GPCC Annual Report 2021 by Green Point Christian College

2021 ANNUAL REPORT | TABLE OF CONTENTS

TABLE OF CONTENTS _________

MESSAGES FROM KEY SCHOOL BODIES From the Board Chairman From the Principal

SCHOOL OVERVIEW

Contextual Information Characteristics of the Student Body Parent, Teacher and Student Satisfaction School Improvement Plan Actions Undertaken to Promote Respect and Responsibility

STAFF

Summary of the Workforce Teacher Accreditation Teacher Qualifications Professional Learning Undertaken by Teachers

STUDENTS

Student Attendance Student Representative Council Student Outcomes - NAPLAN Senior Secondary Outcomes - HSC and Year 10 Comparisons Secondary School Outcomes Post School Destinations University offers 2022

POLICIES

School Policies

FINANCES

Summary of Financial Information

1 2 5 6 7 8 13

15 15 16 17

20 21 22 23 27 28

28 30 46

2021 ANNUAL REPORT | MESSAGES FROM KEY SCHOOL BODIES

FROM THE BOARD CHAIRMAN _________

This is my first report on activities of the College Board within the governance structure of the MELOS Foundation. The current Directors and meeting attendance for the past year are: •

Craig Ayling (6)

•

Phil Blair (6)

•

David Barlett (7)

•

Kevin Sproats (7)

•

Lyndall Jones (filled casual vacancy from February 2022)

•

Deborah Reiher (joined Board on 26 May 2022 from Greenacre Baptist Christian Community School)

As Chairman, I am grateful for the willingness of these Directors to serve and their contribution to the governance of the College. I have advised the Board that I intend to stand down, probably when my current term ends. Knowing this, the Directors have commenced an ordered succession. It has been a busy year establishing and/or adjusting policies to reflect the MELOS Foundation. During this year the Directors maintained their professional development by undertaking an Approved Training Course (in two parts): “Not-For-Profit School Regulatory and Compliance Processes” (Section 83c). Maintaining these programs is essential for the successful governance of the College. As outcomes of the Strategic Review continue to unfold with new schools formed and other schools joining, I feel so privileged to have been part of this journey. It is as we have sought the Kingdom of God and His righteousness, we have seen Green Point Christian College continue to grow and other schools linked through the Foundation. While the Board has been active in the establishment of Yattalunga Valley Christian School and Brewarrina Christian School, and the development of the MELOS Foundation, the members are conscious that the needs of GPCC are not overlooked. The College continues to thrive under the leadership of our Principal and his Executive team. Even though the proposed Brewarrina Christiam School will not commence until 2023, already GPCC students are utilizing the facilities for their mission trips and Aboriginal studies. With thanks to God and my fellow Directors, I commend this report to members. Kevin Sproats CHAIRMAN

2021 ANNUAL REPORT | MESSAGES FROM KEY SCHOOL BODIES

FROM THE PRINCIPAL _________

As we had weathered the COVID-19 pandemic storm of 2020 we hoped for smooth sailing in 2021, but it was not to be. The first half of the year was affected by the fear of COVID and growing restrictions, which culminated in Term 3 being a home learning term that spilled over into four weeks of Term 4 and a slow return to full face to face teaching. We switched to home learning easily and quickly based on our brief experience in 2020. For most students, their learning was able to continue with some even enjoying the experience. For teachers it was a significant challenge which became harder as the time dragged on and school closure was extended. We continued to host about 100 students on site each day, mainly from Kindergarten to Year 6 with a handful of Secondary students. We continued to communicate regularly with families about what was happening especially as we returned to face to face learning. The School developed a Return to School Plan which was updated as restrictions changed. Some students found home learning challenging, but overall the drop in learning was short-lived and not significant. Although the pandemic was interfering in normal school life, we determined not to allow it to slow down our plans for the future. Our Library refurbishment was completed at the start of the year and officially opened by our local State Member of Parliament, Adam Crouch. Our Master Plan was adopted, and we completed planning for a new Administration block with the Development Application going to Council before December. We proceeded to purchase a 1200-acre property in the Brewarrina Shire with a view to develop outdoor education and curriculum activities out there, as well as lease part of the site for a new school. Green Point Christian College Ltd submitted an application to the NSW Education Standards Authority for a new Special School for children on the autism spectrum to be opened on the GPCC site in 2022 – this has now happened. We leased a classroom in one of the Primary buildings to the new school which has nine children in Kindergarten to Year 2. Our School Improvement Plan continued much unchanged as many activities had been slowed down or unable to happen due to the pandemic. A revision of our Workplace Health and Safety Manual was completed and adopted and many policies were updated and reviewed. We continued a blended learning

2021 ANNUAL REPORT | MESSAGES FROM KEY SCHOOL BODIES

project launched in 2020 which arose from our 2020 home learning experience, although this was halted due to the home learning in the second half of the year. HSC results continued in line with recent years, with a majority of students sitting in the Band 4/5 range. Over 30% of our graduates received early entry to university and over 80% received offers of places. Some excellent work was done on analysis of results by Faculty Co-ordinators to identify areas for focus in 2021. With the HSC under increasing public scrutiny as a graduating qualification, the College has been moving towards changes to teaching and learning that open the way for alternative assessment means as they come into focus in the future. The Primary teachers undertook an extensive professional learning focus on early literacy conducted by the Association of Independent Schools, and we saw positive signs as a result of these changes in the 2021 NAPLAN results. In 2021 our students continued to serve our College community and our local communities in various capacities, such as: Year 11 Peer Support; Compassion Fundraiser; Operation Christmas Child; Sponsor Children; NAIDOC Chapel and Reconciliation Week activities - when we hosted an Aboriginal artist from Brewarrina for 10 days. AIM Mission trips to Brewarrina were cancelled due to the pandemic and will take place in 2022. Once again some of these activities were somewhat curtailed due to COVID-19 restrictions. Sport also continued to be affected by the pandemic with few competitions able to be held. Some competitions were able to operate late in the year, but much regular school sport was curtailed. Enrolment numbers were up significantly on 2020 and especially as Sydney people moved north to escape the restrictions of the pandemic. Our capital investment in the property continued with new carparks being completed. The new pick-up and drop-off zone for younger Primary students, helping to alleviate congestion in the main carpark was further finalised and came into operation. New landscaping was completed and some older retaining walls repaired. The year will always be remembered for the pandemic but in the life of our school, we continued to focus on student learning and ongoing development. We concluded the year on a positive and optimistic note for the future. Phillip Nash PRINCIPAL

