ANNUAL REPORTHALE SCHOOL 2017

Our boys consistently reached and exceeded expectations, which reflected positively on the work done in training sessions and behind the scenes by coaches and players alike.

- Luke Bower, Head of Sport

02Chairman’s Report

04Headmaster’s Report

CONTENTS

14The School

15The Board of Governors

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Financial Report 2017

38Auditor’s Report 2017

ANNUAL REPORTHALE SCHOOL 2017

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2018 CHAIR’S REPORT

It is now 160 years since Hale School was first established by Archbishop Blagden Hale. In that time, many things have changed. Yet, as was the case when Archbishop Hale established the School in a then-fledgling colony, Hale remains committed to providing boys with a broad education underpinned by Anglican principles.

The Board remains focused on setting the School’s policy and ensuring that this policy is implemented. This policy is set through the School’s strategic plans. Significant work has been undertaken in updating Hale’s strategic vision in the past year.

We look forward to presenting the redefined strategic vision to the Hale School community in 2018.

Governance

A significant achievement during the year was the renewal of the School’s registration for a further five years – the maximum period permitted in the registration process. The registration panel thoroughly investigated the School’s policies, procedures and programmes, including interviewing the Board, staff, parents and students. The panel complimented the Board on the quality of the School’s processes.

Current issues facing the Board are the ongoing impact of the State’s economic climate, technology and risk management.

Infrastructure

The School’s capital works programme ramped up again in 2017 with the commencement of construction of the new Junior School. Stage 1 – the Years 5 and 6 teaching block, the Resource Centre and the Administration Building – were completed at the end of November and those areas are now operational. Stage 2 – Pre-Primary, Years 1 and 2 teaching block, Years 3 and 4 teaching block, landscaping and playgrounds – will be completed in September 2018. I’m sure that parents, teachers and students will be looking forward to the completion of the construction in what will be an outstanding, state-of-the-art teaching and learning facility.

In the Senior School, the Heads of House Hubs were relocated from the administration building to the various teaching blocks, providing greater

visibility and access for the boys to the Heads and Assistant Heads of House.The Facilities Master Plan is continually being updated and announcements regarding future infrastructure builds or refurbishments will be made shortly as part of the systematic renewal and growth of facilities.

Governors

In accordance with the Board’s protocols, Jon Birman retired at the end of 2017, having completed 10 years’ service as a Governor, the last four as Chair. Hale School has been very fortunate to have Jon on the Board for such a long period. His leadership, vision, strategic knowledge and passion to ‘future proof’ the School cannot be underestimated. On behalf of the Board of Governors, I would like to acknowledge Jon’s outstanding contribution to the School over the years. Jon continues to be involved with the School as a member of the Board of Management of the Hale School Foundation Inc.

Also departing the Board of Governors were the retiring Archbishop, the Most Reverend Roger Herft AO, and Andrew Howe. Each has made very positive and lasting contributions as Governors. I also acknowledge the Right Reverend Kate Wilmot, who as the appointed Administrator for the Diocese during 2017 provided a valuable contribution to Board meetings over the year.

These recent departures have resulted in the appointments of the Most Reverend Kay Goldsworthy, Patrick Flint and Tim Urquhart to the Board in 2018. Each of them has already proven to be effective and able Governors.

School leadership

It is the job of the School’s executive management, led by the Headmaster, to implement the vision of the School and to drive change into the future. The Board believes that we are lucky to have a Headmaster, ably assisted by an experienced and passionate executive team, who are well and truly capable of ensuring that the School will continue to grow and flourish.

On behalf of the Board of Governors, I sincerely thank and congratulate Mr Dell’Oro and his executive team for their exceptional efforts in leading the School in 2017.

Finally, I would like to thank all of my fellow Board members for their unwavering support and passion and their ongoing valuable service to the School. It is my privilege to continue to serve this wonderful community.

Mark Foster

Board Chair

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I see young men who increasingly want to look outwards and experience what is around them. I see young men who are often gripped by the social issues of the day and want to make a difference to the world around them.

– Headmaster, Dean Dell’Oro

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HEADMASTER’S REPORT

With a new Headmaster, Mr Dean Dell’Oro, Hale School completed another strong year with significant success and the further introduction of innovation and change in 2017.

Hale School’s Strategic Intent document informs the strategic direction of the School. With the plan due to end in 2018 the School began the process of reviewing and reimagining the next phase of Hale’s development.

That process is well underway. Inclusive of all staff it offers the opportunity for students and parents to contribute to the future direction of the School. The strategic plan is due for release in mid-2018 and will provide a road map for further progress and development of teaching and learning, pastoral care and the community.

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TEACHING AND LEARNING

In 2017, the ongoing implementation of the WA Curriculum continued. Significant work began in the Junior School around a teaching philosophy called Prepare-Teach-Connect. As the new Junior School is due to be completed later in 2018, it is expected that this pedagogy will be further embedded within the teaching practice.

I would like to take this opportunity to acknowledge the outstanding work done by Mr Mahendra Vaswani, Director of Teaching and Learning, who moved to Christ Church Grammar School to become the Director of Curriculum at the end of 2017.

Year 12

Hale School is very proud of the academic achievements of the Year 12 students of 2017. We acknowledge, and in doing so, thank our wonderful teaching staff and the boys’ parents for their care. Without their support our boys would simply not achieve the results that they do. The partnership between the home, school and the student himself continues to be the foundation of our academic success.

The number of Year 12 students at Hale in 2017 was 191. One hundred and seventy-five or 91.6 percent of students achieved an ATAR. Only four schools in WA had a higher percentage of ATAR students in their 2017 Year 12 cohorts. In addition, 13 students received Vocational Education and Training (VET) qualifications. Two students were in General courses but not in the CareerLink programme. Superb results were achieved by a large number of students.

The School’s median ATAR in 2017 was 89.3, the twelfth-highest median ATAR of WA secondary schools.

