2020 ANNUAL REPORT | TABLE OF CONTENTS
TABLE OF CONTENTS _________
MESSAGES FROM KEY SCHOOL BODIES Board Chairman Principal
1 3
SCHOOL OVERVIEW INFORMATION Contextual Information Description in Plain Language Priority Areas for Improvement Actions Undertaken to Promote Respect and Responsibility
6 8 10 19
STAFF Summary of the Workforce Teacher Accreditation Summary of Professional Learning
21 21 22
STUDENTS Characteristics of the Student Body Student Attendance / Retention Rates Student Representative Council Student Outcomes HSC and Year 10 Comparisons Secondary School Outcomes Post School Destinations Policies
24 25 26 28 29 32 33 35
FINANCIAL Summary of Financial Information
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2020 ANNUAL REPORT | MESSAGES FROM KEY SCHOOL BODIES
FROM THE BOARD CHAIRMAN _________
I commenced my report last year saying the Board had seen some significant changes that year. This past year has continued with consolidation, and expansion. As COVID-19 restrictions eased, the Board was able to increasingly meet face-to-face which was a great blessing. The Directors met seven times this past year as the Board of GPCC Ltd:
• • • • • •
Craig Ayling (7) Phil Blair (6) Kay Cooper (6) Bob Hooper (3) Gaynor Rodgers (5) Kevin Sproats (7)
The College is in excellent hands, continuing to grow, led by our Principal and Executive Team. Relationships between the Board and Executive staff remain excellent. The Board appreciates the service provided by Michael Lowbridge, Jane McLarty, and Sue Parkinson; even as we struggle with the technology of iPads and “Our Cat Herder”. I meet with the Principal most weeks and value the time we spend. In between times I am kept informed of any urgent matters. At our recent meeting as a Board, which was to be the last with the current Directors, we received the Auditors’ Report. The results of the 2020 year were very satisfying. The Auditors commented particularly on the settled nature of the College staff and their professionalism. We commend the Management for their care and control of the College’s finances. Review and updating Policies continues as an ongoing responsibility of the Directors. Directors have taken notice of the Good Governance Principles for Non-Government Schools issued by the NSW Department of Education. This past year has also been one of expansion with plans for the establishment of the MELOS Foundation; an outcome of the Strategic Review commenced several years ago. As this College will join, and increasing interest is being shown by other Schools, we continue to seek God’s guidance as we enter a new era of governance. I want to particularly acknowledge and thank Kay Cooper, Gaynor Rodgers, and Bob Hooper for their roles as Directors. I look forward to working with the next College Board. Someone commented to me recently that a functioning Board was not in a marathon, but a relay where the baton is passed on. 1
2020 ANNUAL REPORT | MESSAGES FROM KEY SCHOOL BODIES
It has been an exciting year continuing to investigate the possibilities of opening a new school at Brewarrina. This has been the fruition of ongoing relations between Green Point Baptist Church, Green Point Christian College, and Pastor Isaac Gordon and the Brewarrina AIM Church. Building works continue apace on the main campus site. It is good to see the roadworks and parking has been completed and having received Council’s final approval, it can now become fully operational. The next College building will be a new much needed Administration building. Final planning is underway with the architects and applications made seeking the necessary Council approvals. It has been a busy but satisfying year of service to the Kingdom of God. As Chairman I have felt God’s hand on Board members and our deliberations. We look forward to His continued guidance as we govern.
Kevin Sproats CHAIRMAN
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2020 ANNUAL REPORT | MESSAGES FROM KEY SCHOOL BODIES
FROM THE PRINCIPAL _________ 2020 saw the College weather the storm of the COVID-19 pandemic. We believe we did this very well, as we had instituted Microsoft Teams at the close of 2019 and so were able to use that platform to immediately host our home learning material and connect with students. The period of time we were down to a handful of essential workers’ children was only about three weeks although the gradual return of students in Term 2 saw us continuing a mixed approach for about six weeks. During this time and commencing in late January, we communicated regularly to school families about what was happening including daily emails at the height of the closure period. Our new Core Purpose Statement, Mission Goals, Graduate Profile and Motto were launched at the start of the year and were very well received both by the existing community but also by prospective families. We continued to highlight aspects of these statements through the year and are continuing to work on incorporating them into our programs and activities, so they become the drivers for what we do. We began a review of our Master Plan for the site and engaged a new firm of architects to assist us in that. This was completed late in the year and we also began design work on the first of the projects under that new Plan which is to build a new Administration block. A parent, staff, student, alumni and board member survey was carried out using an instrument developed by the Association of Christian Schools International (ACSI) which focuses on elements that are necessary for school flourishing. Each of the five identified domains has a number of constructs within it. The domains are: Relationships, Learning Orientation, Expertise and Resources, Well-Being and Purpose. The results were encouraging and highlighted areas of meaningful strengths – responsibility, holistic teaching, supportive leadership, collaboration and best practice orientation, and some key growth opportunities – questioning (by students of their faith), insular culture, feedback (on teacher performance), need for outcomes focus and stress by educators. These have been incorporated into the School Improvement Plan for 2021. On-going review and development of our Workplace Health and Safety framework and systems was undertaken by Mrs Alex Richie, our WHS and Compliance Officer. A GPCC Teacher Profile was completed and the characteristics of a GPCC classroom were further developed. This arose out of our Purpose review but also the development of a philosophy of education and practice which was published in late 2020. A plan for regular professional learning sessions for all teachers was developed in preparation for the 2021 school year. NAPLAN was cancelled in 2020 due to the pandemic. 3
2020 ANNUAL REPORT | MESSAGES FROM KEY SCHOOL BODIES
