Home' Capricornus Quarterly : CQ Dec 2018 Jan 2019 Contents An important element in Grammar’s beliefs is
the continuing need to seek feedback from our
students, staff, parents and wider community and
to feed this information back into our planning.
A critical feature of much of this feedback
is that it is obtained and analysed by highly
credible, independent external researchers.
Feedback from educational authorities, which
are also published in the media, regarding
academic results of students in Queensland
forms one part of this feedback. It is pleasing to
benchmark the performance of RGS students with
other students throughout the State and celebrate
the great performance of all of the student
cohorts at RGS. However, such satisfaction
comes with an important qualifier. While the
results are most affirming, the School does not
consider that an OP score represents the sole
measure of success of either an individual or an
institution, or that the OP pathway is valued above
the vocational pathway. The School believes
that its commitment to develop both students’
scholarship and character will critically underpin
their learning futures. RGS remains equally
committed to the balanced development of the
whole child – moral, social, physical and artistic.
In 2018 the School has continued its
established practice of seeking feedback on
its operation from internal stakeholders. At
the start of Term 3, an independent research
organisation was commissioned to apply a
survey questionnaire to parents of the School.
The results and analysis of the survey have
proved useful. While there is a myriad of
information to consider, it is instructive and
affirming to consider that using the aggregate
satisfaction index (calculated using the average
scores for importance and performance across
various dimensions of the School’s operation),
parents’ satisfaction comes in at 89.1 (out of 100).
As the above figure indicates, the overall
impression of the survey data is very positive.
The areas with which parents were most
satisfied were: grounds and facilities, range
of sporting and cultural activities offered and
communication between School and parents.
Two parent comments in the report stood out
for me: “The school has high quality teachers
and the children have the opportunity to
participate in many Co-curricular activities in
addition to class if they desire. The facilities
are fantastic i.e . Ritamada, follow a strict dress
code which develops pride and discipline and
do not tolerate bullying. There is a high sense
of community”; and “Excellence in academic
achievement is aspired to even for those who
aren’t brilliant. Children can be the best they can
be both academically and via extracurricular
involvement. A big plus is the general standard
of behaviour and involvement expected in
making this a good school. E .g., your (the child’s)
contribution to making our school great”.
Such data and comments breed no
complacency but provide strong targets
upon which to continue our focus.
The survey data was also helpful in supporting
some new initiatives and highlighting issues
that can be strengthened. First, the parents
gave strong encouragement to the School’s
Global Education programme and preparation
for the implementation of the ATAR system.
Second, the following three areas were
the issues of least satisfaction: Fairness/
consistency dealing with behavioural issues
(71.14); Avenues for students to voice concerns
re bullying (73.16); and implementation of
anti-harrassment/bullying policy (74.79). While
transparently recording legitimate concerns
in these areas, it is appropriate to note that
their average scores were 73.03. These three
areas are being analysed by the relevant
members of the Leadership Team and have
been included in the Critical Projects for 2019.
In the Boarding area parents were most satisfied
with care at the health centre, the processes
for helping my child/ren set tle into boarding
life, communication between boarding staff
and parents and care shown by boarding staff
and parents. Areas for further improvement
included the quality of food provided, boarding
facilities and opportunities for leadership roles.
Combining the various methods of feedback and
being responsive and attentive to developments in
education and to our communit y, the following six
critical projects will be a priority for RGS in 2019:
1. Effectively implement processes
associated with the new Queensland
Certificate of Education (QCE), and Senior
Assessment and Tertiary Entrance
(SATE) system as well as ensuring
regular and informative communication
is provided to all RGS stakeholders.
2. Conduct and successfully complete the
next Enterprise Agreement Process.
3. Deliberately pursue strategies to enhance
the School’s international engagement.
4. Conduct a review and implement
recommendations for change of the
School’s child welfare practices, processes
and procedures, including safeguarding
children, dealing with behavioural issues
and avenues to report bullying.
5. Development of strategic directions that
will provide RGS with alternative funding
sources that are aligned with the core
purposes of the School.
6. Engage with staff, students and
parents and conduct research to
inform the future direction of the use
of laptops and other mobile device at
The Rockhampton Grammar School.
Additionally, the School is currently
engaged in an extensive Master Planning
activity in order to plan for the future
educational needs of RGS students.
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CHANGE OF PREFERENCE INFO AND CHAT SESSIONS
Call 13 27 86: Saturday, 15 December 2018 | 8 am – 1 pm
Online chat: Monday, 17 December 2018 | 9 am – 1 pm
On-campus info session:
Monday, 17 December 2018 | 9 am – 1 pm
CQUniversity Rockhampton North
*Times Higher Education World University Rankings 2019. See cqu.edu.au/reputation.
“I think CQUni is better than city
campuses because the classes are
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They actually make an effort to get
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Six critical projects
have been identified as
priorities for RGS in 2019.
Year 9 Arnika Forrest at Speech Day, with Dr Phillip Moulds.
The reviews are in
Good schools, whatever their current reputation and performance,
will not continue to improve unless they are attentive and
responsive to what is happening in both areas of education and
their communities, writes Headmaster Dr Phillip Moulds.
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