BoS Annual Report - Cranbrook School

Annual Report 2012
Educational and Financial Reporting

Contents
Contents 1
1. Messages from key School bodies 2
1.1 Report from the President of the School Council 2
1.2 Report from the Chair of the Student Representative Council (SRC) 2
1.3 Report from the Headmaster 3
2. Contextual information about the School 5
3. Performance in National and State-wide tests and examinations 6
3.1 Literacy and numeracy assessments in Years 3, 5, 7 and 9 6
3.2 Higher School Certificate 9
3.3 Year 10 Record of School Achievement 11
4. Senior secondary outcomes 12
5 Professional learning and teacher standards 13
5.1 Teacher Standards 13
5.2 Professional Learning 13
5.3 Professional Learning Expenditure 15
6 Workforce composition 16
7 Student attendance and retention rates 17
7.1 Student Attendance 17
7.2 Retention Rates in the Secondary School 17
7.3 Management of Non-attendance 17
8 Post school destinations 18
9 Enrolment policy 19
9.1 Enrolment Procedures 19
9.2 Student Population 19
10 School policies 20
10.1 Student Welfare Policies 20
10.2 Student Discipline and Behaviour Management Policy 22
10.3 Reporting Complaints and Resolving Grievances 22
11 School determined improvement targets – 2012 24
12 Initiatives promoting respect and responsibility 25
13 Parent, student and teacher satisfaction 27
14 Summary financial information 28

1. Messages from key School bodies
1.1 Report from the
President of the School
Council
2012 was a year of inflection in
Cranbrook’s long and distinguished
history. It was a year to appreciate the
past and look forward with optimism
and excitement to the future.
The first major transition occurred on
May 27th with the opening of the new
Junior School at Dangar. This event was
a landmark in the history of the School
and will contribute to the superior
education to which the School aspires. It
has been a visionary project that is now
complete thanks to the dedication of a
group of Councillors and staff, as well as
those who have assisted financially with
the project. The boys have settled into
their new School with enthusiasm.
The new K to 2 Early Learning Centre
has been named the Maxwell Building
in honour of Mr Michael Maxwell, an
alumnus of the School, a benefactor
of the project, and a former Vice-
President and Honorary Treasurer of
the School Council. In recognition
of his contribution to the conception
and execution of the project, the new
Year 3 to 6 facility was named the
Madin Building, in honour of former
Headmaster, Mr Jeremy Madin.
The second major transition for 2012
occurred with the handing over of the
Headmaster baton from Mr Madin to
Mr Sampson.
Late in June, the School said a fond
farewell to Mr and Mrs Madin after
more than a decade of dedicated service
to Cranbrook. With his unbounded
energy; unfailing optimism; generosity
of spirit; and support for Cranbrook’s
educational ethos, Mr Madin has built
on the legacy of previous Headmasters.
In recognition of that generosity of
spirit, the School community provided
the financial support to construct the
Madin School in the remote village of
Kalchitt in Nepal.
On July 1st, Mr Nicholas Sampson
became Cranbrook’s eighth Headmaster.
Mr Sampson’s Induction service as
Headmaster was held on July 22nd,
ninety four years to the day after
Cranbrook School was opened by its
founding fathers. It was an auspicious
occasion.
2
Council selected Mr Sampson confident
in his ability to lead the School to
even greater achievement. Cranbrook
is indeed fortunate to be led by a
Headmaster of international standing,
his having previously been Master at
Marlborough College and Principal
at Geelong Grammar School. Mr
Sampson is having a profound influence
on the school, infusing Cranbrook’s
commitment to academic excellence
with new vigour. He recognises that rigor
in the spirit of inquiry provides the key
to unlocking doors to future aspiration.
He is committed to ensuring that as
Cranbrook approaches its centenary year
it will be recognised as one of the best
schools in the world. He has the will,
determination and support of Council
to realise this ambition. This will ensure
that, consistent with Cranbrook’s
mission, the full potential of every boy at
Cranbrook is realised.
1.2 Report from the Chair of
the Student Representative
Council (SRC)
In 2012, the Cranbrook Student
Representative Council (SRC), a group
of dedicated students elected by their
peers, continued the strong work of
previous years as it addressed the critical
issues facing Cranbrook. The SRC meets
weekly and provides the School both
input and feedback on the development
of the School.
This year, the SRC Executive team
consisted of Adam Karras as Chairman,
James Ross as Secretary and Will Isles
as Treasurer, and they worked closely
with both the school executive and the
students to achieve a greater outcome for
the benefit of Cranbrook.
The first big project in which the
2012 SRC was heavily involved was
the roll-out of laptops to boys in the
senior years. The School IT committee
regularly consulted with the SRC on
the technical parameters of the laptops,
and whether boys would be allowed to
access social media from their laptops.
The committee praised the SRC for the
foresight in what boys should be able
to do on their laptops, and this showed
the quality of the SRC in advocating for
boys on the issue of technology.
The instalment of the first of many
bubblers in the Carter forecourt was
a result of the SRC fulfilling their
commitment to the student body for
fresh drinking water throughout the
campus. The promise to provide better
food for after-school activities was
met with the installation of a healthy
food vending machine, and both the
machine and the bubbler are testament
to the work contributed by the SRC
throughout the year.
Meeting the new Headmaster, Mr.
Sampson, when he first visited the
School in July 2011 allowed the SRC to
present their aims for the development
of the student body, and their plans for
the future. While the Headmaster was
impressed with the quality of the boys
and their plans for the improvement
of the school and the boys, the SRC
were equally thrilled to be able to meet
with the new leader of the school. Both
hope to continue the excellent working
relationship they have in the coming
years.
A continual concern for the SRC is
the schools’ environmental impact and
the ways of managing the recycling
reprogram at Cranbrook. A constant
awareness of the School’s effect on the
local environment has driven the SRC to
seek better ways to dispose of the school’s
waste and facilitate more energy saving
programs. They hope to improve on this
in the next year in consultation with the
School.
The day-to-day activities of the SRC,
where each member is required to
canvas the thoughts of his House
peers, continues to provide excellent
ideas which they can build on with
the School. Better facilities, greater
awareness of environmental problems,
as well as bigger picture items like the
laptop roll-out and the use of more
technology, all show the part the SRC is
playing in the School. A regular part of
life of the SRC is the charity work they
conduct each term that allows them to
contribute to the community outside of
the School. The SRC Plain Clothes Day
each term raises $150000 a year that
is divided amongst World Vision and
Cancer Research. The SRC will continue
to do this as it gives them a small way of
helping those outside of the School.
The SRC Executive would like to
thank all the members of the 2012
Student Representative Council for