2021 ANNUAL REPORT | SCHOOL OVERVIEW

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SCHOOL OVERVIEW _________

2021 ANNUAL REPORT | SCHOOL OVERVIEW

CONTEXTUAL INFORMATION _________

Green Point Christian College was established in 1982 by Green Point Baptist Church with a vision to offer Christ centred education to the children of Christian families across the lower part of the Central Coast. These parents desired to have the teaching of the home reflected in, and encouraged through, the teaching at school. As a Christian school, our values and beliefs are founded in a belief in the person of Jesus Christ and we aim to be obedient to His revealed Word, the Bible. GPCC now opens its doors to families from any or no religious background, who desire a Christian education for their child. The College is focused on a positive future as we move forward with an emphasis on our core purpose statement, motto and graduate profile. In partnership with parents, we are determined to equip our students for a flourishing life of service as a fulfilment of the call to all humankind to be the stewards of the earth, to build society and to worship God. As we act as one of the agencies of Christian nurture for our students and their families, it is a place where we seek to reflect the love of God in all we do and say. The Christian Scriptures remain the benchmark against which we critique our lives and our work as we seek to turn students’ attention towards the person of Jesus Christ, the one who remains the same, yesterday and today and forever. The College encourages the fullest possible development of the spiritual, social, intellectual and physical potential of each student. Purpose of the College: Green Point Christian College has built a strong tradition of providing quality education in a Christian learning environment, aiming to see our young men and women challenged to strive for excellence and Godliness in every sphere of life. Our Purpose Statement: To equip students for a life of redemptive action through a holistic education grounded in a Biblical perspective. Our Mission Goals: Students – the formation of students who display the attributes of the Graduate Profile Staff – the development of quality staff who serve our students well Parents – the support of families as the cornerstone of a flourishing society Our Motto: Equipped for Life

2021 ANNUAL REPORT | SCHOOL OVERVIEW

Graduate Profile:

Green Point Christian College is committed to providing quality Christian education at an affordable price. The College Board has developed infrastructure to enable the teaching programs of the College to keep pace with rapid educational change. In 2021 we began planning to open a Special School for children on the autism spectrum as we had identified a need for additional places for such children on the Central Coast. This application was approved by the Minister and the school opened in 2022.

Characteristics of the Student Body Green Point Christian College is predominantly an Anglo Saxon demographic mix made up of 550 females and 475 males, meaning a whole school enrolment of 1025 for 2021. We serve students from families mainly from the lower portion of the Central Coast, seeking to keep our fees affordable for middle-income earners. We operate a strong learning support program with over 200 students receiving educational support of some kind and we employ two full time equivalent counsellors in addition to running a strong pastoral care program. Just over 30 students identify as Aboriginal or Torres Strait Islander and we have a strong connection with the Aboriginal community of Brewarrina in northern NSW. The Primary School comprised 431 students and the Secondary School comprised 594 students. NOTE: Figures taken from Census dated 12 August 2021.

2021 ANNUAL REPORT | SCHOOL OVERVIEW

REPORT ON PARENT, TEACHER AND STUDENT SATISFACTION _________

During 2021 with the interruptions of COVID including a 14 week lockdown when home learning took place, no formal survey of parents, students or teachers was undertaken. However, anecdotally, we were aware of a growing and increasingly positive perception in the community about the school and this was supported by an increasing number of enrolment enquiries. We experienced rising interest from families re-locating to the Central Coast from Sydney, with many reporting that upon enquiring of family and friends, Green Point Christian College was being recommended as a school to consider. The school operates a very open door policy with families and communicates regularly via a weekly newsletter and various social media avenues. The Principal’s email is published to parents who can email or ring at any time. Complaints or issues are dealt with promptly and followed up personally. Many parents commented on the regular and clear communication by the school of all matters relating to COVID regulations and restrictions, and of the positive way the school handled the period of home learning when teachers and students used Microsoft Teams to continue lessons. Staff turnover is low and satisfaction levels appear to be high in spite of the challenges of the pandemic. Student attendance, while down due to COVID, remained consistent and students’ attitudes have been positive with very few serious discipline issues occurring.

2021 ANNUAL REPORT | SCHOOL OVERVIEW

SCHOOL IMPROVEMENT PLAN 2021 FINAL PROGRESS REPORT _________

Progress Report on Key Elements of the School Improvement Plan (SIP) for GPCC 1. An explicit improvement agenda focused on existing programs

Review of existing programs and activities

Key Performance Indicator

Person/s Responsible

Progress

Use of Student Assessment Data

Student assessment data (HSC, Year 10, School Reports, NAPLAN etc) informs strategic initiatives and targets in curriculum and instruction

Heads of School

Each Secondary Faculty completed a review for the HSC 2020 results to inform changes for 2021. NAPLAN testing took place in May this year. The appointment of our Academic in Residence has led to further helpful analysis of results and ideas for improvement.

Student Wellbeing

Framework for student wellbeing developed to cover all student welfare activities – counselling, discipline, enrichment, socialisation etc.

Heads of School, Wellbeing Coordinators

A draft framework is now complete and is being reviewed. Our Academic in Residence is now working on this to ensure the incorporation of recent research and to review the Biblical perspective.

2021 ANNUAL REPORT | SCHOOL OVERVIEW Mission and Service-learning Program

New framework and policy leading to increased activity and events across K-12

Principal, Heads of School

CAPA program

Plan for increased participation and performance opportunities across K-12 in both curriculum and co-curricular areas

Principal, Heads of School CAPA Co-ordinator

Spiritual Life Programs

Development of a plan for connection between Biblical Studies, Chapel, Equip Groups etc. resulting in increased student engagement Enhancement of sports activities and opportunities including the growth of the GPCC Sports Clubs

Heads of School, Wellbeing Coordinators, Chapel Coordinators

Sports Program

Principal, Sports Co-ordinator

A framework and policy have been completed and presented to staff and the Board. This has not been implemented yet due to COVID restrictions. It is also being reviewed by our Academic in Residence. Two review meetings have been held with CAPA staff on the music program. A new Band Conductor has been appointed. A Junior band and Beginners Band program started Term 2. COVID in Terms 3 and 4 really impacted our Band and Primary program but some progress was made with the Beginner band. This is now in place with coordination of Equip Groups, Chapel Life and Biblical Studies now happening. Initial discussions re improved sports program have taken place. The Netball Club has gone on to recess due to lack of interest for committee membership. COVID really impacted our sports program.

2021 ANNUAL REPORT | SCHOOL OVERVIEW

2. A school culture that promotes learning

Raising student engagement and performance

Key Performance Indicator

Person/s Responsible

Progress

Blended Learning Project

GPCC classrooms shaped around the Blended Learning approach

Principal, Heads of School, Director of Teacher Development

Biblical Perspectives in Curriculum and Practice

Transformation by Design the approach to implementing Biblical perspectives in teaching and learning.

Director of Teacher Development, Teachers

Teacher Professional Learning Program

Each teacher on a professional learning plan

Heads of School, Director of Teacher Development, Teachers

Regular teacher learning sessions have been held on the BL approach. The appointment of Mr Michael Street as Director of Teacher Development has meant a renewed focus on profession al learning for staff and the launch late in 20021 of our Active PD Framework which comes into operation in 2022. TbD has been introduced and a whole school session held to introduce it to all staff. This is now incorporated into the APD Framework program. The Director of Teacher Development launched the GPCC Active Professional Development Framework in December 2021.

