ASBA ASSOCIATE MAY 2022

Vol.62 May 2022

Shire Christian School Music Studios Published by the
Association of School Business Administrators
IN THIS ISSUE
30 The bottom drawer is the wrong place for a building contract
3 From the Chair 34 Breaking the Bias
4 The role of schools in future communities 38 Teachers: Pay isn’t one of the top 10 reasons to attract
6 Loreto Mandeville Hall Toorak - The Clendon Centre 40 Shire Christian School: New music studios
10 School compliance and the new international compliance standard 42 ABSA Boarding Schools Update
16 The risky business of decision making 44 Role of the BM in Strategy & Governance
18 Mapping for schools 48 Nabers Fact Sheets for Schools
23 From the CEO
26 Affirmative Consent: Major reform to consent laws

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ASBA Update

From I know we will continue to face many challenges
the Chair this year and I also have faith that our ASBA
community will continue to support each other.

I am excited to be writing this, my I am currently the Director of Business and I would like to acknowledge our fantastic
first “From the Chair” article having Operations at St Mary’s College in Hobart, Platinum Partners, Commonwealth Bank,
just accepted the role of ASBA Ltd where I have been for 17 years. I love Higgins Coatings, NGS Super, Ricoh
Chair at our last Board Meeting. It my role and the ability to help shape the and TWG Hospitality Services. Pip (CEO)
was with regret the Board accepted College so it can provide the best possible has worked tirelessly to keep a strong
the resignation of our Board Chair, educational opportunities for our students. I engagement with our vital partners
Neville Atkinson at our recent have most recently held the role of Treasurer continually over the lockdowns and her
AGM, Neville has been the Chair on the ASBA Board and have been an work has been greatly acknowledged by
for the past year and has led ASBA ASBA Ltd Board member for six years. the Board as well as the Platinum Partners
themselves. We know without this strong
Ltd through a very difficult and I look forward to working closely with the working relationship and the support the
partners give ASBA Ltd we could not do
trying time. We will certainly miss Board and our Chapters to ensure that what we can do.

having Neville at the table and I ASBA Ltd continues to go from strength to Well, 2022 will be a great year for all our
Chapters with the prospect of members
know from all ASBA Members we strength. We have an exciting new Strategic gathering for their Chapter Conference.
Our CEO (Pip) has been working hard on
wish him all the best for the future Plan that will keep us busy and hopefully formulating the Roadshows that will once
again travel around the country and ‘across
and thank him for his guidance, a number of face-to-face meetings. I the ditch” to provide some fantastic PD and
essential networking opportunities. I know
professionalism, and friendship. especially would like to thank our CEO (Pip I value the comradeship that comes with
ASBA. As Chair I am planning to attend
Thomas) for her support in this transition as many Conferences as possible and
those Chapters I miss this year, I will look to
of Chair as well as our Deputy Chair (Mark attend their PD events in 2023.

Glover, Trinity College, Melbourne) and our In closing, I wish you all the best for 2022
and I thank you for the opportunity to lead
new Treasurer Johnny Ioannou (Cardijn this wonderful organisation and I welcome
feedback or suggestions from members
College, Adelaide). Once again, our Board so please feel free to contact me at
[email protected].
is made up of amazing representatives from
Stuart Calvert |Chair
all our Chapters and I also wish to thank

them for the work they have put in to make

the Board functional in such a difficult time

ASBA Executive of Zoom meetings and dealing with our
own issues at our own schools. With Neville

leaving and myself taking the Chair role it
S1C6th4MaiHar ra|yrS’rsintuCgaotroltlneCgSaetlr,vee ertt lT eaas vmesanaiav aa cnadnwcye flooroak
representative from
forward to having

Hobart TAS 7018 Fergus Leicester (St Michaels Collegiate,

(03) 6108 2560 Hobart) join us at our next Board meeting.

Deputy Chair | Mark Glover Well, it has been a very interesting couple of

KCTT4rr0eaeinwraCditshViyjunaIGrCreClrer3aos|1mll0SeJm1tograheer,neS tn,yc hIooaonl,n o u yIIEewias a sor irttlseaertdetMheaiasotlni ahn drogtaimcywl.eeitIhhokanvCveoOirwnVtghwIetDeeEaswtaneisdldlteciptrocoBnostrinientitauvinkeeuaoteosns,
Honeypot Road fa ce many challenges this year and I also
have faith that our ASBA community will
Noarlunga Downs SA 5168

(08) 8392 9500 continue to support each other. Our Board

ASBA Chief Executive Officer and meeting in March along with our AGM was

Editor of the Associate | Philippa Thomas to be our first face to face meeting in a long

Association of School tim e, unfortunately not all could make it due
PBTeOuls: Bi(n0oe7xs)s134A127d80mT3ion2oi4sw3troaot omrsba Qld 4350 tvoia trZaOveOl Mre.strictions, so they joined us again

Email: [email protected]

MAY 2022 3

Technical Update Architectus in joint venture with
K2LD, was selected as principal
The role of schools in Design Consultant for the
future communities construction, associated works
for the Victorian Growth Areas
Schools Project (GASP).

Architectus’ National Education Sector Leader Mark van den Enden breaks downs the ‘sticky elements’ every
contemporary school must have to act as the glue of communities.

Australian cities are undergoing a Gen Z, a moniker which means ‘generation “ This makes me
fundamental shift in the role and function now’, requires access to learning think: what are
of social infrastructure, particularly schools environments that differ from those of the components of
within our communities. Between the the past. School Infrastructure NSW, a contemporary
1960s and 1980s, schools were thought of the Victorian School Building Authority,
as islands, or distinct and separate from the Department of Education and SA school?”
communities: remote from the rhythms of a Education have all evolved with a specific
community and its daily activities. mandate to improve the education
outcomes for the citizens of tomorrow.
In many suburbs schools were separated
from neighbourhood activity centres Schools – whether inner urban verticals or Many new schools are defined by an
and not seen as complementary in large templated bundles in growth areas administration building designed for many
function or use. This planning approach, – have significantly changed, both in their functions. The administration building is
thankfully no longer employed, offered education offer and their place in the a concierge point. A counselling point. A
little or no opportunity for connection and communities they serve. Islands no more, multiple support agency touch point for
engagement with the broader community. they play a critical role in new suburbs by vaccination and Maternal and Child Health
establishing a community’s identity. services. A professional development hub. A
The present day looks markedly different. community hub. A reading recovery zone for
From 2008 onwards, since the AUD$16.2 Rather than keeping the public out, educationally disadvantaged and learning-
billion Building the Education Revolution schools are increasingly inviting the disabled students. A best start initiative
began an ambitious rollout of school community in, creating connections that around kindergarten and school co-location.
infrastructure, each state government in extend well beyond the learners’ school And, hopefully not often, a disaster recovery
Australia has launched their own busy years to act as the glue and connective centre.
program of building new schools that have tissue of communities by building
a strong focus of community integration. enduring connections.

4 ASBA ASSOCIATE

New Schools 2021, Early Childcare Centre Conceived as an anchor to the growing community of
Point Cook, the bold three-storey Homestead Senior
Secondary Collage sits confidently on the main road to
newly established residential areas.

Each individual part of the administration All are underpinned by an education Considering all this,
building must be flexible to adapt to design strategy with the core objective what does the
its community’s need in any given to create diverse, purposeful and future hold?
moment.With each community and collaborative learning environments. In
education catchment being different, many of these spaces the intention is to Due to COVID-19, population growth as
the administration building can be the give the users choice by providing multiple a result of net migration has paused to
foundation of an inclusive community that learning settings that can be used in a large extent. However, we can expect
transcends age groups and cultural barriers numerous ways. it to resume by close to two per cent on
to ultimately build and nourish social average, with some local government
capital. In many respects, the administration For students, this choice provides areas experiencing growth of four to five
building should be viewed as the school’s opportunities to develop independent per cent in the eastern states. It is fair to
entry portal: open and transparent, decision-making skills and encourages say we can expect the development of new
welcoming to members of the school them to select the setting, tools, resources, schools and other social infrastructure to
community and visitors alike. technologies and furniture that best suit continue in earnest to accommodate our
their current task or learning investigation. burgeoning population.
A companion building is the community
hall, which facilitates interaction between For teachers, choice provides As a typology, schools are yet to fully
the school and the broader community opportunities to differentiate learning explore carbon neutrality, new learning
– used during and after school hours by outcomes for individuals. They can teach modalities, early learning centre
various local groups. Like the administration independently and collaboratively, moving integration, and future dynamic hybrids.
building, it has multiple functions and hybrid seamlessly between the roles of instructor This presents an opportunity for our
uses. and roaming facilitator. As one-fifth of the profession, and for future generations of
Australian population lives with a disability, learners, to embrace a more sustainable
In a school setting, one can often see a inclusion has also become a focus in the model that benefits everybody. No longer
school assembly, canteen, rehearsal areas process of school design and ensures, outposts, schools are the thriving heart of
and a physical education class co-existing as a fundamental premise, the rights of existing and emerging communities.
in a counter-intuitive calm. In a community inclusion for all learners. School design
setting, large and small community groups is now driven by inclusivity for all learning
and sports clubs engage the building, cohorts regardless of need.
extending the school’s reach, sustaining
further connection and enriching social
capital. This even extends to participating
in elections and enjoying an aptly named
‘democracy sausage’.

Learning buildings form the final piece of
the puzzle and exist in many forms, from
general purpose learning to DATS (Design,
Art, Technology and Science) and STEAM
(Science, Technology, Engineering, Art and
Maths) buildings.

MAY 2022 5

Our Schools

Loreto Mandeville Hall Toorak’s

The Clendon Centre

Loreto Mandeville Hall Toorak is an Early planning focused on how the After the initial design and design brief was
Independent Catholic Girls School in needs of the students and staff at formulated by our architect, Architectus,
Melbourne with 1220 students from Prep the School would be met during the the consultation phase began in 2018.
to Year 12. construction phase of this major project. The team consulted with all stakeholders
The renovation of the Crescent Theatre, including neighbours, Council students,
The Clendon Centre is the culmination formerly known as the Auditorium, was staff and the broader School community.
of five years of work from a dedicated tackled first because these facilities
project team. The project arose from an could not be housed in temporary One of the key successes of the Clendon
assessment of classrooms and buildings accommodation. Then, the School Centre story is the working relationship
across the School which rated classrooms considered the challenge of housing established between the School project
on several key factors including indoor two separate year levels of students who team and the builders. The Board
environmental and spatial quality, fitness utilised the old St Georges buildings. The considered a number of procurement
for purpose, services, and condition. The solution was a unique one: to alter the models which included the potential for
buildings known previously as St Georges curriculum timetable for students. “Loreto an alternative approach. The alternative
were then identified as the next major 2020”, the new timetabling solution, considered engaging and entering
project for the School. resulted in an extended school day with a contract with builders prior to the
two year levels out of class at any one finalisation of the detailed design. This
time. This meant that the School did not early contract involvement (ECI) then
have to hire temporary, portable buildings led to a design and construct contract.
for the duration of the project which, aside This approach was built on relationships
from being unsightly, take up valuable and the strong values which was the
green space and were estimated to cost foundation of the School. It was a brave
millions of dollars. decision by the Board at Loreto Toorak to
adopt this alternative model but it is clear
in hindsight that it led to a collaborative
and productive partnership that would get
the School the best possible outcome at
the right price.

6 ASBA ASSOCIATE

The Clendon Centre’s spatial quality is defined through scale, proportion, connection and
materiality. Staggered double height volumes encourage larger social settings and provide vertical
connections throughout.