Hale students won two of the 50 General Exhibitions awarded. Hale’s General Exhibition winners were: James Haskis and Shailesh Vasandani, international student (Special General Award).

Two Hale students won the Subject Exhibition for the top examination mark in a subject: Luke Bermingham (Engineering Studies) and Thomas Yensch (Philosophy and Ethics).

Hale students were awarded six Certificates of Excellence for being in the top half percent of the State in a subject: Dylan Royce (Chemistry), Luke Bermingham (Engineering Studies), James Haskis (Literature and Mathematics: Methods), Thomas Yensch (Philosophy and Ethics), Shailesh Vasandani, international student (Special Subject Certificate of Excellence for French: Second Language).

Certificates of Merit and Certificates of Distinction recognise student achievement in the WACE and are dependent on the degree of difficulty of the courses and programmes undertaken, together with the student’s level of achievement.

Hale students were awarded 38 Certificates of Distinction, for students who achieved 190 to 200 points for WACE course results over Years 11 and 12: Jordan Allen-Rana, Sean Bartlett, Isaac Barton, Mihailo Bozic, Ashton Brinkworth, Po Wen Chan, Nicholas Cokis, Erasmus Curran, Alistair De Vroet, Callan England, Jedediah Francis, Aaron Goh, James Haskis, Edward Havlat, Rhys Hemery, Michael Hood,

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University of WA 88*

ArtsBiomedical ScienceCommerceMedicineB.PhilosophyScienceMaster of Professional EngineeringDid not indicate(Assured entry pathways)

694542138131

Curtin University 35

AgribusinessArts, Commerce/ArtsCommerce (Incl Bridging course)Design, SurveyingEngineering/Science, Engineering/ITMedicine, Biomedical ScienceScience, Applied Science

131125211

Edith Cowan University 8

WAAPAScience (Sports Science)Uni Prep

422

University of Notre Dame Australia 14

Arts Biomedical ScienceLaw/CommerceCommerceEducationPhilosophyPhysiotherapy

2115122

Murdoch University 5

Creative ArtsScienceScience

212

Total at WA universities 150

Australian universities outside WA: Australian National University (1), University of Melbourne (2), University of Sydney (5), University of New South Wales - ADFA (2), University of Technology (Sydney) (1), University of Tasmania (1)

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Overseas Universities: USA – Parsons School of Design (1), Concordia University, California (1), awaiting offers from US universities (1)

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TOTAL AT UNIVERSITIES 165

Hamza Hussain, Matthew Kahn, Jack Keene, Douglas Lewin, Yannic Lodge, Chapman Ma, Matthew Major, Daipayan Mukhopadhyay, Aiden Murphy, Thomas Osterberg, Joshua Pang, Benjamin Podmore, Dylan Royce, David Sciarrone, Isaac Silbert, Joel Smith, Lachlan Southam, Lachlan Southern, Asger Wade, Ross Williams, Theodore Wilson, Thomas Yensch.

Hale students were awarded 47 Certificates of Merit, awarded to students who achieved 150 to 189 points for WACE course results over Years 11 and 12: Oliver Abbott, Callum Anderson-Brennan, Lawson Ayers, Luke Bermingham, Jack Brooks, Julian Bulich, Jasper Burgess, Henry Carrington-Jones, Corban Chapple, Harrison Cooke, Thomas Cumming, Harry Davidson, Campbell Dawson, Adam De Barros, Oliver D’Souza, Zac Evans, Matthew Gordon, Robert Gray, Guy Hall, Joshua Hinton, Matthew Hughes, Tyler Illman, Bronsen Ivulich, Ethan Lee-Visser, Robert Molkenthin, Rylie Morgan, Henry Morley, Luke Mumme, Jake Overington, Adam Pascu, Grant Peoples, Jamieson Price, Jake Ramsay, Lachlan Ranson, Aditya Rao, James Rao, Lewis Robinson, William Rogers, Tobias Ross, Brendon Russell, Blair Sewell, Elliot Sylvester, Shaun Tatlow, Will Vaisey, Kaleb Van Moorsel, Nicholas Willis, Matthew Wright.

WACE subjects with highest-performing students.

Hale students had the highest performing students (in the top15%) in nine ATAR courses in 2017: Accounting and Finance Ancient History Engineering Studies Literature French: Second Language Mathematics: Specialist Materials Design & Technology Drama Physics

Other 2017 ATAR statistics:

• 78 or 44.5% of our ATAR students were in the top 10% of the nation with an ATAR of 90 or above

• 42 or 24% of our ATAR students were in the top 5% of the nation with an ATAR of 95 or above

• 12 or 6.8% of our ATAR students were in the top 1% of the nation with an ATAR of 99 or above

• The median ATAR for Hale was 89.30 and for WA, 81.40.

• Two students achieved the ‘perfect score’ of 99.95: James Haskis and Dylan Royce. In WA as a whole, 16 students scored 99.95; 12.5% of these were from Hale.

Students entering university

(*Note that some students are enrolled in more than one course).

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TAFE: Cert IV (1), Cert III (1), Pre-apprenticeships (3)

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EMPLOYMENT: West Coast Eagles (full-time)

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ACCEPTED UNIVERSITY OFFER AND DEFERRED* Students who have accepted a university offer and deferred for six months or one year are included in the university figures.

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GAP YEAR: work and travel 8

APPRENTICESHIPS: Roof carpentry, Plumbing, Electrical

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PRIVATE SECTOR TRAINING: School of Audio Engineering (1), Curtin College (1)

2

DEFENCE FORCES 1

AMERICAN ACADEMY OF DRAMATIC ARTS, NEW YORK

1

UNEMPLOYED/LOOKING FOR WORK: Unemployed due to illness

1

UNABLE TO BE CONTACTED 4

TOTAL YEAR 12 STUDENTS 191

Student attendance

Year 1: 96.66%

Year 2: 95.69%

Year 3: 96.26%

Year 4: 96.52%

Year 5: 96.14%

Year 6: 95.26%

Year 7: 96.79%

Year 8: 96.46%

Year 9: 96.13%

Year 10: 96.95%

Year 11: 95.39%

Year 12: 95.33%

0% 20% 40% 60% 80% 100%

Vocational education and private sector training

Post-Year 12 (2017) student destinations

The destination survey for the 191 Year 12 Hale School students of 2017 shows a variety of university courses our students have embarked upon around Australia and overseas. Some have enrolled in apprenticeships, TAFE or other training courses; others have commenced employment or are undertaking a gap year for work or travel overseas.(For further details please refer to the tables on the left).

