ASBA ASSOCIATE MAY 2024

MAY 2024 51               ELEVATING EXCELLENCE Technical Update To empower non- teaching staff to benefit the young people in our care Developed by Christine Gall | Operations Manager Scone Grammar School Overview In many educational settings, professional learning initiatives predominantly target teaching staff, often neglecting the diverse array of professionals who contribute to the school environment beyond the classroom. To address this gap and foster a culture of empowerment and recognition for all staff members, the Elevating Excellence Framework was developed. The Elevating Excellence Framework is designed to accommodate the unique mission, values, professional learning, and well-being needs of each school community. It serves as a cohesive platform that integrates individual school characteristics while promoting a unified language and shared commitment to lifelong learning. By prioritising the professional development and well-being of all staff members, the framework aims to attract and retain talent within the school community. It not only facilitates skill enhancement opportunities, both vertically and horizontally, but also encourages exploration of personal interests among staff members. While gestures such as providing chocolates or an early mark may offer temporary boosts to morale, the Elevating Excellence Framework goes beyond superficial measures by equipping staff with practical strategies to manage their own well-being. By fostering a supportive environment that prioritises staff morale, motivation, and overall satisfaction, the framework contributes to a positive and fulfilling employment experience for all members of the school community. This framework is designed to align with our Performance Enhancement Review, empowering employees to take ownership of their learning and goals each year. What the Framework will include: Self-paced professional learning portal customised to staff Working with the Learning and Development Team to allow staff access to a suite of professional learning that allows them to enhance their learning both personally and professionally. Targeted professional learning days and Bi-annual conference Dedicated professional learning days and conferences to include industry-specific speakers and workshops. Lunchtime bite-sized learning sessions Short, sharp learning sessions demonstrating tools and time management tips to assist in day-to-day workloads. Support for Tertiary study Not necessarily financial support, but time support to complete theory components of learning throughout their workday and not impact on their personal lives. Coaching and Mentoring Sessions Regular 1:1 coaching and mentoring sessions with Operations Manager to allow for continuous monitoring of well-being, support and growth opportunities. Role Clarity Continous monitoring of alignment with current role descriptions Who will benefit: Administration Staff Registrar Executive Assistant Accounts Officer Facilities and Grounds Officers Cleaners Canteen Assistants Marketing and Communications Officer IT Support Staff Preschool Administration Teacher Aides Library Assistants Casual non-teaching staff MAY 2024 51

Search Well-being Framework The SEARCH Framework developed by Lea Waters, is embedded in the Scone Grammar School Well-being focus for teaching staff. By implementing the SEARCH framework, school support staff can be part of our whole school well-being focus. This will help build a positive culture, strong relationships, consistency of language and each staff member will be able to work towards achieving their individual goals while maintaining a positive and supportive work environment. ELEVATING EXCELLENCE [cont] THE SCONE GRAMMAR SCHOOL THE SCONE MODELGRAMMAR SCHOOL MODEL S EA R C H WE LL- BEI N G FR AMEWO R K The SEARCH Framework developed by Lea Waters, is embedded in the Scone Grammar School Well-being focus for teaching staff. By implementing the SEARCH framework, school support staff can be part of our whole school well-being focus. This will help build a positive culture, strong relationships, consistency of language and each staff member will be able to work towards achieving their individual goals while maintaining a positive and supportive work environment. Identify and leverage the strengths of each staff member. Use VIA Character Strength Survey. This could also involve assessing their skills, experience, and talents to assign tasks that align with their abilities. For example, a staff member who excels in organisation could handle scheduling and planning. A staff member who has the strength of prudence could excel in compliance and risk management. Create a supportive environment that encourages staff to manage their emotions effectively. Offer resources like well-being initiatives, random acts of kindness, gratitude letters, well-being walks as a part of meetings. Start each meeting with a positive- could be an inspiring TED Encourage open communication so that staff can express their concerns and feelings Promote mindfulness and focus among staff. This can be done through regular training on time management, prioritisation, and reducing distractions. Encourage staff to be aware of the needs of both students, families and colleagues. Encourage them to take regular brain breaks, understanding the negativity bias might also be helpful when dealing with students and families. Identify and leverage the strengths of each staff member. Use VIA Character Strength Survey. This could also involve assessing their skills, experience, and talents to assign tasks that align with their abilities. For example, a staff member who excels in organisation could handle scheduling and planning. A staff member who has the strength of prudence could excel in compliance and risk management. Create a supportive environment that encourages staff to manage their emotions effectively. Offer resources like wellbeing initiatives, random acts of kindness, gratitude letters, well-being walks as a part of meetings. Start each meeting with a positive- could be an inspiring TED Encourage open communication so that staff can express their concerns and feelings. Promote mindfulness and focus among staff. This can be done through regular training on time management, prioritisation, and reducing distractions. Encourage staff to be aware of the needs of both students, families and colleagues. Encourage them to take regular brain breaks, understanding the negativity bias might also be helpful when dealing with students and families. Foster positive relationships within the school community. Organise team-building activities, encourage collaboration, and provide conflict resolution training. Building positive relationships with colleagues, teachers, parents, and students is important for support staff. Effective communication, teamwork, and collaboration are essential aspects of this part of the framework. Strong relationships among staff can lead to a more harmonious and positive work environment. Non-teaching staff often deal with high-pressure situations, tight deadlines, and complex tasks. This part of the framework encourages the development of coping mechanisms and stress management strategies. It also suggests providing resources and support to help staff deal with challenging situations effectively. This could involve providing access to wellbeing resources, offering stress relief activities, and promoting a work-life balance. Help staff set and work towards professional development goals. Encourage the formation of positive habits, such as regular communication with school leaders and professional development opportunities, to improve their performance and well-being at work. One of the best well-being practices is setting goals and working hard to achieve these. This is what gives you that incredible sense of satisfaction, accomplishment and therefore genuine and authentic well-being. THE SCONE GRAMMAR SCHOOL MODEL S EA R C H WE LL- BEI N G FR AMEWO R K The SEARCH Framework developed by Lea Waters, is embedded in the Scone Grammar School Well-being focus for teaching staff. By implementing the SEARCH framework, school support staff can be part of our whole school well-being focus. This will help build a positive culture, strong relationships, consistency of language and each staff member will be able to work towards achieving their individual goals while maintaining a positive and supportive work environment. Identify and leverage the strengths of each staff member. Use VIA Character Strength Survey. This could also involve assessing their skills, experience, and talents to assign tasks that align with their abilities. For example, a staff member who excels in organisation could handle scheduling and planning. A staff member who has the strength of prudence could excel in compliance and risk management. Create a supportive environment that encourages staff to manage their emotions effectively. Offer resources like well-being initiatives, random acts of kindness, gratitude letters, well-being walks as a part of meetings. Start each meeting with a positive- could be an inspiring TED Encourage open communication so that staff can express their concerns and feelings Promote mindfulness and focus among staff. This can be done through regular training on time management, prioritisation, and reducing distractions. Encourage staff to be aware of the needs of both students, families and colleagues. Encourage them to take regular brain breaks, understanding the negativity bias might also be helpful when dealing with students and families. THE SCONE GRAMMAR SCHOOL MODEL S EA R C H WE LL- BEI N G FR AMEWO R K The SEARCH Framework developed by Lea Waters, is embedded in the Scone Grammar School Well-being focus for teaching staff. By implementing the SEARCH framework, school support staff can be part of our whole school well-being focus. This will help build a positive culture, strong relationships, consistency of language and each staff member will be able to work towards achieving their individual goals while maintaining a positive and supportive work environment. Identify and leverage the strengths of each staff member. Use VIA Character Strength Survey. This could also involve assessing their skills, experience, and talents to assign tasks that align with their abilities. For example, a staff member who excels in organisation could handle scheduling and planning. A staff member who has the strength of prudence could excel in compliance and risk management. Create a supportive environment that encourages staff to manage their emotions effectively. Offer resources like well-being initiatives, random acts of kindness, gratitude letters, well-being walks as a part of meetings. Start each meeting with a positive- could be an inspiring TED Encourage open communication so that staff can express their concerns and feelings Promote mindfulness and focus among staff. This can be done through regular training on time management, prioritisation, and reducing distractions. Encourage staff to be aware of the needs of both students, families and colleagues. Encourage them to take regular brain breaks, understanding the negativity bias might also be helpful when dealing with students and families. THE SCONE GRAMMAR SCHOOL MODEL S EA R C H WE LL- BEI N G FR AMEWO R K The SEARCH Framework developed by Lea Waters, is embedded in the Scone Grammar School Well-being focus for teaching staff. By implementing the SEARCH framework, school support staff can be part of our whole school well-being focus. This will help build a positive culture, strong relationships, consistency of language and each staff member will be able to work towards achieving their individual goals while maintaining a positive and supportive work environment. Identify and leverage the strengths of each staff member. Use VIA Character Strength Survey. This could also involve assessing their skills, experience, and talents to assign tasks that align with their abilities. For example, a staff member who excels in organisation could handle scheduling and planning. A staff member who has the strength of prudence could excel in compliance and risk management. Create a supportive environment that encourages staff to manage their emotions effectively. Offer resources like well-being initiatives, random acts of kindness, gratitude letters, well-being walks as a part of meetings. Start each meeting with a positive- could be an inspiring TED Encourage open communication so that staff can express their concerns and feelings Promote mindfulness and focus among staff. This can be done through regular training on time management, prioritisation, and reducing distractions. Encourage staff to be aware of the needs of both students, families and colleagues. Encourage them to take regular brain breaks, understanding the negativity bias might also be helpful when dealing with students and families. Foster positive relationships within the school community. Organise team-building activities, encourage collaboration, and provide conflict resolution training. Building positive relationships with colleagues, teachers, parents, and students is important for support staff. Effective communication, teamwork, and collaboration are essential aspects of this part of the framework. Strong relationships among staff can lead to a more harmonious and positive work environment. Non-teaching staff often deal with high-pressure situations, tight deadlines, and complex tasks. This part of the framework encourages the development of coping mechanisms and stress management strategies. It also suggests providing resources and support to help staff deal with challenging situations effectively. This could involve providing access to wellbeing resources, offering stress relief activities, and promoting a work-life balance. Help staff set and work towards professional development goals. Encourage the formation of positive habits, such as regular communication with school leaders and professional development opportunities, to improve their performance and well-being at work. One of the best well-being practices is setting goals and working hard to achieve these. This is what gives you that incredible sense of satisfaction, accomplishment and therefore genuine and authentic well-being. Foster positive relationships within the school community. Organise team-building activities, encourage collaboration, and provide conflict resolution training. Building positive relationships with colleagues, teachers, parents, and students is important for support staff. Effective communication, teamwork, and collaboration are essential aspects of this part of the framework. Strong relationships among staff can lead to a more harmonious and positive work environment. Non-teaching staff often deal with high-pressure situations, tight deadlines, and complex tasks. This part of the framework encourages the development of coping mechanisms and stress management strategies. It also suggests providing resources and support to help staff deal with challenging situations effectively. This could involve providing access to wellbeing resources, offering stress relief activities, and promoting a work-life balance. Help staff set and work towards professional development goals. Encourage the formation of positive habits, such as regular communication with school leaders and professional development opportunities, to improve their performance and well-being at work. One of the best well-being practices is setting goals and working hard to achieve these. This is what gives you that incredible sense of satisfaction, accomplishment and therefore genuine and authentic well-being. Foster positive relationships within the school community. Organise team-building activities, encourage collaboration, and provide conflict resolution training. Building positive relationships with colleagues, teachers, parents, and students is important for support staff. Effective communication, teamwork, and collaboration are essential aspects of this part of the framework. Strong relationships among staff can lead to a more harmonious and positive work environment. Non-teaching staff often deal with high-pressure situations, tight deadlines, and complex tasks. This part of the framework encourages the development of coping mechanisms and stress management strategies. It also suggests providing resources and support to help staff deal with challenging situations effectively. This could involve providing access to wellbeing resources, offering stress relief activities, and promoting a work-life balance. Help staff set and work towards professional development goals. Encourage the formation of positive habits, such as regular communication with school leaders and professional development opportunities, to improve their performance and well-being at work. One of the best well-being practices is setting goals and working hard to achieve these. This is what gives you that incredible sense of satisfaction, accomplishment and therefore genuine and authentic well-being.

