Somerville House Annual Report 2020

Somerville House Annual Report

2020

2 1

SO

ME

RV

ILL

E H

OU

SE

AN

NU

AL

RE

PO

RT

20

20

Contents

Introduction 2

2020 Highlights 3

From the School Council Chair 4

School Governance 5

From the Principal 8

Strategic Plan 10

Master Plan 12

Distinctive Curriculum Offerings 13

Co-Curricular Engagement 14

Social and Emotional Wellbeing (Social Climate) 16

Parent and Community Involvement 21

Parent, Teacher and Student Satisfaction 22

Staff 34

Student Outcomes 35

Financial Information 37

From the Chaplain 38

About the PMSA 40

2 3

SO

ME

RV

ILL

E H

OU

SE

AN

NU

AL

RE

PO

RT

20

20

Introduction

OUR VISION

Educating girls to be fearless leaders of change, developing excellence, confidence and

connection to their individual purpose.

Established in 1899, Somerville House is a Prep to Year 12 day school for girls, with boarding available from Year 6 and a co-educational Pre-Prep program The School is made up of two sub-schools:

• Junior School (Prep to Year 6), including the Early Learning Centre (Pre-Prep)

• Senior School, including the Middle Years (7 to 9) and Senior Years (10 to 12)

Junior School

PP, P to 6

Middle Years

7 to 9

Senior Years

10 to 12

Senior School

Somerville House aims to provide an exemplary educational environment by supporting each student’s personal growth

Our values are at the heart of the School philosophy The Somerville Values Framework is made up of six values, which guide the way we interact with each other; thus, influencing every aspect of school life The School’s strategic priorities include:

• Striving for Academic Success

• Sustaining Personal Growth

• Supporting Service Learning

• Serving as Responsible Citizens

These four priorities reflect our commitment to being a leading girls’ school and the importance of preparing our students for the future workforce of the 2030s These priorities continue to build on the mission, traditions and strong foundation of our founder, Miss Eliza A Fewings

Somerville House is governed by the Presbyterian and Methodist Schools Association (PMSA)

January

• Mrs Kim Kiepe welcomes new members of the Educational Leadership Team to the School:

– Mrs Jo Matherson - Deputy Principal

– Mrs Wendy Jurss - Dean of Academic Programs

– Mrs Louise McGuire - Head of Junior School

– Mrs Frances Greene - Head of Boarding

February

• 2019 Senior Class were recognised at Scholars’ Assembly with 75% of the cohort achieving an OP 1 to 10 equivalent

• Somerville House Foundation hosted a high tea to unveil restoration work completed on Cumbooquepa Stained Glass Windows

• Year 12 student, Bailey Stoodley named as a finalist in the Exceptional Female QMEA (Queensland Minerals and Energy Academy) Student category

• Find Her Voice campaign launched

• Students spoke to Science commentator, Dr Karl on ABC radio

March

• Transitioned to the Somerville@HOME remote academic program as a result of COVID-19

April

• Women’s Queensland Basketball League season commenced with Year 10 student Susan McHugh as their youngest player in history

May

• Ms Petrina Gilmore was welcomed as Director of Philanthropy to the Somerville House Foundation

• Students and Old Girls participated in SomeyRun@ HOME in place of the Interhouse Cross Country event

June

• The ‘Charity Meal Project’ saw thousands of meals prepared for international students who were ineligible for government assistance during COVID-19

• Under The Clock café reopened following government-directed COVID-19 restrictions

July

• Official opening of the Arna Bennett Junior School playground

• West End Magazine published a story about 2020 Boarder Captain, Thyra Tavil’s Somerville@HOME experience from Papua New Guinea

August

• Community Business Directory was launched to connect small business-owning families and suppliers with the broader community

• Students Phoebe Dwyer and Olivia Munro received the Gold Award for the Duke of Edinburgh’s International Award program

September

• Dr Gemma Dale shortlisted for the TEACHX Excellence in Teaching Award

October

• Commemoration Day celebrated online via video

• Old Girl Ms Melissa Downes (Class of 1988) received the Principal’s Award for Excellence at Speech Night

• Inaugural Celebration of Sport Evening

• Thirty-three students raised $21,369 for the Cancer Council - the School’s first year participating in the Ponytail Project

• Old Girl Dr Abigail Allwood (Class of 1990) was named as joint winner of Advance’s 2020 Global Australian Award

November

• Matthew Miller appointed to the Somerville House School Council

• Inaugural Junior School Awards Assembly to celebrate academic achievements of Year 3 to 6 students

• Inaugural Year 6 Chapel Service and Presentation Evening

• 2020-2040 Master Plan revealed

• Isabel Bauer OGA Bursary launched

• Somerville House Foundation launched Join with us! campaign

• Year 11 student, Yaroslava Kiseleva secured one of twenty positions in the Queensland Minerals and Energy Academy’s 2021 Ambassador Program

December

• Inaugural Year 6 Crossing of the oval

• 71 graduates received an ATAR of 90 or above, with Adeleine Watson receiving the highest possible ATAR of 99 95

• 81 4% of students offered a place in their first or second university preference

• Year 12 student, Annabel Kelly outperformed over 4,000 students to attend the Australian Science Olympiad Summer School

Honour Before Honours

Striving for Academic Success

Serving as Responsible Custodians

Sustaining Personal Growth

Supporting Service Learning

School Address17 Graham Street, South Brisbane Qld 4101

Total Enrolments 1385

Year Levels OfferedPre-Prep to Year 12

Co‑Educational or Single SexCo-Educational Pre-Prep; Prep to Year 12 for girls

2020 Highlights

4 5

SO

ME

RV

ILL

E H

OU

SE

AN

NU

AL

RE

PO

RT

20

20

From the School Council Chair

Mr Jim Demack Somerville House Council Chair

It has been a year in which we have all had to adapt to circumstances we could not have conceived in 2019

It has been a year during which the character of our community has shone brightly and where our adaptability to change, as well as our resilience in the face of quite extraordinary challenges, has each been tested time and again

I acknowledge those whose dedication to Somerville House in 2020 has strengthened the character of our community and our collective willingness to work together for the good of the School, particularly its students and their parents and carers In such a challenging year, the support of our community, including all of our parents and carers, has been a blessing

One of the critical issues which confronted us as a Council this year was the impact of the global pandemic on our community, in particular, the financial impact on our parent body We were very pleased to partner with the Somerville House Foundation and the Old Girls’ Association (OGA) in funding bursary support for those in our community who were impacted by COVID-19

The School Council has high aspirations for the physical environment of the School, and master planning allows for the long term vision of the South Brisbane campus to be reimagined and redesigned The School Master Plan

commenced in 2020 and was drafted after appropriate input from the community The Master Plan will allow the School to fully utilise the limited space available on the campus while retaining the Heritage Heart of the School Further planning and consultation with our community will see changes to the campus which will enable us to bring the whole of the physical environment to a standard that will rival any other independent school More importantly, to readapt or introduce learning spaces designed for the current century and the years to come The focus on the next stage of the Master Plan is very much the Senior School precinct and the Heritage Heart of the School around Cumbooquepa

I thank all of my fellow councillors for their devotion to the School and for the time, energy and expertise that they each bring to all of our deliberations

I finalise with a dedication to the 2020 Seniors, who have faced many challenges Even without the pandemic, the new assessment system was the cause of considerable strain and required them to adapt They have been the first cohort to graduate under the new ATAR, and I am confident that the teaching staff have guided them through their last two years of schooling to achieve results that will reflect their abilities and effort

School Governance

Somerville House is one of four outstanding schools owned by the PMSA along with our sibling schools Brisbane Boys’ College, Clayfield College and Sunshine Coast Grammar School

The PMSA is run by a board that comprises thirteen PMSA Board members and operates Somerville House with the Somerville House School Council, a sub-committee of the PMSA Board Together, they provide Somerville House with the strategy and framework that fosters excellence in teaching and learning, a caring Christian culture, and governance and policy-making support

The Somerville House School Council comprises up to nine members, including up to two PMSA Board members and up to six independent School Council members appointed from the School’s community The Principal also sits on the Council as a non-voting member

The Somerville House School Council has delegated responsibility to govern and administer the performance of the School

The Somerville House School Council members are:

Mr Jim Demack, Chair

LL.B, LL.M, A.MUS.A,

GAICD

Jim Demack was appointed the Chair of the Somerville House School Council in 2017 and is also a member of the PMSA Board appointed by the Uniting Church

A lawyer and a Brisbane partner of a national law firm, Jim brings his legal skills with experience in major engineering and infrastructure projects, insurance, litigation and commercial law He has a collaborative approach to problem solving in dealing with the issues that arise for both the Somerville House School Council and the PMSA Board

• Chair ‑ Somerville House School Council

• PMSA Board member (first appointed 2013, current term until 2021)

• Practising solicitor specialising in all aspects of construction law, particularly major engineering and infrastructure projects, insurance and litigation and alternate dispute resolution

• Partner ‑ Gadens Lawyers

2020 has strengthened the character of our community and our collective willingness to work together...