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...confidence to take risks comes as a result of an environment where there is faith in the ability of the team and the trust that learning is at the fore of everyone’s aspirations...

- Alex Cameron, Head of Junior School

NAPLAN RESULTS

2017 NAPLAN RESULTS – comparison with Australian mean

Hale Cohort

Reading Writing SpellingGrammar & Punctuation

Numeracy

Year 3 48 Aust mean 431 414 416 439 409

Hale mean 487 432 461 481 475

Difference +56 +18 +45 +42 +66

Year 5 79 Aust mean 506 473 501 499 494

Hale mean 582 547 575 612 592

Difference +76 +74 +74 +113 +98

Year 7 197 Aust mean 545 513 550 542 554

Hale mean 598 567 593 602 630

Difference +53 +52 +43 +60 +76

Year 9 199 Aust mean 583 556 582 574 592

Hale mean 641 610 631 621 672

Difference +58 +54 +49 +47 +80

2017 NAPLAN RESULTS - % measure proportions of students at or above National Minimum Standard

Hale Cohort % Reading Writing Spelling

Grammar & Punctuation Numeracy

Year 3 48 National 95 96 93 94 95

Hale 100 100 100 94 100

Year 5 79 National 94 92 94 92 95

Hale 100 100 100 100 100

Year 7 197 National 94 88 93 92 95

Hale 100 100 99 99 100

Year 9 192 National 92 81 90 89 96

Hale 100 97 99 98 100

NAPLAN results

The National Assessment Programme – Literacy and Numeracy (NAPLAN) tests are conducted in May each year for all students across Australia in Years 3, 5, 7 and 9. All students in the same year level are assessed on the same test items in the assessment domains of Reading, Writing, Language Conventions (Spelling, Grammar and Punctuation) and Numeracy. The ‘National Minimum Standard’ referred to is a benchmark that is set by the national body responsible for administering the tests.

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PASTORAL CARE

Pastoral care is a foundational activity at Hale School and is implicit in all that we do. At the helm has been Mr Darren McPartland, who I would like to publicly thank for his work. Mr McPartland departed at the end of 2017 to become Principal of St Peter’s Anglican College in Broulee NSW. That role oversees the pastoral care programmes from Years 1 to 12. In total there are 36 promotional pastoral care positions in the Senior and Middle Schools and this underlines the commitment from Hale to the development of the wellbeing of every boy.

A significant focus in 2017 was the development of a scope and sequence of wellbeing curriculum for boys from Year 1 to 12. Mr McPartland’s successor Mr Brett Will leads that initiative into 2018 and will provide a road map to complement much of the good work already done by all staff at Hale.

We continue to monitor trends within the wider society and review wellbeing programmes. An example relating to this is the further development of Positive Education in the Middle School. Staff training and the embedding of Positive Education principles continued in 2017. This is largely being led by Ms Julianne Nissen (Head of Pastoral Care in the

Middle School) and it is her enthusiasm that sees this curriculum benefit our boys in the Middle School but also as they enter the Senior School.

Within the context of student leadership, we saw the School Prefects lead a major focus around mental health. Their care for one another is remarkable given their comparative age and experience in life. The idea of urban boarding was introduced to the Hale community and it resulted in successful trials for day boys to be involved in boarding. That was open to Year 9 and 10 students during Term 3 and aims to bring day and boarding students even closer together. I would like to acknowledge Mr Mark Walsh, Head of Boarding, for his service to the School in boarding. Mr Walsh stepped down from this role after 13 years in boarding at Hale School.

CO-CURRICULAR PROGRAMMES

The co-curricular programme at Hale are a significant point of difference, offering a breadth of education beyond the traditional classroom.

All Hale staff contribute to the co-curricular programme, which in turn strengthens the relationships between staff and boy. These relationships create trust that allow many boys at Hale to achieve highly within their study and other co-curricular pursuits.

The Hale Music School provides an outstanding array of opportunities for boys of all abilities. To receive individual

tuition in almost any instrument and then have the opportunity to perform in a myriad of orchestras, bands and quartets, for example, is very exciting for our boys. In 2017, over 700 students from a school population of approximately 1,500 boys had individual instrumental or voice lessons. Over 40 ensembles, orchestras, bands and choirs are formed from this large pool of students.

Similarly, boys interested in drama also have ample opportunity to get involved in various productions. During 2017, through the Redfoot Youth Theatre, there were six individual productions involving boys from Years 7 to 12. Cast sizes ranged from eight up to 66 and all productions were performed to live audiences. Additionally, there were workshops held throughout the year in various areas of interest, such as technical theatre, improvisation, Film Club and movement/dance.

As a member of the PSA all boys have the opportunity to participate in three different seasons of sport. The summer season (rowing, cricket, basketball, water polo, swimming, volleyball and tennis), winter (football, rugby, soccer, hockey, cross-country running and badminton) and spring (athletics) offer opportunities for boys of all levels. That there are standalone events of surfing, sailing and golf offers alternative ways for boys to be active.

In addition, interhouse sport is held on Wednesday afternoons from 1.00pm until the end of the school day in Terms 1 to 3. All students participate in both summer and winter sports in an interhouse

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competition at their appropriate year level.

The provision of opportunities for healthy competition and the fostering of cooperation, integrity and sportsmanship within these situations is an important part of life at Hale. Indeed, school spirit, learning about competition and the significance of being part of a team are all crucial to helping our boys get the best out of themselves.

