Ivanhoe Grammar School is committed to the principles of Australian Democracy which includes the process of elected government, adhering to the rules of law and equal rights for all before the law. In addition, the School believes in freedom of religion, freedom of speech and association and promotes the values of openness and tolerance.
Ivanhoe Grammar School is committed to providing a safe and inclusive environment where everyone is welcome to be themselves. Please view our Inclusion Strategy.
Acknowledgment of Country Wominjeka boorndup wun bik ba Wurundjeri baluk. Hello, I respect the land and the Wurundjeri people.
These Woi-wurrung words, spoken for thousands of years throughout the country on which the campuses of Ivanhoe Grammar School stand, were provided to the School by Wurundjeri Elder, speaker of language and keeper of knowledge, Aunty Zeta Thomson. Please view our Reconciliation Action Plan.
FROM THE PRINCIPAL
A YEAR OF PURPOSE, PROGRESS AND POSSIBILITY
As we reflect on 2025, it has been a year defined by purpose, progress and the pursuit of possibility at Ivanhoe Grammar School. Across our campuses, students and staff have embraced challenge and opportunity with energy, creativity and a deep commitment to growth.
At the heart of this progress is our enduring purpose: developing young people of character. This commitment underpins every aspect of an Ivanhoe education and reflects our belief that academic excellence and character development are fundamentally connected. Students who demonstrate resilience, curiosity, discipline, and responsibility are not only better learners, but also better prepared for life.
CHARACTER AND ACADEMIC EXCELLENCE
Throughout 2025, we have continued to strengthen the integration of character and learning. Our Ivanhoe Learner Attributes, encompassing moral, civic and performance character, are intentionally embedded across the School. These attributes shape how students think, learn and engage, supporting both academic achievement and personal growth.
In classrooms, our focus on explicit teaching, data-informed practice and targeted intervention is lifting outcomes for all students. The development of the Ivanhoe Instructional Playbook has provided staff with a clear, research-based framework to ensure consistency and impact across all learning environments.
New initiatives, including Academic Growth Awards and expanded extension programs, recognise not only achievement but improvement, reinforcing that success takes many forms and that effort, perseverance and growth are valued.
CO-CURRICULAR EXCELLENCE AND STUDENT OPPORTUNITY
Beyond the classroom, our co-curricular programs continue to play a vital role in shaping the whole person. In 2025, the performing arts flourished, with standout productions such as School of Rock and Mamma Mia! showcasing the depth of talent and engagement across the School.
Participation in sport remains strong, supported by a comprehensive Sports Review that is strengthening coaching, broadening opportunities, and ensuring a sustainable, highimpact program for all students.
These experiences, across cadets, music, theatre, sport, and service learning, build confidence, teamwork, and leadership, reinforcing the very qualities that underpin both academic success and character development.
GLOBAL ENGAGEMENT AND SERVICE
Our commitment to global citizenship and service learning continues to be a defining feature of Ivanhoe. The 2025 Cambodia Service Trip, in partnership with a number of local villages, including through our work with Roots Cambodia, provided students with a powerful immersion experience, teaching in classrooms, living with families, and contributing to the construction of a new four-classroom school.
These opportunities reflect our belief that education extends beyond the classroom, helping students develop empathy, perspective, and a sense of responsibility to the wider world.
STRATEGIC GROWTH AND INNOVATION
Significant progress has also been made across our strategic priorities. The official opening of the Coonawarra Willam Aquatic Centre at Plenty Campus marks a major milestone, providing stateof-the-art facilities that enhance both learning and wellbeing.
The Fraser Centre is progressing well and represents another bold step in our capital works program, while ongoing developments at University Campus continue to redefine the Year 9 experience through immersive learning and leadership opportunities.
In parallel, the emergence of our Artificial Intelligence Strategy signals a clear commitment to innovation, ensuring that Ivanhoe remains at the forefront of educational practice while maintaining a strong focus on ethics, care, and student wellbeing.
LOOKING AHEAD
Together, the achievements of 2025 reflect a School that is forward-looking, values-driven, and deeply committed to continuous improvement. Whether through academic challenge, cocurricular engagement or global experiences, our students are developing the knowledge, skills and character required to thrive in a complex and everchanging world.
As we look ahead, we do so with confidence, optimism, and a clear sense of purpose. At Ivanhoe Grammar School, we remain committed to developing not only capable learners, but thoughtful, principled young people—ready to contribute meaningfully to their communities and beyond.
Thank you to our staff, students, and families for the vital role you play in the life of the School.
Gerard Foley Principal
BOARD OF GOVERNORS
Chair
Mr Daniel Proietto LL.B (Hons), BComm, GAICD
Company Secretary
Mr Leyton Miles BBus(Acc), CPA, MBA, GIA(Cert.), MAICD, MIML
Board Member
Ms Stephanie Louey BA, GradDipPR, MComm
Principal
Mr Gerard Foley BEd, MEdLeadership
Board Member
Mrs Helen Fazzino BEc(Hons) FCA, FTI
Board Member
Professor Emeritus John McKenzie AM, FAA BSc(Hons), PHD, LLD(Hon).
We strive to be courageous, innovative, balanced, collaborative, ethical, reflective and compassionate.
PRINCIPLES
» Learning Excellence
» Personal Growth
» Global Citizenship
PRIORITIES
» High Quality Learning – provide outstanding co-educational learning opportunities.