HSC results continued in line with recent years, with a majority of students sitting in the Band 4 to Band 5 range. Over 25% of our graduates received early entry to university and 80% overall received offers of places. Some excellent work was done on analysis of results by Faculty Co-ordinators to identify areas for focus for 2021. With the HSC under increasing public scrutiny as a graduating qualification, the College has been moving towards changes to teaching and learning that open the way for alternative assessment means as they come into focus in the future. Our use of the Microsoft suite of applications has seen most subjects and Year levels hosting class material and resources on-line. Our 2020 DUX was Cody B, who has gone on to study a Bachelor of Medical Sciences at Sydney University. The Primary teachers undertook an extensive professional learning focus on early literacy conducted by the AIS and we hope to see the results of these changes in the 2021 NAPLAN results. In 2020 our students continued to serve our College community and our local communities in various capacities, such as: Year 11 Peer Support; Compassion Fundraiser; Backyard Blitz program; SRE Teaching; Sponsor Children; Peninsula Village Chapels; NAIDOC Chapel (AIM); Operation Christmas Child; Coast Shelter; AIM Mission trips (Year 9 boys in August, Year 9 girls in October). Some of these activities were somewhat curtailed due to COVID-19 restrictions. Sport was also affected by the pandemic with the GPCC Netball Club cancelling competition due to the challenges of the pandemic. Some competitions were able to operate late in the year, but much regular school sport was curtailed. The Heads of School continued to direct affairs effectively. Enrolment numbers were down slightly again, but enrolment enquiries increased significantly towards the second half of the year. Year 7 interest remained strong as did enrolments for Kindergarten. The College had appointed a Marketing and Community Relations Manager in September 2019 and his good work has raised the profile of the school in the community and provided a significant channel of up-to-date information on current school activities to existing families. Our new website was launched in May and supplemented a growing presence on social media platforms. Our capital investment in the property continued with new carparks being mostly completed. The new pickup and drop-off zone for younger Primary students, helping to alleviate congestion in the main carpark was further delayed due to on-going issues of minor works and Council delays. Our College Library also underwent a major re-fit to modernise and improve it as a centre of learning for K12 students. Stage one was completed with work on stage two commencing in the December break. The year will always be remembered for the pandemic but in the life of our school, we continued to focus on student learning and ongoing development. We concluded the year on a positive and optimistic note for the future. Phillip Nash PRINCIPAL 4
SCHOOL OVERVIEW _________
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2020 ANNUAL REPORT | SCHOOL OVERVIEW
CONTEXTUAL INFORMATION _________ Green Point Christian College was established in 1982 by Green Point Baptist Church with a vision to offer Christ centred education to the children of Christian families across the lower part of the Central Coast. These parents desired to have the teaching of the home reflected in, and encouraged through, the teaching at school. Consistency is a firm basis for trust and when the home, Church and school, work in partnership this can be achieved. 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. We now serve over 1,000 students from over 650 families. The College is focused on a positive future as we move forward with our revised Core Purpose Statement, Motto and Graduate Profile shaping what we do. 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 the love of God is reflected in all we do and say. The Christian Scriptures remain the benchmark against which we critique our lives and our work as we seek to turn students’ attention towards the person of Jesus Christ, the One who remains the same, yesterday and today and forever. The College encourages the fullest possible development of the spiritual, social, intellectual and physical potential of each student. Purpose of the College: Green Point Christian College has built a strong tradition of providing quality education in a Christian learning environment, aiming to see our young men and women challenged to strive for excellence and Godliness in every sphere of life. Our Purpose Statement: To equip students for a life of redemptive action through a holistic education grounded in a Biblical perspective. Our Mission Goals: Students – the formation of students who display the attributes of the Graduate Profile. Staff – the development of quality staff who serve our students well. Parents – the support of families as the cornerstone of a flourishing society. Our Motto: Equipped for Life
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2020 ANNUAL REPORT | SCHOOL OVERVIEW
Graduate Profile:
Green Point Christian College is committed to providing quality Christian education at an affordable price. The College Board has developed infrastructure to enable the teaching programs of the College to keep pace with rapid educational change.
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2020 ANNUAL REPORT | SCHOOL OVERVIEW 2020 ANNUAL REPORT | SCHOOL OVERVIEW
DESCRIPTION IN PLAIN LANGUAGE OF PARENT, TEACHER AND STUDENT SATISFACTION _________ During Semester 2 of 2020 the Board conducted a survey of parents, staff, students, alumni and board members using a tool developed by the Association of Christian Schools International. The instrument was developed around the concept of what constitutes a flourishing school and five key areas: purpose, relationships, learning orientation, expertise and resources and well-being. The results were very encouraging but also pointed us towards area for focus. Outcomes were grouped into two areas: meaningful strengths and key growth opportunities.
Outcomes-Linked Profile Highlights Meaningful Strengths - Below are five strengths of your school in regard to creating and sustaining a flourishing school culture. These areas emerged from our school’s overall FSCI profile (meaning these areas are not benchmarked against other Christian schools, but are the top five strengths that emerged from our school’s data and are specific to our school’s unique profile). Our school’s meaningful strengths are areas to affirm, share, and celebrate with our school community as well as external audiences. RESPONSIBILITY: Leaders, teachers, and support staff feel a sense of shared ownership for school success and improvement in alignment with school mission. HOLISTIC TEACHING: Teachers believe their work intrinsically involves helping students to develop spiritually and emotionally (teaching the heart and the soul, as well as the mind). SUPPORTIVE LEADERSHIP: Teachers and support staff trust their Principal(s) and feel that school leaders “have our backs.” Leaders empower teachers and staff to make decisions. COLLABORATION: Learning from and with other teachers drives and inspires better teaching. BEST PRACTICE ORIENTATION: Keeping up with best practices in teaching is prioritized and resources for doing so can be identified. 8
2020 ANNUAL REPORT | SCHOOL OVERVIEW
Key Growth Opportunities - Below are five areas of our school that represent key growth opportunities in regard to creating and sustaining a flourishing school culture. These areas emerged from our school’s overall FSCI profile (again, meaning these areas are not benchmarked against other Christian schools, but emerged from our school’s data and are specific to our school’s unique profile). These areas can serve as potential focus points for long-range planning and school improvement efforts. QUESTIONING: Many students view Christians negatively, and are more likely to be facing a time of spiritual disengagement or doubt. INSULAR CULTURE: The school is perceived by constituents as isolated from the community in one or more ways (eg overprotecting students, not engaging with the larger community, and/or lacking diversity in the study body). FEEDBACK: Feedback on teaching practice and classroom management is needed on a more regular basis, to help facilitate adjustments in real time. OUTCOMES FOCUS: Leadership may experience increased effectiveness by focusing more intentionally on outcomes (including student achievement) and results, rather than process and activity. STRESS: Ways to improve teachers' and leaders' well-being should be explored, as educators feel stressed or overwhelmed in their roles.
The school has incorporated the key growth opportunities feedback into the school improvement plan for 2021.