Hale provides numerous clubs and societies that promote the curiosity to learn something that is different from what they might normally be exposed to. From debating and public speaking to visual arts and coding; from mathematics extension to mock trial; from da Vinci Decathlon to Philosophy club – there exists a myriad of opportunities in which students may participate.

We are fortunate to have staff who want to offer many tours and camps to our boys. Most holiday periods see many boys touring: in Sydney and Melbourne for sport; in Vietnam and Cambodia for Service Learning; in the USA for music; in the UK for a taste of tertiary learning; in China for commerce and business experience. Hale would have one of the highest number of tours annually of any school I know.

STAFFING

The staff at Hale are the School’s greatest asset and it is through a positive learning culture that we provide the best workplace

conditions possible. That we have such spacious and beautiful grounds and wonderful young men to teach ensure that Hale is a preferred employer for many teaching and administration and operations staff.

I have been delighted to see the quality and quantity of applications received for any job that is advertised underlining how desirable a workplace Hale is for many people.

Our professional learning programmes – both internal but also provided externally to the School – are undoubtedly a key reason that staff continue to be outstanding at what they do. Staff work hard at Hale and their involvement in co-curricular and teaching results in them really knowing the boys they are charged with teaching.

RESOURCES AND INFRASTRUCTURE

A major focus has been the development of major projects for the next five to 10 years. This has required further update of the Facilities Master Plan, which has required investigation of the future needs and priorities.

It is anticipated that recommendations will be made to the Board about major capital projects, which will form the basis of significant changes within Hale.Ongoing work around procuring a major base for our outdoor education

in Exmouth is seen as a key priority as is the development of the Memorial Hall, which may include an expansion of the Dramatic Arts.

SCHOOL-COMMUNITY PARTNERSHIPS

An exciting initiative in 2017 was the introduction of the Institute of Innovation and Research. Mr Toby Trewin was promoted to the position and has provided a clear direction forward. He has connected powerfully with universities to initiate more collaboration for partnership projects. Other work that the Institute has been involved with includes: a Staff Innovation Scholarship, Virtual Reality (VR) in education, RadioHale and video learning teams.

The Hale@Home programme continues to be well regarded within the rural community and provides an ideal introduction to boarding and the realities of living away from home. Led by Mr Michael Valentine, this programme is likely to be developed further with the aim of supporting our international and expat boarders.

Global collaborations have been a focus in 2017 and will continue in 2018. Creating opportunities for students to authentically interact with others in a safe, productive and engaging environment will be important for the future development of all boys at Hale.

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I am grateful to Mr Dave Reed (Director of Community Engagement) and Mr David Alderson (Head of Service Learning) who do a lot of work to connect with many charities within our community. This work is powerful for our boys and, more importantly, of great help to the charities. Hale not only provides support in terms of human resources but also raises much-needed funds.

PARENT, STUDENT AND TEACHER SATISFACTION

As a new Headmaster, considerable time was spent in 2017 meeting our parent community to hear about Hale, their hopes and expectations. Headmaster morning teas and dinners/lunches with our boarding community (Esperance, Albany, Dongara and Williams) all contributed to a greater understanding of what our community values about Hale School.

It is anticipated that with a new strategic plan in 2018, surveying of the wider community will yield further responses.

SCHOOL LEADERSHIP AND MANAGEMENT

The School’s leadership team and sub-school executives are dedicated to the task of providing outstanding leadership to all staff

at Hale. Their professionalism is second to none and I am grateful to them all for managing the transition from Mr Meade to myself as a new Headmaster.

The Board of Governors, led by Mr Jon Birman, provided strategic leadership to the School and used their varied and considerable talents to add value to all that we do.

I thank Jon Birman for his considerable time and effort as both a Board member and most recently Chair. Jon has offered great clarity and direction to all who sat on the Board and I know he will be missed. I am delighted that he will continue to be involved with the School through the Foundation Board.

Replacing him as Chair is Mr Mark Foster who has been on the Board since 2012. Mark is both an Old Boy of the School and current parent. With his extensive experience, particularly in law, the School will once again be in great hands.

I also thank Mr Andrew Howe for his time as a Governor and welcome Mr Patrick Flint to the Board from 2018 onwards. The visitor to the School and Board member, the Most Reverend Kay Goldsworthy, Archbishop of Western Australia, was announced in late 2017. She will replace the retired Most Reverend Roger Herft. Our thanks to the retired Archbishop has been well documented and I again take this opportunity to acknowledge all that he has done for Hale.

CONCLUSION

My first year as Headmaster of this fine school has been an incredible experience. My family and I have settled in well and have enjoyed becoming a part of the wider community.

To be the next Headmaster of this school is both a privilege and an honour and I look forward to the further development of our staff and programmes for the benefit of our boys.

I thank our families for their support in all that Hale does and aims to achieve.

Dean Dell’OroHeadmaster

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THE SCHOOL

Established in 1858, Hale School is the oldest independent boys’ school in Western Australia.

The School’s history can be traced back to when the State’s first Anglican Bishop, Mathew Blagden Hale, established the Bishop’s Collegiate School less than 30 years after the Western Australian colony was founded. In 1876, the School was reconstituted under an Act of Parliament and in 1878 assumed the title of the High School. That name remained until 1929 when parliament ratified the name Hale School. It remains the only school in Western Australia that operates under its own legislation.

In the earlier years, Hale School occupied various sites on St George’s Terrace, moving to Havelock Street in 1914 and then in 1961 to its present site in Wembley Downs.

Hale School is an Anglican school for boys with a 2017 enrolment of 1488 students. The campus is located on a 48-hectare site in Wembley Downs, 12 kilometres from the centre of the city of Perth.

The School has continued to maintain its strong boarding tradition with 168 boys residing in the two boarding houses. Boarding students at Hale come from various towns in Western Australia and from overseas.

