GPCC Annual Report 2023

FROM THE BOARD CHAIRMAN

As I reflect on 2023 I am compelled to state that the Board of Directors feel so privileged to serve the community of the Green Point Christian College, seeking to pursue the purpose of the school: Equipped for Life.

I would also like to thank all of the staff under the leadership of our Principal for their ongoing commitment to their calling and service at the College, as well as our Executive Principal and Executive Business Manager and the team at Melos supporting our schools.

During the year we have said farewell to two Board members and thank them for their service – Kevin Sproats and Celeste Shackleton. We have also appointed two new Board members in Steve Walton and Mark Elkington. Both Board members have experience in schools and currently serve in other Christian Schools as Principal (Steve) and Business Manager (Mark). These appointments will bring further expertise to the Board and we look forward to appointing one or two more Board members during 2024.

The Melos Board is called to provide authentic and healthy governance and strategic oversight of the school. We are supported in this work by our Principal and staff. It’s been a great year to celebrate the Christian education impact of this vital ministry. As 2024 progresses we are entering a period of uncertainty with respect to religious freedoms, and as a Board we asking the school community that we all pray that the government of the day ensures that Christian education remains an authentic choice that parents can make for their children.

The soul of our staff is our distinctive, and our Christian distinctive is central to our existence. If you haven’t already, I implore you to please sign up to support the ongoing distinctive of Christian schooling at www.mychristianschool.au.

The board has been busy working collaboratively with management on many operational projects this last year, and has also focused time on developing a clear set of Melos distinctives (the Melos way!) to ensure that member schools remain focused on their purpose and mission. These distinctives are to be focused on purpose, empowering teams and enhancing identity so that we can be theologically committed, philosophically grounded and academically oriented. Melos will measure success of our schools as flourishing in their missional impact, organisationally strong in their governance and leadership, and operating with financial security and reputational strength.

We are also committed to valuing and living the following virtues as we serve the group of schools as they work together and within their communities – courage, humility, diligence, kindness, wisdom and unity.

Thank you again for the opportunity to serve the school community.

DAVID BARTLETT CHAIRMAN

On behalf of the Board

FROM THE PRINCIPAL

2023 has been another memorable year in the history of Green Point Christian College. We began with a new Head of Secondary, Mr Steve Lobsey who settled in very well for three terms only to have to take leave in Term 4 due to an unexpected health issue. Mrs Jane McLarty, our Deputy Principal filled in well for him as usual. I am pleased to report Mr Lobsey is back in 2024 and doing very well. Secondary is thriving under his capable leadership.

Both myself and Mrs Nicole Smith, our Head of Primary, announced our resignation. Me, to assume a full time role as Executive Principal of Melos Education Limited, the Group which operates GPCC and five other Christian schools in New South Wales. Mrs Smith to a role at a large Christian K-12 school in Sydney as she seeks to grow her career. We are very thankful to her for her leadership over five years at GPCC during which time she very capably led the Primary.

Despite these and other changes, the College continued to grow in enrolment numbers and is now stretching the capacity of the site. Plans for our new Administration block were completed, tenders let and work began on demolition of the old building. The new one is now rising in its place. New classrooms to accommodate Primary student numbers growth were put in place and a significant renovation took place on the top floor of the Library to better house our IT Department and our Student Enrichment services. Our Counsellors are now in temporary offices over in Primary.

We forged ahead with the development of a Teaching and Learning Framework, pushed on with the finalisation of our Mission and Service Learning Framework and finalised the Wellbeing Framework ready for launch in 2024. Our Director of Teacher Development, Mrs Fiona Fordyce, started all our teachers on Learning Walks which got them into many different classrooms to see what students were doing. We refined our teacher induction program and welcomed a number of new staff to the College.

