GPCC Annual Report 2022

FROM THE BOARD CHAIRMAN

The Board seeks to serve the community of the College by providing authentic and healthy governance and strategic oversight. We are supported in this work by our Principal and staff of the School. It’s been a great year to see Christian education impact the lives of so many students and their families.

During 2022 the company joined the Melos Foundation. Melos is the Greek word for a member (of the human body), and references the body life of a community of Christian Schools supporting each other to assist each other to take their governance and management quality to the next level of excellence and sustainability. We have seen significant benefits already in being able to share and work together with other Christian schools, as well being encouraged by the opportunity for our School to join and contribute to a bigger vision with and to other Melos Schools. We believe that our membership with Melos will ensure the on-going strength and vision of Christian Education provided by our School to a changing community. Most recently Moree Christian School has joined Melos in May 2023, joining other member schools as we all seek to serve the Kingdom of God through the provision of Christian schooling.

On behalf of the Board I also would like to thank all of the staff under the leadership our Principal for their ongoing commitment to their calling at the College. It’s been a very challenging few years and the staff have been worn thin navigating the challenges that seemed to be endless at times. We are excited to experience the opportunities of 2023, and yet choose to be grateful for the many opportunities the challenges have brought us through 2022.

As 1 Thessalonians 5:16-18 reminds us, we choose to “rejoice always, pray continually, and give thanks in all circumstances; for this is God’s will for us in Christ Jesus”.

In His service,

David Bartlett CHAIRMAN

On behalf of the Board

FROM THE PRINCIPAL

The year began on an optimistic note with COVID appearing to be behind us and a resumption of normal approaches to school. But the legacy of COVID appears to have been tiredness amongst students and staff, a rise in anxiety and school avoidance amongst students and a sense in which we were not sure what the new normal should look like. We celebrated our 40th anniversary with student, staff and community events and gave thanks to God for His goodness to us over four decades.

Nevertheless, the school moved ahead with enrolments increasing, staff numbers increasing and students rising to the challenge. Our HSC results were the best we have had for some years and were a credit to the resilience of our Year 12 cohort and the progress staff continued to make in teaching. We made it into the top 300 schools in the state (202 up from 317 in 2021) with 37 distinguished achievers (up from 18 in 2021) and again saw many students gaining early entry to university. NAPLAN results were again very good with most students at or above the state averages.

The appointment of a Director of Teaching and Learning saw us develop an Active Professional Development Framework K- 12. This focused on teachers setting annual goals for self-improvement and the whole staff working towards a better understanding of unit planning, differentiation, NCCD collection strategies and a collective review of school culture. Primary staff focused on mathematics approaches with the help of the AIS.

Our long term Head of Secondary resigned at the end of Term 2 with the Deputy Principal stepping into the acting role for the remainder of the year. As year-end approached, we were aware that we had a number of staff moving on and student enrolment growth meant we needed to increase staffing levels in both teaching and non-teaching areas. The growing teacher shortage and post-COVID exit from teaching created some pressure, but all positions were filled in time for the start of 2023. We increased Year 7 classes from four to five and saw growth in Primary numbers as well. The drift north from Sydney by families escaping COVID lockdowns did not reduce but we saw increasing applications from local families as well.

We appointed an Academic in Residence who works two days a week helping us think through our approaches from a philosophical and theological perspective. We began work on a wellbeing framework and established the position for 2023 of Director of Wellbeing to trial the framework. Our Academic in Residence also helped put together an education and philosophy paper grounded in a Biblical understanding of wisdom.

This will be launched in 2023 and will provide foundational thinking for our teaching and learning framework and give direction for our motto ‘Equipped for Life’.

We completed the purchase of a 1200-acre property in the Brewarrina Shire with a view to develop outdoor education and curriculum activities out there, as well as leasing part of the site for a new school. Planning proceeded for the opening of Brewarrina Christian School, and we were able to resume sending small groups of students to the Shire for an outback experience focused on meeting with and understanding more of the life of indigenous people.

