2020 Annual Report by PLC Sydney

School Policy on Educational and Financial Reporting

Page 3

Reporting Area 1.0

A Message from Key School Bodies

1.1

Message from Chairwoman of Council

1.2

Message from Parents and Friends’ Association

1.3

Message from the Principal

1.4

Message from Student Representative Council

2.0

Contextual Information about the school

3.0

Student Performance in national and state wide tests and

examinations 3.1

HSC

3.2

ROSA

3.3

Literacy and Numeracy Assessments in Years 3, 5, 7 and 9

4.0

Senior Secondary Outcomes

5.0

Professional Learning and Teacher Standards

5.1

Professional Learning

5.2

PLC Staff Standards

6.0

Workforce composition, including Indigenous

7.0

Student attendance, management of non-attendance and

secondary retention 7.1

Student attendance

7.1.1

Management of non-attendance

7.2

Student retention rates

8.0

Post school Destinations

9.0

Enrolment Policies and characteristics of student body

9.1

Enrolment policies

9.2

Characteristics of student body

School Policies

10.1

Student welfare

10.2

Discipline

10.3

Reporting complaints and resolving grievances

11.0

School determined improvement targets

12.0

Initiatives Promoting Respect and Responsibility

12.1

School Wide Indigenous Heritage Report

12.2

Initiatives on Respect and Responsibility

13.0

Parent, Student and Teacher Satisfaction

14.0

Summary of Financial Information

10.0

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Policy The school will maintain the relevant data and will comply with reporting requirements of the NSW Minister for Education and Training and the Commonwealth Department of Education, Science and Training. This reporting will include public disclosure of the educational and financial performance measures and policies of the school as required from time to time.

Procedures Procedures for implementing the policy include: ● identification of the staff member responsible for co-ordinating 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 Board of Studies ● setting the annual schedule for - delivery of information for each reporting area to the coordinator - preparation and publication of the report - distribution of the report to the Board of Studies and other stakeholders - provision of information for My School website, as required

Requests for additional data from the NSW Minister for Education and Training To ensure that any requests from the relevant Ministers (both State and Federal) for additional data are dealt with appropriately, the school will identify the staff member responsible for coordinating the school’s response. This person is responsible for the collection of the relevant data and for ensuring it is provided to the Board of Studies in an appropriate electronic form.

DEEWR Annual Financial Return The Bursar (Mr Greg Anderson) is responsible for completing the questionnaire. This person is responsible for the collection of the relevant data and for ensuring it is provided to DEEWR in an appropriate form.

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(Speech Day Report 2020) Today we celebrate the end of an academic year for 2020. Congratulations to all of you who have worked hard during the year, doing your best. Well done. I especially congratulate those receiving a prize today. Well done on your achievements in what has been a profoundly abnormal year. 2020 has been a year of learning for all of us. How best to use technology, how to deliver traditional activities in a new way, and for many how to be self-motivated. Personally, my key learning has been a reminder that I am not ultimately in control. Yes, I can plan, but I need to be adaptable. This has been a theme in the decisions at the College Council. I remember the excitement around the implementation of our 10 year strategy as outlined in last year’s Speech Day. Alas, some of our plans had to go on hold as we addressed the immediate impact of COVID-19. Nevertheless throughout this challenging period we have maintained the high standards of good governance. What do I mean by good governance? 1) As a unified College Council, at times we met weekly so that ideas could be prayerfully discussed and workshopped. 2) WE ensured that the college had a continued focus on our Mission of a Christian education. WE took great joy in seeing the outwork of our Chaplains and staff, in leading the girls this year. 3) WE continued to trust in the executive and staff, who demonstrated their passion for educating in a caring environment. 4) There was a focus on fiscal responsibility. Whilst we had cost increases for IT, cleaning and lost income, we were able to ensure that we could support families with a subsidy and allow fee deferral. 5) We have continued to look long-term, identifying building projects and sourcing additional revenue streams, so as to mitigate the significant reduction in government funding over the next 9 years. As a Council, we have also renewed the Contract for Dr Paul Burgis for a minimum of 5 years. This year he has again shown leadership. Dr Burgis was at the forefront of responding to COVID-19, with planning for on-line learning commending at the beginning of February. He became a leading voice amongst independent schools, as many Principals looked to PLC for how to implement a well-structured lock-down and return to school. His adaptability and sound decision making is a true strength and he continues with the full support of the College Council. A big thank you to the PLC staff who have supported Dr Paul Burgis this year – the academic staff, IT Department, and support staff. Each has made a significant contribution adapting to the new era. Adaptation requires creativity, commitment and time. We have seen first-hand the special skill required to teach our girls and I would like to encourage parents and girls to personally thank their teachers for their creativity, commitment and time in what will be a most memorable of years.

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I wish you all a relaxing Christmas break, a time where you can refresh, and focus on what is important. For me it is a time to remember that in all things, God works for the good of those who love him, and I should continue to delight in Him, and not be concerned about control. Mrs Leah Russell, Opening Comments, Speech Day 2020

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The PLC Sydney Parents and Friends Association (P&F) held our Annual Welcome Cocktail Party in early February where we had over 150 parents welcoming in the new school year over a few drinks. This is a great event for new and current parents to see in the new school year, meet new friends and for students to showcase their musical talents to the audience. Unfortunately, the major P&F event of the year, the Annual Fair and Open Day which was to be held in May on the Saturday before Mother’s Day, had to be cancelled. The Fair has been held for many years through rain, hail and sunshine and we are certain that the Fair will be back bigger and better once we return to more normal times. One benefit of the lockdown was that the P&F moved the regular monthly meetings online. WE have had in excess of 80 attendees per meeting with some meetings having up to 130 logging on. The P&F meeting is a great forum for parents to get an understanding of the events taking place in the school community. The P&F Executive has decided to continue with the online format (in addition to physical attendance) which allows a broader number of parents including those not in Sydney to participate in the forum. I would like to sincerely thank the Junior School Auxiliary (JSA) for the excellent work they undertake to build community spirit in the Junior School. To the joint Presidents of the JSA, Sophie Arkelidis, Melissa Preston and the wider JSA team I extend a heartfelt thanks from all of us in the school community for the great work this team does throughout the year. In 2020 the P&F Association provide over $80 000 in additional funding to the school for the benefit of students. Below is a small sample of what the funds were used for:  Visual Arts Lighting and a Printing Press Trolley to the value of $23, 000  Electronic Swimming timers to the value of $4,500  Rowing equipment to the value of $2,500  Library expansion project to the value of $23,000  Supporting the Native Language Speaker Project to the value of $20,000 And most recently the P&F has contributed $35,000 to the cost of the large Marquee that will enable the School to host outdoor events on the Sunken Lawn. The P&F supports projects and purchases equipment that benefits a wide range of students and different faculties within the School. Finally I would like to thank the 2020 P&F Executive, Steward Cummins (retiring 2020), Shona Gawei, Michelle Ladkins, Georgie Moodie, Brad Martin (retiring 2020) and Philip Argy for volunteering their time to help run the P&F Association throughout the year. Mr Tony Nejasmic President, 2020 Parents and Friends Association.