We did say farewell to Mrs Kerrie Rochford at the end of the year. Kerrie was the Secretary of the Committee formed by Green Point Baptist Church to explore the establishment of a Christian school over 40 years ago. She was a much loved teacher having taught for over 34 years in the school across the whole K - 12 range and finishing up as our Drama teacher.

Teams of students again travelled out to Ngemba Station (GPCC’s property) in the Brewarrina Shire to learn about and meet Aboriginal people. The new school, Brewarrina Christian School, started by leasing part of Ngemba Station and with GPCC’s help, has been doing very well. Links between the schools are strong and

our thanks go to Mr Andrew McGillivray who has forged strong relationships with the local community in Brewarrina to enable all this to happen.

A Principal Advisory Group was set up to work with the Principal on ideas for school improvement. The first meeting was held in Term 4 and a second meeting arranged so the Committee could chat to the newly appointed Principal, Mr Joel van Bentum. The committee will play an important role in forging links between the school leadership and the parent community.

It has been my privilege to be the Principal of GPCC since June 2019 and to see the College through those COVID years and into a strong and hope-filled future. Our purpose statement sets the scene for what we as a College aim to achieve in our work with students. I leave the College in good heart and am loving the fact that in my new role as Executive Principal, I am still on site each week and able to interact with students, staff and parents.

Schools like GPCC contribute so much to Australian society and although we are under some threat from those who wish to downplay the importance of our Christian beliefs, we stand firmly on these as the reason why so many students thrive in this environment. My ongoing prayer and commitment is to see GPCC students engaged in redemptive action in the world, firmly grounded in Christian beliefs and practices that bring healing to others.

Phillip Nash PRINCIPAL

SCHOOL OVERVIEW

CONTEXTUAL INFORMATION

Green Point Christian College (GPCC) 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. Our newly published philosophy position paperEducation for Wisdom, captures the spirit of the College and focuses on helping students be equipped to live wisely in a fast-changing world.

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

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 2022 we opened a Special School for children on the autism spectrum (Yattalunga Valley Christian School) as we had identified a need for additional places for such children on the Central Coast.

Characteristics of the Student Body

Green Point Christian College is predominantly an Anglo Saxon demographic mix made up of 610 females and 537 males, meaning a whole school enrolment of 1147 for 2023

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 250 students receiving educational support of some kind and we employ two full time 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 and participate in the local AECG.

The Primary School comprised 448 students and the Secondary School comprised 657 students.

NOTE: Figures taken from Census dated 5 August 2023.

REPORT ON PARENT, STUDENT AND TEACHER SATISFACTION

Principal Advisory Group

In 2023 as part of membership of the Melos Group (www.melos.education ) Green Point Christian College established a Principal Advisory Group (PAG). The terms of reference for this activity begin with the following statement:

The PAG exists to partner with the school by working with the Principal, providing advice and support to them in their leadership of the school.

The establishment of this Advisory Group is seen as a strong way of engaging with a representative group who will provide feedback to the Principal on parent experiences and perceptions of the school, and allow for parent input into the school’s Annual Improvement Plan. The terms of reference specifically release the Group from being engaged in fundraising or other activities normally associated with a Parents and Friends Association. Those activities may still happen but will be conducted through a separate mechanism.

The Principal advertised for expressions of interest and from the 18 applications selected 12 representatives. At the first meeting, a Secretary and Chair were chosen by the Group. Minutes are taken and made available to the wider parent body

Registrar Feedback

The College Registrar deals with parents from initial enquiries up until the child commences their first days at the College. She receives a lot of feedback related to impressions about the College and also family experiences once a child has started attending. These were some of the comments she received in 2023:

“We want our children to have a faith based Christian education to ensure their values and knowledge being taught at home is replicated in the school environment. It’s extremely important for us to have our children immersed in the teachings of Christ. We have identified Green Point Christian College as the leader in our opinion of a faith based education on the Central Coast.”