The School continues to develop its relationships with indigenous communities, particularly in the north of Western Australia. In 2017, there were 18 indigenous students, 17 of which boarded at Hale.

With the School’s recognised opportunities and achievements in academic, sporting and creative pursuits, its high level of pastoral care, spacious campus and outstanding facilities, there continues to be strong enrolment demand at the School.

In 2017, the School employed 245 full-time equivalent staff.

Enrolment and staffing figures are as at August 2017 Commonwealth Government Census.

FACILITIES

The School’s facilities are located on the Wembley Downs campus, except for the Cygnet Hall rowing shed on the Swan River at Crawley and the Exmouth Outdoor Education Base Camp.

Major School building projects recently constructed include Stage 1 of the New Junior School, the Aquatic Centre, Junior School Art Complex, Junior School Multi-Purpose Hall, the Middle School, the Forrest Library/Resource Centre and Classroom Precinct, the Senior School Boarding House and the Bob Ihlen Health Centre.

The School site retains extensive areas of natural vegetation, which provides a spacious leafy bushland atmosphere amidst the surrounding suburban housing and developed school areas. The site retains considerable scope for future development of the School’s facilities with 16 hectares of unimproved land.

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THE SCHOOL

BOARD OF GOVERNORSAPPOINTED MEMBERS OF

THE BOARD FOR 2017

Mr Jon Birman (Chairman)Former Chief Executive BA (Industrial Relations and Politics) Old Boy (1969-75) Term: 2008 - 2017*

Mr John GarlandDirector Merchant RealtyM.B.A Old Boy (1972-1976) Term: 2015 - 2020#

Mr Andrew Howe Town PlannerDirector TPG (The Planning Group WA) Pty Ltd Old Boy (1978 - 1982) Term: 2013 - 2017#

Very Rev. Richard Pengelley Dean of Perth BPE, BEd Term: 2015 – 2018#

Ms Tracy Meredith Director SIDS & Kids Australia and Farmer MAICD Term 2015 - 2018#

Mrs Sue Daubney Managing Director Appointed August 2016Term: 2017 - 2021#

Mr Richard Whiting Chief Technical Officer Appointed January 2017Term: 2017 - 2020*

Mr Mark Foster Barrister and Solicitor Partner Steinepreis PaganinBComm LLB (UWA) FFin Old Boy (1984 - 1989) Term: 2014 - 2018*

Right Reverend Kate WilmotAdministratorTerm: Ongoing

Mr Paul HouseDirectorBComm (UWA), GAICD, FAIMOld Boy (1984 - 1988) Appointed August 2016Term: 2016 - 2021#

Mr Braden Meers DirectorOld Boy (1971-1979) Term: 2015 - 2019*

* appointed by the Old Haleians’ Association# appointed by the Perth Diocesan Trustees

The Headmaster and the Director of Finance and Governance (Secretary of the Board) attend all Board meetings.

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THE SCHOOL

THE ROLE OF THE BOARD

The role of the Board of Governors of Hale School is to ensure that the School retains an environment of promoting learning, teaching and broader educational excellence.

The Board focuses on strategic direction, policy making and ensuring that an environment of responsibility and accountability is maintained regarding the operations of the School. The management of the School is the responsibility of the Headmaster. The Board has a documented governance framework that gives clarity to the functions of the Board and its Committees.

These functions include:

Ensuring processes exist to protect the School’s short and long-term financial stability.

Ensuring that the School’s operations are cost effective and efficient.

Ensuring that the activities of the Board are appropriately communicated to the School community.

Appointing the Headmaster and then supporting and evaluating the performance of the Headmaster.

Reviewing and adopting the School’s strategic plan, ensuring that the plan is consistent with the School’s ethos and monitoring the achievement of the objectives in the plan.

Establishing policies within a framework of ethical behaviour that are compliant with legislative requirements and current standards of duty of care and ensuring that the School has internal controls to monitor compliance with those policies.

Reviewing and adopting the School’s annual and five-year budgets.

Ensuring the School’s physical assets are effectively utilised and adequately maintained.

Regularly reviewing the performance and effectiveness of the Board.

1. The powers of the Board: A full range of transactions involving the property of the School can be undertaken so long as each is done bona fide for the purpose of conducting the School and is reasonably incidental to the conduct of the School operations. Capital and income surplus to the School’s immediate and long-term requirements may be invested in some form of suitable investment appropriate for the use of trust funds. The Board must exercise the care, diligence and skill that a prudent person would exercise in managing the affairs of other persons when deciding how surplus funds might be invested.

The great outdoors offers unparalleled opportunities.

- Greg Harvey, Head of Outdoor Education

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LEGAL FRAMEWORK

The Hale School Act, 1876 (‘the Act’) created ‘The Governors of Hale School’ (usually referred to as “the Board of Governors” or “the Board”) as a statutory corporation, to be the trustee of a public charitable trust that is to endure in perpetuity for the purpose of the education of boys.

The Act provides that the Board shall consist of 11 members, of whom one shall be the Anglican Archbishop of Perth, five appointed by the Perth Diocesan Trustees and five by the Old Haleians’ Association (Inc). Each term of appointment, with exception of the Archbishop, is five years.

The Act also provides for the appointed Administrator to act on the Archbishop’s behalf should there be any vacancy in the Archbishop’s office.

The Board holds all the land and other property of the School as the corporate trustee of the public charitable trust.

The Act states that the entire management and control of the School and of the property held by the Board, is vested in the Board.

The Board has a Board Charter that determines the policies and procedures of meetings of the Board, appointment of committees and task groups, and various aspects of the management and control of the School.

COMMITTEES AND TASK GROUPS

The Board has a Finance and Investments Committee and an Operations and Facilities Committee. It also establishes task groups and project steering groups to deal with specific issues as the need arises.

The Board meets either monthly or at regular intervals. The Board holds a special meeting in November to adopt the budget for the coming year. The committees meet every third month or as required.

