2020 MLC School Annual Report by MLC School

Annual Report 2020 EDUCATION AND FINANCE ANNUAL REPORT

mlcsyd.nsw.edu.au

Annual Report 2020 Foreword �� 3 Dr Eve Tsironis, Chair, MLC School Council ��3 Ms Lisa Moloney, Principal, MLC School ��4 Vision ��5 Mission ��5 Values ��5

2020 Educational and Financial Reporting �� 6 Evidence of Compliance �� 7 1. Key School Bodies Reports ��7 MLC School Council ��7 The Parents and Friends (P&F) Committee ��7 Student Representative Council (SRC) ��7 2. Contextual Information About MLC School ��8 3. Student Performance in National and Statewide Tests and Examinations ��9 Summary ��9 NSW Education Standards Authority (NESA) Higher School Certificate, 2020 ��9 2020 Higher School Certificate – MLC School Results and State Comparison ��10 2020 International Baccalaureate (IB) Diploma Programme ��11 NESA Record of School Achievement Results 2020 ��12 NAPLAN Results 2020 ��14 4. Senior Secondary Outcomes ��14 5. Professional Learning and Teaching Standards, Attendance and Non-Attendance ��14 6. Workforce Composition ��15 7. Student Attendance and Retention Rates ��16 8. Post School Destinations Year 12 2020 Cohort ��17 9. Enrolment Profile, Policy and Procedure ��18 Profile ��18 Policy ��18 Procedure ��20 10. School Policies ��21 Student Welfare Policies ��21 MLC School – A Safe and Supportive Environment ��22 11. School Determined Improvement Targets ��23 12. Initiatives Promoting Respect and Responsibility ��25 Junior School ��25 Senior School ��25 13. Year 12 Parent Exit Surveys 2020 ��26

MLC SCHOOL

Foreword Dr Eve Tsironis, Chair, MLC School Council 2020 was an extraordinary year. Despite facing so many challenges, students, staff and families did not lose focus. The whole of our school community came together, dug deep and adapted to ensure our girls, who are at the heart of all we do, were supported and flourished throughout this difficult year. This experience enriched our lives individually and the life of our School. The year taught us many lessons – resilience, flexibility, creativity, and determination to make the most of any situation. It strengthened our collaboration and highlighted the importance of communication and connectedness. I would like to acknowledge the tremendous efforts and dedication of ALL our staff. Thank you to our Principal Ms Lisa Moloney, for her exemplary stewardship, in what must be one of the toughest years of her career. To our executive and teaching staff, who truly went above and beyond to ensure our girls' education transitioned almost seamlessly overnight from face-to-face classroom teaching to online platforms in March; and ensured a smooth transition back to a new environment on campus. Thanks also to our operations and administrative staff who provided all the background support to make the year a success.

I acknowledge and thank our parents for their tremendous support throughout the year. I especially thank them for their efforts during the weeks of enforced lockdown when our girls were being taught online at home, and for their engagement and increased participation in online meetings, webinars and information session and their encouraging feedback in our surveys. I would like to thank our wonderful MLC School girls - they rose to the challenge of the year and showed adaptability, creativity, compassion and resilience. They showed strengths of character to embody exactly what an MLC School girl is. I acknowledge our Old Girls from the Class of 2020 – this was not the type of year they would have imagined. Despite that, the way they led the School and conducted themselves is a testament to the great group of women they are. We wish them all the best and know they have a bright future ahead of them. Dr Eve Tsironis, Chair, MLC School Council

2020 ANNUAL REPORT

Ms Lisa Moloney, Principal, MLC School 2020 was a year of unprecedented challenge and change. We all, staff, students and families of MLC School, took on this brave new world of flexible learning, reimaged cocurricular activities and sporting events, social distancing and the inevitable cancellations of much anticipated immersion experiences with courage and resilience. There were times, I am sure, when each of us felt uncertain or overwhelmed but it was at these points that the true strength and spirit of MLC School emerged, and our commitment to ‘dare to be more’ became real. We adapted, evolved and grew, adopting and inventing new ways to communicate and learn. Consequently, we emerged stronger, more connected and wiser. For our Year 12s, the final year of school was not what they expected or deserved but they remained positive and strong, displaying the most astonishing resilience and grit. I could not be prouder and offer them all my most sincere congratulations. To maintain a commitment to their studies during such a tumultuous year, and also produce some of the highest IB and HSC results in the School’s history is an astonishing achievement. Members of staff at MLC School always work hard but this year required exceptional levels of commitment and time from them. Those working behind the scenes had to change their approach, the IT team moved us to full online learning overnight and, at the same time, developed ways for us to stay connected with our broader community. Our facilities team kept us safe, constantly responding to the changing guidelines. Our Chaplains cared for us, checked in on us and offered practical support.

MLC SCHOOL

The teaching staff went from face-to-face delivery to online delivery literally overnight. Teaching online involves much more than just recording what you would usually do face to face. But we did not lose one teaching day. What an achievement. From the youngest Pre-Kindergarten student, throughout all levels in the Junior School and the Senior School, our girls responded just as we knew they would, adapting to the new model with ease, taking on more responsibility for their own learning and caring for friends even when they could not be together in person, demonstrating the MLC School values of courage, compassion, respect and growth. Behind the scenes, the Executive Team met daily ensuring that the School was up to date with the most recent changes to regulation and leading from the front in their actions and communication. I would like to acknowledge each of them for their hard work and leadership. A huge thank you is also due to past Chair of Council, Ms Pauline Johnston, current Chair, Dr Eve Tsironis, and all members of Council for their support and encouragement this year. Being able to rely on their leadership and expertise as we navigated the changes and adapted our approach was invaluable. So, while 2020 was a year like no other, it was an incredibly successful year and one that will go down in the history books for all the right reasons. Lisa Moloney, Principle, MLC School

VISION

VALUES

The MLC School girl is at the heart

Ì Courage

Ì Respect

of everything we do.

Ì Compassion

Ì Growth

MISSION MLC School’s mission is to educate and inspire young women to be fearless thinkers with moral courage and compassion, to be agents of change in their own lives and the lives of others.

The MLC School girl is empowered with skills and capabilities that enable her to be adaptive, compassionate and courageous. She embraces new challenges and opportunities; and strives for excellence. She is cared for and well supported so that she can confidently focus on her own individual, personal and academic growth.

2019 ANNUAL REPORT

2020 Educational and Financial Reporting Policy

Public Disclosure

MLC School will maintain the relevant data and will comply with reporting requirements of the Department of Education and Communities (DEC) and the Department of Education and Training (DET). This reporting will include public disclosure of the educational and financial performance measures and policies of the School as required from time to time.

MLC School will maintain the relevant data and will comply with reporting requirements of DEC and DET. This report includes public disclosure of the educational and financial performance measures and policies of the School. This report is available to download by members of the MLC School Community via the MLC School website. Notification of its availability after 30 June 2021 will be made via the MLC School Community e-newsletter. It will also be made available in hard copy upon request.

Procedures

Annual Report Procedures for implementing the policy include: Ì

Identification of the staff member responsible for coordinating the final preparation and distribution of the annual report to the Board and other stakeholders as required

For each reporting area, identification of the staff member responsible for the collection, analysis and storage of the relevant data and for providing the relevant information to the coordinator for inclusion in the report

Determination of the specific content to be included in each section of the report and reviewing this each year to ensure ongoing compliance, relevance and usefulness

Preparation of the report in an appropriate form to send to the NSW Education Standards Authority (NESA) setting the annual schedule for:

Financial Information Summary

The financial position of MLC School continues to remain sound, with all key budget parameters for 2020 achieved.