“We would like our son to be given a high quality education surrounded by caring people and we believe that Green Point Christian College would encompass all of this and more. We have spoken to parents

who have current students at the College and parents who attended the school themselves, and all of their comments have been extremely positive and they have given glowing reports about every aspect of the school. Our son also has his two closest friends from daycare hoping to attend this school also, so it would be ideal for the boys to continue their education and friendship into the years ahead.”

“I attended another Christian school on the coast, but always had a nice feeling whenever I attended a sporting event at GPCC. Then when I did a tour, I was really impressed and could see my kids fitting in really well with the other kids and feeling settled in the GPCC classrooms and environment.

“GPCC is an enriching Christ-centred environment that supports and nurtures both students’ wellbeing and academic growth. We believe this is the right place for our daughter to finish her schooling in, especially after the challenging year she has had at another school. She also has friends from our Church Youth Group at GPCC, as well as cousins in the Primary School.”

Research Projects

During 2023, the College conducted and participated in several research projects that provided data relevant to student, parent, and teacher satisfaction. The highlights from these research projects are as follows.

In a survey of Student Wellbeing conducted in conjunction with Edith Cowan University in the first half of 2023, students reported feeling strongly “connected to school”. This connectedness was the third highest contributor of six factors to their overall wellbeing, only exceeded by family relations and marginally by sporting interest. A Teacher-Student Relationships study was conducted in conjunction with Macquarie University in the second half of 2023. In this study, students reported that they felt close to their teachers, that they received good feedback from their teachers, and that their teachers held high expectations for their academic achievement. Students also reported lower conflict with their teachers than the study average.

In the second half of 2023, GPCC participated in a national survey of parents in Christian schools. GPCC’s results showed that parents felt GPCC was “supportive”, “safe”, “nurturing”, “respectful”, and “professional” over and above the national average. Parents were also “satisfied with the way the school responds to their concerns” and reported that relationships between students and character formation were strengths of the school (again, above and beyond the national average)

Recently (Term 1, 2024), the Principal surveyed teaching staff about their working experience at GPCC. The survey included perceptions relating to 2023. Staff typically reported that the school met their basic needs, valued their individual contribution, encouraged teamwork, and fostered their professional growth. Some opportunities for improvement were noted, but overall staff satisfaction as assessed by the survey was high, indicating a motivated and engaged staff team.

SCHOOL IMPROVEMENT PLAN 2023

FINAL PROGRESS REPORT

Key Elements of the School Improvement Plan (SIP) for GPCC

1. An explicit improvement agenda focused on existing programs

REVIEW EXISTING PROGRAMS AND ACTIVITIES KEY PERFORMANCE INDICATOR PERSON/S RESPONSIBLE PROGRESS

Student Assessment Data

Student Wellbeing

- Student assessment data (SAD) (e.g. HSC, Y10, School Reports, NAPLAN, etc.) informs strategic initiatives and targets in curriculum development and instructional design.

- SAD collected into a single repository for access and use by all staff.

- Finalise and implement the Framework for Student Wellbeing.

- Principal, Heads of School, Director of Research, Director of Teacher Development.

Plans developed in conjunction with the DoR to build a data repository for student data.

- Principal, Director of Research.

- Principal, Deputy Principal, Heads of School, Counsellors

Wellbeing Co-ordinator appointed for 2024 (DP) to work with AIS on implementation. Framework to be launched Term 1 2024

Mission and Service-learning Program

CAPA Program

Spiritual Life Programs

- Develop a guiding philosophy for Mission and Service Learning at GPCC.

- Finalise and implement the Mission and Service-Learning Program.

- Plan for and implement programs to support increased participation and performance opportunities across K-12 in both curriculum and co-curricular areas.

- Expand and revise administration of the Tutor program.

- Develop a guiding philosophy for Spiritual Life programs at the College.

- Develop and implement a plan for a coordinated approach between Biblical Studies, Chapel, Equip Groups and MSL.

- Principal, Director of Research.

- Principal, Heads of School.