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A biosphere is a large dome with its own ecosystem. If ever we were to live on Mars, it would, in part because we have created biospheres. In Biosphere 2 in Oracle, Arizona, trees have been falling over before they reach maturity. Scientists have discovered that the lack of wind in the Biosphere leads directly to the lack of stress wood. Mature trees need strong winds to make them strong. We need not decry 2020. This has been a year of strong winds to make us grow deep roots. It reminds me of a verse from the book of James: “Count it a joy when you face various trials knowing that your faith and patience will be strengthened”. Good morning Mrs Leah Russell, Chair of Council, members of Council, special guests, parents, staff and students; and our guest speaker. It is wonderful to have Juliette O’Brien, school captain from 2001 with us today. Juliette will tell you more about her life post-school and I wish to note that it is a particular contribution she has made to our community. Recently nominated for a Walkley Award, Juliette is an example of someone who has sought to make the world a better place and life a worthier thing. Perhaps we have many Juliettes watching today. As this year ends I wish to pay tribute to the community. Our College council has worked very hard this year. We increased the number of meetings during the COVID peak period and their governance has been superb. It has been an honour to work with our Chairwoman, Mrs Leah Russell. She has been very generous with her time. I could not have undertaken this year without the College Executive, who have been tireless and professional in getting programs up and running and things changed. We have learnt to be adaptable. We met daily for a long period in Term 2. For years pundits have claimed that institutions need to be able to flex to go well. Our school proved that we can contribute in this field in 2020. Our Executive and staff were pivoting and flexing as if in a strong wind. Not only have the Executive been excellent, but our Heads of Faculty, Heads of Year and leaders with particular portfolios have been superb. Think of the changes in co-curricular, or the changes connected to Year 12, or the trickiness of younger children learning online. Each leader has been dedicated, thoughtful and honest. Thank you. And thank you wholeheartedly to our teaching and administrative and maintenance staff for your fantastic work. Whether it be face to face, or online, or a hybrid, you were nimble and professional. The most common word used by parents was that the learning was ‘seamless’. We checked all students were in school and that learning was occurring. It was challenging but I thank you for your excellent efforts. I note also communications, enrolments, admin and maintenance staff. They have been superb. To our parent body I say ‘thank you’ on behalf of us all. You have been brilliant. Thank you for the support of the P&F and Foundation, and the ESU. I am sorry we had to exclude you from the campus. We missed you. Your generosity in purchasing the marquee was wonderful. And we know

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that when we don’t talk often misunderstandings can arise. Yet there have been precious few. You have been so ready to maintain and build trust. Finally, to our students, I say thank you. You have been outstanding. Our school captain, Louisa, has led with charm and humour. Our leadership teams in senior and junior schools have been excellent. And our student body has been ready to take on a challenge. In particular I commend Year 12, who had a hard year, and yet continued to turn up and to do their best. We hope you are rewarded. I must recognise that a rich education continued at PLC Sydney. Matilda was one of the few school musicals to go ahead this year because of the determination of staff and students. We produced a beautiful program of music online. Whether it be choirs or public speaking or enrichment programs we have continued to think of new ways to do things. I could similarly praise sport or the arts or the curriculum areas or the Macindoe. Even in a COVID year our students won the AHIGS Festival of Speech and received more Science awards than other schools. In these events many girls were recognised. Many girls achieved. Yet COVID-19 did alter things. Here are some of the practical results of the year:  We are maintaining the same strategic direction, yet we recognise that it requires alterations. These alterations are due to the Inner West’s Council’s slowness to handle requests, and their reticence to allow us to purchase the small section of the roadway at the end of Elizabeth Street. They are also as a result of the need this year to divert so much energy to COVID-19.  The Cambridge ‘A’ level program commencement date has been delayed by 12 months. We are planning for our first year of AS levels to be 2024.  College Council has revised our future building programs. We are re-examining our building program to ensure we can meet our goals in a changing world environment. PaTH, STEM and student well-being are paramount, and our renewed building program will deliver on the Strategic directions of the College.  We will be releasing a new Learning Management System in 2021. Come to the P&F to see it on show.  We will be refining our approach to social media in 2021. We will publish a licensing system. We will run this p0ast aren’t sand the Student Representative Council. But we think we need to address those students whose phone use is debilitating. A licensing system allows freedom to those who use their phones well, and takes actions with those who are building poor habits. As we move into 2021 we will have two calendars, one in case COVID-19 is still with us; one in case it diminishes. Just as we have done this year, we will continue to seek to develop each young woman. One of the things we have missed the most in 2020 is the full service learning program. One of the privileges of being a school leader is that we see thousands of children grow into 13 and 14 year olds. We see thousands of parents working with their daughters as they grow and change.

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We seek to inspire them and engage them but we have seen how, when they are allowed to face the wind, they grow. Service learning – helping them forget themselves so they can assist others – so they can develop their own beliefs and conscience – is very important. We have adapted this year and we are planning for 2021. I think it is important today to recognise the students at the College this year. We recognise those who faced their own challenges and who continued to strive. We recognise each girl. And we note those whose accomplishments deserve special reward. I note also that 2020 brought sadness to some of our families. Some staff have ill family members, and some have lost precious people in their lives, myself included. And this is true for our whole community. I note also that some continue to be unwell. We pray with you. At PLC Sydney we believe that you are all made in God’s image, that you have a ‘being’ and that your importance is ineliminable as human beings. We believe that our role is to help you become whom you can be. You cannot be someone else nor should you try. You can only really be yourself and what a great thing that is. And we want to build belonging – that is all of our task. Teachers cannot do it alone. All of us are responsible to make others belong – in how we organise our school program, in how we celebrate birthdays, in how we work out our curriculum and co-curricular frames. A few physical changes to look forward to in 2021. We will be:  Expanding the PDHPE change rooms and the Year 12 Common room  Renewing the Senior Staff room  Opening the Hamilton Sports Centre on the top level of the Junior School. Building commences tomorrow. The noisy parts will be done over the holidays and the facility should be open in term 2. This will give an extra PDHPE space, and provide an effective floor for after school aerobics. In difficult times, our enrolments remain very strong with good waiting lists. On behalf of all of us I think you for your trust. We will be at the State Theatre for Speech Day in 2021, and will return to the refurbished Opera House in 2022. Finally, we have some staff to thank. Mr Greg Anderson has been the bursar of the College for 15 years. During his time the College has added the Audrey Keown Theatre, the J.D. Oates Aquatic Centre, the Macindoe Research Centre and the renewal of Hamilton and Evandale. The grounds have been superb under his care and the funding of the College has been consistently secure. Always a ‘can do’ person with a positive outlook. Always an ‘action man’ wanting to ensure the College works well, his contribution has been excellent. We wish him all the best on his next adventures. Finishing with Greg is Lizzie Lemos, who has kept record of all fee accounts. Lizzie has handled this difficult task with a positive attitude, diligence and goodwill. PLC SYDNEY | 2020 ANNUAL REPORT

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How might we account for the transformational work of Cathee McAllum who is retiring. In setting up the innovative and inclusive Transition program Cathee has proven herself to be a great educational leader. The program is renowned throughout Australia. It provides security, social connectivity, and the capacity for students with disability to gain confidence and independence. Staff run in-house sleepovers to help our students to take care of themselves, and teach transport independence. It has been a superb contribution by Cathee to our educational frames in this country. In honour of her work the College has named the Transition House ‘McAllum House’. What a difference she has made to so many lives.