» Exceptional Staff – Recruit, develop and retain high quality staff.
» Connectivity and Data Transformation –Optimise the use of technology data to support and redefine learning.
» Engaged Community – Deepen, strengthen and grow community.
» Develop our resources, infrastructure and environment.
AN IVANHOE LEARNER
An Ivanhoe Learner is the embodiment of a young person of character.
It is our priority to integrate the attributes of an Ivanhoe Learner into every aspect of the learning experience. We do this so that whatever students set out to accomplish, both in school and in life, they will do so in accordance with the traits of a young person of character.
From the Early Learning Centre, through to our longest-serving staff, our community of Ivanhoe Learners extends beyond the classroom. Staff, students and families alike are committed to a life of enquiry and learning; from each other and the world around us.
Throughout all experiences at Ivanhoe Grammar School – curricular, co-curricular and community –we strive to embody these characteristics, nurture them in our students and lead by example.
COMMITMENT
Ivanhoe Grammar School is committed to the principles of Australian Democracy which includes the process of elected government, adhering to the rules of law and equal rights for all before the law. In addition, the School believes in freedom of religion, freedom of speech and association and promotes the values of openness and tolerance.
ATTRIBUTES OF AN IVANHOE LEARNER
We have the confidence and tenacity to take responsible risks to extend our capacity, persevere when presented with a challenge, and learn from our mistakes.
We value being original and creative in our thinking; being curious and seeking opportunities to introduce new ideas or ways of doing things.
We develop intellectually, physically and emotionally in a balanced way, enhancing wellbeing.
We value the input of others and seek opportunities for shared effort across a range of methodologies and environments.
We value acquiring and building moral judgement in order to be autonomous and responsible.
We use our own ideas and experiences and those of others to support our own learning and development.
We take on the feelings and perspectives of others and act intuitively to support them.
ENGAGED COMMUNITY
Ivanhoe Grammar School continues to foster a strong and connected community across its campuses, with more than 2,500 students and their families actively engaged in School life. Sustained demand at key entry points reflects the confidence families continue to place in the School’s educational vision, values and culture. Ongoing enrolments from siblings of current students and children of Old Ivanhoe Grammarians further demonstrate the enduring relationships and intergenerational connection that remain a defining feature of the Ivanhoe Grammar School community.
In 2025 the Year 9 University Campus program continued to play an important role in the life of the School community, offering students a distinctive university-based learning experience through Ivanhoe Grammar School’s partnership with La Trobe University. Designed for this important stage of adolescence, the program challenges and inspires students while supporting their growth in confidence, independence and connection.
It also brings together students from Ivanhoe and Plenty campuses in a shared learning journey, strengthening relationships, broadening perspectives and deepening their sense of belonging within the One School community.
Community engagement opportunities remain central to welcoming families and building meaningful relationships across the School. Open Mornings held throughout the year attracted strong attendance, with many sessions fully subscribed and waitlists indicating sustained interest from prospective families. These events provide valuable opportunities for families to experience the spirit of Ivanhoe Grammar School firsthand, engage with students and staff, gain insight into teaching and learning, and develop an early understanding of the School’s culture and values.
Annual events organised by the parent community also play an important role in fostering belonging and strengthening relationships across the
School. Initiatives such as International Women’s Day, the Mother’s Day Lunch, the Spring Lunch and the Father’s Day Breakfast provide valued opportunities for families to come together, build connections and contribute to the life of the School.
Across the School, community events and parent-focused initiatives continue to strengthen partnerships between families, students and staff. These shared experiences foster inclusion and connection, while reflecting the qualities of an Ivanhoe Learner through collaboration, compassion, reflection and balance. As a School of Character, Ivanhoe Grammar School remains committed to nurturing young people of purpose, integrity and belonging through authentic partnership with families and a vibrant, futurefocused community.
We also continued our Year 12 Parent Survey in 2025, where all parents of Year 12 students were asked several key questions about their child’s
final year at school and their eventual ATAR score and tertiary placement (if applicable). Again, every question on the survey received unprecedented endorsement from parents, including ‘How satisfied are you with your child’s tertiary placement?’ This attracted a weighted score of 9.19 out of 10, for ‘Extremely Satisfied’.
Kellie Hammond Head of Admissions and Engagement
HIGH QUALITY LEARNING
ACADEMIC LEARNING
In 2025, Ivanhoe Grammar School has continued to strengthen our culture of high-quality learning across all campuses. Guided by our ethos of developing young people of character, our teaching teams have focused on strong classroom practice, strengthening consistency in teaching and expanding opportunities for every student. Across all learning areas, students have been challenged and supported to achieve their best, while developing confidence, curiosity and independence as learners.
IVANHOE INSTRUCTIONAL MODEL
A significant milestone this year has been the introduction of the Ivanhoe Instructional Model and companion Playbook. This shared framework provides clear guidance for effective teaching and ensures greater consistency across classrooms. Grounded in evidence-informed practice, it supports teachers to structure lessons that build knowledge, develop skills and deepen understanding. For students, this means more consistent learning routines and language and increased confidence in how they approach their learning across subjects. Our teachers have worked collaboratively throughout the year to embed the Instructional Model into their practice. Professional learning has included workshops, shared planning and opportunities for teachers to collaborate and learn from one another. This collective approach ensures that teaching continues to improve and that students benefit from high-quality, consistent learning experiences across the School.