Principal, Heads of School, CAPA Co-ordinator.

Final edits completed to MSL. Framework by DoR and then Term 1, 2024 onwards – practical detail to be added.

Sports Program

- Principal, Director of Research, Biblical Studies Co-ordinator / /Chapel Supervisor.

- Heads of School, Chapel Coordinator, Biblical Studies Coordinator.

Increased performances took place in 2023.

A new Tutor Supervisor was appointed in 2022 and student numbers increased.

Invited SEED to help us review our Biblical Studies, Life and Equip Teams. Completed in Term 4 2022 and final report workshopped Term 3/4

Enhance sports activities and opportunities Principal, Sports Co-ordinators. New Secondary DoS appointed. Sports opportunities expanded. 2023

2.

A school culture that promotes learning

LIFT STUDENT ENGAGEMENT AND ACADEMIC PERFORMANCE

Develop a college-wide approach to promote and enhance student engagement.

KEY PERFORMANCE INDICATOR PERSON/S RESPONSIBLE PROGRESS

- Increased student engagement as demonstrated through surveys and teacher feedback.

- Development of a College-wide research initiative investigating student engagement at GPCC.

- Development of appropriate systems that encourage and reward student spiritual, academic and social engagement.

Implement the Teacher Professional Learning Program –APDF.

- Each teacher has an individualised professional learning plan as part of the APD Framework.

- APD framework activities are operational and effective

- Principal, Heads of School, Director of Teacher Development, Director of Research, Director of Enrichment.

- Director of Research, Director of Teacher Development.

- Heads of School.

Active Professional Development Framework is now implemented with more staff interested in research and a focus on improved student engagement.

Primary have been focused on implementing direct instruction in 2023.

Enhance and extend the use of productive pedagogies (including differentiation, blended learning, explicit direct instruction, etc.) in class programs.

Programs, units and lessons utilising productive pedagogies.

- Heads of School, Director of Teacher Development, Faculty and Stage leaders, teachers

- Director of Teacher Development, Principal

This was implemented in 2022 with a focus on Wednesday afternoons as professional development sessions. It continued strongly in 2023.

Individual plans established and reviewed in Term 4.

Heads of School, Faculty Coordinator’sOrdinator’s, Director of Teacher Development, Director of Enrichment.

Progress is taking place with an emphasis on differentiation, explicit instruction and the use of TbD in particular.

Enhance Literacy and Numeracy across the curriculum.

- Generic Literacy and Numeracy across the curriculum is monitored and, where necessary, remediated.

- NAPLAN Literacy and Numeracy scores significantly increased.

- Best practices in developing literacy and numeracy are highlighted.

3. Business Operations

ESTABLISH SOUND BUSINESS OPERATIONS

Establish benchmarks for future enrolments and budgets. Enrolment targets and benchmarks established and met.

- Director of Enrichment, Director of Research

Primary engaged in an AIS led Numeracy Project this year.

- Principal, Heads of School, Director of Research

- Director of Teacher Development.

Business Manager, Assistant Business Manager/Marketing Manager, Heads of School.

Maintain current enrolments. Enrolments to be maintained at a target of 1100 for 2023.

Explore innovative additional funding options including establishing an RTO.

- Additional funding options determined.

- RTO established.

Principal, Assistant Business Manager/Marketing Manager.

Plans for class numbers and enrolment targets set for the next few years. Enrolment pressure continues. Enrolment processes now digitized and efficient.

Enrolments exceeded 1100 for 2023.

Principal, Business Manager. Little work was done in this area but planning for the establishment of an RTO commenced.

Embed Multi-School practices as part of the Melos Foundation development. Practices determined and embedded.

Business Manager, Assistant Business Manager, Director of ICT.

MF has grown to include 6 members with BCS commencing in early 2023. Most work being done is in the area of business administration helping members improve systems.