A = Apology V = Video Conference - = Not Eligible T = Teleconference EM = Extraordinary Meeting

Councillor Commenced Position 4 F

eb

10 M

ar

EM

31

Ma

r

EM

1 A

pr

EM

3 A

pr

EM

6 A

pr

23 A

pr

EM

30

Ap

r

12 M

ay

21 J

ul

17 S

ep

13 O

ct

10 N

ov

EM

2 D

ec

Tota

l Elig

ible

(Mr) Jim Demack 29/08/2017 Chair/PMSA Councillor 1 1 1 1 1 1 1 1 1 1 1 1 1 1 14

(Mrs) Margaret Berry 28/05/2018 PMSA Councillor 1 A 1 1 1 1 1 1 1 1 1 1 T 1 13

(Mr) Peter Thompson 29/10/2018 Community Representative 1 V 1 1 1 1 1 1 1 1 1 1 1 1 14

(Ms) Fleur Johnston 08/12/2019 Community Representative 1 1 1 1 1 1 1 1 1 1 1 1 1 1 14

(Ms) Ally Muller 09/02/2019 Community Representative 1 1 1 1 1 1 1 1 1 1 1 1 1 1 14

(Ms) Maribel Reyna-Cruz 09/02/2019 Community Representative 1 1 1 1 1 1 1 1 1 1 1 A 1 1 13

(Mr) Matthew Miller 10/11/2020 Community Representative - - - - - - - - - - - - - -

(Mrs) Kim Kiepe Principal 1 1 1 1 1 1 1 1 1 1 1 1 1 A 13

(Mrs) Jo Matherson Deputy Principal - - 1 1 1 1 1 1 1 1 1 1 - 10

(Ms) Renee Bromiley Business Manager 1 1 1 1 1 1 1 1 1 1 1 1 1 - 13

6 7

SO

ME

RV

ILL

E H

OU

SE

AN

NU

AL

RE

PO

RT

20

20

Mrs Margaret Berry BA, MSc, MEd (Leadership)

Margaret Berry has been appointed as a Uniting Church representative on the PMSA Board and is currently the Principal at Robertson State School Margaret has a passion for the education of young people and has a long career in the leadership of school communities Her daughter and sisters attended Somerville House and extended family members attend Brisbane Boys’ College Margaret has worked with school councils for over ten years She has joined the PMSA Board at a time in her career where she feels she can add value and support to the PMSA’s work

Margaret has more than 30 years’ experience teaching in both primary and secondary schools Since 1998, she has held leadership positions of Head of Department, Deputy Principal and Principal of secondary schools With a Certificate of Teaching, Bachelor of Arts, a Master of Education (Leadership), and a Master of Science, Margaret brings a wealth of educational experience to the Somerville House School Council and the PMSA Board

• Member ‑ Somerville House School Council

• PMSA Board member (appointed 2018)

• Principal ‑ Robertson State School

• Member ‑ Queensland State Primary Principals Association

• President ‑ South Branch Queensland Association for Gifted & Talented Children

• Member ‑ Queensland College of Teachers

• Member ‑ Uniting Church Schools Commission

• Member ‑ Australian Institute of Company Directors

Mr Peter Thompson BA (Hons)

Peter Thompson BA (Hons) was appointed to the Somerville House School Council in 2018 A UK (United Kingdom) qualified chartered accountant and investment banker, Peter studied philosophy, politics and economics at St John’s College, Oxford He spent most of his career in investment banking providing financial advice to international companies

Moving to Australia in 2005, Peter began his association with Somerville House in 2007 when his daughter commenced at the school Peter is a past treasurer of Somerville House Parents & Friends Association, a director (and briefly chairman) of the Somerville House Foundation He is a continuing donor to the Somerville House Foundation

Peter brings his strong finance, investment and corporate finance skills to the Somerville House School Council

• Member ‑ Somerville House School Council (appointed 2018)

• Former chartered accountant and investment banker

• Former Managing Director ‑ UBS Investment Bank

Mrs Fleur Wilkinson (nee Johnston) B.A.(Psych), CAHRI, GAICD

Fleur Johnston was appointed to the Somerville House School Council in 2019 Fleur holds more than twenty years’ experience specialising in large scale business and cultural transformation In her role as CEO of a management advisory firm working in health, education and community services over the last seven years, Fleur has contributed her expertise in governance, strategy, organisational design, human resource management and significant change developed primarily through her leadership roles in HR and major projects across a range of Queensland government agencies

Fleur has extensive experience partnering with boards, CEOs, and executive teams in not-for-profit environments to define business challenges and design interventions to achieve measurable change in outcomes for the community Her current leadership of national education research and benchmarking practice provides her with a unique insight into the Australian education landscape

Fleur strongly values the fundamental and lifelong importance of high-quality education Her daughter attends Somerville House, her son attends Brisbane Boys’ College, and she is passionate about contributing to the ongoing evolution of the School Fleur brings thorough interpersonal skills, deep expertise in faith-based education environments, as well as her professional depth in human resource management and organisational development to the Somerville House School Council


• Graduate ‑ Australian Institute of Company Directors

• Chartered Member of the Australian Human Resources Institute

• Co‑founder and Director ‑ J&G Consulting

• Chief Executive Officer ‑ PeopleBench

Ms Allison Muller (nee Powell ‑ 1994) BA (Intl Rel), B Bus (Hons),

M Bus (App Fin), GAICD

Allison Muller was appointed to the Somerville House School Council in late 2019 and brings her entrepreneurial skills and twenty years of strategy and management experience in both Australia and the UK to the role Now running her own corporate advisory and software development company providing strategic growth and new business development advice, Allison is a strategic thinker and has governance and risk management expertise She completed the Australian Institute of Company Directors course in 2010, is a non-executive director of Lockyer Valley Foods and has experience in a previous role as Investment Committee Chair

Allison is a Somerville House Old Girl and has a keen interest in supporting the continuing success and development of the School


• Graduate ‑ Australian Institute of Company Directors

• Non‑executive Director ‑ Lockyer Valley Foods

• Co‑founder - Big Wave Ventures

Ms Maribel Reyna‑Cruz B Bus (Comm)

Maribel Reyna-Cruz was appointed to the Somerville House School Council in late 2019 Maribel has a strong background in customer strategy, customer experience, strategic marketing, business strategy and performance, and change management working for leading organisations in Australia, Asia and Mexico

Currently completing her MBA and already an accredited Qualified Practising Market Researcher, Maribel is a strategic thinker and is currently the Head of Delivery, Stores and Specialty Banking at Suncorp She has a strong passion for empowering young women and bringing more equality and equity into society and the corporate world


• Head of Delivery, Stores and Specialty Banking ‑ Suncorp

• Member ‑ FINSIA (Financial Services Institute of Australia)

Mr Matthew Miller Assoc. Dip Bus (Real Estate

Val), GradDip Urban & Reg

Plan

Matthew Miller is a senior Brisbane property executive with 30 years experience and extensive commercial business acumen, governance experience and stakeholder and relationship management capability

Currently the General Manager Queensland at Dexus, Matthew’s primary role is building, motivating and growing strong teams to deliver successful projects He is well known in the property industry as an industry leader who tackles difficult projects with great success

Matthew has strong connections to Somerville House – he is a current parent and his wife is a past student He is a passionate advocate for independent schooling, particularly girls’ education

Key current and previous appointments, roles and qualifications include:


• Former Chair ‑ Corporate & Commercial Real Estate Committee, Property Council of Australian (Qld Division)

• Past board member ‑ South Bank Corporation

• Past board member ‑ Brisbane City Council Inclusive Brisbane Board

8 9

SO

ME

RV

ILL

E H

OU

SE

AN

NU

AL

RE

PO

RT

20

20

From the Principal

Somerville House celebrated a successful and eventful 2020, despite the effects of a global pandemic Staff maintained a strong commitment to our purpose to provide an exemplary educational environment by supporting each student’s personal growth Through a Somerville House education, our young women value courage, compassion, inclusion, gratitude, integrity and respect The Christian values of the PMSA: relationships, care, ethics, personal development, excellence and celebration, purposely combine with our school values in an educative process on a daily basis

We sustained strong enrolments of 1,385 girls and young women from Prep to Year 12, with boys welcomed to the Early Learning Centre Boarding enrolments remained strong throughout 2020, and we were able to provide an education for international boarders who were unable to return to the South Brisbane campus via remote learning curriculum With outstanding facilities for music, performing arts, cultural pursuits and sport, our students enjoyed a wide array of co-curricular offerings that enriched the academic curriculum through an interconnected experience

In 2020, we navigated the introduction of the new QCE and ATAR, with our graduating students being the very first cohort in our 121-year history to receive an ATAR Our pursuit of academic success is reflected in strong outcomes, with over 55 9% of the graduating cohort attaining a 90+ ATAR Sixteen students (11 6% of the cohort) graduated with at least one additional VET qualification This is an important statistic and highlights our reputation for providing the highest standard of education, including a broad curriculum to cater to tertiary and vocational pathways

Education during the pandemic was an altered experience for both the learner and educator, with COVID-19 proving to be a positive catalyst for change A significant initiative, Somerville@HOME was implemented for the remote learning period, enabling parents to join their daughters in the virtual classroom for the synchronous style of teaching and learning Teachers changed their pedagogical approach on the fly, quickly learning that

the asynchronous communication style via emails, text message and video was the best way to disseminate basic instruction or launch a discussion and set relevant deadlines Our survey feedback from students told us that our girls enjoyed the option to watch teacher explanations at their own pace, even watching repeatedly to enhance their understanding of the content Pedagogical change, through synchronous communication via Microsoft Teams, was endorsed for the benefits of discussions and spontaneous conversations

Sport, Music, and Drama continued to thrive, developing cultural, intellectual and character strengths in contribution to the holistic development of our girls and young women This breadth of offerings meant that the School could continue promoting excellence and personal growth through the diverse educational experiences that support all students Several activities and key developments advanced the strategic goals while adding value to the student experience These included:

• implementation of our Strategic Intent 2020 to 2023

• the new structure for the School Leadership Team

• establishment of a COVID-19 fund, through the combined efforts of the Foundation, the Old Girls’ Association, and the School

• connecting with our Old Girls through phone calls and letter writing during the lockdown