Vaughan Constructions was appointed as The Clendon Centre has been designed Basement Level 1. Each of the floors
builder in 2018. They were given a unique to maximise the development opportunity accommodates all formal home rooms
opportunity to be involved throughout the for Loreto Toorak within a very restrictive and informal areas so that students
design process which led to buildability physical context. It was the third major can truly base themselves within their
issues being identified early. It also gave building by Architectus over a 12-year year-level ‘hub’. ‘Socratic circles’ exist
the project team a shared focus and relationship and the design was led by in addition to classrooms providing
understanding of what the School was Paolo Sampaio. opportunities for students and staff to
trying to achieve. engage in learning settings not possible
The Clendon Centre comprises six levels within the classrooms. Most importantly,
While not the current norm for education with three of those levels below ground. It the ‘circles’ become gathering spaces and
projects, the early contract involvement has been designed to respect the physical allow multiple classes to come together for
model is something Vaughan Construction and visual integrity of the School’s shorter periods.
pride themselves on. The fact that the historic setting and existing buildings.
majority of their projects come from The Mandeville Hall (designed by Charles The Year 9 students’ floor spatial
repeat customers speaks volumes to their Webb), the Chapel, St George’s residence, arrangement is slightly different. Designed
approach and highlights why they have its outbuildings and, importantly for to encourage a level of independence
been a successful business for over 65 Heritage Victoria, the memory of the site conducive to a transition into the senior
Years. as a residential compound are reflected years, they are split over the ground and
in the new Clendon Centre’s form and basement level and are accessed through
In December 2019, demolition of St materiality. Part of the project involved the terraced seating between the two spaces.
Georges commenced. Most of the restoration of the Chapel and Mansion
building materials were removed from facades which face the new Clendon The Clendon Centre is also now home
site before the students returned for the Centre. to the School’s Leadership Team, a
commencement of the School year in Lecture Theatre (105 seats), and a design
2020. Construction of the basement levels As the new home for Years 7 to 9 students, technology classroom. It will also provide
took close to six months. It was a further the Clendon Centre has been shaped additional carparks (60) and end-of-trip
six months until the main structure of the by the learning programs and social facilities (5) for staff.
Building was complete and this milestone interaction of the students. The space is
was celebrated with a topping out organised into ‘learning by levels’ strata (Continued page 8)
Ceremony in February 2021. Occupancy with Years 7 and 8 occupying the two
was granted in November 2021. upper levels and Year 9 the Ground and

MAY 2022 7

Our Schools

The Clendon Centre’s spatial quality The mechanical strategy was premised on Key Construction Team
is defined through scale, proportion, achieving the best air quality for all users – Loreto Mandeville Hall Toorak
connection and materiality. Staggered a consistent strategy in creating equity of Chair of Property, Peter Higgins
double height volumes encourage experience. Principal, Dr Susan Stevens
larger social settings and provide Business Manager, Tim Rowler
vertical connections throughout. While The Clendon Centre is a building for Property Manager, Gavin Nelson
classrooms are enclosed for timetabled learning with a quality and calmness to the
occupation, smaller spaces are provided interior environment that will ensure user Architects, Architectus
for smaller groupings and tasks. Visibility engagement. While there were certainly Principal, John Sprunt
through the building is important for challenges along the way, it was a pleasure Design Architect, Paolo Sampaio
practical issues of safety, security and to be involved in the project and work Project Lead, Anthony Apolloni
connection to each other, while also together from the outset with a dedicated
defining a sense of place. Internally, an and solutions-focussed team. It was also Builder, Vaughan Constructions
appropriate sense of calm and quiet a tremendous success as you can see in Managing Director, Andrew Noble
arises from the deployment of a minimal the images or when you visit in person. Senior Project Manager, Peter Bell
material palette of timber, concrete, Finally, the Clendon Centre project was Snr Contract Administrator, Brett Holst
and glass. Plywood wall linings protect delivered within the original budget and Site Managers, Matt Evans and
heavy traffic areas and are perforated was completed to the timeframe allowing Daniel Byrne
for acoustic absorption at high level.
Pinboards in classrooms and in nooks students to be occupying the space on Town Planning Urbis, Rebecca West
within the informal learning spaces the first day of the 2022 school year.
provide a similar function. Colour Article Contributors
selections are neutral serving as Tim Rowler, Director of Business Ruyton
backdrop to the vibrant colours of Girls’ School. Former Business Manager
learning. Glazed and steel mesh Loreto Mandeville Hall Toorak
balustrading offer visual and physical John Sprunt, Architectus Melbourne,
connection, ensuring daylight https://architectus.com.au/
penetration and optimal views. Photos by Trevor Mein,
https://meinphoto.com/

THE PROCESS FINISHED RESULT

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Technical Update

School Compliance

and the New International Compliance Standard

INTRODUCTION

Ensuring that a school is compliant with the laws and regulations that apply to it is a constant source of anxiety for school leaders
and a significant area of risk for schools. School business managers or bursars often have significant responsibilities in this area
and therefore share the anxiety felt by other school leaders and school boards. This article will highlight some of the compliance
challenges facing schools and show how many of the key elements to be found in the new international compliance standard ISO
37301:2021 can be implemented by schools to assist them to meet the compliance challenges that they face.

Compliance Mistakes Compliance Challenges Standard 3 states that charities must
not act in a way that might breach
There are several compliance mistakes In the last 10 years (longer in some Commonwealth, state or territory laws
that schools should try and avoid. jurisdictions) there has been an increased where the breach could be dealt with as
emphasis by school regulators in each an indictable offence or where the breach
The first mistake is to think that having a state and territory in ensuring that school of the law has a potential civil or criminal
policy equals compliance. A policy is a boards, as the legal entity and ‘owner’ of penalty of over $13,500. (In effect this
foundation document when it comes to the school, understand and take greater captures nearly any breach of the law
compliance as it outlines how staff are responsibility for school compliance. In or regulations except extremely minor
expected to be behave. To be effective, most states and territories this is written into breaches.)
policies must be implemented, including the registration requirements. For example,
through training, and then monitored. in Victoria the proprietor of an independent One final aspect of the compliance
Policies are only a part of an organisation’s school must “structure the governance of a challenge facing schools is the
overall compliance systems. school to enable the effective development seemingly constant changes to the
of the strategic direction of the school, the laws that apply to schools. It is very
The second is to think that compliance effective management of the finances of difficult for anyone at a school to have
issues can be solved by appointing the school, and to ensure the school fulfils the time and resources to monitor and
someone to the role of compliance its legal obligations”. NSW Independent track changes to both state/territory
manager. The danger in appointing Schools are required to have policies and Commonwealth legislation and
someone to this role is that the rest of and procedures and systems in place for regulations. Tracking changes is made
the school no longer takes sufficient the “proper governance” of the school more difficult due to uncertainties as
responsibility for compliance. including compliance with the school’s to when new laws and regulations will
legal obligations. commence and uncertainty as to the
Lastly, some schools regard being amount of time that schools may be
compliant as simply meeting the In addition to school regulators requiring given before a change comes into effect.
compliance requirements for school compliance with legal obligations, the
registration. The policies and systems Australian Charities and Not-for-Profits
required for school registration are only Commission requires all charities to comply
a small part of the overall legal and with the ACNC Governance Standards.
regulatory compliance requirements that a
school must meet

Compliance doesn’t just happen.
It must be everyone in the organisation’s responsibility and concern.

10 ASBA ASSOCIATE

The New Compliance Standard
ISO 37301:2021

A new international compliance Plan, Do. Check, Act (PDCA) – Continuous Improvement Cycle
standard, ISO 37301:2021, was
published by the International There is a new annotated diagram in the new standard that adopts the Plan, Do.
Standards Organisation in 2021. The Check, Act continuous improvement cycle which is contained in several other ISO
new standard “cancels and replaces” management standards. The cycle has no end point – you never finish.
the old international standard ISO
19600. Standards Australia is yet The cycle starts with “Plan”. This includes a commitment at all levels in the
to adopt the new standard so the organisation, setting out roles and responsibilities and establishing a compliance
old international standard (AS/ policy with key compliance objectives and principles and outlining the
ISO 19600:2015) remains current organisation’s commitment to compliance. The “Do” part involves compliance
in Australia. There is nothing to operations, support, resourcing, integration of compliance across the business,
prevent any organisation moving to and ensuring that there is compliance documentation such as policies. The
the new standard and developing “Check” element is, as it says, making sure the systems for compliance in the
and updating their compliance organisation are working effectively, capturing compliance information including
management systems based instances of non-compliance and information gathered through individuals raising
on the new standard. This is the compliance concerns. “Check” includes management review and internal auditing
most sensible approach given that of compliance systems and operations. The last element is “Act”. This is about
Standards Australia will in time adopt implementing changes to improve the systems for compliance based on the
the new standard. review of the compliance systems in the “Check” phase.

The new standard is very similar to a Comments for Schools
the old standard, however, there are
some key changes and increased Compliance systems and operations can never be static. Schools
emphases in some areas that will be should avoid the trap of thinking that they somehow arrive at the
relevant to all schools in developing end of the compliance journey. The focus of PDCA is continuous
and improving their compliance improvement. Schools should consider what information they have
management systems. What follows is on the effectiveness of their compliance systems and determine how
a summary of some of the important the systems can be improved. This proactive approach to reviewing
elements contained in the new compliance operations is far better than only reviewing operations
standard and commentary on how when something goes wrong.
these might be applied to schools.

MAY 2022 11

Technical Update

Compliance Risk Management a Comments for Schools

There is a new annotated diagram in the new standard that adopts the Plan, Do. Check, A risk-based approach to
Act continuous improvement cycle which is contained in several other ISO management compliance is very helpful when
standards. The cycle has no end point – you never finish. trying to prioritise compliance
actions and activities with
The cycle starts with “Plan”. This includes a commitment at all levels in the organisation, limited resources available.
setting out roles and responsibilities and establishing a compliance policy with key It does not mean that some
compliance objectives and principles and outlining the organisation’s commitment compliance obligations can be
to compliance. The “Do” part involves compliance operations, support, resourcing, ignored altogether. A risk-based
integration of compliance across the business, and ensuring that there is compliance approach helps to ensure that
documentation such as policies. The “Check” element is, as it says, making sure the those compliance requirements
systems for compliance in the organisation are working effectively, capturing compliance where there is either a very
information including instances of non-compliance and information gathered through high consequence rating for
individuals raising compliance concerns. “Check” includes management review and non-compliance or where there
internal auditing of compliance systems and operations. The last element is “Act”. This is is a high likelihood of non-
about implementing changes to improve the systems for compliance based on the review compliance receive the level of
of the compliance systems in the “Check” phase. priority that they require.

“Raising Concerns” a Comments for Schools

There is a new and detailed section on “raising concerns”. This is perhaps one of the Many schools will not have a
more significant changes in the new standard. This section outlines the role of “top system that enables compliance
management” (this is the terminology used in the standard) and the governing body in concerns to be raised by their
developing and effectively implementing a system to enable the raising of compliance staff or their wider school
concerns. The new standard makes it clear that it is a board responsibility to make sure community. Such a system may
that systems for raising concerns are operating effectively and to ensure that the board make principals and boards
receives reports regarding the concerns that are raised. The standard establishes a somewhat nervous. However,
reporting threshold of “reasonable grounds to believe” as the basis for a person raising if you don’t know what is
a concern. The standard also states that persons raising concerns should suffer no going wrong you cannot fix it.
detriment for having done so. The standard emphasises the
development of a culture of
??? ??Author|JonathanOliver compliance in an organisation
Principal Consultant, Governance Risk and Compliance as a key requirement if an
organisation is to succeed
in meeting its compliance
objectives. Principals and school
boards need to commit to the
development and implementation
of a system for raising concerns
as an important aspect of the
development of a compliance
culture in the school.

12 ASBA ASSOCIATE

School Compliance

and the New International Compliance Standard (Continued)

Board and “Top Management” a Comments for Schools

The new standard emphasises the role of the board and top management in Schools should review the
establishing, implementing and monitoring the effectiveness of an organisation-wide allocation of compliance
compliance management system. Governing bodies and top management must responsibilities in the light of
make sure that all the required elements of an organisation’s compliance systems and the detailed information in the
processes are working effectively. The standard has detailed sections on the compliance standard. Many schools will
roles and responsibilities for everyone in an organisation including the governing body need to consider and develop
and top management, the compliance function (compliance manager), management appropriate performance
and personnel. The governing body is to ensure that top management has performance measures for their compliance
measures or targets in place related to the achievement of compliance objectives and operations. Boards should
the governing body is to exercise oversight of top management regarding compliance ensure that they receive
operations. sufficient information
concerning the compliance
The “Compliance Function” operations of the school
including information on areas
of compliance concern and
instances of non-compliance.

The new standard has a substantial section related to the “compliance function”. a Comments for Schools
“Compliance function” is defined as the person or group of persons with responsibility

and authority for the operation of the compliance management system. The standard Many schools have a person with
sets out three compliance governance principles that should apply to the role of the responsibilities as a ‘risk and
compliance function: compliance manager’ or similar

• direct access of the compliance function to the governing body title. For other schools there

• independence of the compliance function are insufficient resources to
enable a standalone position and

• appropriate authority and competence of the compliance function. compliance responsibilities will
be added to the responsibilities of

another position in the school. In

many cases the business manager

or bursar takes on this role.

CONCLUSION The standard makes it clear that
the compliance function should

While this article has focused on school compliance, every organisation of whatever be elevated in importance and
size and level of complexity has significant compliance responsibilities and therefore should include access to the
compliance challenges that they must effectively address. Many recent inquiries and Royal board or board committees and
Commissions have highlighted the compliance shortcomings and failures of institutions have a degree of independence
to enable the person or persons

providing services to children and young people but also significant compliance failures with compliance function

in areas such as the banking industry, casinos, aged care and disability services. In every responsibilities to provide

instance, meeting the compliance challenges that an organisation faces requires leadership independent reports in relation

and commitment and the implementation of systems and processes that come together in to compliance matters.

what the standard refers to as a “compliance management system”.

Compliance doesn’t just happen. It must be everyone in the organisation’s responsibility and concern from the school board member
to the principal, school executive, department heads all the way to the teaching and administration staff.

MAY 2022 13

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and to re-use and recycle in new ways,“
said Ginnese Johnston, Circular Economy
Coordinator at Hillbrook.

“Circular economy is an important
foundation for our school’s future. Our
philosophy when it comes to our footprint,
is ‘leave no trace’ and there are so many
opportunities within the education context
for students to develop and explore
circularity. They can learn, investigate, and
then act - and in doing so play a part in
a more sustainable future,” said Ginnese.

By 2030, if all goes to according to plan
Hillbrook will become 90% circular across its
operations. With interim targets for Energy,
Water, Waste, Procurement and Printing
already tracking ahead of schedule as
illustrated in the diagram above right.

Planet Ark Power design and engineer
tailored solutions to each location

With our experience and insight, we help
schools, school boards and management
better understand the benefits of clean energy
solutions within their sustainability plans.

14 ASBA ASSOCIATE

solar, battery energy storage, electric vehicle charging and solar carpark solutions for the education sector.

A big part of what we do is to partner with schools to develop strategy that will guide their transition to clean energy. We don’t
simply build a solar system and walk away. To create the best environmental and economic case, we guarantee the outcomes and
the performance we predict, as demonstrated in the Hillbrook Anglican School case study.