5% 15%

Income

80%

Î Delivery of information for each reporting area to the coordinator Î Preparation and publication of the report Î Distribution of the report to NESA and other stakeholders

Requests for Additional Data

From time to time the Australian Government, through the Minister for Education, and the NSW Government, through the Minister for Education and Communities, may request additional information. To ensure that any requests are dealt with appropriately, the School will identify the staff member 5% responsible for coordinating the School’s response. This person is % 15collection responsible for the of the relevant data and for ensuring it is provided to the relevant authority in the appropriate form.

Income

80%

DET Annual Financial Return

 Fees and private income  Commonwealth recurrent grants  State recurrent grants

4% 28%

Expenditure

68%

The School will identify the staff member responsible for completing the questionnaire. This person is responsible for the collection of the relevant data and for ensuring it is provided to DET in an appropriate form.  Salaries, allowances, related expenses  Non-salary expenses  Capital expenditure

MLC SCHOOL

Evidence of Compliance 1. Key School Bodies Reports MLC SCHOOL COUNCIL The MLC School Council provides a link with the School’s ownership, namely the Uniting Church in Australia, and is the guardian of the vision of the School’s Founders. The Council is responsible for determining School policy, monitoring performance, and maintaining relationships with external bodies such as government. There are currently 9 members of Council. The Council has several standing committees, including, Master Planning; Finance, Audit and Risk; and Building. MLC School Council met seven times (including the Annual General Meeting), under the Chair, Dr Eve Tsironis.

THE PARENTS AND FRIENDS (P&F) COMMITTEE The P&F is the main parent body at MLC School. Its purpose is to enhance family involvement in the MLC School Community, represent the views of parents, build and strengthen community spirit and support the School in material, practical and financial ways.

STUDENT REPRESENTATIVE COUNCIL (SRC) The SRC is the voice of the student body and is an elected committee with three representatives each from Year 7 through to Year 11. The members are voted by their peers. Year 6 includes a class representative, while Year 12 is represented by all interested students. The SRC provides girls with opportunities to collaborate across Year groups on a variety of events and initiatives, including addressing concerns of the student body, organising feedback from the student body, and planning student events. The SRC was active in 2020 running a number of initiatives designed to support girls to deal with the challenges of the social restrictions they were facing outside the School, whilst ensuring that the student and staff community was connected and having fun at times when it did not seem possible. SRC initiatives included popular events such as Teacher Appreciation Week, LEGO Drive and the World's Greatest Shave.

Given the ever changing context of 2020, however, a decision was made to suspend the inclusion of contributions to the P&F on the regular fees statements. In addition, the limited ability for parents to come onto the School site for much of the year impacted a large number of events and ways by which parents could contribute their time and efforts. Nevertheless, where events or parent forums could be held in a virtual format, the P&F moved quickly to adopt them. This year there were P&F funded presentations from Dr Michael Carr-Gregg and Paul Dillon; and a virtual Mother/Daughter disco. Parent ambassadors continued their efforts to keep the community connected as much as was possible.

2020 ANNUAL REPORT

2. Contextual Information About MLC School MLC School is an independent, non-selective girls’ school under the Uniting Church of Australia, educating girls from Pre-Kindergarten to Year 12. It is situated 11 kilometres from the CBD in Sydney. Established in 1886, MLC School pioneered young women’s education and was one of the earliest to prepare its students for university. This view that it is encumbent upon the school to break barriers and set new expectations around the education of girls continues today. MLC School offers: Ì

Dedicated staff who create compelling and engaging learning experiences

Fully integrated educational experiences for each of MLC School’s learning environments – the Early, Junior, Middle and Senior Years

A commitment to international standards of excellence providing the pathways for Higher School Certificate (HSC) and International Baccalaureate (IB) Diploma Programme for tertiary entry

Extensive co-curricular programs that focus on leadership, personal challenge and resilience in multiple domains

Languages including Japanese, French, Indonesian and Chinese (Mandarin)

A culturally and ethnically diverse student body

Co-curricular activities including a world-renowned Music department

Nationally recognised and award-winning programs for swimming, diving, and gymnastics

Dynamic dance and drama productions

Debating and public speaking programs

Extra-curricular partnerships with leading institutions to enhance student learning

Strong spiritual focus for girls to develop a deep understanding of the Christian faith and respect for other faiths

A dedication to global citizenship through programs such as Round Square. Our girls become compassionate agents of change in their own lives and the lives of others

In 2020 MLC School continued its excellent academic results sustained over a wide range of student achievements. Median Australian Tertiary Admission Rank (ATAR) for the HSC cohort was 93.15. Average UAC score (ATAR equivalent) for the IB cohort was 98.05.

MLC SCHOOL

School Facts School sector School type Year range Total enrolments Girls

Non-Government Combined Pre-Kindergarten to Year 12 1265 1265

Boys

Full-time equivalent enrolments Indigenous students Location Student attendance rate Staff headcount Full-time equivalent teaching and non-teaching staff Full-time equivalent teaching Full-time equivalent non-teaching staff

1226* 8 Metropolitan 96% 230 203 134.95 68.05

*An additional 39 students attend early childhood programs at MLC School. These students are not included in the census statistics that relate to full-time equivalent enrolments from Kindergarten to Year 12 only.

3. Student Performance in National and Statewide Tests and Examinations MLC School offers two courses to attain a Year 12 school leavers’ qualification, the NSW Higher School Certificate (HSC) and the International Baccalaureate (IB) Diploma. Students are guided and counselled in their choice of course. Options include: a. Pathways – Each year some MLC School students in Year 11 and Year 12 select the Pathways option of extending their HSC or IB Diploma by up to two years to accommodate their demanding commitments in extra-curricular activities or to provide, in special circumstances, flexible program delivery over a longer period of time. b. Acceleration is available for those very capable students who sit an HSC course in conjunction with Preliminary courses in Year 11. c.

NSW Education Standards Authority (NESA) Endorsed Curriculum Framework courses that gain credit towards the HSC, count towards the ATAR and credit towards national vocational qualifications under the Australian Qualifications Framework.

d. Vocational Education and Training (VET) courses that also gain credit towards the HSC but will not count towards the ATAR.

SUMMARY In 2020 our Year 12 students achieved strong academic results. The Median ATAR for HSC was 93.15 and the average UAC score (ATAR equivalent) was 98.05 for the IB cohort. Ì

38% of students scored 99.00 or above

75% of students scored 95.00 or above

Over 94% of students scored 90.00 or above

The University Admissions Centre (UAC) awards the Australian Tertiary Admissions Rank (ATAR) for HSC students. A University Admission Centre Rank (UAC Rank) is an equivalent award for IB Diploma students. For detailed information please see mlcsyd.nsw.edu.au

NSW EDUCATION STANDARDS AUTHORITY (NESA) HIGHER SCHOOL CERTIFICATE, 2020 In 2020, there were 126 instances of students being awarded Band 6 or E4 (the highest bands possible) while 66% of the cohort achieved a Band 6 in at least one subject. In 33 HSC subjects of 36 courses offered, MLC School’s average exceeded the state average. In 31 of the 36 courses sat by our students the results in Bands 5 and 6 exceeded the state average. Four students were placed on the HSC All Rounders list, for those who achieve Band 6 in 10 units of studies. MLC School students also received 5 state rankings. One student achieved a perfect ATAR of 99.95, one of only 15 girls in NSW to achieve this level. For detailed information please visit mlcsyd.nsw.edu.au

2020 ANNUAL REPORT

2020 HIGHER SCHOOL CERTIFICATE – MLC SCHOOL RESULTS AND STATE COMPARISON Subject Ancient History Biology Business Studies Chemistry Chinese Continuers Dance Design and Technology Drama Economics English Advanced English Standard Food Technology French Continuers Geography Indonesian Continuers Japanese Beginners Mathematics Advanced Mathematics Standard 2 Modern History Music 1 Music 2 Personal Development, Health and Physical Education Physics Studies of Religion I Studies of Religion II Textiles and Design Visual Arts

