Financial Questionnaire — can be used to meet Examples of these funds or organisations typically
the ACNC’s financial reporting requirements. include school building funds, scholarship funds,
early learning centres or Parents and Friends
This means that non-government schools do not Associations.
have to provide financial information to the ACNC
directly – the ACNC will use the information and These funds or organisations need to submit
financial reports that non-government schools their own Annual Information Statements with the
provide to the DESE in the financial questionnaire financial information section completed.
to complete the financial section of the Annual
Information Statement. A registered charity that acts as a representative
entity for organisations not solely related to
Follow the steps below to provide financial primary or secondary education cannot use this
information to the ACNC via the DESE’s Financial reporting arrangement. Examples of these types
Questionnaire. of representative entities typically include day care
centres, churches, community centres and welfare
Which organisations can participate services. These representative entities need to
submit their own Annual Information Statement with
Non-government schools (or representative the financial information section completed.
entities) that are registered with the ACNC as
charities can use the information in the financial If a non-government school chooses to report in
questionnaire they submit to the DESE to the same way as all charities, it must complete all
complete the financial section of the ACNC’s the required sections of the Annual Information
Annual Information Statement. Statement, including the finance section and
provide an annual financial report that meets all
A registered charity that acts as a representative ACNC reporting requirements.
entity solely for multiple primary or secondary
schools not individually registered with the ACNC
and submits the Financial Questionnaire to the
DESE may be able to participate.
44 ASBA ASSOCIATE
Technical Update
“Non-government schools (or representative entities) that are registered with
the ACNC as charities can use the information in the financial questionnaire
they submit to the DESE to complete the financial section of the ACNC’s Annual
Information Statement”.
Participating in the reporting arrangement for non-government Mapping the financial information
schools from the financial questionnaire to
the Annual Information Statement
To participate in this reporting arrangement, a non-government school must log in to
the Charity Portal and complete all non-financial questions in the Annual Information The Financial Questionnaire contains a
Statement. In the section that asks for financial information, the school must answer ‘no’ preview of how the financial information will
to the question ‘Does your charity want to provide financial information?’ map to the financial section of the Annual
Information Statement. The information as
The ACNC will then use the information in the Financial Questionnaire and the financial displayed in this preview, as well as the
report submitted to the DESE to complete the Finance section of the Annual Information school’s annual financial report, will be
Statement. published on the ACNC Charity Register.
All non-government schools (regardless of the reporting arrangement) must answer For registered charities that represent multiple
the questions in the Annual Information Statement about: schools (and the schools are not individually
registered with the ACNC), we will display
• the reporting period aggregated information from the DESE’s
financial questionnaire in each representative
• the type of financial statements charity’s Annual Information Statement.
• the financial report consolidating more than one entity If these schools submitted multiple financial
reports to the DESE, the financial reports will
• the financial report being submitted to a state or territory regulator. be combined into a single document and
published on their representative charity’s
It is optional for schools to provide the full-time equivalent (FTE) staff number in the record.
Annual Information Statement. If a school does not provide the FTE staff number in the
Annual Information Statement, the ACNC will get it from the Financial Questionnaire If there are issues with the information
submitted to the DESE. published on the Charity Register, you should
contact the ACNC to discuss them.
For schools that participate in this reporting arrangement, there will be a message on
their ACNC Charity Register page stating that the financial information will be published Schools can refer to www.acnc.gov.au/
at a later date. for-charities/manage-your-charity/other-
regulators/reporting-and-non-government-
Financial information and annual financial reports will generally be published on the schools.
ACNC Charity Register for the participating schools towards the end of the relevant
reporting period.
MAY 2021 45
Building upgrades
Opens New Doors for
Teaching and learning at Southern Cross Grammar
As a modern school formed in the 21st upstairs was transformed into a permanent the dynamic nature of the learning spaces
century, a hallmark of Southern Cross Middle Years STEM Room. With upgraded have also enhanced the quality of our
Grammar is the way they combine traditional audio-visual and multimedia resources, pedagogical process. The new spaces
teaching practice with modern facilities interactive projectors for staff and students are productive with students and staff
to maximise our students’ learning. The to collaborate and save their work, and collaborating, discussing STEM concepts
recent upgrades to the campus over the flexible furniture to cater to dynamic working and completing science experiments. The
2020 summer break has added capacity to and learning environments, students and Science and STEM team are excited to
students’ learning as we prepare them for staff have responded positively to the continue building the momentum in 2021
bright futures. upgrades. and beyond.”