the hard work and dedication they
have demonstrated throughout the
year. It would also like to thank Mr
Berridge, Mr Parker, Mrs McCallum
and Mrs Carter whose guidance and
determination played a vital role in the
success of this year’s SRC.
1.3 Report from the
Headmaster
It has been a privilege and pleasure
to take up the Headmastership of
Cranbrook: the School’s distinctive
and balanced educational philosophy
is, today, ever more resonant, relevant
and important. Any review of a year
in the life of a great school will miss a
great deal: the following observations
offer some evidence of a vital, vibrant
educational community which is
dedicated to the elevation of humane
possibility and which it is a great honour
to serve.
Cranbrook’s HSC candidates achieved
very pleasing results in 2012. Many
surpassed their, and our, expectations.
Particular congratulations must go to
Giordi Borzuola, James King, Stephen
Liu, Nicholas Parker, George Polonski,
Matthew Thompson and Sam Tidswell,
who won places on the Premier’s HSC
All-Rounders’ List by gaining 90% or
above in ten or more HSC units. Josh
Deane was placed 8th in the State in
Extension 2 English, achieving a perfect
score; Jonathan Li was placed 9th in
Mathematics, and Sam Tidswell won
9th place in Legal Studies. Cranbrook
boys gained 140 merit listings in the
Distinguished Achievers List by scoring
90 per cent or more in a subject.
Sam Tidswell was Dux with an ATAR
score of 99.75 whilst George Polonski
was Proxime Accessit by virtue of his
score of 99.2.
During Science week, Bishop
Court resonated with the sounds of
explosions of hydrogen-filled balloons,
demonstrating the power of hydrogen
as a fuel; during the transit of Venus
the library roof was transformed as
observatory. There have been individual
achievements in Science too with Year
11 pupil, Jordan Epstein, participating
in a programme sponsored by the
Powerhouse Museum using data from
NASA. Cranbrook Science pupils shone
in Science Olympiads and Jonathon Li,
Year 12, participated in the National
Youth Science Forum in Perth over
the Christmas holiday period. I would
like to thank Mr Louis Mallia who has
steered the department so ably over the
last two terms of 2012 as we awaited the
new Head of Science, Dr Marta Cassidy,
who took up the position this year.
Last year marked curriculum expansion
in Languages, with the introduction of
Chinese. We have both beginner and
background speaker classes now engaged
in learning the language from Year 9 to
HSC. Tours figured prominently in the
Languages department’s programmes
on a bi-annual basis and last year saw
language and cultural tours to Japan, and
to Italy for the Latin students.
The History department has always
valued the experiential as well as the
theoretical. Last year, for the first
time, our Legal Studies students took
part in a mooting competition at the
Administrative Appeals Tribunal where
the boys gained a practical appreciation
of how to apply the law, and of legal
etiquette. Our budding ancient
historians enjoyed an annual pilgrimage
to the Nicholson Museum for hands on
study of ancient artifacts.
A highlight of the calendar for the
English enrichment students is the
Write a Book in a Day competition
where pupils are required, within
pre-determined constraints, to literally
write a book over the course of day. It is
amazing to visit the library on this day
and watch the collaborative efforts of
small groups of boys creating, imagining
and refining: fully engaged in the craft
of writing. The collaboration between
the library and the English Department
allows such wonderful events to occur.
Creativity at Cranbrook is alive and well
in the arts. Our Technology department
hosted the largest group of Design and
Technology and Industrial Technology
HSC candidates last year and their work
on display at the Design Expo showcased
an amazing variety and quality of works.
Our musicians under the directorship of
Mrs Charlotte Lush excelled themselves
last year with their performances
providing the foundations of a
momentous year of celebration – of
the opening of the new Junior School
buildings at Dangar, of farewells to
Jeremy Madin as well as for my own
induction. Anyone who attended one
of the host of musical evenings would
have been, as I was, most impressed by
the excellence of composition, and the
quality of craftsmanship, of our fine
young musicians.
On stage too, our dramatists have
shone. With exceptional results in the
2011 HSC, we were delighted with the
nominations of a number of 2012 HSC
drama students for both individual and
group performances – Nicholas Hart
being nominated in both categories, a
first for Cranbrook. Co-curricular drama
produced memorable pieces throughout
last year with a moving production
of “Our Country’s Good” in May, a
delightful rendition of “Ernie’s Incredible
Illucinations” as well as the studentdirected
production “A Property of the
Clan” in October and November.
Cranbrook hosted Visual Arts teachers
from across the State last term with our
own teachers showcasing innovative
practices in the visual arts at Cranbrook.
For the boys, artists’ workshops with
visiting practitioners featured in our
programmes last year with exceptional
opportunities to work with highly
specialised methods and designers;
and our art pupils had numerous
opportunities to attend galleries and
sites. These practices were indeed
evident in the Year 12 Body of Work
exhibition in Term 3, the works last year
demonstrating both conceptual breadth
and technical facility. Anyone who visits
the school on a senior art students’ site
specific day would wonder at the boys’
ability to use our exceptional site as a
foot print for their inspiration.
A challenge for all of us in the
academic arena is to ensure a balance of
experiential activities with the theory
and practice in the classroom. Whilst
experiences away can provide breadth of
skills development and understanding,
it also risks interrupting study in other
subjects. We must constantly seek to
develop practices that allow true depth
of understanding without putting at risk
the needs of the broader curriculum.
The roll out of laptops to some year
groups has added to our interrogation
of how we teach. Cranbrook is not
a “laptop school” but one that uses
the laptop as one of the tools in the
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1. Messages from key School bodies
classroom kit. Teachers have engaged
in intense professional development to
investigate the most appropriate use of
laptops as media for engaging boys in
higher order thinking, the foundation
stone of our Teaching and Learning
Framework. The Student Representative
Council was, for the first time, involved
in substantial policy-making in the
field of acceptable use of ICT and also
advised upon the practical aspects of
having a laptop at School: this level
of participation by students was most
welcome, constructive and helpful.
Sporting achievements
Sporting successes are regularly shared
with the Cranbrook community through
The Chronicle and at fortnightly
assemblies. Sport is indeed strong with
successes in all categories – whether it
be in the CAS athletics with Nathan
Derriman’s wins in both the 800 and
1500 metres championships; the
consistency of large numbers and wins
in basketball, tennis and water polo,
representative selections in CAS and CIS
in cricket and football, CAS premiership
in cross country for the fourth year in
a row, and in sailing we won the NSW
Schools Team Sailing Championships for
the 9th time.
Rowing is going from strength to
strength with impressive results against
competitor schools. Rugby teams
performed extremely well with the 16As
and Bs clear CAS competition leaders,
CAS representative honours for Captain
Tom Fay, in the CAS 1st XV, and Hugh
Summerhayes and Anthony McDougall,
who represented NSW U16 at the
national championships.
We are seeking to strengthen and
broaden our sporting programme in
various ways – structural reforms and the
consideration of new activities – in order
to involve more boys and fuel yet higher
ambition.
Opening of Dangar/End of an Era
Last year also witnessed an extraordinary
and transformational chapter in the
history of the School in the form of
the opening of the new Junior School
buildings at Dangar. The quality of
the school environment created for
Junior School boys is remarkably high:
light, airy, spacious and designed in
accordance with tested educational
principles. All those involved deserve
our congratulations and gratitude
but the main maker of Dangar was
Jeremy Madin and it is absolutely
right to reflect, at this point, upon his
brilliant stewardship of Cranbrook. He
brought many admirable and powerful
initiatives to the School and inspired
huge academic progress. He reformed
structures and renewed ambition.
Above all, he and Sally gave the place
heart: unfailingly kind, extraordinarily
indefatigable, his leadership was based
upon belief in the goodness of others
and invincible optimism. His love of
the business of education, and of the
benefits great schooling can confer upon
young men, was, at all times, tangible.
Cranbrook has been extremely fortunate
to have flourished under the guidance of
this exceptional man and we wish him,
and Sally, joy and good health in their
new life in Victoria.
And the vivacity and creativity of the
Cranbrook community is further living
testimony to the educational vision of
the Madins. Examples of institutional
dynamism over the past months have
included:
−−
The Senior School moving into a
whole suite of refurbished classrooms,
brought to new life by a vibrant
and bold colour-scheme and
contemporary furniture;
−−
A set of intrepid young men who
have stepped forward to create a
new House – Harvey, which has
had a terrific spirit from day one,
came within a whisker of winning
their first Inter-House competition
(the Swimming Carnival) and have
christened themselves Harwegians …
−−
Cranbrook was one of four Sydney
schools selected to be part of the
National Philosothon in Brisbane,
having hosted the inaugural
Philosothon here in 2011;
−−
The entrenchment of the Ethics
programme into School life: lessons,
based upon discussion of important
ideas, allow boys to think and work
with their tutors in an entirely new
way. The initiative has been led by
Michael Parker, Head of Senior
School, whose excellent book on
ethics was published last year. It is
important work;
−−
Foundation service trips to the
remote desert in Australia and to
Nepal in July and a trip to Laos in
January where the boys were teaching,
working and performing in a school;
−−
The founding of the Jeremy Madin
School in Culchitt Village in Nepal.
This is to replace a derelict and
dreadful school for 150 children in an
area two hours from the nearest road
which is dependent upon subsistence
agriculture.
Staff and Council
I offer warmest thanks to my colleague
teachers and to the ever-helpful support
and administration staff, and I thank
and offer best wishes to those who left
the School at the end of the year or
during 2012. I am extremely grateful
to my colleagues within the Executive
Team. They have adjusted to change
with admirable generosity of spirit and
flexibility of thought: they are lending
their intellectual and professional weight
to the prelude of self-examination which
will fuel the drive to elevate the pursuit
of excellence which must be our shared
aim.
Members of Council give fully of their
time and expertise in order to strengthen
the School and safeguard its future. They
bring a rich variety of insights, skills and
experiences to bear upon discussion and
have been enormously welcoming and
helpful. They deserve our thanks.
The chief joy of the work has been to
come to know the boys of Cranbrook.
They offer great company and good
conversation. They support each other
and, collectively, sustain high standards
of courtesy and build community spirit.
They make space for the unorthodox
and they cherish difference.
Nicholas A Sampson
4