Learning Power Approach The Guy Claxton Learning Power Approach is used at Scone Grammar School and underpins professional learning for teaching staff. To create enthusiastic learners will be the underlying foundation for all professional development, formal and informal coaching sessions and dayto-day work/life balance. By relating to the staff in the way in which we provide feedback, acknowledge and support their learning and growth and explore their interests will develop a positive and flourishing team. Undertaking formal and informal coaching sessions and applying the GROW Model and SMART goals will enable the ‘Big 8’ to become a part of everyday work life. By undertaking an initial activity to determine if the employee is of a fixed or growth mindset will determine the approach for the coaching sessions moving forward. The GROW Model created by Graham Alexander, Alan Fine and Sir John Whitmore in the 1980s stands for G – Goal, R – Current Reality, O – Options (or Obstacles), W – Will (or a Way Forward). By asking a series of targeted questions, will allow the employee to identify issues, explore options and create solutions. The goal or outcome will then be developed into a SMART goal – Specific, Measurable, Attainable, Realistic and Timebound. Curiosity -The starting point for learning. Encouragement around becoming a lifelong learner and developing a growth mindset. By setting goals within their enhancement review and tying in with the ‘Habits and Goals’ of the SEARCH Framework. Having access to the learning and development platform, will allow staff to develop these skills by allowing them to explore their own interests as well as key area’s within their role. Courage – Allow employees to engage with uncertainty. Being open to change and understanding what is ‘a current contemporary workplace’. Developing a culture of trust, to allow employees to have the courage to make mistakes, learn and develop and be a part of decision making. Have the courage to develop a growth mindset. Exploration - Allow employees to become inquisitive. Allow them to research, develop an understanding of process and explore different platforms in which we engage with the people we support. Encourage ongoing professional development around the use of our LMS and SMS. Allowing them to provide feedback on the use of these platforms will encourage their engagement. Allow staff the time to become part of a Tutor Group, Excursion, Camps, extra-curricular group will provide them with the opportunity to gain an understanding of what happens outside the classroom. Experimentation - Allowing employees to voice/trial their idea or learning. It may be a small change to process or practice or a larger idea of changing a landscape or event. It may be a course to study to increase their knowledge base. By allowing staff to become a part of the wider community and engage with teachers and staff on a more personable level will allow them to explore opportunities on how we can best support them on a daily basis. Imagination - Allowing employees to use their imaginations to experiment and explore opportunities for themselves and their personal and professional growth. Allow them to be creative. Allow them to explore their own learning journey based on their interests and what ‘fills their cup’. By aligning professional development sessions with the SEARCH Framework to provide opportunities and find links between wellbeing and professional growth. Reasoning - Allow employees to develop a level of understanding of methodology and discipline. By targeting questions in the enhancement review and through coaching sessions, unpack the suggestions with the staff member using the SMART goal approach. By breaking their goals down in this way, will create an understanding of methodology and discipline required to make the outcome a success. Sociability – Allow employees to stay open-minded and give and receive feedback. Scheduling regular formal coaching sessions to provide regular and timely feedback with the employee. By scheduling and documenting these sessions, will demonstrate the value we are placing on the growth of each employee. Establishing a list of actions to monitor progress with the employee and finish the session with a positive comment will continue to create the culture of trust. Reflection – Allow employees to selfreflect on their learning journey, their skills and their attributes. By ascertaining the employees current mindset, goals, interests and character strengths will allow them to develop a 12 month plan. At the end of these 12 months and during the coaching sessions, we will provide the employee to reflect on their goals and adjust accordingly. Provide them with the tools to self-reflect and use these as a tool/strategy to overcome obstacles throughout their day to day work. Christine Gall | Operations Manager Scone Grammar School MAY 2024 53

54 ASBA ASSOCIATE Transforming School Operations with Oracle NetSuite ERP Software by Feoda + A Strategic Advantage for Educational Institutions. In the fast-changing world of education, schools require advanced management solutions to keep up with evolving demands. Oracle NetSuite, implemented by Feoda, provides a unified platform that meets the accounting and operational needs of schools while delivering efficiency and scalable capabilities that limited accounting software can't provide. Navigating Complexity Feoda recently implemented its complete solution for a large school with multiple campuses, serving nearly 5,000 students from pre-kindergarten to grade 12. Their operations had become a tangled mess of different software systems, leading to reconciliation issues and inefficiencies. The enrolment process and capital expenditure management were especially challenging, relying heavily on a cumbersome mix of paper and spreadsheets. Preparing for the Future Oracle NetSuite's robust platform is designed to adapt to evolving needs, offering flexible configurations to suit different organizational processes. As Environmental, Social, and Corporate Governance (ESG) regulations become more significant in Australia, schools must prepare for mandatory climate related financial disclosures. The Next Step: Your School's Transformation Feoda's experience in tailoring Oracle NetSuite for educational institutions makes them the ideal partner for schools seeking to reduce operating overheads and create efficiencies. With Oracle NetSuite, schools can centralize operations, improve reporting, and comply with new regulations. Impact: A Unified Platform with Oracle NetSuite Feoda's implementation of Oracle NetSuite revolutionized business operations by unifying Enrolment, Billing, Payments, Communications, Project Management, Payables, and Payroll into a single platform. Feoda eliminated the need for 5-6 different software systems. This seamless integration reduced operational overheads and streamlined administrative processes. Contact: Linda Kenton - Education Partnership Consultant 1300 699 599 [email protected] www.feoda.com UNIFIED PLATFORM FEODA AUTOMATIONS SINGLE DATA SOURCE Accounts P a ya b el Automat oi n A s ccounts Rece vi a ble Automations Online Enrolment Billing and Payment Schedules Pro-rata and One-off Billing Analytics and Business Intelligence Budget and Forecast Project Accounting Advanced Procurement Purchases and Expenses Approvals Fixed Asset Management HR and Payroll External Integrations Core Financials