4. The targeted use of school resources

MASTER PLAN IMPLEMENTATION KEY PERFORMANCE INDICATOR PERSON/S RESPONSIBLE PROGRESS

Develop a plan for the use of the Gongolgon property for student development and learning, including outdoor education.

New administration block with combined staffroom project commences.

Planning for further outdoor play and activity spaces completed.

Outdoor education program and other curricular activities developed and operating.

Classroom design review (designing and constructing 21st century learning spaces).

Building works commence by November 2023.

Principal, Head of Secondary. A liaison position has been created and filled with a brief to develop activities on the Ngemba site for GPCC and other schools’ students.

Business Manager, Principal. Council delays meant the project has only recently been approved. Demolition of the existing building to take place Term 4, 2023.

- Plan for additional play and activity spaces completed.

- Funding determined.

- Nominated classrooms are fitted with new furniture and instructional technologies for trial.

Principal, Business Manager, Heads of School. No additional funding achieved for this. Plans on hold.

- Principal, Task Force.

Furniture secured for the trial group of classrooms in 2023.

- Director of Teacher Development.

2023

Further development of ICT to enhance teaching and learning.

- Teachers trained in how to use classroom spaces and technologies to enhance student engagement and learning.

- Implementation of new and/or existing applications.

- ICT Committee, ICT Manager. ICT Review was commissioned and a report received late in Term 4, 2022. A re-structure of the team structure took place with a new position of director of IT being developed and advertised.

5. School community partnerships

DEVELOP PARTNERSHIPS KEY PERFORMANCE INDICATOR PERSON/S RESPONSIBLE PROGRESS

Establish parent body organisation and associated activities to enhance partnership.

- Organisation and activities established.

- School app available.

Establish community partnerships.

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

- Principal and Heads of School

- Marketing Manager The Fathering Project was successfully launched in November 2022 and has continued and Kid’s Hope continues to be strong. A Parent advisory Group was established in Term 4.

- Principal, Marketing Manager No progress on this.

Establish inter-school partnerships and collegial relationships (both within and outside the Melos Group).

- Partnerships established and formalised (where appropriate)

- Staff and student visits to other schools increased.

- Principal, Director of Research

- Director of Teacher Development

GPCC continues to be involved in CSA, THACCCSA and other staff forums.

No student or teacher involvement yet.

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 students 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.

Policies relating to Anti-bullying and Behaviour Management are published on the school website www.gpcc.nsw.edu.au

STAFF

STAFF

SUMMARY OF THE WORKFORCE

Summary of the workforce composition for Green Point Christian College taken from the Census dated 5 August 2023 is:

Staff 2022

Total staff in 2023 = 153

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:

TEACHER QUALIFICATIONS

Category

i. 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 95

ii. Teachers having a Bachelor’s degree from a higher education institution within Australia or one recognised within the AEI-NOOSR guidelines but lack formal teacher education qualifications 1

SUMMARY OF PROFESSIONAL LEARNING UNDERTAKEN BY TEACHERS

In 2023 the Active Professional Development Framework was reviewed to include Professional Learning Communities and Learning Walks. In addition to this, staff participated in two dedicated weeks of Professional Development in January and July.

In January 2023 Professional Development week, staff participated in First Aid training, Child Protection training, Workplace Health and Safety Training and PeaceWise training. AISNSW online training was utilised for the first time for the mandated Child Protection training successfully.

During the school term, teachers engaged in regular professional development on Wednesday afternoons. Whole school sessions were run to teach about effective pedagogy and increase teacher knowledge and skills for the classroom. In addition to this, the launch of Professional Learning Communities allowed teachers to commit to an area of interest on selected Wednesday afternoons to further develop in that area. Some of the Professional Learning Communities included Deep Learning, Teacher Mentorship, aspiring HALT teachers and Teachers seeking Accreditation support groups, as well as Math and English skills-based groups. Feedback from staff at the conclusion of 2023, was highly positive in relation to these groups and the choice it provided teachers for their own professional development.