2. Contextual information about the School
Cranbrook is an Anglican independent
non-selective day and boarding school
for boys, P–Year 12. We aim to discover
each boy’s potential and develop his
strengths. Because we believe that every
boy is special, we provide motivation
and challenge for those with academic
or creative gifts and comprehensive
support for boys with learning needs.
The academic programme is based
on a structured teaching and learning
framework in the Senior School and the
International Baccalaureate’s Primary
Years Programme in the Junior School.
Reggio Emilia philosophy informs our
approach to teaching and learning in
the pre-schools and Early Learning
Centre (K–Year 2). We encourage boys
to think and act skilfully, creatively
and responsibly. In terms of Pastoral
care Houses promote an environment
in which boys feel safe, gain a sense
of identity at the School and become
known and valued as individuals.
There is a wide range of activities
including sport, service, drama, music,
debating, outdoor education and House
activities. The boarding experience
at Cranbrook teaches boys to be
independent, responsible for themselves
and responsible to the group so that they
grow into mature and self-reliant young
men
5

3. Performance in National and State-wide
tests and examinations
3.1 Literacy and numeracy assessments in Years 3, 5, 7 and 9
In 2012, students in Years 3, 5, 7 and 9 participated for the fifth time in the national Numeracy and Literacy Assessments, known
as NAPLAN. NAPLAN assesses individual student achievement in areas of literacy and numeracy. The overall literacy component
of the NAPLAN includes areas of reading, writing, spelling and language conventions. The writing component of the NAPLAN
is an assessment of a student’s writing ability, encompassing aspects of text structuring, grammar, spelling and punctuation.
In reporting student achievement in the NAPLAN, students are placed in skill bands, representing the performance of students
against nationwide criteria. The School is informed of the percentages of its students in each band and the corresponding state
(not national) percentages. This provides a useful comparison of School performance against the state’s student population. There
are separate bands for literacy (including writing) and numeracy. In Year 3 there are five bands while in Years 5, 7 and 9 there are
six bands.
In 2012, for the third time, schools were able to measure growth of students from one test period to the next ie over two years.
The School’s 2012 results are summarised in more detail in the following tables, as are the comparable state results (figures are all
percentages). Band 6 (Year 3), Band 8 (Year 5), Band 9 (Year 7) and Band 10 (Year 9) are the highest bands, Band 1, the lowest.
The assessments are conducted over several days, so that the number of students undertaking the assessments varies slightly for
each component due to absences on assessment days.
NAPLAN results at Year levels: Tables 1 to 4:
The tables below represent the percentage of Cranbrook students in each of the six reported bands for Years 3, 5, 7 and 9
compared with the percentages in the State. Cranbrook performs above the state, in terms of percentage of students at the higher
bands, at each year level, with the exception of Numeracy in Year 3.
Table 1: Percentage of Cranbrook Year 3 students in each band (1-6) v State
Band Reading Writing Spelling Grammar &
punctuation
1
2
3
4
5
6
Numeracy
Data,
measure,
space and
geometry
Number,
patterns and
algebra
Cranbrook 0 0 0 0 1.5 1.5 1.5
State 3.7 1.7 3.4 5.1 3.8 4.8 3.4
Cranbrook 3 1.5 4.5 3 4.5 3.0 4.5
State 10.1 5 7.5 7.4 9.3 9 12.9
Cranbrook 7.1 6.2 10.6 7.6 1.5 11.9 7.5
State 18.2 13.8 18.3 12.7 20.2 23.8 23.8
Cranbrook 10.4 18.5 24.2 10.6 25.4 16.4 17.9
State 20.6 22.3 25.4 19.0 27.8 22.1 20.5
Cranbrook 31.3 55.4 16.7 30.2 25.4 34.3 34.3
State 20.6 22.3 25.4 19.0 27.8 22.1 20.5
Cranbrook 49.3 18.5 43.9 48.5 41.8 32.8 34.3
State 26.4 15.9 30.1 33.7 17.7 12.6 13.9
6