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2020 ANNUAL REPORT | SCHOOL OVERVIEW
SCHOOL IMPROVEMENT PLAN 2020 FINAL PROGRESS REPORT _________
Key Elements of the School Improvement Plan (SIP) for GPCC 1. An explicit improvement agenda focused on our school purpose
Review of existing programs and activities
Key Performance Indicator
Person/s Responsible
Progress
Student Discipline
Improvement in student discipline evidenced by fewer demerits, improved ratings on reports and teacher feedback
Heads of School
Primary – Green Points system, developed, Student Behaviour policy being updated Secondary – in progress of review
Student Chapel
Increased student engagement evidenced through student and teacher survey
Heads of School
Secondary – being reviewed, COVID changes currently in place Primary – will return to normal once COVID restrictions lift but under review
Mission and Service-learning including outdoor education
New framework and policy leading to increased activity and events
Principal, Heads of School
Business Manager
Co-curricular creative and performance arts
Green Team involvement in supporting appropriate mission activities Increased student participation and performance opportunities
Heads of School CAPA Co-ordinator
Greater connection with GPBC pastoral staff seen as important Policy and a framework document complete. An advisory committee set up and has met
Initiated conversations re this but yet to develop a full plan – Term 1 2021 for this 10
2020 ANNUAL REPORT | SCHOOL OVERVIEW
Dissemination of core purpose and Key Performance Indicator graduate profile elements
Person/s Responsible
Progress
Teachers and staff
All staff participation in learning activities to ensure familiarity with, and understanding of, core purpose and educational activities of College. Teacher use in curriculum planning and delivery Student familiarity with elements. Development of profile attributes evidenced through feedback and reporting
Executive team
Rolled out January 2020 and revisited when possible – COVID restrictions have not helped
Heads of School, Year Advisors, Teachers
Posters in each room, series in Chapel Term 1 and again with Secondary Term 3, Primary through Chapel and newsletters
Parents
Parent knowledge and support of elements
Principal, Marketing Manager, Heads of School
Through The Messenger and regular Principal, emails
Public
Profile staff and students who display the teacher and graduate profile
Marketing Manager
Using Social Media to demonstrate profiles and general understanding of Purpose
Establish a culture of continuous improvement
Key Performance Indicator
Person/s Responsible
Progress
Regular review of each activity/process in school life
Debrief or review conducted following Executive Team each event or campaign Marketing Manager Reframed purpose for certain public events
Year level teams and faculties review student progress, curriculum, units, activities etc
Regular review processes developed for these areas and reported annually
Students
Heads of School
Each activity now undertaken is reviewed and notes made of elements for improvement. Still to establish a common repository of review documents Covid needs have over-ridden a full implementation of this in curriculum
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2020 ANNUAL REPORT | SCHOOL OVERVIEW
2. A school culture that promotes learning and personal development
1
Raising expectations in classrooms of student engagement and performance
Key Performance Indicator
Person/s Responsible
Progress
Monitoring the use of class time
Higher levels of student engagement evidenced by teacher and student feedback
Heads of School
Ensuring learning intentions are clear
Every class has clear learning intentions displayed or known by students
Teachers
The Blended Learning project trial is showing increased levels of student engagement – to be extended into Term 1 then rolled out across the school Now a requirement for all teachers and widely practised
Providing effective feedback to students
Progressive reporting provides appropriate feedback for Secondary. Checks on quality and regularity of teacher feedback
Heads of School Teachers
Progressive reporting in TASS Web now accessible for Secondary parents Work to begin, done on model styles for Secondary teachers
Regular review of student progress
Established system of regular review of student progress
Heads of School
Not yet implemented – at discussion phase
Progressive reporting
Instituted across K-12 as appropriate
Heads of School
Instituted across 7 – 12 and issues being resolved. Changes to the reporting system will be implemented in 2021
Blended learning (COVID-19 lessons)
BL evident as a key characteristic of GPCC classrooms
Principal, Heads of School, Faculty Heads
Trial group of 25 teachers working on experimenting with the approach1
Report to Board October 2020
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2020 ANNUAL REPORT | SCHOOL OVERVIEW
3. An expert teaching team that uses effective pedagogical strategies and differentiates for student need
Planned delivery of teacher development activities over next three years
Key Performance Indicator
Person/s Responsible
Progress
Implementation of Transformation by Design (TbD)
All teachers using TbD approach in unit planning
Director of Teacher Development Heads of School
Deliver Open Book Biblical literacy program
All teachers have completed the four part series Incoming teachers complete the series in their first year
Director of Teacher Development
A full day workshop led by Chris Parker, CEN Trainer in TbD was held on 12 October for Subject Coordinators, key Primary teachers and Executive members All current teachers have completed the 4-part series. Very positive feedback on the program was received
Establish GPCC Teacher Profile and classroom characteristics
Profile known by teachers and used in their personal PD plan
Heads of School Director of Teacher Development
Completed and part of the GPCC Philosophy and Practice of CS. Now undergoing review as we develop the teacher development tool.
Personalised teacher development program
All teachers have a personal development plan
Director of Teacher Development
A draft approach and framework has been presented to Executive and is under their review. Planned for rollout at the start of 2021.
Development of our home learning approach
Replaced by the Blended Learning Project.
Trial Team of 25 teachers now experimenting with various approaches.
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2020 ANNUAL REPORT | SCHOOL OVERVIEW
Developing open classrooms and use of instructional rounds
Investigate the HUB Model of teaching training
Key Performance Indicator
Person/s Responsible
Progress
Principal, Heads of School, DoTD and Faculty Heads regularly visiting classrooms
Executive Team
There has been an increase in class visits by the team and a greater openness to such visits by teachers. This will be incorporated into the teacher appraisal process
Key Performance Indicator
Person/s Responsible
Progress
GPCC participating in the HUB teacher training model
Principal
A decision has been made to defer joining the St Phillip’s Hub in 2021 and in discussion with other CSA members to work toward forming a separate HUB
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2020 ANNUAL REPORT | SCHOOL OVERVIEW
4.
Systematic curriculum review, design and delivery
Preparation for 2021 NESA Registration by audit and edit of current programs and policies
Key Performance Indicator
Person/s Responsible
Progress
Use of TEAMs for content storage, staff collaboration and on-line learning
TEAMS groups used to facilitate business service team collaboration and all teacher and faculty work
Heads of School, IT Manager, Business Manager
TEAMS used effectively during home learning and now part of every departments on-line use
Complete review of all school policies
Policy review approach systemised
Principal, Business Manager, Executive Assistant to Principal
Almost complete with only a small number of policies outstanding as at December 2020
Ensure scope and sequence for all subjects/levels is consistently formatted and complete
Scope and Sequence for all subjects and grades completed and current
Heads of School
DP is working through these in preparation for our Registration visit
Prepare College for Registration visit 2021
All documents and procedures reviewed and correct.
Deputy Principal Heads of School
DP leading the organisation of this. Well underway and looking positive
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2020 ANNUAL REPORT | SCHOOL OVERVIEW
5. The targeted use of school resources
Master Plan review
Key Performance Indicator
Person/s Responsible
Progress
Engage new architects for site review
Site Master plan and staged development approach finalised
Business Manager, Principal
SHAC (Newcastle) engaged and a first draft of the MP done. Waiting on the final draft now
Priority on new admin block with combined staffroom
(pending completion of Site Master plan)
Business Manager, Principal
First draft of the design brief with the architects
Focus on existing classroom upgrades
Nominated Classrooms identified for refurbishment in 2021 (pending finalisation of Site Master Plan)
Business Manager, Facilities Manager
6 Classrooms designated for furniture upgrades 2021 as a trial of new styles Library upgrade complete January 2021
Financial Sustainability
Key Performance Indicator
Person/s Responsible
Focus on increased enrolments 2021
Enrolment target of 980 achieved
Principal, Business Manager, Heads of School, Marketing Manager
Progress Excellent enrolment progress with 1008 as at mid-December 2020
Explore alternative funding support initiatives for school activities
Sponsorship/Scholarship package prepared Five (5) business partners approached Alternative funding streams for school operation explored 2021 Budget presented to the Board which meets or exceeds key financial KPIs
Principal, Marketing Manager
Scholarship policy launched but funding support not yet in place
Principal, Business Manager, Bursar, Accountant
2021 budget approved with all indicators green or orange. Student/teacher ratios improved and almost at minimum KPI
Financially sustainable budget
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2020 ANNUAL REPORT | SCHOOL OVERVIEW
6. Strong school-community partnerships especially with parents
Establish a representative parent body
Establish community partnerships with Council, Business, Churches
Key Performance Indicator
Person/s Responsible
Progress
Parent body established
Principal
COVID-19 has prevented close working with parents. Delayed until 2021
Key Performance Indicator
Person/s Responsible
Progress
Strategy for partnerships scoped including status, potential opportunities, and three-way ownership developed.
