This report is presented to satisfy the requirements of the Australian Government Programmes for Schools Quadrennial Administrative Guidelines as well as VRQA requirements. It is also published on the BHCS website. 1.0 School Board Chairman s Report continues to be a vibrant community, maintaining a strong and enthusiastic witness to the reality of the Christian faith. From the Principal and the Chaplain, right through to the most recently appointed staff members, there has been a genuine commitment to living out the challenge of the school motto, that is, to do what the Lord requires of us; "to do justly, to love mercy and to walk humbly with your God" (Micah 6:8). In this regard, the recently developed program, Positive Education, which has been adopted as part of the school's approach to ensuring a healthy learning environment, has been carefully adapted to ensure that it meets the requirements of our Christian worldview. The commitment to providing opportunities for all students to reach their full potential in the areas of their gifting is evidenced by the fact that those who have made the most of these opportunities have achieved excellent outcomes in their academic, sporting and cultural pursuits. School Board members were very impressed with the reports provided by senior staff in the three levels of the school at a dinner arranged by the Board, held in the most impressive Trade Training Centre restaurant which is proving to be a great asset to the school. Students and staff have continued to go beyond the call of duty through entry into fund-raising events and fitness challenges, as well as enthusiastic commitment to special events like the fifth annual ItzAAAfest with its emphasis on imagination and creativity. Special services like the Anzac a Day and Easter Assembly featured significant levels of student involvement, as did the events celebrating the end of year for the graduating year twelves and a couple of celebration services encouraging the attendance of members of the local community. Many extra-curricular activities have proved popular. Events like the Dads and Lads, Dads and Daughters, Mums and Sons and Mums and Daughters evenings have been very well supported, as have a breakfast for student leaders and a Chaplain-led voluntary worship service attended by about 70 students. During the year the Principal and other senior staff members kept their eyes on the wider issues impacting Christian education. Through the Christian Schools Association, they were able to meet with government representatives to raise concerns regarding the recent challenges facing State Religious Instruction. They also joined with other Christian organisations in maintaining vigilance in the matter of Equal Opportunities legislation with its potential threat to Christian schools being able to appoint suitable staff. The school has continued its commitment to the cause of Christian schooling through the Board's decision to establish a Christian School Support Fund through which it provides assistance to school development in places like Cambodia and Indonesia. We have also provided support and encouragement to those who are seeking to establish new schools in our own region. Furthermore, the Principal and Business Manager have made closer links with Ranges Technical School, a Christian Trade Training Centre, a facility set up by three Christian schools in Melbourne's outer east. The Board continues to be impressed with the efforts of the staff and students to maintain the distinctive focus on the environment. These efforts have drawn further financial grants, in particular for the work on the Monbulk Creek and the "Frog Bog" project. Through the inspiration and guidance sought from and given by God, has continued to prosper, its enrolments growing substantially in a time when other schools in the area have declined in number. In our prosperity under his hand, let us never forget God's call: Trust in the Lord with all your heart and lean not on your own understanding; in all your ways acknowledge him and he will direct your paths. Proverbs 3:5,6 Warwick Davidson, Chairman Page 1
2.0 Executive Summary 2.1 Income and Expenditure (extracted from Audited Financial Report) Income 2014 2013 Grants Australian Government $ 4,227,910 $ 3,551,744 Grants State Government $ 1,193,414 $ 1,130,486 Tuition Fees/Capital Fees $ 2,857,582 $ 2,448,825 Other Income $ 643,144 $ 553,757 Total $ 8,922,050 $ 7,684,812 Expenditure Salaries and Staff Related Expenses $ 4,787,392 $ 4,398,278 Teaching and Learning Resources $ 787,543 $ 597,914 Administration Expenses $ 482,100 $ 388,285 Occupancy and Bus Expenses $ 794,103 $ 735,110 Depreciation $ 626,242 $ 588,830 Total $ 7,477,380 $ 6,708,417 Operating Surplus $ 1,444,671 $ 976,395 Capital Program Capital Grants $ 346,700 $ 58.650 Capital Works $ 3,183,202 $ 2,666,117 2014 Operating Income Australian Govt Grants 47% State Govt Grants 13% Tuition/Capital Fees 32% 2014 Operating Expenses Other Income 7% Salaries & Staff Related 64% Teaching & Learning 11% Administration 6% Occupancy & Bus 11% Depreciation 8% Page 2