Learning walks were introduced in consultation with teachers in term 2, 2023. The rationale behind these being to build community and build collective efficacy within teachers from K-12. The teachers were educated on learning walks, and as a collective, negotiated the learning walk norms and questions. All teachers participated in two half-hour learning walks, in groups of 2-4 teachers and visited 3 classrooms across the College. The walks encouraged collegial discussion between the teachers from differing areas of the College and were highly valuable.

In July PD week, Primary staff engaged in a targeted literacy professional development course, 7 Steps for Writing Success to continue the College’s commitment to improving Primary school literacy. The Secondary staff engaged in the Accidental Counsellor training as a continuing commitment of the College to promoting wellbeing and supporting student mental health.

A significant proportion of the Professional Development budget was invested into Curriculum Reform. All years 3-6 teachers participated in online professional development through AISNSW on planning and implementing the new curriculum in both English and Math. Select teachers also engaged in professional development on scoping the new curriculum. As part of this process, staff were also relieved from lessons

for planning days. In Secondary school, English and Math staff also participated in curriculum reform professional development. Heads of departments attended AISNSW leading curriculum reform workshops and then department staff completed online AISNSW courses on planning and implementing the new curriculum. As part of this process, the College curriculum document was updated to become uniform across the College.

Through the year, the College continued to support and guide teachers seeking Accreditation at the Proficient Teacher level. The College also supported proficient staff in the maintenance of their accreditation by providing a range of the accredited professional development opportunities in the January and July Professional Development weeks as well as supporting individual staff applications to attend accredited courses with institutions such as the English Teachers Association.

STUDENTS

STUDENT ATTENDANCE

In 2023 each student, on average, attended the College as follows (by percentage):

In 2023 the student attendance rate for the school as a whole was 87.29%.

School’s response to student absence

• The roll will be marked on all days that the school is open for instruction, including sports carnivals and excursions.

• Students involved in an official school activity must not be recorded as absent.

• Students who arrive late or leave early must have the precise time of arrival or departure recorded at the student window of Administration.

• The correct codes (as specified in “Symbols for Electronic Attendance Registers”) must be used by staff maintaining rolls.

• If a child is absent, parents can notify the College via: i. An email to the College (office@gpcc.nsw.edu.au)

ii. Via Parent Lounge (Absentees) on TASSWeb (no printed version is required as log is kept on TASSWeb /Systems/Utilities/Change logs grid)

iii. A telephone call to the absentee line 4367 9950 (notes of the conversation need to be kept)

iv. A letter sent to the College.

If a child is marked as absent and there is no known reason:

• The parents will be sent a SMS by 11.00am on the day of absence to alert them to the absence and to notify the school of the reason.

• If no response is received an email will be sent from the office, after the absence.

• For partial absences the parents need to notify the College of an early departure time and the student needs to sign out at the student window located at the Administration office.

• The Heads of School will check student attendance regularly (fortnightly reports are given to the Heads of School and Year Advisor [for Secondary]).

• If it is believed that a student is truanting school, whether it is partial truancy or full day truancy, the Head of School should be advised immediately.

• Staff are required to follow these procedures to ensure the College fulfils its duty of care and pastoral responsibilities.

Retention of Year 10 to Year 12

Male/Female numbers (as at Census 5 August 2023)

Male – 537

Female – 610

Whole School – 1147

Primary School – 490

Secondary School – 657

STUDENT REPRESENTATIVE COUNCIL

Chairperson: Zeke H

Councillors: Bella H, Madeline A, Allegra N, Esme B, Ellie M, Archimedes D

Staff: Jo Pearson, Melissa Peterson

Class Rep Rep

1C Ivy H Havana YB

1G Cleo M Jasper V

2G Lucia E Archer H

2J Tara J Jacob H

2PS Vivienne H Aston P

3B Meisha Y Vaaris M

3D Bodhi P Piper J

4D Henry H Poppy A

4M Bella L Eli H

4RM Cruz H Siena E

5L Piper L Orlando G

5P Cooper C Ruben D

6B Emlyn CD Jiya M

6MS Ayva C Luke L

6S Isla J Irene N

At the beginning of each year the children and teachers vote for the class representative and elect the representatives who commit to serve their classmates and the College for the year.