Principal Marketing Manager
COVID-19 has prevented work being done in this area
Key Performance Indicator
Person/s Responsible
Progress
Student assessment procedures and data regularly reviewed
Heads of School Faculty Co-ordinators
Still to be undertaken. Reporting system has been revised and further work needs to be done on that
7. The analysis and use of data for improvement
Establish robust and regular reviews of student assessment data
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2020 ANNUAL REPORT | SCHOOL OVERVIEW
Develop progressive reporting across K-12
Investigate individual student tracking of learning
Provide teacher training in use of data for planning for student improvement
Key Performance Indicator
Person/s Responsible
Progress
Progressive Reporting instituted across K-12
Heads of School
PR implemented across 7 – 12 and now under review
Key Performance Indicator
Person/s Responsible
Progress
Program of individual tracking of student performance across a range of indicators
Principal Heads of School
No progress to date
Key Performance Indicator
Person/s Responsible
Progress
Teachers using data for planning
Heads of School Director of Teacher Development
No progress to date
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2020 ANNUAL REPORT | SCHOOL OVERVIEW
ACTIONS UNDERTAKEN TO PROMOTE RESPECT AND RESPONSIBILITY _________
Respect and responsibility are addressed in different ways throughout the College. Our Discipline Policy and Code of Conduct expect a standard of mutual respect for each other and assume all members of our community will take personal responsibility for their behaviour and their work. Codes of conduct are published for staff and parents. 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. Most of our students travel to and from school on buses and we respond very quickly to any report of disrespect 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.
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STAFF _________
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2020 ANNUAL REPORT | STAFF
SUMMARY OF THE WORKFORCE _________ Summary of the workforce composition for Green Point Christian College taken from Census dated 7 August 2020 is:
College Staff 2020 Full time teaching staff
53
Part time teaching staff
30
Full time non-teaching staff
21
Part time non-teaching staff
35
Full time indigenous non-teaching staff
1
Total staff in 2020 = 140
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:
Teaching Staff 2020 Teachers accredited at the level of Proficient teacher
79
Teachers accredited at the level of Highly Accomplished
0
Teachers accredited at the level of Provisional Teacher
9
Teachers accredited at the level of Conditional Teacher
4
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2020 ANNUAL REPORT | STAFF
SUMMARY OF PROFESSIONAL LEARNING UNDERTAKEN BY TEACHERS _________
2020 provided significant challenges to the Professional Development program at the College with the COVID-19 pandemic limiting opportunities for staff to engage with external providers for much of the year. Many of the Professional Development offerings moved online or were postponed, changing the mode of delivery forever. The end of 2020 also brought some changes to Maintenance of Teacher Accreditation at the Proficient Level Professional Development requirements, for implementation in 2021. At the College, Child Protection and Well-being continue to be a priority with annual mandated training taking place. All staff undertook Workplace, Health and Safety Training, whilst Higher School Certificate teachers who completed HSC marking engaged in an excellent opportunity to network with staff from other schools and sectors. Teachers seeking Accreditation at the Proficient Teacher level continue to be guided and supported by the Supervising Teacher responsible for growth and development of these teachers and the compliance needs associated with their continued professional association with NESA. This is a vital part of a school community and maintains the Christian distinctives of this program which is a focus. The College supported many undergraduate teachers in their teaching practicums and continues to develop strong links with several tertiary teacher education providers. 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 on planning our year with individual, corporate and specific Faculty professional development, which included: Child Protection Investigator Training; WHS Drills/Fire Safety; First Aid, Asthma and Anaphylaxis Training; Careers Advisors’ and Teachers’ Conference; Early Literacy Project (Primary School); NCCD Moderation; Strength Potential; Open Book Biblical Literacy; Undergraduate Lecturing; Curriculum Planning and Delivery and Governance Seminars.
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STUDENTS _________
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2020 ANNUAL REPORT | STUDENTS
CHARACTERISTICS OF THE STUDENT BODY _________
Green Point Christian College is predominantly an Anglo Saxon demographic mix made up of 510 females and 449 male students. The Primary School comprised 392 students and the Secondary School comprised 567 students. Note: Figures taken from Census dated 7 August 2020.
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2020 ANNUAL REPORT | STUDENTS
STUDENT ATTENDANCE _________ In 2020 each student, on average, attended the College (including via online learning) as follows (by percentage): Kindergarten Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Year 7 Year 8 Year 9 Year 10 Year 11 Year 12
94% 93% 93% 94% 93% 93% 93% 92% 91% 92% 92% 94% 94%
In 2020 the student attendance rate for the school as a whole was 93%. School’s response to student absence Day 1 – (Explained Absence) - The school accepts messages through Parent Lounge, Absentee Line, verbal and emails to Administration and documents absence. Day 1 – (Unexplained Absence – Day of Absence) – Text message is sent to parent advising student is absent from school. Day 7 – If explanation has not been received, an email to parents through Teacher Kiosk is sent requesting confirmation of absence to be acknowledged on Parent Lounge. Verbal and email confirmation through Administration is also accepted. Retention of Year 10 to Year 12 Year Level Year 9 Year 10 Year 11 Year 12
As at 3 August 2018 101 94 60 76
As at 2 August 2019 103 88 76 54
As at 7 August 2020 100 99 68 71
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2020 ANNUAL REPORT | STUDENTS
STUDENT REPRESENTATIVE COUNCIL _________ In 2020, the Primary School Student Representative Council comprised the following students: Chairperson: Councillors:
1B 1PH 2G 2J 3B 3K 4B 4M 5D 5H 5P 6D 6M 6T
Hannah S Mia G, Sophia V, Tuscany C, Ethan W, Michael M, Lachlan M and Tyler R Jad A G Amelie C Chloe H Anabella V Riley D Nate R Harrison (Harry) D Willow H Noah W Khloe M Nylla P Bella H Jaymin T Michela R Ellen B Ellyanna B Mitchell R Brianna B Mitchell B Josie T Rhyder S Grace D Jonathon L Lyla M Siena D C Oliver B Alice H Grace L 26
2020 ANNUAL REPORT | STUDENTS
During the first few weeks of Term 1 students from Years 1 - 6 had the opportunity to present a speech to their class in order to be voted as a SRC class representative for 2020. It was wonderful to see the effort and thought given to some of these speeches. The children and teachers voted and chose the representatives who committed to serve their classmates and the College. The Councillors assisted by making announcements in morning assemblies and collecting class points and selecting issues to vote on for each SRC meeting. They also learnt how to type up meeting minutes and collect votes. 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 in 2020: -
More sandpit toys Mufti Day to raise money for the sponsor child Basketball hoops for the Infants children Suggestion box in the Library
SRC are looking for more ways to serve in our school for 2021. “I enjoy making announcements in assembly” - Tuscany “It is fun learning how to run a meeting” - Hannah
Joanne Pearson SRC CO-ORDINATOR (PRIMARY SCHOOL)
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2020 ANNUAL REPORT | STUDENTS
STUDENT OUTCOMES IN STANDARDISED NATIONAL LITERACY AND NUMERACY TESTING (NAPLAN) _________
On Friday 20 March 2020, the Education Council agreed that NAPLAN 2020 would not proceed. This decision was made to help Principals, teachers and school staff focus on student learning during the outbreak of COVID-19. NESA will review the impact that the COVID-19 pandemic had on the teaching and learning in our schools in 2021, with NAPLAN Online being planned for completion in most schools.
