Cultural Review: our progress
Intersection’s Cultural Review of Ballarat Grammar made 44 recommendations to help make the School a safer, more respectful and more inclusive community.
Explore the seven review areas below to see the stage of each recommendation.
Progress as at 23 October 2026
Next update: end of Term 1 2027
Progress at a glance
- 3 complete
- 9 well advanced
- 24 in progress
- 7 early stage
- 1 not yet due
These stages describe implementation of the recommendations. They do not measure the School’s overall culture or whether work is on schedule.
Layout preview for discussion. Recommendation titles and stages are based on the supplied screenshots and remain subject to checking against the source workbook.
Progress by review area
Select an area below to view its recommendations.
Student Experience
Student voice, the House system, wellbeing, and how concerns are reported and handled.
S1 — Student voice
Stage: In progress
S2 — Day House system
Stage: Early stage
S3 — Wellbeing curriculum
Stage: In progress
S4 — Incident reporting
Stage: Well advanced
S5 — Staff capability
Stage: Well advanced
Boarding Experience
How boarding houses are organised, boarding culture, and support for boarders.
B1 — Houses by age band
Stage: Early stage
B2 — Residence culture
Stage: In progress
B3 — Shared mealtimes
Stage: In progress
B4 — Boarding program
Stage: In progress
B5 — Student advisory group
Stage: Well advanced
B6 — Induction program
Stage: In progress
B7 — Board reporting
Stage: Complete
B8 — Gender dynamics
Stage: In progress
Parent Experience
Partnership with families, communication, complaints and parent voice.
P1 — Parent partnership
Stage: In progress
P2 — Complaints and concerns
Stage: In progress
P3 — Communications strategy
Stage: In progress
P4 — Parent advisory structure
Stage: Well advanced
Employee Experience
Staff culture, roles, standards, wellbeing and professional learning.
E1 — Staff cohesion
Stage: Early stage
E2 — Roles and structure
Stage: In progress
E3 — Consistent standards
Stage: In progress
E4 — Transparency
Stage: In progress
E5 — Workload and resourcing
Stage: In progress
E6 — Professional learning
Stage: In progress
E7 — Staff–parent relationships
Stage: In progress
E8 — Staff wellbeing
Stage: In progress
Governance
How the Board operates, oversees risk and holds the School to account.
G1 — Governance roles
Stage: In progress
G2 — Board composition
Stage: In progress
G3 — Compliance framework
Stage: Early stage
G4 — Risk and reporting
Stage: In progress
G5 — Board visibility
Stage: In progress
G6 — Whistleblower Policy
Stage: In progress
Policy and Procedures
The School’s policies, how they are applied, and independent checks.
PA1 — Policy framework
Stage: Well advanced
PA2 — Anti-racism protocol
Stage: Well advanced
PA3 — Central reporting
Stage: In progress
PA4 — Independent audit
Stage: Early stage
PA5 — Disability inclusion
Stage: Early stage
Change Management
How the School leads, resources and communicates the changes.
CM1 — Change Coordinator
Stage: Complete
CM2 — Committee oversight
Stage: Well advanced
CM3 — Implementation Plan
Stage: Well advanced
CM4 — Dedicated budget
Stage: Well advanced
CM5 — Community input
Stage: In progress
CM6 — Communication plan
Stage: Complete
CM7 — Change fatigue
Stage: Early stage
CM8 — Independent review
Stage: Not yet due
What the stages mean
- Complete: work reported as finished.
- Well advanced: most of the work is in place, with further work remaining.
- In progress: work is underway.
- Early stage: planning or initial work has started.
- Not yet due: scheduled to begin later in the implementation timeline.
Questions or feedback are welcome at culturalreview@bgs.vic.edu.au.
Acknowledgement of Country
Ballarat and Queen’s Anglican Grammar School acknowledges the Traditional Custodians of the land on which we learn, live and work, the Wadawurrung People, and recognises their continuing connection to the land and waterways. We pay our respects to their Elders past and present and extend this to all Aboriginal and Torres Strait Islander People.
Commitment to Child Safety
Ballarat Grammar maintains a zero-tolerance approach to all forms of child abuse and actively implements measures to identify and manage any risks of harm to students within our school environment. The care, safety and wellbeing of children and young people are central and fundamental responsibilities of the School. We are firmly committed to fostering a child-safe culture that provides an environment where students are safe and feel safe, where their participation is valued, their views respected, and their voices heard in decisions that affect their lives. Ballarat Grammar values diversity and strictly prohibits any racist or discriminatory practices. All members of our school community share the responsibility to care for children and young people by promptly raising any concerns regarding their safety, promoting their wellbeing, and protecting them from all forms of harm or abuse.