Subject Entertainment Industry Examination

Subject

No. of students

Mean score for MLC School students

% of MLC School students in Bands 5 and 6

% of MLC School students in Bands 3 and 4

% of MLC School students in Bands 1 and 2

10 20 19 16 1 7 8 20 7 78 8 7 4 10 1 3 25 36 23 8 12

85.96 75.93 80.72 77.91 96.6 84.83 87.23 92.6 85.51 83.17 76.43 90.8 84.65 79.08 92.2 77.07 80.26 77.98 82.25 88.53 85.7

100 25 53 44 100 86 88 100 57 76 25 86 75 70 100 67 40 47 57 88 92

0 75 47 56 0 14 12 0 43 24 75 14 25 20 0 33 60 53 43 12 8

0 0 0 0 0 0 0 0 0 0 0 0 0 10 0 3 0 0 0 0 0

85.32

5 6 19 8 11

80.64 40.83 82.57 86.23 89.45

80 67 68 100 100

0 33 32 0 0

20 0 0 0 0

No. of students

Mean score for MLC School students

% of MLC School students in Bands 5 and 6

% of MLC School students in Bands 3 and 4

% of MLC School students in Bands 1 and 2

87.16

No. of students

Median score for MLC School students

% of MLC School students in Band E4

% of MLC School students in Band E3

% of MLC School students in Bands E2

% of MLC School students in Bands E1

Chinese Extension

46.4

100

English Extension 1

43.03

English Extension 2

40.66

History Extension

44.6

Mathematics Extension 1

75.76

Mathematics Extension 2

72.86

Music Extension

47.88

100

Science Extension

47.1

100

MLC SCHOOL

2020 INTERNATIONAL BACCALAUREATE (IB) DIPLOMA PROGRAMME The 2020 IB results for MLC School were high, with seven students achieving a perfect score of 45, converting to an ATAR rank of 99.95. Fifty-three students received Distinction certificates having gained a score of 40 or more and 46 students were awarded the International Baccalaureate Diploma.

The median IB Diploma ATAR rank was 98.05. Seventeen students achieved the maximum three bonus points for their work in the compulsory core areas of Theory of Knowledge and the 4000-word Extended Essay. The highest grade achievable in a course, Grade 7, was attained 166 times (41% of all grades attained). MLC School was named number one IB school in Australia in 2020 and 32nd worldwide.

2020 IB – MLC School Results and World Average Subject

No. of students

Grade 5–7

Grade 3–4

Grade 1–2

MLC School average grade

World average grade

English A: Literature HL

6.07

5.48

Chinese B - Mandarin HL

6.65

Chinese B - Mandarin SL

6.11

6.73

French B HL

5.16

French B SL

6.39

5.54

Indonesian B SL

Italian ab initio SL

4.82

Japanese ab initio SL

5.79

Spanish ab initio SL

5.58

Business Management HL English

6.74

4.66

Economics HL English

6.14

5.3

Economics SL English

5.5

5.18

Geography HL English

6.38

5.44

Geography SL English

5.26

History SL English

6.5

4.4

History Europe HL English

5.06

Psychology HL English

6.21

5.38

Psychology SL English

5.12

Biology HL English

5.43

4.66

Biology SL English

6.11

3.89

Chemistry HL English

5.92

5.44

Chemistry SL English

5.81

4.03

Physics SL English

5.56

3.89

Sports HL English

6.6

5.6

Sports SL English

6.62

4.28

Mathematical Studies SL English

6.28

3.88

Mathematics HL English

5.06

Mathematics SL English

5.83

4.06

Dance HL English

6.67

6.46

Music HL English

6.67

5.58

Music SL English

5.1

Theatre HL English

6.11

5.64

Visual arts HL English

6.25

4.69

Grade D

Grade E

Subject

No. of students

Grade A

Grade B

Grade C

Extended Essay

Theory of Knowledge

2020 ANNUAL REPORT

NESA RECORD OF SCHOOL ACHIEVEMENT RESULTS 2020 The Record of School Achievement (RoSA) was introduced in 2012.

The table below gives MLC School’s pattern of Grades for all Year 10 courses in 2020 and compares them with the State’s pattern of grade distribution.

Students in Year 10 and Year 11 are awarded grades in each of their subjects. School total students

State total students

MLC School Pattern % of students in Grade distribution A

English 200 hours

133

87056

15.04

42.86

41.35

0.75

Mathematics 200 hours

133

87400

27.07

27.82

29.32

14.29

Science 200 hours

40.6

25.56

33.83

1.5

State Pattern % of students in Grade distribution N

12.81 28.52 36.25 15.83

5.86

0.73

15.35 22.24 32.26

22.8

6.71

0.65

13.24 24.59 35.99 18.87

6.64

0.66

18.79 30.89 33.84

4.08

0.4

26.11 34.42 28.38

8.36

2.52

0.22

133

87109

Commerce 100 hours

5467

Commerce 200 hours

19946

26.42

37.74

35.85

Geography 100 hours

133

87026

13.53

42.11

2.26

15.36 27.82 34.53 15.74

0.56

History 100 hours

133

87048

32.33

39.85

27.07

0.75

15.05 27.28 34.69 16.22

6.12

0.64

Chinese 200 hours

1000

10.71

39.29

14.9

5.6

1.8

0.1

French 200 hours

2617

22.06

42.65

29.41

5.88

36.07 31.75 22.85

7.53

1.76

0.04

Indonesian 200 hours Design and Technology 100 hours Design and Technology 200 hours Food Technology 100 hours Food Technology 200 hours Information and Software Technology 200 hours Textiles Technology 100 hours Textiles Technology 200 hours Dance 100 hours

178

23.08

38.46

34.83 28.09 23.03 12.36

1.69

1933

25.92 27.88 31.82 11.17

3.1

0.1

3644

29.64 33.18 26.84

7.88

2.36

0.11

5915

16008

100

50.5

27.1

14.62 28.57 34.95 14.81

6.51

0.54

45.45

40.91

13.64

18.83 29.11 31.93 14.17

5.23

0.72

7406

41.67

33.33

25.13

28.09 11.77

4.43

0.28

883

33.33

66.67

20.05 30.12 31.82 12.23

5.66

0.11

2050

44.44

11.11

31.61 32.39 26.78

7.56

1.56

0.1

417

19.66 24.46 32.85 15.11

6.95

0.96

Dance 200 hours

1832

53.85

33.95 32.21 21.29

8.19

3.88

0.49

Drama 100 hours

2019

100

19.96 33.58 30.36 11.59

4.26

0.25

Drama 200 hours

6242

54.35

43.48

2.17

32.19 33.69 23.45

7.34

2.9

0.43

Music 200 hours Photographic and Digital Media 200 hours Visual Arts 100 hours

9534

82.61

13.04

4.35

27.38 31.71 25.81 10.35

4.29

0.46

5336

85.71

14.29

22.73

28.45 11.53

4.7

0.99

3984

100

Visual Arts 200 hours Personal Development, Health and P.E. 100 hours Personal Development, Health and P.E. 200 hours

12441

20554

131

65028

MLC SCHOOL

44.44

100

16.03

30.77

15.38

30.3

31.6

17.09 32.86 32.45 11.47

5.32

0.8

28.1

32.96 26.28

8.7

3.37

0.59

100

17.49 34.61 34.32

9.9

3.25

0.43

0.66

33.59

50.38

13.93 32.54 36.43 12.44

The table below gives MLC School’s pattern of Grades for all Year 11 courses in 2020 and compares them with the State’s pattern for distribution of grades. School total students English Advanced English Extension Mathematics Advanced Mathematics Extension Mathematics Standard