2021 ANNUAL REPORT | SCHOOL OVERVIEW 3. Business Operations

Establish sound business operations

Key Performance Indicator

Person/s Responsible

Progress

Join Melos Foundation

GPCC Ltd joins Melos Foundation

GPCC Ltd Board

Maintain upward enrolments trend

Enrolments continue to increase to target of 1025 for 2022

Principal, Marketing Manager

Explore innovative additional funding options

Additional funding options for scholarships and capital development established

Principal, Business Manager

GPCC Ltd is now a member of the Melos Foundation and a new Board has been elected. Yattalunga Valley CS is also now a member. Enrolments in Year 7 and other years are strong with Kindergarten being the only year level under target to date. Projected enrolments for January 2022 are 1090. No progress to date.

Continue streamlining of business operations

All business operations now streamlined and on-line where possible

Business Manager

Progress has been made on the enrolment process with HoS interviews and a re-vamp of the excursions work plan to put most of it online is underway.

4. The targeted use of school resources

Master Plan Implementation

Key Performance Indicator

Person/s Responsible

Progress

Complete new Master Plan

Site Master plan and staged development approach finalised

Business Manager, Principal

Master Plan complete and adopted

2021 ANNUAL REPORT | SCHOOL OVERVIEW New administration block with combined staffroom project

Complete planning and approvals and commence build by Term 4

Business Manager, Principal

Design details almost complete and DA process initiated. BGA application has been submitted and a significant grant achieved.

Classroom design review

Nominated Classrooms re-fitted with new furniture

Business Manager, Facilities Manager

A trial group has met and are in process of visiting other schools to look at potential models. This has been on hold due to the lockdown and restrictions in Terms 3 and 4 of 2021.

Develop Partnerships

Key Performance Indicator

Person/s Responsible

Establish parent body organisation

Organisation established

Principal

Establish community partnerships

Strategy for partnerships scoped including status, potential opportunities, and partnerships developed

Principal, Marketing Manager

Progress The Fathering Project was to launch in Term 3, but as we went into lockdown it had to be put on hold. The launch of a parent body organisation likewise. A positive partnership now exists with Kincumber Rotary and Gosford RSL. Other partnerships have been difficult to establish during the pandemic. Connections with Brewarrina have continued to develop especially with the purchase of the Gongolgon and Brewarrina properties.

5. School community partnerships

2021 ANNUAL REPORT | SCHOOL OVERVIEW

ACTIONS UNDERTAKEN TO PROMOTE RESPECT AND RESPONSIBILITY _________

Respect and responsibility are addressed in different ways throughout the College. Our Discipline Policy and Code of Conduct expect a standard of mutual respect for each other and assume all members of our community will take personal responsibility for their behaviour and their work. Issues in relation to these two areas are addressed regularly through student assemblies and chapels, class home room time, staff devotions and meetings, newsletters and email communication to staff. Our Maintenance team take care to keep the school environs clean and tidy to reinforce the importance of respect for the environment. Work is done regularly to ensure the school environment is clean, tidy and attractive. Most of our student travel to and from school on buses and we respond very quickly to any reports of disrespect or poor behaviour from our students towards other passengers or the general public as we seek to teach students respect and the responsibility of being family and school ambassadors. The College Behaviour Management Policy is regularly reviewed and new initiatives introduced to encourage positive behaviour. For example, in Primary we now have a points system that allows teachers to award students points for positive behaviour and respect. Accumulation of points leads to awards at weekly assemblies. In Secondary, our Student Management System allows teachers to record commendations for good behaviour in the system. Parents are able to see these when they are awarded. Using our graduate profile elements, we look to commend students in line with the Profile categories to encourage growth towards the profile.

2021 ANNUAL REPORT | STAFF

STAFF _________

2021 ANNUAL REPORT | STAFF

STAFF SUMMARY OF THE WORKFORCE _________

Summary of the workforce composition for Green Point Christian College taken from the Census dated 12 August 2021 is:

College Staff 2021 Full time teaching staff

Part time teaching staff

Full time non-teaching staff

Part time non-teaching staff

Full time indigenous non-teaching staff

Total staff in 2021 = 130

TEACHER ACCREDITATION _________

All teachers at Green Point Christian College who are responsible for delivering the curriculum have accreditation with the NEW Educational Standards Authority (NESA) as defined by the Teacher Accreditation Act 2004:

Level of accreditation Conditional

Provisional

Proficient Teacher

Highly Accomplished Teacher

2021 ANNUAL REPORT | STAFF

TEACHER QUALIFICATIONS _________

Category

Teachers having teacher education qualifications from a higher education institution within Australia or as recognised within the National Office of Overseas Skills Recognition (AEI-NOOSR) guidelines, or

ii.

Teachers having a bachelor’s degree from a higher education institution within Australia or one recognised within the AEINOOSR guidelines but lack formal teacher education qualifications

2021 ANNUAL REPORT | STAFF

SUMMARY OF PROFESSIONAL LEARNING UNDERTAKEN BY TEACHERS _________

2021 continued to provide significant challenges to the Professional Development Program at the College with the COVID-19 Pandemic limiting opportunities for staff to engage with external providers for much of the year. Many of the Professional Development offerings moved online or were postponed, changing the mode of delivery forever. At the start of 2021 some changes to Maintenance of Teacher Accreditation at the Proficient Level Professional Development requirements were presented and subsequently implemented. At the College, Child Protection and Well-being continue to be a priority with annual mandated training taking place. All staff undertook Workplace, Health and Safety Training, whilst Higher School Certificate teachers who completed HSC marking engaged in an excellent opportunity to network with staff from other schools and sectors.

Teachers seeking Accreditation at the Proficient Teacher level continue to be guided and supported by a Supervising Teacher and the TAA. These staff oversee the growth and development of new teachers and assist with satisfying compliance requirements for their professional journey with NESA. This is a vital part of a school community and maintains the Christian distinctives of this program which is a focus. Unfortunately, the number of undergraduate teachers the College was able to support in their teaching practicums was limited due to Term 2 lockdown. The College continues to develop strong links with several tertiary teacher education providers to support, nurture and encourage teachers of the future. All Professional Development is designed with a holistic vision of the College at the forefront and is valued for the benefit it gives to the whole College community. We maintain compliance with professional regulatory organisations and look at professional development as an opportunity to deepen and strengthen the commitment we have to maintaining the distinctives of Christian education in our community. As always, Professional Development focused in planning our year with individual, corporate and specific Faculty professional development, which included: Differentiation; Child Protection Investigator Training; WHS Drills/Fire Safety; First Aid, Asthma and Anaphylaxis Training; Careers Advisors’ and Teachers’ Conference; Early Literacy Project (Primary School); NCCD Moderation; 16

2021 ANNUAL REPORT | STAFF

Strength Potential; Undergraduate Lecturing; Curriculum Planning and Delivery and Governance Seminars. The College will focus on the wellbeing of staff and students and Mental Health First Aid in 2022. Professional Learning Professional Development Activities - Focus Areas 1. Delivery and assessment of NSW Curriculum 2. Student/child mental health 3. Students/children with disability 4. Aboriginal education and supporting Aboriginal students 5. Other

TOTAL

No. of Staff Participating 34 19 6 2 40 101

2021 ANNUAL REPORT | STUDENTS

STUDENTS _________

2021 ANNUAL REPORT | STUDENTS

STUDENT ATTENDANCE _________

In 2021 each student, on average, attended the College (including via online learning) as follows (by percentage): Kindergarten Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Year 7 Year 8 Year 9 Year 10 Year 11 Year 12

93% 92% 89% 93% 91% 91% 88% 90% 87% 85% 84% 83% 82%

In 2021 the student attendance rate for the school as a whole was 87.93%.