Hillbrook Anglican School - embracing circularity inside and outside the classroom

Hillbrook Anglican School is a coeducational independent school in Brisbane. It is one of the first in Australia to embrace circularity
inside and outside the classroom, with years 7-10 being taught to develop systems-thinking, to investigate and act using skills that
will be required in the circular economy jobs of tomorrow.

T“Ahsea stoceietay wme aarte aBccrumisulabtinagnmeou-nbtaainssoef wdasctelanedawenaree ndeealirnggwyith cfinoitemrepsoaurcnesy..SPo,lthae nnoetiotn oAf trhekcirPcuolarwer has
ecercxeoatntoeemwnyithissatiovcimrecauxleaimrximspeintedhseremt,ieaatnendriactolserea-nuidnseenadenrdgeyrsewcieygculesneiniannnedgwcowanasynusm,d“es.aeRidanGthiegnrnitehnsaeenJteohhrronwsitinnogng,sCtuisrfcf uaolwalar yEacwroen,onmebeyadCttoootdredesinirgantyoarnaedt nergy
sHitllbororoka. ge, electric vehicle charging and solar carpark solutions for the

“Circular economy is an important foundation for our school’s future. Our philosophy when it comes to our footprint, is ‘leave no

etradceu’ acnad ttheiroe anre ssoemcanty ooprpo.rtunities within the education context for students to develop and explore circularity. They can

learn, investigate, and then act - and in doing so play a part in a more sustainable future,” said Ginnese.

By 2030, if all goes to according to plan Hillbrook will become 90% circular across its operations. With interim targets for Energy,
Water, Waste, Procurement and Printing already tracking ahead of schedule as illustrated in the diagram below.

Diagram 1: Hillbrook Circular Economy Goals

Just how simple it is to
integrate circular economy by
investing in clean energy?

Advertorial - Associate Magazine May 2022 Edition Whilst solar PV presents a sound
Association of School Business Administrators (ASBA) financial case with an attractive return
on investment, it wasn’t the only driver
to implementing a clean energy solution.
Solar was also a way to model behaviour
- to demonstrate the circular economy to
students and staff, and to set an example
to the wider community.

To satisfy its sustainability reporting obligations, Hillbrook insisted on a monitoring platform to measure solar generation To satisfy its sustainability reporting
performance, carbon emission reductions and the life cycle of materials.

VViissiittSHwIiDlwlbEwrBo.AohRkill:AbTnrhgoeloiciknat.neqrSledcsh.toeinodlluitfo.eal-ecuayrctnolemlmoeraaenranabgomeumtotehrneeitraheabffsoorltuesdttotPhclareeniaretteeAfcfirrokcruPtlsaorwteoecrocntoroemcaoytmleemacdeienrrccsue. lraercyeccliongnodammyagleeaddPeVrpsa. nels. Byobligations, Hillbrook insisted on a

partnering with PV Industries, over 80% of materials including glass, aluminium, polymers, silicon, copper, and silver can bemonitoring platform to measure solar
TJuhsterheocCwovisreirmcedpu,lesliatvaiisnrtgohEinuctnedgorreandtesocoifrmctouynlanreaestcforonwmomoey-rwbakysintevelasntidnfgill.in clean energy?
generation performance, carbon

“tWcshTleehteahialnsOnensteevescnwleoxiehvarlarbmgteoruhyPpioelmsldVelopi.ntplaouogrIsteninttohwsn4ieeoJt.norwyuStkesirosdnaialenaraerssrgncowHd2ouaamin0rlsledbnm2anrfdulioo0snnovoa,iakstnaywtco.hiowiaaelnalassycrh.iantoAsgivetsmeewostohntidueteheedrlsaribcnfnaeihrath4osita9otortv6alni’obcsktuiWeisvrgnet-eaotrcoerftgtlisdueysoernatclmaioconron.nnssTseiunthwrnvmaeeteipessllttrymitoghbsenetyeencpmti,grrdoicsteufiwiwsllnaeaeprsecrenelhrac’taaoiymtnnhteogipeomeldoendynm,lotyPoemndnlsartitienulvmeddeeerstoinntAtotnosr4kiminatsPnopetadolregwssmdeteaesuarfn,fr,hrtiiinaoennnglcupgdoaentndodjuHnicllbtioronomewk imttoah itsesriiaolns.reductions and the life cycle of

schtoaiololr hanoduernsg,inweehr ethne btheset ssoolultaiorn stoyhsetlepmthemm deetlioveur ronetnheeirrgstyranteegyefdorsn,”etszeariodeGneirngyn.ese. exceeding the prediSctIedDEBAR: The interest in life-cycle

The Hillbrook solar system is estimated to prevent 615 tonnes of carbon emissions annually and currently

Thempodoeslliintigvaendoudetlcivoermingeasnnhuaavl ceoslet sdavtiongms oof 4re5%e.nDeesrgignyepd rtoodjeelcivtesr naent dzerao btey a20m22,otfhesptuerdfoermnatsncae rinethe past two yemarasnagement has led Planet Ark Power
has been reduced due to an increase in ventilation requirements during the COVID pandemic.
to commence recycling damaged PV
investigating ways to extract greater value from the solar system with the addition

of aThbeaCttiercruylaer nEecorngoymsytaotrwaogrek system. Battery storage can help to maximise solar self- panels. By partnering with PV Industries,
consumption, reduce peak demand costs, and used to provide backup power in case of over 80% of materials including glass,
“The live monitoring and solar generation statistics will be displayed on monitors around the school. In June 2020, we hit our fiarsltuminium,
a polymers, silicon, copper,
pobiwg celeraonuentaerggey .generation milestone during school hours, when the solar system met our energy needs,” said Ginnese.

TarTfrghoemepttohseinitsivogelaorcustycasotrmemebswohitanhvethnleeedadutodtimtioronraeolfeantebrargtytaeprvyroeejenlcetrsbgayynsdt2oar0at3geea0msyosftesmtu.dBenattstearyrestionrvaegsetigcaatninhgewlpaytos to extract greater valueand silver can be recovered, saving
maximise solar self- hundreds of tonnes from e-waste landfill.

Hillbcornosoumkpatiroen, creudrurceenptelyakimdempalenmd ceosntsti,nagndcuaserbd otonproovfifdseebtaticnkgupapnowdersitnucdaseenotfsaaproewesreoeutkagineg. more Over the past 4 years Hillbrook has

suitable alternatives – both short and long term. In one project on Electric Vehicles invested in 496 kW of solar. The systems
(EVTsa)r,gsettiundgecanrtbsonarneeuctroanl tsraidveel rbiny g203h0ow and when to incorporate EVs into the school fleet
astnadftHefexeirlcpmlbxlaor.porrIionslnokgoaranwinrnehedgapctruotwtrhjhreeehcentmatocltyinnotiimmEhmlpueelmmcetmmrriueceiqnnnVutieiitimnrhyegimcuscleeamhsnrobt(soErunefVoldqosr )fcuf,bshsiearteutertg.dinmiePngngelatasinnnnadftrresasesttucftroAdouenrcrnsktcuitdsrhPeearaorifneorwgrgstheehinoeerwkgfiilnseaigennwtdm,froswoatrarheskfeftsincrnuuatigotrcasibtnwaulceniordtaerhpltthoefHerroancirtaleolttbimvEhermVeossuo–fnilnkiebttyooeotsththhn,seohusolcdrhtboaeon.ldPflleloaenncwtgeoaetnnrdejuinmcptiolenmweinthtendeiwn 4 stages, in
building works

builAdriknPgowthereisbwuosrkiinngewssithcHaillsberooaknodn bpuoildtiengntthiaelbduseinseisgsncafsoeraEndVpcothenatriagl idnegsi.gn for EV charging. and renovations. As the school’s energy

Diagram 2: Hillbrook’s Solar System Performance consumption profile changed, Planet

Ark Power helped Hillbrook to tailor and

engineer the best solution to help them

deliver on their strategy for net zero

energy.

615 tonnes 496 kW 45% 200 3800 The Hillbrook solar system is estimated

CO2e Savings p.a. Solar system Annual Savings Equivalent cars Equivalent trees to prevent 615 tonnes of carbon
capacity removed planted emissions annually and currently

exceeding the predicted modelling and

Planet Ark PowCerodnetsaigcnt aunsd feonrgianeFeRr tEaiEloreendesrogluytiaonsssetosesamchelnotcaatniodn.leverage our expertise and clean delivering annual cost savings of 45%.
With our experiepncreovanednintseigchht,nwoeloheglpy stcohocorles,astcehotohlebobaerdsstacnldemaanneagneemregnyt bpeltatenr ufnodreyrsotaunrdsthcehboeonel.fits of Designed to deliver net zero by 2022,
enetrhgey performance in the past two years
solutions within their sustainability plans.
For further information visit planetarkpower.com or contact
Contact us for to create the best clean energyhpalasn been reduced due to an increase
a FREE energy assessment and leverage our expertise and proven technology
for your school. Tom McVerry | Senior Business Development Manager, Planet Ark Power
in ventilation requirements during the
Mobile 0405 385 676
COVID pandemic.

MAY 2022 15

Technical Update

The Risky Business of

Decision Making

Decision Making can be Difficult

Decisions can be straightforward, but they are made more difficult by risk and uncertainty. In most cases, it’s a case of mentally going
through three processes: what’s happening? What does it mean? What will I do?

But this process can all fall apart when risk, and the associated uncertainty, comes into play. And it’s all to do with the way the brain
responds to risk and the inherent danger that this represents.

Risk and the Brain As such, they can become fundamental to So, What’s the Best Approach for
Risk represents uncertainty about future the way we understand and approach life. Making Decisions Under Risk?
events. This might be represented by In essence, there are two broad
volatility in your cash flow or the possibility It is important to note that the narrative approaches to use. The first is to manage
of a really harmful event occurring in we use to define a situation will shape the biology of the risk - how risk affects
the future. Phenomena such as these the action we seek to deal with it. So, your decision-making ability. The second
cause arousal in the brain because of the going back to our earlier example, if we relates to the decision-making processes
potential danger to you, and your brain are dealing with a rich person, we may you may choose to use.
seeks to take evasive action (the fight or tend to be extra vigilant for examples
flight reaction). of lawbreaking and unfair treatment of • Manage the biology of risk
workers.
Under these conditions, the brain seeks This approach is about mitigating and
various shortcuts in the thinking process In decision making, narratives come into managing the impact of risk on the
to respond quickly and protect scarce play under two conditions: brain. As we now know, the associated
resources. This reflexive process relies uncertainty stresses the brain due to the
on habitual behaviours that have been 1 Where we are in a hurry, in ‘action perceived danger.
effective in the past. They are influenced mode’, or simply looking for a quick answer.
both by your experience and the prevailing In these cases, the reflexive behaviour that The basic approach is to pause, step away
narratives that have been part of the way relies on our narrative comes into play. We and reflect on the situation. Allow yourself
you have learned to think. have no time for deeper thinking or there is the vulnerability of seeking the opinion of
a need to conserve our cognitive resources others - admit that you are unsure of how
But What are the Narratives? (we may be tired) best to proceed.
Narratives are the internally consistent
stories that we use to create meaning and . 2 A risky decision where there is low Key to this is to avoid ‘rising to the
structure in the way we think. For example, clarity in the information (either too much challenge’ of the situation. The state
a narrative might be ‘rich people break the or too little) and the outcome is really of arousal is not a productive way to
law and cheat their workers’. important (ie a risky decision). In this make decisions in risky situations. Airline
case, the narrative provides the context captains are trained to calmly follow a
Narratives act as the binding force in and sense making for us to make a clear pre-determined series of diagnostic steps
groups and communities, and are focused decision. to ascertain the problem before taking any
on teaching the listener some message or action. Instead of rising to the challenge,
overall learning. In most cases, they reflect ‘falling back on your systems’ may be a
the ‘teller’s’ moral or cultural position and better approach.
experience.

16 ASBA ASSOCIATE

• Using appropriate decision-making Better Decision Making Dr Norman Chorn is a highly
processes Under Risk experienced business strategist helping
organisations and individuals be
We need recognise that uncertainty What can we learn about decision-making resilient and adaptive in an uncertain
produces a range of alternative under risk? There are several key points to future. He is well known to many as the
futures or options. If you are seeking take away: “Business Doctor”.
to understand what the future holds
in uncertain conditions, use scenario 1 Situations of risk and uncertainty cause He integrates the principles of
planning. Scenarios help us to understand arousal in the brain due to the inherent neuroscience with strategy and
that there are a range of alternative danger they present. This prompts a more economics, using methodologies such
futures, depending on how the various reflexive approach to decision making - as scenario planning and neurostrategy
uncertainties play out. Understanding one where your prevailing narrative plays (the combination of neuroscience and
these alternative futures will help to define an important part in shaping your decision strategy).
the different capabilities required to thrive
in future conditions. 2 The choice of your narrative will largely Norman is highly skilled in developing
define the action that is taken - the so- future strategy and aligning
Alternatively, decision trees help to called ‘solution’ to the problem. Be wary organisations and individuals with
of how you define an issue - for this will their current and future environments.
understand the outcomes and associated determine how you address it He helps individuals use their brains
differently - to ask different questions,
risks for each option we choose. By 3 Be aware of when you are in an to collect different information and to
aroused state. Only then can you seek to use different tools.
working through these various options, we mitigate and manage the biology of the
risk in decision making To get in touch with Norman and find
can select the option with the most out more about his resilience programs
4 Use the appropriate tools and email [email protected].
appropriate risk profile. The processes when making decision under
risk:
key is to understand
- Scenario planning when planning in an
that there is always uncertain environment

more than one way to

respond to an

uncertain

situation.