Green Point Christian College Ltd launched a Special School for children on the autism spectrum and Yattalunga Valley Christian School commenced with 12 students from K – 2. A classroom and facilities were leased from GPCC, and the school has done very well in its first year with all students making excellent progress.

Our School Improvement Plan continued with little change as many activities had been slowed down or unable to happen due to the pandemic. Sports activities with other schools also resumed as did the usual community activities including the hosting of the regional chess tournament that saw 250 students competing over a day on the school site. We reviewed the implementation of our new purpose statement and graduate profile with the assistance of an outside consultancy group who conducted surveys amongst staff, parents and students. The results are now helping us review aspects of our statements and the way we utilise them as we seek to embed them better into school life.

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 579 females and 526 males, meaning a whole school enrolment of 1105 for 2022.

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 2022.

REPORT ON PARENT, TEACHER AND STUDENT SATISFACTION

During 2022 with the interruptions of COVID greatly reduced, we returned to surveying the community on an aspect of school life. We chose to test out how well embedded our new purpose statement and graduate profile had become. These were launched at the start of 2020 just as COVID hit. A consultancy firm - SEED, undertook a comprehensive survey of staff, students and parents for us and produced a list of recommendations which we are working through (see below):

We experienced rising interest from families relocating 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. This trend is continuing with an increasing number of local families seeking enrolment.

The school operates an 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.

Staff turnover is relatively low and satisfaction levels appear to be high despite the post-pandemic issues. Student attendance remains consistent, and students’ attitudes have been positive with very few serious discipline issues occurring.

SCHOOL IMPROVEMENT PLAN 2022 FINAL PROGRESS REPORT

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

An explicit improvement agenda focused on existing programs

Student Assessment Data

- Student assessment data (SAD) (eg, 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.

- Principal, Heads of School, Academic in Residence, Director of Teacher Development.

Plans developed in con junction with the AiR to build a data repository for student data.

Student Wellbeing

Finalise and implement the Framework for Student Wellbeing.

- Principal, Academic in Residence.

Mission and Service-learning Program

Develop a guiding philosophy for Mission and Service Learning at GPCC

Finalise and implement the Mission and Service-Learning Program

- Principal, Heads of School, Counsellors, Academic in Residence.

Wellbeing Co-ordinator for Secondary appointed for 2023 to trial the role.

Position Description completed. Framework to be launched Term 1 2023.

- Principal, Academic in Residence.

- Principal, Heads of School

Final edits being done to MSL Framework by AiR and then Term 1 –practical detail to be added.

CAPA Program

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

- Expand, and revise administration of, the Tutor program.

Principal, Heads of School, CAPA Co-ordinator.

Increased performances took place in 2022.

Spiritual Life Programs

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

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

Sports Program Enhance sports activities and opportunities, including the growth of the GPCC Sports Clubs.

- Principal, Academic in Residence, SoR Coordinator/Chapel Supervisor

A new Tutor Supervisor was appointed and student numbers increased.

Invited SEED to help us review our Biblical Studies, Life and Equip Teams. Completed in Term 4 and awaiting a final report.

- Heads of School, Chapel Coordinator, SoR Co-ordinator

Principal, Sports Co-ordinators. Sports Clubs not a popular concept here. Basketball closes at the end of the summer season. New Secondary DoS appointed.

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.

- Principal, Heads of School, Director of Teacher Development, Academic in Residence, Director of Enrichment.

- Academic in Residence, Director of Teacher Development, TeacherResearchers.

- Heads of School

Application for a research grant to AIS on student engagement in Maths was unsuccessful. We will proceed in a more limited fashion in 2023.

APDF is starting to take off with more staff interested in research and a focus on improved student engagement. Primary have been focused on direct instruction in 2022.

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

- 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. Individual plans established and reviewed in Term 4.

Programs, units and lessons utilising productive pedagogies. Heads of School, Faculty Coordinators, 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.