MAY 2024 55 Our Schools The School House restoration project has been a labour-intensive endeavour but also a labour of love, focused on revitalizing the exterior of this historic building which is the jewel in the centre of the School campus. Built somewhere between 1870 and 1880, School House was one of the first buildings on the Diocesan campus and it remains an integral and treasured part of the school community today. The beautiful two-story villa was originally built on the property, which was known as “Saint John’s Wood”, by the Hesketh Family. The six acre property was purchased by the founders of Dio in 1903 and Diocesan School for Girls opened in May 1904, with just 27 students. School House was the hub of the school, providing classrooms along with a dining hall, chapel and accommodation. As the school grew, School House became the boarding facility for Dio and remained so for the next 80 years before the boarders moved to new purposebuilt facilities in Clyde Street. If the walls could talk, School House would certainly have some tales to tell. It’s seen its share of history, from the Spanish flu pandemic, the Depression and two World Wars. Over 13 Principals have walked its halls and since it first opened its doors, the school roll has grown from the original 27 students to over 1700 students today. As the school campus has evolved and modernised, the gracious building with its rose gardens and spacious rooms has remained a focal point for the school and is today home to the Principal’s office, staff and meeting rooms. Many of the original features of the building remain with high ceilings, large windows, cornice mouldings, ceiling medallions, and stained glass windows that are all still in place today. Being heritage listed, Diocesan had a responsibility to preserve this gracious building for future generations. With the slate over 158 years old, it was time to give the old beauty a new roof. THE Diocesan School for Girls ‘School House’ restoration project has been a labour-intensive endeavour but also a labour of love, focused on revitalizing the exterior of this historic building which is the jewel in the centre of the School campus. Built somewhere between 1870 and 1880, School House was one of the first buildings on the Diocesan campus and it remains an integral and treasured part of the school community today. The beautiful two-story villa was originally built on the property, which was known as “Saint John’s Wood”, by the Hesketh Family. The six acre property was purchased by the founders of Dio in 1903 and Diocesan School for Girls opened in May 1904, with just 27 students. School House was the hub of the school, providing classrooms along with a dining hall, chapel and accommodation. As the school grew, School House became the boarding facility for Dio and remained so for the next 80 years before the boarders moved to new purpose-built facilities in Clyde Street. If the walls could talk, School House would certainly have some tales to tell. It’s seen its share of history, from the Spanish flu pandemic, the Depression and two World Wars. Over 13 Principals have walked its halls and since it first opened its doors, the school roll has grown from the original 27 students to over 1700 students today. As the school campus has evolved and modernised, the gracious building with its rose gardens and spacious rooms has remained a focal point for the school and is today home to the Principal’s office, staff and meeting rooms. Many of the original features of the building remain with high ceilings, large windows, cornice mouldings, ceiling medallions, and stained glass windows that are all still in place today. Being heritage listed, Diocesan had a responsibility to preserve this gracious building for future generations. With the slate over 158 years old, it was time to give the old beauty a new roof. 1904 1909 1904 1909 1909 1927 1929 Before we started: 1904 1909 1927 1927 1929 Before we started: 1927 1929 fore we started: Before we started

Welsh slate is the most durable slate in the wothan 100 years – guaranteed. It is also colour-temperature - ideal for areas with harsh night which is perfect for New Zealand. 56 ASBA ASSOCIATE The School House restoration project has been a labour-intensive endeavour but also a labour of love, focused on revitalizing the exterior of this historic building which is the jewel in the centre of the School campus. Built somewhere between 1870 and 1880, School House was one of the first buildings on the Diocesan campus and it remains an integral and treasured part of the school community today. The beautiful two-story villa was originally built on the property, which was known as “Saint John’s Wood”, by the Hesketh Family. The six acre property was purchased by the founders of Dio in 1903 and Diocesan School for Girls opened in May 1904, with just 27 students. School House was the hub of the school, providing classrooms along with a dining hall, chapel and accommodation. As the school grew, School House became the boarding facility for Dio and remained so for the next 80 years before the boarders moved to new purposebuilt facilities in Clyde Street. If the walls could talk, School House would certainly have some tales to tell. It’s seen its share of history, from the Spanish flu pandemic, the Depression and two World Wars. Over 13 Principals have walked its halls and since it first opened its doors, the school roll has grown from the original 27 students to over 1700 students today. As the school campus has evolved and modernised, the gracious building with its rose gardens and spacious rooms has remained a focal point for the school and is today home to the Principal’s office, staff and meeting rooms. Many of the original features of the building remain with high ceilings, large windows, cornice mouldings, ceiling medallions, and stained glass windows that are all still in place today. Being heritage listed, Diocesan had a responsibility to preserve this gracious building for future generations. With the slate over 158 years old, it was time to give the old beauty a new roof. The Renovation The restoration project began with a thorough assessment of the building’s condition. The roof, a critical component of any structure, was identified as a priority. In late 2021, the school met with MacMillan Slate (Heritage roof slaters) and it was agreed the roof was in advanced state of delamination, with tiles missing and broken and the lead and nails having deteriorated. This led to the decision to replace the roof entirely, ensuring not only structural integrity but also preserving the historical authenticity of the building.By Easter 2022 we were ready to go with the exterior renovation of School House. However, with the slate coming from the other side of the world, Covid restrictions and shipping hold ups, it wasn’t until July 2023 until we were able to get started. Why did we order slate from Wales? As a Heritage protected building we were required to replace the roof with a similar Welsh Slate as the original. We chose it from the Penrhyn Quarry in Bethesda, North Wales, which is run by the Breedon Group – a very sustainably minded organisation. In 2018, Breedon became an active member of the Global Cement and Concrete Association which aims to improve the social and environmental impact of the sector’s activities. They have a commitment to effectively manage energy consumption with the aim of reducing and minimising CO² emissions. They also utilise every tonne of slate, minimising waste for disposal at landfill whilst maximising re-cycling opportunities of waste produced. Welsh slate is the most durable slate in the world - with a useful and productive life of more than 100 years – guaranteed. It is also colour-fast and unaffected by normal extremes of temperature - ideal for areas with harsh night frosts and fierce daytime sun, even UV light which is perfect for New Zealand. In addition to the roof replacement, significant work was undertaken on the building’s exterior. Weatherboards, worn down by years of exposure to the elements, were painstakingly replaced, restoring the facade to its former glory. Attention to detail was paramount, with Heritage craftsmen carefully replicating intricate decorative elements such as finials and cornices, ensuring a seamless blend of old and new. Decorative wrought iron vents were rebuilt, the verandas were brought back to life with missing details crafted and installed – as if they were always there. Internally, the restoration efforts were no less thorough. Windows, a defining feature of the building’s architecture, were meticulously restored to their original condition, with new hardware installed to ensure smooth operation. The Sitting Room, a focal point of the building’s interior, underwent a transformation, with new cornicing restoring it to its former grandeur and a skylight window installed to bring much needed daylight to a dark space. This window was craftily hidden on the eastern elevation unable to be seen from the lawn as it sits tucked under the main roofline facing west. Being a school, this build project was an opportunity for extended learning for our students. The renovation provided our Year 12 Digital Visual Communication students the chance to view old, hand tooled building techniques. Accompanied by Dio parent and architect, Tonia Williams, the students gained further spatial design knowledge, as well as insight into the technical and practical challenges of renovating a historical building such as School House. Throughout the restoration process, collaboration was key. A team of skilled craftsmen, including carpenters, heritage window restorers, painters, and roofers, worked tirelessly to bring the vision to life. Their expertise, combined with the support and patience of the wider community, ensured the project’s success. In November, the project was in its final stages of finishing. The Build - Timeline of restoration: In late July 2022, School House became a construction site. Initially hamperwinds and rain, the engineered scaffold was erected and the building made wshrink wrap. August marked the commencement of roofing activities, involving extensive straightening, and insulation installation. Simultaneously, exterior painting prbegan alongside cavity cleaning and debris removal from the roof. The projecimplemented strategies to minimize disruptions caused by noisy tasks, ensuriworking environment for all staff members. InwshAstbimwSeptember saw the lining paper going on and the insulation and battens And the slate is being loaded onto the conveyor belt and taken up to theDuring this month the builders continpainters were working on all elevatioheritage team were on window repair The painters uncovered the original babout 8 layers of paint protected thesLead paint removal from the south elweatherboards and then sealing. The moment revealing the weatherboardsSlate tiles going onto the west facing carefully you can see the copper nailsWelsh slate is the most durable in the world