School’s response to student absence Day 1 – (Explained Absence) - The school accepts messages through Parent Lounge, Absentee Line, verbal confirmation and emails to Administration; absence is documented in TASSWEB. Day 1 – (Unexplained Absence – Day of Absence) - Text message is sent to parent/carer advising student is absent from school. Day 7 – If explanation has not been received, an email to parent/carer through Teacher Kiosk is sent requesting confirmation of absence, to be acknowledged on Parent Lounge. Verbal and email confirmation to Administration is also accepted. Retention of Year 10 to Year 12 Year Level Year 9 Year 10 Year 11 Year 12

At 2 August 2019 103 88 76 54

At 7 August 2020 100 99 68 71

At 6 August 2021 119 97 85 63 14

2021 ANNUAL REPORT | STUDENTS

STUDENT REPRESENTATIVE COUNCIL _________ Chairperson: Councillors:

Sienna F Ruby D, Ava P, Anna-Lucia R, Arabella C, Lily B, Eadie R

Class

Rep

1B 1PH 2D 2P 3B 3D 4M 4B 4G 5L 5P 6T 6M 6S

Charlotte M Tilly G Josie R Elsie H Olivia B Conor M Mia D Hamish G Xavier W Elizabeth vW Myah K-W Mitchell B Bronte B Lewis T

Vaaris M James C Lucy G Avalon R Charlotte H Asher B Reef M Kaelah B Chelsea S Ben J Lillian R Summer R Chase P Hannah M

At the beginning of each year, students and teachers vote for their class representative and elect the representatives who commit to serve classmates and the College for the year. In 2021 we selected class representatives and had one meeting in Term 1. Some of the points raised included: -

More sandpit toys School musical for Primary students (this was actioned and will take place in Term 3 2022) Soccer goals for top oval Artist in residence

Due to COVID and home learning, the SRC only ran in Term 1 2021.

2021 ANNUAL REPORT | STUDENTS

STUDENT OUTCOMES IN STANDARDISED NATIONAL LITERACY AND NUMERACY TESTING (NAPLAN)

_________

In 2021 100% of our students in Year 3 and Year 5 achieved at or above the NMS in Reading, Writing and Spelling. Year 3, Year 5, Year 7 and Year 9 achieved above the State Average in every test bar Numeracy (Year 3). This data is very encouraging and will guide us in curriculum focus and Professional Development. Table A: Students with a Similar Background

Table B: All Australian Students

2021 ANNUAL REPORT | STUDENTS

SENIOR SECONDARY OUTCOMES (STUDENT ACHIEVEMENT) _________

Higher School Certificate and Year 10 Comparisons for 2021 Year 10 The submitted grading results for 2021 Year 10 are shown in the following table:

Compared to the State-wide pattern, in 2021 GPCC gained a higher percentage of cumulative Grade A and B results in 20 out of 25 (80%) Stage 5 courses, that is, in all but five courses, one of which saw the GPCC cumulative amount equal to the State figure. Notably this high achievement occurred in large cohort courses

2021 ANNUAL REPORT | STUDENTS

such as English, Maths, Science, Geography and PDHPE. Interestingly, 100% of grades for Drama and Visual Arts were in the A-B range. By comparison, the percentage of courses in which GPCC gained higher cumulative Grade A and B results compared to overall State -wide results for Stage 5 courses in shown in the table below: Percentage of Subjects with Cumulative Grade A and B Results Higher than Statewide Results 80% 85% 95% 96% 70% 60% 67% 70%

Year 2021 2020 2019 2018 2017 2016 2015 2014

A high achievement was gained by one Year 10 student who gained acceptance into the Macquarie University Gifted and Talented program commencing in February 2022.

Higher School Certificate Nine students gained entry onto the NESA Distinguished Achievers List having gained 18 occurrences of top band results (band 6 in 2unit courses or band E4 in Extension courses) across a variety of subjects including English Advanced, Extension 1 and Extension 2, Maths Advanced, Extension 1, Extension 2, and Maths Standard, Music 1, Spanish Beginners, CAFS, PDHPE, Visual Arts, Chemistry, and Physics. Four students gained top band results in more than one course.

Year 2021 2020 2019 2018 2017 2016 2015 2014 2013 2012 2011 2010

Number of Students on NESA’s Distinguished Achievers List 9

Number of Results in Top Band 18

2021 ANNUAL REPORT | STUDENTS

Strong results were achieved in English Extension 1 and Extension 2 where all of students in the subject gained results in one of the top two bands. Similarly, in History Extension. One student came 15th in the State in the PDHPE course gaining a NESA Top Achievers Award. Another student was nominated and selected for ARTExpress for her major work. Consistently high results have been gained in terms of the top ATAR results for each cohort over recent years. In 2021, the top ATAR result was 97.5 with four students gaining results in the 90’s. In 2020, the top ATAR result was 97.1. The top ATAR result in 2019 was 95.15. The top ATAR result in 2018 was 96.65 and in 2017 was 99.4. The top ATAR in 2016 was 96.8, and in 2015 was 99.90 and in 2014 was 92.25 and in 2013 was 96.8. In 2012 the top result was 98.6. The top three ATAR results for 2011 were 99.5, 98.8 and 98.6. The top 2010 ATAR was 98.00. In terms of HSC exam results in 2021, 39% (11 courses out of 28) of HSC examinable courses had HSC school means above State means. In 2020, 57% (17 courses out of 30) of HSC examinable courses had HSC school means above State means. In 2019, 17 out of 29 (59%) of HSC examinable courses had school means above the State means. In 2018, the amount was 16 out of 29 (55%). In 2017, this amount was 13 out of 30 (43%). In 2016, 2015, 2014, 2013, 2012, 2011 and 2010 over half of the HSC examinable courses delivered by the College had exam averages above that of the State average. For 2016, 2015, 2014 and 2013, these percentages were 55%, 73%, 55%, 57% respectively. In the HSC, Band 5 and 6 results indicate a high level of achievement in a course. The following table and graph indicate success in terms of Band 5 and 6 HSC results over recent years.