• the introduction of the SomerLink communications and learning management platform

• shared professional learning through staff engagement with Microsoft Teams and Seesaw

• review of the timetable structure, incorporating learnings from the remote learning period

• the development of a new stakeholder engagement approach, to be known as Somerville House Futures – Building Tomorrow Together

Our Founder, Miss Eliza Fewings, would share the collective pride for our strong reputation as a leader in girls’ education

133,169Microsoft Teams

meetings

1,585Users

3,318,864minutes of Audio time

2,944,228minutes of Video time

203,050minutes of

Screen Share time

1,562online

Music Lessons

670online

Sport Lessons

670online

Debating Lessons

10 11

SO

ME

RV

ILL

E H

OU

SE

AN

NU

AL

RE

PO

RT

20

20

Strategic Plan

Our school vision reminds us that we aim to educate girls to be fearless leaders of change, developing excellence, confidence, and connection to their individual purpose

Following the 2019 Strategic Input sessions offered to parents, Old Girls, staff and the wider school community, the Strategic Intent 2020 to 2023 was launched A snapshot of core activities undertaken in 2020 to support the four strategic priorities are outlined below

Striving for Academic Success

In developing an exceptional teaching and learning culture, many teachers were recognised for their professional contribution Several staff had articles published in professional publications, some authored textbooks, and were honoured with recognition for their outstanding work in various forums

Dr Gemma Dale, Teacher of Senior Biology and Middle Years Science, was nominated for a 2020 TeachX Excellence in Teaching Award The Queensland College of Teachers recognised Dr Dale as a shortlisted nominee for her outstanding classroom practice, dedication to girls’ education in STEM and her significant contribution to the recently published Cambridge Science teaching resources In late 2020, she was also nominated by the School for the Alliance of Girls Schools’ Otzen Award for Exceptional Teaching

Sustaining Personal Growth

The Co-Curricular@HOME program enabled students, parents and past students to engage via social media platforms in the Cross Country program and Basketball Challenge Throughout the lockdown period, we encouraged the entrepreneurial mindset of our students, investing in the explicit teaching of skills such as collaboration, creativity and communication, which will ultimately help prepare students for the world beyond 2030

Supporting Service Learning

‘Deep Blue: Innovation for the Future of Our Oceans’ was the 2020 national theme for Science Week and encouraged students to learn about our planet’s oceans As a school, we focussed specifically on plastics and microplastics in the ocean Using the School’s plastic waste collected over a two-week period, the University of Queensland Science Ambassadors ran a project to represent an ocean ecosystem (approximately 10m x 6m in size) with various species that the Junior and Middle Years students used to attach to blue fabric

The Ponytail Project is a fundraising campaign led by Cancer Council Queensland, which encourages high school students to chop off their ponytails to raise funds for families affected by cancer Our students embraced the challenge for the first time at Somerville House, surpassing their initial fundraising goal of $7,500 and eventually raising $21,369 In addition to raising funds, some girls donated their hair to Cancer Council Queensland’s Wig and Turban service, which provides synthetic wigs to cancer patients

The Containers for Change initiative — a Year 6 Environment Monitors project — was embraced wholeheartedly by Junior School students and their families The monitors presented regular assembly items to educate students about creating a more sustainable world, encouraging them to make a positive contribution by recycling their eligible containers

Another project of the Year 6 Environment Monitors was the introduction of ‘Paper Monsters’ (decorated cardboard boxes) for the collection of used paper and cardboard in each of the Junior School classrooms Money raised from the Containers for Change program was used to purchase paper/cardboard recycling bins which were placed on each level of the Junior School The monitors emptied the Paper Monsters into the large bins at the end of each week Facilities staff were extremely supportive of these initiatives, assisting the monitors by transporting the Containers for Change items to the offsite collection points and emptying the large paper bins into our whole-school recycling station

Serving as Responsible Custodians

In considering the innovative design of our digital and technology landscapes, the decision was made to transition our community (students, staff and parents) to a new communications platform and learning management system Preliminary work on the Schoolbox platform, known as SomerLink, was invested throughout the 2020 year, ready for the 2021 implementation

This decision was based on parent and staff feedback, in relation to the MySomerville platform, and its inability to meet our requirements, especially in the areas of student and parent access to ongoing feedback and results

The collective strategy provides the blueprint for future developments through to our 124th year of existence

in 2023 It reflects our intent to be (a) more confident in articulating our strong values, (b) more distinctive from our competitors, (c) more aspirational about our future, and (d) a school renowned for its commitment to excellence, ethical behaviour and engagement

It contains the core commitments, key actions and outcomes that will guide our direction through to 2025, including campus developments, a pedagogical framework, an exchange program for staff and students, and a focus on linkages with local and national organisations It sets out the many ways in which we will express our values, build our reputation, develop our people and achieve success, through a genuine commitment to best practice in ethical resource management and stewardship of the physical environment, resources, and programs

12 13

SO

ME

RV

ILL

E H

OU

SE

AN

NU

AL

RE

PO

RT

20

20

Master Plan

School Council meetings throughout 2020 have been dedicated to the discussion of the School’s twenty-year Master Plan The School commissioned BSPN in 2020 to lead the development of the new facilities Master Plan Extensive stakeholder consultation attended by staff, parents, students, and the Chair/Presidents of respective stakeholder groups made vital contributions to the facilities planning process Various planning sessions were held by the Project Control Group, which has shaped the final document

Subsequently, the Master Plan was launched to our community in November 2020, with a planned November 2021 start for the refurbishment of the Heritage Heart, encompassing A Block classrooms, Cumbooquepa and the Heritage Gardens The Master Plan identifies a number of exciting new facilities on the South Brisbane campus, in conjunction with the development of Somerfields (the Dunn Road sporting precinct) Particularly exciting is the intention to create a STEAM precinct, incorporating facilities that encompass a suite of cross-curricular subjects, including Design and Innovation

Distinctive Curriculum Offerings

Somerville House aims to provide a learning culture that nurtures and challenges every student Academic staff embed the values articulated in the School’s curriculum framework in day-to-day learning across the School: Engagement, Excellence, Empowerment and Diversity These principles, with Christian Education at the core, assist in meeting the School’s Strategic Priorities of Excellence in Academia and a Future-Focussed Curriculum

The educational program in the Early Learning Centre aims to extend each child to reach her or his potential by creating a stimulating learning environment Students and teachers learn side by side, constructing knowledge together Pre-Prep students are encouraged to problem-solve, create and test theories The Pre-Prep curriculum incorporates the Early Years Learning Framework (EYLF) and the Queensland Kindergarten Learning Guidelines (QKLG)

In the Junior School, a comprehensive and rich educational program caters to the needs of 21st century learners with a focus on critical and creative thinking, collaboration and communication It is recognised that each student learns differently, and strategies and programs implemented in classrooms endeavour to support the needs of all students

Programs and courses of study are derived from the Australian Curriculum Class teachers teach the core subjects of English, Humanities and Social Sciences (HASS), Technologies, Mathematics and Science Specialist teachers are timetabled to teach Art, Chess, Christian Education, Drama, Health and Physical Education, Information Literacy, Languages and Music

Students are actively involved in a number of initiatives to encourage and foster skills in STEAM (Science, Technology, Engineering, Arts and Mathematics) STEAM is incorporated throughout the curriculum and co-curricular programs

Students in Years 3 to 6 use laptops as a tool to develop their knowledge and confidence to critically analyse and creatively respond to design challenges and develop their understanding of digital technologies Students also work individually and collaboratively to use design thinking to generate, produce and create solutions for authentic needs

In 2020, iPads were introduced to each student in the Prep to Year 2 classrooms Teachers and students learnt and implemented new skills and showcased their knowledge on the Seesaw platform during the Somerville@ HOME program Years 3 to 6 staff and students also embraced the Somerville@HOME program, connecting, collaborating and creating using new learning platforms

In the Senior School, teaching and learning programs for Years 7 to 10 align with the Australian Curriculum They are underpinned by the School’s Positive Learning Behaviours, emphasising the development of cognitive skills to support critical and creative thinking 21st century skills are developed through inquiry-based learning in Humanities, coding and design in Technology, and problem-solving approaches embedded in STEM-based subjects

During 2020, students and teachers embraced the use of technology to enhance learning beyond the classroom, particularly when students were learning through Somerville@HOME In addition to virtual lessons, students were provided with a range of online platforms and subject-specific digital resources to consolidate learning Where possible, students engaged in virtual excursions to extend their knowledge and understanding beyond the School context For example, Year 9 Drama students completed a range of Drama workshops online through Queensland Theatre’s Scene Project They participated in a Zoom meeting with actors and the Queensland Times to discuss their experiences For their Geography excursion, Year 8 students explored the Gold Coast virtually

Technology was also used in new ways to provide access to information and provide connection throughout 2020 Parent Information Evenings and Parent-Teacher Interviews were facilitated with the use of technology Universities also connected with Somerville House online to provide tailored Information Sessions and Year 10 Careers Day

The teaching programs in the Senior School assist students in developing positive behaviours as a learner Within their subjects, including Year 10 MAP (My Academic Path) and Years 11 and 12 AIM (Academic and Individual Mentoring), students consolidate a range of skills, including active studying, academic resilience and goal setting Somerville House engages with external providers, including Elevate Education and Success Integrated, to provide a variety of opportunities for students

Students who require learning development to enhance or extend learning are provided opportunities within their academic program to work with specialist learning development staff

In the Middle Years, the curriculum included a broad range of learning areas, including Humanities, Languages, The Arts, Health and Physical Education, and Technologies All subjects, in particular Mathematics, Science and English, maintained a focus on literacy and numeracy development, with key, cross-curricular literacy strategies in place across Years 7 to 9 Language study in French, German, Japanese and Chinese, which commences in