Sue Arnaudon is retiring. She is known to most of us as the Careers Advisor at PLC Sydney. This is her most recent role. She has also been a member of our Executive and she set up the PLC Sydney Foundation. Sue is a consummate professional who really cares for our students and staff. She has kept herself abreast of development sand has done a marvellous job looking after a variety of areas in the College. Lloyd Dawe is retiring. He has been our Mathematician-in-Residence for ten years. Always the gentleman, yet with a mind like Einstein, there is not a mathematical programme that Lloyd can’t solve. He has added zing to our programs and has trained staff and students. His role has enabled us to enter more students in Mathematics competitions than any other schools. We have other teachers to thank too.  Jane Wong – moving to Roseville after teaching well here  Faith Evangelista, Roxanne Antonio, and Lauren Clarke – to maternity leave; Lynette Osborn is taking LSL  Lina Elkhoury, Harriett Stanley and Andrena Otton are very capable staff who are moving to new roles.  Lynette Oliver is retiring as our Mathematics support teacher in the Junior School after many years of excellent service.  Kate Stevenson, our counsellor; and Sandra Pozzin, our Science Assistant, have served faithfully and are pursuing new opportunities.  Christine Anderson is leaving her administration role to move up the coast with her husband.  Thank you to teachers in contract positions. An important part of education is learning to work both independently and collaboratively. In each area we do face ‘strong winds’ – yet we flourish in them. I wish to thank Mrs Mathews for her wonderful work as my PA this year, and my own lovely and extremely able wife, Susan, for her wonderful support. I pray you have a restful and holy Christmas and that we can all return to 2021 ready for an exciting year.

Principal’s Address, Speech Day 2020 Dr Paul Burgis

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Junior School Each semester, the Junior School classes think about what they would like to do to create a better Junior School. From Years 1-6, twice a term, a student from each class comes to a Student Representative Council 9SRC) meeting to talk about our ideas. Whilst this year has been a tough one, we have persisted and accomplished a lot. We are so proud of the girls who participated. All the girls in the Junior School Student Representative Council this year were phenomenal and their ideas and suggestions were fantastic. Year 1 came up with the idea of a Gardening Club that is going really well. They are growing flowers and vegetables. We suggested some changes to the playground, organised new bubblers on the Year 6 green and painted handballs courts in the Piazza. Some of our most successful initiatives were for the benefit of others outside PLC. SRC took on the job or organising Red Cross Bumper Day this year which was hard to get going because of COVID. We had to make sure that all of the classes did things safely and for the first time ever, we didn’t sell food. We worked hard and had extra meetings and it happened! All the girls were so excited. We also had a really successful Charity Dress Up and Crazy Hair Day, when all of the classes raised money for the Year Group Charity. There were lots of dress ups! Pre K were princesses, year 1 came wearing their favourite colour, and Year 6’s theme was ‘Back to the 90s’! We would like to thank our dedicated teachers. Ms Phipps was at every meeting writing down all the minutes and organising when our next SRC meeting would occur. She was on top of everything and always let us know what was happening. Thank you Ms Phipps. Mrs Wheatley was at every SRC meeting, helping us run them. She would always be in her office when we had a question and she would try to answer them. If he couldn’t, she would find someone who could. Thank you Mrs Wheatley. We would like to thank all the classroom teachers for getting classes ready for the SRC meetings and helping the students come up with th amazing ideas they brought to the meetings. Thank you teachers! Overall, this has been a great year of fun and laughter from both our teachers and fellow students. We hope our SRC community will grow as big as the world because we love it. We hope that the SRC girls are proud of themselves, as they have become wonderful girls and we hope that they had lots of fun along the way.

Captain: Ella Maitland Vice-Captain: Hannah Grosvenor

Senior School It has been a great privilege serving PLC Sydney as your two Vice-Captains in 2020. In particular, leading the Student Representative Council (SRC) as part of our role has been an honour and a joy. The SRC is a group of students, elected by their homeroom peers, who give voice to the opinions, concerns and ideas of the student body. These ideas are discussed together with a focus on

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sustaining a proactive, solutions-based dialogue. As such, bettering PLC Sydney’s culture and community by sharing their views through the elected SRC representatives. In 2020, the SRC discussed a broad range of topics, including young girls’ body image, embracing diversity and continuing to advance PLC Sydney’s ecological sustainability. A significant area in which the RC offered input this year was in the renaming of spaces in the Macindoe Research Centre. The SRC was excited to take on this task but forward by Dr Sukovic and unanimously agreed that this was an excellent opportunity to celebrate female writers and thinkers who have inspired – and will continue to inspire – the girls of PLC Sydney. It was decided that we would draw upon Australian women for the renaming of the library spaces and a long list of names compiled by the SRC was then put to vote at the homeroom level. Finally, in consultation with Dr Burgis and Dr Sukovic, the new names were determined. The library spaces are now named after Judith Wright, Oodgeroo Noonuccal, Patyegarang and Mary Bennett. We are proud of this decision, which reflects the SRC and broader student body’s desire to celebrate the rich contributions of Aboriginal Australians and our intention to foreground reconciliation within the school. In addition, due to the unique circumstances of 2020, a particular focus on the SRC’s discussion included how students could continue to thrive in the race of the COVID-19 pandemic. The SRC’s ongoing feedback and input on the school’s responses to the pandemic was highly valuable. Initially, this feedback informed a number of student-based initiatives that were run to maintain PLC Sydney’ strong sense of community and connection during the period of online learning and self-isolation. These initiatives included a student-run Instagram page and a movie night over Zoom. Following the return to campus, the SRC also discussed ways to promote social distancing and good hygiene. The SRC met fortnightly in 2020 under Miss Mella’s guidance, after which concerns and suggestions raised were communicated to Mrs Chiba in our fortnightly meetings. We would like to thank Miss Mella for her experienced leadership, passion and endless support for the SRC’s endeavours. Miss Mella is truly the unfailing anchor of the SRC and we all looked forward to her considered advice and hilarious stories during each meeting. Thanks must also go to Mrs Chiba, who facilitated many of the recommendations of the SRC, allowing our ideas to become a reality. We are so grateful for her genuine interest and involvement in the SRC’s discussions, as well as her ongoing support. It has been an absolute pleasure to lead the SRC in 2020. We have both loved getting to know students across each year group and were heartened by the passion, dedication and wisdom exhibited by each and every representative. Thank you to all the students who have made the SRC such a productive and insightful body in the school. We wish all the best for the incoming captains and the SRC representatives to come, and we have no doubt that the SRC will continue to flourish in their capable hands. Gwendalyn Dabaja and Iris Gou Vice-Captains, on behalf of the Student Representative Council

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Presbyterian Ladies' College, Sydney is a day and boarding school for girls from Pre-Kindergarten to Year 12, offering a broad curriculum to students from a diverse range of backgrounds. Founded in 1888 and situated at Croydon, the College is set within 4.4 hectares of landscaped grounds and retains its nineteenth century heritage buildings and gardens alongside modern state-of-the-art facilities. PLC Sydney aims to educate young women from the basis of a Christian world view to make a difference in a rapidly changing global society. Its graduates are confident, caring, accomplished young women who make a fine contribution to society and who carry a genuine concern for the welfare of others. The College is widely recognised in Australia and overseas for developing innovative educational initiatives and providing a world class teaching and learning programs. Approximately half the students who sit the Higher School Certificate (HSC) gain an Australian Tertiary Admission Rank (ATAR) of 90 or higher and students leave school to pursue a wide range of career paths. PLC Sydney caters for students of all abilities including gifted and talented students and students with mild intellectual disabilities. Established in 1994, the Special Education Integration Programme has become well known for pioneering advancement in education for students with disabilities. PLC Sydney is home to approximately 1400 students and has accommodation for up to sixty-five boarders. Boarders achieve their academic best and broaden their horizons in an intimate, supportive, caring environment. The Boarding House offers full and weekly boarding for students in Years 7 to 12, with access to the outstanding school facilities including the JD Oates Aquatic Institute and Performing Arts Centre. PLC Sydney is recognised for its outstanding music and sporting opportunities and the extensive range of co-curricular and cultural activities. Students at PLC Sydney also develop a strong global focus. Throughout their schooling career, they have a variety of opportunities to embrace international exchange, Service Learning and academic tour experiences. The College takes a personal approach to pastoral care and advice is available to every student from a comprehensive team of teachers and specialist staff. School website link Student SES (My School website :( https://www.myschool.edu.au) Students with disabilities: 152 *Note that this number includes students with all definitions of disability, including all the new categories now required by the government. Note also that this definition shifted with NCCD legislation, requiring us to collect a broader range of students that what we had been required to collect prior to 2019. This accounts for the shift in numbers upward.