A change of Director of Teacher Development takes place for 2023. Enhance and extend the use of productive pedagogies (including differentiation, blended learning, explicit direct instruction, etc) in class programs.

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

- Director of Enrichment, Academic in Residence.

Primary engaged in an AIS led Numeracy Project this year.

- Principal, Heads of School, Academic in Residence.

- Director of Teacher Development.

More work to be done in this area across the school.

Establish sound business operations Key Performance Indicator Person/s Responsible Progress

Establish benchmarks for future enrolments and budgets

Enrolment targets and benchmarks established and met

Business Manager, Director of Marketing and Promotions, Heads of School.

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

Maintain current enrolments. Enrolments to be maintained at a target of 1100 for 2022.

Explore innovative additional funding options including establishing an RTO

Embed Multi-School practices as part of the Melos Foundation development.

- Additional funding options determined.

- RTO established

Practices determined and embedded

Principal, Director of Marketing and Promotions.

Enrolments exceeded 1100 and look to reach 1150 for 2023.

Principal, Business Manager Little work was done in this area.

Business Manager, Assistant Business Manager, Director of ICT

MF has grown to include 4 members with BCS to come on board in early 2023 as is another school. 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

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.

Key Performance Indicator

Outdoor education program and other curricular activities developed and operating

Person/s Responsible Progress

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.

Building works commence by July 2022 Business Manager, Principal. Council delays meant the project has only recently been approved. Demolition of the existing building to take place before Easter 2023.

- Plan for additional play and activity spaces completed.

- Funding determined

Principal, Business Manager, Heads of School.

No additional funding achieved for this. Plans on hold.

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

- Nominated Classrooms arefitted with new furniture and instructional technologies for trial.

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

- Principal, Task Force

Furniture now secured for the trial group of classrooms in 2023.

Further development of ICT to enhance teaching and learning.

- Implementation of new and/or existing applications.

- Director of Teacher Development.

- ICT Committee, ICT Manager

An ICT Review was commissioned and a report received late in Term 4.

5. School community partnerships

Develop Partnerships Key Performance Indicator Person/s Responsible Progress

Establish parent body organisation and associated activities to enhance partnership

Establish community partnerships

- Organisation and activities established.

- School app available

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

- Principal and Heads of School

- Marketing Manager

No progress on this but The Fathering Project was successfully launched in November and Kid’s Hope continues to be strong.

- 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, Academic in Residence

- 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 policies 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 2022 is:

College Staff 2022

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

SUMMARY OF PROFESSIONAL LEARNING UNDERTAKEN BY TEACHERS

2022 continued to provide some challenges to the Professional Development Program at the College. The COVID-19 Pandemic has changed the mode of delivery for many Professional Development activities forever. Throughout 2022 the changes to Maintenance of Teacher Accreditation at the Proficient Level Professional Development requirements were implemented.

At the College, Child Protection and Wellbeing 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 continued 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. In December 2021, legislative amendments were made to the Teacher Accreditation Act 2004. The most significant change was that NESA became the sole authority for making teacher accreditation decisions from November 2022.

Fortunately, the College was able to support student teachers in their teaching practicums once again. 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: Conflict Resolution; Strengthening Child Safe Organisations; WHS Drills/Fire Safety; First Aid, Asthma and Anaphylaxis Training; Careers Advisors’ and Teachers’ Conference; AIS Numeracy Project (Primary School); NCCD Moderation; Strength Potential;

Undergraduate Lecturing; Curriculum Planning and Delivery and Governance Seminars. The College also introduced Mental Health First Aid training in 2022.

STUDENTS _________

STUDENT ATTENDANCE

In 2022 each student, on average, attended the College as follows (by percentage):

In 2022 the student attendance rate for the school as a whole was 86.29%.

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 telephone 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.