orld - with a useful and productive life of more -fast and unaffected by normal extremes of frosts and fierce daytime sun, even UV light MAY 2024 57 The Build - Timeline of restoration: In late July 2022, School House became a construction site. Initially hampered by high winds and rain, the engineered scaffold was erected and the building made weather tight with shrink wrap. August marked the commencement of roofing activities, involving extensive cleaning, rafters straightening, and insulation installation. Simultaneously, exterior painting preparations began alongside cavity cleaning and debris removal from the roof. The project team implemented strategies to minimize disruptions caused by noisy tasks, ensuring a conducive working environment for all staff members. September saw the lining paper going on and the insulation and battens going in … During this month the builders continued repairing weather boards and installed flashings, painters were working on all elevations, the roofers continued installing slate while the heritage team were on window repair and restoration. The painters uncovered the original beautiful kauri boards! And in such good condition … about 8 layers of paint protected these beauties! Lead paint removal from the south elevation involved painting a chemical to the weatherboards and then sealing. The team returned, removed the paper for the “ta da” moment revealing the weatherboards stripped clean! October was a busy month as we roared toward the finish line. Exterior work encompassed the completion of slate roofing, painting of facades, and restoration of decking structures. Inside, painters diligently worked on window frames while new ceilings and skylights were installed in the Development office and the Sitting Room. Despite challenges like ceiling replacements and logistical hurdles with existing furniture, the project maintained its momentum, staying on track with established timelines. In November, the project was in its final stages of finishing. Attention turned to the careful dismantling of the scaffold. Updates were provided on various tasks such as painting, deck installation, and finalizing window fittings, marking significant progress towards project completion. On Tuesday 7th November the shrink wrap came off (with all the plastic going for recycling). This was the first glimpse of the beautiful new slate roof, restored decks and woodwork and the fresh paint colour. Overall, the School House restoration project has been a testament to collaborative effort and meticulous planning. Despite encountering challenges along the way, progress remained steady. Looking ahead, the project serves as a reminder of the importance of preserving our architectural heritage. It stands not only as a physical testament to the past but also as a symbol of community spirit and collaboration. As the final touches were made and the building was returned to its former glory, it serves as a source of pride for generations to come, a tangible reminder of the value of preservation and restoration. In addition to the roof replacement, significant work was undertaken on the building's exterior. Weatherboards, worn down by years of exposure to the elements, were painstakingly replaced, restoring the facade to its former glory. Attention to detail was paramount, with Heritage craftsmen carefully replicating intricate decorative elements such as finials and cornices, ensuring a seamless blend of old and new. Decorative wrought iron vents were rebuilt, the verandas were brought back to life with missing details crafted and installed – as if they were always there. red by high weather tight with cleaning, rafters reparations ct team ing a conducive n late July 2022, School House became a construction site. Initially hampered by high winds and rain, the engineered scaffold was erected and the building made weather tight with hrink wrap. August marked the commencement of roofing activities, involving extensive cleaning, rafters traightening, and insulation installation. Simultaneously, exterior painting preparations began alongside cavity cleaning and debris removal from the roof. The project team mplemented strategies to minimize disruptions caused by noisy tasks, ensuring a conducive working environment for all staff members. going in … e roof: nued repairing weather boards and installed flashings, ons, the roofers continued installing slate while the rand restoration. beautiful kauri boards! And in such good condition … e beauties! levation involved painting a chemical to the eteam returned, removed the paper for the “ta da” s stripped clean! g roof above the Boardroom and Stairwell (if you look ls): It stands not only as a physical testament to the past but also as a symbol of community spirit and collaboration “In addition to the roof replacement, significant work was undertaken on the building’s exterior. Weatherboards, worn down by years of exposure to the elements, were painstakingly replaced, restoring the facade to its former glory.”

58 ASBA ASSOCIATE The downside of that access and contact is the busy-ness that often comes with it. The often unknown and even more so underestimated shadow of opportunity is the pressure it puts on Business Managers to be decisive about their highest and best use of their time and energy. That’s not a skill that comes naturally to Business Managers, nor most other leaders, so typically the pressure created by the shadow of opportunity simply creates a longer, more exhaustive to-do list. This manifests itself in fatigue, frustration and usually, blinkered focus. These attributes undermine the potential value Business Managers can create for their skills. A more resourceful perspective When I work with CFOs and business leaders, they typically show up in either of the following ways: Stressed and overwhelmed. They’ve literally jumped off the treadmill to attend our session. They need a moment to catch their breath – literally and figuratively. How Business Managers can give the gift of space, safety and support to their peers The Business Manager is quite possibly positioned in the most unique place within a school. Their access to and contact with a broad spectrum of people, knowledge and numbers means that they are quite possibly the most ‘clued up’ on how their school is going at any given point in time. In theory. Relieved with anticipation. They’re exhausted and ready to unload and offload the pressure. They’re looking for our session to release the pressure valve for them, before it blows. Focused and motivated. They’ve drawn a line in the sand somewhere, made a decision that ‘things will be different’ and they’ve come to the session ready to do the work. My job in those sessions is to help them leave the session clear and energised so they have the mental bandwidth and the emotional desire to lead their businesses at their best. Step 1: Release the pressure valve One of the most useful leadership habits I’ve been utilising and teaching this year is the habit of regular (ideally daily) journaling. I’ve noticed that for every session – in person or online – there is quite a palpable energy that enters the room. An energy of pace, sometimes freneticism and you can almost see their heads exploding from the multitude of ideas and priorities they’re trying to balance. Knowing that there’s no point trying to help someone when they’re so stuck in their head, I’ve offered a simple 10 minutes of ‘space’ for them to do some free journaling. I keep it really freeform – ‘stream of consciousness’ writing about what’s going on in their personal and professional lives. There is not one person, nor one group that hasn’t taken me up on this offer of space. The results have been astounding. I’ve had tears from grown men (in front of other grown men). I’ve had messages of gratitude shared across the room. I’ve had the ‘oh wow’ moments, comments like ‘I didn’t realise how much I needed that’. Releasing the pressure valve clears clutter from and therefore creates space in our brain. Space to think clearly, ideate and innovate, but most importantly, it gives us the ability to drop into empathy. Step 1: Release the pressure valve One of the most useful leadership habits I’ve been utilising and teaching this yhabit of regular (ideally daily) journaling. I’ve noticed that for every session – or online – there is quite a palpable energy that enters the room. An energysometimes freneticism and you can almost see their heads exploding from the mof ideas and priorities they’re trying to balance. Knowing that there’s no point trying to help someone when they’re so stuck in thI’ve offered a simple 10 minutes of ‘space’ for them to do some free journalingreally freeform – ‘stream of consciousness’ writing about what’s going on personal and professional lives. Tip: Use your beautiful school grounds: getting your ‘space’ outside in the fresh air and open environment compounds the benefit!

MAY 2024 59 Step 2: Linking empathy and value When the pressure mounts it feels like the walls are closing in. Especially in a unique role like the Business Manager, where there are no other peers who understand what you do, it can feel like you’re alone at the bottom of a huge mountain with only yourself and your own resources to get to the top. You are in survival mode. Thinking for yourself, and yourself alone. No one else matters. Sidenote on the business of schools and the Business Manager’s role When it comes to the business of schools, a Business Manager in survival model is as dangerous as if you were to attempt to climb Mount Everest solo. Independent schools rely on a steady stream of parents enrolling their students into their school year after year. The traditional sales pipeline of attract, retain and grow is no more critical in schools today when considered in the context of a challenging cost of living environment for parents and greater competition from surrounding schools. How does this pipeline contribute to the financial sustainability of schools? Through application, enrolment and school fees, of course. Guess who’s in charge of school fees? It goes without saying how important the role of the Business Manager is. I’ve recently experienced a few not so positive experiences myself with Business Managers at schools. With my background and expertise, I take it in knowing it’s not intentional. It is caused by the challenges I’ve described above. But make no mistake of it – as a parent it directly influenced my investment decisions. You are important. Now, back to empathy. Once we’ve released the pressure valve in Step 1, it creates space for Business Managers to consider someone else other than themselves. We call it ‘dropping into empathy’. We do this by taking a step back and analysing the context for their key leadership team peers. What are they going through, what are their challenges? Because the fact is, everyone is time poor and simply reacting and responding in the best way they know how. This provides Business Managers a real opportunity to step up in the spirit of service and consider what others around them might need. And how – given the unique access to knowledge and contact with people – they might be able to solve for some of their problems. Be the Catalyst within your school I ran a session at the beginning of this year with a group of CFOs who wanted to create Catalyst Plans. A Catalyst plan is one that sets our clients up to be the catalyst for growth in their organisation. We get them thinking about their long term personal vision, and we break that down into what that means for the next 4 quarters across the 5 Pillars of High Performance for CFOs. What makes this session (that we run twice a year) special is that we explore in the safety of our session and surrounded by like-minded CFOs was the relationship between the defined organisational ‘what’ and their own personal ‘whys’. In the spirit of the new year, they take this insight and use it to reassess their own ‘how’ through new routines, cadences, relationships and personal habits. While the organisation’s ‘what’ might have been pre-determined, it was a delight to help them create sense and structure so that they could redefine ‘hows’ that energised them. One of the biggest insights shared during the session was this: If we’re battling with this, our CEOs probably are, too. Dropping into empathy then, the opportunity is to then ask ‘how can we take what we’ve learned and give the ‘gift’ of space, safety and support to our CEOs’. Gift yourself first In the 4 Quadrants of CFO leadership in my book, CFO of the Future, the first quadrant I identify is ‘Change Leadership’ which is all about elevating the impact CFOs can have within their organisations. Upon closer inspection, the skills that make up the Change leadership quadrant are self-leadership skills. And this is no accident. If you’re looking for a change in results, you need to start with yourself first. As I often say ‘all change starts with self’. Which is why when it comes to the gift of space, safety and support, you need to be intentional and definite about gifting yourself first. Then, and only then, will you be resourceful enough to give that gift to others. Page X We do this by taking a step back and analysing the context for their key leadership team peers. What are they going through, what are their challenges? Because the fact is, everyone is time poor and simply reacting and responding in the best way they know how. This provides Business Managers a real opportunity to step up in the spirit of service and consider what others around them might need. And how – given the unique access to knowledge and contact with people – they might be able to solve for some of their problems. Be the Catalyst within your school I ran a session at the beginning of this year with a group of CFOs who wanted to create Catalyst Plans. A Catalyst plan is one that sets our clients up to be the catalyst for growth in their organisation. We get them thinking about their long term personal vision, and we break that down into what that means for the next 4 quarters across the 5 Pillars of High Performance for CFOs. The relief, clarity and energy (at the end of a 4 hour online session, no less) in these faces say it all. Technical Update