Science and STEM is an integral part of “The recent upgrades to the Science and Flexible learning and teaching environments,
learning at Southern Cross Grammar with a STEM learning spaces have increased and technology for learning extends beyond
Select Entry Program offered to Years 7 and our capacity to cater to students’ passion the updated STEM rooms; they feature
8 students. Over the holiday break, the two for STEM and provided teachers and throughout the campus upgrades including
laboratories in the Middle School Building students with modern facilities to foster high the updated Creative Arts spaces and in
were expanded and updated to become performing learning environments,” Rajnesh the new flexible tutorial learning space in
start-of-the art spaces fit for Senior Biology Ram, the Head of Science and STEM said. the VCE Building. With interactive boards
and Senior Chemistry, and the classroom “The fitting of cutting-edge technologies and and an expansion of the classrooms the
Creative Arts spaces are bursting with light
and colour and have expanded students’
ability to deepen their art practice and use
the rooms during break times.
Our Schools
The upgrades to Southern Cross Grammar’s newly appointed STEM rooms, Biology
and Chemistry Labs and flexible learning spaces has brought added capacity to
the way students and staff learn and collaborate.
“The recent upgrades to the school campus “The Sports Science Centre is an exciting When speaking about the recent campus
gives Visual Communication Design and addition to our campus and the Health upgrades Principal, Matt Dodd said, “In
the Creative Arts the sophistication they and Physical Education program. Not only addition to the warm relationships we foster
deserve,” Cynthia Drossinis, the Head of does it provide an indoor space for the at Southern Cross Grammar between staff
Creative Arts, said. “Students have a chance students to be physically active but also and students, we also share a commitment
to lay out their folios, work collaboratively, encompasses state of art equipment and to providing the very best spaces and
utilise the electronic whiteboard for peer electronic technology,” Liam Ogden, Head resources to support high performance
reviews and have the flexibility to come in of Health and Physical Education, said. “The across our school.”
and study at lunch and recess.” introduction of Heart Zones has also been
warmly welcomed by our students. With As building works progress on The Centauri
The newly launched Sport Science Centre is access to real-time data, the device opens Project —a modern and multipurpose
redefining how staff teach health and fitness, new doors for our VCE Physical Education creative and performing arts building
and highlights the school’s commitment students to view, collect and analyse data, building—in time for its launch in 2022, the
to preparing students for the many as data analysis forms a large component of 2020 upgrades and facilities to Southern
sophisticated and varied career pathways the VCE Physical Education units.” Cross Grammar positions the school for an
that await them. With state-of-the-art exciting and significant future, both in 2021
equipment and technologies including the and into the future.
recent installation of Heart Zones, a heart
rate tracking software, the Sports Science
Centre has been a hive of performance as
students partner their passion for Physical
Education with Science.
MAY 2021 47
Sub heading
Heading level 1
Intro goes here
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tAhs eoneedofuAcuastriaolina'slalenaddinsgcbaapnkes. for education providers, when you partner with CommBank you'll
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iDndisecpoevenrdehnotws: chool banking specialists to support your school in maintaining its competitive edge.
DiscoverChaoswh:less technology can provide increased levels of security for your school by
LLII rCirneeacddsluuuhccdleiiinnnsggsgftfprreaarcouuhcddneoaaslnsnoiddgngyppeceatatnttnydy pttrhehroecevofftitnd,, caeaissliinnwwcgeerelplllaaaasyssemrdreeelddneuutvscce,iilnnsaggnodfttiismmineeveceussnrppitteeoynnrfyttoooornrnydoaaeuddrrimmnsgicinn.hiisosttorrlaabttiiyoonn
iOnculrupdainrtgneprrsohciepswsiinthg aFnAdCTreScaonndciTlinAgSSpacyamn ehnetlps,daenlidveinrveevnetnogryreoartdeerreinffgic. iencies and
OcousrtpsaarvtinnegrsshaicprowsisththFeAaCdTmSinanisdtrTatAivSeSscpaencthreulmp d. eliver even greater efficiencies and
cYoosutcsaanvinhgasrnaecsrsosthsethbeeandemfitisniosftrdaetisviegnsptehcintrkuinmg. and develop innovation capability in
Yyoouurcsacnhhoaorlnweistsh tohuer bdeenseigfnitsthoifndkiensgigenxptheirntksi.ng and develop innovation capability in
yOouurrnsacthioonoal lwtiethamouorfdaecscirgendtitheindksinchgoeoxlpbearntsk.ing specialists can support you as you
Ocounrtninautieontoalbtueialdmoonfyaocucrresdchitoeodl'sscvhisoioolnb. anking specialists can support you as you
To find ocuotnhtoinwueCtoombmuiBldanokncyaonurpsacrthnoeorl'ws vitihsioyonu. r school contact Julienne Price, Executive Manager
TSochfionodlso, uNtohto-fworC-PormofmitsBaannkdcWanompaerntninerFwocituhsyoonur0s4c2h7oo5l0c6on3t6ac3t oJrujluielniennenPe.rpicreic, [email protected]. ger
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Why does the
technology
budget keep
expanding?