Retention of Year 10 to Year 12

Male/Female numbers (as at Census 5 August 2022)

Male – 526

Female – 579

Whole School – 1105

Primary School – 448

Secondary School – 657

STUDENT REPRESENTATIVE COUNCIL

Chairperson: Ellen B

Councillors: Zoe, Sam, Ava, Myah

Staff: Jo Pearson, Melissa Peterson, Kaylie Turner

1C Clara M James S

1G Indy B Kalli H

1S Eliana VB Joel

2G Mahli YB Josiah R

2D Remy BW Bram N

3D Avalon R Jeremiah C

3B Liam C Emily C

3PH Henry L Madelyn G

4BK Conor M Isabelle A

4B James G Jacob R

5L Sophie C Reef M

5P Sharla F Archimedes D

5PC Lily D Zeke H

6T Grace T Isla W

6MR Alyssa P Anna K

6S Maria A Maddison H

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

In 2022 we selected class representatives and had one meeting each term. Some of the points raised include:

- More water filters and bubblers in the school

- Improved bathrooms

- Recycling bins

- Compost bins

- Mufti Day to raise money for sponsor children.

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

Student Outcomes in Standardised National Literacy and Numeracy 2022

The Commonwealth Government sets National Minimum Standards (NMS) for Reading, Writing, Grammar and Punctuation, Spelling and Numeracy. This table shows % of GPCC students who achieved at or above the NMS, compared to NSW and All Australian Students (AAS) and reflects that GPCC scored above NSW and All Australian Students in every category in every cohort.

Table A: Green Point Christian College Comparison to NSW and all Australian Students

Table B: Green Point Christian College Comparison to Students with a Similar Background

Table C: Green Point Christian College Comparison To All Australian Students

SENIOR SECONDARY OUTCOMES (STUDENT ACHIEVEMENT)

Higher School Certificate and Year 10 Comparisons for 2023 Year 10

The submitted grading results for 2022 Year 10 are shown in the following table:

Compared to the State-wide pattern, in 2022 GPCC gained a higher percentage of cumulative Grade A and B results in 19 out of 25 (76%) Stage 5 courses, that is, in all but six courses. Notably this high achievement occurred in large cohort courses such as English, Maths, Geography and PDHPE.

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 following table:

Higher School Certificate

19 students gained entry onto the NESA Distinguished Achievers List having gained 37 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, English Extension 1, Maths Standard 2, Maths Extension 1, Music 1, Textiles & Design, Food Technology, Industrial Technology, Legal Studies, CAFS, PDHPE, History Extension, Modern History, Biology, Chemistry, and Physics. Seven students gained top band results in more than one course.

Strong results were achieved in English Extension 1 and 2, Music 1 and Studies of Religion where all of students in the subject gained results in one of the top two bands. One student was nominated and selected for ENCORE, the HSC Music Showcase. Three other students were nominated for ENCORE. Two students were nominated for Texstyle and two for InTech.

Consistently high results have been gained in terms of the top ATAR results for each cohort over recent years. In 2022, the top ATAR result was 99.05 with eight students gaining results in the 90’s. 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 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, 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:

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 2022, the number of students undertaking and completing Year 12 vocational courses was 4 out of 81 (5%). Figures for previous years are in the table below. In terms of VET (Vocational Education and Training) courses, there were no students who completed Hospitality as a school course. There were 4 students studying an out-of-school course (TVET and/or Private Provider course).

Of the 81 students who studied in Year 12 through to the end of the year in 2022, the number of students obtaining an HSC was 81. The number of GPCC students obtaining a Record of School Achievement (RoSA) in 2022 (or in 2023 for 2022 study) was 33.

The percentage of students who studied in Year 12 who also attained a Year 12 Certificate (HSC) or equivalent VET certificate was 98%. This is because enrolment in Year 12 peaked at 83 but only 81 completed the requirements for a HSC. Two year 12 students left during the year.