LITERACY AND NUMERACY DEVELOPMENT
A key focus in 2025 has been strengthening literacy and numeracy across the curriculum. In English, teachers have explored explicit teaching approaches to build students’ vocabulary and writing skills, particularly in Years 5–9. In Mathematics, there has been a focus on structured lessons, targeted practice and the use of assessment data to support student progress.
These approaches are helping students to deepen their foundational skills and build confidence, which then supports their learning across all subjects. Pilot Programs designed to provide targeted support for small groups of identified students were conducted in the latter half of the year, with a wider program to be implemented in 2026.
RICH CORE AND EXTENSION PROGRAMS
Our classroom programs have continued to reflect the breadth and diversity of learning at Ivanhoe. Students have engaged in rich learning across English, Humanities, Mathematics, Science, Digital Technologies, Health and Physical Education and the Arts. These experiences foster creativity, critical thinking and problem-solving, while also supporting collaboration, resilience and a lifelong engagement with learning.
Students have also benefited from a wide range of learning experiences beyond the classroom. Programs such as Model UN, Future Problem Solving, Mathematics Extension, Science Talent Search, BrainSTEM, Olympiads, mooting and debating have provided opportunities for students to extend their learning and explore their interests. These programs encourage creativity, collaboration and problemsolving, while allowing students to engage with complex ideas in meaningful ways.
The Visual and Performing Arts, along with programs in Digital Technologies and Health and Physical Education, have continued to play an important role in student development. From performance and production, through to study skills and sport science, students have developed practical skills, confidence and a strong sense of engagement with their learning. As we reflect on 2025, it has been a year of continued growth and innovation in learning and teaching. We thank our dedicated staff for their expertise and commitment, and our families for their ongoing support.
Carmel Fry Director of Academic Learning
HIGH QUALITY LEARNING
CO-CURRICULAR LEARNING
At Ivanhoe Grammar School, we continue to affirm a belief that sits at the heart of everything we do: a truly well-rounded education is not confined to the classroom. Our co-curricular programs exist to help students discover who they are, what they value, and how they can contribute meaningfully to the world.
In the School’s 111th year, this purpose feels more important than ever. At a time when connection and belonging are critical to young people’s wellbeing, co-curricular experiences provide powerful opportunities for students to feel seen, supported and valued. Through participation, challenge and shared experience, students develop confidence, selfefficacy and meaningful relationships that underpin a strong sense of belonging.
These programs are far more than opportunities for skill development. They are spaces where character is shaped and where students learn to collaborate, show courage, act with compassion and think ethically. They bring to life the values of an Ivanhoe Learner through real experiences that encourage reflection and growth.
Importantly, the impact of co-curricular life extends beyond individual students. These programs connect students, staff, families and alumni, strengthening relationships across year levels and campuses. Whether on the field, on the stage, in service or in the outdoors, shared experiences foster a strong and distinctive sense of community.
GROWTH THROUGH CHALLENGE, CONNECTION AND PARTICIPATION
Ivanhoe’s co-curricular offering remains broad, inclusive and purposeful, reflecting the diverse interests of our community of more than 2,500 students. A consistent philosophy underpins every program: meaningful challenge, inclusive participation and shared experience create the conditions for personal growth and collective belonging.
SPORT: CONNECTION THROUGH COMMITMENT AND TEAMWORK
Sport remains a cornerstone of the Ivanhoe experience, with more than 30 competitive and recreational opportunities across AGSV and APS competitions. Our focus on broad participation
ensures every student can represent the School, developing not only physical skills but also resilience, teamwork and a shared purpose.
Weekly competition creates a rhythm of connection, bringing together students, coaches, families and Old Ivanhoe Grammarians in a shared expression of school pride. Whether competing at a high level or participating for enjoyment, students experience the value of commitment and belonging.
PERFORMING ARTS: COURAGE, CREATIVITY AND COLLECTIVE ACHIEVEMENT
In 2025, theatre and music programs have once again demonstrated their capacity to foster connection and confidence. Productions across campuses unite students in collaborative, creative work that demands courage, resilience and teamwork.
Performing Arts is not defined by the final performance alone. It is through rehearsals, problem-solving and shared goals that students build trust, friendships and self-belief.
Our music program continues to thrive, offering ensemble and performance opportunities that emphasise discipline, collaboration and shared achievement, contributing to a vibrant cultural life within the School.
CADETS AND IDEALS: LEADERSHIP, SERVICE AND PURPOSE
The Ivanhoe Cadet Unit remains one of the largest and most respected in the country, providing nearly 600 students with opportunities to develop leadership, resilience and discipline through camps, field exercises and ceremonial responsibilities.
Complementing this, the IDEALS program continues to grow, offering meaningful service opportunities where students engage with community organisations and lead social impact initiatives. These experiences foster empathy, initiative and a strong sense of purpose, reinforcing the belief that ‘there is more in you than you think.’
GLOBAL AND CULTURAL EXPERIENCES: EXPANDING PERSPECTIVE
International and cultural immersion programs provide transformative learning experiences. Alongside the Cambodia Service Project, students engage
in initiatives that build cultural understanding, including meaningful connections with First Nations communities. These opportunities encourage students to step beyond familiar environments, developing adaptability, global awareness and an appreciation for connection in both local and global contexts.
DEBATING: CONFIDENCE AND RESPECTFUL DIALOGUE
Debating offers a platform for intellectual growth. Through competitions such as the Debaters Association of Victoria and the Greenway Cup, students develop the ability to articulate ideas clearly, listen actively and engage respectfully with different perspectives. These skills are essential for thoughtful, ethical participation in community life.