- Decision trees when you need to know
the risks associated with your various
options

MAY 2022 17

ABOUT THE Technical Update
AUTHOR
Mapping

for Schools 2022

Information and data is key to a schools future, and is the vehicle for
better business decisions. How you use that information is up to you,
and with recent technological improvements, much of the data you
would like to know about can now be shown in online mapping for easy
interpretation.

Many of the programs you now use as CRM’s for your enrolment may
have a mapping interface to show you where your existing students and
future students reside. However mapping can have many more layers
of data to allow you to develop a deeper understating of the data, and
provides a richer landscape for your strategic outlook and decision
making.

One major APS school in Melbourne is using the online mapping tool to
assist them in their upcoming bus tender, which will be in the range of
$1M+ pa. The decision makers can easily visualise all their bus routes,
which students’ use the buses and which are not. This allows the school
to raise questions like, appropriate bus size v’s passengers’ numbers
and provide a deeper examination of the existing routes supported
which is by the visualisation of an online mapping tool.

By having all of your relevant data in easy to use mapping software, with
appropriate security, the relevant stakeholders in the school’s team can
make far more informed decisions.

Regular questions you need to consider

Whether it is your role, or you are asked to provide information for your Principal or the Board, good due diligence often
revolves around understanding your market and the future challenges. Trying to answer these types of questions off
spreadsheets, and being able to link the data together without a Geographic Information System (GIS) is basically impossible.

Questions we commonly provide answers to via the online mapping tool include:

• Show us where our current students live?

• Show us all future enrollments and where they are in the enrollment cycle, and what year are they coming in?

• Show us our current bus routes and which students are using the buses?

• What areas do we have strong market share?

• Where are the areas of population growth around our school?

• Where are the areas of higher socio economics?

When you have a grasp on these, hopefully your marketing will improve, maybe become more cost effective and make a better
contribution to the bottom line.

Peter Buckingham is the Managing Director of Spectrum Analysis, a Melbourne based consultancy in demographics,
mapping and analysis. Spectrum works with many schools both large and small Australia wide, and have all the GIS
tools to undertake this work. Peter is both a CMC (Certified Management Consultant) and a Fellow of the Institute of
Management Consultants (FIMC). Peter can be contacted by email at [email protected] or called on 03
98300077 or 0411 604921.

18 ASBA ASSOCIATE

Current and future students
These are normally addressed by mapping (Geo coding) the residential address,
and displaying this in the online mapping system so you can click on the dot
and see the relevant information about that student. We can use a Student ID if
you prefer rather than their name if security is a concern. However rest assured
along with signing confidentiality agreements your data is treated in the strictest of
confidence in one of the top three data cloud providers in the world.

By having all of your relevant data in easy to use
mapping software, with appropriate security, the
relevant stakeholders in the school’s team can make
far more informed decisions.

Current bus routes and students
It is very effective to map the current bus routes and add the layers showing
which students use the buses, and which ones do not. The contribution to the
bottom line of maximizing the bus usage is significant for a school’s strategic
outlook. If you can visualise from the online mapping some students living near
the bus route which are not accessing it, then a quick phone call to the parents
to alert them to where the bus stops are may attract a few more passengers.

Mapping your bus routes also allows you to see if the route is still the most
effective for your students. In many cases visualising the routes leads to some
route adjustments to pick up more students or change it completely as it is no
longer effective. In one case a client added a bus route to market into an area
a long way from the school, and after a couple of years it still has only three
students using the route – it would be much cheaper to pay for an Uber!

MARKET SHARE
We can map and count your students (call that the Numerator), and the census of population and housing, (the 2021 Census data is due
for release in June 2022), gives us the following for every Standard Area 1 (SA1) in Australia:

• How many school age children live in the area?

• Male vs Female numbers.

• Do the children go to ELC, Primary or secondary schools (by gender)?

• By each group above, do they attend Government, Catholic or Independent schools?

Any combination of these can become the Denominator.

Imagine you are an independent girls’ school, then you can look at any area down to SA1 (400 – 800 population), and see how many
primary or secondary students you have from that area (Numerator). Now divide this by how many primary or secondary girls that are living
in that area and go to Independent school (Denominator). You may then express this as ‘number of our students for every 100 independent
school students.’

As the census also identifies students who are nominated as Catholic, a Catholic school can see their market share in terms of students
attending Catholic schools for any area.

This gives you a strong feel about what we call your ‘Major Trade Area,’ which we would expect delivers around 70% – 80% of your
students, and then your ‘Minor Trade Area,’ probably delivering another 15% - 20% of your students. ‘The balance come from other areas
often well away from the school due to transportation or a student whose parent is a staff member etc.

(Continued page 20)

MAY 20212 19

Our SchoolsPOPULATION GROWTH

Every five years the ABS are requested to supply the Department of Health
population forecasts by age and gender, and in 2019 the latest set became
available providing population forecasts from 2017 to 2032 for all of Australia.

This data designates by Male / Female, and in five-year increments, 0 – 4 years
old, 5 – 9, 10 – 14, 15 – 19 etc. right up to 100+.

The areas the ABS use are Standard Area 2 (SA2) which is very similar to
Postcodes. This allows us to forecast numbers for specific age groups as required.
We normally classify the sum of three groups to give us the forecasts of 5 – 19 as
representative of school age children, and to be consistent across all areas.

Areas of high growth like Marsden Park in Sydney and Wyndham (Werribee) in
Melbourne show huge growth and a need for about 10 – 12 new schools in each of
these areas over the next 10 years, and some should be Independent schools.

By viewing this data you quickly see where the growth areas are, and by contrast
which areas are stable, or even expected to lessen the number of school age
children in the coming years.

Socio-Economics
When a school charges fees for students to attend, there is a cost / benefit
equation that all parents have to address. The higher the fees, the higher the family
commitments and therefore the more income a family will require to meet these
commitments.

Schools can be broken down into a few categories:

• Very low costs – normally Government schools

• Low cost – many Catholic schools and other religious based schools, including
many Islamic schools and some non-denominational schools and some Christian
schools. We would expect the fee range to be $3K - $10K pa.

• Medium cost – many schools now in the $10K – 20K range. This is a broad range
of schools all offering good education, but just not having a long history, or on very
valuable real estate.

• High cost schools – these are your traditional APS / AGS schools in Melbourne,
GPS schools in Sydney, and all the traditional what I shall term ‘sandstone’ schools
around Australia. Costs in the range of $30K - $40K+ may be expected.

The SEIFA score is a way the ABS have of describing the overall Socio-Economic
status of an area, and this will reflect in the ability of the population to pay fees for
their children to attend schools.

Once this is mapped, we can see areas of higher vs lower socioeconomics, and we
have done considerable work on the relationship between the SEIFA score of an area
and the % children attending independent schools. High SEIFA areas like Toorak and
Double Bay will see around 80% of students attending Independent schools, while
lower socio economic areas such as parts of the Central Coast, south of Wollongong
and in the western suburbs of Melbourne and Sydney have around 7% – 12%
attending Independent schools, with far more at Government (and Catholic schools).

Marketing 101 – use the data
From a marketing view, I often say if you had approval to pay for 10
bus shelter advertisements – where would you want to place them?
Everyone will have their own ‘view’ but I would rather know there is
logic in the placement based on data.

Summary

Having access to online mapping can make many of the decisions your school faces far more prudent and effective as you
become more data driven, and not just using the ‘wet finger in the air’ approach.

20 ASBA ASSOCIATE

Facilities Managers With 10 Foundation Sponsors and
regional event sponsors coming on
board, 2022 will be a great year for ASBA
With(F1M0) mFoeumnbderasti.on Sponsors and regional
event sponsors coming on board, 2022 will be
a grMeaatkyeesaurrfeoyroAuSnBoAm(iFnaMte) ymoeumr Fbaecrisl.ities
MakMeasnuargeeyrotuonboemcoimnaetaemyeomubreFra! cilities
Manager to become a member!

ASBA (FM) by Region

6% 34% NSW&ACT
32% NZ
QLD
10% 1% SA&NT
17% VIC&TAS
WA

To join, send your Facilities Manager or your FM colleagues to:
To jwowinw, s.aesnbda.yaosnu.rauF/aHcoilmitiee/sJoMinaTnoadgaeyr-oFraycoiluitrieFs MMacnoallgeeargs ues to:

www.asba.asn.au/Home/Join Today - Facilities Managers.

They will have access to: ASBA (FM) Member Search

They will have access toAS:BA (FM) Bulletin Board

 ASBA (FM) ASBA (FM) Event Calendar
 ASBA (FM) MBuelmlebtAinSeBrABS(oFeMaa)rFdracchilities
Focus

 ASBA (FM) EventASCBaA Alessnodcaiarte magazine

 ASBA (FM) Facilities Focus

 ASBA Associate magazine

Facilities Managers FOUNDATION MMAAYY22002122 21
SPONSOR

ASuSbBAheMadaitntegrs

HeadingASBA Matters level 1
News from the CEO

Intro goes here News fromHello again in 2021! This year started with all the hope in the

world and has had a few little COVID-19 bumps but I am hopeful

the CEOthat we are on the up and up and that we are moving ever closer

to a fabulously exciting get-together at ASBA2021 in Melbourne
in September 2021!

The ASBA2021 National Conference Committee and the ASBA
(Vic) members are really looking forward to welcoming as many
nWowMefhewaylakcot‘oenumwosaurielsmrltepboaoeyTl’soeawsuriwmbirtlhoee2gnC!tidosOIetVeMtrrfrIueDubllsbetptaforyokuoorifruenengsatehslslioeoohnnEmataadahlrnleadyyep2Bvtr6ieeoraSdldoceurphpcaemtttreievsem,enosbtfftieuor$rsd6pte26ptn00oet2rrs(mt1inaufncnwo.dirthyoi.ltehberecsotamffinogutuosef dthteomouixr at
agnsty) opneer tmimeem. bIehrarvuenjsuosturte!cowvwerwed.afsrboam20a2n1a.csotymb.oaut of COVID myself, so now understand
what people are dealing with!

WASitBhAthReohaodrsrheonwdosu2s0f2lo1o–diCnoguinraQgueoeeunssClaonndvaenrsdaNtioewnsSouth Wales, the fun never stops for ASBA members, and I imagine

TathnodseouoerfxytthogououaegsfhfehtscetrheeadvwTtehhibelelehMefniarevswltebiobothfeueoyrnnuoerudeCCdaoBuluiDrnringaoggnwetWihotiuhsessdttCinmroeuensc.dvtuearryas1al 4tdioaAmnpsraiRgl oe2,a0md2s1ohuaolndwdasInwadimlal ibtrheqrruilualenldintyiwnigistshinues and staffing problems,
In 2022, ASBA hopes tthoegegtreaastmnaunmyboefryoofubtoogoektihnegrs ffaocretthoisfaecveeanst.wSepcoanns,otroegdetbyyoHuigagllinnsetworking again, as we know
tchoinsviesrasnatiinotnesgraanldpcaornCsattnoogaeafrfcfetwtiaanihotngandosts,pdwaypinofeofduirdctomwuu.lniattOikhctueyoprnifrnopveretrshoeuresfnseattsteteosiaoriocnaJnoasnamcdgqleedluuneitnevoPcregehalerolbkltpyhirmn,eessaero,,kntclstheiaoaiaslfrrifsefneuertnlhiwlneedigwtoashnysaeokwrsiueloltrshvrckaeionsrthlyalmeodiampadgnwpueaoneiglroslitnrbamgentouofs
course, but the
value to a Business

Manager’s day to dayawndorlke.avIeenthcoeusrcahgoeoyl oeunvtoiroalnwmaeynsttrfoyrtothreekdianyd.leWolidthcocantneercintigonpsroavtiedveednts but also to endeavour to
manadkeatnenwo coonsetstaot yeovuer,ythAisSBisAaegvreenattyoopupaotrtteunndi.tyTthoespeicfkriuepndssohmipes garnedatcoqluleaglitayl cpornonfeescstionaslwill be tremendously valuable
tdoeyvoeulotphmroeungth.out your career in this industry in so many ways.