State total students

MLC School Pattern % of students in Grade distribution A

12.99

State Pattern % of students in Grade distribution N

21.18

43.78

29.8

4.5

0.64

0.1

39.61

41.74

15.16

2.71

0.69

0.09

24.72

25.86

31.23

14.55

3.57

0.06

28.64

27.68

27.96

12.86

2.81

0.04

28945

10.39

36.36

40.26

5673

25041

16.67

44.44

11834

27.27

45.45

40775

9.09

15.15

54.55

21.21

7.72

20.91

36.78

23.84

10.05

0.69

Biology

25370

26.47

35.29

2.94

12.64

27.01

39.05

16.19

4.86

0.25

Chemistry

14917

27.27

54.55

18.18

16.36

27.22

36.07

16.04

4.11

0.19

Physics

11163

33.33

16.01

27.78

35.3

16.42

4.35

0.14

Ancient History

9139

22.22

33.33

44.44

16.08

26.38

33.78

16.14

6.63

0.98

Business Studies

23454

30.3

45.45

24.24

13.61

28.35

36.91

15.42

5.24

0.48

Economics

7088

18.75

12.5

68.75

23.97

33.56

29.92

9.85

2.58

0.11

Geography

6058

11.11

55.56

33.33

19.21

31.41

31.89

12.56

4.44

0.48

Modern History

15006

27.27

45.45

27.27

17.13

28.87

33.61

14.37

5.4

0.61

10393

14.8

30.68

39.74

12.82

1.92

0.04

7784

4.76

57.14

28.57

16.3

34.22

35.62

11.47

2.2

0.18

280

33.33

48.21

27.86

12.14

10.36

1.43

844

12.5

43.13

34.24

18.13

3.91

0.47

0.12

32.5

41.25

23.75

2.5

5049

19.92

29.17

31.55

14.06

4.83

0.46

1599

54.55

27.27

18.18

24.02

31.96

27.39

11.57

4.38

0.69

Dance

1177

55.56

22.22

36.96

18.52

4.33

2.8

0.42

Drama

5027

54.55

22.73

28.09

37.26

24.89

6.94

2.33

0.5

Music

877

100

50.51

33.41

14.03

1.82

0.23

Visual Arts

11218

21.98

33.58

28.62

10.88

4.21

0.72

Personal Development, Health and Physical Education

20771

12.82

28.21

56.41

2.56

13.83

27.73

36.07

16.44

5.5

0.43

Studies of Religion I Studies of Religion II Chinese Continuers French Continuers Indonesian Continuers Design and Technology Textiles and Design

11.11

100 9.52

12.5

100 20

2.78

2020 ANNUAL REPORT

NAPLAN RESULTS 2020 Education ministers made the decision to cancel NAPLAN in 2020 due to the COVID-19 pandemic.

4. Senior Secondary Outcomes Vocational Education and Training (VET)

Year 12 Results Senior Secondary Certificate Awarded

144

Completed Year 12

144

Awarded a VET Qualification

5. Professional Learning and Teaching Standards, Attendance and Non-Attendance Professional Learning

MLC School staff undertook professional learning opportunities throughout 2020 which included: Ì

HSC/IB DP marking

Staff development days

Mentoring programs

School-based workshops

Online training courses

External conferences and workshops (many were delivered virtually)

Teaching staff participated in professional learning workshops related to student learning dispositions, coaching and mentoring, differentiation, literacy, inquiry-based learning, pedagogical approaches to the use of technology in improving student learning outcomes, cyber safety and gifted and talented education throughout 2020. In addition to the school-based workshops teaching staff also participated in accredited courses provided by the following organisations: Ì

Association of Independent Schools NSW (AIS NSW)

NSW Education Standards Authority (NESA)

The professional learning at MLC School is developed through consultation with relevant stakeholders and is linked to the Strategic Plan, staff professional development plans and departmental operational plans that are informed by data collection and analysis.

International Baccalaureate Organization (IBO)

Harvard Graduate School of Education (HGSE)

MLC School expended an annual figure of $129,000 on professional learning for both teaching and support and operational staff in 2020.

Association of Heads of Independent Schools of Australia (AHISA)

Independent Primary School Heads of Australia (IPSHA)

The School Executive participated in professional learning conducted by an expert leadership coach. In addition to this each member of the Executive undertook external professional learning opportunities as relevant to their role including but not limited to compliance requirements, child protection, workforce management, research into pedagogical practice and wellbeing.

Australian Council for Educational Research (ACER)

History Teachers Association (HTA)

Mathematics Association of NSW (MANSW)

English Teachers Association (ETA)

Technology Educators Association (TEA)

Geography Teachers Association of NSW and ACT (GTA NSW)

Modern Language Teachers Association of NSW

Science Teachers Association of NSW Inc (STASW)

Visual Arts and Design Educators Association (VADEA)

Instructure Inc.

All staff participated in professional learning about child protection and first aid as part of the whole school professional learning days. Senior and Middle leaders also participated in a leadership program as part of the whole school professional learning.

Further professional learning was completed through attendance at non-accredited courses provided by:

2020 ANNUAL REPORT

Teacher Accreditation as 31 December 2020 Level of Accreditation

Number of Teachers

Conditional

Provisional

Proficient Teacher

157

Highly Accomplished Teacher (voluntary accreditation)

Lead Teacher (voluntary accreditation)

TOTAL NUMBER OF TEACHERS

167

Teacher Qualifications* Category

Number of Teachers

1. Teachers having teacher education qualifications from a higher education institution within Australia or as recognised within the National Office of Overseas Skills Recognition (AEI-NOOSR) guidelines, or 2. Teachers having a Bachelor degree from a higher education institution within Australia or one recognised within the AEI-NOOSR guidelines but lack formal teacher education qualifications

165

*Note that the number of teachers falling within these two categories may not sum to the total number of teachers as reported in the previous accreditation table as some teachers with Conditional accreditation may not be included.

6. Workforce Composition In 2020 the average daily staff attendance rate for teachers was 90.5%. The proportion of teaching staff retained from 2019 to 2020 was 93.3%. Staff

Teaching

Non-Teaching/Operational

Total

Primary Full-time Equivalent

37.6

23.004

60.604

Secondary Full-time Equivalent

97.35

45.048

142.398

TOTAL FULL-TIME EQUIVALENT

134.95

68.052

203.002

2020 ANNUAL REPORT

7. Student Attendance and Retention Rates Students at MLC School have high attendance rates. The School monitors student attendance administratively through both Junior and Senior School processes. Strategies to improve poor or unsatisfactory school or class attendance include following up unexplained absence via phone contact, email and student/ parent/carer interviews. Unsatisfactory attendance information is transferred to student files and for students whose attendance pattern is of concern, documentation to substantiate reasons for

absence is requested, and follow up with appropriate external agencies is taken. Ninety six per cent of students attended school on average each school day in 2020. This figure maintains the daily attendance achieved since 2011 when attendance reporting became a requirement.