How to have a
conversation about
technology spend
It’s a common complaint:
the IT budget is a bit of a mystery.
What is a virtual server and why do we have fifty of them?
Why do we pay so much for software I’ve never even heard about, let alone used? What are backup tapes and why do they cost over a
hundred dollars each?
These concerns make sense. Not only is technology How to have a conversation about technology spend
terminology opaque, it seems that without a degree in IT it’s
difficult to understand where these costs are going and what For most not-for-profits, and indeed many enterprises,
need justifies them in the first place. Although you completely technology will be the biggest spend after salaries. But a
trust your technology leadership, you might feel like you deep understanding of this spend is typically concentrated
don’t have the expertise to ask the right questions – to really within a few individuals. The best way for organisations to be
understand what your dollars are spent on and what might be both strategic and adaptive is to have good conversations
the most effective long term strategy. about technology strategy, and have them often. But when
things are changing so rapidly – how can you feel confident?
Approach 1: Much is made of approaches like Agile and SCRUM – methodologies that enable IT teams to work in a tightly
Spend more time structured way on ever-changing requirements. But there is a key element to these methods that is sometimes
with technology missed: co-location. Working in the same physical space enables transfer of understanding between team
team members at a speed and capacity that’s simply not possible when you are in different locations.
SOLUTION: Next time you’re working in the same space as someone else, notice how many times you check in with them.
Break down It might be that you go get a cup of tea in the break room at the same time. Or you simply chat about the
Walls wins (and frustrations) you have. All of this contact is incredibly valuable. It facilitates fast-tracked knowledge
absorption – and builds empathy – that you absolutely cannot get with remote working.
When you’re working with your technology colleagues, start small. Work to understand what repeated tasks
take up space in their day and their head. If you’re struggling for places to begin your learning journey, you
might be able to start with these observations and questions:
What consumables do we regularly purchase? How do we manage or finance these? What software works well
for staff, and what software tends to just get in the way? Do things break down behind the scenes more often
than staff realise? Or are things running smoothly without a hitch? What barriers are we facing and what can we
do to remove them?
MAY 2021 49
Why does the technology
budget keep expanding? (Continued)
Approach 2: Imagine you’re building your dream home. You might engage a home builder. Although you’re no expert in
level up your homes, you’ve lived in plenty – you’ve enjoyed a warm fireplace or a well-designed kitchen, and you’ve dealt with
own IT skills leaky taps and draughty windows.
The conversations between you and the builder are constructive. They might challenge your requirements, by
SOLUTION: proposing better or newer designs. You might challenge their proposals – having lived a certain way, you know
Build your own what you like.
understanding You and the builder have a shared understanding of what it means to live in a comfortable home. But if you’d
never gone through the process of building and managing a house before, understanding the how and why of
Approach 3: the process can be a challenge. Why would it cost so much to put a bathroom there? Why would I spend money
Call in putting power points where I don’t yet need them? Surely I don’t need double-glazing – it looks the same
independent
expertise The key to gaining a better level of understanding is to invest in your own development. I recommend executive
leaders responsible for technology take the time to complete this Harvard business course: CS50 Computer
Science for Business Professionals.
This course distils a fully-fledged computer science course into something that’s accessible to “not-computer-
people”. It’s particularly aimed at showing you the building blocks – the plumbing – of technology. Everything
from 1’s and 0’s to today’s cloud computing.
By undertaking this course, you’ll get right into the nuts and bolts of computational thinking, internet
technologies, web development and apps. It will give you a new understanding of the many layers of
technology, why they are important – and why they cost money. And it might just give you the tools to more
effectively elevate the technology discourse in your organisation.
Sometimes when you’re short on time and have a project to deliver, you just need someone on side who has been
through this journey before. This is particularly important when going out to vendors on large projects or rethinking
your technology strategy.
In order to make the most informed decision possible, it’s a good idea to have independent expertise on your
side. Someone who’s not wedded to a particular product or vendor, understands the rapidly changing market,
and won’t be biased toward the status quo.
An independent expert can help you become an expert in the shortest possible time frame. It gives you the
firepower to ask the right questions and challenge assumptions, so you don’t end up in a house with leaky taps or
draughty windows.
Matthew Simpson provides independent technology expertise to the Not-For-Profit (NFP) sector in
NSW. Matthew is an Associate of (ISC)2, is ITIL certified, and holds an MBA from the University of South
Australia.
See more: mattsimpson.com.au
50 ASBA ASSOCIATE
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