14 15

SO

ME

RV

ILL

E H

OU

SE

AN

NU

AL

RE

PO

RT

20

20

the Junior School, continued in the Middle Years and was also available for students to continue with the language of their choice to the end of Year 12

In 2020, students in Years 11 and 12 completed their first cycle of learning the new Senior subjects Somerville House offered twenty-seven different subjects to students in Year 12, with subjects such as Literature and Health being offered for the first time in Queensland Within their subjects, students undertook a range of

Internal and External assessments and engaged in a rigorous preparation program, which included subject workshops, tutorials and mock examinations

When designing their Senior pathways, students have the opportunity to study a university subject, additional Senior subjects through the Brisbane School of Distance Education, a Diploma qualification on campus or a vocational course through a recognised learning provider

Co-Curricular Engagement (Extra-Curricular Activities)

The Co-Curricular Program offers students a wide range of cultural, musical, sporting and social opportunities It provides a framework to identify, match and nurture student skills, talents and interests Our carefully developed Co-Curricular Program consists of 250 teams or activity-based groups and is integral to the educational experience of our students In 2020, the Co-Curricular@HOME programs were delivered during COVID-19

Cultural and Community

There are numerous social opportunities for students to become involved in service-based activities, literary pursuits, faith-based groups and exchange programs Some key achievements for Cultural and Community include:

• Chess adapted to an online environment, which allowed training to continue throughout 2020 Somerville House hosted tournaments, which were well attended within restrictions Our Junior School team finished third in the Queensland Girls Interschool State Finals Isabella Xia was the top U10 Girl at the Queensland Blitz Championships

• The only school among our rivals to run a competition during the lockdown Using technology, the School engaged in our internal Debating competition with Brisbane Boys’ College during the COVID-19 restrictions Two students won the Grand Final of the BGDA Online Case Competition

• Two participants of the Duke of Edinburgh Award achieved the Gold Award, an outstanding achievement internationally recognised Olivia Munro and Phoebe Dwyer were invited to City Hall to recognise their achievement by the Queensland Governor as the representative of the Commonwealth

• RoboCup Junior competitions were cancelled, but several students developed and demonstrated robot projects in preparation for the 2021 competition season, including one team preparing for the International competition and at least one custom robotics project group

• Fundraising events and volunteering took place in 2020, with the Service Learning team introducing a new initiative, #RocktheChop

Music

Music at Somerville House caters for a wide range of individual interests and skill levels The Music Program is conducted in the classroom and in a co-curricular capacity Our comprehensive Co-Curricular Ensemble Program includes string ensembles, bands and vocal choirs as well as many woodwinds, percussion and small string ensembles

Our choral and instrumental ensembles exemplifying the excellence for which the School is known This standard is evident across our many choral and instrumental groups, catering to students of differing ability

In 2020:

• Co-Curricular Music featured a flexible @ HomeProgram that provided a wide variety of program activities to over 500 students Junior School Immersion Programs utilised Seesaw’s video post and individual response functions to maintain a high level of engagement between students, staff and tutors Over 600 videos were submitted Private tuition was maintained by individual tutors with over 1,400 online lessons taught, and over 200 hours of student engagement in Smart Music — an online music pedagogy resource

• The School enjoyed highly successful Immersion Programs (Year 3 Strings and Year 5 Band/Guitar) with a fifty per cent plus continuation rate

• A large number of students were selected for the State Honours Ensemble Programs in 2020:

– SHEP Primary – 52 students

– SHEP Middle – 35 students

– SHEP – 2 students

– AHEP – 1 student

• Despite COVID-19 restrictions, Somerville House Music was able to hold performances with live audiences: Kaleidoscope Concert, Speech Night QPAC Combined Ensembles (110 students) Nuova Musica, Tutti Music Festival, and Solo Competition (160 entries)

• The School implemented in-house productions of over ten full-length concert recordings, including Kaleidoscope Recording Projects, Junior School Grand Concerts, Year 5 Immersion Concerts, End of Year Strings and Somerville Strings Recital

• Guest Clinicians conducting student Masterclasses and staff Professional Learning included:

– Dr Peter Morris (QLD Conservatorium)

– Dr Rob McWilliams (MusicFest)

– Paul Holley (Choral)

– Jason Barry Smith (Choral)

• Tours and Interschool events included the Gold Coast Music Tour and Brisbane Grammar School String Festivals

• Individual AMEB, Trinity College London and Internal Instrumental/Vocal Examination results included:

– AMEB exams – 80 students (including 4 AMusA Awards)

– Trinity College London – 5 students

– Somerville House Internal Exams – 33 students

• Individual Eisteddfod and Competition results included:

– Australian Percussion Eisteddfod – 3 Silver Awards

Sport

Students had the opportunity to participate in a wide array of sports in multiple competitions and associations throughout the year Students in the Junior School competed in seven sports within the Andrews Cup competition Students in Years 7 to 12 competed in multiple competitions, including the Queensland Girls’ Secondary Schools Sports Association (QGSSSA) competition, the Brisbane Schoolgirls’ Rowing Association (BSRA), and Brisbane Water Polo Association Inc (BWPI), as well as a range of club-based sporting programs Students were also nominated and competed in district and regional sport pathways right through to national representation

2020 highlights included:

• Athletics: Phoebe Marsh 2nd Place QGSSSA and a member of the QLD Target Talent Program

• Basketball: CBSQ Basketball, Katelyn McHugh, scored the highest two-point scorer across the whole of Division Two at forty-six points Susan McHugh is the youngest player in the Queensland State Basketball league at sixteen years During the whole CBSQ Tournament, the School only lost to teams by a total of eight points across the five pool games and only lost by seven points in the final

• Equestrian: 90% of riders qualified for the State championships, and 30% qualified for Nationals (although this was termed a Merit Team, as Nationals was cancelled due to COVID-19)

• Netball: QGSSSA – Open team came 3rd place by one goal, Senior A 2nd place, Senior B 1st place Hannah Burgess, Lauren Aubrey and Tia Pohio competed in the Netball Queensland State titles

• Tennis: 2020 Andrews Cup champions A Grade and Year 4 division Knowles Cup champions Juniors and Opens QGSSSA Juniors A, B and C came in 3rd place

• Softball: Ellie Saxby, Australian U18 Softball champion

• Swimming: Olivia Hine broke the MET East 50m Butterfly record Jacqueline Davison-McGovern Australian Open water swimming Champion, Multiple State and National medals

• Volleyball: Open team 2nd place QGSSSA, 3rd place Queensland Senior Schools Cup, 10A and 7B 1st place QGSSSA, 9B 2nd place QGSSSA

• Rowing: Somerville House competed successfully in a reduced racing season and had podium finishes for eleven of our fourteen crews at Head of the River, including three wins and taking the Year 9 pennant

Queensland/Australia (selected/represented) students included:

• Annabel Cowan – Water Polo

• Sadie Ridgway – Rowing

• Louisa Downes – Water Polo

• Jade Wilkinson – Equestrian

• Phoebe Marsh – Athletics

• Grace Kimmins – Rhythmic Gymnastics (selected/ represented Australia)

• Pippa Lowson – Show Jumping

• Ellie Saxby – Softball (selected/ represented Australia)

• Ella Rodwell – Athletics & Cross Country

• Brianna Leung – Trampolining (selected/ represented Australia)

• Annabelle Durling – Athletics

• Jacqueline Davison‑McGovern – Open water swimming (selected/ represented Australia)

16 17

SO

ME

RV

ILL

E H

OU

SE

AN

NU

AL

RE

PO

RT

20

20

Social and Emotional Wellbeing (Social Climate)

Positive Wellbeing Overview

In 2020, we adopted the theme of EMBRACE to help us focus on communication, engagement and resilience We embraced:

• change and challenge

• difference

• passion and purpose

• love and life, me, you — all

• growth

• the small, the big

• success and failure

• the journey — the year

This was particularly relevant in light of the year that unfolded and enabled us to embrace the new way of working during isolation The Wellbeing Program adopted was WellbeingConnect@HOME Wellbeing was considered at all levels of engagement throughout this time Our aim for all strategies was to foster the development of young women, building on their character strengths and embracing the School values of courage, compassion, inclusion, integrity, gratitude and respect We embraced our school motto, Honour Before Honours

Evidenced-based programs drawn from internationally and nationally recognised research were adopted to develop the following from the Positive Wellbeing Framework: positive relationships, positive emotions, positive engagement, positive self-concept and regulation, positive achievement and purpose, growth mindset, resilience and academic buoyancy All relationships and programs aimed to create a strong sense of belonging and connection within the School

Policies

Policies such as the PMSA Child Protection Policy, Child Protection Officers, the Anti-bullying Policy and the Student Code of Conduct were incorporated into the Student Diary to draw the attention of students Parents were reminded to review these policies throughout the year via whole school communications After review, the Student Code of Behaviour was updated and communicated to all stakeholders

The Bully Button – a link that provided education about bullying and the opportunity to alert staff to potential or existing bullying — was introduced It was highlighted through Pastoral Care programs The Bully Button provided the opportunity for students to

notify the Dean of Student Wellbeing, Deputy Principal and Head of Junior School about an instance of bullying through a secure platform This was utilised on a small number of occasions All students expressed that they felt their issues were resolved with compassion and care

External speakers were invited to speak to students and parents across the Junior and Senior Schools to assist with students’ education of bullying These included but were not limited to:

• Brett Lee – Cybersafety (face-to-face)