FINANCE & INVESTMENTS COMMITTEE FOR 2017

Mr P House (Chairman)Mr J Birman Mr J GarlandMr B MeersMr R Whiting Mr D Bean (Acting Headmaster) – to April 2017Mr D Dell’Oro (Headmaster) – from April 2017Mr D Timmins (Director of Finance and Governance)

OPERATIONS & FACILITIES COMMITTEE FOR 2017

Mr M Foster (Chairman)Mrs S Daubney Mr A Howe – resigned November 2017Mrs T MeredithMr D Bean (Acting Headmaster) – to April 2017Mr D Dell’Oro (Headmaster) - from April 2017Mr F Giovannangelo (Director of Operations)Mr D Timmins (Director of Finance and Governance)

TABLE OF ATTENDANCE OF BOARD MEMBERS - 2017

Board Member Board Committee

F&I O&F

Total Meetings Held 8 4 4

Mr J Birman 7 3 *

Mrs S Daubney 8 * 2

Mr M Foster 8 * 4

Mr J Garland 8 4 *

Mr A Howe** 6 * 1

Mr P House 8 4 *

Mr B Meers 6 4 *

Mrs T Meredith 8 * 4

Very Rev R Pengelley 5 * *

Mr R Whiting 8 3 *

Right Rev K Wilmot 7 * *

* Not a member of this committee.

** Resigned November 2017

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JUNIOR SCHOOL TEACHING STAFF

THE SCHOOL’S MANAGEMENTSTAFFING

THE SCHOOL’S MANAGEMENT

The Headmaster is responsible to the Board of Governors for the management of all aspects of the School and, in collaboration with the Board, for the strategic direction of the School.

The members of the School Leadership team who support the Headmaster are as follows:

TEACHING STAFF

A list of teaching staff employed by Hale School during 2017 and their qualifications is listed below:

Head of Junior School A Cameron DipT, BEd, MEd

Deputy Head of Junior School T Simpson BA, GradDipEd

Head of Curriculum M Wallis BEd, GradDipRelEd, DipT

Head of Junior Primary T Heldt BA, BEd, MEd

Chaplain A Forsyth BA, DipEd, PhD, MMin, IntDipRestJust

Junior School Enrichment Coordinator A Tan BA, GradDipEd

Coordinator of Junior School Music N Strohfeldt BMus, MTeach Sec/Instr, GradDipPsych (Term 1 and Term 2)

M Walker BMus, DipEd (Term 3 and Term 4)

Junior School Sportsmaster D Cadby BSc, DipEd

ACADEMIC STAFF

J Banks BMus, MTeachw

E Chong BMus, CitWA

R Clark BEd

K Clarkson DipEd, BEd

C Edgecombe BA, BCom, AdvDipEd

P Edwards BEd

C Haddow BEd

L Hakkinen BA, GradDipEd, DipFilm&TV

V Hallett GradDipEd, MBA, BCom

A Hinchley BEd

C Hosseini BEd, ECE

J Hutton BAppSc, PostGradDipPsych, PostGradDipEd

W Keene BA, BEd

A Lane BSc, DipEd

F Leatt-Hayter MEd, BEc, GradDipEd, GradCert

R Lindsay BA, DMus, OTTP

S Massey BA (Hons), PGCE

C Mellody BA, GradDipEd

M Mellody BAppSc, DipEd

M Olma BA, BEd

A Oostdam BA, BEd

C Savage BA, GradDipEd

R Scott BMusEd, BEd

S Shirley BEd, MEd, GradDipEd

S Tsocas BHPE, DipEd

J Upton BMus, MMus, GradDipEd

N-A White BA, GradDipEd

EDUCATION ASSISTANTS

R BirdS ConstL FirthC KalmaL Lindegaard T MuressC Thompson

COUNSELLOR

J Hutton BAppSc, PostGradDipPsych, PostGradDipEd

• Deputy Headmaster / Director of Curriculum

• Head of Senior School

• Head of Middle School

• Head of Junior School

• Director of Staff Development

• Director of Pastoral Care and Student Leadership

• Director of Teaching and Learning

• Director of Finance and Governance

• Director of Operations

The Headmaster appoints executive positions.

18

MIDDLE SCHOOL TEACHING STAFF

A CarltonBEd, DipT, GradDipSc

C GuardBSc, GradDipEd

B KorboskyBA, BEd, DipTeach

H McCabeGradDipEd, BAppSc

B NorthmoreBA, HDE, MPhil, DipBusMan, LLB

R ScottBMus, BEd

YEAR 7 PCLS

I Bucher BA, BEd, GradDipEdL

A CarltonBEd, DipT, GradDipSc

W CormackBEd (Hons)

M CottonBSc (Hons), PostGradCertEd

P Hayat BBus, GradDipEd

M HindleyDipEd, BEd, MEd, PhD

P SantosBEd (Hons), GradCertEd, MEd

K SullivanBA, GradDipEd, BEd

L WoodyardBComm, GradDipEd

YEAR 8 PCLS

T HarleyBSc, GradDipEd

D Harvey BA, HDE, BEd

A LevienBA, DipEd

C McClellandBA, BEd

M LovellBAnimScMgt, DipEd

T PearseBA, BEd

J RocheBATh, PGED

R TongueBSc, DipEd, GradDipRE

S VorsterBEd, ACE

M WilliamsonBSc, BEcons, GradDipEd

EDUCATION ASSISTANTS

S Caccia-Birch

S IskryckiDipNNEB

CURRICULUM SUPPORT

R GildenhuysMCom, PostGradDip

S WilkinsonDipT, BBus, BEd

H JonesBA, BEd

SCHOOL PSYCHOLOGISTS

N GrayBA, GradDipPsych, GradDipEd

J HuttonBAppSc, PostGradDip, PostGradDipPsych

J DavisBA (Hons), GradDipEd, MPsych

C FurnessBA (Hons), THC

Head of Middle SchoolA ManleyDipT, BEd, MEd

Head of Middle School Pastoral CareJ NissenDipT, BEd PostGradCertEd

Head of Middle School CurriculumM CoombesBSc (Hons), PGCE, CBiol

Head of Brine HouseTJ SteenekampBSecEd, BEd

Coordinator of Middle School MusicM TaylorBEd

Coordinator of Outdoor EducationM CurranBA, HNatDip

Coordinator of Middle School DramaJ JarelBEd

In the Middle School this year I have been astounded by the quality of the young men who have graced our corridors.