2.2 Student Enrolments August Census 2014 Year Level Male Female 2014 Total 2013 Total Prep 15 17 32 24 Year 1 15 10 25 20 Year 2 13 10 23 30 Year 3 20 11 31 24 Year 4 18 9 27 27 Year 5 18 16 34 35 Year 6 19 18 37 35 Year 7 39 41 80 82 Year 8 50 35 85 56 Year 9 32 24 56 57 Year 10 22 36 58 54 Year 11 20 24 44 55 Year 12 25 29 54 39 Total 306 280 586 538 2.3 Student Attendance Rate 2014 2013 Primary 96.3% 96.1% Secondary 95.2% 94.8% Student non-attendance is managed by taking attendance twice daily and the follow up of unexplained absences. 2.4 Staffing (FTE) - August Census Full Time Equivalent (FTE) Staffing 2014 2013 Teaching Staff 37.3 35.3 Support Staff/School Assistance 22.9 21.4 Total 60.2 56.7 2.5 Staff Qualifications All teaching staff must have current Victorian Institute of Teaching (VIT) registration. This requires appropriate Tertiary level qualifications, minimum PD hours and Police Checks. Page 3
3.0 Human Resources 3.1 Staff Professional Development All members of the teaching and administrative staff have participated in further professional development in 2014. These programs include the following sample of professional development attended in 2014: VATE Edutech Synergetic Training Moodle Training First Aid Training CSA State Conference Teachers Maths Association Victoria Conference Modern Language Teachers Association CSA National Business Conference CSA National Conference Canberra eworks Peak PE In addition to the salary and significant replacement teacher cost, the school has spent $76,167 on professional development activities in 2014. 3.2 Employees Groups 2014 Teachers FTE 37.3 62% Non-Teachers FTE 22.9 38% Total 60.2 100% 3.3 Part Time vs. Full Time 2014 (all staff) Full Time 29 33% Part Time 59 67% Total 88 100% 3.4 Gender 2014 Teachers Male FTE 15.1 40% Female FTE 22.2 60% Total 37.3 100% Page 4
3.5 Concluding Staff Service concluding during 2014 2 2% Service concluding at end of 2014 2 2% Parental Leave 2 2% Continuing Staff 78 94% Total 84 100% 3.6 Student to Teacher Ratios in 2014 Primary students per teacher 18.8 Industry Average (similar funded school) 18.0 Secondary students per teacher 14.4 Industry Average (similar funded school) 13.5 Overall students per teacher 15.7 Industry Average (similar funded school) 15.0 Page 5
4.0 Student Results 4.1 NAPLAN Test Results Details of the schools NAPLAN testing for 2014 and the previous few years are available on the My School website: www.myschool.edu.au 4.2 Senior Secondary Outcomes In 2014 there were 54 Year 12 students and 44 Year 11 students. These 54 students were the seventh cohort to complete Year 12 studies at BHCS. All 54 students successfully completed their VCE. The highest ATAR achieved by a BHCS student was over 95.5. Post-School Destinations: Students at University/TAFE: 69% Students in Traineeship/Apprenticeship: 4% Students in Employment: 16% Students in GAP Year: 9% Page 6
5.0 Surveys In the interest of providing for the changing needs of the BHCS community as well as quality control and client satisfaction, a number of surveys were undertaken involving parents, students and staff. 5.1 Upon Entry All families are asked to complete family registration forms, enrolments forms and data collection surveys. Further interviews for particular needs are undertaken where necessary. This data helps the school determine the courses and services offered to students and parents. 5.2 During School Years A number of surveys are sent to staff, parents, students and the wider community on a regular basis. These surveys focus on issues which are relevant at the time. 5.2 Broad Based Surveys We participated in a number of longitudinal studies in 2010 2014 including comprehensive LEAD Surveys. These surveys covered School Performance, Teacher Quality, School Leadership, Governance, Morale, Parent and Community involvement The school Board, Management and staff are continuing the analysis of these extensive surveys for implementation within the Strategic Management Plan. 5.3 Other Sources Annually, the parent-based school association elect up to four parent representative on the School Board. This meeting is also an opportunity for current parents to raise relevant questions on the philosophy and programs of the school. A number of information nights are held regularly, covering year level and curriculum issues. These nights keep parents informed of current educational developments and trends. Page 7
Annual Report 2014 6.0 Facility Development The school has been blessed with generous support from the Australian Government through the Capital Grants program. In 2014 we officially opened the new Hills Trade Training Centre for Hospitality with assistance of a $1.3m TTC Capital Grant., as well as the new VCE Centre. We were able to open the new Middle School in 2015. This comprises a number of flexible learning spaces for Years 58, as well as withdrawal and common spaces. The new Maintenance Shed as well as the Middle Earth playground was also completed in 2015. Page 8