I look forward to seeing the rest of you at your events at:
New ASBA Strategic Plan 2022~2024 QLD - 11 June

The ASBA Limited Board has completed its new StrategNiTc P–l1an6 fJuorne2022~2024 and the infographic depicting the plan’s key
initiatives follows on Pages 24 and 25. SA – 18 June

TAS – 25 June
NSW & ACT – 20 July
Chapter Conferences 2022 roefmoiunrdCehr,athpetesreCaorenftehreeWNndcZaAetes––st1hf33ois0rAytJheuueaglsryueasnetdvelonotskafot rthwiasrsdtatogeseaenidngyoyouucathnerreeg. isTtheer

I am privileged to be attending all events are selling out
fast, so don’t forget to register. A through the Events

CWaelenhdaavreoanltshoerweecbosridtee:d the workshop into 3 webinar recordings which will then have a one
hour Share & Learn Zoom webinar with Jacqui that we can use should anything go awry due to
COVNIDSW. & ACT
4 - 7 October 2022 TAS 27-28 October 2022

QLD 25 - 27 May 2022 VIC 29-31 May 2022

SA&NT 15 - 17 August 2022 WA 5-9 September 2022

ASBA (FM) Branch

22 ASBA ASSOCIATE

ASBA Risk Frameworks and
Roadshows WH&S Due Diligence
2021

ASBA’s Roadshows on the topic of Risk SA Adelaide Convention Centre 22 June 2022
Frameworks and WH&S Due Diligence have NSW/ACT Hilton Sydney 8 July 2022
begun with the first one in Queensland already WA Fraser Suites 22 July 2022
held successfully. Roger Hunter from Governance TAS Grand Chancellor, Hobart 29 July 2022
Institute of Australia presents the somewhat dry VIC Stamford Plaza, Melbourne 27 July 2022
topic with humour and this a great day for you and
any of your compliance staff. Non-members can
attend for $110 (inc. GST.) Register on the website
Events Calendar. Dates and locations are:

JUMNAEY22001252 2233

Sub heading

STRATEGHeading level 1
2022 -

Intro goes here OU
VIS
The Association of School
Business Administrators To be known
Limited represents associations professional
of business administrators
for schoo
Text goewshheoreare employed in non- administrato
government schools throughout and driving
Australia and New Zealand. and business

It comprises eight Chapter Australasi
associations in the Australian
Capital Territory, New
South Wales, New Zealand,
Queensland, South Australia/
Northern Territory, Tasmania,
Victoria and Western Australia.
Chapters collectively have more
than 1500 members.

24 ASBA ASSOCIATE

GIC PLAN

- 2024

UR Mission
ION
ASBA supports Chapters
as the leading to promote business
organisation excellence by:
business
rs promoting Offering and promoting
mprovement high quality professional
excellence in development opportunities
an Schools. enabling collegiate networks
locally, regionally, nationally

and internationally by
facilitating events and an

interactive website for
member engagement
Being the leader in governance
championing integrity,
accountability, diversity and

innovation
Recognising and celebrating
outstanding contributions of
Chapters and their Members

Actively supporting other
educational bodies with

advocacy as required to support
the education sector

JUMNAEY22001252 25

Technical Update

Affirmative Consent:

Major Reform to Consent Laws

In February 2022, every State and Territory Education Minister agreed that all Australian high school students
will be taught about coercion in sexual relationships and how to seek, give and deny consent. The new
curriculum will mandate content that links themes of consent and power to sexual relationships and gender-
based violence. This comes one year after Chanel Contos launched her consent education petition that sparked
new conversations across Australia about consent.

Chanel was completing her Masters NSW and Victoria already have curriculums Also in November 2021, the Victorian
in education, gender and international which include consent, but these will now Government announced a similar reform
development when she first started be aligned with the national curriculum. to an affirmative consent model in Victoria,
reading about sexual coercion. The NSW Education Minister, Sarah with proposed legislation to be introduced
Conversations with her London Mitchell, confirms that, while consent is to Parliament during 2022. While consent
classmates about her experiences at her already “embedded” in the NSW school laws in Victoria are considered fairly strong
Sydney private school prompted her to curriculum, it will be more clearly taught (and already based on a communicative
start an online campaign following the reforms – from the youngest consent model) the focus is still said to be
asking people to come forward with students (kindergarten) up to and including too much on the victim’s actions, with the
allegations of sexual assault. The results Year 12. courts applying a low bar to the issue of the
of this campaign led Chanel to start an communication of consent.
online petition the very next day – calling Not coincidentally, the NSW and Victorian
for Australian schools to teach consent parliaments have been reviewing the In NSW, the aim of the changes to the
earlier (and better) to their students. criminal law about consent. consent provisions is to recognise that:

Chanel initially had only three Sydney ‘Affirmative consent’ is a model for sexual (a) every person has a right to choose
private schools in mind when she consent that Saxon Mullins, director whether or not to participate in a sexual
started her campaign, the school she of advocacy at Rape & Sexual Assault activity,
had attended and two nearby all-boys Research & Advocacy, has been fighting
schools. However, her online petition to achieve for four years, since the NSW (b) consent to a sexual activity is not to be
was so far reaching it sparked a national Court of Criminal Appeal upheld the presumed, and
conversation, leading to a commitment acquittal of Luke Lazarus in November
from the government to mandate early 2017. (c) consensual sexual activity involves
consent education across all Australian ongoing and mutual communication,
schools. The new curriculum will be In NSW, changes to the consent provisions decision-making and free and
taught from 2023. in the Crimes Act 1900 were passed in voluntary agreement between the
November 2021 and are expected to be in persons participating in the sexual
force from about May 2022. activity.

26 ASBA ASSOCIATE

MAY 2022 27

Technical Update

Affirmative Consent:

Major Reform to Consent Laws (continued)

Once in force, the law will be: (d) the person is unconscious or

(a) A person consents to a sexual activity asleep, or

if, at the time of the sexual activity, the (e) the person participates in the sexual

person freely and voluntarily agrees to activity because of force, fear of force

the sexual activity. or fear of serious harm of any kind to

(b) A person may, by words or conduct, the person, another person, an animal
withdraw consent to a sexual activity at or property, regardless of when the
any time. force or the conduct giving rise to the
fear occurs, or whether it occurs as a

(c) Sexual activity that occurs after single instance or as part of an ongoing

consent has been withdrawn pattern, or

occurs without consent. (f) the person participates in the sexual

(d) A person who does not offer physical activity because of coercion, blackmail
or verbal resistance to a sexual activity or intimidation, regardless of when the

is not, by reason only of that fact, to be coercion, blackmail or

taken to consent to the sexual activity. intimidation occurs, or whether it

(e) A person who consents to a particular occurs as a single instance or as part of
sexual activity is not, by reason only an ongoing pattern, or

of that fact, to be taken to consent to (g) the person participates in the sexual

any other sexual activity. activity because the person or another

(f) A person who consents to a sexual person is unlawfully detained, or

activity with a person on one occasion (h) the person participates in the sexual

is not, by reason only of that fact, to activity because the person is
be taken to consent to a sexual activity overborne by the abuse of a

with that person on another occasion, relationship of authority, trust or

or another person on that or another dependence, or

occasion. (i) the person participates in the sexual

Further, a person does not consent to a activity because the person is mistaken
sexual activity if: about the nature of the sexual activity, or

(a) the person does not say or do anything the purpose of the sexual
activity, including about whether the
to communicate consent, or
sexual activity is for health,
(b) the person does not have the capacity hygienic or cosmetic purposes, or
to consent to the sexual activity, or
(j) the person participates in the sexual
(c) the person is so affected by alcohol activity with another person because the
or another drug as to be incapable of person is mistaken about the identity
consenting to the sexual activity, or
of the other person, or that the person is

married to the other person, or

(k) the person participates in the
sexual activity because of a fraudulent
inducement.

28 ASBA ASSOCIATE

#makenodoubt

educating the community about

sexual consent and available support services

This list does not limit the grounds on Recently, the NSW Government has

which it may be established that a person launched the #MakeNoDoubt campaign,

does not consent to a sexual activity. to educate the community about

A person is taken to know that another sexual consent and available support
person does not consent to a sexual services. The #MakeNoDoubt campaign
activity if: was created in collaboration with the
community, universities, and peak bodies,
(a) the accused person actually such as Domestic Violence NSW and Rape
knows the other person does not & Domestic Violence Services Australia.
consent to the sexual activity, or
The #MakeNoDoubt campaign is part of
(b) the accused person is reckless as to the NSW Sexual Assault Strategy (which
whether the other person consents to aims to improve the existing service
the sexual activity, or system for adults and children who

(c) any belief that the accused person experience sexual assault, while holding

has, or may have, that the other person perpetrators to account) and is an initiative
consents to the sexual activity is not of the NSW Women’s Strategy, which
is a framework aimed at improving the
reasonable in the circumstances.
economic, social and physical wellbeing of
Among other things, a belief that another women and girls across NSW.
person consents to sexual activity is not
It is important that all students and staff in
reasonable if a person did not, within a
reasonable time before or at the time of the NSW are aware of these changes to the
sexual activity, say or do anything to find sexual consent laws and are aware of the
out whether the other person consents to resources available to educate them about
affirmative consent.
the sexual activity.

In summary, the goal of the new consent During 2021, the NSW Department of
provisions is to require an ‘enthusiastic Education Department conducted an
yes’ for consent. As Saxon Mullins extensive survey of parents and carers
says “Affirmative consent is just about about how to better understand and
communication. If you want to have a support students’ consent education. The
sexual encounter with someone, make Department aims to continue to integrate
sure they want to be there too and are the findings from the survey in its work to
having a good time”. strengthen consent education in NSW.
The Department will continue to work to
As a person will not be able to simply expand its resource hub for teachers, to
presume that someone consents, it should also include resources for parents, such
be easier to prosecute sexual assault as information about what children are
cases. This is intended to address the learning at each stage of their schooling.
current ‘grey areas’ around an accused Independent schools need to follow suit.
person’s belief that someone was
consenting, particularly where the alleged Stephanie McLuckie, Lawyer and David
victim has had a ‘freeze’ response in a Ford, Partner of Carroll & O’Dea Lawyers,
fearful situation and may be physically and assist schools throughout Australia with
verbally unable to stop a perpetrator. all their legal needs, including marketing,
enrolments, fundraising, constitutions,

governance, child protection, employment

and workplace investigations. For free

papers, go to codea.com.au

MAY 2022 29

All too often,
both a school and their
contractor have entered
into a contract, without

a good knowledge or
appreciation of its
core terms.

30 ASBA ASSOCIATE

Technical Update

Why the bottom drawer is the wrong place

for a building contract

Imagine a scenario in which, during construction of a school’s major building project, the contractor takes the Principal and Business
Manager for their monthly site walk to observe progress. The contractor explains how over the last month they have hit some
problematic in-ground site conditions: existing pipework that wasn’t shown on the consultant’s drawings.

The contractor adds that they were Contractors regularly take a “do-or-die” Project Managers are sometimes
going to provide notice of a latent or attitude to tendering for new projects. guilty of railroading the process
unexpected condition under Cl.25.2 of their Their focus will have been on putting above, exacerbating the problem.
contract with the school but, having read forward the most competitive price, with Project programs will be delayed by
Cl.25.1, they have noted the contractor is little effort made in understanding the risks any discussion about whether or not
responsible if a condition could have been they are meant to be taking per the draft the contract is fair, and by protracted
identified by making enquiries. Having now contract prepared by the school’s lawyers. negotiation of terms. It will always be
obtained Dial Before You Dig checks which Eventually, they are put on the spot – do quicker and easier for a Project Manager
showed the pipes, the contractor helpfully you accept the contract, or not? This is a to recommend that a client proceed
adds that they will deal with the issue, at question of whether they have ‘priced’ the with the contractor who, has on paper,
their cost. The Principal sympathises, and risk. Their mind will turn to their competition, created the ‘least fuss’.
pulls out his copy of the AS4000 contract, and they will be reluctant to inflate their
because he wants to provide a reminder price for fear of losing out. So, in an act of Schools are understandably risk-averse
that, under Cl.25.4, in future the contractor blind faith, contractors trust that the other during their major building projects
needs to provide notice within 10 days of party will be reasonable, and simply accept and will generally be supportive of
a delay commencing to have entitlement the contract as written. However, once their lawyer’s efforts to transfer risk to
to a delay claim or extension of time construction commences, the dynamic of the contractor, if asked. However, with
(EOT). However, the Business Manager this process is likely to generate a sense of projects creating a huge drain on the
has liaised with the school’s property team resent for the contractor. resources of the school, often the school
and jumps in to note that the school needs has not had time to properly consider
the pipe to be relocated, and that he will Lawyers have typically been conservative the contract overall, and whether it
arrange for the school’s Project Manager in the way they have drafted contracts. really agrees with it, i.e. considers it
to urgently issue a Cl.36.1 variation They expect terms to be watered down ‘reasonable’. The school may have seen
direction to divert the pipe, with pricing to during negotiations, so the initial version the contract as the specialised domain
be agreed under Cl.36.4. of a contract can be quite aggressive in of its lawyer and Project Manager, and
how much risk it attempts to assign to may have trusted these representatives
What a commendable display of teamwork, the contractor. Over time there has been to work together to put the necessary
made with a deep understanding of, and a steady flow of risk in the contractor’s protection in place. However, contractors
respect for, the construction contract! direction, growing almost unchecked. will quickly detect when the school
Unfortunately, this situation is also a Contracts are normally complicated to does not understand its own contract
complete fiction, and would never occur in understand, which doesn’t assist the or believe in the risk profile. This can
reality. All too often, both a school and their contractor to understand and price the then become the grounds upon which
contractor have entered into a contract, relevant risks. The complexity arises partially to argue that the contract is harsh,
without a good knowledge or appreciation due to the legalese vocabulary, but also impractical, and unfair, and should be
of its core terms. This is one reason why because lawyers have beefed-up different set aside and filed back in the bottom
some may later hope the contract will sections over time to make them more drawer.
simply sit, inactively, in ‘the bottom drawer’. watertight, often leading to a Frankenstein-
However, this attitude to the contract is like document where there can appear to be (Continued page 32)
likely to create even greater problems multiple sections of a contract that apply to
down the track. any single given situation.