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Congratulations to Abbey Kumar who achieved our highest ATAR of 99.75.  8% of PLC Sydney students (12 students) were in the top 1% of the State  49% of PLC Sydney students were in the top 10% of the State. These are exceptional results and extremely well-deserved. TOP ACHIEVERS IN COURSE LIST The following eleven (11) students gained places in the Top Achievers in Course List in 2020 (placing in the top 20 students in the State in their different subjects):           

Yianna Nikos (Textiles and Design) - 1st in the State Sophie Angus (Design and Technology) - 4th Jessica Cheng (Design and Technology) - 6th Gwendalyn Dabaja (English Extension 2) - 6th Yanna Gralton (Chinese Extension) - 3rd Stephanie Howes (Mathematics Advanced) - 19th Stephanie Howes (Latin Extension) - 3rd Abbey Kumar (French Extension) - 5th Haley Mills ( Japanese Continuers) - 2nd Amelia Rader (Food Technology) - 4th Yingyi (Emily) Zhao (English EAL/D) - 4th

Please note an additional two (2) students achieved top 20 places:  

Jacqueline Koutsoubos (Modern Greek Beginners at NSW School of Languages) - 1st in the State Nina Power (German Beginners at NSW School of Languages) - 4th

PREMIER’S ALL ROUND ACHIEVERS LIST 

Seventeen (17) students were recognised on the All-round Achievers List (achieving more than 90% in all their courses ie the highest band possible in at least 10 units)

HSC SHOWCASES AND EXHIBITIONS ARTEXPRESS: ENCORE:

9 students were nominated and 4 student were selected 3 students were nominated for performance; 2 students were nominated for composition OnSTAGE: 3 individual students were nominated SHAPE: 7 students were nominated and 1 student was selected TexStyle: 5 students were nominated Young Writers Showcase: 1 Extension 2 English Major Work has been shortlisted for publication in the Young Writers Showcase

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PLC SYDNEY OUTSTANDING OVERALL RESULTS 



Our school mean, per unit, was 41.3 out of 50 (which means that the average mark received by PLC Sydney students in the HSC was 82.6 out of 100, gained across all courses). Band 6 results (marks over 90) or equivalents in Extension courses were achieved in 39.47% of all examinations sat by PLC Sydney students, in all subjects.

We have had a number of students achieving excellence in particular areas. ENGLISH     

50% of our students achieved a mark over 90 in English EAL/D with three positions in the top 10 in the State 27% of our students achieved a mark over 90 in English (Advanced) 92% of our students achieved a mark over 80 In Extension 1 English 67% of students achieved over 90 and 100% achieved a mark over 80 In Extension 2 English 75% achieved over 90 and 100% achieved a mark over 80.

MATHEMATICS     

47% of our students achieved a mark over 90 in Mathematics and 77% over 80 In Extension 1 Mathematics 43% of students achieved over 90 In Extension 2 Mathematics 45% of students achieved over 90 13 students (87%) of our Year 11 Mathematics accelerants achieved excellent Band 6 results in the 2 unit paper 8 students (53%) achieved E4 (the top band) in the Extension 1 paper.

SCIENCE    

44% of our students achieved a mark over 90 in Biology and 67% over 80 39% of our students achieved a mark over 90 in Chemistry and 92% over 80 30% of our students achieved a mark over 90 in Physics and 83% over 80 14% of our students achieved a mark over 90 in Earth and Environmental Science and 28% over 80

BAND SUMMARIES IN 2020 The following table is an analysis of the PLC Sydney HSC results according to the Performance Bands achieved. It lists the number of students in each subject, and the percentages that achieved both Band 6 and 5 and also the percentage above the State average. HSC marks are awarded according to the standard demonstrated by students. Each decile of marks over 50 is designated as a Band between 2-6 (Band 6 is the highest Band and represents marks between 90-100 etc). Extension Courses are marked out of 50. Band 4 (E4) is the highest.

PLC Sydney Candidates

% PLC Sydney Band 6

% PLC Sydney Band 5

School/State Variation

Ancient History

8.36

Biology

9.26

Subject

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Business Studies

11.55

Chemistry

10.87

Chinese and Literature

7.94

Chinese in Context

5.67

Chinese Continuers

3.08

Community and Family Studies

10.92

Design and Technology

9.07

Drama

12.19

Earth and Environmental Science

1.31

Economics

5.14

English Advanced

5.03

English EAL/D

17.41

English Standard

11.38

Food Technology

9.69

French Continuers

4.68

Geography

5.07

Italian Continuers

3.15

Japanese Continuers

10.35

Latin Continuers

2.63

Legal Studies

9.07

Mathematics Advanced

7.16

Mathematics Standard 2

3.94

Modern History

11.04

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Music 1

7.04

Music 2

100

4.97

Personal Development, Health and Physical Education

9.67

Physics

10.15

Studies of Religion II

4.96

Textiles and Design

11.15

Visual Arts

11.26

Chinese Extension

2.24

English Extension 1

3.32

English Extension 2

4.75

French Extension

2.48

History Extension

0.52

Japanese Extension

100

5.77

Latin Extension

100

1.65

Mathematics Extension 1

3.13

Mathematics Extension 2

2.64

Music Extension

100

1.16

EXTENSION COURSES

The School had no students who were issued with a Record of School Achievement.

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As per the advice from NESA, we are not required to report on NAPLAN in 2020, as students could not sit the paper in accordance with COVID-19 restrictions at the time.

In 2020, all but one of the Year 12 cohort achieved the HSC (see the My School website: http://www.myschool.edu.au). We had one student who undertook the HSC and Cambridge A levels concurrently. Upon achieving at A*, A and A in her Cambridge A levels, this student left for the University of Oxford in September 2020, prior to sitting her HSC examination in November. Students studying and attaining a VET qualification for 2 of their program units: 0

COVID restrictions required us to think completely differently about Professional Learning. As a College, we needed to jettison plans we had, as we needed to upskill our staff in teaching online. We also needed to ensure that, when we returned to campus, Professional Learning for our craft would be available in safe and hygienic ways, requiring us to either physically distance, or to use webinars to meet and upskill. Given all of this disruption, the College remained focussed on PD that privileged caring, personal and informed teaching practice, underpinned by the values of the College. K-12 teaching staff participated in whole school professional development on: ● Child Protection and Complispace ● Teaching Online ● Teacherly creativity – a panel ● Workplace bullying Junior School In addition, the following professional development areas were addressed by staff throughout 2017. Some of these courses satisfied Institute accredited hours for staff completing accreditation. Course Description

Participants Attended

AIS: Middle Leaders

1 1 2 6 7 1 1 1

AIS: Supervising Teachers Progressing to Proficient Teacher Becoming Accredited at Experienced Teacher through the Standards-based Pathway Developing Early Childhood Approaches for Children with Additional Needs First Aid Training IPSHA Art Umbrella Group Meeting IPSHA G&T Umbrella Group Meeting IPSHA: How to Teach Debating Making it a Success: Teaching and Behaviour Support Strategies for Students with Autism Spectrum Disorder Mini COGE PLC SYDNEY | 2020 ANNUAL REPORT