OUTDOOR EDUCATION: REFLECTION, RESILIENCE AND SELF-DISCOVERY
Outdoor Education remains one of the most powerful avenues for personal growth. Through a structured program, students are encouraged to step outside their comfort zones, build resilience and develop independence.
Experiences such as the Year 10 Overnight Solo provide valuable space for reflection, helping students develop a clearer sense of self and confidence.
A FOUNDATION FOR BELONGING AND COMMUNITY
Across all co-curricular programs, a consistent outcome emerges: students feel connected to their peers, their teachers and the wider Ivanhoe community. These shared experiences strengthen relationships across campuses, deepen family engagement and maintain strong connections with alumni.
Through involvement, students come to understand that belonging is not defined by individual achievement alone, but by contributing to something larger than themselves. This sense of belonging is a powerful predictor of wellbeing and success, supporting students as they navigate challenge and change.
LOOKING FORWARD
As we reflect on 2025, we do so with pride in the breadth and impact of our co-curricular programs. More importantly, we recognise their role in shaping connected, compassionate and confident young people.
Our commitment remains clear: to provide opportunities that challenge students, connect them with others and support their development as individuals and contributors to a broader community. At Ivanhoe Grammar School, co-curricular programs are not an addition to education; they are where education comes alive.
In 2025, Ivanhoe Grammar School has continued to build on its strong foundations in reconciliation, focusing on deepening relationships, strengthening cultural understanding and creating meaningful opportunities for connection.
The First Nations Scholarship Program continues to grow, supporting both boarding and day students. In partnership with the Lady Gladys Nicholls Hostel, the program ensures students from regional and remote communities feel supported and connected throughout their time at Ivanhoe.
Ongoing engagement with First Nations communities through cultural exchanges and educational programs enriches the learning experience of all students. These initiatives embed respect, empathy and cultural awareness into the fabric of the School.
Through curriculum, co-curricular opportunities and community events, reconciliation at Ivanhoe is both lived and learned. As we move forward, we remain committed to listening, learning and walking together, strengthening understanding and connection across our community.
Chris Branigan Director of Co-Curricular Learning
HIGH QUALITY LEARNING
STUDENT OUTCOMES
The average attendance across all campuses of the school was 92.88 percent. The number of Year 9 students retained to Year 12 was 89 percent. Based on 315 students enrolled in Year 9 in 2022, 208 of those students remained enrolled in Year 12 in 2025.
The number of students in Years 3, 5, 7 and 9 in the strong and exceeding (top two) NAPLAN proficiency levels can be seen in the tables below. Note that in 2023, NAPLAN shifted from assessing against a national minimum standard to reporting proficiency standards using four bands.
Year 3 students in Strong and Exceeding Proficiency bands
Year 5 students in Strong and Exceeding Proficiency bands
Year 7 students in Strong and Exceeding Proficiency bands
Year 9 students in Strong and Exceeding Proficiency bands
CONSOLIDATED RESULTS
Students completing their Year 12 studies at Ivanhoe Grammar School in 2025 again performed to a high standard, with 319 students completing the VCE or IB Diploma. Overall, 22.8% of students scored an ATAR of 95 or above, placing them in the top 5% of the state. In addition, 39.9% of students scored an ATAR of 90 or above, placing them in the top 10% of the state.
Consolidated VCE and IB 2025 Results:
CONSOLIDATED RESULTS
Combined VCE and IB ATAR scores
12 STUDENTS
Top 1% of the State
32 STUDENTS
Top 2% of the State
69 STUDENTS
Top 5% of the State
COMBINED NUMBER OF PERFECT STUDY SCORES
121 STUDENTS
Top 10% of the State
Top 20% of the State
2/3 OF STUDENTS
IB
16 STUDENTS
36 subject grades of 7 attained by 16 students 26%
Top 5% of the State
IB DIPLOMA MEDIAN ATAR
Top 10% of the State
STUDENTS WITH AN IB SUBJECT SCORE OF 7
IB HIGH ACHIEVERS
80+ ATAR
The IB median ATAR is an impressive 90.6 and 81 percent of the IB Class of 2025 achieved an ATAR above 80.
In 2025, a number of Year 12 students at Ivanhoe Grammar School pursued the prestigious International Baccalaureate (IB) Program, to expand their options for tertiary education. Congratulations to all IB students, particularly our IB Duces Rick Li and Emi Sugimoto, who achieved an ATAR of 99.25 which places them in the top 0.75% of the State.
DUCES OF 2025
RAKHI PATEL
Dux of School, School VCE Dux and Dux of Plenty Campus
ATAR: 99.75
What university are you going to and what will you be studying?
I’m going to Monash University to study Biomedical Science - Scholars Program.
What is your future aspiration? I would like to become a doctor.
EMI SUGIMOTO
Dux of International Baccalaureate (IB)
ATAR: 99.25
What university are you going to and what will you be studying?
I am going to study a Bachelor of Science at Melbourne University.
What is your future aspiration? To finish university and to find my passion.
LEAH DELIOS
Dux of Ridgeway Campus and Dux of VCE Ridgeway Campus
ATAR: 99.70
What university are you going to and what will you be studying?
I will be studying a Bachelor of Science at Monash University.
What is your future aspiration? I plan to pursue a career in psychology.