Total Attendance Year Level

Enrolment Days

Attendance Days

Attendance %

Kindergarten

5,989

5,536

Year 1

9,481

9,003

Year 2

10,887

10,312

Year 3

8,828

8,444

Year 4

11,302

10,853

Year 5

14,765

14,157

Year 6

11,591

11,177

Year 7

21,917

21,160

Year 8

20,552

19,553

Year 9

24,231

23,203

Year 10

22,716

22,013

Year 11

22,114

21,123

Year 12

21,568

20,765

TOTAL

205,941

197,299

As reported to Department of Education and Training (DET) In 2020 the reporting requirements were simplified to the above table

Student Retention Year 9 Total Enrolment who remained to complete High School

Apparent Retention Rate

Actual Retention Rate

Years Compared

Year 9 Total Enrolment

Year 12 Total Completing High School

2017/2020

170

155

139

91.1%

81.7%

2016/2019

125

123

108

98.4%

86.4%

2015/2018

123

115

104

93.5%

84.6%

2014/2017

129

131

108

100%

83.7%

2013/2016

121

139

117

100%

96.7%

2012/2015

141

139

127

100%

91.4%

2011/2014

124

136

110

100%

88.7%

2010/2013

126

145

115

100%

91.3%

2020 ANNUAL REPORT

8. Post School Destinations Year 12 2020 Cohort The MLC School Careers Department provides multiple opportunities for students to stay informed about new and exciting courses at university.

Faculty

There has also been a trend for students to choose a greater variety of courses as well as combined degrees, which allow more flexibility and a broader skillset.

No.

Institution

No.

Arts/Social Science/Education

Australian Defence Force Academy

Biotechnology

Australian National University

Built Environment (Construction Mgmt/Property Economics)

Australian Catholic University

Business/Commerce/Economics

Australian College of Physical Education

Clinical Science

Bond University

Combined Law (with Communications, Commerce, Arts, Psychology, Science, IT, Engineering)

Macquarie University

Communications (Journalism, Media Arts, Social Political Sc)

Private College

Criminology/Social Work

Queensland University of Technology

Dentistry

Swinbourne University of Technology

Design (Interior, Landscape, Architecture, Product)

Sydney Conservatorium of Music, University of Sydney

Engineering (Aeronautical, Aerospace, Biomedical, Mechatronic, Software)

Torrens University

Health Science

University of Canberra

IT/Data/Business Systems

University of New South Wales

Liberal Arts & Science

University of Newcastle

Medicine

University of Notre Dame

Music

University of Queensland

Nursing

University of Sydney

Optometry

University of Tasmania

Optometry / Vision Science

University of Technology Sydney

Paramedicine

Western Sydney University

Pharmacy

Physiotherapy

PPE (Philosophy, Politics, Economics)

Psychology (incl. combined)

Science

Sport & Exercise Science

Sports Management

Theatre/Perfomance

Veterinary Medicine

2020 ANNUAL REPORT

9. Enrolment Profile, Policy and Procedure PROFILE

POLICY

The total number of students enrolled at the Commonwealth Census date of 1 August 2020 was 1265 (includes 39 PreKindergarten students). As in previous years, the Inner West and Inner Sydney maintain the highest proportion of students, both increasing by 0.06% on last year’s figures. The St George and Sutherland Shire are the next most significant drawing areas, both declining by 0.22% and 0.25% respectively. Central Western and Fairfield/Liverpool both showed increases of 0.13% and 0.19%.

Although the School has formal entry points, we welcome entry at all year levels. This will be at the discretion of the Principal and only if places are available. Formal or regular points of entry are: Ì

Pre-Kindergarten – Early Years (students must turn 4 years by 31 May in the year of entry). This is either a 3-day or a 5-day program

Kindergarten – Early Years (students must turn 5 years by 31 May in the year of entry)

Year 3 – Junior School

% of Student

Year 5 – Junior School

Blacktown

0.24

Year 6 – Transition

Canterbury/Bankstown

6.40

Year 7 – Senior School

Central Northern Sydney

2.13

Year 9 – Senior School

Central Western Sydney

5.22

Eastern Suburbs

0.47

Year 10 – in readiness to commence either the Higher School Certificate (HSC) or the International Baccalaureate (IB) Diploma Programme

Fairfield/Liverpool

2.13

Inner Sydney

19.53

Inner West

41.42

Lower Northern Sydney

7.83

MLC School students reflect a wide range of family backgrounds. More than 30 nationalities and 35 religions are represented in the MLC School environment.

Residential Distribution Metropolitan Area

Outer South West

Outer West

0.24

St George

10.04

Sutherland Shire

4.03

Secondary

Primary

Year Level

No. of Students

Year Level

No. of Students

Year 12

159

Year 6

Year 11

129

Year 5

Year 10

132

Year 4

Year 9

141

Year 3

Year 8

118

Year 2

Year 7

125

Year 1

Kindergarten

TOTAL

422

TOTAL

804

An additional 39 students (FTE approximately 31.4) attend early childhood programs at MLC School’s Junior School. These students are not included in the census statistics.

MLC SCHOOL

The MLC School enrolment process begins when an application for enrolment form has been completed and sent to the School, together with the application fee. This form must be accompanied by several supporting documents, including the child’s birth certificate. We encourage parents to enrol their daughters as soon as possible. Entry is not academically selective. The School accepts enrolment applications any time after birth. Attending a tour morning is a recommended step in the enrolment process for all families. Once a completed application for enrolment has been received, each applicant is placed on a waiting list.

Year Group Distribution at Census 2020

Enrolment Entry Levels

For entry into Year 8 to Year 11, at least two years prior to the nominated year of entry, and prior to being interviewed, the School will invite students to undertake a learner profile assessment to determine their current learning level. Those students entering the School from outside the New South Wales education system will also be asked to sit for a diagnostic assessment, to determine the most appropriate entry level. An acceptable standard of English is a prerequisite for all students within this entry range. After completion of all the entry requirements, parents and their daughters may be invited to an interview. Families with girls entering the School from Pre-Kindergarten to Year 6 will meet with the Head of Junior School or their delegate for an interview. Appropriate to the year group, families with girls entering the School from Year 7 to Year 11 will meet with the Deputy Principal, or Head of Senior School, for their interview. An invitation to interview is not a guarantee of an offer.

It is the parent/carer's responsibility to advise the School of any changes to contact details once their daughter is enrolled. If the School is unable to contact a parent/carer their daughter’s enrolment application may be forfeited. Changes to entry year should be advised as soon as possible and will be considered but cannot be guaranteed.

MLC School Old Girls and Current Families

Preference is given to daughters of MLC School Old Girls and to current MLC School families. It is recommended that application be made by their daughter’s first birthday or at least three years prior to the nominated entry level. Families with preference need to observe the School’s enrolment procedures.

Enrolment Fee

If an offer is made, families are required to pay the nonrefundable Final Enrolment Fee of $A2900 per student and sign an enrolment agreement (Final Enrolment Form) with the School. This payment should be received within 10 days of the receipt of the letter to confirm enrolment at MLC School. If the offer is not accepted within the timeframe, it will lapse, and places will be offered to others on the waiting list. NOTE: the Enrolment Fee is separate from the tuition fees. NOTE: the School reserves the right to not offer a place, at any stage of the enrolment process. The School also reserves the right to determine the appropriate entry level for each applicant, based on their age.

Conditions of Enrolment These Conditions are to be agreed to by parents or guardians when they accept an offer of a place for a child at the School.

Interpretation

plus an amount to reflect the administrative costs to the school in collecting outstanding fees. The Overdue Charge represents a genuine pre-estimate by the school of the loss that it would suffer if fees were not paid by the due date. We understand that we may obtain the current rate from the Finance Office. 5. If an account for fees is not paid in full by the end of the term in which they were due for payment, the student’s enrolment may be suspended and the school may subsequently without further notice refuse entry to the student or terminate her enrolment. 6. A full term’s notice in writing must be given to the Principal before any student is withdrawn/removed. The notice must be given no later than one week prior to the end of the preceding term. If this notice is not given, we agree to pay a term’s fees plus GST. This amount is a genuine pre-estimate by the School of the loss that it will suffer if we do not provide the required notice. 7. 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. 8. We authorise the School to incur expenditure on our behalf such as purchases of books, stationery and equipment, and to advance such fares from time to time as the school considers necessary. 9. We agree to pay all medical and ambulance expenses incurred on behalf of the student.