1 1 PAGE 18

PBL Online PETAA Conference: Learning to Write Positive Behaviour Support Workshop (ASPECT) Strategies for Teaching Problem Solving Mathematics - Years 5 and 6 Supporting Children with Expressive and Receptive Delays Webinar Supporting Children’s Self-Regulation Ages 3-5 Supporting Teachers through Accreditation - Experienced Teacher Standards-based Pathway 2021 Synthetic Phonics Training Teacher Training for Students with Neurodiversity Teaching Grammar with Rich Literature

1 2 1 1 2 2 1 2 1 1

Secondary School Faculty Accreditation

Careers

Christian Studies English History Languages

Library

Maths PDHPE

Course Supporting Teachers Through Accreditation - Experienced Teacher Standards-based Pathway 2021 Becoming Accredited at Experienced Teacher AISNSW Pathways and Partnerships Forum Why career guidance has never been so important – and how big data can be make it still more effective Annual conference of CAA (NSW) Proverbs Intensive Revision Strategies for HSC Ext 1 General Capabilities Masterclass Stage 6 school-based assessment in [Language] and Literature – professional learning Stage 6 Assessment and Marking Workshop 2020 Stage 6 Japanese Extension - Textual and Literary Analysis Workshop Stage 6 Assessment and Marking Online Workshop 2020 Online CLTA Teachers’ workshop for HSC Speaking Exams 2020 Online Teachers’ workshop for HSC Speaking Exams Online PD: Assessment Strategies for Stage 6 Chinese and Literature Course 2020 Copyright for Education – Online Zoom Meeting True or false?: media literacy for capable, confident criticalthinkers Addressing the NEW in the senior maths courses ACER General Capabilities assessment framework Level 1 Ski Instructor Accreditation Alcohol and Other Drugs: What do teachers and others who work with young people need to know? Strategic approaches to the IRP

PLC SYDNEY | 2020 ANNUAL REPORT

Attendees 1 5 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

PAGE 19

Science

Social Science

Wellbeing

BEEINS Conference 2020 Theme : 27 November - Aboriginal and Torres Strait Islander knowledge and perspectives 28 November - Future Focus AISNSW Science Conference 2021 - Science Heads of Department Day AIS Geography Conference ELC Economics Teachers' Conference 2020 The New Commerce Syllabus and Teaching Strategies in HSC Business Studies Commerce and Business Studies Teachers' Conference 2020 AISNSW Student Wellbeing Conference 2020 - 2020: Your Wellbeing Vision AISNSW School Counsellors’ Conference 2020 Positive Schools Conference Note-Taking & Record Keeping for School Leaders & Staff

Category A Teachers who have teaching qualifications from a higher education institution within Australia or as recognised within the National Office of Overseas Skills Recognition (AEINOOSR) guidelines, or B Teachers who have qualifications as a graduate from a higher education institution within Australia or one recognised within the AEI-NOOSR guidelines but lack formal teacher education qualifications, or C Teachers who do not have qualifications as described in (a) and (b) but have relevant successful teaching experience or appropriate knowledge relevant to the teaching context

1 2 1 1 1 2 2 1 1

Number of Teachers

147

PLC Sydney has a male non-teaching Executive Principal. Category Principal (Male) Teaching Staff delivering NESA Curriculum Full-time Female Part-Time Female Full-Time Male Part-Time Male Total (Teaching only) PLC SYDNEY | 2020 ANNUAL REPORT

Number 1

FTE 0

90 42 14 1 147

90 24.5 14 .6 129.1 PAGE 20

Year Attendance Level Rate K 96 1 96.1 2 95.9 3 96.8 4 96.8 5 95.8 6 96.1 Av. Attendance Rate: 95.9

Year Level 7 8 9 10 11 12

Attendance Rate 97.9 96.8 96.8 96.8 95.4 97.3

96% of students attended school on average each school day in 2020. This is consistent with our normal range of attendance.

*The following is an example of how non-attendance was managed when the students were not in COVID lockdown. A description of how rolls and non-attendance was handled is reported separately, after in-person attendance. Junior School School day: 8.20 am – 3.00 pm 1. Electronic rolls are taken by staff during Period 1. 2. The Hamilton/Evandale secretary monitors the marking of rolls. Rolls that have not been marked are notified to individual teachers for immediate completion. 3. By 10.00 am an Absence report is generated in hard copy and the Hamilton/Evandale secretary checks with class teacher teacher/parent for any inaccuracies, as a result of students arriving late for school without going through the Late Arrival Procedure. 4. By 10.00 am the Hamilton/Evandale secretary phones parents/guardians of students who are not at school and for whom there has been no parent/guardian contact. The secretary enters responses into the data base. 5. If initial parent contact is not successful, the other parent listed in the database is phoned. Notification of student absence 1. Parents/guardians notify the Junior School of student absence, by telephone call on the morning of the absence, by email before, on the day of or after the student absence, by completion of the tear-out section in the Student Handbook for student absence, a note in the Student Handbook or by letter or notification through the College Website. 2. Parents/guardians who notify by phone call are required to verify the absence in writing. PLC SYDNEY | 2020 ANNUAL REPORT

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3. Emails from parents, letters or copy of the note in Student Handbook relating to attendance are printed and filed. 4. All records of parent communications re attendance are filed and subsequently archived. Follow up for unexplained absences 1. Daily: See 4. Above. 2. A letter is automatically generated at the end of each month for the families of all students for whom there are unexplained absences notifying them of the dates of these absences and requesting written validation of the absence(s). 3. Mid-term and at the end of the term, class teachers are emailed a list of the number of partial and full day absences for the students in their class, from the beginning of the school year. Variations to attendance Late start 1. Students who arrive late to school sign in at the attendance kiosk in the Hamilton/Evandale office. Two copies of the Late to School notes are generated. At Evandale, one copy is for the parent or guardian present to sign and then to take with the student to the class-teacher, the second is for the office files. At Hamilton, if the student is not accompanied by a parent/guardian explaining the lateness, the Hamilton secretary sends an email to the parent for verification/notification of student’s late arrival. A late to school note is generated and given to the student at the time to pass on to the class teacher on arrival at the classroom. This notifies the teacher that the student has been to the Hamilton office. 2. All signed Late to School notes and letters are filed and subsequently archived. Early Leave 1. All early leave must be notified in advance to the class teacher or Hamilton/Evandale secretary. Students leaving early must be signed out and collected from the Hamilton/Evandale office by the parent/guardian. Secondary School School day: 8.20 am – 3.05 pm 1. Electronic rolls are taken by staff in all lessons. 2. The Student Attendance Secretary monitors the marking of rolls. Rolls that have not been marked are notified to individual teachers for immediate completion. 3. By 10.00am (Home Room) the daily roll for the Senior School has been collated by the Student Attendance Secretary and an email sent to all Senior School entitled ‘Initial List’. Staff members are requested to check this list and to alert the Student Attendance Secretary to any inaccuracies. (Inaccuracies may occur as a result of students arriving late for school without going through the Late Arrival Procedure, or events/holidays not submitted to the Attendance Secretary (see below). 4. By11.00am (Lesson 3) the Student Attendance Secretary sends an SMS message to the designated contact for students who are not at school and for whom there has been no parent/guardian contact. The Student Attendance Secretary enters responses to this SMS message into the data base. 5. By 11.45am (Lesson 4) a second email is sent by the Student Attendance Secretary to all Senior School entitled ‘Final List’. This list identifies absences in all Senior School year groups, noting them as ‘with reason’ or ‘without reason’.