- Andrew Manley, Head of Middle School

19

Headmaster D Dell’Oro BEng (Hons), DipEd, MBA

Acting Headmaster (Term 1), Deputy Headmaster & Director of Curriculum D Bean BA (Hons)

Head of Senior School R Barron BA, BEd, MEd

Director of Studies J Bausor BA (Hons), MA, PGCE

Director of Staff Development R Goater BA (Hons), DipEd, MEdMan

Director of Pastoral Care & Student Leadership D McPartland BA, MEd

Director of Teaching & Learning M Vaswani BSc, GradDipEd, MEd Lead

Director of Information & Learning Technologies R Barugh BSc, BEd, GradDipEdTech

Deputy Head of Senior School S Hunt BBus, DipOutdoorRec, GradDipEd

Head of Sport L Bower BComm, GradDipEd

Head of Boarding M Walsh BEd, MEdMan

TEACHING STAFF

A Ainsworth DipT, GradDipAppSc

D Alderson BA, DipEd

S Allder BSc (Hons), PGCE

C Arkle BA (Hons), DipEd

J Ashby BPE, DipEd

C Ashton BA, DipEd

J Audino BEd, MEd, DipT

J Bennett MA (Hons), PGCE

M Bonner BA (Hons), GradDipEd, PhD

B Butler BEd

A Carlton BEd, DipT, GradDipSc

E Cecins BEd

M Chapman BSc, BEd

S-L Chong BMusEd (Hons)

R Clarke BA, DipEd

M Cook BA (Hons), DipEd, MA

M Cotton BSc (Hons), PostGradCertEd

A Curran BA, GradDipEd

M Curran BA, HNatDip

J Dallman BEd

J Davis BA (Hons), GradDipEd, MPsych

A Dean BSc, GradDipEd

K Doyle BMusEd

C Dudek-Chaland BA (Hons), GradDipEd

P Dunham BA (Hons), PhD

D Engdahl DipT

D Felton BSc, GradDipEd

G Ferguson BSc, Bed

K Feutrill BSc, GradDipEd

J Forbes BSc, DipEd

C Furness BA (Hons), THC

B Geddes BA, DipT, GradDipLibInfoStudies

R Gildenhuys MComm, GradDipEd

N Gray BA, GradDipPsych, GradDipEd

K Greenaway BSc, GradDipEd

C Guard BSc, GradDipEd

B Hantke BSc, DipEd

T Harley GradDipEd, BSocSc

D Harvey HDipEd, BA and Bed

G Harvey DipT, GradDipAppSc

K Healey BEd

R Hill BCM, GradDipEd

B Honiball BSc, HDE (PostGrad)

M Horn BEd

M Hutcheon BCom, GradDipEd

M Italiano BEd

H Jackson BEd, DipT

H Jones BA, BEd

G Kerr BMus

L Kinnear BOutdoorRec, GradDipEd

B Korbosky BA, BEd, DipT

J Lamotte BComm, BA, GradDipEd

S Lane BEd, AssDipCivEng

D Lange BA(Hons) GradDipEd

S Lau BSc, DipEd, GradDip, PostGradDip

E Lawless GradDipAppSci

A Levien BCA, GradDipEd

C Liggins BA, GradDipEd

M Lovell BSc, GradDipEd

G Lowe BEd, MEdMan

B Massey BA, DipEd

J Matson BA, LLB, GradDipEd

G Mazza BA (Hons), GradDipEd

C McClelland BA (VisualArt), BEd

S McFarland BA (Hons), HDipEd

R McFarlane BA, DipEd

H McGlashan BEd

H McIntosh BA

K Moir DipT, BEd

W Nelson BSc, GradDipEd

B Northmore BA, HDE (PostGrad), MPhil, DipBusMan, LLB

J O’Brien BA, DipEd, MEd

A O’Garr DipT, BEd

T Parish BCom (Hons), DipEd

S Pearce BCom, DipEd

T Pearse BA, BEd

N Peisker BA

C Phillis GradDipEd

R Piggott BSc, DipEd

N Poole BA (Hons), DipEd

E Richmond BA (Hons), PGCE

G Roberts LLB, PGCE

J Roberts BA, DipEd, GradDipTLib

J Roche BA (TH), PGED

K Sandover BA (Hons), BEd

P Sansalone BA

C Sas GradDipEd

P Seth BEc

V Shain BA, BCom, GradDipEd,

GradCertAppFin

B Sjepcevich BSc, MEd

N Souris BA, BEd

B Spagnolo BA, DipT, THC

TJ Steenekamp BSecEd, BEd

M Stratos DipT, BEd, BCom

N Strohfeldt BMus, MTeach

M Sutherland BA, DipEd

S Tilley PGCE

R Tongue BSc, DipEd, GradDipRE

I Tredget BSc, DipEd

T Trewin BID, GradDipEd, MEd

V Uphill BEc, DipEd

P Venables BMusEd

D Vernon BPHE, DipEd

B Visser BOutdoorRec, GradDipEd

M Vojkovic BEd

J Wallman BAppSc, GradDipEd

S Watson BA, DipEd

M Wells BOutdoorRec, GradDipEd

D Wetherill BSc (Hons), PGCE

S Wilkinson DipT, BEd, BBus

B Will BA, GradDipEd

M Williamson BSc, BEcons, GradDipEd

M Wills BTh, DipMin, DipEd

J Zlnay BScEd

EDUCATION ASSISTANTS

R Payne

S IskryckiNNEB

S Caccia-Birch

SENIOR SCHOOL TEACHING STAFF

20

Hale’s FTE workforce composition is as follows:

Male Female Aboriginal Total

Teaching 99.4 51.6 - 151

Admin & Ops 41.98 51.79 - 93.77

Total 143.7 109.4 - 244.77

21

THE SCHOOL’S MANAGEMENTRISK MANAGEMENT, FINANCIAL REPORTING & COMPLIANCE

RISK

Hale School has a risk management framework intended to ensure that risks are identified, evaluated, monitored and managed. The framework has been developed to encourage and foster a culture of risk awareness throughout the School at strategic and operational levels. Policies, practices and procedures have been established to provide reasonable assurance that appropriate strategies are in place to mitigate risks, maximise opportunities and reduce our risk profile over time.

