Our Purpose
The full realisation of the potential of each student in our care.
Our Values
At Guildford Grammar School students and staff are guided by the following interlinked set of values:
• Showing respect for each other and our environment
• Acting with honesty and integrity in all we do
• Taking responsibility for our own actions
• Demonstrating compassion for the needs of others
• Achieving to the best of our individual potential
• Realising spiritual growth
• Displaying citizenship as a valued member of the community
Our Vision
We will give overall priority to equipping each student with a balanced set of skills to meet tomorrow’s challenges.
This priority will define the Guildford Grammar School experience from K to 12 and create the distinguishing characteristics of our students.
The interlinked core competencies are:
Skills
Guildford Grammar School students will be prepared for the future, with the capacity to embrace opportunity, and the resilience to cope with adversity.
The underpinning attributes include:
• The ability to set and pursue personal goals.
• Leadership and team skills.
• Personal awareness and social skills, including gender relationships.
• The skills and motivation to study, learn and solve problems.
• Preparedness for further stages of education or workplace achievements.
Attitudes
Our students will appreciate the importance of service, be proactive in taking a civic role, and interact effectively with people of different cultures and religions as well as appreciate the need to care or themselves.
The underpinning attributes include:
• A well-developed ethos of service and environmental awareness.
• A commitment to involvement in the community.
• Respect for diversity.
• Capacity to achieve a healthy, balanced lifestyle.
• Spiritual awareness and wellbeing.
Knowledge
Each student will gain a positive sense of wonder and excitement at life’s possibilities, a lifelong love of learning, and the versatility to meet the challenges of a changing society.
The underpinning attributes include:
• A broad and balanced knowledge base as the foundation for specialisation.
• Knowledge of world faiths and cultures, and understanding of the roots of conflict in the world.
• Awareness of sustainability imperatives – social, environmental and economic – and preparedness to take action.
Outcomes
The full realisation of the potential of each student in our care
| OUTCOME | |
| | INITIATIVES |
| Tailored Education Programs will be designed and implemented, to deliver the full realisation of the potential of each student in our care. This implies: - Ongoing review of our philosophy and thinking as part of the exploration of different schooling structures and educational models.
- Ensuring all administrative processes are focussed on the educational aims.
- Guildford Grammar School has a faith-based school community founded in Christian ethos.
- Spirituality is an important and integral part of each student’s Tailored Educational Program.
- An ongoing research function to inform practice, including:
- Researching how best to meet the specific learning needs of boys and girls.
- Making time available for staff to discuss and share teaching practice.
| 1.1
Evaluate alternative schooling structures and educational models.
1.2
Further develop assessable Tailored Education Programs.
1.3
Further develop the school’s systems of pastoral care, ensuring that they meet the needs of different groups.
1.4
Explore alternatives to enhance the school’s faith based programs. 1.5
Conduct a feasibility study and undertake the development of an appropriate building program. 1.6
Explore opportunities for new programs to position Guildford Grammar School to deliver a differentiated curriculum. |
| OUTCOME | |
| | INITIATIVES |
| New procedures and approaches to Boarding will be implemented, to enhance and broaden the opportunities for each student’s development. This implies: - There is a strong focus on the all round development, wellbeing, personal growth and pastoral care of each boarder.
| 2.1
Review and develop Guildford’s boarding programs to ensure they meet the stated outcome. 2.2
Examine opportunities and models for the education of international students at Guildford. |
| OUTCOME | |
| | INITIATIVES |
| Staff will, through a program of appraisal, needs training analysis, professional development and recruitment, be in a position to deliver Tailored Education Programs. This implies: - Effective change management and communication.
- Staff recruitment, development and advancement aligned to the vision.
- Team structures, teamwork and trust.
| 3.1
Implement a Communication Plan to ensure all staff and key stakeholders are fully informed regarding the vision and values and the implementation of the strategic plan. 3.2
Align the specific skills and aptitudes of staff to the delivery of key aspects of Tailored Education Programs. 3.3
Implement a professional development program focused on the vision and delivery of Tailored Education Programs. 3.4
Develop parent-orientation and customer service skills for staff to further enhance the relationship with parents. 3.5
Realign staffing policy and strategy to the vision, including:
• Job Descriptions
• Recruitment
• Induction
• Appraisal
• Advancement
• Conditions of employment |
| OUTCOME | |
| | INITIATIVES |
| Parental involvement in learning opportunities at the School will be explored. This implies: - Pastoral care is integrated into all relationships.
- Parents play a key role in the development of the ‘balanced set of skills’ for each student.
- Strong relationships exist with parents, Old Guildfordians and other key stakeholders.
| 4.1
Develop a memorandum of expectations between each student, their parents and staff linked to the vision and philosophy of the school. 4.2
Develop avenues to further engage parents in the school and lifelong learning. |
| OUTCOME | |
| | INITIATIVES |
| The management of assets, site development and financial planning will be aligned to the achievement of strategic planning outcomes and associated initiatives. This implies: - Maintenance of a stable operating surplus.
- Successful fundraising.
- Appropriate fee setting.
- All aspects of site and facilities are aligned to the vision.
| 5.1
Research models in order to evaluate target markets, campus locations, size and shape of enrolment, and fees. 5.2
Develop networks with Old Guildfordians and the local community to extend the school’s financial base and opportunities for resource sharing. 5.3
Redesign fundraising strategy. 5.4
Align marketing strategy to Guildford Grammar School’s differentiation resulting from the introduction of Tailored Education Programs for each student. 5.5
Create a Site Development Plan and associated budget, aligned to the vision and the outcomes of the 2004 review of school structures and models. |