12. Parent, student and teacher satisfaction

12.1 Parent satisfaction

Parents were surveyed as part of a Be You survey to capture subjective data relating to perceptions and levels of understanding relating to mental health and wellbeing. Overall, results were positive and showed CCGS has strengths in areas of family partnerships and developing a mentally healthy community.

The Be You Survey was the catalyst fordeveloping an action plan with measurable outcomes . A comprehensive and high profile school values campaign brought CCGS values to life in school culture and practice. Social media wellbeing and safety was addressed through student, parent and staff workshops.

Parents were given access to a new mark book facility and reporting tool in MyCCGS to provide them with direct access to results and reports for Years 7 to 12. Curriculum and elective pages were also added to MyCCGS.

The Board moved to limit the 2020-2021 school fee increase to a modest 3%, which is the same as the previous year, ensuring the school remains accessible to as many families as possible.

Families were invited to a Junior School Next Generation Learning open afternoon where they could hear from students and see and experience first hand their learning.

Parents attended conversation tables to give us a deeper understanding of the issues front of mind for our school community. Feedback indicated that families would be interested in advice and support from CCGS on a range of school and parenting topics.

Timely and relevant communication with prospective parents was maintained throughout the customer enrolment journey, with increased enrolment enquiry and registration rates.

12.2 Student satisfaction

Students were also surveyed as part of a Be You survey to provide a child’s view point on perceptions and levels of understanding relating to mental health and wellbeing and where the school can do more to help.

Support for students managing loss and grief was enhanced. Qualified teachers ran a number of workshops with targeted students to support social and emotional wellbeing.

A wellbeing scope and sequence (K to 12) was completed to support implementation of the wellbeing framework. The scope and sequence also reflects the personal and social capabilities continuum published by the Australian Curriculum, Assessment and Reporting Authority (ACARA). School-wide wellbeing activities and programs were mapped to the scope and sequence including school values, PDHPE syllabus and community initiatives.

The ‘I Respect’ peer to peer mentoring program was implemented in Years 7 and 9, supported by funding from the P & F. Year 9 students learned how to facilitate mentoring sessions with Year 7, which were delivered over a three week period. 100% of Year 9 reported that they had improved their knowledge of how to support their own wellbeing and that of others.

The use of B Block was extended to the Junior School. Junior School classes and year groups accessed classrooms and the green screen studio throughout the year for Next Generation Learners (NGL) classes.

Year 12 graduates received 74 offers of early entry to university and college before the HSC results were released in December.

New opportunities enriched the cocurricular program. These included three dance groups for students in Years 3 to 6, Year 9 exchange to China, Touch Football for girls in Years 7 to 10.

Students from Years 1 to 3 were provided with external keyboards for iPads to encourage improved ergonomics and typing proficiency.

12.3 Staff satisfaction

A wellbeing course was created in MyCCGS to centralise resources for staff across the school including Be You tools, School TV and evidence based fact sheets and programs.

Non teaching and teaching staff were also engaged in the Be You survey. Results from this were used to develop an action plan to address areas for improvement.

Training was provided for all teachers to meet new compulsory NESA accreditation requirements effective Jan 2019.

Authentic teacher led professional development generated a high level of engagement with an increasing number of expert CCGS teachers delivering training tailored for the CCGS context. This included staff conference days entirely led by CCGS staff.

New activities to support staff wellbeing included campfire get togethers, walking and cycling.

Anew provider, AccessEAP was engaged. Support services for staff now include counselling services, self help fact sheets and training resources.

18 teachers worked with NESA (NSW Education Standards Authority) as HSC markers, judges or members of an HSC examination committee, or Chief Examiners. This experience increased studentand teacher exposure to examination success factors.