Sources of risk identification include existing risk registers, strategic plans, operational plans, checklists, surveys, questionnaires, workshops, focus groups, collaboration with peer schools, past incidents, insurance claims and internal reports.

Furthermore, the School’s Occupational, Health and Safety Committee meets each school term and the School’s auditors regularly report on a risk control area.

FINANCIAL REPORTING

The financial statements for the year ended 31 December 2017 are included in this report.

The operating income for the year was $51.15 million. The primary source of income is the receipt of tuition and boarding fees, which after applying scholarships, bursaries and discounts accounted for 79.6% or $40.7 million of 2017’s recurrent income. Commonwealth and State Government grants represented 10.95% or $5.6 million and 6.7% or $3.43 million respectively. The $1.42 million balance is derived from trading activities, hiring out of equipment and facilities, and application fees.

The operating expenditure for the year was $48.5 million. Salaried employee expenses at 71.9% or $34.9 million are the School’s primary expense item.

EXTERNAL USE OF FACILITIES

The School regularly receives requests to hire or use its facilities, including the John Inverarity Music and Drama Centre, Memorial Hall, the lecture theatre, Senior and Junior School Gymnasiums, Senior Boarding House, Brine House, Aquatic Centre, Cygnet Hall, classrooms and the playing fields. Requests are for commercial, sporting, recreational, social activities or performing arts and are considered on a case by case basis.

In October 2014, the School introduced a learn-to-swim programme for children aged between two to 12 years in its eight-lane, 25-metre pool. The programme is AustSwim registered and Swim Australia certified, operated with a fee structure set to meet direct costs.

The School makes available the use of facilities to numerous community, sporting and not-for-profit groups at minimal or no cost.

CONTRACTED SERVICES

Bankers: National Australia BankWestpac Banking Corporation

Insurance brokers: Grange Insurance Solutions

Architects:James Christou Design GroupSite Architecture

Auditors: Ernst & Young

Solicitors:Jackson McDonald Lavan

22

...the strong student culture that runs through all Hale boys; a culture where they look after their mates and engage positively in all aspects of school life.

- Ross Barron, Head of Senior School

2323

Notes

INCOME STATEMENT 2017 2016

$ $

OPERATING

INCOME 51,158,144 49,866,109

EXPENDITURE (48,507,577) (48,856,077)

TOTAL OPERATING SURPLUS/(DEFICIT) 2,650,567 1,010,032

NON OPERATING

INCOME 577,857 705,926

EXPENDITURE - -

TOTAL NON-OPERATING SURPLUS 3,228,424 1,715,958

TOTAL SURPLUS 3,228,424 1,715,958

FINANCIAL REPORT2017

$34,877,519

Salaried employee expenses

Teaching

Boarding

Information technology

Operational expenditure

Sundry

Interest

Depreciation

$1,840,075

$1,873,072

$386,673

$2,785,426

$182,095

$4,854,710

2017OPERATING

EXPENDITURE$48,507,577

2017 OPERATING SURPLUS

$2,650,567

$1,708,007

$40,701,662

Fees

Grants

Other Income

$9,028,890

$1,427,592

2017OPERATING

INCOME$51,158,144

24

ASSETS 2017 2016

$ $

CURRENT ASSETS 4,021,224 4,834,335

NON-CURRENT ASSETS 82,157,225 78,250,827

TOTAL ASSETS 86,178,449 83,085,162

LIABILITIES 2017 2016

$ $

CURRENT LIABILITIES 10,277,752 8,335,842

NON-CURRENT LIABILITIES 7,483,527 9,560,574

TOTAL LIABILITIES 17,761,279 17,896,416

NET ASSETS 68,417,170 65,188,746

EQUITY

RETAINED FUNDS & RESERVES 68,417,170 65,188,746

TOTAL EQUITY 68,417,170 65,188,746

STATEMENT OF CASH FLOWS 2017 2016

$ $

NET CASH INFLOW FROM OPERATING ACTIVITIES 9,124,477 6,130,422

NET CASH OUTFLOW FROM INVESTING ACTIVITIES (8,255,705) (3,488,305)

NET CASH OUTFLOW FROM FINANCING ACTIVITIES (2,300,004) (2,300,004)

TOTAL NET CASH INFLOW/(OUTFLOW) (1,431,232) 342,113

CASH AT THE BEGINNING OF THE FINANCIAL YEAR 3,607,320 3,265,207

CASH AT THE END OF THE FINANCIAL YEAR 2,176,088 3,607,320

GOVERNORS OF HALE SCHOOLNOTES TO AND FORMING PART OF COMPREHENSIVE INCOME

FOR THE YEAR ENDED 31 DECEMBER 2017

25

THE HALE DIFFERENCEWhat makes a great school? Is it the students, staff or facilities? Or the global educational programmes and unrivalled opportunities?

At Hale School, we believe it is all these things, and more.

Providing opportunities for every boy to excelwww.hale.wa.edu.au

HALE SCHOOLHALE ROAD, WEMBLEY DOWNSWESTERN AUSTRALIA 6019CRICOS IPC 00438C