Home' Independence : Independence Vol 43 No 1 May 2018 Contents PRODUCTS & SERVICES NEWS
PRODUCTS & SERVICES NEWS
78 INDEPENDENCE VOL 43 NO 1 MAY 2018
VOL 43 NO 1 MAY 2018 INDEPENDENCE 79
FINANCIAL LITERACY OPPORTUNITIES
In previous editions of Independence,
I referred to my research into the
attributes of a financially sustainable
non-government school. Put simply, to
be sustainable a school must generate
a surplus (cash from operations) that is
adequate to meet annual cash outflows
for asset replacement and debt
Consider the analogy of water (cash) flowing
into the reservoir being sufficient to meet
the water (cash) flowing out though the
floodgates for asset reinvestment and debt
servicing. If the cash inflow is not sufficient
the reservoir will run low and may run dry.
In years of significant asset reinvestment,
the school may supplement the cash
requirements from extra borrowings, (pipe
water in) and/or use some of the reservoir.
But in the medium to long term, cash flowing
in each year must be adequate to meet the
cash flowing out.
The annual ASBA/Somerset Non-
Government Schools’ Financial performance
survey is now receiving data for the 2017
school year (go to www.somerseteducation.
net). Participation provides an opportunity
to answer key questions including analysis of
your school’s net operating margin (relative
surplus), sustainable debt, cash reserves and
ability to adequately replace assets.
I am proud to announce that AHISA and
Somerset Education are providing an
opportunity for aspiring and existing Principals
to attend an Independent School Financial
Literacy training day. To be held at Bond
University on the Gold Coast on Saturday
14th July 2018, this day will help answer
your key questions and help contribute to
the long-term financial health of your school.
Financial literacy is often an area of concern
for Principals and we strongly encourage your
attendance. Contact AHISA for details.
Somerset Education is a specialist in the
financial governance of non-government
schools. For further information visit
Telephone 1300 781 968
DISCLAIMER We publish this article only for non-
government schools in Australia. All material should be
regarded as information only and individuals should rely
on their own enquiries when formulating decisions for
themselves or their clients. In no way do we warrant or
guarantee any changed circumstances for a school from
use or non-use of this material. As a member of the
Institute of Chartered Accountants Australia and New
Zealand, the firm participates in a national liability capping
scheme. Accordingly, our liability is limited by a scheme
approved under professional standards.
JOHN SOMERSET is a Chartered Accountant. He
has extensive knowledge of the independent school
sector and is currently President of Independent
Schools Queensland and a board member of the
Independent Schools Council of Australia.
DIVERSITY, DIVERSITY, DIVERSITY......
This is our Australian Independent and
Private Schools message to our client
Through our marketing events we can assist
your school to diversify your international
cohort. This not only benefits your local
students but the international student as well.
We often hear our client schools tell us they
want to diversify their International cohort
and add the richness to their programs
that many cultures can bring. However in
the next breath they tell me they are not
prepared to meet the market that they wish
Australian Independent and Private
Schools has been marketing in non-
traditional ‘schools’ markets for the last
8 years. We have developed valued
connections and built trusted relationships
with agents and government departments
in these regions.
Our Principal Education Consultant,
Brian Savins, recently met with qualified,
professional Education Agents and
conducted agent seminars and training with
agent partners in Mexico and Colombia.
Guadalajara is the second largest city in
Mexico with a dynamic export economy and
growing socio-economic wealth, making this
region an excellent prospect for recruitment
of international students from Latin America
as reflected recently in Austrade 11 April,
Latin America’s market share of total
onshore commencements increased from
9% in 2015 to 11% in 2017. Brazil and
Colombia are the largest Latin American
markets, the only two non Indo-Pacific
markets in the top 10 source markets for
international students. Enrolments from
these countries have almost doubled in
five years to over 70,000 enrolments.
One Lifetime, One Encounter
Tel +61 (0) 421 208 875 Email firstname.lastname@example.org
PO Box 1035, Burleigh Heads QLD AUSTRALIA 4220
Our message to you is to ‘meet the
market’, be prepared to offer alternate
programs and products that encourage
diversity in your schools. How do you do this,
I hear you ask?
Contact us and we will assist you to
diversify your international cohort.
THE IMPACT OF CLASSROOM DESIGN ON STUDENTS’ LEARNING:
HOW DO YOU MEASURE YOUR SCHOOL’S PROGRESS?