HSC Results - Total of Bands 5 and 6 for 2008 - 2021 Year

Number of Students who did HSC Exams

Band 6

Band 5

% Band 6 of sitting students

% Band 5 of sitting students

2008

100

131

15%

131%

2009

156

36%

181%

2010

171

27%

211%

2011

120

71%

207%

2012

150

32%

190%

2013

35%

132%

2014

153

21%

170%

2015

132

59%

206%

2016

147

37%

210%

2017

115

37%

164%

2018

107

20%

141%

2019

15%

135%

2020

103

14%

143%

2021

22%

100%

2021 ANNUAL REPORT | STUDENTS

HSC Band 6 and 5 Results - % of cohort 250%

200%

150% Band 6 Band 5

100%

50%

2008 2009 2010 2011 2012 2013 2014 2015 2016 2017 2018 2019 2020 2021

In 2021, there were students who studied and completed the highest Extension courses in English, Maths, Science and History. In 2020, there were students who studied and completed the highest Extension courses in English, Maths and History. In 2019, students presented for the highest Extension courses in Mathematics and History. In 2018, 2017, 2016, 2015 and 2014, there were students who presented for the highest Extension courses in English, Mathematics and History.

2021 ANNUAL REPORT | STUDENTS

Secondary School Outcomes In 2021, the number of students undertaking and completing Year 12 vocational courses was 4 out of 62 (6%). Figures for previous years are in the table below. In terms of VET (Vocational Education and Training) courses, there was 1 student who completed the school HSC Hospitality course. There were 3 students studying an out-of-school course (TVET and/or Private Provider course). No one did both Hospitality at school and also a TAFE course outside of school. Year

2021 2020 2019 2018 2017 2016 2015 2014 2013 2012

Percentage of students who completed Vocational Courses 6% 13% 7% 13% 10% 23% 8% 22% 24% 15%

Of the 63 students who studied in Year 12 through to the end of the year in 2021, the number of students obtaining an HSC was 62. One student was on a part time program and gained a ROSA but not an HSC. The number of GPCC students obtaining a Record of School Achievement (RoSA) in 2021 (or in 2022 for 2021 study) was 17. The percentage of students who studied in Year 12 who also attained a Year 12 Certificate (HSC) or equivalent VET certificate was 91%. This is because enrolment in Year 12 peaked at 68 but only 62 completed the requirements for an HSC. Five year 12 students left during the year and one student was a part time student who obtained a ROSA rather than an HSC.

2021 ANNUAL REPORT | STUDENTS

Post School Destinations Based on tertiary offers extended to our Year 12 students through UAC and data collected from students, 41 out of 62 (66%) of the Year 12 candidature who completed the HSC had tertiary degree courses offered to them as a possible post-school destination. (Previous years were 83% in 2020, 74% in 2019, 62% in 2018, 58% in 2017, 76% in 2016 and 70% in 2015). Some University courses students embarked on included Bachelor of Media and Communications, Bachelor Medical Science/Doctor of Medicine, Bachelor of Quantum Engineering and Biotechnology, Bachelor of Business, Bachelor of Paramedicine and Bachelor of Nursing.

2022 University Offers (as per UAC provided data) University Australian Catholic University Charles Sturt University Macquarie University SAE Torrens University University of Canberra University of Newcastle University of Sydney University of Technology University of Wollongong UNSW - Sydney Total Open Foundation (University of Newcastle) Diploma of Business (University of Newcastle) Diploma of Engineering (University of Newcastle)

Number of students offered a place 1 1 10 1 1 1 17 3 4 1 1 41 4 1 1

Percentage of cohort offered this University 2% 2% 16% 2% 2% 2% 27% 5% 6% 2% 2% 66% 6% 2% 2%

2022 University Offers

Australian Catholic University Charles Sturt University Macquarie University SAE Torrens University University of Canberra University of Newcastle University of Sydney University of Technology University of Wollongong UNSW - Sydney

2021 ANNUAL REPORT | SCHOOL POLICIES

SCHOOL POLICIES _________

2021 ANNUAL REPORT | SCHOOL POLICIES

SCHOOL POLICIES _________

Policies listed were current up to December 2021. All policies and procedures are regularly reviewed and updated.

Enrolment Policy and Procedures 1.

INTRODUCTION

Green Point Christian College seeks to enrol children of families who wish to see Biblical principles and Christian values supported in their child’s learning. The College is founded on such principles and values and so encourages the fullest possible development of the spiritual, social, intellectual, cultural and physical potential of each student. The motto of Green Point Christian College is Equipped for Life. The College is a ministry of Green Point Baptist Church. It is a Christian school for boys and girls from Kindergarten to Year 12. While the College was primarily established to support Christian parents in the education of their children, the College welcomes enrolment applications for children from families who are supportive of the College’s purpose, principles and values, irrespective of the faith, race, sexual orientation, gender identity or intersex status of the child or the child’s family. While the College does not suit all children, there is no reason in principle that children with disabilities cannot become students at the College. Indeed, the College has since its inception enrolled many students with disabilities.

This policy gives guidance to those within the College community and to those who would join it concerning enrolment criteria and procedures. While the policy is as comprehensive as possible, there will inevitably be some situations which are not specifically covered. In such instances, it is the Principal’s responsibility to decide the appropriate course to take in the circumstances.

CHRISTIAN RATIONALE

God gives the care and raising of children to parents, within the support of the community. Start children off on the way they should go, and even when they are old they will not turn from it. (Proverbs 22:6, NIV).

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Parents’ choice of Christian education for their children honours the State and Federal government education authorities for standards in education and provides a Christian worldview that recognises the sovereignty of Christ. God’s Word to parents is that children should be well-trained in the commandments He gives. Impress (these commandments) on your children. Talk about them when you sit at home and when you walk along the road, when you lie down and when you get up. (Deuteronomy 6:7) The development of a Christian worldview in education is the College’s mandate to partner with parents in the formation of young people of Christian character who will be effective leaders in their community. The decision by parents to enrol their children in the College is to assist them to fulfil their duty in raising children who will love God and love their neighbours through applying themselves to make the most of their schooling experience.

PURPOSE

The College’s philosophy is grounded in Biblical principles, values and beliefs. The purpose of this document is to set out the policy and procedures of the College in relation to enrolment of students. It includes: • •

the selection criteria for enrolling new students; the procedures to be followed to ensure procedural fairness in the assessment of enrolment applications; administrative procedures.

•

LEGISLATIVE FRAMEWORK

The provisions described in this policy are informed by the constraints outlined in the following legislation: • • • •

Disability Discrimination Act 1992 (Cth) and the Disability Standards for Education (2005) Sex Discrimination Act 1984 (Cth) Race Discrimination Act 1975 (Cth) Anti-Discrimination Act 1977 (NSW)

This legislation makes it unlawful to discriminate against a person on the grounds of their disability, sex, sexual orientation, gender identity, intersex status or race by refusing to enrol them at the College. The College is committed to fulfilling its obligations under the law in this Policy.