• Rebecca Sparrow – Find your Tribe (face-to-face) – Relationship Education

• Paul Dillon – Drug, Alcohol and Safety (virtually through Microsoft Teams)

• Brainstorm Theatre – Presentation regarding social skills including use of devices and social media to Years 7 to 9

• Some speakers did not deliver as scheduled due to border closures and delivery issues, including Judith Krause – Sexual Health and Consent — a presentation to parents, teachers and students in Years 6 to 9 and Justin Coulson to parents, teachers and students in Years 7 to 12

Connections

Key connections in 2020 for students to develop a strong sense of belonging:

• Tutor Teachers: For ten minutes each morning at Tutor Group and during Pastoral Care lessons, strong and purposeful relationships were forged In the Middle Years, these were homogeneous groups, and in the Senior Years, these were House groups

• Heads of Year: These are key central contacts for students and parents Heads of Year provided opportunities for building team and leadership skills, building character strengths, communicating high behavioural expectations and ensuring adherence to school policies, implementing stage-appropriate Pastoral Care programs, building skills in social and emotional development, managing and empowering students to resolve issues arising socially and academically, and assisting in monitoring and resolving issues arising across subjects Heads of Year offices are located near student cohorts for ease of student access and engagement

• Student Wellbeing Centre: In addition to the Dean of Student Wellbeing, the School Psychologist, Careers Counsellor and Administrative Assistants were available to meet the wellbeing needs of students

• Head of Boarding, Assistant Head of Boarding and Boarding Assistants: These staff developed relationships to bridge and heighten the boarding experience and support learning, connecting and belonging

• Chaplains: These staff engaged in Chapel Services and provided additional social and emotional support individually and where needed

• Health Centre and nurses: These staff nurtured students and provided them with health care and education in a well-equipped campus facility

• House Co‑ordinators: Through strong House competitions across key sports (Swimming, Athletics and Cross Country), and through the student-led Middle Years Arts Festival and Senior Years Choral Festival, these staff engaged students in cross-age connections and empowered them to practise team-building and leadership-building skills

18 19

SO

ME

RV

ILL

E H

OU

SE

AN

NU

AL

RE

PO

RT

20

20

Key Programs in 2020

Sisters Connect

Sisters Connect: Connecting Senior School students with Junior School students — 12s with 7s, 11s with 6s, 10s with 5s, 9s with 4s and 8s with 3s

This ‘Connection and Belonging’ strategy saw whole school, year level and in-class activities from Let’s Dance to sharing reading, to craft and parachute, obstacle courses, ball and giant board games on the oval Much to the younger students’ delight, a giant green air tube person was purchased to generate energy on such fun days

Additional activities included:

• the inaugural Crossing of the oval event

• the Tie Presentation Assembly for Year 11s involving Year 6

• Chalk Road and Wall Art

• National Day Against Bullying and Violence orange pathway

Activities during lockdown

Junior School students and their families actively engaged in a range of activities during lockdown, resulting in positive wellbeing and community building Children and families interacted with staff in response to various audio-visual wellbeing themes, including:

• Mindful Monday: Mindful breathing, visualisation exercises, savouring food, observing nature

• Tasty Tuesday: Cooking tutorials, creativity with food, sharing favourite recipes

• Wonder Wednesday: Learning a new skill, creating a song or dance, painting and colouring

• Thankful Thursday: Keeping a gratitude journal, writing a letter, performing a random act of kindness

• Fitness Friday: Fun fitness tutorials created by the Junior School leadership team, home fitness circuit creation, daily fitness tips

The program was extended to the Senior School, where students were encouraged to share their photographs Baking and cooking for Tasty Tuesday proved most popular; equally, the origami created on Mindful Monday was inspirational for the origami crane installation in the Junior School upon returning to school

Evidence-based Pastoral Care programs adopted in 2020:

• Aristotle EI – a partnership with Swinburn University We incorporated Aristotle EI programs in Year 7 – ‘Transitions’, Year 8 – ‘Wellbeing’, and Year 10 – ‘Resilience’

• Unleashing Positive Potential – a program developed by Luke McKenna – focusing on positive behaviours for our leaders in Year 9

• Peer Power – Leadership training for Year 9 and Year 11 students

• Mindfulness Program Dotb for Year 11 and 12 Students

• Circle Solutions for Student Wellbeing – Sue Roffey for Prep to Year 6

• Alannah and Madeline Foundation digital licence in the Junior School

Positive Wellbeing Days were organised in Terms 1, 2 and 3 in conjunction with Positive Wellbeing Week in Term 4 Such days were led by the Wellbeing Captains who worked to promote Student Wellbeing The days were themed: Embracing Connections, Embracing Challenge, and Embracing Difference The week celebrated Embrace The Positive Wellbeing Days were placed to release the pressure of exams and challenge the students to focus on the positive The energetic days were fun learning experiences and included games on the oval, music, connecting Little and Big Sisters, and dressing in themed costumes They were well received in the year’s climate and valuable learning experiences in strategies to self-regulate and build resilience

Voice and Responsibility

Student voice was encouraged through leadership and connection activities Service leadership was promoted to all students, noting that students do not need recognised leadership titles to exhibit strong leadership and initiative

For example, the Junior School Environment Monitors promoted the Containers for Change initiative increasing the awareness of environmental pollution and a shift in behaviour for the School community around recycling and waste disposal In the Senior School, ideas for improvement and action were encouraged across the student body

The Student Representative Council (SRC) provided the opportunity for students to express their ideas to their Tutor Group representative who met with the School Captains The School Leadership Team was then informed about these ideas

Leadership

Formal Leadership programs were conducted for Years 5, 6, 8, 9, 11 and 12 students to engage them in learning key skills External providers, Character Builders, ran a Leadership Day for the Year 6 Captains and House

Captains, identifying personal character strengths and exploring leadership themes in the School context Character Builders were engaged for the Year 5 camp with a focus on student leadership in preparation for nomination and election of the Junior School executive Additionally, the Year 6 Monitors accepted responsibilities for a range of school activities including reporting news, assisting with lunchtime library activities, promoting environmental initiatives, assisting Early Years staff with morning tea and lunch duties, assisting with co-curricular music activities, assisting with visual art displays and the Junior School Scripture Union club

YLead were engaged to deliver presentations to Years 9, 11 and 12 students Selection processes were reimagined in the Senior School for increased transparency and efficiency using a selection of digital platforms Due to the change in the School calendar with Year 12 focus on academics and external exams in Term 4, the timing of all leadership processes was reorganised Formal leadership included selection of School Captains, Prefects, House Captains, Convenors, SRC members, Middle Years Captains, Middle Years House Captains and Tutor Captains Additional roles incorporated in the 2020 selections included the Middle Years Spirit Captain and the Middle Years Environment Captain

Service Learning

2020 saw a change in name from Community Engagement to Service Learning Service Learning is important in developing compassion and concern for others It is also considered a key platform to build character, social and emotional skills including empathy, resilience, team-building and leadership skills All students were encouraged to initiate ideas to assist those less fortunate and expected to participate within year level activities to support the chosen organisations Year levels were also encouraged to voice their ideas regarding organisations of interest, and ideas to support these

• Year 7: Ronald McDonald House Charities Pantry Wishing Tree, Snacktember for OzHarvest

• Year 8: Salvation Army Christmas Toy Appeal, Pen pals with the Carpet XL School in India (The latter was not possible due to COVID-19)

• Year 9: Share the Dignity, The Pyjama Foundation

• Year 10: Leukaemia Foundation — donated Easter eggs, knitted head scarves, created Christmas gift baskets of cleaning products for the ESA village

• Year 11: Christmas Hampers for the Windana Women’s Refuge, Somerville House Dolls as a departing gift for Year 12 students, Ronald McDonald House Charities donations

• Year 12: Ronald McDonald House Charities, additional programs were disrupted by COVID-19

20 21

SO

ME

RV

ILL

E H

OU

SE

AN

NU

AL

RE

PO

RT

20

20

Camps

Camps provide the opportunity to experience education in a natural setting They encourage self-discovery, character-building using challenge by choice and development of self-understanding and confidence, resilience, team-building, and leadership skills Age-appropriate camps are scoped and sequenced to ensure increasing challenge, requiring increasing levels of independence and with an expectation that students build on skills learnt in prior camps

Camps were conducted as scheduled for Years 4 to 7 and Year 11 students Year levels where cancellation was required due to COVID-19 requirements included Years 8 to 10 New camp sites were sourced for Year 10 and Year 8 for future engagement Each camp has specific goals:

• Year 4: Outdoor activity camp near Somerset Dam with a focus on teamwork, resilience building and problem solving

• Year 5: Coastal camp at Alexandra Headlands with a focus on character strengths, self-awareness and leadership capabilities

• Year 6: Interstate camp in Canberra with a focus on governance and democracy, as well as visits to various national museums This camp encourages independence

• Year 7: A three-day camp at Camp Goodenough in the Tweed Valley specifically scheduled in the first weeks of Year 7 builds connections and assist in the transition to the Senior School This camp places a focus on team-building, independence, resilience and empathy

• Year 8: A three-day camp at Sunshine Coast Recreation Camp, Currimundi was organised for the first time as a change from Mapleton QCCC This camp builds on team-work and leadership skills in preparation for Arts Festival and Leadership selection later in Year 8 This did not proceed due to COVID-19

• Year 9: A three-day camp at Emu Gully, Helidon, provides more challenging activities requiring resilience, independence, team-work and leadership – establishing skills to be used throughout Year 9 as leaders of the Middle Years This camp did not proceed due to COVID-19