60 ASBA ASSOCIATE Everyone eagerly anticipates the unveiling of new STEM buildings, Performance Arts Complexes, or gymnasiums. These structures are showcased during tours with prospective families, highlighting the exciting features and facilities with all the “bells and whistles.” However, sometimes on the way to achieving your master plan there are ‘stepping stone buildings’ which are essential. For our College, the N Block Pavilion was one of those builds. Thomas Hassall Anglican College is situated in the Southwest of Sydney, a co-educational school with enrolments of 1,800 students across its 24-acre campus in Middleton Grange. While the College continues to evolve with ongoing construction and development, there remain precious parcels of undeveloped land awaiting transformation. In collaboration with our long-term architects, Stanton Dahl, the College has developed its master plan direction with a list of future new developments and ongoing refurbishment projects. We knew from these plans that our next major build was going to be the construction of our STEM building. Elevating your contribution within your school I shared above just how critical your role is and the impact your direct contribution has to the financially sustainable success and legacy of your school. Your role is as critical as the challenges you face are real. But in the face of challenge lies opportunity – opportunity for contribution to your Principal, your people and your school community. With your breadth of knowledge, access and contacts, I’d like to leave you with this closing question to consider: “What would be possible if you could help everyone else in your leadership team lift the quality of their decisions by 1%? What would the impact be on your school’s performance?” Sidenote on the business of schools and the Business Manager’s role How Business Managers can give the gift of space, safety and support to their peers Alena is a CFO mentor and high-performance leadership expert. As a Graduate of the Australian Institute of Company Directors, Chartered Accountant and Certified Management Accountant with international public practice and corporate experience, trained educator and published author, Alena is the goto for Chief Financial Officers and their teams looking to lead with impact and create value. Obsessed with delivering results beyond the numbers, Alena is a speaker, author, mentor, team facilitator and leadership coach who loves to provoke the right conversation to create energy, excitement and action about issues that matter. She works with CFOs and their teams to elevate their leadership by helping them strategically navigate their commercial and compliance responsibilities using the right combination of technical and non-technical skills. Passionate about connecting finance professionals Alena runs The CFO BoardroomTM and CFOs ConnectTM Communities and was a co-founder and major sponsor of the inaugural Australian CFO Awards in 2023. Alena is the author of the leadership books, “CFO of the Future: The trusted guide for CFOs to lead with impact and create value” written for Chief Financial Officers which was recently released in September 2021 and “Meaning Matters: Results Beyond the Numbers”, for women in finance. Alena is also the author of “The CFO Annual Report” released each year and is currently writing her next book, “Finance Team of the Future: the most valuable asset on a CFOs balance sheet”. Her clients include individual CFOs, senior finance executives and their teams within corporate organisations, professional services practices, government services organisations and professional membership associations of varying sizes. Connect with Alena here https://www.linkedin.com/in/ alenabennett/ About Alena ALENA BENNETT “I call Alena my secret weapon” Alena is a CFO mentor and high-performance leadership expert. As a Graduate of the Australian Institute of Company Directors, Chartered Accountant and Certified Management Accountant with international public practice and corporate experience, trained educator and published author, Alena is the go-to for Chief Financial Officers and their teams looking to lead with impact and create value. Obsessed with delivering results beyond the numbers, Alena is a speaker, author, mentor, team facilitator and leadership coach who loves to provoke the right conversation to create energy, excitement and action about issues that matter. She works with CFOs and their teams to elevate their leadership by helping them strategically navigate their commercial and compliance responsibilities using the right combination of technical and non-technical skills. Passionate about connecting finance professionals Alena runs The CFO BoardroomTM and CFOs ConnectTM Communities and was a co-founder and major sponsor of the inaugural Australian CFO Awards in 2023. Alena is the author of the leadership books, “CFO of the Future: The trusted guide for CFOs to lead with impact and create value” written for Chief Financial Officers which was recently released in September 2021 and

MAY 2024 61 This new structure would include 10 general learning areas, 7 specialist learning rooms (including Science Labs), a refurbishment of Technological and Applied Studies classrooms, and a connecting bridge to an existing building. However, to facilitate this construction, the demolition of two existing buildings was necessary, paving the way for a much larger double-story building. By advancing the N Block Pavilion project ahead of the STEM building, we not only avoided the need for numerous temporary demountables but also enabled the removal of longstanding demountables post-completion of the STEM building, thus clearing the path for another slated building in our master plan. Thus, the N Pavilion served as our stepping stone build. The N Block Pavilion comprises of eight senior school general learning areas (GLAs), a sizable maintenance/storage facility, three general offices, and lunch facilities for school maintenance staff. Relocating our maintenance facility to the campus periphery also mitigated risks associated with deliveries traversing student pathways. Constructing this particular building presented challenges which we generally have not seen. Planning and initial cost estimations coincided with the tail end of the “COVID” era, characterized by volatile pricing fluctuations. Standing three-stories tall, the project required a substantial amount of steel, leading to delays and material substitutions due to shortages. Moreover, wet weather during the early stages, compounded construction woes, resulting in a delay from the initially targeted Term 1, 2023, to Term 3, 2023. Fortunately, completion was just in time for our teachers and students to relocate from their former buildings to N Block before demolition commenced for our STEM Facility. The N Block Pavilion has 8 GLA classrooms, earmarked long-term for our Languages and Christian studies faculties, while our maintenance teams enjoy a functional workshop, staffroom, and ample storage space for supplies. These GLAs have moveable internal walls in many of the rooms. We are able to open three classrooms at any time making this space flexible location for year group meetings and is also the location for our after-hours study centre. After transitioning into the new building, we’ve come to recognize the potential of the connecting verandah linking the original N Block with the newly extended area. This space presents an ideal opportunity to establish an outdoor study zone tailored for our seniors. Currently, we’re collaborating with our architects to design and bring to life this additional learning space, seamlessly extending from our existing Senior School library. Despite its construction challenges, this building is now a buzz with students using the facility for lessons, after hours study and year group meetings. Our language faculty are loving finding a permanent home for their lessons and creating spaces that showcase their languages cultures and artifacts. The College is grateful once again for the partnership with Stanton Dahl, Steve Wyatt Constructions and the support from the team from The Anglican Schools Corporation. Rebecca Clarke | Business Manager Thomas Hassall Anglican College Stepping Stones IN YOUR MAsTER PLAN Our Schools