Do you feel the same way in a brightly lit
McDonald’s restaurant as you do sipping
coffee in your favourite café?
More than likely not. Physical environments
have an immediate impact on our sensory
If we sit in an over stuffed chair by the light of
a flickering fire it provokes feelings of safety,
comfort and relaxation. A gym with fast paced
music and bright lights can invigorate. Blues
will calm and bright colours will stimulate the
Naturally it is fair to say that school and
classroom design will have a significant impact
on those who spend time in those areas.
There have been many studies done in this
Alexander Young, RFD, FACEL, MACE
It is well understood that the dynamics
of a school change with time. However,
when asked this question many
educational leaders will respond with
something like: “We are doing very well
However, when we look at how a range of
schools have been doing in NAPLAN, (the
only independent source for comparison of
schools), most appear to be flat lining.
Do your teachers know their impact?
Prof John Hattie asserts the importance of
teachers knowing the effect size of their
teaching as it builds their “... sense of self
efficacy, which is the belief in their ability to
positively impact student learning. Over time,
as teachers discuss the data and success
with their peers, they develop collective
teacher efficacy” (Hattie, p. 135).
At AutoMarque we calculated the growth per
year of students in their numeracy outcomes
between Years 7 and 9 at a number of
Tasmanian independent schools. We
calculated by subtracting the year 7 result
from the year 9 result in each school and
dividing this by 2. This was entered in a table
area, including three years of research into
the impact of classroom design on pupils’
learning, led by Peter Barrett of Salford UK,
and resulting in his report called The Clever
Classroom; and books such as The Third
Teacher a collaborative project into classroom
design. They both identified not only the
key parameters for optimal learning spaces
but have shown how facilities with those
key parameters in place have improved
performance, learning behaviour and moods.
The ten key parameters are: light, temperature,
sound, air quality, links to nature, ownership,
flexibility, connection, complexity, and colour.
Printed Blinds Australia has been assisting
Australian schools in their classroom designs
and graphed, figure 3. The average growth
per year per school is also shown as are the
results of the best growth in any one year.
When we look at the results in figure 1
we see how the AutoMarque licensee
initially lifted its student growth but
when their team leader, who had ensured
discussion and review of data, left, student
performance slackened off. This is a prime
example of the impact of an individual on
team dynamics when the team leader is able
to harness increased self-efficacy amongst
her/his team through insightful use of data.
Team leaders, the evidence is clear, the
more that teachers know about their
teaching impact the better. Or to quote Prof
John Hattie “Know thy impact”.
for seven years.
These versatile blinds are a great way to
enhance your learning space and can assist in
eight of the above key parameters.
All PBA products are designed, printed and
manufactured in-house using high quality
componentry. Our superior fabric options have
excellent solar reflection properties, are VOC
tested and certified for use in schools.
You can visit us at www.
For further information, a design
consultation or sample blind contact us
on 02 9698 7272, or email
As a profession, teachers need to be very
aware of the importance of the evidence
revealed through the regular use of pre-test/
post-test analysis as it enables increased
student outcomes and a commensurate lift
in teacher morale. AutoMarque can make
this easy for you. Some might say the author
is suggesting an increased workload. This
is not the case if you use AutoMarque as
the school photocopier does the teachers’
marking, data input and analysis.
Give it a try by contacting
Fisher, D., Frey, N., Hattie, J. (2016), Visible Learning for
Young, A., Improving Students’ Outcomes Through the Use
of Assessment Diagnostics, page 106, https://files.eric.
Average Student Growth/year
Auto Marque Licensee Government School lCSEA1028 19.5 19.5 11.5 20.5 23.5
Private School lCSEA1054
Private College ICSEA1063
24 25.5 23.5
Private School lCSEA1074
Government School lCSEA 1106
7.5 22.5 17.5 21.5 21.5 31.5 23.5
Private School lCSEA1109
-3 29.5 19.5
28 14.5 29.5
Private School lCSEA1135
21 13.5 23.5
2008 to 2010
2009 to 2011
2010 to 2012
2011 to 2013
2013 to 2015
2014 to 2016
2015 to 2017
2012 to 2014
WHEN AUTOMARQUE WAS INTRODUCED
FIGURE 1 TASMANIAN SCHOOLS NAPLAN NUMERACY AVERAGE STUDENT GROWTH FROM YEAR 7 TO YEAR 9
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