• Year 10: A three-day camp at Outward Bound, Kunghur, Northern NSW, was to be held in May 2020 but did not proceed due to COVID-19 This camp is an outdoor trekking camp requiring students to be resilient and build connections with their team members This complete outdoor camp is the most challenging of the School’s camps; however, it does have graduated levels of difficulty

• Year 11: A one-day incursion with YLead builds leadership capacity, cohort connections and prepares students for leadership selection

• Year 12: A one-day leadership incursion with YLead empowers students to upskill their leadership and teamwork skills for their final year

Measurement of Wellbeing

We engaged a new wellbeing survey in 2020, The Wellbeing Profiler by Melbourne University, which provided valuable data regarding the wellbeing of students from Years 7 to 12 and allowed the School to differentiate the wellbeing within each year level and between day and boarding Although the events of 2020 meant a change of delivery date and increased wellbeing challenges, the data presented showed strong levels of wellbeing across all year levels and particularly for boarding students The strongest indicators of wellbeing proved to be levels of gratitude at 91%, perception of significant relationships, peer connectedness, prosocial behaviours and sense of accomplishment The strongest risk factors to wellbeing were loneliness, cyberbullying — particularly Year 9 students at 9 1%, lack of sleep, rumination and anxiety The data was overwhelmingly positive and provided opportunities to target programs to meet the needs of students at different year levels

In addition to this, during and post the COVID-19 lockdown we produced a Student Pulse Survey to ensure the safety of each student This enabled Heads of Year and the Leadership Team to track student wellbeing Intervention was possible for those identified with particular concerns The School Psychologist conducted Microsoft Teams consultations as did the Careers Counsellor Staff Pulse Surveys were also conducted to identify issues of concern for teachers

Parent and Community Involvement

Known as Somerville House Futures – Building Tomorrow Together, the Old Girls’ Association (OGA), Parents and Friends Association (P&F) and the Somerville House Foundation played an active role in the life of the School Some of the year’s highlights include:

Old Girls’ Association

• The OGA enacted a COVID-19 Crisis Response that included accommodation for members stranded by border shutdowns, medical issues or travel restrictions, as well as wellbeing check-ins, work opportunities, virtual reunions and support for member-owned businesses

• partnered with the School to link Junior School students with mature-aged members via a pen pal project

• The OGA Crisis Bursary Fund provided fee relief to current Old Girl families at the School who had lost significant employment or business income

• the inaugural School Leavers Panel and lunch, where the graduating class of 2020 were welcomed as the newest Old Girls

• launch of the OGA Sporting Spirit Award

• The OGA announced a new postgraduate bursary, to support Old Girls in making career changes or advancements; be it re-entering the workforce, further study or research The Isabel Bauer OGA Bursary was named in acknowledgement of Isabel’s lifelong contribution to the Old Girls’ Association

• Career Development Scholarship – donated by the Somerville House Foundation and the Old Girls’ Association

• Teachers and Staff of Honour list launched on the OGA website

• launch of the OGA Mentoring Program; a six-month program which connects Old Girls who are in an established or senior phase of their career, together with other Old Girls who are seeking to further enhance their skills or broaden their horizons

• annual Commemoration Day celebrations hosted online for the first time since the celebration was held in 1900, featuring a keynote address by Old Girl and acclaimed author, Jackie French AM (Class of 1970)

Parents and Friends Association

• introduction of appointment system in the Uniform Shop, with staff working diligently and professionally to maintain quality service to families regarding uniform fittings, sales, exchanges and refunds

• trading in the Somerfare Tuckshop quickly adapted to focus increasingly on Flexischool orders to ensure COVIDSafe trading

• Support Groups assisted the Co-Curricular Department in working together to ensure as many girls as possible continued to experience some form of activity during the year This included shortened seasons, online training, Microsoft Teams music rehearsals or reduced in-person sessions

Somerville House Foundation

• The Foundation and the School each committed $500,000 to support families affected by COVID-19 and its economic fallout, with additional support from the Old Girls’ Association, assisting almost seventy families to keep their daughters at the School

• Melissa Pease was selected as the winner of the 2020 Career Development Scholarship and was commended for an original and entrepreneurial project In addition to the $10,000 prize, Melissa was invited to participate in the OGA Mentoring Program

• The Honour Before Honours Essay winners were Amelia Mackie and Naomi Ura Amelia and Naomi each received a $250 award, with their essays published in Volume 18 of Connections

• Cumbooquepa Stained Glass Window Restoration unveiling on 15 February

• The Arna Bennett Junior School Playground Naming Ceremony on 20 June

• virtual Annual General Meeting in late August

22 23

SO

ME

RV

ILL

E H

OU

SE

AN

NU

AL

RE

PO

RT

20

20

4. Has your home internet been able to cope with the content?

Mostly, yes 205

At times there have been some issues 35

Mostly, no 0

5. Did your daughter experience difficulties accessing materials because she didn’t know what to do?

Mostly, yes 14

It depends on the subject 64

Mostly, no 162

6. Overall, the amount of work set for my daughter was:

Too much 19

Just right 111

Too little 30

Depended upon the subject 60

Unsure 20

7. My daughter experienced a variety of tasks both online and offline.

Yes 114


No 24

Unsure 18

Senior School Parent Survey Summary

1. My daughter is in:

50 –

45 –

40 –

35 –

30 –

35 –

20 –

15 –

10 –

5 –

0 –

Year 7 47

Year 8 45

Year 9 31

Year 10 47

Year 11 34

Year 12 36

2. Overall, how has your daughter enjoyed Somerville@HOME?

240 responses 3 83 Average Rating

3. Have the expectations of students and parents been clearly stated in the communication about Somerville@HOME?


Parent, Teacher and Student Satisfaction

The School conducts regular satisfaction surveys of students, staff and parents for continuous improvement Due to the mandatory lockdown, the scheduled Student, Parent and Staff Satisfaction and Perception Tracking Review was postponed until Term 2, 2021

The School conducted a satisfaction survey of parent, teacher and student satisfaction of the Somerville@ HOME program in 2020 The following charts provide an overview of the responses to the surveys

In the Junior School, a telephone survey of Junior School parents and carers was conducted to gauge the response

to Somerville@HOME and inform the development of the program Families responded very positively to the survey and reinforced that the multi-tiered approach to ongoing education and family communication (via telephone, email, MS Teams, Seesaw and OneNote) across academic, pastoral and co-curricular areas was enabling students to continue their schooling under very different circumstances Ongoing feedback from the Junior School community throughout Somerville@HOME enabled staff to modify the program to accommodate individual student needs as the weeks progressed

24 25

SO

ME

RV

ILL

E H

OU

SE

AN

NU

AL

RE

PO

RT

20

20

2. Overall, how have you felt about the Somerville@HOME trial?


3. Have the expectations of staff been communicated clearly?


4. Have the expectations of students and parents been communicated clearly?


5. If you have worked from home (otherwise leave blank), has your home internet been able to cope?

Mostly, yes 17


Mostly, no 0

6. Did students have difficulty accessing any materials because they didn’t know what to do or where to find it?

Yes 4

Sometimes 14

No 9

7. I felt able to support the students academically.

Yes 20

No 0

Varied depending on the class 7

8. My daughter felt supported academically during the Somerville@HOME trial.

Always 68

Often 99

Sometimes 47

Rarely 9

Never 2


100 –

90 –

80 –

70 –

60 –

50 –

40 –

30 –

20 –

10 –

5 –

0 –

9. My daughter felt connected to her class and a teacher during the Somerville@HOME trial.

Yes 118


No 22

Unsure 16

Senior School Staff Survey Summary

1. Which department/s do you belong to?

Christian Education 2

Commerce 2

Digital Solutions and Technology 1

Drama 1

English 3

Health and Physical Education 3

Languages 5

Learning Enhancement 0

Mathematics 4

Music 2

Science 2

Social Science 3

Visual Art 1

5 –

4 –

3 –

2 –

1 –

0 –

26 27

SO

ME

RV

ILL

E H

OU

SE

AN

NU

AL

RE

PO

RT

20

20

12. Some schools are considering shorter lessons with longer breaks between them. What is your preference?

I want the lessons to stay the same as in the trial (50 or 55 minutes) 10

I want the lessons to be shorter with longer breaks 17

Senior School Student Survey Summary

1. What year are you in?

80 –

70 –

60 –

50 –

40 –

30 –

20 –

0 –

Year 7 34

Year 8 43

Year 9 41

Year 10 56

Year 11 62

Year 12 76

2. Overall, how have you enjoyed Somerville@HOME?

4 07 Average Rating

3. Has it been clear how you are to set yourself up, the rules you are to follow and how each day will run?

Yes 158

Mostly 128

Sometimes 21

No 5

8. I was able to maintain a connection with the students and assist them to connect with each other.

Yes 17

No 1


9. How easily have you been able to navigate MS Teams?

Extremely easily 10

Somewhat easily 13

Neutral 2

Somewhat enot asily 1

Extremely not easily 1

10. What proportion of your lessons have been streamed?

More than 75% 8

50-75% 5

25 50% 6

Less than 25% 5

I have not livestreamed any lessons 3

11. We are considering adjusting the timetable in Years 7 to 9 (It would not work in Years 10 to 12). What is your preferred option?