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TABLE OF RESPONSIBILITIES

This policy is to be read in conjunction with related Green Point Christian College policies as stated in this policy. Responsibilities

Evidence of Compliance

Principal Ensure compliance with procedures set out in this document

Enrolment records

Ensure all relevant people are aware of these processes and polices

Staff meetings; emails

Approves all student enrolments

Signed enrolment record

Maintain Register of Enrolment

TASS.Web

Business Manager Report to the School Board on enrolment trends

Board reports

Registrar Promotion of the school to potential enrolling families

Advertising materials and digital communications; Enquiries

Receive and process enrolment enquiries and applications

Digistorm Funnel CRM (TASS.Web records)

Co-ordinate enrolment interviews

Calendar

Maintain enrolment documentation

Digistorm Funnel CRM (TASS.Web records)

Advise administration and teaching staff in preparation for new enrolments to the College

Process new enrolments

TASS.Web records

Interview Panel Assess enrolment applications:

Interview records

- with regard to the criteria and priorities outlined in this policy and procedures document - equitably, to assist parents to make the best decision for their child’s schooling - make a decision about each application Co-ordinators/ Teaching Staff Preparations for the incoming student

TASS.Web

Parents and Students Comply with the Terms of Enrolment

Signed Enrolment and Fee agreements Signed Student Code of Conduct Signed Parent Code of Conduct

Provide to the school all information required

School records

Inform of any changes to information

Record of notice; updated files

Maintain fee payments

Fee Statements

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DEFINITIONS

Throughout this policy, unless the context requires otherwise: • •

•

• •

Application Register means the register of families who have applied for a place for a child in the school. They are awaiting an enrolment interview. Disability, in relation to a child, means: a) total or partial loss of the child’s bodily or mental functions; or b) total or partial loss of a part of the body; or c) the presence in the body of organisms causing disease or illness; or d) the presence in the body of organisms capable of causing disease or illness; or e) the malfunction, malformation or disfigurement of a part of the child’s body; or f) a disorder or malfunction that results in the child learning differently from a child without the disorder or malfunction; or g) a disorder, illness or disease that affects a child’s thought processes, perception of reality, emotions or judgment or that results in disturbed behaviour. and includes a disability that: h) presently exists; or i) previously existed but no longer exists; or j) may exist in the future (including because of a genetic predisposition to that disability); or k) is imputed to a person. Enrolment Register is the register a school is required by law to keep of all enrolled students. A child is placed on this register following an application, enrolment interview and the offer by the school and acceptance by the parents, of a place in the school. Parents includes guardians or any other person who has applied to have a child enrolled at the College and, where the child has only one parent, means that parent. Wait List means the list of students who have applied but for whom there is no current vacancy in the Year level applied for. They are waiting for a vacancy to occur and to be called for an enrolment interview.

POLICY a) The College, when considering making offers of a place at the College, may have regard to school-readiness, availability of places and, if places are limited, the priorities set out in this policy. b) An application to enrol does not guarantee a place at the College. c) The College will maintain an Enrolment Register. d) The College collects information required by legislation, regulations and for the purpose of providing education to students. 17

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e) The information collected, used and disclosed by the College is subject to the Privacy Act, and will be managed by the College in accordance with the Australian Privacy Principles. f) The College reserves the right to alter this policy from time to time. 8.

ENROLMENT PROCESS

Parents may enquire about enrolment, visit College’s website, or attend Open Day or personal tour

Application placed on Application Register

College collects all relevant data Recommendation to Principal

College makes an offer. Parents accept or decline the offer

Parents submit an online application and provide requested documents Child (parents/carers) interviewed if position available. If no position, child added to Waitlist until position available. Enrolment interview scheduled at that point Principal approves/declines an offer Child added to Enrolment List (or not)

ENROLMENT PROCEDURES

9.1 New Enquiries The College will make available on its website: a) b) c) d) e)

information about the College; general information about eligibility for enrolment based on this policy; the procedure for applying to enrol a child at the College; information about school fees and discounts; the Enrolment Conditions.

9.2 Application Register and Waitlists The Principal through the Registrar is responsible for the maintenance of the Application Register and Waitlists for entry to the College.

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Entrance to the College is primarily in Kindergarten and Year 7. Entrance at other Year levels is limited to vacancies which may occur from time to time. Entrance may be accommodated at any time throughout the school year depending on circumstances. The name of a child will be entered on the Application Register when the child’s parents return: a) the Application Form; b) a non-refundable Application Fee of $50; c) a copy of the child’s birth certificate; d) a recent photo of the child (digital or hard copy); e) copies of the child’s last two school reports and NAPLAN results (for Years other than Kindergarten, Year 1 and Year 2); f) the name and mobile number of two referees the College can contact to support the application for enrolment. If the family applying is involved or affiliated with a Church, please provide the name and mobile number of your pastor as one of the two referees being supplied; g) all medical, psychological or other reports about the child in their possession or control; and h) other information about the child which the College considers necessary. If further information to support the enrolment application is required by the College, the Registrar will seek this information prior to an enrolment interview. Should a Year level be full, the child will be entered on the Waitlist for that Year and an enrolment interview offered should a place become available. Failure to provide all required information may result in the College declining to enter the child’s name on the Application Register or Waitlist or delaying such entry and may also result in the College declining or delaying the child’s enrolment. 9.3 Interview The College will undertake an enrolment interview at a time decided by the College after a child’s name has been entered on the Application Register.

At the interview, among other things, the College’s representative will: a) seek to establish that the expectations and commitments of the parents are consistent with the College’s Christian vision, values, and goals, and with the policies and resources of the College; b) inform the parents of their responsibility to the College in relation to fees.

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The parents must pay for any assessments or reports which are required from non-school personnel (if applicable). In considering all prospective enrolments, the College may ask parents to authorise the Principal or the Principal’s delegate to contact: a) the Principal of the child’s previous school to obtain or confirm information pertaining to the child or the child’s enrolment; b) any medical or other personnel considered significant for providing information pertaining to the child’s needs. Where information obtained by the College suggests: a) the family are willing to support the Christian character of the College and its policies and practices and b) the child does not have a profile of wilful misconduct, illegal activities or strong anti-social behaviours that indicate that the child’s enrolment at the College is likely to be detrimental to other students, the staff or the College; and c) the College believes it can provide an appropriate level of academic support for the progress of the child with or without reasonable adjustment and d) the parents are able to meet the financial commitment required by having a child at the College, The enrolment will normally proceed. Should any of these conditions not be met, the Principal may decline to offer enrolment notwithstanding that the child may be a sibling of a current student. Following the enrolment interview and the collection of all relevant information, the child will be offered a position, placed on a waitlist, or declined a position. 9.4 Disability (Section 16a) Where it has been noted on the enrolment form and during the enrolment interview, that a child has a disability, or it has been identified that a child may benefit from additional supports, the College will undertake a comprehensive planning process to better understand the child’s needs. This will include consultation with the child and/or the child’s parents. In addition, the Principal or delegate may: a) require the parents to provide medical, psychological or other reports from specialists outside the College; and/or b) obtain an independent assessment of the child (at the Parent’s expense).