MAY 2022 31

Why the bottom drawer is the wrong place

for a building contract (continued)

You may be largely unconcerned by most contractors who are backed This unfortunate situation is a reminder
the dynamics outlined above, perhaps into a corner will not hesitate to seek that, if we want to have good relationships
thinking that it is reflective of the somewhat adjudication under Security of Payment with key suppliers, like a building
inevitable nature of business. You may also legislation. This legislation, designed to contractor, it is important to see a contract
(not unreasonably) think that whilst the reduce insolvency in construction, has as a framework and specification for
contractor can grumble all it likes about quickly become an avenue for contractors the relationship that we want to have.
their contract, there is no need for a school to capably step around a contract, by Contracts set out fundamental aspects
to entertain this kind of dissent, or to be making ‘common-sense’ arguments to of the relationship, relating to risk,
drawn into negotiations about a document an adjudicator who is normally heavily communication, and penalties, and they
that they have already signed. biased in favour of contractors. Schools should be drawn up to reflect the genuine
could litigate to rectify the situation if they intent of how two parties wish to work
Unfortunately, there are two important felt the adjudication was flawed, but with together. If used as a playing card, in some
reasons why holding this kind of ‘possession being nine-tenths of the law’, kind of game, they will regularly backfire
uncompromising attitude may not pan out and with the risk and uncertainty of going on us.
as you would expect. The first is that the to court, the normal effect is to force both
contractor’s pain eventually becomes pain parties back to the negotiation table. So, what can we do to improve practice,
on their staff, and the actual human beings and get back to a point of better alignment,
involved on your project may run from their and a contract that is useful, instead of
employer, like rats from the Titanic. This confined to the bottom drawer? As they
can lead to knowledge loss and a lack of say, don’t try to boil the ocean. Here are
continuity which can be devastating to a three small and simple initiatives, that you
project team, and the project itself. The can implement easily, if you feel motivated
second, far less subtle reason, is that to do so:

...If we want to have good relationships with key suppliers,
like a building contractor, it is important to see a contract as
a framework and specification for the relationship that we
want to have.

32 ASBA ASSOCIATE

Technical Update

Understanding and Engagement – Getting a better feel for what is in your contract is easier than you might think. If asked, before
going to market, lawyers can produce simplified contract summaries which can condense a 500-page document down to 8 pages
and focus your attention on the most critical clauses. This will provide you with the opportunity to consider whether you agree,
and better equip you for a frank discussion with the contractor, during the tender, about what risks you truly want them to take on
and how this impacts price. Some clients have identified when a contractor has not really made allowance for a part of a contract
and asked them to increase their price to cover it ‘properly’. Those clients did not regret their decision as they had much greater
credibility to later demand the contract was enforced, which the contractors respected.

Role Play and Worked Examples – Hypothetical examples quickly shed light on how the contract will work in practice. During a
tender, it is possible to run through fictitious situations with the contractor’s on-the-ground team, to see whether they will really
accept the contract, particularly the most contentious provisions relating to variations, delay, latent conditions, and design risk.
Records of these worked examples can be documented and included as part of the contract for reference.

Bring the Contract into the Conversation – Construction contracts can be heavy on process, requiring formal communication and
directions to be provided between parties. To some, this can seem an unnatural and unintuitive way to work, and a pattern can form
in which the parties talk about their building project but treat the contract as an abstract process in the background. This can be
the beginning of the contract being sidelined. Most events during construction will in fact be handled under just a handful of key
clauses (e.g. a contractor needing clarification about how to build something should make this request under Cl. 8.1) so it is easier
than you may think to learn the process under a few key clauses, and actually make reference to them in conversation with the
contractor. This avoids misunderstanding and reinforces the idea that the contract is central to how the parties are working.

About EPM Projects:
EPM Projects works, in partnership with many independent schools, to
deliver optimal outcomes across the complete life cycle of a school’s
land holdings and built assets. Our services offerings span development
management, town planning, project management, building advisory, and
facilities management.

MAY 2022 33

Mentone Grammar is a proud co-educational school that values the
outstanding contributions women and girls in our Community make to
our School every day. With over 40% female students and an employee
ratio of close to 70% women, it is important to acknowledge their
achievements, together with all those who are inspiring change.

Breaking
The Bias

Authors: Stephanie Kinnear
& Katya Dunham

34 ASBA ASSOCIATE

Our Schools

We have incredible female teachers, professional staff and board members who work tirelessly for the School
and for the education of our young people. Our female students and alumni are all exceptional in their own
way and represent a growing generation of strong, capable, and confident women who are breaking the
glass ceiling for females by driving purposeful actions required by all people to achieve gender equality.

With the many extraordinary females that Mentone Grammar’s cricket coach, Peter In early March 2022, Evie earned a place
make up our School Community, it is Buchanan said before the match, “The first in the Jillaroos squad (Australia’s U21
difficult to choose just one to highlight. female cricketer to represent the Mentone women’s field hockey team) following a
Therefore, we would like to delve into the Firsts – that’s a great achievement. Evie successful trial at the national selection
stories of three incredible women who has deserved her selection. She’s picked camp on the Gold Coast. By far the
have truly broken the bias – our current herself. She’ll keep, she’ll bat down the youngest in attendance, Evie’s strong
Head Prefect, Evie Stansby (Class of order and we’re looking forward to it.’’ performance and reputation as a
2022), Mentone Grammar’s first-ever dedicated and skilled player helped her to
female Head Prefect, Sally Buckley (Class Evie began her cricketing career at gain a coveted spot on the squad.
of 2007), and beloved Mentor and Maths Beaumaris Cricket Club – with its inaugural
teacher, Heather Stone. U/13 girls’ team – and was an Under 12 Playing hockey for the Jillaroos had
Victorian representative. She continued always seemed like a distant dream for
Sporting history was made on Saturday 29 her journey playing in the Youth Premier Evie: “I am almost lost for words. I couldn’t
January 2022, when Evie Stansby became League for the South East Bayside be any more excited and grateful for this
the first female to earn a place in Mentone Breakers and now plays women’s Premier opportunity – this has been something
Grammar’s First XI cricket team. Students Cricket for Dandenong. that I have dreamt of achieving since I was
who earn a coveted place in the First XI less than 10 years old. I can’t wait for this
have proven themselves to be among the Playing on the First XI team at Mentone next step in my hockey future.”
best players at the School – regardless of Grammar has always been a goal for Evie.
gender – by consistently demonstrating Evie’s Father, Michael Stansby said of
their talents and dedication to the game. “When I arrived at the School in Year 7 and her achievement, “At only 17 years old,
began training with the boys, I knew that I our family is shocked and utterly thrilled
could achieve a place in the First XI. Since that Evie has been accepted into the
then, I have been training hard to achieve Jillaroos and will be training for the 2023
my goal. World Cup team. We thank the wonderful
support from Mentone Grammar; her
“The team was extremely supportive, and hand-eye coordination has improved
I was always treated like another player. immensely from playing at a high level in
I hope that my place on the team can the First XI cricket team. These little details
encourage more girls to join cricket teams have enabled her to achieve her goals in
at Mentone and earn a place on the First XI hockey. She is certainly a great example of
team too. someone who has made the most of such
a wonderful educational institution.”
“There is a huge amount of female talent
at this school, and I think this is an exciting Mentone Grammar looks forward to
step forward for the women’s cricket helping Evie continue to develop into a
community.” powerful role model, on and off the field.
There is no doubt that Evie is certainly
A true all-round sportswoman, Evie is following in the footsteps of many past
also an exceptional hockey player who student leaders, including Sally Buckley
competes for the National Under 18 squad. (Class of 2007).

“It’s something I really love,’’ she said (Continued page 36)
of hockey. “Both sports seem to go well
together. I’ve been lucky that hockey is in
the winter and cricket is in the summer, so
I’ve never had to make a decision about
one or the other, which is good because I
love them so much.’’

MAY 2022 35

Breaking
the Bias (continued)

Ready to explore a brave new A firm believer in this sentiment
world, Sally Buckley was one of is Mentone Grammar’s Year
the first female students enrolled 9 Mentor and Maths teacher,
when Mentone Grammar became Heather Stone. Heather believes
coeducational. She completed Year that all men and women should
12 in 2007 and was the School’s first- aspire to be their best selves.
ever female Head Prefect. Now as a
proud Mentonian and Director of the School Board, she continues “I want to be the best me, encouraging a solid moral
to be a key driver in our ongoing evolution as an outstanding compass, ensuring the people I come into contact with know
coeducational school. they are valued, and are respectful of themselves and others.
I am always inspired by my students and the excitement of
After completing her schooling, Sally continued to ‘buck the trend’ learning or trying something new each day.”
by choosing a career as a criminal defence Barrister which was
sparked by a legal studies excursion to Barwon Prison in Year 11. Having watched her son go through Mentone Grammar as
After listening to prisoners speak of their own experiences within a student, she was inspired by the School’s strong sense of
the justice system and understanding the people behind the community. “As I approached my 50th birthday, I knew I would
crimes and not just the headlines splashed across the news, Sally regret not following my passion for teaching. Applying for a
decided that becoming a Barrister was a way for her to help those position at Mentone Grammar was a 50th birthday present to
less fortunate. myself.”

“I realised that criminal law is as much about the disadvantaged Her ongoing love of the School stems from the caring
upbringings people have experienced from birth; about mental approach between individuals and working with committed
illness and substance addiction; and how these matters can shape staff who continually strive to strengthen the overall education
peoples’ responses and impact upon their decision-making, as it experience.
is about the law.”
“Mentone Grammar provides so many opportunities beyond
In a male-dominated sector of the legal industry where only 26% the mainstream academic subjects. Students are also
of barristers in Victoria are women, Sally is once again undeterred supported through a strong mentor system. It provides young
by a gender imbalance and gains strength and inspiration from people with the assurance that there is someone who cares
the female barristers she works alongside, as well as the female about them, lets them know that they matter and ensures
judges she appears before. they are not alone in dealing with day-to-day challenges.
It’s a safe environment for our students where they are
“The strength, resilience, compassion, and composure that they supported, guided, and challenged in their personal growth
bring to what can often be an incredibly challenging and taxing job and development whilst being encouraged to reach their
is remarkable, and the criminal justice system is all the better for potential.”
these women.”
The School’s strong educational program, built on a caring
For the next generation of young women entering professional framework, has enabled many young learners to thrive in
life, Sally is encouraged that they are more empowered and their passions. Heather’s words of wisdom for the next
unimpeded in ways women have previously been in the generation of female leaders are: “Be kind to yourself. Never
professional realm. Her advice is simple: “Focus on the work you underestimate how valuable you are. Lead by inspiring others
are doing and why you are doing it, and be yourself.” to be better people.”

These incredible women stand tall on the shoulders of those who have gone before and demonstrate
the positive changes that can be made – not only for women and girls – but for the wider community
both locally and globally. Together, we can shape a world where every person is equal.

36 ASBA ASSOCIATE

You’re shaping
brighter futures
every day.

Let us invest in your future
(and a better world).

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Technical Update

Higher salaries might attract teachers but pay

isn’t one of the top 10 reasons
for leaving

Money might at first attract us to a profession, but does it keep us in it? The report of the Quality Initial Teacher
Education Review, released in recent days, found teachers in Australia reach the top pay scale after about ten
years. This is well below the average for advanced economies. A survey for the review suggested more high-
achieving graduates would enter teaching if the top salary increased by $30,000.

But is salary enough to motivate people to What keeps teachers in the And why do others leave teaching?
stick with a long-term career in teaching? profession?
When surveyed about why teachers leave,
We have spent the past four years Our meta-analysis showed salary has the salary did not feature in the top ten reasons.
working on a meta-analysis of research third-strongest association with teacher A loss of passion for teaching, stress and
on this question. We analysed over 70 retention. It came behind teachers’ self- burnout, struggling to cope with their roles
factors in global data on teacher retention reported commitment to the profession and a lack of connection with students were
and turnover over the past 40 years, and self-reported job satisfaction. the most common reasons.
involving more than 3 million participants
in total. We also surveyed more than In our survey, salary ranked fourth for For those who leave, salary has a relatively
1,000 Australian current and former reasons teachers stay in the profession. weak association. It seems important for
teachers about their career decisions. The first three reasons were positive stayers, but won’t stop leavers from leaving.
student relationships, positive collegiate
The most-researched factors in teacher relationships and secure employment. As one participant in the survey said:
retention and turnover are job satisfaction,
school leadership and teacher salary. One teacher with 12 years’ experience “I think the pressure, stress and workload,
The survey shows major attractions to reflected: paired with the salary teachers receive,
teaching include: ultimately means you must have a real
“The most significant factor I have passion for the job to survive. As soon as
• a passion for learning perceived in keeping teachers in our that passion fades, it can become incredibly
profession is their personal passion. arduous, you can feel unappreciated, and
• working with young people Teachers are not materially motivated, you can become resentful. It is important
there are no big dollars here. Good to continually assess why you are teaching
• contributing to society schools then necessarily rely on passion and what makes you love the job, as
to outweigh these priorities in retaining without that love for the work you do, the
• job security and developing excellent teachers.” profession can be a nightmare.”

• salary Another teacher with
18 years’ experience
Are these factors the same as the factors said:
that keep teachers in the profession?
“The thing that has kept
We statistically combined the results me in teaching is the
of 186 similar but independent studies students I teach, the
to obtain an overall estimate of an relationships I have with
association between a factor and them, and the sense that
teachers’ decision to stay or leave the I am contributing to
profession. This approach corrects for making their lives
bias that may be present in individual better in some way.” Burnout is one of several factors that play a bigger role than pay when
studies to reveal the true strength of teachers decide to leave the profession. Mick Tsikas/AAP
relationships.