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Notification of student absence 1. Parents/guardians notify the Senior School of student absence by telephone call on the morning of the absence, by email before, on the day of or after the student absence, by completion of the tear-out section in the Student Handbook for student absence or by letter or by the College App or direct SMS. 2. Parents/guardians who notify by phone call are required to verify the absence in writing. 3. Emails from parents, SMS, Web forms and SMS replies relating to attendance are printed and filed. 4. All records of parent communications re attendance are filed and subsequently archived. Follow up for unexplained absences 1. Daily: see 4 above. 2. Fortnightly: unexplained absences reported to Heads of Year for follow up. 3. At the end of each term the Student Attendance Secretary collates unexplained absences for all students. A letter is prepared for the families of all students of their unexplained absences, notifying them of the dates of these absences and requesting written validation of the absence(s). 4. Assistant Wellbeing checks the Final List of student absences daily and note the names of students absent for a period of time or absent without explanation. If a check of the database (or conversation with the Student Attendance Secretary) indicates that there has been no information about the student after 2 days, the Assistant, Well-being contacts the parents/guardian. Variations to attendance Late start 1. Students who arrive late to school before 8.45am sign in at the attendance kiosk in the staffroom office. After 8.45am, if the student does not have a note from a parent/guardian explaining the lateness, the Receptionist at the desk provides her with a Late to School note (distinctively coloured) which must be completed by a parent/guardian and returned. The students Handbook is stamped with The Late to School. This must be shown to the teacher of the class the late student enters. 2. At 9.15am the staffroom kiosk is turned off. Students arriving late to school after 9.15am must go straight to the Receptionist for addition to the database and receipt of a Late to School note. 3. All Late to School notes and letters are filed and subsequently archived. Early Leave 1. All early leave must be notified in advance to the Student Attendance Secretary. Students leaving early must be collected from the Senior School staffroom office by the parent/guardian. 2. In the case of students who wish to leave early without having submitted an early leave notification, the parent/guardian is contacted and requested to collect the student from the Senior School staffroom office. Before the student leaves the school, the parent/guardian must complete and sign an Early Leave note or email, fax, SMS a note to leave early. 3. All Early Leave notes are filed and subsequently archived. Year 11 and Year 12 students 1. All Year 11 must be on campus for Period 1. 2. Year 11 students who have no lessons Period 5 and/or Period 6 may go home early. Sign out is done at the Kiosk in the Senior Staffroom. 3. Year 11 students may go to Croydon during the official College lunch time. Students must sign the Strand Book that is located in the Senior Staffroom before going to Croydon. 4. Year 11 parents/guardians are informed of these arrangements by letter.

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5. Year 12 students may arrive late at school if they do not have a class in Period 1. Year 12 students taking advantage of the Late Morning privilege must be at school by 9.15am. 6. If taking advantage of the Late Morning privilege, students must sign in at the Kiosk in the Senior Staffroom. 7. Year 12 students who have no lessons in Period 5 and/or Period 6 may go home early. Sign out is done at the Kiosk in the Senior Staffroom. 8. Year 12 students may go to Croydon during the official College lunch time. Students must sign the Strand Book that is located in the Senior Staffroom before going to Croydon. 9. Year 12 parents/guardians are informed of these arrangements by letter. Attendance during COVID lockdown: During lockdown, rolls were taken via a Google Form, as students logged in and out of their classes. If a student did not log on:  The Head of Positive Student Care and Engagement or the Deputy Principal contacted the family, to ascertain whether the non-attendance to lessons was due to sickness or non-attendance.  Any other leave operated in the same way, via application to the Principal.

Years compared

Year 10 total enrolment at census

Year 12 total enrolment on census date

2018/2020 2017/2019 2016/2018 2015/2017 2014/2016 2013/2015 2012/2014 2011/2013 2010/2012 2009/2011 2008/2010 2007/2009 2006/2008 2005/2007 2004/2006 2003/2005 2002/2004

121 146 123 135 116 130 133 153 152 143 142 147 149 146 152 124 118

121 144 127 139 119 134 133 149 152 140 141 151 151 148 144 127 119

Year 10 enrolment at census remaining in Year 12 at census 114 136 114 126 112 125 125 142 146 131 130 135 140 149 140 117 109

Apparent retention rate

Actual retention rate

100% 99% 100% 100% 100% 100% 100% 97% 100% 98% 100% 100% 100% 100% 92% 100% 100%

94% 93% 93% 93% 96% 96% 94% 93% 97% 94% 92% 92% 93 % 92% 94% 94% 92%

Based on the information provided to the school when students leave, it would appear that only the minority of the students who leave the school at the end of Year 10 or during Year 11, do so because of family circumstances or to pursue employment or vocational training. The mobility of families – including to overseas postings – have contributed to student movement in the senior years. In addition, our

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overseas students were impacted by COVID 19, and some were forced to attend a local school in their own country since they could not travel back to Australia.

95% of students who left school at the end of Year 12 were offered entry into university. 5% went on to TAFE, other post compulsory education, “Gap” years, returned home overseas or pursued full-time employment.

1. INTRODUCTION The Presbyterian Ladies College, Sydney is a school for students from Pre-Kindergarten (four years old) to Year 12, with boarding for students in Years 7-12. The College offers a broad curriculum to students from a diverse range of backgrounds. PLC Sydney aims to educate young women from the basis of a Christian world view to make a difference in a rapidly changing global society. 2. KEY DEFINITIONS Throughout this policy, unless the context requires otherwise: a. ‘parents’ includes legal guardians or any other person who has applied to have a student entered on the waiting list or enrolled at the College and, where the student has only one parent, means that parent. b. ‘disability’, in relation to a student, is that as defined in the Disability Discrimination Act (Cth) 1992 3. OUTCOMES The policy will provide guidance to all staff involved in the College’s enrolment process to ensure that their practice leads to compliance with all relevant College policies and government legislation. 4. POLICY ASSESSMENT This policy and its procedures will be assessed at regular review to determine its effectiveness. This will be determined in part by solicited feedback from random parents on a periodic basis and from any unsolicited feedback from parents. 5. THE POLICY 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.

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Three different types of enrolment are possible: a. as a student in the mainstream, or b. as a student from overseas, or c. as a student in the Transition Program Relevant Legislation • Disability Discrimination Act 1992 (Cth) • Disability Standards for Education (Cth) 2005 • Race Discrimination Act 1975 (Cth) • Anti-Discrimination Act 1997 (NSW) These Acts make it unlawful to discriminate against a person by refusing to enrol them at the College on the grounds of their disability or race. The College is committed to fulfilling its obligations under the law in this Enrolment Policy. 5.1

ENROLMENT ELIGIBILITY

5.1.1 Mainstream Students Mainstream students are those who are not eligible to enrol as overseas students or transition program students. Students applying for enrolment into the mainstream who have a language background other than English and whose English language skills may not be sufficient as a medium for learning may be required to be assessed by the ESS department of the College and required to enrol in an Intensive English College prior to entry to the College. 5.1.2 Overseas Students Overseas students are students who are not Australian residents. If an overseas student is studying overseas in non-English speaking countries in a school where English is not the language of learning, to be eligible to apply for enrolment at PLC Sydney, the student must demonstrate competency on the Australian Education Assessment Services (AEAS) test including the written section. The College will determine the student’s English level suitability for enrolment to the College. Students may have their enrolment made conditional on achieving a satisfactory English level in a given time period. Once enrolled, overseas students undertake the mainstream program of study. Some overseas students may be required to undertake an ESL course in Years 9 and 10, or to undertake the Fundamentals of English course in Year 11 in order to continue the development of their English language skills. 5.1.3 Transition Program Students The purpose of the Transition Program is to afford girls who have a mild or moderate intellectual disability with a program to meet their special needs in relation to their education.