62 ASBA ASSOCIATE ISSUES ARISING When single sex independent schools become co-ed How have the numbers of students attending single sex schools, as opposed to co-ed schools, in Australia changed over the last 15 years? Peter Buckingham the Managing Director of Spectrum Analysis looks at the data on enrolments in all girls, all boys, and co-ed independent schools, and analyses what happens when single sex schools decide to go co-ed. ISSUES ARISING WHEN SINGLE SEX INDEPENDENT SCHOOLS BECOME CO-ED How have the numbers of students attending single sex schools, as opposed to co-ed schools, in Australia changed over the last 15 years? Peter Buckingham the Managing Director of Spectrum Analysis looks at the data on enrolments in all girls, all boys, and co-ed independent schools, and analyses what happens when single sex schools decide to go coed. Across Australia, we have varying numbers of students attending independent coeducational schools; all-boys’ schools; and all-girls’ schools. According to the Australian Curriculum, Assessment and Reporting Authority (ACARA) School Profile Data 2008-2023, in the year 2023, the vast majority of independent schools students attend a co-ed school (89.27 per cent) followed by all-girls’ schools (6.39 per cent) and all-boys’ schools (4.34 per cent) – Table 1 Table 1 State/Territory Girls Boys CoEducational Grand Total ACT 5.56% 11.11% 83.33% 100.00% NSW 7.53% 6.35% 86.12% 100.00% NT 0.00% 0.00% 100.00% 100.00% QLD 4.68% 4.26% 91.06% 100.00% SA 4.76% 1.90% 93.33% 100.00% TAS 5.88% 2.94% 91.18% 100.00% VIC 8.04% 3.57% 88.39% 100.00% WA 5.81% 1.94% 92.26% 100.00% Grand Total 6.39% 4.34% 89.27% 100.00% SA has the lowest percentage of boys attending independent all-boys’ schools whereas Queensland has the lowest percentage of girls attending all-girls’ schools. ACT has the highest percentage of single sex school students, and therefore the lowest percentage of coed independent students. When we look at Catholic education (Table 2), we see a different set of numbers. For this sector when it comes to co-ed education we see a greater representation in students attending co-ed schools than Independent schools. This may also be explained that there are a large number of Co-ed primary schools in the Catholic system, which may outweigh the lesser numbers of primary students at Independent schools. Table 2 State/Territory Girls Boys CoEducational Grand Total ACT 6.90% 0.00% 93.10% 100.00% NSW 3.11% 2.20% 94.69% 100.00% NT 0.00% 0.00% 100.00% 100.00% QLD 6.09% 4.81% 89.10% 100.00% SA 6.00% 3.00% 91.00% 100.00% Across Australia, we have varying numbers of students attending independent co-educational schools; all-boys’ schools; and all-girls’ schools. According to the Australian Curriculum, Assessment and Reporting Authority (ACARA) School Profile Data 2008-2023, in the year 2023, the vast majority of independent schools students attend a co-ed school (89.27 per cent) followed by all-girls’ schools (6.39 per cent) and all-boys’ schools (4.34 per cent) – Table 1 SA has the lowest percentage of boys attending independent all-boys’ schools whereas Queensland has the lowest percentage of girls attending allgirls’ schools. ACT has the highest percentage of single sex school students, and therefore the lowest percentage of co-ed independent students. TABLE 1 State/Territory Girls Boys Co-Educational Grand Total Grand Total 6.39% 4.34% 89.27% 100.00%

MAY 2024 63 The pressure in many schools shifting from single sex to co-ed is that it absorbs many of the students from one gender and puts much higher pressure on the other side of the equation. When we look at Catholic education (Table 2), we see a different set of numbers. For this sector when it comes to coed education we see a greater representation in students attending co-ed schools than Independent schools. This may also be explained that there are a large number of Co-ed primary schools in the Catholic system, which may outweigh the lesser numbers of primary students at Independent schools. VIC 8.04% 3.57% 88.39% 100.00% WA 5.81% 1.94% 92.26% 100.00% Grand Total 6.39% 4.34% 89.27% 100.00% SA has the lowest percentage of boys attending independent all-boys’ schools whereas Queensland has the lowest percentage of girls attending all-girls’ schools. ACT has the highest percentage of single sex school students, and therefore the lowest percentage of coed independent students. When we look at Catholic education (Table 2), we see a different set of numbers. For this sector when it comes to co-ed education we see a greater representation in students attending co-ed schools than Independent schools. This may also be explained that there are a large number of Co-ed primary schools in the Catholic system, which may outweigh the lesser numbers of primary students at Independent schools. Table 2 State/Territory Girls Boys CoEducational Grand Total ACT 6.90% 0.00% 93.10% 100.00% NSW 3.11% 2.20% 94.69% 100.00% NT 0.00% 0.00% 100.00% 100.00% QLD 6.09% 4.81% 89.10% 100.00% SA 6.00% 3.00% 91.00% 100.00% TAS 5.26% 2.63% 92.11% 100.00% VIC 4.81% 3.01% 92.18% 100.00% WA 1.26% 2.52% 96.23% 100.00% Grand Total 4.23% 2.94% 92.83% 100.00% I am not here to debate the value of co-ed vs. single sex education. I am here to consider the effects on other independent schools, specifically the all-girls’ schools when there is a shift from single sex to co-ed. The pressure in many schools shifting from single sex to co-ed is that it absorbs many of the students from one gender and puts much higher pressure on the other side of the equation. We can see many cases where a single sex boys’ school has gone co-ed, and the neighboring single sex girls’ schools are now struggling as the tradition of sending the son to the boys’ school, and daughter to the girls’ school, has been replaced by sending both children to the co-ed school (previously the boys’ school). In many cases the co-ed school has gone out of its way to attract girls, with special scholarships, or arrangements to bring both sons and daughters, something the single sex school could not offer. Changes imminent in NSW Most of us are aware that Newington and Cranbrook plan to start to transition to Co-ed in 2026 as they start to take in girls at certain year levels which will progressively spread across all years. Both large boys’ schools will have an effect on the surrounding girls’ schools as they try and attract girls to their schools. Will this have a flow on effect to other boys’ schools especially across Sydney? Victoria: a case study It is very interesting to take a longitudinal view of what has happened in each state, and the implications. I have focused on Victoria because the trend towards moving from single sex to co-ed education has been more pronounced there than in other states. Victoria is also a good case study as it has had a tradition of exclusive boys’ schools, starting over 150 years ago. The major schools formed into two groups, initially the Associated Public Schools of Victoria (APS) which was established in 1908 followed by the Associated Grammar Schools of Victoria (AGS), established 1920. In the late 1960’s and early 1970’s, when I was at school at Camberwell Grammar in Melbourne, all the 20 APS and AGS schools were exclusively boys’ schools. How times have changed! Today, with a total of 20 APS & AGS schools, Victoria now has 11 of these co-ed schools across all year levels, one of them as co-ed for junior school only, and the eight remaining are boys’ only schools. When we look at the education data (Table 3), we see in 2023 there were 12,996 girls at APS I am not here to debate the value of co-ed vs. single sex education. I am here to consider the effects on other independent schools, specifically the all-girls’ schools when there is a shift from single sex to co-ed. The pressure in many schools shifting from single sex to co-ed is that it absorbs many of the students from one gender and puts much higher pressure on the other side of the equation. We can see many cases where a single sex boys’ school has gone co-ed, and the neighboring single sex girls’ schools are now struggling as the tradition of sending the son to the boys’ school, and daughter to the girls’ school, has been replaced by sending both children to the co-ed school (previously the boys’ school). In many cases the co-ed school has gone out of its way to attract girls, with special scholarships, or arrangements to bring both sons and daughters, something the single sex school could not offer. Victoria: a case study It is very interesting to take a longitudinal view of what has happened in each state, and the implications. I have focused on Victoria because the trend towards moving from single sex to co-ed education has been more pronounced there than in other states. Victoria is also a good case study as it has had a tradition of exclusive boys’ schools, starting over 150 years ago. The major schools formed into two groups, initially the Associated Public Schools of Victoria (APS) which was established in 1908 followed by the Associated Grammar Schools of Victoria (AGS), established 1920. In the late 1960’s and early 1970’s, when I was at school at Camberwell Grammar in Melbourne, all the 20 APS and AGS schools were exclusively boys’ schools. How times have changed! Today, with a total of 20 APS & AGS schools, Victoria now has 11 of these co-ed schools across all year levels, one of them as co-ed for junior school only, and the eight remaining are boys’ only schools. When we look at the education data (Table 3 on page 64), we see in 2023 there were 12,996 girls at APS / AGS schools out of a total of 41,033 students, or 31.7 per cent. We can also see how this has changed since 2008, at which time the percentage was 27.3 per cent. Back in 1970, this was zero. TABLE 2 Girls Boys Co-Educational Grand Total State/Territory Girls Boys Co-Educational Grand Total Grand Total 6.39% 4.34% 89.27% 100.00% Technical Update