Table 2: Percentage of Cranbrook Year 5 students in each band (3-8) v State
Band Reading Writing Spelling Grammar &
punctuation
3
4
5
6
7
8
Numeracy
Data,
measure,
space and
geometry
Number,
patterns and
algebra
Cranbrook 0 0 0 2.9 0 0 0
State 7.7 5.5 3.8 7.8 5.2 6.9 4.4
Cranbrook 4.3 0 1.4 1.4 1.4 2.6 1.4
State 10 8.4 11.3 12.8 11.8 10.8 11.2
Cranbrook 10.1 24.6 11.6 14.5 7.2 8.7 11.6
State 22.8 34.1 17.9 20.8 23.9 25.1 28.2
Cranbrook 26.1 43.5 29 15.9 20.3 21.7 21.7
State 24.5 28.8 26.1 23.5 28 26.3 26.8
Cranbrook 26.1 20.3 37.7 21.7 29 20.3 26.1
State 21.5 14.5 24.5 14.5 15.4 14 15.4
Cranbrook 33.3 11.6 20.3 43.5 42 47.8 39.1
State 13.6 8.7 16.5 20.7 15.8 16.9 13.9
Table 3: Percentage of Cranbrook Year 7 students in each band (4-9) v State
Band Reading Writing Spelling Grammar &
punctuation
Numeracy
Data,
measure,
space and
geometry
Number,
patterns and
algebra
4 Cranbrook 1 3 2 1 1 1 0
State 5 8 6 3 5 6 4
5 Cranbrook 1 7 2 2 3 2 4
State 13 22 8 11 17 12 20
6 Cranbrook 11 23 16 13 11 11 11
State 22 26 19 25 26 25 24
7 Cranbrook 25 31 30 26 22 38 16
State 27 21 30 26 23 29 23
8 Cranbrook 34 27 36 29 33 23 30
State 22 15 25 19 15 16 14
9 Cranbrook 28 10 15 30 30 25 39
State 12 8 12 15 15 12 16
7

3. Performance in National and State-wide tests and examinations
Table 4: Percentage of Cranbrook Year 9 students in each band (5-10) v State
Band Reading Writing Spelling Grammar &
punctuation
5
6
7
8
9
10
Numeracy
Data,
measure,
space and
geometry
Number,
patterns and
algebra
Cranbrook 2 5 2 1 0 3 1
State 7 19 8 8 4 7 8
Cranbrook 6 6 6 10 5 4 4
State 17 19 12 21 20 17 19
Cranbrook 18 19 25 18 13 17 12
State 27 20 24 24 26 25 21
Cranbrook 25 34 30 34 20 20 18
State 25 22 27 25 22 22 22
Cranbrook 31 21 29 26 31 25 24
State 16 11 22 15 15 16 14
Cranbrook 18 15 9 11 31 31 41
State 8 9 8 8 13 12 16
Growth of literacy and numeracy skills, 2010 to 2012: Tables 5 to 7
Tables 5 to 7
In 2012, we were able to measure growth of students from testing in 2010. Growth cannot be assessed in Writing as the type of
test changed in 2011, hence the use of ‘na’ in respect of Writing.
Tables 5,6 and 7 show the average growth in literacy and numeracy with the third column showing the percentage of boys who
did better than would have been expected over the two years since they last sat NAPLAN tests, or at least as well as expected.
Table 5: Cranbrook average growth from Year 3 (2010) to Year 5 (2012)
Test
Average scaled score growth
(Cranbrook)
Average scaled score growth
(State)
Greater than expected growth
(Cranbrook)
Reading 74.4 77.8 64.6%
Writing na na na
Spelling 97.4 94.3 66.2%
Grammar & Punct. 115.5 79.2 75.4%
Numeracy 100 96.8 66.2%
Table 6: Cranbrook average growth from Year 5 (2010) to Year 7 (2012)
Test
Average scaled score growth
(Cranbrook)
Average scaled score growth
(State)
Greater than expected growth
(Cranbrook)
Reading 43 49 61%
Writing na na na
Spelling 62 53 73%
Grammar & Punct. 47 40 68%
Numeracy 50 46 69%
8

Table 7: Average growth from Year 7 (2010) to Year 9 (2012)
Test
Average scaled score growth
(Cranbrook)
Average scaled score growth
(State)
Greater than expected growth
(Cranbrook)
Reading 26 29 60%
Writing na na na
Spelling 35 31 57%
Grammar & Punct. 34 37 64%
Numeracy 39 41 57%
3.2 Higher School Certificate
Band 6 is the highest Band awarded for a course and indicates a mark above 90. Band 5 is the next highest band awarded and
indicates a mark above 80. For Extension Subjects, the highest two bands awarded are E4 (45/50 or above) and E3 (40-44/50
or above).
All students achieved marks of 50 or more (Band 2/E2 or higher), with the exception of one student in one subject, the same as
in 2008-2011. 60% of results across the 33 courses were in the top bands (80-100 marks in 2 Unit; 40 – 50 marks in Extension
courses); this is a slight decrease on 2011.
HSC All-rounders list
Seven students were eligible for this list, gaining 90 per cent or above in 10 or more HSC units. This is a slight decrease on the
previous year.
Top Achievers
Three students were recognised in gaining a place on this Board of Studies list in Extension 2 English, Mathematics and
Legal Studies.
Merits
Students must score 90 per cent or above in the subject to be on the merit list. Cranbrook boys gained 140 of these merit listings
in total, including 16 in English and 43 in Mathematics, with 72 students being placed on the Distinguished Achievers List in at
least one subject.
Subjects contributing significantly to the merits this year were Drama, Mathematics, Legal Studies, Languages (French and Latin)
and Music Extension.
Students who undertook the more challenging courses also performed strongly, with 90% or more of students in each of English
Extensions 1 and 2, Mathematics Extension 1, French, Japanese and Latin Extensions and Music Extension gaining results in the
top two bands.
The table on the next page indicates strong achievement across all subjects.
9

3. Performance in National and State-wide tests and examinations
Course
Cranbrook
candidature
Cranbrook
%
Ancient History 43 37 27
Biology 26 15 27
Business Studies 50 48 38
Chemistry 23 39 43
Design and Technology 20 15 40
Drama 30 77 44
Economics 29 55 47
English Standard 12 0 16
English Advanced 114 47 54
English ESL 7 29 25
English Extension 1 20 90 87
English Extension 2 6 100 78
Geography 15 60 40
Industrial Technology 11 55 30
Legal Studies 26 77 40
Mathematics General 28 54 22
Mathematics 2U 56 64 52
Mathematics Ext. 1 46 91 85
Mathematics Ext. 2 26 88 88
Modern History 48 56 46
History Extension 13 69 66
Music 2 3 100 85
Music extension 3 100 99
PDHPE 16 25 33
Physics 33 45 34
Visual Arts 37 84 54
Chinese BS 2 0 65
French Continuers 16 63 65
French Extension 6 100 91
Japanese Continuers 6 33 47
Japanese Extension 2 100 85
Latin Continuers 9 89 83
Latin Extension 3 100 97
In 13 of the courses above, 25% or more of the candidature received marks of 90% or above.
State
%
10

Cranbrook percentage in the top Band (Band 6 or E4) v State:
Subject Cranbrook State
Drama 40 12
English Ext 2 33 22
Legal Studies 27 11
Mathematics 2U 30 18
Mathematics Ext 1 33 36
Mathematics Ext 2 31 38
Music Extension 100 63
Physics 25 8
French Cont 38 28
Japanese Cont 33 20
Japanese Ext 50 28
Latin Cont 33 49
Latin Ext 100 78
3.3 Year 10 Record of School Achievement
2012 was the first year of the Record of School Achievement which is only awarded to students who leave school prior to
the HSC.
All students (146) in Year 10 at Cranbrook were eligible for the awarding of this record. Three students left the school and the
NSW education system, and were therefore awarded a Record of School Achievement.
11