RICK LI
Dux of International Baccalaureate (IB)
ATAR: 99.25
What university are you going to and what will you be studying?
I will be studying the Bachelor of Science + Doctor of Optometry Graduate Degree Package at the University of Melbourne.
What is your future aspiration?
My future aspiration is to become a medical doctor, GP or Specialist.
STUDENT PATHWAYS WHERE TO NEXT?
TERTIARY OFFERS BY INSTITUTION
TERTIARY OFFERS BY COURSE
Australian Catholic University – 5.92%
TAFE – 4.05%
Deakin University – 10.28%
Overseas Universities – 2.80%
Federation University Australia – 0.31%
La Trobe University – 13.71%
University of Melbourne – 25.23%
Monash University – 17.76%
RMIT – 9.97%
Swinburne University of Technology – 6.54%
Victoria University – 1.25%
Interstate Universities – 2.18%
TERTIARY OFFERS
Agriculture/Environmental – 0.9%
Architecture & Building – 3.4%
Creative Arts – 0.9%
Education – 2.5%
Engineering & Related Technologies – 3.4%
Food, Hospitality & Personal Services – 2%
Health – 19.6%
Information Technology – 2.8%
Management & Commerce – 25.2%
Natural & Physical Sciences – 29.3%
Society & Culture – 10.0%
DEGREE OFFERED
59 99.47
Over 99 percent of the Class of 2025 received a university offer as at 5 February (excluding students who didn’t apply for a local university place through the VTAC system).
SPECIAL PROGRAMS
59 students from the Class of 2025 were offered a double degree (excluding the University of Melbourne as they do not offer double degrees).
PARENT SATISFACTION WITH CHILD’S TERTIARY PLACEMENT
Parent Score 9.19
Every year students get accepted into Special Programs such as:
52 students from the Class of 2025 appplied for the ASPIRE Program at La Trobe University.
16 students from the Class of 2025 were offered the University of Melbourne Graduate Entry Guarantee.
Disappointed
In a recent survey of parents of the Class of 2025, their average satisfaction was found to be extremely high regarding their child’s tertiary placement.
SUSTAINABLE OPERATIONS
CAPITAL IMPROVEMENTS IN 2025
» Buckley House outdoor roofing
» North ground resurface
» Fraser Centre (continuation)
SUSTAINABLE OPERATIONS
INCOME AND EXPENDITURE IN 2025
2025 INCOME
Tuition
Subject & Other Fees
State and Federal Government Grants
Private Income
2025 EXPENDITURE
Salaries, Superannuation and other oncosts
Academic Expenses (inc Composite Fee Expenses)
Finance and Interest Costs
Operations & Utilities (inc maintenance, electricity, gas and water costs)
Administration Expenses
IT Expenses
Scholarships and concessions
EXCEPTIONAL STAFF
In 2025, our staff continued to make a defining contribution to the strength of the Ivanhoe community, demonstrating exceptional professionalism, resilience and commitment to student learning across all campuses. Professional learning remained a strong focus, with dedicated opportunities supporting academic practice, leadership development and reflective growth. Mandatory Child Safety training continued for all staff, reinforcing its central place in our culture, systems and daily practice.
A key focus during the year was the continued embedding of the Ivanhoe Charter for Leadership as a shared framework guiding leadership practice across the School. The Charter informed leadership recruitment, induction and development processes, providing clarity around expectations, behaviours and accountability. This work was supported by further development of a coherent Leadership Development Program, integrating formation, capability building and feedbackinformed reflection to strengthen leadership consistency and impact.
In 2025, Ivanhoe reaffirmed its commitment to prioritising staff wellbeing through the development of the Ivanhoe Charter for Workplace Wellbeing, with its formal establishment planned for 2026. The Charter will aim to articulate a shared commitment to a culture where staff feel valued, supported, empowered and able to grow, recognising wellbeing as foundational to exceptional staff performance. It provides a clear reference point to guide future decision-making, professional conversations and everyday practice.
Across the School, staff consistently modelled the Ivanhoe Learner Attributes, demonstrating courage, compassion, collaboration and ethical practice in their work. The collective work ethic, professionalism and care shown by our staff continued to underpin a positive and productive learning environment for students.
We again acknowledge the vital contribution of our Professional Services staff, whose expertise and dedication support every aspect of School operations. Their work across Finance, ICT,
GREAT PEOPLE MAKE GREAT SCHOOLS
Grounds and Maintenance, Advancement, Marketing and Communications, Student Services, Co-curricular programs, Libraries, Laboratories and People and Culture is integral to the School’s success.
The People and Culture team continued to partner closely with leaders and teams to strengthen workforce planning, staffing structures and employment lifecycle processes. Ongoing refinement of systems improved efficiency in recruitment and induction, while maintaining the personal connection that supports staff as they begin or progress their careers at Ivanhoe.
The commitment, expertise and character of our staff remain the School’s greatest strength. Our focus continues to be on attracting, developing and retaining exceptional people, embedding leadership at all levels, and sustaining a culture where wellbeing and high performance are mutually reinforcing.