38 ASBA ASSOCIATE

Showing teachers they are valued One teacher commented: Staffing schools is a delicate
does matter balancing act
“The public service get much more
A $30,000 pay rise for every teacher at the money, for much less work and far fewer Retention in itself should not be a school
top experience level would of course be qualifications. The value and worth of the goal at the expense of student learning or
popular. It would show their experience teaching profession do not reflect well.” rejuvenation of teaching staff through new
is valued. One teacher with ten years’ hires. Indeed, teachers are not exactly a
experience said: Our study data suggest teachers leave for homogeneous workforce.
a combination of greater pay and benefits
“I find it really frustrating that I work hard and professional growth. One teacher told Unfair as it may be, should bonuses be
but am not financially rewarded. I look at us: offered to retain teachers in hard-to-staff
my friends earning twice the amount and subjects and locations only?
experiencing more recognition for jobs that “I value opportunities and recognition.
are merely about economic benefit. I know When you hear about friends who work for A $30,000 increase in the salary ceiling
my job is important but I would like more exciting firms that offer opportunities, perks may retain long-serving staff, but what
prestige in society’s eyes.” and flexibility, the school environment can effect would $30,000 spent to reduce
feel rigid.” workload and improve resources and
Raising the top salary for teachers, even if working conditions for all teachers have on
only a fraction of recruits last long enough The structure of tenure-based salary retention?
to receive it, may help to raise the status in advancement is potentially a limiting factor
society and social approval among friends compared to other industries. A 49-year- Ensuring Australia has a sufficient supply
and family of teaching. These two factors old teacher with five years’ experience of qualified and motivated teachers
had strong associations with intentions to said: requires a two-pronged approach:
stay in the profession. attraction and retention.
“I had to take a huge pay cut to move from
The prime target of raising the top salary the corporate sector into education. I never By Hugh Gundlach and Gavin R. Slemp
would be teachers under 40 years expected to be confronted with such an
old. A recently published report on the inequitable system. Pay based on years of
characteristics of teachers in the workforce experience rather than merit and ability has
found teachers under 40 were much less been very demotivating.”
likely (about 20%) to indicate an intention
to stay in the profession until retirement

MAY 2022 39

Our Schools

New music studios for Shire Christian School

Four new architecturally designed music studios have been completed at
Shire Christian School, providing students with acoustically treated spaces
for music tuition, ensemble rehearsal and recording.

Head of Music David Humphreys said he “Each ModnPod is fitted out with premium,
was excited that after years of planning sustainable acoustic panels crafted from
the new studios were ready for students to natural materials, wood and cement.
embrace.
“All Pods are also equipped with a Stiebel
“Our instrument tuition program has been Eltron HRV System to ensure fresh, healthy
bursting at the seams. I’m confident these air circulates throughout the space via
spaces will not only solve the logistical controlled ventilation.”
challenges that we faced, but more
importantly will serve as inspiring places for The instrument tuition program is proving to
students to develop their gifts,” he said. be popular again this year, after the recent
success of Shire Christian School’s music
“They are not normal rooms, but are program in the HSC. 2021 HSC student
acoustically treated rooms, specifically Katherine Coffey placed first in the state in
designed for studio use and fitted out with Music 1.
recording technology.”
Katherine said that the encouragement and
Gold Coast modular pod manufacturer, support of her teacher and her flute tutor,
ModnPods, was commissioned to combined with studying with a great group
create the new music spaces which of friends made a big difference.
are manufactured using 90% Australian
premium materials, with 70% of them fully “Mr Humphreys had so many resources.
recyclable. The studios are made with non- He made us perform lots in class and was
toxic materials, are VOC paint and coating always pushing us to perform in front of
free, and use allergy-friendly flooring. other people,” she said.

“At ModnPods, we know how important “We had a really close class and we were
a fresh, calm teaching and learning all supporting each other, especially during
environment is, that’s why each pod oozes COVID.”
innovation with air and sound quality of the
highest calibre. Peter Watters | Business Manager

40 ASBA ASSOCIATE

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Bringing people, processes and technology together. 13 RICOHMAY 2022 41

ABSA Boarding Schools Update

What a year 2021 has been for everyone,
not the least our boarding schools!

As 2020 was drawing to a close we all believed that the year ahead would be much more positive, that things would
return to some sort of normality and that we might be able to get on to task of actually looking after our boarders
without wondering if they would be allowed to travel home across State borders and without the risk of lockdown and
learning from home. How wrong we were!

The challenge for 2022 is how we are Risk in a Boarding School, Behaviour cooking ten good meals and changing
a tyre are key skills to learn, but the
going to learn to live with Covid in our Management Pillars and youth Mental newer challenges of handling money,
understanding bond and rent, entry
communities, how we will keep our Health and Wellbeing on top of an condition reports for rental properties,
credit cards and the like are areas many
boarders safe and healthy and how we will extensive range of Webinars. Boarding young teenagers never really learn to
handle, and a boarding school is the
provide the best possible care for boarding schools are concentrating on how they perfect place to do this in a structured,
worthwhile way.
students. Boarding schools across Australia assist boarders to produce their best
What we are proud of is that Boarding
are well underway with coping with this - academic work, offer excellent recreational Schools teach the students living within
them a mixture of independence and
developing detailed plans for the health and and extra-curricular opportunities, and dependence while they are away at
school. Parents should not expect the
safety of the boarders. above all provide solid support for their child they sent away to be the same
person when they return after two, three
However - let’s look positively on what boarders when they are struggling. The or more years in their boarding houses.
is happening in our boarding schools. new push in boarding, and one which has They will most likely have become a young
Boarding staff across the country are been sadly lacking for some years, is the adult – hopefully an independent thinker
undertaking a huge amount of Professional development of a ‘Residential Curriculum’. who shows manners and self acceptance,
Learning - something which just wasn’t Those who are lucky enough to be a part but certainly one who can stand on their
available only three years ago. The base of a boarding community do so for long own two feet and look after themselves.
level ‘Duty of Care’ training is undertaken by periods of time - 40 weeks away from
completing two extensive workbooks, and home, with only a few days at a time at Richard Stokes | Chief Executive Officer
ABSA feels strongly that everyone working home, meaning that many of the critical Australian Boarding Schools Association
in boarding must undertake this introductory skills needed for their lives are often
training, covering critical topics such as missed. The modern boarding school
Child Protection, Security and Supervision headed up by a dynamic leader has a
and Boarders Use of Technology to name structured, well developed program of life
a few. Further opportunities available skills in place to ensure the young women
include Certificate Courses in areas such and men who leave at the end of their
as Cybersafety, Social Media and Gaming, schooling have the ability to thrive in the
Developing Chinese Cultural Competence, modern world. Such things as how to iron
Understanding, Analysing and Applying clothing, basic sewing maintenance,

42 ASBA ASSOCIATE

Technical Update

The role of the Business Manager

in strategy and governance

The purpose of this article is to describe how the role of the Business Manager is able to support a Board of
Directors (for incorporated schools) or a School Council (for system-based schools) and a Principal or Head in
strategy and governance. Board is used for both Board of Directors and School Council throughout this article.
Principal or Head are used interchangeably. The views expressed in this article are those of the author.

Strategy 1 2 3 4

The role of the Board in strategy Purpose Mission Vision Values
Why we do the The things What will be the The the way in
People establish a school for a particular things we do; impact on our which we do the
purpose. They have a vision of how their we do community if we do things we do
school will meet a perceived market gap, the things we do
and how the students, families and the
wider community will benefit. A taxonomy well
to help guide strategic thinking could be:

University of Melbourne’s Graduate School of Education Strategic Plan encapsulates this framework:
https://education.unimelb.edu.au/about/our-vision

After determining the vision for the school, a similarly important role of the Board is to select the right person for the Head or Principal role.

MAY 2022 43

The role of the Business Manager Governance
in strategy and governance (continued)

The role of the Head in strategy The role of the Business The relationships between the triumvirate
Manager in strategy of the Board Chair, the Head and the
In addition to operational expertise Business Manager are critical if the
a Principal or Head can be hired for In many schools, the Business Manager governance of the school is to be
the vision that they might bring to is unique amongst the SLT peers in that effective. For example, it is a useful
the school. Sometimes the vision the BM gets to have a direct insight practice for the Board Chair, the Head
statement can describe the future state into the Board’s thinking as they attend and the Business Manager to meet
of the organisation. The definition of each Board meeting. Deputies and together to review the agenda and the
vision in the above framework helps operational leaders may be called upon associated board papers prior to the
parents answer that question: “Why to present to the Board from time to Board papers being circulated to the
should I send my children to your time. Board.
school?”. The students that a school
educates will be the chief channel As well as being CFO of the school, It is often said that a Board has one
through which the school will have an the Business Manager may also be employee, the Head, and that the Board
ongoing impact on the community. It is appointed as Secretary to the Board. delegates the running of the school to
also useful in recruiting the right people Any conflict of interest between the the Head. However, this is not a “set
for the right roles to achieve that vision. master-servant responsibilities under and forget” where the only performance
All other things being equal, staff will employment law, and the statutory review is the number of ATARs 90+ after
join a school because of the vision, obligations as an officer of the company the end of the school year. The Board
but they leave the school because of and/or responsible person of the charity need to ensure that they have multiple
the culture. Culture is an integral part will require political nous and astute channels of information. This can be
of being able to deliver the strategy relationship management. by reading industry specific publications
that will achieve the vision. Culture is a from peak bodies such as AHISA, ISAs
function of the people rather than the Strategic risk management is a key skill and ASBA. It can also include inviting
rules. and insight that a Business Manager the members of the school leadership
can bring to the discussion. Schools team to make presentations directly
The Board is responsible for identifying are generally very good at identifying to the Board. This has many benefits
and articulating the future state that hazards, the slips and trips. It is easy to including allowing all Board members
they wish the school to achieve across focus on the tactical and operational, to ask questions directly of those
the strategic time-frame. Difficulties to the detriment of the strategic: people who report to the Head, whilst
can arise if the Head has a Vision that is those risks that would impede the the Head is still in the room of course.
different to that of the Board. Although achievement of the strategic objectives It also provides useful professional
the Head may be the CEO, the Board identified by the Board. development to those senior leadership
have the power and unless they “get as well as providing the Board with
onto the same page”, the Head will The Business Manager is a key advisor an insight with regards to succession
need to go. to the Principal and the SLT in relation to planning should the Head become
risk and strategy development. unable to work, move to another school,
The Head, in conjunction with their or have their employment terminated.
Senior Leadership Team (SLT), is
responsible for developing the strategy About the author
that will move the school from its
current paradigm to that future state Dr Steven Austen FCPA, FCA, FGIA, FCG blogs at www.ausbuscon.com.au. His
desired by the Board. doctoral thesis is on values-base corporate governance of independent
schools. He has been a director of Independent Schools Queensland, a
founding director of Warwick Christian College and is a Director of Cooloola
Christian College and Chair of its Finance Committee. He is member of the
Management Committee of ASBA (Qld) Inc and is currently employed as a Business
Manager.

44 ASBA ASSOCIATE

Technical Update

The role of the Board in The role of the Head in The role of the Business Manager
governance governance in governance

Having set the Vision of the school, and The Head’s role is to be an information Quite often the conformance aspect of
approved the Head’s recommendations conduit to the Board, and to implement governance falls within the Business
for the strategies designed to achieve board decisions. Governance is enacted Manager’s province. If the Business
the Vision, a major role of the Board is to with and through the Head. Manager is appointed as the board
monitor, verify and ensure the performance secretary, they have two important roles
of the school in progressing to that Vision, The performance aspect of good in supporting governance practice. First,
or desired state. The performance aspects governance will frequently fall within the the preparation of reports to the Board
of good governance must be monitored province of the Head. This includes and, second the recording of Board
in tandem with ensuring the conformance financial performance. In some Minutes and Board support. This can
aspect of governance. circumstances a Head might make include support in setting the Annual Board
achieving the surplus one of the Business Calendar; ensuring things like ACNC AIS
An Annual Board Calendar is a useful Manager’s KPIs: this is problematic as is lodged, FQ both state and federal are
tool that the Board can adopt to ensure the two biggest costs (wages and fee completed, census reports for both State
that both of these aspects are adequately concessions) are controlled by the Head. and Federal governments are done, BAS,
addressed. Effective subcommittees are The Business Manager’s role in supporting FBT and probably a few more acronyms
an important part of good governance and the Head to achieve the financial as well.
can deal with much of the conformance performance of the school is by accurately
elements. reporting on the financial impact of the A Business Manager, professionally
Head’s decisions or proposed decisions. qualified in corporate governance, can be
The Board Chair is the key link between a lynchpin in effective governance systems
the Board and the Head. They also need A major mechanism for the Head to assist in a school. They can guide the Board
to work closely with the board secretary the Board to monitor performance is be Chair during a meeting. Together with
(which in many cases is the Business period reporting on action take to progress the Board Chair and the Head, they can
Manager). These three people should the strategy. Given the nature of schooling ensure the Board papers are prepared so
drive creation of the Board pack, which is this is probably better done once per term as to enable the Board to discharge its
generally the main source of information rather than every Board meeting. The duties to provide the strategic direction to
for Board members. The Board needs to reporting needs to be in such a way to the school, monitor the performance of the
articulate the type and content of papers highlight progress, or the lack thereof, but Head in implementing the agreed strategy,
it wishes to receive. Otherwise, the board also enable a Board member to “deep and ensure that the school complies with
may not receive the type of information it dive” into more detail if they require. its many statutory obligations.
needs to monitor and verify performance
effectively, much less make informed
decisions. This will be discussed in more
detail below.