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2020 ANNUAL REPORT | STUDENTS
HSC AND YEAR 10 COMPARISONS _________
Year 10 The submitted grading results for 2020 Year 10 are shown in the following table:
Compared to the State-wide pattern, in 2020 GPCC gained a higher percentage of cumulative Grade A and B results in 17 out of 20 (85%) Stage 5 courses, that is, in all but three courses. Notably this high achievement occurred in large cohort courses such as English, Maths, Science, Geography, History 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, is shown in the table below: Year 2020 2019 2018 2017 2016 2015 2014
Percentage of Subjects with Cumulative Grade A and B Results Higher than State-wide Results 85% 95% 96% 70% 60% 67% 70% 29
2020 ANNUAL REPORT | STUDENTS
Higher School Certificate Eleven students gained entry onto the NESA Distinguished Achievers List having gained 15 occurrences of top Band results (Band 6 in 2 unit courses or Band E4 in Extension courses) across a variety of subjects including Biology, Chemistry, Modern History, Music 1, Drama, Business Studies and Maths Extension 1, English Extension 1 and English Extension 2. Four students gained top Band results in more than one course.
Year 2020 2019 2018 2017 2016 2015 2014 2013 2012 2011 2010
Number of Students on NESA’s Distinguished Achievers List
Number of Results in Top Band
11
15
6
10
12
20
12
26
19
26
18
38
15
19
20
25
18
25
23
41
14
25
Strong results were achieved in English Extension 1 where all of the students in the subject gained results in one of the top two Bands. Similarly, in Maths Extension 2. In Music 1, 10 of the 12 students attained Band 5 or 6 results. One student was nominated and selected for ARTExpress for his Major Work. Two other students were nominated for HSC Major Works, one in English Extension 2 and the other in Drama. Consistently high results have been gained in terms of the top ATAR results for each cohort over recent years. 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 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.
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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 - 2020
Year
Number of Students who did HSC Exams
Band 6
Band 5
% Band 6 of sitting students
% Band 5 of sitting students
2008
100
15
131
15%
131%
2009
86
31
156
36%
181%
2010
81
22
171
27%
211%
2011
58
41
120
71%
207%
2012
79
25
150
32%
190%
2013
71
25
94
35%
132%
2014
90
19
153
21%
170%
2015
64
38
132
59%
206%
2016
70
26
147
37%
210%
2017
70
26
115
37%
164%
2018
76
15
107
20%
141%
2019
54
8
73
15%
135%
2020
72
10
103
14%
143%
HSC Band 6 and 5 Results - % of cohort 250%
200%
150% Band 6 Band 5
100%
50%
0% 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017 2018 2019 2020
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. 31
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Secondary School Outcomes In 2020, the number of students undertaking and completing Year 12 vocational courses was nine out of 72 (13%). Figures for previous years are in the table below. In terms of VET (Vocational Education and Training) courses, there were seven students in the school HSC Hospitality Course. There were three students studying an out-of-school course (TVET and/or Private Provider course). One of the nine students did Hospitality at school and also a TAFE course outside of school.
Year
2020 2019 2018 2017 2016 2015 2014 2013 2012
Percentage of students who completed Vocational Courses 13% 7% 13% 10% 23% 8% 22% 24% 15%
Of the 72 students who studied in Year 12 through to the end of the year in 2020, the number of students obtaining an HSC was 70, since one was a Pathways student who was doing only a part load in Year 12 and the other was a student who only studied the HSC Retail Course ahead of her cohort. The number of GPCC students obtaining a Record of School Achievement (RoSA) in 2020 (or for 2020 study) was 22. The percentage of students who studied in Year 12 who also attained a Year 12 Certificate (HSC) or equivalent VET certificate was 91%. This is because enrolment in Year 12 peaked at 77, but only 70 completed the requirements for an HSC. Two Year 12 students left during the year, four Year 11 students were studying YHSC Retail and not on schedule to receive an HSC, and one student was a part time student accumulating her Year 12 studies over two years.
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Post School Destinations Based on tertiary offers extended to our Year 12 students through UAC and data collected from students, 58 out of 70 (83%) 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 74% in 2019, 62% in 2018, 58% in 2017, 76% in 2016 and 70% in 2015). 2021 University Offers (as per UAC provided data)
University Australian Catholic University Charles Sturt University ICMS NAS Macquarie University SAE SCU Torrens University University of Canberra University of Newcastle University of Sydney University of Technology UNSW - Sydney WSU Total
Number of students offered a place 1 1 1 1 16 1 1 1 1 18 3 10 2 1 58
Percentage of cohort offered this University 1% 1% 1% 1% 23% 1% 1% 1% 1% 26% 4% 14% 3% 1% 83%
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SCHOOL POLICIES _________
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SCHOOL POLICIES _________
Policies listed were current up to December 2020. All policies and procedures are regularly reviewed and updated.
Enrolment Policy and Procedures 1.
INTRODUCTION
Green Point Christian College seeks to enrol children of families who wish to see Biblical principles and Christian values supported in their child’s learning. The College is founded on such principles and values and so encourages the fullest possible development of the spiritual, social, intellectual, cultural and physical potential of each student. The motto of Green Point Christian College is Equipped for Life. The College is a ministry of Green Point Baptist Church. It is a Christian school for boys and girls from Kindergarten to Year 12. While the College was primarily established to support Christian parents in the education of their children, the College welcomes enrolment applications for children from families who are supportive of the College’s purpose, principles and values, irrespective of the faith, race, sexual orientation, gender identity or intersex status of the child or the child’s family. While the College does not suit all children, there is no reason in principle that children with disabilities cannot become students at the College. Indeed, the College has since its inception enrolled many students with disabilities. This policy gives guidance to those within the College community and to those who would join it concerning enrolment criteria and procedures. While the policy is as comprehensive as possible, there will inevitably be some situations which are not specifically covered. In such instances, it is the Principal’s responsibility to decide the appropriate course to take in the circumstances.