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The Transition Program is designed to develop academic skills, independent living skills and social skills for students whose primary presenting disability is mild or moderate intellectual disability such that they can make a successful transition to work from school. As such, it is not suited to girls presenting with other disabilities, including severe intellectual disabilities. These students will undertake individually structured classes from Year 7 to Year 12. They may also participate in mainstream classes as deemed appropriate by the school, in consultation with the parents, for their individual abilities and needs. The number of students in the Transition Program is capped at 30. The number of students in the program presenting with a moderate intellectual disability is capped at 10 at any one time. An offer of enrolment in the Transition program will only be made if a place is available. ●

●

To meet criteria for mild intellectual disability students must have a full-scale IQ score of approximately two to three standard deviations below the mean on an approved individual test of intelligence. There must be information on the assessment of adaptive skills and school performance consistent with, or below this range of scores. To meet criteria for moderate intellectual disability, students must have a full-scale IQ score of approximately three to four standard deviations below the mean on an approved individual test of intelligence. There must be information on the assessment of adaptive skills and school performance (where applicable) consistent with, or below this range of scores. In addition, to fully access the program students must: • be able to follow a verbal instruction • be able to work independently in the classroom • have basic reading and writing skills • be able to communicate verbally • be able to manage personal hygiene It is also expected that students be able to participate in co-curricular activities on offer without requiring one on one support

For Transition Program applicants the Enrolment Fee will be required after an assessment and interview has taken place and an offer is made.

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5.2

ENROLMENT PROCEDURES

Enrolment procedures for all students is as follows:

Parents enquire about enrolment Director of Enrolments sends enrolment information or directs parents to online application process

Parents return Application to go on waiting list or apply online for waiting list. Application Fee to be paid

Potential student is placed on waiting list

College undertakes pre-enrolment assessment and interviews

College considers application and either terminates application or makes offer

Parents accept or decline offer

If offer accepted parents sign Enrolment Agreement and pay Enrolment Fee, student now enrolled

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5.3

ENQUIRIES

The Director of Enrolments will send everyone enquiring about enrolment the details of the procedure including: a. a Prospectus which is the Conditions of Enrolment b. the most recent Fee Schedule c. an Application Form for inclusion on the waiting list d. an Application Fee Payment Form The Director of Enrolments will direct everyone enquiring about enrolment to this Enrolment Policy located on the College’s website. 5.3.1 Waiting Lists The Principal, through the Director of Enrolments, is responsible for the maintenance of waiting lists for entry to the College. Placement on the waiting list does not guarantee an offer of enrolment. Entrance may be accommodated at any time throughout the school year depending on circumstances. Names of students will be entered on the appropriate waiting list when their parents or a parent: a. return or complete on-line the Application Form for inclusion on the waiting list b. pay a non-refundable Application Fee c. provide a copy of the student’s birth certificate In addition, an application for an overseas student must also include: a. a copy of the biographical page of their passport b. the AEAS Test Report of English competency c. a copy of their Visa documentation if the student is currently in Australia on a Visa Failure to provide all required information may result in the College declining to enter the student’s name on the appropriate waiting list or delaying such entry, and may also result in the College declining or delaying the student’s enrolment. 5.4

ASSESSMENT INTERVIEW

The College will undertake an assessment process at some time decided by the College after a student’s name has been entered on the waiting lists. As part of the assessment process, the College may ask the parents to provide more information about their daughter. Any assessments or reports required from non-school personnel will be at the parents’ expense. In considering all prospective enrolments, the College may ask parents to authorise the Principal or his delegate to contact: a. the Principal of their daughter’s previous school to obtain or confirm information pertaining to their daughter or her enrolment b. any medical or other personnel considered significant for providing information pertaining to the needs of their daughter. c. Where information obtained by the College suggests:

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d. a profile of misconduct, illegal activities or anti-social behaviours that indicate that the student’s enrolment at the College is likely to be detrimental to other students, the staff or the College, or e. the parents may not be able to meet the financial commitment required by having a student at the College, or f. the level of English language is not adequate to undertake the rigours expected by the College Notwithstanding that the student be the sibling of a current student, the Principal may, decline to proceed any further with the enrolment process. 5.4.1 Disability Where a student has declared education support needs, or a disability, or other information has come to light indicating a possible need for education support services, or for some measures or actions to assist the student to participate in the College’s courses or programs or to use the College’s facilities or services, the College will make an initial assessment of the student’s needs. This will include consultation with the student or her parents as part of the collaborative planning process. In respect of any prospective enrolment, the College reserves the right to have members of its staff visit the student’s current school or (with the parents’ agreement) the home, to more accurately assess the learning needs of the student. The Principal may: a. require the parents to provide medical, psychological or other reports from specialists outside the College. b. obtain an independent disability assessment of the student Where information obtained by the College indicates that the student has a disability, the Principal will seek to identify the exact nature of the student’s needs and the strategies required to address them. Having obtained this information, the Principal will determine whether the student, if enrolled, would require some measures or actions to assist the student to participate in the College’s courses or programs or to use the College’s facilities or services that are not required by students who do not have the student’s disability. Where the Principal determines that the student would require some such measures or actions, the Principal will seek to identify whether those measures or actions required are reasonable in that they balance the interests of all parties affected. In assessing whether a particular measure or action for a particular student is reasonable, the Principal will comply with the standards outlined in the Disability Standards for Education (Cth) 2005. Where the Principal determines that the enrolment of the student would require the College to take unreasonable measures or actions to ensure that the student is able to participate in the College’s courses or programs, or to use the College’s facilities and services, on the same basis as a student without a disability, or would cause unjustifiable hardship, the Principal may decline the offer of a position or defer the offer or invite the parents to consider the Transition Program for their daughter.

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5.5

INTERVIEW

All students registered for enrolment are invited with their parents to attend an interview at the College with the Principal or a member of staff appointed by the Principal within two years of their expected start date. The principal, at his discretion, may forego the interview component of the enrolment process. At the interview, among other things, the College’s representative will: a. inform the parents of their responsibility to the College in relation to fees and will ascertain their ability to afford the current fees b. seek to establish that the expectations and commitments of the parents are consistent with the vision, values, goals, policies and resources of the College c. advise the parents of primary school students of the provision of an Out of School Hours Care Service on the premises at PLC Sydney, its schedule and its proposed fees 5.6

DETERMINATION

The College reserves the right not to offer any student a place at the College or to defer the offer of a place to any student at its discretion but particularly when the parents, having been aware of their daughter’s specific educational needs, decline to declare those needs or to withhold relevant information pertaining to their daughter. The College also reserves the right to terminate an enrolment where the parents have not declared or have withheld known information pertaining to their daughter’s needs. When determining the offer of a place at the College, the College gives preference to: a. scholarship winners b. sisters of students already at the College c. daughters or granddaughters of former students of the College d. boarders e. daughters of ministers of recognised protestant churches The College also considers: a. a student’s willingness and ability to contribute to the wider life of the College b. evidence of good leadership and good character c. evidence of a place at a similar independent school elsewhere in Australia if a family relocates from interstate d. the date of lodgement of the Application Form for inclusion on the waiting list 5.7