4. Senior secondary outcomes
For full details see: www.myschool.edu.au
12

5 Professional learning and teacher standards
5.1 Teacher Standards
The table shows the total numbers of members of staff responsible for delivering the curriculum as described by the Education
Act 1990, and in terms of standard of professional competence as determined by the Minister for Education and Training.
Teachers who have teaching qualifications from a higher institution within Australia 125
Teachers who have qualifications as a graduate from a higher education institution within Australia 11
Teachers employed in NSW before 1 October 2004 who do not have qualifications as described above
but have relevant successful teaching experience or appropriate knowledge relevant to the teaching context
Total number of teachers 136
5.2 Professional Learning
The Senior School continued to provide extensive professional learning and support for teachers during the 2012 reporting
period. As in 2008, 2009, 2010 and 2011 this involved whole school professional development days, group and individual
experiences. Professional development was conducted in-house and outsourced. The school continues to invest considerable
resources into in-house professional development as it has since 2008.
In the senior school, Years 7-12, targeted professional learning came under the following categories: pastoral care; pedagogy and
professional practice; and individual subject support.
Category Source Description Numbers
Pastoral and Counselling External Various, including Counselling conferences and youth issues workshops 10
First Aid training 113
Pedagogy and Practice In-house Laptop pedagogy 147
Introduction to the Smartboard 8
Introduction to TLF and Portal 13
Using the Smartboard 13
External Annual Teaching and Learning Conference 11
Subject specific External Academic Support – multiple incl conferences and workshops 10
Careers – conferences 3
DT – workshops on IT 6
Drama – theatre workshop 1
English – multiple incl conferences, workshops 30
History – multiple incl conferences, workshops 24
Languages – multiple incl conferences, workshops 10
Library – multiple incl conferences, networking and library admin 11
Mathematics – multiple incl conferences, workshops and IT 29
Music – multiple incl conferences, workshops, IT 28
PDHPE – workshops 4
Science – multiple incl conferences, workshops 19
Social Science – multiple incl conferences, workshops 9
Studies – multiple incl conferences on pedagogy 13
VA – multiple incl conferences, workshops and IT 5
0
13

5. Professional learning and teacher standards
Professional Learning 2012 – Years K-6
Category Descriptor Numbers
General Advanced AIM (French) 1 day 1
First Aid – one day 15
Anaphylaxis Training – one hour online 20
Reggio Study Tour – five days 1
Literacy THRASS training – two whole days 6
THRASS training – 1 day Advance Course 2
Readers’ Workshop in-school coaching 17
Spellodrome PD – 1.5 hours x 2 days 6
SPELD course – two days (literacy) 1
PYP PYP planning sessions 1 day sessions for each grade plus specialists & support staff 24
PYP induction days for new teachers 3
PYP PD – 2 days in-school workshop 50
PYP Regional Workshop Adelaide Making the PYP Happen 2
PYP Regional Workshop Adelaide Exhibition 2
IB Conference Malaysia 3 days 4
PYP Evaluation Self- Study 3 afternoons x 1.5hrs 40
PYP Exhibition Regional workshop Sydney 3 days 1
PYP Science in the POI workshop Sydney 3 days 6
IB PYP network meetings 4 days 1
IB PYP job alike for Support teachers 4
Numeracy Mathletics – 1.5 hours x 2 days 11
Maths Planning Day – one half day 6
AIS Maths Course – one day 1
SPELD course – one day (numeracy) 1
Maths Planning- developing maths inquiry units 2 days 12
LIEN training – three day course 3
Special Education AIS Lien course 2
2 Day MiniLit course 2
2 day SPELD course Literacy/Maths 2
Teaching Students with Downs Syndrome 2
Making Up Lost Time in Literacy (MULTI-LIT) Reading Tutor Program 2
Word Attack Extension (MULTI-LIT) 2
Gifted and Talented
Visual Arts Indigenous Art – one day 1
ICT Interactive Whiteboard In-house PD – SMARTboard supplier 4 x 2hours 6
Child Protection Child Protection Legislation briefing/update – half day 6
OH & S Anaphylaxis Training – 1 hour 32
First Aid Course – 1 day 12
14

5.3 Professional Learning Expenditure
The School is committed to providing quality education. One factor in achieving this is supporting continuous learning through
the provision of professional development. The average expenditure in 2012 for professional learning activities was $2,272 per
teacher with each member of the teaching staff having been involved in more than one course or activity.
15

6 Workforce composition
For full details see: www.myschool.edu.au
16

7 Student attendance and retention rates
7.1 Student Attendance
For full details see http://www.myschool.edu.au/SchoolProfile/Index/71098/CranbrookSchool/43969/2012
7.2 Retention Rates in the Secondary School
Retention rates at Cranbrook remain high. They are calculated by making a comparison of the number of students enrolled for
an initial year, such as those who completed Year 10 and deducting those students in this cohort who did not complete Year 12.
The actual retention rate is reported as a percentage.
Cohort Group Years
Cohort Students
Completing Year 10
Cohort Students
Completing Year 12
Actual Retention Rate
(%)
2000 / 2002 126 123 97.60%
2001 / 2003 126 120 95.20%
2002 / 2004 134 125 93.30%
2003 / 2005 134 130 97.00%
2004 / 2006 127 121 95.30%
2005 / 2007 135 126 93.30%
2006 / 2008 142 130 91.60%
2007 / 2009 138 130 94.20%
2008 / 2010 120 112 93.30%
2009 / 2011 120 113 94.20%
2010 / 2012 132 122 92.40%
Overall, the actual average retention rate over the eleven cohorts reported to date is 94.3%.
The number of leavers in the current cohort, 2010/2012, is only 1 greater than the average for the last five groups reported and
approximately the same as the overall average number of leavers reported to-date. The average number of leavers for the first five
cohorts (2002 to 2006) is 6, compared to that of the last five cohorts (2007 to 2011) being 9. These variations between the two
groups are not statistically significant and do not show a trend. Variations can be accredited to international financial pressures
during this latest 5 year period, where the economic fluctuation over this period has impacted on families.
7.3 Management of Non-attendance
The Absence and leave policy is to be found in the Parent handbook on the school’s website: www.cranbrook.nsw.edu.au.
17