64 ASBA ASSOCIATE Calendar Year Teaching Staff Full Time Equivalent Teaching Staff NonTeaching Staff Full Time Equivalent NonTeaching Staff Total Enrolments Girls Enrolments Boys Enrolments Full Time Equivalent Enrolments 2008 2,677 2,326 1,492 1,072 21,863 6,021 15,842 21,861 2009 2,779 2,353 1,565 1,102 22,244 6,165 16,079 22,243 2010 2,788 2,356 1,650 1,155 22,174 6,169 16,005 22,173 2011 2,818 2,412 1,522 1,156 22,530 6,297 16,233 22,527 2012 2,948 2,509 1,551 1,180 22,680 6,308 16,372 22,678 2013 2,996 2,481 1,595 1,148 22,822 6,251 16,571 22,819 2014 2,914 2,502 1,706 1,206 22,960 6,245 16,715 22,956 2015 2,890 2,466 1,780 1,267 23,151 6,407 16,744 23,143 2016 2,981 2,531 1,818 1,306 23,160 6,504 16,656 23,156 2017 2,846 2,521 1,966 1,358 23,703 6,749 16,954 23,702 2018 2,919 2,593 2,046 1,437 24,193 7,015 17,178 24,193 2019 2,961 2,647 2,252 1,540 24,507 7,192 17,315 24,504 2020 2,962 2,641 2,254 1,560 24,650 7,304 17,346 24,647 2021 2,886 2,609 2,300 1,582 24,583 7,349 17,234 24,579 2022 2,958 2,693 2,298 1,698 24,973 7,586 17,387 24,973 2023 3,138 2,826 2,612 1,836 25,501 7,880 17,621 25,496 Combined AGS Schools enrolments numbers Calendar Year Teaching Staff Full Time Equivalent Teaching Staff NonTeaching Staff Full Time Equivalent NonTeaching Staff Total Enrolments Girls Enrolments Boys Enrolments Full Time Equivalent Enrolments 2008 1,352 1,140 671 501 12,027 3,217 8,810 12,027 2009 1,360 1,149 672 510 12,213 3,306 8,907 12,213 2010 1,363 1,159 680 526 12,305 3,377 8,928 12,304 2011 1,379 1,172 700 528 12,504 3,458 9,046 12,503 2012 1,334 1,180 802 581 12,743 3,568 9,175 12,742 2013 1,378 1,207 815 598 12,882 3,599 9,283 12,882 2014 1,378 1,215 815 596 13,012 3,677 9,335 13,012 2015 1,387 1,233 797 597 13,218 3,710 9,508 13,218 2016 1,409 1,258 747 619 13,500 3,835 9,665 13,499 2017 1,421 1,266 755 627 13,590 3,928 9,662 13,587 2018 1,482 1,339 810 659 14,119 4,223 9,896 14,117 2019 1,640 1,390 851 692 14,399 4,407 9,992 14,399 2020 1,513 1,367 800 666 14,499 4,483 10,016 14,498 2021 1,510 1,363 832 691 14,679 4,602 10,077 14,679 2022 1,546 1,392 857 709 15,125 4,940 10,185 15,125 2023 1,584 1,429 924 760 15,537 5,116 10,421 15,537 The bigger issue in the trend from all-boys’ schools to co-ed over the past 40 years is what impact this change has had on single sex girls’ schools? How are they competing against often larger co-ed schools, with most offering larger and perhaps better facilities? With this shift to co-ed schools we also need to acknowledge that according to the data, more parents now prefer a co-ed school over a single sex school as an option. The overall change from 2008 – 2023 in this group of 20 schools has been an increase from 33,888 students to 41033 students, an increase of 21.1 per cent. There is no doubt many of these large co-ed schools have grown strongly over the last 30 – 40 years. Some have opened multiple campuses, such as Haileybury, Wesley, Ivanhoe and Caulfield Grammars and doubled or tripled their size. Other schools that have remained boys’ only schools also seem to be strong with their enrolments, showing there is still an appetite for boys’ schools, such as Scotch College, Melbourne, Camberwell and Trinity Grammars. This begs the question, what is the future for some of the all girls’ schools in the long run? TABLE 3 : Combined APS Schools enrolment numbers Calendar Year Teaching Staff Full Time Equivalent Teaching Staff NonTeaching Staff Full Time Equivalent NonTeaching Staff Total Enrolments Girls Enrolments Boys Enrolments Full Time Equivalent Enrolments 2008 2,677 2,326 1,492 1,072 21,863 6,021 15,842 21,861 2009 2,779 2,353 1,565 1,102 22,244 6,165 16,079 22,243 2010 2,788 2,356 1,650 1,155 22,174 6,169 16,005 22,173 2011 2,818 2,412 1,522 1,156 22,530 6,297 16,233 22,527 2012 2,948 2,509 1,551 1,180 22,680 6,308 16,372 22,678 2013 2,996 2,481 1,595 1,148 22,822 6,251 16,571 22,819 2014 2,914 2,502 1,706 1,206 22,960 6,245 16,715 22,956 2015 2,890 2,466 1,780 1,267 23,151 6,407 16,744 23,143 2016 2,981 2,531 1,818 1,306 23,160 6,504 16,656 23,156 2017 2,846 2,521 1,966 1,358 23,703 6,749 16,954 23,702 2018 2,919 2,593 2,046 1,437 24,193 7,015 17,178 24,193 2019 2,961 2,647 2,252 1,540 24,507 7,192 17,315 24,504 2020 2,962 2,641 2,254 1,560 24,650 7,304 17,346 24,647 2021 2,886 2,609 2,300 1,582 24,583 7,349 17,234 24,579 2022 2,958 2,693 2,298 1,698 24,973 7,586 17,387 24,973 2023 3,138 2,826 2,612 1,836 25,501 7,880 17,621 25,496 Combined AGS Schools enrolments numbers Calendar Year Teaching Staff Full Time Equivalent Teaching Staff NonTeaching Staff Full Time Equivalent NonTeaching Staff Total Enrolments Girls Enrolments Boys Enrolments Full Time Equivalent Enrolments 2008 1,352 1,140 671 501 12,027 3,217 8,810 12,027 2009 1,360 1,149 672 510 12,213 3,306 8,907 12,213 2010 1,363 1,159 680 526 12,305 3,377 8,928 12,304 2011 1,379 1,172 700 528 12,504 3,458 9,046 12,503 2012 1,334 1,180 802 581 12,743 3,568 9,175 12,742 2013 1,378 1,207 815 598 12,882 3,599 9,283 12,882 2014 1,378 1,215 815 596 13,012 3,677 9,335 13,012 2015 1,387 1,233 797 597 13,218 3,710 9,508 13,218 2016 1,409 1,258 747 619 13,500 3,835 9,665 13,499 2017 1,421 1,266 755 627 13,590 3,928 9,662 13,587 2018 1,482 1,339 810 659 14,119 4,223 9,896 14,117 2019 1,640 1,390 851 692 14,399 4,407 9,992 14,399 2020 1,513 1,367 800 666 14,499 4,483 10,016 14,498 2021 1,510 1,363 832 691 14,679 4,602 10,077 14,679 2022 1,546 1,392 857 709 15,125 4,940 10,185 15,125 2023 1,584 1,429 924 760 15,537 5,116 10,421 15,537 Combined AgS Schools enrolment numbers Calendar Year Teaching Staff Full Time Equivalent Teaching Staff NonTeaching Staff Full Time Equivalent NonTeaching Staff Total Enrolments Girls Enrolments Boys Enrolments Full Time Equivalent Enrolments Calendar Year Teaching Staff Full Time Equivalent Teaching Staff NonTeaching Staff Full Time Equivalent NonTeaching Staff Total Enrolments Girls Enrolments Boys Enrolments Full Time Equivalent Enrolments