Quite often the conformance aspect of governance falls within the Business Manager’s province. If the Business Manager is appointed as
the board secretary, they have two important roles in supporting governance practice. First, the preparation of reports to the Board and,
second the recording of Board Minutes and Board support. This can include support in setting the Annual Board Calendar; ensuring things
like ACNC AIS is lodged, FQ both state and federal are completed, census reports for both State and Federal governments are done, BAS,
FBT and probably a few more acronyms as well.

A Business Manager, professionally qualified in corporate governance, can be a lynchpin in effective governance systems in a school.
They can guide the Board Chair during a meeting. Together with the Board Chair and the Head, they can ensure the Board papers are
prepared so as to enable the Board to discharge its duties to provide the strategic direction to the school, monitor the performance of the
Head in implementing the agreed strategy, and ensure that the school complies with its many statutory obligations.

MAY 2022 45

More families

turn to Independent schools in uncertain times
More families turn to Independent schools in uncertain times
It came as a surprise to many when the latest enrolment data was released earlier this year. The
number of enrolments at Independent schools grew by 3.1 per cent in 2021 despite an overall
increase in the school aged population of only 0.6 per cent.

Enrolment growth over the past decade by Sector

uncertain timesThis sharp increase of students in
Independent schools is certainly notable

s releaseandd weoartrhlyieofratdheeispeyr eexaprlo.raTtiohneso
nt in 20bI2ned1eenpdcerneudnsecpnhtiinStgcehthoaeonlnsuAomuvbseterrasrliaaanl(IldSAdi)shcaosvering

more detail about the trends and changes.

Enrolments in Independent schools have
by Secbteoern increasing year on year for some
This sharp increase oEfnsrtuodlemnetsntingInrdoewpetnhdoevnetrscthhoeolpsaisstcedrteacinaldyenobtyaSbleecatnodrworthy of a deeper

decades now. Enrolling only 4 per cent of exploration so Independent Schools Australia (ISA) has been crunching the numbers and discovering

Australian students in 1970, the Independent more detail abSoout, twhheatrten’sdshaanpdpcehannignegs.?
wseitchtionrAnuoswtraelniaro. lFsuartlhmeor,stth1e7Inpdeer pceenndt eonf tasllesctutodrenEEnntsrroollmlinegnotsnliynI4Innpd2ee0rp2ce1en,ndttheonisftAsscuuhsrgtoreoallsiinahnIansvdteuebdpeeeennntdsieninncr1te9sa7cs0hin,ogtohyleeeaInnrrdooenlpmyeeennadrtesfnootrcssecocumtroreer ddneowcwaitdheeninsroenlovsewarl.ymsotsatte
enrolled 37 per cent of all additional students in 17 per cent ofaanlldsttuedrreitnotrsyw, iinthcilundAiunsgtrraelgiai.oFnuarlthAeurs,ttrhaeliaIn. dInepfaecntd,eonvtesretchteorpeansrtoflilveed y3e7apresr, cgernotwothf
sptausdtefnivteenyeroalrms.IeSTnAhtuesphbdaaertleoewbfoyrtasAbeSlcBeaetAolnlArraosdlsmdoicteiianottnesahml asaiwtnrgueitatdhbhzeiyennestitnes.hdcnieonteocmrAxrruoaesvjgoteriraroclntihaiatieoel avpsera(ers2atthsptweeoorpf cadAseeutncsfatit)vdraeaelnsyia.dea(o3rsup.tTeehrrercebegenilotonawanlntaaubraelelalyss)hh(o2awspseocrhucatpneagnect)e.indsgturodwentht
Australia over the
shows change in

over the past two decades. What is perhaps of greater interest is that the largest increase in enrolments
Enrolment Share by Sector actually occurred in schools at the lower end of the fee scale. The table below

shows this trend over the past five years where almIoSAstu6p0dapteerfcoer nAtSoBAf aAllssnoecwiate magazine.d
enrolments into the independent sector have occurred in schools that collect fees

of less thanAv$e5r,a0g0e0a. nnual growth 2016-2021, Independent sector, by parent fee range

21 April 2022, Contact Anne Walker, e: [email protected]

Enrolment Share by Sector InAdveepreangdeenatnsncuhaologlsrohwavteh d2i0ve1r6s-e2r0e2li1g,ioInuds eopr epnhdiloesnotpsheiccatol ar,ffbilyiaptiaornesn. tMfeoestraafnfigliaetions have

hat’s happening? recently seen increases in enrolments, in particular Christian and Islamic schools.

1, this surge in Independent school enrolments occurred within every state and territory, 21 per cent of all additional Independent school enrolments since 2016 came from Christ
y notable and worthy of a deeperlia (3 per cent
ching the numbers and discoveringal areas (2 per
ng regional Australia. In fact, over the past five years, growth in the inner regional areas ofschools, despite only enrolling 12 per cent of all Independent students.
annually) has outpaced growth within the major cities (2 per cent) and oute1r 6 per cent of all additional Independent
cent). schools, despite only enrolling 7 per cent school enrolments since 2016 came from Islam
of all Independent students.

ISA Update

It came as a surprise to many when the latest enrolment data was released earlier

this year. The number of enrolments at Independent schools grew by 3.1 per cent in
I2n0de2p1edndeesnptistcehaonolos vhearveadlliveinrscerreealisgieouisn otrhpehsilcoshoopohilcaalgaeffdilipatoiopnusl. aMtioosnt aofffilioatniolnys0h.6avpeer cent.
recently seen increases in enrolments, in particular Christian and Islamic schools.

 21 per cent of all additional Independent school enrolments since 2016 came from Christian
schools, despite only enrolling 12 per cent of all Independent students.

 16 per cent of all additional Independent school enrolments since 2016 came from Islamic
schools, despite only enrolling 7 per cent of all Independent students.

Independent schools have
diverse religious or philosophical
affiliations. Most affiliations
have recently seen increases in
enrolments, in particular Christian
and Islamic schools.

Another interesting fact is the increasing number of Aboriginal and Torres Strait Islander students • 21 per cent of all additional
Independent school enrolments
AennrootlhlinergiinnteInrdesetpinegndfaecnttisscthheooinlsc.reInas2i0n2g1n, uthmebreerwoefreAb1o6r,i6g6in2aIlnadnigdeTnooruresssStutrdaeitnItsslainndInedresptuednednetnst since 2016 came from Christian
esnchroololilnsg, ainnIinndcerepaesnedeonf t8spcheor oclesn. tInfro2m0212,0t2h0e.rTehwiseirseth1e6,h6i6g2hIensdtiggeronwotuhsascturodsesntasniynsIncdheopoel nsedcetnotr in schools, despite only enrolling
sthcheopoals,t a1n3iynecarersa.se of 8 12 per cent of all Independent
tAhneopthaesrt s1e3gymeaernst. where per cent from 2020. This is theIhSAighuepsdtagtreofworthAaScBrAosAssasoncyiasctehomoal gsaezcitnoer.idnocx students.
there has been extraordinary growth is in Special Assistance Schools. The
• 16 per cent of all additional
usIngAngnurnuunrooctemmohhwwqtbebhiuainneesrigvgrrertosoofhsfcrureffoooalgttstmmlhhsmeaeeobt4e4sshfo8n8eeaIutSssssttwAccccahth’hhrhsoooooeeaoosoornelclellssssnodtiiunnihsiunsafetei2ltdh2rh0sete0eueo1n1hIr4nI4ctvanhedtesdtoeoeytbehp9Coep9ee3Ofe3ynnfVssdafcdIeecmeDhelxhnot-into1ltoriitn9eoaslssselotpsecihrpnacdtieunnoti2iobndrr20rlaechi02shrmha21hyaos1.eisgcs.adr.ealomnilnwmIontToshdhsteeitdspdoAienousnusbSdoblpeecledinacdttoiaesovlcevlAhaerossrttsohtiyhsleseteatlaaonlras,cmtseptsaaSesrncveeahevngoenteonsyliwesys.saeeuTrarsheer,ses, Independent school enrolments
since 2016 came from Islamic
Why is the growth in Independent schools so strong? schools, despite only enrolling
7 per cent of all Independent
p.3 students.

Why is the growth in
Independent schools so
strong?

In the results of ISA’s annual
survey of families published in
The Associate last year, parents
were unequivocal about the
confidence they felt in their
chosen Independent schools to
manage issues such as those
that arose due to the COVID-19
pandemic.

tcOoOhhpuuaiplrrtdossdrurueitvrurnvven.eeriTtsyyyhitssefyhohcoorohwfwInaneeldelddeeenpudugesssentathdahnaneadtdnt mtttthhshoeecetrrhieevooapaaotprrlieesoonrmmistsuaa.tonnniyytcyorreefnoaatirssnooIunnnedssetpoppaaerrerneesdnnpettsosnnctchdshocothsoseoetohthtlahseteidssscitvchoehorcoosooiltnsylsttiohnthfeuenyeyedtedoodorfsoefoasrprntohdthneemidrirotcotihvaildtiorenns..The challenge and the
AAnndd iiff yyoouu lleett tthheennuummbbeerrss tteelllltthheessttoorryy, ,ththeerereisisccleleaarrpprorooof fththeesesecctotor risisddooininggwweelll.l.
TThhee iinnffoorrmmaattiioonnccoonnttaaiinneeddiinntthhisisaarrtticicleleisisccoommppiilleedd ffrroommvvaarrioiouussssoouurrcceess aanndd IISSAAppuubblilisshheessfifgiguurreess such as these in its annual snapshot,
swuhcihchasisthneosweainvaitilsaabnlenufoarl dsnoawpnslhooatd, wfrohmichthise nwoewbsaivtea;ilwabwlew.fiosar .deodwu.naluoaodr fbryomemthaeilinwgetbhseiteo;ffice at the mailbox; isa.edu.au
wISwAwis.itshae.epdeua.akuinodrubsytreymbaoidliyngretphreesoeffnictiengatInthdeepmeanidlbeonxt;siscah.oeodlus.aaut the national level.
ISA is the peak industry body representing Independent schools at the national level.

MAMYAY202202224477

SCHOOLS

Join NABERS Accelerate to shape
the NABERS for Schools rating tools

48 ASBA ASSOCIATE

WHY NABERS?

At NABERS, we know that environmentally friendly Our rating system has driven financial growth and solid
buildings are not only better for the planet, but they also returns in portfolios across building sectors. It has directed
make happier, healthier and more productive learning corporate procurement by clearly demonstrating their
environments where our children can thrive. operational performance and sustainability achievements.

NABERS (which stands for the National Australian Built A NABERS rating helps you to accurately measure,
Environment Rating System) provides simple, reliable and understand and communicate the environmental
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Over the last 20 years we have proven that “What gets
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To support Australia’s transition to a net zero carbon “NABERS ratings have helped save 7 million
built environment, NABERS must expand to service all tonnes of CO2 emissions and 1.2 billion litres
building sectors. Currently, NABERS ratings are available of water from buildings, resulting in over
across six sectors. AU$1 billion in energy cost savings for building
owners. We’ll have an even greater impact by
Over the next three years NABERS is developing tools for bringing NABERS to additional building sectors
additional sectors, including public and private schools, in the next few years, which is incredibly
aged care and retirement living, and warehouses. exciting.”

NABERS Accelerate is a program provided to new sectors — Carlos Flores, Director
to speed up the development and adoption of NABERS NABERS, Department of Planning,
ratings in new sectors. Industry and Environment

ABOUT NABERS FOR SCHOOLS

NABERS ratings for schools will quantify your campus’ NABERS STAR RATING GUIDE
energy and water performance. We will give your campus
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HIGH PERFORMANCE
Your NABERS rating can then be used to identify areas SUPERIOR PERFORMANCE
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MAY 2022 49

BENEFITS OF A RATING TO SCHOOLS

LOWER ENERGY REDUCE SUPPORT A ALIGN WITH VERIFY AND IMPROVE WATER
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COMPARE TO HEALTHY INDOOR COMPARE ASSET BRIDGE THE ENHANCE IDENTIFY COST
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PORTFOLIO GAP

WHY PARTICIPATE IN SHAPE THE NABERS FOR
NABERS ACCELERATE SCHOOLS TOOLS

HAVE YOUR SAY With NABERS Accelerate we work with sector specific
Ensure that the NABERS benchmark is reflective of your stakeholders to develop a rating tool that takes into
buildings. By participating you get a say in how the tool consideration your sector’s unique circumstances to help
is designed. ensure the NABERS rating tool suits your building’s needs.

UNDERSTAND NABERS For schools, this might include:
An opportunity to better understand how NABERS
benchmarking works and what will be required for a — School type (such as primary, secondary and mixed)
NABERS rating in future so you are well equipped for a
good first rating. — Number of enrollments

DEMONSTRATE LEADERSHIP — Number of staff
Lead the sector by being one of the first schools in
Australia to get a NABERS rating for energy or water. — School hours

QUALIFY FOR RATING FEE DISCOUNTS — On-site facilities
Access discounts on rating lodgement fee through the
NABERS Accelerate program once the rating product is — Location and postcode
launched.
Taking the above into consideration ensures it’s always a
fair comparison.

50 ASBA ASSOCIATE