8 Post School destinations
This information relates to the destinations of students over 17 years of age who left the School in 2012. These students represent
the post compulsory school attendance group. This information is provided in two parts:
−−
Student Leavers 17 years or over prior to the HSC, and
−−
Students Completing the HSC - Year 12.
Student Leavers – Post-compulsory Age of 17 years
Post School Destinations – Over 17 Years of Age
Destination Number Percentage of 2012 Cohort
Overseas 1
Unknown 1
Total Leavers 2 1.5%
The number of leavers represents 1.5% of the total number of students in Year 12 in 2012. The majority, 98.5% of the 2012
student cohort completed their Higher School Certificate and went on to: a tertiary institution; overseas; TAFE to further
their education or work. The full detail of destinations of these students is provided in the next section. The collection of the
information for students over 17 years of age is not compulsory and families are sometimes unwilling to provide this information.
Students Completing the HSC in 2012 – Year 12 Leavers
The School contacts Year 12 students after ATARs are released in December. The School uses the UAC guide from the Sydney
Morning Herald and the UAC Website to ascertain university offers. The group labelled Unknown includes students who did not
wish to provide information or were overseas and therefore not contactable.
Post School destinations out of 134 boys
3 went into apprenticeships
108 got offers for university
1 went on to more study (Daniel Caine to complete the HSC at Tafe)
The rest went into ‘unknown’ or ‘work’
University locations out of 134 boys
88 were accepted into universities in Sydney
8 were accepted into universities in NSW
15 were accepted into universities interstate – these boys may also have been accepted into in Sydney or NSW
3 (at least) were accepted into universities in Sydney
University programs
5 into communication degrees
15 into science degrees
29 into humanities degrees
10 into built environment degrees
6 into creative / design degrees
31 into business degrees
7 into engineering degrees
11 into law degrees
2 into medicine / health science degrees
6 into international studies degrees
2 into education degrees
18

9 Enrolment policy
Cranbrook School is a non-selective
boys’ school catering for students from
Kindergarten to Year 12 as well as
operating two pre-schools for boys and
girls.
The broad aim of our Mission Statement
is ‘To be a leading Australian school
committed to nurturing the growth
of individual boys from childhood to
adulthood’.
The School provides an education
underpinned by religious values and
operating within the policies of the New
South Wales Board of Studies.
On completion of an Application for
Admission form and payment of a nonrefundable
registration fee, applicants
are added to the relevant waiting lists
in order of the date of receipt of their
applications. The Enrolment Policy also
provides for consideration to be given
to applicants with Old Boy and current
sibling connections.
Once attending the School, students
are expected to comply with the School
rules and conditions of entry in order to
maintain enrolment.
9.1 Enrolment Procedures
−−
All applications are processed
in accordance with the School’s
Enrolment Policy.
−−
Applicants are added to the relevant
waiting lists in order of the date
of receipt of the applications.
Consideration may also be given
to Old Boy and current sibling
connections.
−−
Parents/guardians may nominate
up to two intake years. Applications
are also accepted for non-intake
years and are considered if a casual
vacancy arises due to the withdrawal
of a current student. Intake years
involve the formation of a new class
or classes and occur for Pre-school,
Kindergarten, Year 3 and Year 7.
−−
Interviews of applicants for Pre-school
and Kindergarten are conducted
approximately one year before entry
to the School. Interviews of applicants
for Year 3 and Year 7 are conducted
up to two years and six months before
entry to the School.
−−
Applicants are invited to attend an
interview according to their position
on the waiting list. Priority may be
granted to boarders.
−−
Interviews are conducted by:
Pre-school Directors
for Pre-school entry
Director of Early Learning
for Kindergarten to Year 2 entry
Deputy Head of Junior School
for Years 3 to 6 entry
Director of Admissions
for Years 7 to 12 entry.
−−
At the interview, the educational
needs of each applicant are
considered. If it is deemed necessary
in making the best determination
of the applicant’s needs, with the
parents’/guardians’ consent, the
School gathers additional information
and consults other relevant
individuals. The School identifies any
strategies requiring implementation
in order to best accommodate the
applicant in consultation with the
parents/guardians before a final
decision is made regarding an offer of
enrolment.
−−
Following the interview, and in the
absence of any decision on the part of
the School or the parent to withdraw
or defer the enrolment, the School
will make an offer of a place. Payment
of a non-refundable enrolment fee
and a formal acceptance of offer
confirm the place.
9.2 Student Population
The pre-schools accept both boys and
girls when they are three years old by
31 March in the year of entry. Each
pre-school is able to accommodate 40
students per day and students can attend
two, three or five days per week.
The Junior School – K-2 has classes
from Kindergarten to Year 2. There
is an intake of 60 boys into three
Kindergarten classes, continuing with
three classes in both Year 1 and Year
2. Entry to the Kindergarten class is
available if boys are five years old by 31
March in the year of entry. The total
student population from K to Year 2 is
180.
The Junior School has classes from Year
3 to Year 6 with an intake of 12 students
into Year 3, creating three classes of
24 students each. The total student
population from Years 3 to 6 is 216.
The Senior School has classes from
Year 7 to Year 12 with an intake of 80
boys in Year 7. Entry to others years
is by way of a casual vacancy. Each
academic year group has a maximum of
approximately 150 students, giving the
Senior School a total student population
of approximately 960 students.
Boarding is offered from Year 7
onwards in one of two boarding houses.
A number of overseas students are
enrolled as boarders. The total boarding
population is approximately 98 students.
The School population totals
approximately 1430 students from
Kindergarten to Year 12, including the
student boarders.
Cranbrook is a non-selective School
with an open enrolments policy. The
student population reflects this policy
in its diversity of cultural and linguistic
backgrounds as well as a broad range of
abilities and learning styles, including
students with special learning needs.
The policy is to be found on the School’s
website: www.cranbrook.nsw.edu.au
19

10 School policies
10.1 Student Welfare Policies
The School seeks to provide a safe and supportive environment which:
−−
minimises risk of harm and ensures students feel secure
−−
supports the physical, social, academic, spiritual and emotional development of students
−−
provides student welfare policies and programs that develop a sense of self-worth and foster personal development.
To ensure that all aspects of the School’s mission in providing for a student’s welfare are implemented, the policies and procedures
in place during 2011 with changes and further developments during 2012 noted, as well as new policies implemented in 2012 are
as follows:
Policy Changes in 2012 Access to Full Text
Student Attendance Policy
Child Protection Policy encompassing:
−−
Definitions
−−
Relevant Legislation
−−
Risk Management
−−
Investigation Processes
−−
Roles and Responsibilities
−−
Prevention Strategies
Staff Code of Conduct for the Care and
Protection of Children encompassing:
−−
The Legislative Context
−−
Duty of Care and Legal Liability
−−
Supervision of Students
−−
Relationships with Students
−−
Discipline of Students
−−
Communication Issues
−−
Camps / Billets / Excursions / Tours
−−
Duty to Disclose
−−
Resources
Pastoral Care Policies, including:
2012 saw the introduction of new
coding for absences across the School in
line with legislation
New Cranbrook staff trained with
regard to legislation and School policy.
New members of staff continue to be
trained with regard to School policy at
our initial staff orientation day.
Policies and Procedures Manual, Staff/
Parent Handbooks
Policy included in 2012 Policies
and Procedures Manual.
(policy available to parents on request)
Included in 2012 Policies
and Procedures Manual.
(policy available to parents on request).
−−
Pastoral Care System (K-6) Nil Junior School Staff Handbook
(Section 3 – Duties of Teachers)
−−
Anti-Bullying Policy (K-6)
−−
Health Centre Procedures (3-6)
Junior School Staff Handbook and Policy
distributed to all parents
Junior School Staff Handbook
(Section 6 – Health Centre) Senior School
Policies and Procedures Manual. (Section
7a – Student Services)
−−
Pastoral Care System (7–12) Nil Portal
Pastoral Care Program
Anti-bullying Policy (7–12) Nil Portal.
Anaphylaxis Policy (K-6) Nil Junior School Staff Handbook Section
3 Parent version of policy distributed
to all parents; guidelines also in Parent
Handbooks (K-2 and 3-6).
20