I want the timetable to stay the same 11

If there are multiple classes in a year level, I want them to run at the same time, if possible 16

28 29

SO

ME

RV

ILL

E H

OU

SE

AN

NU

AL

RE

PO

RT

20

20

8. Did you feel you could get help if you needed it during the Somerville@HOME trial?

Always 64

Often 111

Sometimes 88

Rarely 28

Never 2


120 –

100 –

80 –

60 –

40 –

20 –

0 –

9. Did you feel connected to your class and a teacher during the Somerville@HOME trial?

Yes 98

Depended on the subject 163

No 51

Junior School Student Survey (Years 4 to 6)

1. What year are you in?

Year 6 63

Year 5 61

Year 4 36

2. Overall, how have you enjoyed Somerville@HOME?

3 64 Average Rating


Mostly, yes 216


Mostly, no 6

5. Was it clear to you what you needed to do and where you needed to go to access materials for each lesson?

Mostly, yes 182


Mostly, no 6

6. Overall, the amount of work set was

Too much 79

Just right 121

Too little 5


7. Did your teacher set a variety of tasks, both online and offline?

Yes 79


No 36

30 31

SO

ME

RV

ILL

E H

OU

SE

AN

NU

AL

RE

PO

RT

20

20

7. Did your teacher set a variety of tasks, both online and offline?

Yes 84


No 8

8. Did you feel you could get help if you needed it during the Somerville@HOME trial?

Always 42

Often 53

Sometimes 21

Rarely 7

Never 2


Yes 12

No 6

Maybe 2

60 –

50 –

40 –

30 –

20 –

10 –

0 –

9. Did you feel connected to your classmates and class teacher during the Somerville@HOME trial?

Yes 86

No 74

10. Did you feel connected to your specialist teachers during the Somerville@HOME trial?

Yes 49


No 40

3. Has it been clear how you are to set yourself up, the rules you are to follow and how each day will run?

Yes 85

Mostly 59

Sometimes 12

No 4


Mostly, yes 128


Mostly, no 4

5. Was it clear to you what you needed to do and where you needed to go to access materials for each lesson?

Mostly, yes 104


Mostly, no 5

6. Overall, the amount of work set was

Too much 42

Just right 73

Too little 8


32 33

SO

ME

RV

ILL

E H

OU

SE

AN

NU

AL

RE

PO

RT

20

20

7. I felt able to support the students academically.

Yes 21

No 1


8. I was able to maintain a connection with the students and assist them to connect with each other.

Yes 14

No 7


9. How easily have you been able to navigate MS Teams?

Extremely easily 8

Somewhat easily 8

Neutral 3

Somewhat enot asily 1

Extremely not easily 0

10. What proportion of your lessons have been streamed?

More than 75% 1

50-75% 0

25 50% 0

Less than 25% 4

I have not livestreamed any lessons 25

11. I feel confident about teaching through Somerville@HOME in Term 2.


Junior School Staff Survey

Finally, Junior School staff also provided feedback to assist with the continual improvement of the Somerville@HOME experience

1. Which department/s do you belong to?

Junior School - Class Teacher 16

Junior School - Specialist Teacher 14

2. Overall, how have you felt about the Somerville@HOME trial?


3. Have the expectations of staff been communicated clearly?


4. Have the expectations of students and parents been communicated clearly?


5. If you have worked from home (otherwise leave blank), has your home internet been able to cope?

Mostly, yes 21


Mostly, no 0

6. Did students have difficulty accessing any materials because they didn’t know what to do or where to find it?

Yes 3

Sometimes 15

No 12

34 35

SO

ME

RV

ILL

E H

OU

SE

AN

NU

AL

RE

PO

RT

20

20

Staff attendances

Average staff attendance for the school, based on unplanned absences of sick and emergency leave periods of up to 5 days:

Number of Staff Number of School DaysTotal Days Staff Absences

Average Staff Attendance Rate

126 191 612 97 46%

For permanent and temporary classroom teachers and school leaders the average staff attendance rate was 97.46% in 2020.

Teaching staff retention Proportion of teaching staff retained from the previous year:

Number of permanent teaching staff at end of previous year

Number of these staff retained in the following year (the program year) % retention rate

125 111 88 8%

From the end of 2019, 88.8% of staff were retained for the entire 2020 school year.

Student Outcomes

Average student attendance rate

Number of possible attendance days

Total number of students

Total number of days absent Total attendance

257,232 1,398 13,076 244,156

The average attendance rate for the whole school as a percentage in 2020 was 94.92%.

Number of possible attendance days for the year level

Total number of students in the year level

Total number of days absent by students in the year level

Total Attendance

The average attendance rate for each year level as a percentage in 2020

Prep 53 569 5 9182 5 94 16%

Year 1 64 647 5 11128 5 94 50%

Year 2 56 552 75 9751 25 94 64%

Year 3 56 462 5 9841 5 95 51%

Year 4 64 498 25 11277 75 95 77%

Year 5 104 916 75 18219 25 95 21%

Year 6 90 682 75 15877 25 95 88%

Year 7 137 1202 25 24005 75 95 23%

Year 8 135 1337 75 23502 25 94 61%

Year 9 141 1455 24489 94 39%

Year 10 151 1877 5 25906 5 93 24%

Year 11 136 1426 25 23597 75 94 30%

Year 12 138 1447 25 22426 75 93 94%

Staff

Staff composition, including Indigenous Staff

Status # of Employees

Full-Time Teaching Staff 104

Full-Time Non-Teaching Staff 75

Part-Time Teaching Staff 21

Part-time Non-Teaching Staff 50

Qualifications of all Teachers

QualificationEither detail the number or the percentage of classroom teachers and school leaders at the School who hold this qualification

Doctorate or higher 5

Masters 35

Bachelor Degree 155

Diploma 95

Certificate 29

Teacher participation in Professional Development

Description of PD ActivityNumber of Teachers Participating in Activity

Learning Area-specific, Departmental and Individual Professional Development, including Pastoral (excludes self-registered and self-funded professional development activity) 79

ISQ Inquiry: Developing Mathematics Extension/ Problem Solving 4

Workplace Health and Safety and Compliance Training 125

Teaching with Microsoft Teams 125

Teaching strategies for remote learning 125

QCAA Senior Processes Training 25

Teaching Practices Professional Learning Teams - Junior School and Senior School 91

Schoolbox Training 125

Senior School Pedagogical Coaching Project 7

Total number of teachers participating in at least one activity in the program year 125

Expenditure on Professional Development

Total Number of Teachers Total expenditure on teacher PD Average expenditure on PD per teacher

125 $43,638 75 $349 11

The total funds expended on teacher professional development in 2020, including professional subscriptions $123,196 75

The proportion of the teaching staff involved in professional development activities during 2020 100%

NOTE: due to restrictions in 2020, with the cancellation of seminars and conferences and the increase in no-cost online professional development, average expenditure on professional development in this year is reduced.

36 37

SO

ME

RV

ILL

E H

OU

SE

AN

NU

AL

RE

PO

RT

20

20

How the School manages non‑attendance

From Pre-Prep to Year 12, all student absences are accounted for through roll checks and recorded electronically Parents are required to inform the School via email or by telephone to Student Absences each day of their daughter’s absence A medical certificate is required if an assessment is missed or if the illness exceeds three days

If a student is absent without explanation, a member of the administration staff contacts the parent by SMS messaging or telephoning to ascertain the reason for the absence Classroom teachers, Tutor Group teachers, Heads of Year and Assistant Heads of School monitor student absences and contact the student’s parents should any concerns arise

Any extended leave requests during term time are submitted to the Deputy Principal Whenever possible, students are expected to make medical, dental and other appointments outside of school hours to reduce their school program absences

Students leaving the Senior School during school hours for pre-approved appointments or approved activities

must sign-in or out at the Student Absences office or sub-school offices Those students in the Middle Years must report to the Middle Years reception for collection by a parent/caregiver In the Junior School, students are required to be signed in or out at reception

Once a student has arrived at the School, they are expected to remain for the entire day The sole exception to this is if, during the day, the student becomes ill, and the Health Centre Nurse Manager believes they are too sick to remain at school In this instance, the student’s parents are contacted, and arrangements made between the parents and the Health Centre All students who leave school because of illness must report to the Health Centre to await the arrival of their parents

The Principal has the sole authority to grant leave for absences at the beginning or end of any term A medical certificate must be provided if a student is absent through illness at these times Approved leave for personal travel during any scheduled school day, except for boarders, will be considered unapproved leave Leave will be granted only in cases of exceptional need, such as bereavement

Financial Information

The School Council, Principal and Business Manager are jointly responsible for managing Somerville House’s financial accounts, budget and performance Somerville House has independent income, bank accounts, expenditure, and targets These are separate and distinct from the other PMSA schools

All income that Somerville House receives from fees, donations, government grants and any other source is used entirely to operate and develop Somerville House No funds are shared, cross-subsidised or transferred between any PMSA schools

Although operated independently, Somerville House is owned by the PMSA and is a part of a single legal entity which is the PMSA As a part of the PMSA Group, Somerville House’s financial accounts and financial statements are prepared by the School’s Business Manager, and presented to and ratified by the PMSA’s Audit, Finance and Risk Committee These are independently audited by KPMG and then consolidated into the PMSA Group special purpose financial statements for reporting

The PMSA’s audited financial statements are prepared in accordance with Australian Accounting Standards and include accounting policies They comply with the Association Incorporations Act 1981, Australian Education Act 2013, Education (Accreditation of Non-State Schools) Act 2017, and Australian Charities and Not-for-profits Commission (ACNC) Act 2012

A financial summary of the PMSA accounts is publicly available in the PMSA Annual Report on the PMSA website, and the consolidated audited financial statements are available on the ACNC registry Accounting policies are published in these accounts

The PMSA works to ensure that the Group performance is achieved and optimised through a range of defined oversight and governance processes and prudent financial management Each year, PMSA schools pay an amount to the PMSA to cover PMSA Group Office governing costs and collective expenses such as insurance premiums, auditing, professional development and training, compliance, and other consolidated school expenses

Where our income comes from:

Tuition Income Boarding Income Government Funding

Donations & Grants Trading Income Other Income

Apparent retention rate ‑ Year 10 to 12

Year 10 Base Year 12 Apparent Retention Rate %

Number of Students 140 137 97 86%

The Year 12 student enrolments as a percentage of the Year 10 cohort was 97.86%.