Phil Tascone Head of People & Culture
Staff List
As at 1 November 2025
Board of Governors
Chair
Mr D Proietto
Principal
Mr G Foley
Deputy Chair
Dr A Caples
Treasurer
Mr K Teoh
Secretary
Mr L Miles
Members
Ms H Fazzino
Mr R Hamilton
Mr M Lochran
Ms S Louey
Prof Emer J McKenzie AM
Ms T Savona
Principal
Mr G Foley
Principal’s Executive
Business Manager
Mr L Miles
Deputy Principal/Head of Plenty Campus
Mrs F Devlin
Deputy Principal/Head of Ridgeway Campus
Mrs A Sowden
Director of Academic Learning
Mrs C Fry
Head of Advancement
Mr P Walsh
Head of Buckley House
Mr T Hoggins
Head of University Campus
Mrs S Batsanis
Head of People & Culture
Mr P Tascone
Finance & Administration
Finance Manager
Mr M Wilson
Risk & Compliance Manager
Mrs C Opie
Executive Assistant to the Principal and Business Manager
Mrs N Hales
Payroll
Mr D Jordan
Ms L Huang
People & Culture Advisor
Mrs S Oteri
People & Culture Team
Administrator
Mrs J Eastaway
Health & Safety & RTW
Coordinator
Mr K Karasavidis
Accounts Officer
Mr D Udawatte
Ms S Vella
Credit Services Manager
Mr P Davis
Administration Assistant –
Calendar & Events
Mrs R Baines
Calendar, Events &
Community Engagement
Manager
Mr A Stephens
Events & Facilities
Coordinator
Ms S Karatzidis
Ms L Camacho
Compliance Officer
Mrs M Pahalage
Ivanhoe Institute –
Administrator
Mrs P Welham
International Admissions
Coordinator
Mrs M Roberts
Development
Communications & Marketing Manager
Ms K Garla
Admissions Manager
Mrs R Groenewegen
Associate Registrar
Mrs N Wilson
Administration Assistant –
Domestic Admissions
Ms M Dehne
Assistant Communications & Marketing Manager
Ms R Good
Communications &
Marketing Specialist
Ms M Healy
Development Manager
Mr G Brown
Development Administrator
Mrs L Paltoglou
Alumni Coordinator
Mrs M Busso-Lee
Digital Marketing Specialist
Ms C Paleologos
Information & Communications Technology
Director of Digital Transformation
Mr S Brophy
Director of Systems & Infrastructure
Mr W Mattson
Software Development Manager
Mr D McCraw
Database & LMS Manager
Mrs L Davis
ICT Systems Administrator
Mrs S Loganathan
Director of ICT Operations
Mrs M Hawkeswood
Client Systems Administrator
Mr S Crossley
IT Client Support Technician
Mr T Churchward
Mr S Gellel
Mr T Hackett
Mr D Paladino
Mr T Rana
Mr L Stewart
IT Facilities and Service Desk Manager
Mr N White
Print Room
Mrs M Cahill
Senior Support Staff
Dean of International Students
Ms L Bruhn
Director of Co-Curricular Learning
Mr C Branigan
Director of Sport
Miss A Geoghegan
Ms K Ryan
Director of Student Futures
Mrs D Curcio
Head of Ivanhoe Edge
Mrs M van Beek
Director of Evidence
Informed Learning
Mr S Montanaro
Buckley House
Senior Staff
Head of Buckley House
Mr T Hoggins
Deputy Head of
Buckley House
Ms K Hartnell
Early Learning Centre
Director
Mrs K Harding
Pedagogical & Curriculum Leaders
Mr J Coleman
Ms P Wade
Professional Learning
Community Leaders
Miss C Atherton
Mrs T Ciavarella
Mr R Loft
Ms L Broben
Individual Needs Coordinator
Mrs E Still
Instrumental Music Coordinator
Mrs F Chindamo
Chaplain
Mr P Keuneman
Academic Staff
Ms F Arbon
Miss A Blanch-Frederick
Ms I Bond
Mrs N Braddy
Ms L Clark
Ms C Cowie
Ms B Darby
Ms C Delahunty
Ms G Digiglio
Mrs K Eaton
Mrs M Goetz
Ms C Harkin
Miss B Houghton
Ms R Kennedy
Mrs J Kennell
Ms H Kerr
Ms A Lett
Mr D McClean
Miss B McHugh
Mr J McInerney
Mrs C Nicholson
Mrs M Neilson
Ms Z Papadopoulos
Ms J Shannon
Mrs A Stock
Mrs S Taylor
Mrs M Vangelista
Ms S White
Administrative Staff
Personal Assistant to the Head of Buckley House
Mrs A Rooke
Art Technician
Ms L Judd
ELC Co-educators
Ms E Leighton
Mrs T Prinsloo
Ms L Quach
Learning Support Assistant Coordinator
Mrs C Gibson
Learning Support Assistants
Mrs L Apicella
Mr S Daniel
Mrs H Flanagan
Mrs D Galapi
Mrs S Munro
Miss L Stechiwskyj
Mrs P Studwick
School Nurses
Mrs K Wilson
Ms K Fyvie
Library Staff