Homework Policy (K-6) Nil Distributed to staff in Junior School
Staff Handbook Parent version of policy
distributed to parents and available on
School website.
Senior School (Years 7–12) Nil Distributed to staff in Senior School
Policies and Procedures Manual.
Curriculum Initiatives to Support Student
Welfare, including:
−−
Bounce Back (K-6) – a sequential
personal development program
promoting resilience.
−−
PD Program (3-6)
−−
Year 6 – ‘Transition to Year 7’ program
−−
Year 6 – ‘Moving into Adolescence’
program – sex and adolescence
education
−−
Life Education Program (K-6)
−−
Religious Studies and Chapel Programs
(K-6)
−−
PYP Learner Profiles and Attitudes (K-
6) – explicitly taught.
−−
Year 3 – ‘Stop, Think, Do’ social skills
program;
−−
Year 4 – ‘FRIENDS’ an anxiety
management program
−−
Year 5 – ‘Anti-bullying’ program
Nil
Documentation for all programs available
on request.
Pastoral Care Program (7–12) Nil Tutor Manual provided to all pastoral
care staff, executive staff and the School
Council Available to parents on request.
Discipline and Commendation Policies
(K-6)
Nil
Junior School Staff Handbook (Section
5 – Discipline and Commendation) Senior
School Policies and Procedures Manual.
(Sections 5 and 7) (all policies available to
parents on request)
Sun Protection Policy (K-6) Nil Junior School Staff Handbook (Section 3)
and available to parents on request
Supervision Policies (K-6) encompassing: Nil
−−
Playground supervision
−−
Wet Weather Supervision
−−
Before and After School Supervision
−−
Student Movement around School
Communication Policies (K-12) including: Nil
−−
Parent Interviews (K-6)
−−
Reporting to Parents Policy (K-6)
−−
Electronic Communication Policy
(K-12)
−−
Sensitive or Confidential Information
Policy (K-12)
−−
School and the Media Policy (K-12)
Junior School Staff Handbook (Section
3 – Operating Procedures, Section 5 –
Discipline and Commendation)
(all policies available to parents on request)
Junior School Staff Handbook (Section 3)
Junior School Parent Handbook
Junior School Staff Handbook
(all policies available to parents on request)
21

10 School policies
Security Policies including:
−−
Evacuation Policies (K-2) and (Year
3-12)
−−
Lockdown Policy (K-12)
−−
Excursions Policy (K-6)
−−
Security Policy (K-6)
−−
School Bounds and Property Policy
(K-6)
−−
Critical Incident Policy (K-12)
encompassing:
−−
Definition
−−
Prevention
−−
Planning
−−
Identification
−−
Management
−−
Management of Critical Incidents
Occurring Away from School
−−
Critical Incident Response Plan
Nil
Nil
Policies are in the Junior School Staff
Handbook, Senior School Policies and
Procedures Manual and classrooms and
available to parents on request from Head
of School.
Junior School Staff Handbook and Senior
School Policies and Procedures Manual.
(policy available to parents on request)
10.2 Student Discipline and Behaviour Management Policy
Students are required to abide by the School’s expectations and to follow the directions of teachers and other people with
authority delegated by the School.
Where a student disregards behavioural expectations or rules, disobeys instructions or otherwise engages in conduct that causes or
may cause harm, inconvenience or embarrassment to the School, staff members or other students, the student may be subject to
disciplinary action.
The disciplinary procedures undertaken by the School will vary according to the seriousness of the alleged breach of conduct, and
the age and stage of development of the student. In relation to matters to be investigated, students will be informed of the nature
of the allegation and given an opportunity to respond.
The penalties or outcomes will vary according to the behaviour and the prior record of the student, and his age and stage of
development. At the lower end of the scale, an admonition or detention may be appropriate. At the upper end of the scale, the
behaviour could result in suspension or expulsion.
Corporal punishment is not permitted under any circumstances.
Where the offending behaviour is of such a nature that it does result in a suspension or expulsion, the student and/or parent/
guardian will also be:
−−
informed of the alleged infringement
−−
informed as to who will determine the penalty
−−
afforded a right of review or appeal.
In instances of suspension or expulsion the Headmaster or delegate will reach a decision in relation to the allegation, and advise
the student and parent/guardian of that view. The student and parent/guardian may choose to have the decision reviewed by
making application to the Headmaster or delegate. Any further information to be considered in the review process is to be
submitted at this time. Resulting from the review, the Headmaster or delegate will then either confirm or amend the preliminary
decision as final. Details are contained in students’ diaries.
10.3 Reporting Complaints and Resolving Grievances
The School’s policy for dealing with complaints and grievances includes processes for raising and responding to matters of
concern identified by students, parents or staff. These processes incorporate, as appropriate, principles of procedural fairness.
Policy Principles
−−
Cranbrook School recognises that staff, students and parents may have complaints and grievances.
−−
The School accepts responsibility to respond to complaints and grievances.
−−
The School aims to resolve complaints and grievances to the general satisfaction of all involved and subject to any pertinent
legislation.
22

The grievance resolution advisers in the School are:
Director of Early Learning
Head of Junior School
Business Manager
Dean of Co-curricular
Dean of Studies
Head of Senior School
Headmaster
K-Year 2 and pre-school matters
Years 3–6 matters
finances, facilities and administration matters
sport, cultural and other co-curricular matters
Senior School academic matters
Years 7–12 pastoral, disciplinary, staff/student relations and general
Senior School matters
appeals and reviews
The policy is to be found on the school’s website: www.cranbrook.nsw.edu.au.
23

11 School determined improvement targets – 2012
Area Priorities Achievements
Teaching and Learning
Pastoral Care
Facilities
−−
Implement the IB Primary Years
Program (PYP) K–6, preparing for the
IB PYP Evaluation Visit in late 2012.
−−
Continue to develop ICT skills, 7–12
−−
Have students more aware of
educational challenges in region.
−−
Ensure a smooth move for Years 3-6
into the new buildings at Dangar
−−
Revitalise classroom areas in Senior
School
−−
IB report post Evaluation Visit
indicated we are complying with
Standards and Practices relating to the
PYP.
−−
Roll out of NSSCF devices in Years 10
and 11 and professional development
of staff to support integration of ICT in
teaching and learning
−−
Began a new model on international
social service in which boys are
immersed in a village and a school for
over a week. Boys taught how to teach
English in advance and also fundraise.
−−
Took a group of boys to a remote
station in Central Australia for 9 days to
work with indigenous community.
−−
Years 3-6 moved into new building after
Easter 2012.
−−
Created flexible new learning spaces
with furniture and fittings
24