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). 35
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Parents’ choice of Christian education for their children honours the State and Federal government education authorities for standards in education and provides a Christian worldview that recognises the sovereignty of Christ. God’s Word to parents is that children should be well-trained in the commandments He gives. Impress (these commandments) on your children. Talk about them when you sit at home and when you walk along the road, when you lie down and when you get up. (Deuteronomy 6:7) The development of a Christian worldview in education is the College’s mandate to partner with parents in the formation of young people of Christian character who will be effective leaders in their community. The decision by parents to enrol their children in the College is to assist them to fulfil their duty in raising children who will love God and love their neighbours through applying themselves to make the most of their schooling experience.
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 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.
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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
Evidence of Compliance
Principal Ensure compliance with procedures set out in this document
Enrolment records
Ensure all relevant people are aware of these processes and polices
Staff meetings; emails
Approves all student enrolments
Signed enrolment record
Maintain Register of Enrolment
TASS.Web
Business Manager Report to the School Board on enrolment trends
Board reports
Registrar Promotion of the school to potential enrolling families
Advertising materials and digital communications; Enquiries
Receive and process enrolment enquiries and applications
Digistorm Funnel CRM (TASS.Web records)
Co-ordinate enrolment interviews
Calendar
Maintain enrolment documentation
Digistorm Funnel CRM (TASS.Web records)
Advise administration and teaching staff in preparation for new enrolments to the College
Process new enrolments
TASS.Web records
Interview Panel Assess enrolment applications:
Interview Records
- with regard to the criteria and priorities outlined in this policy and procedures document - equitably, to assist parents to make the best decision for their child’s schooling - make a decision about each application Co-ordinators/ Teaching Staff Preparations for the incoming student
TASS.Web
Parents and Students Comply with the Terms of Enrolment
Signed Enrolment and Fee agreements Signed Student Code of Conduct Signed Parent Code of Conduct
Provide to the school all information required
School records
Inform of any changes to information
Record of notice; updated files
Maintain fee payments
Fee Statements
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6.
DEFINITIONS
Throughout this policy, unless the context requires otherwise: • •
•
• •
7.
Application Register means the register of families who have applied for a place for a child in the school. They are awaiting an enrolment interview. Disability, in relation to a child, means: a) total or partial loss of the child’s bodily or mental functions; or b) total or partial loss of a part of the body; or c) the presence in the body of organisms causing disease or illness; or d) the presence in the body of organisms capable of causing disease or illness; or e) the malfunction, malformation or disfigurement of a part of the child’s body; or f) a disorder or malfunction that results in the child learning differently from a child without the disorder or malfunction; or g) a disorder, illness or disease that affects a child’s thought processes, perception of reality, emotions or judgment or that results in disturbed behaviour. and includes a disability that: h) presently exists; or i) previously existed but no longer exists; or j) may exist in the future (including because of a genetic predisposition to that disability); or k) is imputed to a person. Enrolment Register is the register a school is required by law to keep of all enrolled students. A child is placed on this register following an application, enrolment interview and the offer by the school and acceptance by the parents, of a place in the school. Parents includes guardians or any other person who has applied to have a child enrolled at the College and, where the child has only one parent, means that parent. Wait List means the list of students who have applied but for whom there is no current vacancy in the Year level applied for. They are waiting for a vacancy to occur and to be called for an enrolment interview.
POLICY a) The College, when considering making offers of a place at the College, may have regard to 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.
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8.
ENROLMENT PROCESS
Parents may enquire about enrolment, visit College’s website, or attend Open Day or personal tour
Application placed on Application Register
College collects all relevant data Recommendation to Principal
College makes an offer. Parents accept or decline the offer
9.
Parents submit an online application and provide requested documents Child (parents/carers) interviewed if position available. If no position, child added to Waitlist until position available. Enrolment interview scheduled at that point Principal approves/declines an offer Child added to Enrolment List (or not)
ENROLMENT PROCEDURES
9.1 New Enquiries The College will make available on its website: a) b) c) d) e)
information about the College; general information about eligibility for enrolment based on this policy; the procedure for applying to enrol a child at the College; information about school fees and discounts; the Enrolment Conditions.
9.2 Application Register and Waitlists The Principal through the Registrar is responsible for the maintenance of the Application Register and Waitlists for entry to the College. 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; 39
2020 ANNUAL REPORT | SCHOOL POLICIES
c) a copy of the child’s birth certificate; d) a recent photo of the child (digital or hard copy); e) copies of the child’s last two school reports and NAPLAN results (for Years other than Kindergarten, Year 1 and Year 2); f) the name and mobile number of two referees the College can contact to support the application for enrolment. If the family applying is involved or affiliated with a Church, please provide the name and mobile number of your pastor as one of the two referees being supplied; g) all medical, psychological or other reports about the child in their possession or control; and h) other information about the child which the College considers necessary. If further information to support the enrolment application is required by the College, the Registrar will seek this information prior to an enrolment interview. Should a Year level be full, the child will be entered on the Waitlist for that Year and an enrolment interview offered should a place become available. Failure to provide all required information may result in the College declining to enter the child’s name on the Application Register or Waitlist or delaying such entry and may also result in the College declining or delaying the child’s enrolment. 9.3 Interview The College will undertake an enrolment interview at a time decided by the College after a child’s name has been entered on the Application Register. At the interview, among other things, the College’s representative will: a) seek to establish that the expectations and commitments of the parents are consistent with the College’s Christian vision, values, and goals, and with the policies and resources of the College; b) inform the parents of their responsibility to the College in relation to fees. 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
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b) the child does not have a profile of wilful misconduct, illegal activities or strong anti-social behaviours that indicate that the child’s enrolment at the College is likely to be detrimental to other students, the staff or the College; and c) the College believes it can provide an appropriate level of academic support for the progress of the child with or without reasonable adjustment and d) the parents are able to meet the financial commitment required by having a child at the College, The enrolment will normally proceed. Should any of these conditions not be met, the Principal may decline to offer enrolment notwithstanding that the child may be a sibling of a current student. Following the enrolment interview and the collection of all relevant information, the child will be offered a position, placed on a waitlist, or declined a position. 9.4 Disability (Section 16a) Where it has been noted on the enrolment form and during the enrolment interview, that a child has a disability, or it has been identified that a child may benefit from additional supports, the College will undertake a comprehensive planning process to better understand the child’s needs. This will include consultation with the child and/or the child’s parents. In addition, the Principal or delegate may: a) require the parents to provide medical, psychological or other reports from specialists outside the College; and/or b) obtain an independent assessment of the child (at the Parent’s expense). Where information obtained by the College indicates that the child has a disability or additional needs, the Principal or their delegate will seek to work in collaboration with the family to identify appropriate adjustments that would assist the child to participate in the College’s courses or programs or to use the College’s facilities or services. Where the Principal determines that the enrolment of the child would require some such adjustments, the Principal or delegate will seek to identify whether those measures or adjustments required are reasonable in that they balance the interests of all parties affected. 9.5 College Reserves Rights The College reserves the right not to offer any child a place at the College or to defer the offer of a place to any child in its discretion but particularly when the parents, having been aware of their child’s specific educational needs or misconduct, decline to declare those needs or conduct or to withhold relevant information pertaining to their child. 9.6 College’s Considerations When considering making offers of a place at the College, the College gives preference to: a) children of families attending Green Point Baptist Church; b) siblings of students from church affiliated families already at the College; c) children from Coast Christian School 41
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d) children from church affiliated families; e) children of former students of the College; f) siblings of students from non-church affiliated families already at the College. The College also considers: a) evidence of a place at a similar Christian school elsewhere; b) a student’s willingness and ability to contribute to the wider life of the College; c) evidence of good leadership and good character; and d) the date of lodgement of the Application for Enrolment. 9.8 Offer and Enrolment Register At the satisfactory conclusion of the interview process, the College may make an offer to the parents to enrol the child. To accept the offer, the parents must within twenty-one days of receiving it deliver to the College: a) the Acceptance Form which includes acceptance by the parents of the then current Conditions of Enrolment; b) the non-refundable Enrolment Fee of $250; c) Enrolment Information Form (as applicable). 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.