Mrs E Carroll
Ms A Kok
Plenty Campus
Campus Executive
Deputy Principal/ Head of Plenty Campus
Mrs F Devlin
Deputy Head of Plenty Campus/ Head of Secondary
Ms C Mansour
Head of Primary
Mr J McAlley
Deputy Head of Campus –
Staffing & Operations
Mr A Wilson
Heads of Year Levels
Head of Year 12
Mr A Ratskos
Head of Year 11
Mr M Callegari
Head of Year 10
Mr D Hrovat
Head of Year 8
Ms L Zorzi
Head of Year 7
Mrs K Horsford
Mrs G Saadeh
Senior Leaders
Administration Manager
Mrs J Harrison
Deputy Head of Primary
Mr L Fleming
Careers Advisor
Mrs N McFadden
Head of Plenty Theatrical Performance
Mrs M Denni
Head of Plenty Music
Mr J Bam
VCE Coordinator
Dr A Juma
Individual Needs Coordinator
Mrs A Fahey
Mrs A Sankovic
Pastoral Coordinator
Mr L Dahl
Academic Extension
Mrs A Horneman
Curriculum Leaders
Curriculum Leader –Digital Technology
Mr R Fox
Curriculum Leader –English
Mr C Stein
Curriculum Leader –
Health & Physical Education
Mr H Tyler
Curriculum Leader –Humanities
Mrs S Evans
Curriculum Leader –
Languages
Mr Y Jonas
Curriculum Leader –
Mathematics
Miss J Knights
Curriculum LeaderCommerce
Miss D Lin
Curriculum Leader –
Science & Technology
Ms R Zammit
Curriculum Leader – Visual
Arts
Mr L Dalton
Academic Staff
Mrs C Alvaro
Ms A Ambesi
Mr M Barnett
Mr P Briggs
Mr A Burton
Mrs A Burton
Ms J Cerone
Mrs C Comito
Miss K Crichton
Mrs S Cracknell
Mr J Delaney
Mr J Doman
Mr J Edmonds
Miss R Franzoni
Ms A Gascoyne
Mr A Hoogenraad
Mrs S Horton
Ms J Knights
Ms D Krilis
Miss H Li
Mrs N Luscombe
Ms J Macdowell
Ms M Matthews
Mrs S McCormick
Ms M Mills
Miss R Payne
Mr M Rice
Ms A Robertson
Miss G Robinson
Mrs N Smith
Mr B Tucker
Ms N Ventrice
Mrs G Whateley
Administrative Staff
Personal Assistant to the Deputy Principal/Head of Campus
Mrs S Anderson
Academic Secretary -
Secondary Years
Ms G Gunn
School Nurse
Mrs D Strauss
Learning Support Assistant Coordinator
Mrs A Persico
Learning Support
Assistants
Mrs P Khoury
Miss B Moutsatsos
Miss A Ozimek
Ms S Saw
Mrs L Stevens
Mrs B Thorne
Receptionist
Ms K Coade
Performing Arts Secretary
Ms N Alexander
Academic Secretary -
Primary Years
Mrs K Bass
Science Laboratory Technician
Ms A Trainor
Studio Arts Technician
Ms B Whitlock
School Psychologist
Mr J West
Food Technology Assistant
Mrs S Montalto
Library Staff
Head of Library
Mrs L Cotter
Library Support Staff
Mrs T Knight
Ms J Simpson
Grounds & Maintenance
Grounds & Maintenance Coordinator
Mr A Wiseman
Grounds & Maintenance
Staff
Mr B Ellis
Mr R Patterson
Staff List
As at 1 November 2025
Ridgeway Campus
Campus Executive
Deputy Principal/Head of Ridgeway Campus
Mrs A Sowden
Deputy Head of Campus –
Head of Senior Years
Mrs A Di Ciocco
Deputy Head of Campus –Staffing & Operations
Mrs J Scanlon
Deputy Head of Campus –Head of Middle Years
Mrs V Arnas
Heads of Pedagogy
Health & Physical Education
Mr A Luscombe
Humanities & Social Sciences
Mr J Bloom
Head of Pedagogy –Languages
Mrs K van Leest
Head of Pedagogy –Literature
Ms P Rao
Head of Pedagogy –Mathematics
Ms J Ranasinghe
Head of Pedagogy –Science & Technology
Ms R Crameri
Head of Pedagogy –The Arts
Ms J Patterson
Heads of Year Levels
Head of Year 7
Mrs F Burgess
Acting Head of Year 8
Ms K Shipsides
Senior Leaders
Head of Curriculum
Ms E Agius
Ivanhoe Institute Director
Mr B Stone
VCE Coordinator
Mrs V Buzzard
IB Coordinator
Dr N Mercer
Director of Theatrical Performance
Ms F Atkin
Director of Music
Mr P Smith
Lay Chaplain
Mr A Fox
Head of Individual Needs
Mrs L Wrigglesworth
Head of AGSV Sport (Summer)
Mr R Gill
Head of AGSV Sport (Winter)
Mr B Aisbett
Heads of House
Athelstane
Ms K Wilson
Lincoln
Mr D Voss
Sherwood
Miss G Grant Thoresby
Mr D Naude
Curriculum Leaders
Curriculum Leader –Commerce
Mrs N Morphett
Curriculum Leader –English and Literature
Ms J Akrigg
Mr C Stein
Curriculum Leader –Health & Physical Education
Ms C Parodi