12 Initiatives promoting respect and responsibility
Engendering respect and responsibility are everyday aspects of the work of teachers and other staff in the Junior School K-6.
Many interactions throughout the day are opportunities to reinforce these precepts in a meaningful context. Staff members
use these opportunities well. In addition to these informal and often unplanned means, the following initiatives are specifically
designed to promote (amongst other things) respect and responsibility in the boys:
Initiative
Kindergarten and Year 2 Buddies Program
Year 3 and Year 6 Buddies Program
Brief Description
This program links Year 2 boys with Kindergarten boys to promote care,
respect and responsibility in the Year 2 boys and belonging, security and respect
in the Kindergarten boys.
This program links Year 6 boys with Year 3 boys to promote care, respect and
responsibility in the Year 6 boys and belonging, security and respect in the
Kindergarten boys.
K-6 Class Essential Agreements These are agreements formed by boys and class teacher in each class as to the
expected behaviours – they typically feature the promotion of care, respect and
responsibility.
Year 3-6 Essential Agreement
International Mother Tongue Day
Bounce Back (K-6 Resilience program)
IBO PYP Attitudes
IBO PYP Learner Profile
IBO PYP Action Component
Religious Education (3-6) and Chapel Program
(K—6)
House Captains and Vice-captains
International Children’s Book Day
Community Committee (3-6)
This is a whole Junior School (3-6) agreement about behavioural expectations,
based on care, respect and responsibility. It was a most useful reference point
for staff and boys in 2012.
International Mother Tongue day was recognised across the school K-6,
affirming the language and cultural background of our School families.
Bounce Back features units of work that promote Respect and Responsibility.
PYP Attitudes are explicitly taught to boys K-6 – they include tolerance,
respect, integrity, appreciation, commitment, confidence, creativity,
cooperation, curiosity, empathy, enthusiasm and independence. These are
taught in class and reinforced at other times (merit cards, assembly playground
etc)
PYP Learner Profile traits – Inquirer, Thinker, Communicator, Risk-taker,
Knowledgeable, Principled, Caring, Open-minded, Balanced, Reflective – are
explicitly taught in an integrated way throughout School life and learning.
All children are encouraged to take action following learning. This action is
in keeping with their responsibilities as an internationally minded person as
expressed through the PYP Learner Profile.
These programs often explicitly promote respect and responsibility.
There are six House captains and six Vice-captains who worked in 2012 to
support Housemasters in engendering house spirit and planning house events
and involvement. They also formed a Student Council under the direction of
the Deputy Head.
International Children’s Book Day activities in 2012 included a range of
reading and cultural activities aimed at promoting intercultural respect and
appreciation.
The Junior School (3-6) Community Committee operated in 2012 comprising
representatives from each class, with the support and direction of teachers.
The Committee raised money for and awareness of a number of social and
environmental issues in our community e.g., World Vision Sponsor Child,
Anglicare Toys ‘n’ Tucker, World Vision 40 Hour Famine, natural disaster relief,
Nude Food (wrapper-free) days, Earth Hour participation, recycling programs
and the like.
25

12 Initiatives promoting respect and responsibility
Senior School – Year 7 to Year 12
Ethics & Pastoral Care Program
Parent/Student evenings
School Representative Council
School Social Service Committee
Weekly newsletter
Teaching and Learning Framework
Code of Rights and Responsibilities
Peer support and peer mediation
House system
Leadership
Full Ethics Program for Years 7-11 which is taught by House Tutors. Its four
pillars are:
−−
Ethical and Critical Thinking
−−
Student Based Dilemmas
− − ‘Wide World Dilemmas’
−−
Ethical Philosophers.
It has as several of its grounding philosophies the Anglican Ethos of the school, a
community of inquiry model of discussion and explicit links to our teaching and
learning framework.
Lessons include: - war – plagiarism - giving to charity - deontology and
consequentialism.
This is an extensive program with fifty minute periods each fortnight. Topics are
presented by tutors and guest speakers, and include:
−−
connectedness
−−
your responsibility
−−
anti-bullying
−−
responsibilities and rights
−−
interviews with Tutors
−−
sexual harassment
−−
culture shock
−−
learning through partnership
−−
mentoring and masculinity
−−
ethics workshops
−−
your life
These are events with guest speakers who speak about drug and alcohol abuse,
coping with change, etc.
Activities include fundraising for organisations, working with people in need and
working on School initiatives with regard to the environment.
This group is involved in appeals such as Red Nose Day and the Red Shield
Appeal for the Salvation Army, and regular assistance with programs, such as
feeding the homeless with Just Enough Faith.
Articles are published specifically on respect and responsibility.
The principles of Intelligent Behaviours, outlined in the Senior School diary,
which is issued to all Years 7 to 12 boys, are applied across the whole School.
Appropriate behaviours based on respect and responsibility are stated.
These are programs involving senior students working closely with junior
students.
Individual House responsibilities and activities offer opportunities for personal
development and the care of others
Multiple opportunities are provided, from the School Prefect system, based on the
principle of service, to sports, cultural and pastoral activity leadership positions.
26

13 Parent, student and teacher satisfaction
In December 2012 a comprehensive
survey was conducted to collect feedback
from members of the Cranbrook School
community, in order to conduct a review
of the School’s current standing and
help define our strategy. The Cranbrook
stakeholders surveyed comprised of
School Council Members, Teachers/
Staff, Senior School Parents, Junior
School Parents, Year 12 Students and the
Alumni.
Overwhelmingly the Cranbrook
Community believe that Cranbrook is
a happy school, produces well-rounded
boys, caters for the individual and the
co-curricular program assists students to
discover their talents.
There is a positive atmosphere at the
School where students feel nurtured and
encouraged, and this is reflected in both
the School spirit and the strong sense of
belonging to a community.
Both students and their teachers believe
that the School encourages students to
be motivated and involved, and that the
School stretches its students well to be
the best that they can be.
Old Cranbrookians hold the view
that the school greatly helped to shape
their social skills including fostering
friendships and instilling a sense of
respect for others.
For the Senior School, the overall
teaching quality for all subject areas was
rated high, Drama, Visual Arts, Design
& Technology, Music and History
achieved the highest ratings in terms of
teaching quality, teacher knowledge of
subject area and teacher helpfulness and
approachability.
A strong belief among Cranbrook
stakeholders is that boarding should
continue to be actively encouraged, and
that Boarders contribute significantly to
the life of the School.
Some areas for improvement were
identified and these were an increased
focus on sporting achievements, further
developing study skills, and updating the
Senior School campus to be in line with
the Junior Schools world class facilities.
The School values the feedback and
the opportunities it offers to shape
our strategies for today’s and future
generations of Cranbrook boys.
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14 Summary financial information
School Annual report 2012
Income
Fees and Private Income 39,971,377 87%
State recurrent grants 1,491,474 3%
Commonwealth recurrent grants 2,706,532 6%
Government capital grants 769,950 2%
Other capital income 854,653 2%
Total recurrent + capital income 45,793,986 100%
Total recurrent income 44,169,383
Expenditure
Salaries, Allowances, Related Expenditure 26,718,353 45%
Non-salary expenses 16,630,994 28%
Capital Expenditure 15,845,515 27%
total capital & recurrent expenditure 59,194,863 100%
total recurrent expenditure 43,349,347
Source: 2012 Annual Accounts
Recurrent and capital income
Commonwealth recurrent grants 5%
State recurrent grants 3%
Fees and private income 71%
Government capital grants 4%
Other capital income 17%
Recurrent and capital expenditure
Capital expenditure 31%
Salaries, allowances,
related expenditure 45%
Non-salary expenses 24%
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