Year 12 results

Number of students awarded a Senior Education Profile 137

Number of students awarded a Qld Certificate of Education at the end of Year 12 137

Number of students awarded a Qld Certificate of Individual Achievement 0

Number of students who received an ATAR 136

Number of students who are completing or completed a School-based Apprenticeship or Traineeship 0

Number of students awarded one or more Vocational Education and Training Qualifications 16

Number of students awarded an International Baccalaureate Diploma 0

Number of students awarded a VET qualification:

Certificate 1 0

Certificate 2 1

Certificate 3 3

Certificate 4 2

Diploma 13

Percentage of Year 12 students who received an ATAR of 99 and above 7 9%



Percentage of Qld Tertiary Admissions Centre (QTAC) applicants receiving a tertiary offer 99 25%

16 VET GRADUATES

11 6% of Year 12 cohort

ATAR 99 OR HIGHER

10STUDENTS 7 9%

ATAR 95 OR HIGHER

41STUDENTS 32 3%

ATAR 92 OR HIGHER

60STUDENTS 47 2%

ATAR 90 OR HIGHER

71STUDENTS 55 9%

38 39

SO

ME

RV

ILL

E H

OU

SE

AN

NU

AL

RE

PO

RT

20

20

Voluntary Christian Groups and Activities

• SUPA Club runs in the Junior School under the leadership of Junior School staff Up to seventy students were involved this year

• Senior School students are involved in SomerCircle, with a weekly group meeting for each year level and occasional combined lunch-time meetings, as well as combined activities with PMSA schools and other schools once a term Approximately eighty to 100 girls were involved in 2020

• For younger year levels, an emphasis is placed on fun activities as well as a short Christian presentation while the older groups are more focussed on Bible discussions and Christian discipleship

• There were ten staff and four recent Old Girls leading or assisting with the groups across sub-schools in 2020

• Opportunities are given for the development of Christian leadership, especially with the Year 12 students and SomerCircle Captains Many Year 12 students shared a Christian message at assemblies, Chapel services and special events throughout the year

• At the end of Year 12, links between SomerCircle and local churches/tertiary Christian groups were made, especially for those students from non-Church attending families

Strengthening the Christian Ethos

• involvement in the School Leadership Team’s input into the Strategic Planning process encouraged the focus on our Christian foundations and values

• linking of the Christian Education curriculum with topics and issues in pastoral care and academic subjects

Collaboration in Mission

• The Chaplains network strongly with other PMSA Chaplains and touch base regularly through inter-school Christian Fellowship activities, professional development activities and Chaplains’ dinners

• In 2020 the Senior Chaplain worked with the other PMSA Chaplains on a revision of the PMSA Christian values on behalf of the PMSA Board

• The Chaplain works with the School Leadership Team and Middle Managers to keep a Christian perspective central to decision-making and encourage the fulfilment of the Christian mission of the School The Chaplain meets regularly with the Principal to lead the spiritual life of the School

• Visits of boarders and music groups to various local Uniting and Presbyterian Churches to enhance the relationships with our supporting churches was not possible due to COVID-19 restrictions, though a Presbyterian Youth Minister visited the boarders and spoke with them early in the year

• The Chaplain met with representatives from a local Uniting and Presbyterian church to strengthen partnerships She spoke at the Presbyterian State Assembly to report on the ministry in PMSA Schools

From the Chaplain

The centrality of Somerville House’s spiritual life as reflected in the PMSA Strategic Plan and Mission statements is represented in the Strategic Intent documents for the School Many activities and events contributed to the spiritual life of Somerville House in 2020, with creative variations due to COVID-19 Some of the highlights are listed below

Chapel

• weekly for the boarders with an emphasis on engagement with a relevant and contemporary focus This was replaced by ‘Boarders Word for the Week’ during Somerville@HOME

• monthly for day students: similar to boarders’ services with leadership from various Year 12 students They were recorded and sent out during Somerville@HOME, still with record student involvement

• staff Chapel services six times a year

• special ‘Chapel Week’ in August, made COVIDSafe with parents unable to be involved this year

• a large Waterford Crystal cross was donated to the Chapel by a Somerville House family

Devotions

• delivered at assemblies, includes a hymn, Bible reading (presented by a Year 12 student leader), homily and prayer, recorded and sent out during Somerville@HOME

• guest speakers were limited in 2020 due to COVID-19

• Chaplain shares a devotion at four Junior School assemblies each year, and at one Early Childhood assembly, as well as at the Christmas Celebration

• Special occasions: Blessing of the Boats, Year 11 Leadership conference, Year 10 Careers Day Some were recorded due to COVID-19 restrictions

Pastoral/Spiritual Support and Guidance

• The Chaplain is working with the Dean of Student Wellbeing to integrate a Christian worldview with the Pastoral Care program

• The Chaplains provide spiritual counselling for staff, students and other members of the School community and are often involved with staff, students and families who have experienced bereavement

• The Chaplain chairs the Staff Care Committee who oversee regular donations by staff to a fund which can be used to assist staff in financial need The Staff Care Fund was accessed in 2020

• The funeral of former OGA President, Isabel Bauer was held in the Somerville House Chapel

• Boarders’ Chapels were limited during Somerville@ HOME; however, the Chaplains’ ‘Word for the Week’ was recorded and distributed Chapels resumed in the Bentley Dining Hall when face-to-face learning recommenced

• The Senior Chaplain engages in regular Tim Tam and Milo suppers with boarding students, and these connections often result in pastoral and spiritual discussions The Chaplain also regularly attends dinner in the Boarding House

• The Chaplains have a high level of attendance at various school activities, especially co-curricular activities and year level camps and activities as a means of relationship-building with the School community, rapport-building with students and support of staff responsible for those events

Next Step 2021 Post-School Destinations

Somerville House

This is a summary of the post-school destinations of students from Somerville House who completed Year 12 and gained a Senior Statement in 2020 The results are from the Year 12 Completers Survey, which is conducted approximately six months after students completed Year 12

For more information about the survey visit the Next Step website www.qld.gov.au/nextstep. Regional and statewide reports will be available from October 2021.

67.9% response rate93 out of 137 Year 12 completers from this school responded to the 2021 survey Results may not be representative of all Year 12 completers at this school.

Post‑school destinations

In 2021, 98 9% of Year 12 completers from Somerville House were engaged in education, training or employment in the year after they completed school

Of the 93 respondents, 94 6% continued in some recognised form of education and training The most common study destination was bachelor degree

A further 4 3% transitioned directly into paid employment and no further study

All Year 12 completers were assigned to a main destination Respondents who were both studying and working are reported as being in education or training, including apprentices and trainees

Main Destination in 2021

NILEFT

Seeking work

Full-time employment

Part-time employment

Traineeship

Apprenticeship

VET Certificate

Bachelor Degree

% of Year 12 completers

0 20 40 60 80 100

1 1

2 2

2 2

1 1

2 2

91 4

Engagement over time

2021

2020

2019

% of Year 12 completers

Education or trainingEmployment onlyNot in education, employment or training

0 20 40 60 80 100

94 6

89 9

88 4

40

About the PMSA

The PMSA owns four outstanding Queensland schools – Brisbane Boys’ College, Clayfield College, Somerville House and Sunshine Coast Grammar School

Established in 1918, the PMSA is a joint mission of the Uniting Church in Australia, Queensland Synod and the Presbyterian Church of Queensland to provide education founded on strong Christian values

One hundred years on, in an increasingly dynamic and interconnected world, our schools continue to offer students an outstanding education, access to global opportunities and ecumenical values for life

For more information about the PMSA, please visit pmsa‑schools.edu.au

PMSA Mission, Vision and Values

Our Mission

The PMSA’s mission is to provide outstanding teaching and learning environments for our students and staff, in schools built on the teachings and examples of Jesus Christ Our focus is to enable students to discover and then develop their God-given talents Our aim is for students to achieve personal excellence, live a fulfilling and satisfying life and make a meaningful contribution to family and society

Driven by our Vision

The PMSA’s vision is to build caring school communities, by providing world-class teaching and learning environments of excellence, founded on Christian faith and actions

Guided by our Values

The PMSA and each of our unique schools share collective values that play a part in every aspect of our daily lives – relationships, care, ethics, personal development, excellence and celebration

• Relationships – We strive to form binding, constructive relationships based on faith, love, compassion and forgiveness

• Care – We care for our people and seek and provide a safe environment for growth and development, where we can respect ourselves and the needs of others

• Ethics – We encourage the building of strong ethical standards based on truth and integrity

• Personal Development – We foster resilience, where we learn from our mistakes and successes, and seek continuous improvement and self management

• Excellence – We aspire to achieve excellence and encourage each person to reach our potential

• Celebration – We collectively recognise and celebrate our own and others’ achievements and milestones

17 Graham Street, South Brisbane Qld 4101, Australia

PO Box 3357, South Brisbane Qld 4101, Australia

+61 7 3248 9200 admin@somerville qld edu au

somerville qld edu au

A school of the Presbyterian and Methodist Schools Association. The PMSA is a mission of the Presbyterian and Uniting Churches.

CRICOS Provider Code: 00522G

OUR PURPOSE

Somerville House aims

to provide an exemplary

educational environment by

supporting each student’s

personal growth.

Somerville House Annual Report 2020

Documents

Transcript of Somerville House Annual Report 2020