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Where information obtained by the College indicates that the child has a disability or additional needs, the Principal or their delegate will seek to work in collaboration with the family to identify appropriate adjustments that would assist the child to participate in the College’s courses or programs or to use the College’s facilities or services. Where the Principal determines that the enrolment of the child would require some such adjustments, the Principal or delegate will seek to identify whether those measures or adjustments required are reasonable in that they balance the interests of all parties affected. 9.5 College Reserves Rights The College reserves the right not to offer any child a place at the College or to defer the offer of a place to any child in its discretion but particularly when the parents, having been aware of their child’s specific educational needs or misconduct, decline to declare those needs or conduct or to withhold relevant information pertaining to their child. 9.6 College’s Considerations When considering making offers of a place at the College, the College gives preference to: a) children of families attending Green Point Baptist Church; b) siblings of students from church affiliated families already at the College; c) children from Coast Christian School d) children from church affiliated families; e) children of former students of the College; f) siblings of students from non-church affiliated families already at the College. The College also considers: a) evidence of a place at a similar Christian school elsewhere; b) a student’s willingness and ability to contribute to the wider life of the College; c) evidence of good leadership and good character; and d) the date of lodgement of the Application for Enrolment. 9.8 Offer and Enrolment Register At the satisfactory conclusion of the interview process, the College may make an offer to the parents to enrol the child. To accept the offer, the parents must within twenty-one days of receiving it deliver to the College: a) the Acceptance Form which includes acceptance by the parents of the then current Conditions of Enrolment; b) the non-refundable Enrolment Fee of $250; c) Enrolment Information Form (as applicable).

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Failure to reply within the required time may result in the position being re-offered where other children are waiting for entry to the College. Once the offer is accepted through the Acceptance Form and the Enrolment Fee is paid the child is added to the Enrolment Register. 9.9 Offers for Provisional Enrolment Where circumstances give rise to uncertainty on the part of the Principal, a provisional enrolment may be offered for a child for a set period of time. Conditions applying to such provisional enrolment will be set out in writing. In these cases, either the parents or the Principal may terminate the enrolment with seven days’ notice. In such circumstances, enrolment deposits will be refunded, and fees will be adjusted to cover the period of enrolment only. No penalties will apply. This provision will not be applied in the case of children with a disability.

10.

ENTRY AT THE START OF KINDERGARTEN

10.1 Normal Entry Students who turn five years of age on or before 30 April of the proposed year of entry are eligible to commence Kindergarten. As a part of the enrolment process, all children will undertake a “Kindergarten Readiness” Assessment”. If parents have already indicated specific learning needs, an alternative and/or additional assessment process may be required. In respect of any prospective enrolment, the College reserves the right to have members of its staff visit the child’s preschool, early intervention centre or (with the parents’ agreement) the home, to more accurately assess the learning needs of the child. 10.2 Early Entry Early entry to Kindergarten for a 4-year-old whose 5th birthday falls after 30 April of the proposed year of entry, may be accepted, subject to: a) a written application being addressed to the Principal; b) there being vacancies after all other children, who will have attained the age of five years before 30 March, have been offered places;

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c) the Head of Primary’s (or delegate) assessment of the child concerned confirming that he or she is ready for admission to Kindergarten.

Enrolment Conditions A Christian College 1. We recognise that Green Point Christian College is a Christian school which endeavours to develop the spiritual, social, intellectual, cultural and physical potential of each student. The College desires that all students come to have a personal faith in Jesus Christ and seeks to impart to all students a Biblical understanding of God and His creation and a Christian way of living. 2. We also understand that the College is founded on Biblically based beliefs. We have read the College’s Statement of Faith and accept that it is the basis of all teaching, curricular, co-curricular and extracurricular activities in the College. 3. We agree to work in partnership with and to actively support the College in fulfilling its purpose and we will encourage the student to do the same. 4. We acknowledge that, as the College is a Christian community, conduct and attitudes based on Christian values are the foundation of relationships within the community. A Safe College 5. Recognising that the College is committed to the safety and well-being of all its students, we agree to support the College in its efforts to provide a safe school environment that supports student well-being and effective learning. 6. We agree that all communication between students, parents, visitors and staff members should be conducted in a courteous and respectful manner as befits a Christian community. 7. We agree to avoid confrontation and criticism in public and accept that there is no place in the College community for sarcasm, derogatory remarks, inappropriate familiarity or offensive comments. 8. We agree to support the values and to abide by the rules and expectations of the College as set out in the appropriate publications such as the Parent Code of Conduct and Student Code of Conduct as published from time to time at the Principal’s discretion. We note that the student must do the same and we agree to encourage the student in this. In particular, we have noted the College’s requirements in relation to discipline, home study, uniform, attendance, a safe learning and working environment and leave. 9. We understand that the College requires parents and others to observe College security procedures for the protection of students from direct contact with those outside the College during school hours and that we are only to make contact through the College office. Participation 10. We accept that the College may determine which particular classes, courses and activities are offered and/or provided at any time and which of these classes, courses and activities are compulsory. All students must participate in and/or attend the following activities, which may involve weekend and evening activities, as determined by the Principal: a) Chapel Services and Assemblies;

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b) c) d) e)

Biblical Studies classes; Co-curricular activities; The College Sports Program; Important College events such as Thanksgiving Services and other events as required by the Principal, from time to time; f) Various Year Group camps and excursions that occur from time to time as an integral part of the College curriculum. 11. We understand that requests for exemption from attendance (up to 100 days in a 12-month period) from College activities, including academic and co-curricular programs, may be considered. Such requests must be in writing to the Principal and will be classified as an absence. 12. We understand that the College expects parents to be actively involved in the College through attendance at parent/teacher interviews, parent information evenings and parent forums, participation in courses offered by the College relevant to the student’s education and assistance to the College in a voluntary capacity from time to time. 13. We note that the College encourages our feedback, particularly in relation to the student’s progress, to facilitate the College and the student’s family working together for the benefit of the student. We agree that our communications with the College and its staff will always be in accordance with the Parent Code of Conduct and Grievance Policy. Health 14. We have fully disclosed any special needs of the student (including but not limited to any medical, physical, learning or psychological needs). Where any disclosed special needs change or where any special needs arise, we agree to notify the College immediately. We also agree to complete the student’s medical form accurately and provide annual updates for use by the College sick bay and other staff, as necessary, to help us fulfil our commitment to the safety and well-being of the student. 15. If the student is ill or injured, necessitating urgent hospital and/or medical treatment (for example injections, blood transfusions, surgery) and if we and our emergency contacts are not readily available to authorise such treatment, we authorise the Principal or, in the Principal’s absence, a responsible member of the College staff, to give the necessary authority for such treatment. Privacy 16. We acknowledge that the College may from time to time collect personal information about parents and students which is necessary for the College’s function or activities. We authorise the College to use and disclose such information in such manner as the Principal thinks fit for the purposes of the student’s education, health, care, welfare or development. We have read the College’s Privacy Policy and Standard Collection Notice as found on the College’s website. We give permission, unless we advise otherwise, for images of the student to be placed in the College’s records, displayed from time to time around the College, and published in College publications, on its website, on social media and in other marketing and promotional material. 17. We agree to advise the Principal (or Principal’s delegate) immediately of any changed family circumstance that may affect the student’s emotional, physical or social well-being. We also agree to provide to the College all current court orders (if any) relating to us and the student. We note that the College’s Privacy Policy deals with the confidentiality of such information. We understand that the 24