Expectations and Behaviour 10. The School may terminate the enrolment of the student without notice if, either before or after the commencement of enrolment, the School finds the relevant particulars of the special needs of the student have not been provided to the School or the particulars provided are materially incorrect or misleading.

'Parents' includes guardians or any other person who has applied to have a child entered on the waiting list or enrolled at the School and, where the child has only one parent, means that parent.

11. We understand that our acceptance of the School’s offer of a place for the student implies that she will complete her schooling at the School unless unforeseen circumstances arise.

Fees

12. We acknowledge and agree that the student is expected to respect the School values, adhere to all School rules, work diligently at her studies and consistently behave in a manner appropriate for an MLC School student, including in regard to her personal presentation and conduct, and in relation to any digital and social media profile and activity.

1. The School Council determines the fees and charges that will be payable from time to time which are set out in a Schedule of Fees. The fees are revised regularly and may be amended each year. 2. Fees and Charges may also be levied for co-curricular activities, elective subjects and sport. 3. We agree to pay to the School all fees for tuition, extra subjects, excursions, camps and the supply of goods and services to the student as determined by the School Council and as published in the Scale of Fees from time to time. 4. All fees are payable in advance and are due within 14 days of the date of the fee statement. If we fail to pay by the due date, we agree to pay an Overdue Charge calculated on the amount outstanding from the due date until the date of payment. The Overdue Charge is a rate percent per annum determined by the school from time to time. It is based on the average rate received by the school on its deposits

13. We acknowledge and agree that students are expected to wear the School uniform as prescribed including when travelling to and from school and follow conventional standards of appearance while at school in accordance with the School’s guidelines and the expectation of the School community. 14. We acknowledge and agree that as parents it is our obligation to support the student to meet the School’s expectations at all times. Should the Principal deem that the student is not meeting these requirements, she may, in her absolute discretion, give one term’s written notice to cancel the student’s enrolment. 15. We acknowledge and agree that we must ensure the 2020 ANNUAL REPORT

student has each item of officially required uniform, clean and in good repair, and all other requirements such as textbooks and stationery. 16. We have noted the School’s requirements in relation to discipline, home study, uniform code, attendance and leave and agree that the student must abide by them, and we agree to abide by them where they specifically apply to parent responsibility. 17. We acknowledge that the School is a Christian community and that behaviours and attitudes based on Christian values are encouraged. 18. We acknowledge and agree that we should communicate with students, parent/carer(s), visitors and staff members in a courteous manner, and follow the communication guidelines laid down by the School from time-to-time and observe any relevant Code of Conduct. We agree to avoid confrontation and criticism in public and accept that there is no place in the School community for sarcasm, derogatory remarks, inappropriate familiarity or offensive comments. 19. We accept the School’s Discipline Policy and we agree to support the administration of the School’s Discipline Policy. 20. We acknowledge and accept that the Principal may in her absolute discretion, but subject to affording the student procedural fairness, suspend or expel the student for breaches of rules or discipline. Failure on our part to comply with these conditions of enrolment could also lead to suspension or expulsion of the student. 21. We acknowledge and agree that the Principal may, by giving us one term’s written notice, cancel the student’s enrolment if the Principal considers that a mutually beneficial relationship of trust and cooperation between the School and us has broken down to the extent that it adversely impacts on that relationship. 22. We acknowledge that the Principal may cancel the enrolment of the student or ask us to remove the student from the School where the student has, in the Principal’s opinion, failed to meet the requirements of the NSW Education Standards Authority (NESA) or has otherwise failed to make satisfactory progress in her academic work and/or that the School can no longer meet the student’s needs, by giving not less than one term’s notice.

27. We agree and accept that all students must participate in and/or attend any activities deemed compulsory by the Principal, including but not limited to: i. As a school of the Uniting Church in Australia, their annual Sunday House Chapel Service, end of term Holy Communion Services (partaking of Holy Communion as a sacrament is optional but attendance at the Services is required), and weekly ChapeL ii. Co-curricular activities iii. The School sports program including Junior School and Senior School swimming and athletics carnival iv. Important School events such as Speech Day, Speech Night, whole school music or other whole school events and other events as required by the Principal, from time to time v. Various school camps, immersive learning experiences and excursions that occur from time to time as an integral part of the school curriculum 28. We understand that the School requires parents to be actively involved in the School through attendance at parent/teacher interviews and parent forums, participation in courses offered by the School relevant to the student’s education and assistance to the School in a voluntary capacity from time to time. 29. Requests for leave from school activities, including academic and co-curricular programs, and for early departure at the end of a day or term and/or late return from breaks will be refused unless in the most exceptional circumstances and must be applied for in writing to the Principal.

PROCEDURE All applications are processed in accordance with the School’s Enrolment Policy. Each applicant’s statement/interview responses regarding her ability and willingness to support the School’s ethos is considered.

23. We acknowledge and agree that the Principal may cancel the student’s enrolment on the basis of a pattern of behaviour and/or non co-operation between the student and/or the parent and the School, which the Principal considers is not beneficial to the School.

Each applicant’s educational needs are considered. To do this, the School gathers information and consults with the parents/ family and other relevant persons. Any strategies are identified to accommodate the applicant before a decision regarding the enrolment is made.

24. We understand and agree that the student is expected to maintain a consistent level of participation in School activities including the co-curricular program (fees may apply). We understand and agree that as parents it is our obligation to support the student to meet these expectations at all times.

Subject to availability, offers of a place will be made according to whether there are siblings of the student already at the school, whether they are the child of a former student and in the order of receipt. Continuing enrolment is subject to the student’s adherence to school rules (see Enrolment Contract, Pastoral Care Policies and Behaviour Management Policies) and payment of all school fees.

25. We accept that the School will determine which particular programs, courses and activities are offered and/or provided at any time and which of these programs, courses and activities are compulsory. We agree to obtain for the student the textbooks, technology and learning resources recommended by the school for its compulsory programs, courses and activities and to ensure that the student has these available for use at school. 20

26. We acknowledge and agree that the School has the right to assess the suitability of each student to automatically progress to the next academic year, and determine whether it is in the best interests of the student to do so.

MLC SCHOOL

The applicant and her family are then informed of the outcome. MLC School policies can be found on the MLC School website or in print form upon request from the Marketing and Community Relations' office.

10. School Policies STUDENT WELFARE POLICIES The School seeks to provide a safe and supportive environment which: Ì

Minimises risk of harm and ensures students feel secure

Supports the physical, social, academic, spiritual and emotional development of students

Provides student welfare policies and programs that develop a sense of self worth and foster personal development

Anti-Bullying Policy

Bullying and harassment in all forms – physical, verbal, electronic, emotional, psychological, and social, are totally unacceptable and will not be tolerated. The School has a supportive Pastoral Care structure of Heads of Year, Heads of House, Luminaries, Counsellors and other staff, as well as tailored Pastoral Care programs and strategies to support its students. The School employs a variety of approaches to deal with any bullying incident including restorative justice. Bullying issues are dealt with quickly, sensitively and firmly. Dealing with bullying is a priority and will be managed as such. Serious or repeated bullying may result in suspension of the student(s) from the School.

Policies for Complaints and Grievances Resolution The School’s policy for dealing with complaints and grievances includes processes for raising and responding to matters of concern identified by parents and/or students. These processes incorporate, as appropriate, principles of procedural fairness.

The full text of the School’s policy and processes for employee complaints and grievances is provided on the School’s website. Processes in relation to student and parent complaints are outlined in the Grievances and Complaints Policy for Parents and Students, available on the MLC School website.