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As a part of the enrolment process, all children will undertake a “Kindergarten Readiness” Assessment”. If parents have already indicated specific learning needs, an alternative and/or additional assessment process may be required. In respect of any prospective enrolment, the College reserves the right to have members of its staff visit the child’s preschool, early intervention centre or (with the parents’ agreement) the home, to more accurately assess the learning needs of the child. 10.2 Early Entry Early entry to Kindergarten for a 4-year-old whose 5th birthday falls after 30 April of the proposed year of entry, may be accepted, subject to: a) a written application being addressed to the Principal; b) there being vacancies after all other children, who will have attained the age of five years before 30 March, have been offered places; c) the Head of Primary’s (or delegate) assessment of the child concerned confirming that he or she is ready for admission to Kindergarten.
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Enrolment Conditions A Christian College 1. We recognise that Green Point Christian College is a Christian school which endeavours to develop the spiritual, social, intellectual, cultural and physical potential of each student. The College desires that all students come to have a personal faith in Jesus Christ and seeks to impart to all students a Biblical understanding of God and His creation and a Christian way of living. 2. We also understand that the College is founded on Biblically based beliefs. We have read the College’s Statement of Faith and accept that it is the basis of all teaching, curricular, co-curricular and extracurricular activities in the College. 3. We agree to work in partnership with and to actively support the College in fulfilling its purpose and we will encourage the student to do the same. 4. We acknowledge that, as the College is a Christian community, conduct and attitudes based on Christian values are the foundation of relationships within the community. A Safe College 5. Recognising that the College is committed to the safety and well-being of all its students, we agree to support the College in its efforts to provide a safe school environment that supports student well-being and effective learning. 6. We agree that all communication between students, parents, visitors and staff members should be conducted in a courteous and respectful manner as befits a Christian community. 7. We agree to avoid confrontation and criticism in public and accept that there is no place in the College community for sarcasm, derogatory remarks, inappropriate familiarity or offensive comments. 8. We agree to support the values and to abide by the rules and expectations of the College as set out in the appropriate publications such as the Parent Code of Conduct and Student Code of Conduct as published from time to time at the Principal’s discretion. We note that the student must do the same and we agree to encourage the student in this. In particular, we have noted the College’s requirements in relation to discipline, home study, uniform, attendance, a safe learning and working environment and leave. 9. We understand that the College requires parents and others to observe College security procedures for the protection of students from direct contact with those outside the College during school hours and that we are only to make contact through the College office. Participation 10. We accept that the College may determine which particular classes, courses and activities are offered and/or provided at any time and which of these classes, courses and activities are compulsory. All students must participate in and/or attend the following activities, which may involve weekend and evening activities, as determined by the Principal: a) Chapel Services and Assemblies; b) Biblical Studies classes; c) Co-curricular activities; d) The College Sports Program; e) Important College events such as Thanksgiving Services and other events as required by the Principal, from time to time;
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f)
Various Year Group camps and excursions that occur from time to time as an integral part of the College curriculum. 11. We understand that requests for exemption from attendance (up to 100 days in a 12-month period) from College activities, including academic and co-curricular programs, may be considered. Such requests must be in writing to the Principal and will be classified as an absence. 12. We understand that the College expects parents to be actively involved in the College through attendance at parent/teacher interviews, parent information evenings and parent forums, participation in courses offered by the College relevant to the student’s education and assistance to the College in a voluntary capacity from time to time. 13. We note that the College encourages our feedback, particularly in relation to the student’s progress, to facilitate the College and the student’s family working together for the benefit of the student. We agree that our communications with the College and its staff will always be in accordance with the Parent Code of Conduct and Grievance Policy. Health 14. We have fully disclosed any special needs of the student (including but not limited to any medical, physical, learning or psychological needs). Where any disclosed special needs change or where any special needs arise, we agree to notify the College immediately. We also agree to complete the student’s medical form accurately and provide annual updates for use by the College sick bay and other staff, as necessary, to help us fulfil our commitment to the safety and well-being of the student. 15. If the student is ill or injured, necessitating urgent hospital and/or medical treatment (for example injections, blood transfusions, surgery) and if we and our emergency contacts are not readily available to authorise such treatment, we authorise the Principal or, in the Principal’s absence, a responsible member of the College staff, to give the necessary authority for such treatment. Privacy 16. We acknowledge that the College may from time to time collect personal information about parents and students which is necessary for the College’s function or activities. We authorise the College to use and disclose such information in such manner as the Principal thinks fit for the purposes of the student’s education, health, care, welfare or development. We have read the College’s Privacy Policy and Standard Collection Notice as found on the College’s website. We give permission, unless we advise otherwise, for images of the student to be placed in the College’s records, displayed from time to time around the College, and published in College publications, on its website, on social media and in other marketing and promotional material. 17. We agree to advise the Principal (or Principal’s delegate) immediately of any changed family circumstance that may affect the student’s emotional, physical or social well-being. We also agree to provide to the College all current court orders (if any) relating to us and the student. We note that the College’s Privacy Policy deals with the confidentiality of such information. We understand that the College is not responsible for the enforcement of any such orders. We also agree to comply with any such court order. 18. We acknowledge that the Principal (or Principal’s delegate) may search the student’s bag, locker, mobile phone and electronic devices or other possessions where there are reasonable grounds to do so. The Principal may also carry out camera surveillance and computer surveillance which includes using software or equipment to monitor the use of computers, the sending or receiving of emails, the accessing of websites and the use of social media. The Principal will make a reasonable effort to notify parents of 45