In Term 1 the Councillors organised and ran the National Day Against Bullying (NDA) in Chapel time. They worked with Mrs van Wyk, Mrs Pearson and Mrs Peterson to produce an engaging assembly. The Councillors also ran the ‘Sorry Day’ Chapel time where we remember the past and look toward a positive future.

The Councillors assist by making announcements in morning assemblies and collecting class points and selecting issues to vote on for each SRC meeting.

The SRC meet each term to discuss points raised by each class. We then consider these points with the councillors and then make a petition to the relevant people.

Points raised and actioned in 2022/2023:

- Lines painted at the canteen to help students line up

- Extra time in the SRC for the best behaved class in Chapel

- Organising a fundraiser for the schools sponsor children

- SRC reps present sponsor child money for collection during Chapel

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

Student Outcomes in Standardised National Literacy and Numeracy 2023

In 2023, student achievement in Literacy (Reading, Writing, Grammar and Punctuation, Spelling) and Numeracy was measured against four proficiency standards- exceeding, strong, developing and needs additional support. The new scale means that results from 2023 cannot be compared with results from previous years.

Across all assessment areas and all year levels (Years 3,5,7 and 9), 80% of our students achieved results which either exceeded (just over 20%) or strongly met (just under 60%) national proficiency levels. Of the remaining 20% of students, nearly 17% were developing towards expectations.

Table 1: NAPLAN Proficiency Levels 2023

Year 7

Year 9

Table 2: NAPLAN Results Across Year Groups

The College’s average NAPLAN results across Year groups are relatively even, with Years 5 and 7 being slightly stronger than Years 3 and 9:

Table 3: NAPLAN Results Across Areas of Assessment

The College’s average NAPLAN results across Year groups are relatively even, with Reading, Spelling and Numeracy being slightly stronger than Writing and Grammar and Punctuation:

Averaging the results across all Literacy areas gives 79% of students either exceeding or strongly meeting literacy expectations, slightly less than Numeracy at 82%.

SENIOR SECONDARY OUTCOMES (STUDENT ACHIEVEMENT)

Higher School Certificate and Year 10 Comparisons for 2023

Year 10

The submitted grading results for 2023 Year 10 are shown in the following table:

Compared to the State-wide pattern, in 2023 GPCC gained a higher percentage of cumulative Grade A and B results in 19 out of 24 (79%) Stage 5 courses, that is, in all but five courses. Notably this high achievement occurred in large cohort courses such as English, Maths, Geography, History and PDHPE.

In terms of historical 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 following table:

Higher School Certificate

One student attained the excellent result of being on the “All Rounders” list as he gained Band 6 results in at least 10 of his course units. Five students gained entry onto the NESA Distinguished Achievers List having achieved 10 occurrences of top band results (Band 6 in 2 unit courses or Band E4 in Extension courses) across a variety of subjects including English Advanced and English Extension 2, Maths Extension 1 and 2, PDHPE, Physics, Chemistry, and French. Two students gained top band results in more than one course.

Strong results were achieved in Music 1, English Extension 2, History Extension and Science Extension where all of students in the subject gained results in the top two bands.

In terms of extra-curricular success, one student won the prize for “Best exhibit for children’s classes” at the Royal Easter Show. She was the top achiever for all arts and crafts entries for competitors under 20 years old. Three students won the NSW Rotary Model United Nations Assembly competition and then proceeded to the National Competition in Canberra.