Discipline Policies

At MLC School, students are required to demonstrate courtesy, respect, integrity and co-operation to all members of the school community at all times. Students are required to abide by the MLC School Student Code of Conduct and School Rules and to follow the directions of teachers and other people with authority, as delegated by the School. There is no corporal punishment at MLC School under any circumstances. MLC School follows procedural fairness in all discipline issues, working to ensure that the Student Code of Conduct and School Rules are implemented fairly and consistently. Where disciplinary action is required, the impact of the inappropriate behaviour on others or on the School Community provides the basis for a range of consequences. MLC School strives to maintain a safe and supportive environment. The full text of the School’s Discipline Code and associated procedures is provided to all members of the School Community through: Ì

Parent Information Handbook

Student Diary

The My MLC School Portal

2020 ANNUAL REPORT

MLC SCHOOL – A SAFE AND SUPPORTIVE ENVIRONMENT 10.1 Support

MLC School promotes a learning environment where teachers and pupils are mutually supportive. The School expects teachers and students to respect each other and not engage in conduct that undermines this mutual trust and support, and also to respect the philosophy and ethics of the school. The School encourages consultation between all members of the School community in matters that affect them.

10.2 Security

The School will implement measures designed to promote the safety and wellbeing of students, particularly having regard to its professional judgment as to what is required, and will include in its consideration such matters as:

a. Appropriate levels of supervision b. Security of buildings c.

Procedures in case of fire

The School has in place processes for dealing with complaints and grievances raised by students and/or parents. These processes will incorporate, as appropriate, principles of procedural fairness.

10.6 Pastoral Care a. Students are aware of, and have access to, appropriate Pastoral Care arrangements and access to, and use of, counselling within the school. b. The School takes reasonable measures to identify students with special needs and provide them with an appropriate level of support to assist them with their schooling with minimal disruption, taking into account the resources available. c.

Students requiring health and/or medical services and support or medication are assisted to access these in an appropriate manner. The School employs a full-time qualified Nurse to provide appropriate care on a daily basis.

10.7 Communication

The implementation of these requirements and procedures will be monitored for compliance from time to time.

The School provides both formal and informal mechanisms to facilitate communication between those with an interest in a student’s education and wellbeing. This may include communications between some or all of the following: student; parent or guardian or other significant family member of the student; teacher; counsellor; principal; representative of an appropriate government, welfare, health or other authority.

10.3 Supervision

10.8 Welfare

10.4 Conduct

All of the above policies have been implemented in a manner that is appropriate to the School, its students and the School community and with regard to the relevant legislative requirements that apply to the School and the students within its care.

d. Use of grounds and facilities e. Travel on school-related activities f.

Other appropriate matters

Appropriate measures will be taken by school staff to seek to ensure that all students are adequately cared for and supervised while undertaking both on-site and off-site activities, bearing in mind the type of activities and age of the students involved.

a. The School has a Code of Conduct for staff and students that may be supplemented from time to time by specific rules and directives. The Code of Conduct includes such matters as: i. The rights and responsibilities of students and staff within the school community ii. Behaviour management iii. The role of any school leadership system (or equivalent) in the school and the monitoring of that system iv. The management and reporting of serious incidents b. The School implements appropriate behaviour management practices for students, consistent with the philosophy of the school and with other aspects of this policy. c.

10.5 Complaints and Grievances

The School implements a student leadership system.

MLC SCHOOL

Welfare procedures for students undertaking distance education, outside tutoring, courses/subjects with an external provider or students taking up alternative residential/accommodation arrangements for the purposes of their schooling are as per school-based procedures.

11. School Determined Improvement Targets Achievements Against Targets Set for 2020 Focus

Learning and Teaching

Pastoral Care and Wellbeing

Co-Curricular

Spiritual Life

Communication and Family Experience

Action Research and develop the MLC School Learning and Teaching Framework, to align with the Pastoral Care Framework Implement a mentoring program for early career teachers Seek accreditation as NESA approved provider of professional learning Further develop data tracking of student progress to enhance student achievement Development of a professional learning program that is aligned to the School’s strategic priorities Research best practice, map and develop Pastoral Care Framework for MLC School Enhance staff capability in Pastoral Care practice through professional learning and appropriate ICT programs Introduce tailored ICT technologies to further monitor and support students with appropriate interventions Enhance parent support and education to further support their daughters Review all co-curricular programs and conduct a gap analysis and develop vision and mission for co-curricular programs

Outcome Research completed and Learning Dispositions identified and developed. Pastoral Care Framework development continuing. Ongoing Ongoing

Review and refine selection processes for co-curricular activities and teams

Processes reviewed and new protocols being introduced

Enhance participation in IGSSA sport from Y3 to Y12 Review exchange program for 2021 pilot scheme with other Round Square Schools

Ongoing Ongoing

Evaluate current service opportunities and investigate if UCA agencies could be engaged

Evaluation completed and agencies identified.

Promote opportunities for staff service participation Ensure a spiritual aspect for each student is embedded within the learning and teaching, and pastoral care frameworks

Ongoing Ongoing

Introduce a range of further opportunities for girls to explore faith

Opportunities explored. Ongoing

Improve customised level of communication to parents and the broader community Improve online enquiry experience and prospective parent experience, and review and improve orientation programs for new students and parents Implement tools to collect timely, deep and rich feedback from the school community Develop protocols and deliver online events where face to face is not possible

Ongoing

Continue to develop support for the busary and scholarship programs Use technologies to improve employee experience with regarding to recruitment and onboarding new staff Our Staff

Staff member appointed to track data and tracking analysis developed. Completed Ongoing Ongoing. Key staff trained through Accidental Counsellor course Ongoing Joint presentations with the P&F for parent education and support. Ongoing

Ongoing. Commencement Day introduced. Year 6 Excitement Day introduced. Onboarding for new students reviewed and experiences improved. Qualtrics engaged and surveys undertaken regularly. Ongoing Online presentations including live streaming of events, webinars, and video archive of all school events during 2020. Audio/Visual Coordinator to be appointed Ongoing New onboarding technologies introduced, including software to improve application assessment as part of recruitment process

Implement an employee engagement and staff feedback system Improve employee access to data and employment history through the introduction of an Employee Self Service Portal

Qualtrics engaged and regular surveys undertaken. Domus and ConnX introduced for all staff

Investigate and introduce health and wellbeing programs to support staff wellbeing

Wellness Newsletter regularly distributed to staff

Work with Universities to develop scholarship program for final year teaching students

Ongoing

Review and enhance Round Square opportunities

Principal appointed to the Board as Trustee for Round Square South East Asia. Further Round Square opportunities continue to be developed

Explore and develop opportunities with boys’ schools for cocurricular and curricular joint ventures

Cadet Pilot Program introduced for students in Years 9 to 12. Further opportunities developed during the year.