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College is not responsible for the enforcement of any such orders. We also agree to comply with any such court order. 18. We acknowledge that the Principal (or Principal’s delegate) may search the student’s bag, locker, mobile phone and electronic devices or other possessions where there are reasonable grounds to do so. The Principal may also carry out camera surveillance and computer surveillance which includes using software or equipment to monitor the use of computers, the sending or receiving of emails, the accessing of websites and the use of social media. The Principal will make a reasonable effort to notify parents of a potential search before undertaking a search unless the situations requires quick action and/or parents are not able to be contacted immediately e.g. in the case of suspected possession of an illegal substance. What We Must Pay 19. We jointly and separately agree to pay to the College all fees and charges for tuition, distance and vocational education courses (senior years), optional excursions, camps and other activities (as appropriate) as determined by the College Board (which normally reviews fees and charges annually) and as published in the Fee Schedule from time to time. 20. All tuition fees are charged annually at the beginning of the year. Fees may be paid in: a) one payment within seven days of the commencement of the first school term, or b) equal weekly, fortnightly, monthly or termly instalments, provided the instalment amounts would clear the fees owing by the end of November each year. 21. We agree to notify the College’s Finance Office (via the College’s fee collection platform FACTS) if we wish to pay fees by instalment on a Payment Plan, noting that, if we do not select a Payment Plan, the fees are payable in four equal instalments (via FACTS) with each instalment due quarterly at the beginning of each term and this will be our Payment Plan. 22. If we have failed to make any payment under our Payment Plan, we accept that the student may not be permitted to participate in non-compulsory camps and excursions. 23. If we have failed to make all payments under our Payment Plan by the end of the term in which they are due, we accept that the student’s enrolment may be suspended and the College may subsequently without further notice refuse entry to the student or terminate the student’s enrolment. 24. We agree to reimburse the College for any reasonable costs (including legal costs) incurred in recovering any amounts due to the College. 25. We understand that no remission of fees, either in whole or in part, will be made if the student is absent due to illness, leave or suspension. 26. We agree to pay all medical and ambulance expenses incurred on behalf of the student. 27. We also agree to pay: a) the replacement cost of items provided to the student by the College (such as textbooks, equipment, library or other resources) where those items are damaged or not returned; and b) for the repair or replacement of any other College property caused by the student's deliberate acts or a breach of the College’s rules. 28. We acknowledge that the student’s personal property (including computers and uniform items) are not insured by the College. The College does not accept any responsibility for loss of, or damage to, personal property. 29. We have read and understand the fees and charges as stated in the current Fee Schedule.

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Ending Enrolment 30. We understand that our acceptance of the College’s offer of a place for the student implies that the student will complete the student’s schooling at the College unless unforeseen circumstances arise. 31. We accept that, if we wish to withdraw the student thereby ending the student’s enrolment, we must give 10 weeks’ term time notice in writing to the Registrar. If this notice is not given, we agree to pay 10 weeks’ fees + GST for each student enrolment being withdrawn. This amount is a genuine pre-estimate by the College of the loss that it would suffer because we have not given the required notice. 32. We agree that the Principal may, by giving us three months written notice: a) end the student’s enrolment if the Principal considers that a mutually beneficial relationship of trust and co-operation between us and the College has broken down to the extent that it adversely impacts on that relationship; or b) end the student’s enrolment at the end of an academic school year where the student has, in the Principal’s opinion, failed to meet the requirements of the New South Wales Education Standards Authority or has otherwise failed to make satisfactory progress in the student’s academic work. 33. We agree that the Principal may end the student’s enrolment if: a) we have provided or do provide to the College before or after our acceptance of the College’s offer of a place for the student, information which is materially incomplete, incorrect or misleading; or b) we fail to comply with these conditions. 34. We agree that the Principal may in the Principal’s absolute discretion, but subject to affording the student procedural fairness, suspend or dismiss the student for breaches of rules or ill-discipline even if the offending conduct takes place away from College premises or outside normal College hours. General 35. We agree that the College may change these Conditions provided it gives us at least two terms’ notice and that the new Conditions take effect from the beginning of a calendar year. 36. We agree to inform the College about anything that could affect the student’s ability to participate in the College’s program or activities. We also agree to advise of any change in our contact details. Signature

Both parents/guardians (where more than one) are required to sign this form when returning the Letter of Offer of Enrolment. Each of us agrees that our obligations to the College, as set out above, are joint and separate and, subject to these Conditions, may only be ended by one of us at the end of three months after that one gives notice, in writing, to the Principal, of his or her desire to be released from such obligations.

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Other Policies Summary of Policy Child Protection and Wellbeing Policy and Procedures The College seeks to provide a safe and supportive environment to support the mental, physical and emotional wellbeing of students through programs that: • meet the personal, social and learning needs of students • provide early intervention programs for students at risk • develop students’ sense of selfworth and foster personal development.

Anti-Bullying Policy and Procedures The College’s policy provides processes for responding and managing allegations of bullying including the contact information for the local Police School Liaison Officer.

Behaviour Management Policy and Procedures The College expressly prohibits corporal punishment and does not explicitly or implicitly sanction the administering of corporate punishment by any persons, including parents, to enforce discipline at the College. All behaviour management actions are based on procedural fairness. Parents are involved in the

Changes in 2021

Access to Full Text

In February 2021, the GPCC Child Protection and Wellbeing Policy and Procedures were reviewed and updated in line with NESA Compliance 3.6.1.

The full text of GPCC’s Child Protection and Wellbeing Policy and Procedures can be accessed from the GPCC website and intranet.

No changes were made to this policy in 2021.

The full text of GPCC’s AntiBullying Policy and Procedures can be accessed from the GPCC website and intranet.

No changes were made to this policy in 2021.

The full text of GPCC’s Behaviour Management Policy and Procedures can be accessed from the GPCC website and intranet.

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processes of procedural fairness when sanctions result in suspension and expulsion of a student.

Grievance Policy and Procedures The Grievance Policy and Procedures use as appropriate, procedural fairness in dealing with complaints and grievances, and includes processes for raising and responding to matters of concern identified by parents, and/or students. These processes incorporate how parents raised complaints and grievances and how the College will respond.

No changes were made to this policy in 2021.

The full text of GPCC’s Grievance Policy and Procedures can be accessed from the GPCC website and intranet.