Consistently high achievement has been gained in terms of the top ATAR results for each cohort over recent years. In 2023, the top ATAR results were 99.5 and 95.1 with two students on 88.85 and another six students in the 80’s. For 2022, the top ATAR result was 99.05 with eight students gaining results in the 90’s. In 2021, the top ATAR was 97.5 with four students gaining results in the 90’s. In 2020, the top ATAR result was 97.1. The top ATAR 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 2023, 9 out of 30 (30%) of courses had HSC school exam means above State exam means. In 2022, 54% (15 courses out of 28) of HSC examinable courses had HSC school means above State means. 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, the 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 – 2023

In 2023, there were students who studied and completed the highest Extension courses in English, Maths, Science and History. In 2022, there were students who studied and completed the highest Extension courses in English, Maths and History. 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.

Secondary School Outcomes

In 2023, the number of students undertaking and completing Year 12 vocational courses was 11 out of 73 (15%). Figures for previous years are in the table below. In terms of VET (Vocational Education and Training) courses, there were 6 students who completed Hospitality as a school course. There were 5 students studying an out-of-school course (TVET and/or Private Provider course).

Of the 73 students who studied in Year 12 through to the end of the year in 2023, the number of students obtaining an HSC was 72. One student obtained a Record of Achievement instead of an HSC.

The number of GPCC students obtaining a Record of School Achievement (RoSA) for concluding their studies in 2023 was 27.

The percentage of students who studied in Year 12 who also attained a Year 12 Certificate (HSC) was 89%. This is because enrolment in Year 12 started at 81 but only 72 completed the requirements for an HSC. Eight year 12 students left during the year and one completed the year but received a Record of Achievement rather than an HSC.

Post School Destinations

Based on offers for University study extended to our Year 12 students through UAC, 35 out of 73 (48%) of the Year 12 candidature who completed the HSC had degree courses offered to them as a post-school destination. (Previous years were 64% in 2022, 66% in 2021, 83% in 2020, 74% in 2019, 62% in 2018, 58% in 2017, 76% in 2016 and 70% in 2015).

Some University courses students were offered for 2024 study included Bachelor of Arts, Exercise and Sport Science, Education, Environmental Science and Management, Engineering, Business (Hotel Management), Psychology, Nursing, Occupational Therapy, Archeology, Media and Communication, Computer Science, Medicine, Business, Science, Criminology, Aviation, Liberal Arts and Science, Medical Sciences, and Cognitive and Brain Sciences.

Of interest, one of the University offers was for a student to join the Australian Defence Force Academy in Canberra. Another student has begun a Stable Hand Traineeship involving study at TAFE, and two students have deferred University study and are on a gap year, one in the USA and one with Year 13, a Christian discipleship gap year program.

2024 University Offers (for Degrees and Pathway programs) (as per UAC provided data)

2024 University Offers

Australian Catholic University

Avondale University

Charles Sturt University

Griffith University

Macquarie University

Southern Cross University

University of Canberra

University of Newcastle

University of Sydney

University of Technology

UNSW - Sydney

SCHOOL POLICIES _________

SCHOOL POLICIES

Policies listed were current up to December 2023. All policies and procedures are regularly reviewed and updated.

The following College policies are publicly available on the website view the following link: College Policies | Green Point Christian College (gpcc.nsw.edu.au)

• Enrolment Policy

• Child Protection and Wellbeing Policy

• Anti-bullying Policy and Guidelines

• Behaviour Management and Guidelines

• Grievance Policy and Guidelines

FINANCES

FINANCIAL INFORMATION

SUMMARY

2023 Recurrent & Capital Income

Recurrent

2023 Recurrent Income

Commonwealth Recurrent Grants

State Recurrent Grants

Fees and Private Income

Government Capital Income

Other Capital Income

2023 Recurrent & Capital Expenditure

Salaries, allowances and related Expenses

Teaching & Administration

Non-salary Expenses

Capital Expenditure