Curriculum Leader –Humanities
Mr T Jones
Curriculum Leader –Languages
Ms S Irwin
Curriculum Leader –Mathematics
Mr S Hannah
Curriculum Leader –Science
Mrs L Aubrey
Academic Staff
Mr S Adderley
Mr P Allen
Miss C Alton
Ms K Andrew
Ms J Angwin
Mr D Atkinson-Buck
Ms B Bell
Miss C Bernardi
Ms J Boer
Mr C Bourne
Mr P Bowers
Ms J Brown
Ms K Brown
Ms M Camwell
Ms A Catania
Ms A Chiodo
Ms C Chuter
Ms R Clyne
Mr M Cousins
Mr G Crawford
Ms C Davies-Kildea
Miss K de Bomford
Ms M Delvikasari
Mr L Devlin
Mr H Do
Mr W Draper
Ms A Easteal
Ms T Edirisingha
Mr H El-Hassan
Ms B Ellis
Mr B Ernest
Miss E Federico
Mrs K Filbey
Mr C Galvez Gonzalez
Mr A Gibbs
Ms C Gill
Mr M Gill
Ms C Gleeson
Miss Gorji
Miss J Green
Ms M Greenwood-Smith
Ms E Grills
Ms S Hardwick
Mr D Harris
Mr R Henshall
Mr B Heuser
Mr P Hodge
Miss B Howell
Mr B Ingleton
Mrs J Jasper
Mrs E Jeffries
Dr E Kakoschke
Mrs S Kelly
Miss C Lao
Mrs L Laurie
Miss C Lennon
Mr I Lobo
Mr L Lochran
Mr T Major
Mr F Makhdoom
Ms S McCowan
Miss S McDougall
Ms S McLaughlin
Ms G Mitchell
Mr S Nelson
Mrs H Perrone
Mx C Planko
Mr D Plumb
Ms M Pool
Miss L Portella
Mrs E Pucius
Miss G Ratcliffe
Mr R Rizzo
Mr M Robertson
Mr O Rothnie
Ms C Saez
Miss N Sartorel
Dr R Savage
Mrs F Scialabba
Miss D Scott
Ms H Seadon
Mr C Shallcross
Ms L Spencer
Mr J Stajcer
Ms L Stein
Mr A Strang
Mr P Szczur
Mrs G Thorpe
Ms Z Ticklay
Mr K Treloar
Mrs P Turner
Mrs M Vallury
Mr S van Beek
Mr D Verrocchi
Miss I Verrocchi
Mr G Wade
Dr R Waese
Mr C Ward
Ms S Warren
Ms L Wei
Ms N Wei
Mrs W Wilkinson
Ms K Williams
Mr K Xia
Mr M Yau
Ms T Zeki
Ms J Zhang
Mr C Zois
Administrative Staff
Academic Secretary –Co-Curriculum
Ms C Brennan
Academic Secretary –Curriculum & IB
Ms A Marchese
Academic Secretary –Senior Years Student
Services
Ms G Canale
Academic Secretary/VASS
Administrator
Mrs D De Silva
Academic Operations
Officer
Mr B Swaby
Co-Curricular Secretary –Cadets
Mrs S Mileto
Co-Curricular Secretary –Sport
Mr J Campisi
Workshop Technician
Mr D Cardozo
Performing Arts Secretary
– Music & Theatre
Mrs E Lofthouse
Studio Arts Technician
Ms R Feery
Production Manager & Theatre Assistant
Mr A Rothnie
Laboratory Manager
Ms M Nigro
Educational Support Staff Coordinator
Ms C Cassidy
Learning Support Assistants
Mrs E Ahimastos
Ms K Bhar
Ms E Eades
Ms F Edge
Ms R Favrin
Mrs S Golden
Mr V Grantham-Smith
Mr J Pettitt
Ms Z Vathianakis
Middle Years Secretary
Ms K Williamson
Personal Assistant to the Deputy Principal/Head of campus
Mrs A McGrath
Receptionists
Mrs C Harding
Ms C Masciangioli
School Nurses
Mrs S Sargeant
Mrs M Taylor
Mrs L Telford
School Psychologists
Ms K Li
Ms A Nikolaou
Miss L Punaro
Ms C Tiffin
Science Laboratory
Technicians
Miss K Black
Ms H Samadian
Library Staff
Head of Ridgeway Library
Mrs W Logan
Mrs S Lowe
Library Staff
Ms C Andison
Ms T Bruhn
Mrs M Canals
Ms A Galati
Ms K Hoogenraad
Ms R Phung
Music Staff
Head of Music Performance
Mr A Short
Music Staff
Ms J Chahine
Mrs L Clayton
Mr A Patterson
Mr M Savage
Mrs R Stone
Mr N Su
Grounds & Maintenance
Property Manager
Mr J Atherton
Grounds & Maintenance Staff
Mr M Davies
Mr S Pachis
Mr J Patterson
Mr N Pinder
Mr M Schoen
Mr J Sinadino
University Campus
Senior Staff
Head of University Campus
Mrs S Batsanis
Senior Support Staff
Deputy Head of Campus
Mrs N Thomson
Head of Year 9
Mrs S Scott
Individual Needs Coordinator
Ms A Burns
Head of Campus Operations
Ms A Taylor
Academic Staff
Mr S Ballantyne
Mr T Barter
Ms C Cassandro
Ms N Estavillo
Mr T Fleming
Mr C Fotinopoulos
Ms E Gasco
Mr Govers
Mr P Hogg
Ms A Kennedy
Ms L Lavery
Mr J Lowenthal
Ms S Macewan
Miss M Nicholls
Mr M Nicholls
Ms C O’Loughlin
Ms K Pinnuck
Ms L Purchase
Mrs L Rigby
Mrs K Robertson
Mr J Rundle
Mr T Simmons-Perez
Mr J Simpson
Ms C Skeen
Mrs E Warburton Davies
Ms W Yu
Ms Y Zhang
Administrative Staff
Personal Assistant to the Head of University Campus