Post School Destinations

Based on tertiary offers extended to our Year 12 students through UAC and data collected from students, 52 out of 81 (64%) 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 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 2023 study included Physiotherapy, Sport and Exercise Science, Education, Software Engineering, Nursing, Design in Fashion and Textiles, Oral Health, Medical Radiation Science, Construction Management, Engineering, Business, Applied Finance, Actuarial Studies, Landscape Architecture, Criminology, Economics, Health Science, Commerce, Psychology, Occupational Therapy, Media and Communications, Music, Marketing and Media, Arts, Data Science, Archeology, Commerce/Law, Social Work, Science, Information Technology, Design (Arch), Speech Pathology, Surveying.

2

023 University Offers (for Degrees and Diploma courses) (as per UAC provided data)

2023 University Offers

Australian Catholic University

Charles Sturt University

Macquarie University

NAS (National Art School)

SAE

Torrens University

University of Canberra

University of Newcastle

University of Sydney

University of Technology

UNSW - Sydney

SCHOOL POLICIES

SCHOOL POLICIES

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.

2. 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).

The parental choice of Christian education for their children is a right upheld by the school and by State and Federal government education authorities who set the standards in education. The College provides

Policies listed were current up to December 2022. All policies and procedures are regularly reviewed and updated.

an education informed by a Christian worldview that recognises the sovereignty of Christ. God’s Word informs parents 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, equipped for a flourishing life. 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.

3. 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 the 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.

4. 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.

5. TABLE OF RESPONSIBILITIES

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

Responsibilities

Principal

Ensure compliance with procedures set out in this document

Ensure all relevant people are aware of these processes and polices

Approves all student enrolments

Maintain Register of Enrolment

Business Manager

Report to the School Board on enrolment trends

Registrar

Promotion of the school to potential enrolling families

Receive and process enrolment enquiries and applications

Co-ordinate enrolment interviews

Maintain enrolment documentation

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

Process new enrolments

Interviewer’s Responsibility

Assess enrolment applications:

- 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

Parents and Students

Comply with the Terms of Enrolment

Provide to the school all information required

Inform of any changes to information

Maintain fee payments

Evidence of Compliance

Enrolment records

Staff meetings; emails

Signed enrolment record

TASS.Web

Board reports

Advertising materials and digital communications; Enquiries

Digistorm Funnel CRM (TASS.Web records)

Calendar

Digistorm Funnel CRM (TASS.Web records)

Email

TASS.Web records

Interview Records

TASS.Web

Signed Enrolment and Fee agreements

Signed Student Code of Conduct

Signed Parent Code of Conduct

School records

Record of notice; updated files

Fee Statements

6. 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 Pool means the group 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 according to the considerations and preferences noted in point 9.6.

7. POLICY

a) The College, when considering making offers of a place at the College, may have regard to schoolreadiness, 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.

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

Parents submit an online application and provide requested documents

Child (parents/carers) interviewed if position available.

If no position, child added to Wait Pool until position available. Enrolment interview scheduled at that point College collects all relevant data Recommendation to Principal Principal approves/declines an offer College makes an offer. Parents accept or decline the offer

Child added to Enrolment List (or not)

9. ENROLMENT PROCEDURES

9.1 New Enquiries

The College will make available on its website:

a) information about the College;

b) general information about eligibility for enrolment based on this policy;

c) the procedure for applying to enrol a child at the College;

d) information about school fees and discounts;

e) the Enrolment Conditions.

9.2 Application Register and Wait Pool

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

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 into the Wait Pool 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 Wait Pool 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.

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 into the Wait Pool, 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).

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 of staff members of the College

d) children from Coast Christian School

e) children from church affiliated families;

f) children of former students of the College;

g) siblings of students from non-church affiliated families already at the College. Please note that to be considered for these preference places listed above it is recommended to lodge an application for enrolment at least 2 years prior to the start year for the new student. The College is not able to consider preferential placement once the invitation for interview process has begun.

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).

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 April, have been offered places;

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

Other Policies

Summary of Policy Changes in 2022 Access to Full Text

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.

No changes were made to this policy in 2022.

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

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.

No changes were made to this policy in 2022.

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

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

No changes were made to this policy in 2022

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

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 2022.

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

FINANCES

FINANCIAL INFORMATION SUMMARY