Partnerships

2020 ANNUAL REPORT

Governance and Sustainability

Continue to track and monitor Government funding requirements based on new needs-based model and develop financial planning as necessary Begin to streamline school administration processes for parents Review School bus service offering Continue to work towards incorporation as a School Develop and implement a school wide staff intranet Create a stronger customer focus for the ICT team Commence implementation strategies and work schedules for the new Student Information System Develop and implement a new online payment system the Aquatic Centre and other external facing departments of the school

ICT

Ongoing

Ongoing Bus services reviewed and new provider selected. Continue to monitor Ongoing Domus introduced Ongoing Implementation process started Udio and Deputy introduced for the Aquatic Centre

Targets for 2021 Focus

Learning and Teaching

Pastoral Care and Wellbeing

Co-Curricular

Spiritual Life

Communication and Family Experience

Our Staff

Partnerships

Governance and Sustainability

ICT

MLC SCHOOL

Action Continue development of Learning and Teaching Framework Implement a mentoring program for early career teachers Appoint an Assistant Head of Senior School (Academic Care and Administration) Create an improved structure and process of staff accreditation Review the timetable to create flexibility for improved student outcomes in both curricular and cocurricular programs Review of Immersive Learning Programs Further develop data tracking of student progress to enhance student achievement and widen its uptake Continue development of Pastoral Care Framework for MLC School Appoint an Assistant Head of Senior School (Pastoral Care and Wellbeing) Enhance staff capability in Pastoral Care practice through professional learning and appropriate ICT programs Introduce tailored ICT technologies to further monitor and support students with appropriate interventions Enhance parent support and education to further support their daughters Review all co-curricular programs and conduct a gap analysis and develop vision and mission for co-curricular programs Finalise review and implement improved selection processes for co-curricular activities and teams Enhance participation in IGSSA sport from Y3 to Y12 Introduce a specialised Pre-K to Year 2 cocurricular program Review exchange program for 2021 pilot scheme with other Round Square Schools Engage with UCA agencies and others to improve the service learning of students and staff Promote opportunities for staff service participation Ensure a spiritual aspect for each student is embedded within the learning and teaching, and pastoral care frameworks Introduce a range of further opportunities for girls to explore faith Improve customised level of communication to parents and the broader community Improve online enquiry experience and prospective parent experience, and review and improve orientation programs for new students and parents Further develop protocols for delivery of online events generally Continue to develop support for the bursary and scholarship programs Appoint Audio Visual coordinator Further develop employee engagement and staff feedback systems Reinvigorate Staff Social Club Further develop health and wellbeing programs to support staff wellbeing Work with Universities to develop scholarship program for final year teaching students Further enhance Round Square opportunities Further develop opportunities with boys’ schools for co-curricular and curricular joint ventures Continue to track and monitor Government funding requirements based on new needs-based model and develop financial planning as necessary Begin to streamline school administration processes for parents Continue to monitor School bus service offering Continue to work towards incorporation as a School Create a stronger customer focus for the ICT team Introduce new Student Information System to the school Put in place full implementation and training process for new Student Information System

12. Initiatives Promoting Respect and Responsibility JUNIOR SCHOOL

SENIOR SCHOOL

Respect and responsibility are promoted throughout the Junior School in various facets. As the academic year commenced the Junior School students celebrated Chinese New Year with a number of cultural activities. This annual celebration deepens our growing awareness and appreciation for this important cultural festival in Australia and our nearby Asian neighbours.

MLC School rules are based on respect: for school, others, self and property.

Our multicultural diversity is valued and celebrated each and every day. Whilst we were unable to celebrate the highly anticipated International Night due to the COVID-19 pandemic we did celebrate National Reconciliation Week, bringing about a greater awareness of our Aboriginal and Torres Strait Islander Australians. The Junior School’s Pastoral Care program supports all girls social and emotional learning. It incorporates our friendship program URSTRONG, supporting all students and empowering teachers and parents/carers as girls learn respect for each other, developing the skills of dealing with friendship challenges how be maintain healthy relationships. This year we hosted a parent-daughter workshop by Dana Kerferd about empowering our girls to work towards positive social and emotional relationships with each other. During COVID-19 Flexible Learning girls throughout the Junior School participated in wellbeing challenges at home that continued when students returned to school. Junior School promotes respect and responsibility through other initiatives. Students may partake in the Kitchen Garden Club, as a means to extend their respect for the environment. The Jesus and Me co-curricular club teaches the importance of respect to others through reflection of our Christian values and Gospel teachings. The Year 6 – Year 10 Big Sister program is a new initiative, further enhancing our primary to secondary transition program.

Senior School students have continued to be engaged in a range of activities to promote respect and responsibility within our community. The 2020 Student Leadership Team, headed up by School Captain Amelie Roediger, has been at the forefront. They have worked diligently to engage the school community with a variety of initiatives promoting wellbeing in their peers, and organising events where individuals could tell their story. These events emphasised the overwhelming support and acceptance that already exists in our School community. Hearing the stories allowed MLC School students to approach these issues with greater compassion, strength and understanding. The first School event for 2020, was RUOK Day, an annual day that focused on normalising conversations around mental health. The School Captains then acknowledged White Ribbon Day, where the community stands together in solidarity with women who have suffered domestic abuse. 2020 marked the second staging of Teacher Appreciation Week, where students were encouraged to share messages of gratitude for all staff. In addition, they also celebrated Kindness Day where every member of the School community was presented with a cookie. Despite the challenges of COVID-19, the School was determined to do everything they could to acknowledge significant events, including International Women’s Day, A Bush Relief Fund Raising Day, A LEGO Drive for the Charity Play Well Africa and the launching of the Time Capsule. Other successfully staged events included the Shave for a Cure, House Just Dance Competition. The Captain's Corner e-newsletter was launched and was aimed at reaching the school student populations, offering tips and insights into the school leaders and their portfolios. Year 7 girls continue to benefit from relationships forged with Year 11 through the Big Sister Little Sister program, and the second year of the Year 10 and Year 6 Mentor Program.

2020 ANNUAL REPORT

13. Year 12 Parent Exit Surveys 2020 MLC School surveys all Year 12 parents about their experience at the School. The survey is run by an external provider and all responses are deidentified. In 2020, survey responses were received from 147 out of a total of 298 eligible respondents. This equates to a response rate of 49.3%.

Positive Open-Ended Responses Ì

I have been impressed with the way the school has managed every aspect of COVID-19 and the way they have tried to modify various activities so that the girls did not 'miss out' on most of their various milestones

I am impressed from the time of our entrance interview till now, overall MLC School has inspired our daughter to "Dare to be more"; Her transformation from a child to a young adult have positively been developed and I have full confidence that she will lead a successful, humble, rewarding, healthy and active life. The positive relationships that she has developed with her peers and friends speak for themselves. I am sure she would like our next generations to be taught at MLC; Special thank you to all of her teachers and school administration.

I couldn’t be happier with our choice in choosing MLC School. The teachers are supportive encouraging caring forward thinking and have been absolutely wonderful better than I could have hoped for.

My daughter has grown to be an amazing woman and I attribute so much of her character to the values of MLC School. I hope that one day her daughters can receive the same privilege.

My daughter has often commented on how much she appreciates and how fantastic the teaching staff and facilities have been throughout her years at MLC School

Celebrates diversity; global outlook; culture builds resilience; models leadership; provides an environment where every girl is challenged; opportunities and scaffolds to grow ("dare to be more"); excellent pastoral care; rich integrated co-curricular program; teachers genuinely passionate; commitment to staff professional development evident; multiple pathways supported; strong sense of community; happy place

What I have liked most has been the School's desire to be an inspiration to the girls, to help them understand their place in the world, to dream and aspire to great things.

The key areas in which parent feedback was sought include: Ì

Values and Culture

Homework

Leadership and Direction

Reporting

School Communication

Pastoral Care/Wellbeing

Curriculum

Student Transition

Co-curricular

Student Engagement

Learning and Extension

Parent Engagement

Teaching Standards

General

Learning Environment

Overall

Resources and Facilities

MLC School recorded an overall satisfaction score of 80% (4 out of 5). Best practice areas (in order of rating) include: Ì

Learning Environment

Values and Culture

Resources and Facilities

Leadership and Direction

Co-curricular

Reporting

Overall

Homework

Curriculum

Fair to good areas (in order of rating) include: Ì Parent Engagement Ì General

School Communication

Learning Extension

Pastoral Care/Wellbeing,

Student Engagement

Student Transition

Teaching Standards

MLC SCHOOL

2020 MLC School Annual Report

Articles inside

Foreword �����������������������������������������������������������

2020 Educational and Financial Reporting �����������������������������������

Foreword ��

2020 Educational and Financial Reporting ��