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a potential search before undertaking a search unless the situations requires quick action and/or parents are not able to be contacted immediately e.g. in the case of suspected possession of an illegal substance. What We Must Pay 19. We jointly and separately agree to pay to the College all fees and charges for tuition, distance and vocational education courses (senior years), optional excursions, camps and other activities (as appropriate) as determined by the College Board (which normally reviews fees and charges annually) and as published in the Fee Schedule from time to time. 20. All tuition fees are charged annually at the beginning of the year. Fees may be paid in: a) one payment within seven days of the commencement of the first school term, or b) equal weekly, fortnightly, monthly or termly instalments, provided the instalment amounts would clear the fees owing by the end of November each year. 21. We agree to notify the College’s Finance Office (via the College’s fee collection platform FACTS) if we wish to pay fees by instalment on a Payment Plan, noting that, if we do not select a Payment Plan, the fees are payable in four equal instalments (via FACTS) with each instalment due quarterly at the beginning of each term and this will be our Payment Plan. 22. If we have failed to make any payment under our Payment Plan, we accept that the student may not be permitted to participate in non-compulsory camps and excursions. 23. If we have failed to make all payments under our Payment Plan by the end of the term in which they are due, we accept that the student’s enrolment may be suspended and the College may subsequently without further notice refuse entry to the student or terminate the student’s enrolment. 24. We agree to reimburse the College for any reasonable costs (including legal costs) incurred in recovering any amounts due to the College. 25. We understand that no remission of fees, either in whole or in part, will be made if the student is absent due to illness, leave or suspension. 26. We agree to pay all medical and ambulance expenses incurred on behalf of the student. 27. We also agree to pay: a) the replacement cost of items provided to the student by the College (such as textbooks, equipment, library or other resources) where those items are damaged or not returned; and b) for the repair or replacement of any other College property caused by the student's deliberate acts or a breach of the College’s rules. 28. We acknowledge that the student’s personal property (including computers and uniform items) are not insured by the College. The College does not accept any responsibility for loss of, or damage to, personal property. 29. We have read and understand the fees and charges as stated in the current Fee Schedule. Ending Enrolment 30. We understand that our acceptance of the College’s offer of a place for the student implies that the student will complete the student’s schooling at the College unless unforeseen circumstances arise. 31. We accept that, if we wish to withdraw the student thereby ending the student’s enrolment, we must give 10 weeks’ term time notice in writing to the Registrar. If this notice is not given, we agree to pay 10 weeks’ fees + GST for each student enrolment being withdrawn. This amount is a genuine pre-estimate by the College of the loss that it would suffer because we have not given the required notice.
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32. We agree that the Principal may, by giving us three months written notice: a) end the student’s enrolment if the Principal considers that a mutually beneficial relationship of trust and co-operation between us and the College has broken down to the extent that it adversely impacts on that relationship; or b) end the student’s enrolment at the end of an academic school year where the student has, in the Principal’s opinion, failed to meet the requirements of the New South Wales Education Standards Authority or has otherwise failed to make satisfactory progress in the student’s academic work. 33. We agree that the Principal may end the student’s enrolment if: a) we have provided or do provide to the College before or after our acceptance of the College’s offer of a place for the student, information which is materially incomplete, incorrect or misleading; or b) we fail to comply with these conditions. 34. We agree that the Principal may in the Principal’s absolute discretion, but subject to affording the student procedural fairness, suspend or dismiss the student for breaches of rules or ill-discipline even if the offending conduct takes place away from College premises or outside normal College hours. General 35. We agree that the College may change these Conditions provided it gives us at least two terms’ notice and that the new Conditions take effect from the beginning of a calendar year. 36. We agree to inform the College about anything that could affect the student’s ability to participate in the College’s program or activities. We also agree to advise of any change in our contact details. Signature Both parents/guardians (where more than one) are required to sign this form when returning the Letter of Offer of Enrolment. Each of us agrees that our obligations to the College, as set out above, are joint and separate and, subject to these Conditions, may only be ended by one of us at the end of three months after that one gives notice, in writing, to the Principal, of his or her desire to be released from such obligations.
Student:
.............................................................
Signature:
.............................................................
..................................................................
Name:
.............................................................
..................................................................
Date:
.............................................................
..................................................................
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Other College Policies Summary of Policy Child Protection and Wellbeing Policy and Procedures The College seeks to provide a safe and supportive environment to support the mental, physical and emotional wellbeing of students through programs that: • meet the personal, social and learning needs of students • provide early intervention programs for students at risk • develop students’ sense of selfworth and foster personal development.
Anti-Bullying Policy and Procedures The College’s policy provides processes for responding and managing allegations of bullying including the contact information for the local Police School Liaison Officer.
Behaviour Management Policy and Procedures The College expressly prohibits corporal punishment and does not explicitly or implicitly sanction the administering of corporate punishment by any persons, including parents, to enforce discipline at the College. All behaviour management actions are based on procedural fairness. Parents are involved in the processes of procedural fairness when sanctions result in suspension and expulsion of a student.
Changes in 2020
Access to Full Text
In 2020, the GPCC Child Protection and Wellbeing Policy and Procedures were reviewed and updated in line with NESA Compliance 3.6.1.
The full text of GPCC’s Child Protection and Wellbeing Policy and Procedures can be accessed from the GPCC website and intranet.
No changes were made to this policy in 2020.
The full text of GPCC’s AntiBullying Policy and Procedures can be accessed from the GPCC website and intranet.
In 2020, the GPCC Behaviour Management Policy and Procedures were reviewed and updated.
The full text of GPCC’s Behaviour Management Policy and Procedures can be accessed from the GPCC website and intranet.
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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.
In 2020, the GPCC Grievance Policy and Procedures were reviewed and updated.
The full text of GPCC’s Grievance Policy and Procedures can be accessed from the GPCC website and intranet.
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FINANCES _________
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2020 ANNUAL REPORT | FINANCES
FINANCIAL INFORMATION SUMMARY _________ 2020 Recurrent & Capital Income Government Capital Income
Other Capital Income
0.1%
0.0%
Commonwealth Recurrent Grants State Recurrent Grants Commonwealth Recurrent Grants 45.3%
Fees and Private Income 40.3%
Fees and Private Income Government Capital Income Other Capital Income
State Recurrent Grants
14.2%
2020 Recurrent & Capital Expenditure Capital Expenditure 10.8% Non-salary Expenses 12.8%
Salaries, allowances and related Expenses Teaching & Administration Non-salary Expenses
Teaching & Administration 6.4%
Salaries, allowances and related Expenses 70.1%
Capital Expenditure
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