In Melbourne, there is a group of girls’ schools around the Kew and Hawthorn area, and over the last 12 years, they have had mixed enrolment numbers. We have been in a strong economic cycle and even with the challenges of Covid-19, we have seen total Independent school enrolments up 4.5% approx. across Australia in the last 12 months. This means that in many areas demand exceeds supply, and schools are basically fully enrolled, especially at high-end Independent schools. The question must be what happens if we turn into a low economic cycle, and we see a push of students moving from independent schools back into government or catholic schools for economic reasons? Where is the pain mostly going to be felt? Specific girls’ schools in Victoria We have tracked the group changes in a set of ten similar standards all girls’ schools that would be well known and representative of this type of education across Melbourne (Table 4) mainly centered around the inner eastern suburbs of Melbourne. Total enrolment of these girls’ schools is: Table 4: Selected girls' schools Calendar Year State Teaching Staff Full Time Equivalent Teaching Staff NonTeaching Staff Full Time Equivalent NonTeaching Staff Total Enrolments Girls Enrolments Boys Enrolments Full Time Equivalent Enrolments 2008 VIC 953 821 516 427.2 8,449 8,449 0 8,447 2009 VIC 978 835 530 425.4 8,456 8,456 0 8,450 2010 VIC 977 848 515 415.4 8,448 8,448 0 8,445 2011 VIC 985 859 600 434.2 8,508 8,508 0 8,506 2012 VIC 998 859 579 437.6 8,336 8,336 0 8,331 2013 VIC 1029 885 558 450.2 8,535 8,535 0 8,529 2014 VIC 989 863 545 441.9 8,559 8,559 0 8,554 2015 VIC 977 855 588 466 8,556 8,556 0 8,551 MAY 2024 65 In Melbourne, there is a group of girls’ schools around the Kew and Hawthorn area, and over the last 12 years, they have had mixed enrolment numbers. We have been in a strong economic cycle and even with the challenges of Covid-19, we have seen total Independent school enrolments up 4.5% approx. across Australia in the last 12 months. This means that in many areas demand exceeds supply, and schools are basically fully enrolled, especially at high-end Independent schools. The question must be what happens if we turn into a low economic cycle, and we see a push of students moving from independent schools back into government or catholic schools for economic reasons? Where is the pain mostly going to be felt? This shows the total group of 10 girl’s schools has dropped 18 students overall (0.2%), and yet full-time equivalent teachers is up by 32 and full-time non-teaching staff is up by 83. When we look at the combined eight remaining all-boys’ schools in Melbourne, they have grown from 11,911 in 2008 boys to 12,971 boys in 2023, an increase of 8.9%. That is, while the enrolment growth in all-boys’ schools has been growing, the numbers in all-girls’ schools has remained static. When it comes to the 12 APS + AGS schools that became coed, total (girls and boys) enrolments has grown from 21,721 in 2008 to 25,942 in 2020, an increase of 19.4%. To the best of my knowledge, Kilvington Grammar School is the only Melbourne Girl’s school to change and go Co-ed (in 2011), with enrolments up 80% from 2008 to 2023, and just on doubled since 2010. It is also noticeable that the number of boys now outnumbers girls. 2016 VIC 983 856 600 478.7 8,533 8,533 2017 VIC 971 842 640 496.2 8,535 8,535 2018 VIC 962 843 603 497.2 8,464 8,464 2019 VIC 971 841 617 501.9 8,425 8,425 2020 VIC 983 853 624 510.2 8,431 8,431 This shows the total group of 10 girl’s schools has dropped 18 students overall (0.2%),yet full-time equivalent teachers is up by 32 and full-time non-teaching staff is up by 8When we look at the combined eight remaining all-boys’ schools in Melbourne, they hgrown from 11,911 in 2008 boys to 12,971 boys in 2023, an increase of 8.9%. That is, wthe enrolment growth in all-boys’ schools has been growing, the numbers in all-girls’ shas remained static. When it comes to the 12 APS + AGS schools that became co-ed, total (girls and boys) enrolments has grown from 21,721 in 2008 to 25,942 in 2020, an increase of 19.4%. To the best of my knowledge, Kilvington Grammar School is the only Melbourne Girl’sto change and go Co-ed (in 2011), with enrolments up 80% from 2008 to 2023, and judoubled since 2010. It is also noticeable that the number of boys now outnumbers girCalendar Year Girls Enrolments Boys Enrolments Total Enrolments 2008 418 0 418 2009 412 0 412 2010 382 0 382 2011 348 37 385 2012 335 90 425 2013 324 174 498 2014 339 237 576 2015 338 267 605 2016 352 320 672 2017 360 363 723 2018 361 373 734 2019 360 382 742 2020 357 385 742 2021 373 381 754 2022 366 394 760 2023 354 398 752 Summary Are you feeling pressure in enrolments, and may have not considered the effects of yocompetitors, or how they may have changed over time? Will the trend in Victoria ovelast 40 years flow onto other states, especially NSW where the higher percentage of bschool remains? If more of these schools become co-ed what are the implications for sex girls’ schools? Summary Are you feeling pressure in enrolments, and may have not considered the effects of your competitors, or how they may have changed over time? Will the trend in Victoria over the last 40 years flow onto other states, especially NSW where the higher percentage of boys’ school remains? If more of these schools become co-ed what are the implications for single sex girls’ schools? In developing their strategic plan, all schools need to take this type of analysis into consideration. Spectrum Analysis, is a Melbourne based consultancy in demographics, mapping and analysis. Spectrum staff can be contacted by email at [email protected] or called on 03 98300077. Calendar Year Girls Enrolments Boys Enrolments Total Enrolments Table 4: Selected girls’ schools Calendar Year Teaching Staff Full Time Equivalent Teaching Staff NonTeaching Staff Full Time Equivalent NonTeaching Staff Total Enrolments Girls Enrolments Boys Enrolments Full Time Equivalent State Enrolments 2016 VIC 983 856 600 478.7 8,533 8,533 0 8,529 2017 VIC 971 842 640 496.2 8,535 8,535 0 8,529 2018 VIC 962 843 603 497.2 8,464 8,464 0 8,462 2019 VIC 971 841 617 501.9 8,425 8,425 0 8,424 2020 VIC 983 853 624 510.2 8,431 8,431 0 8,427 This shows the total group of 10 girl’s schools has dropped 18 students overall (0.2%), and yet full-time equivalent teachers is up by 32 and full-time non-teaching staff is up by 83. When we look at the combined eight remaining all-boys’ schools in Melbourne, they have grown from 11,911 in 2008 boys to 12,971 boys in 2023, an increase of 8.9%. That is, while the enrolment growth in all-boys’ schools has been growing, the numbers in all-girls’ schools has remained static. When it comes to the 12 APS + AGS schools that became co-ed, total (girls and boys) enrolments has grown from 21,721 in 2008 to 25,942 in 2020, an increase of 19.4%. To the best of my knowledge, Kilvington Grammar School is the only Melbourne Girl’s school to change and go Co-ed (in 2011), with enrolments up 80% from 2008 to 2023, and just on doubled since 2010. It is also noticeable that the number of boys now outnumbers girls. Calendar Year Girls Enrolments Boys Enrolments Total Enrolments 2008 418 0 418 2009 412 0 412 2010 382 0 382 2011 348 37 385 2012 335 90 425 2013 324 174 498 2014 339 237 576 2015 338 267 605 2016 352 320 672 2017 360 363 723 2018 361 373 734 2019 360 382 742 2020 357 385 742 2021 373 381 754 2022 366 394 760 2023 354 398 752 Technical Update Specific girls’ schools in Victoria We have tracked the group changes in a set of ten similar standards all girls’ schools that would be well known and representative of this type of education across Melbourne (Table 4) mainly centered around the inner eastern suburbs of Melbourne. Total enrolment of these girls’ schools is:

Somerset Education | Simplicity, Integrity, Professionalism www.somerseteducation.net GPO Box 3273 Brisbane QLD 4001 Australia ABN 72 369 008 673 Telephone 1300 781 968 John’s Mobile 0417 618 899 Email [email protected] As a member of Chartered Accountants Australia and New Zealand the firm participates in a national liability capping Scheme. Accordingly, our liability is limited by a scheme approved under professional standards. Somerset Education® is a registered Trade Mark. With 600 schools in the 2023 Financial Survey for Schools (FSS) it is a unique resource that fosters robust, transparent, and accountable decision making — resulting in financial confidence. Our annual feedback survey showed that overall satisfaction averages 82%; and 10 out of 10 recommend participation to others. From your feedback, I discuss top concerns for 2024. 1. Securing staff and wage increases Let the FSS guide your strategy by spotlighting trends and comparative performance metrics to identify efficiencies, making tough decisions easier. 2. Cashflow and funding construction With the FSS and SKI Scenario Builder, forecast financial impacts instantly, turning days of planning into minutes. 3. Staffing ratios Monitor staffing trends and tackle concerns with tools, like our Staff Estimator to compare staff variances with similar schools, ensuring informed decisions every step of the way. Other concerns included: changes in government funding, loan servicing, IT security and costs, and ability to pass on cost increases through fees. We sincerely thank the hundreds of schools that participate every year in the FSS. Your feedback plus our survey committee meeting with ASBA and other industry experts ensures continual improvement of this valuable industry resource. At Somerset Education our mission is simple: to equip schools with the knowledge and confidence needed to make informed decisions and mitigate financial risks. We offer easy to use, reliable, and cost-effective financial tools, as well as expert guidance founded on 27 years of experience, to empower the work of school management. Joining the Financial Survey for Schools (FSS) not only empowers you with data-driven decisions but also contributes to sector innovation and improvement. Every participant adds to the comprehensive dataset, benefiting all schools. So, why wait? Let's create a benchmarking resource that sets the standard for non-government school financial sustainability and drives industry progress. We are now collecting data for the 2023 school-year. Join the FSS today and gain access to a range of powerful tools that will benefit your school: • Historical and Somerset Key Indicator (SKI) Reports to analyse past and future changes in your school's performance helping you to stimulate and guide change. • Financial Performance Report to compare over 60 ratios with similar schools and identify strengths and weaknesses to inform and support changes. • SKI Scenario Builder for real-time adjustments and financial forecasts and risk assessment. • Plus, enjoy the convenience of a 24/7, 365-day self-service portal, and rest easy knowing that 10 out of 10 participants recommend the FSS to others. Somerset Education ASBA_MAY2024 John Somerset, FCA Director

MAY 2024 67 Self Improvement ASBA Matters ASBA 2025 will continue to build on the long and proud tradition of excellence that has become synonymous with ASBA National Conferences. The conference will be held on the land of the Larrakia people in Garramilla (Darwin), a buzzing hub with stunning sunsets, a multicultural community vibrant energy and gogetter spirit. With its captivating history, picturesque waterways, rugged mountains and glorious food, Darwin has something for everyone. As Business Administrators we are constantly faced with challenges which require us to withstand difficult challenges. Our conference will explore this through an amazing line up of guest speakers who will provide us with techniques and the necessary knowledge that ensures our “Resilience is at the Top End”. Furthermore, you will be inspired by the amazing location right on the Darwin Waterfront Precinct, enjoy outstanding facilities, have extensive opportunities to engage with colleagues and sponsors and experience an amazing social program. This great conference is only part of the story – a remarkable Darwin experience will be at your doorstep! Darwin, Northern Territory’s capital city, offers a blend of history and lifestyle with world class activities and attractions nearby. To whet your appetite, please visit here. You can expect to see the best of Darwin right from the start, with the Welcome Reception taking place at the infamous Crocosaurus Cove. Mark 20 – 23 May 2025 in your diaries, keep an eye on this website and prepare for an unforgettable conference. We are looking forward to seeing you there. If you have any enquiries about ASBA 2025, please make contact : [email protected] Johnny Ioannou | Conference Chair ASBA Limited National Conference Committee, 2025

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