OFFER

At the satisfactory conclusion of the interview process, the College may make an offer to the parents to enrol the student via a Letter of Offer. Parents will also receive the College’s current Conditions of Enrolment. To accept the offer, the parents must, within 14 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 Failure to reply within the required time may result in the position being re-offered where other students are waiting for entry to the College. PLC SYDNEY | 2020 ANNUAL REPORT

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The Enrolment Fee is additional to tuition and other fees. While ever the strategic alliance exists between PLC Sydney and PLC Armidale, enrolments are able to be transferred from one school to the other without payment of the Registration and Enrolment Fees which would normally apply. Such transfer is subject to a place being available both in the year group and in appropriate courses. 5.7.1 Available rebates The following rebates apply: a. in cases where two or more sisters of the same family are attending at the same time then the oldest student will attract full fees; second and subsequent students will attract 10% rebate on Tuition fees for each child b. daughters of full time College staff are eligible for a 25% rebate on Tuition fees; daughters of part time College staff are eligible for a 25% rebate on a pro rata basis dependent on their part time allocation c. daughters of full time Presbyterian ministers are eligible for a 75% rebate on Tuition fees; the church of the Presbyterian minister must be one recognised by the Presbyterian Church (New South Wales) Property Trust d. daughters of full time ministers of other recognised Protestant churches are eligible for a 50% rebate on Tuition fees; recognition of the church is at the discretion of the Principal 5.7.2 Offers for Provisional Enrolment Where circumstances give rise to uncertainty on the part of the Principal, a provisional enrolment may be offered for a student 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 may not be applied in the case of students with a disability. 5.7.3

Entry at the Start of Pre-Kindergarten and Kindergarten

a. Pre-Kindergarten Girls whose 4th birthday falls on or before 31 March of the proposed year of entry, are eligible to commence Pre-Kindergarten. All potential students must undertake a ‘readiness for school’ 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 student’s preschool, early intervention centre or (with the parents’ agreement) the home, to more accurately assess the learning needs of the student. For Pre-Kindergarten students the Enrolment Fee will be required after the successful assessment has taken place. PLC SYDNEY | 2020 ANNUAL REPORT

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b. Kindergarten Girls whose 5th birthday falls on or before 31 May of the proposed year of entry, are eligible to commence Kindergarten. All Kindergarten applicants are assessed for class placement in the year prior to entry. 5.7.4 Holding of Class Places Places at the College will not be held for students who are withdrawn from the College except in specific circumstances and at the discretion of the Principal. Places may be subject to College fees being maintained for the period of absence and the enrolment continuing to be eligible to attract Government subsidies. 5.7.5 Accommodation in the Boarding House A student may apply for a place in the Boarding House. Boarding accommodation is available for students in Years 7-12. An offer of accommodation in the Boarding House will only be made if a place is available. A student may be placed on a waiting list for accommodation in the Boarding House. Placement on this waiting list does not guarantee an offer of accommodation will be made. It is an expectation that once a place is accepted the student remains in the Boarding House to the conclusion of her Year 12 studies. For overseas students, if a place is offered in the Boarding House then one term’s boarding fees in advance is required to confirm this place. 5.8

EX-STUDENTS’ UNION MEMBERSHIP

Every enrolled student who exits the College is automatically a member of the Ex-Students Union and is entitled to receive newsletters, notice of events and special invitations over the course of her lifetime. A single membership at the time of enrolment is charged to cover this cost. 6. CONFIDENTIALITY The College will abide by the provisions of the Privacy Act 1988. Confidentiality and privacy require that all staff must ensure that information regarding students and their parents and/or legal guardians is restricted to those who genuinely need to know. Furthermore, those people should only be told as much as they need to know and no more. 7. RECORD KEEPING Information concerning all applications will be kept on file. Unsuccessful application information will be kept for five years. Successful application information will be kept for the duration of the student’s enrolment at the College plus seven years after leaving the College.

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COMMUNICATING THE POLICY

This Policy will be available on the PLC College website and on the College’s intranet and in printed form with the Director of Enrolments. 9.

TRAINING AND DEVELOPMENT

Relevant staff will undergo professional development to ensure they have read and understood this policy. Relevant staff are encouraged to review and supply feedback regarding this Policy so that amendments can be implemented as necessary. Staff are encouraged to attend training courses and in-service opportunities that enhance their contributions to the enrolment experience.

(see My School website: http://www.myschool.edu.au )

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The College seeks to provide a safe and supportive environment which: ● 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 minimizes risk of harm and ensures students feel secure To ensure that all aspects of the mission of the College for providing for the welfare of our students, the following policies and procedures were in place during 2020. Policy

2020

Access to full text Parents may obtain a copy of these by contacting the Head Teacher Compliance and Human Resources

Revised and updated Policy in Feb 2018

Available to parents on the school website; provided to staff and on the staff intranet.

procedures for security of grounds and buildings

Standard security measures remain in place; additional CCTV cameras installed; additional security staff hired for events on campus.

Student Handbook Staff Intranet

use of grounds and facilities

Risk assessments used for events on campus

Student Hand-book

emergency procedures

Annual review of the Evacuation procedures following whole school drills twice each year Annual review of Lockdown policy following whole school drill twice each year; Off-campus evacuation policy and drills implemented

Staff Intranet Student Handbook School website

Child Protection Policy definitions and concepts, legislative requirements, preventative strategies, reporting procedures and investigating ‘Reportable Conduct’, investigation processes, documentation

Security Policy

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Policy

2020

Access to full text Parents may obtain a copy of these by contacting the Head of Compliance and Human Resources

On-going Review of procedures and documentation as well as staff development on all aspects of this area; new protocols to follow to ensure safety via risk assessments for all exchange activities

Staff intranet

Revised protocols for ESOS students following changes to the Standards and to RANGS documentation

Staff intranet and provided to parents, carers and students in modified form

Policies remain in place

Student Handbook Staff intranet and Staff Manual

Supervision Duty of care and risk management Levels of care for on-site and off-site activities Duty of Care for Excursions including bush-walking

ESOS student protocols

Codes of Conduct Policy Codes of conduct for staff and students ‘Respect for Others’ document Behaviour management Appropriate use of mobile phones by students

Staff Intranet Students 7-9 are not to use mobile phones, and they are to remain in lockers

Student Handbook

Pastoral care program

Revised Home Room program implemented

School website

Availability of and access to special services such as counselling

Procedures and staffing remain place

School website Brochure in Counsellor’s Reception area

Health Centre procedures

Revised First Aid and Medications Policy implemented

School website

Critical incident policy

Updated to reflect staff changes

Staff intranet

Homework policy

After school homework club continues

Procedures provided to students and parents on enrolment through website

Pastoral care

Communication Policy Formal and informal mechanisms for facilitating communication between the school and those with an interest in the student’s education and wellbeing

PLC SYDNEY | 2020 ANNUAL REPORT

Staff intranet Weekly Newsletters (copies available on request)

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At the heart of all policies in the College lies the Respect for Others statement, which affirms and encourages a respectful attitude, behaviour and interrelationship within members of the College community, i.e. staff, students and parents. In accordance with that statement students are required to abide by the school’s rules and to follow the directions of teachers and other people with authority delegated by the school. Where disciplinary action is required penalties imposed vary according to the nature of the breach of discipline and a student’s prior behaviour and in accord with the Student Discipline Policy. Corporal punishment is not permitted under any circumstances. All disciplinary action that may result in any sanction against the student including suspension, expulsion or exclusion follows processes based on procedural fairness, as outlined in the Policy. The full text of the school’s Student Discipline Policy and the Anti-Bullying Guidelines are provided on the school website, staff intranet, the Student Handbook and by request in hard copy from Year Directors, the Head of Junior School and the Head Teacher Compliance and Human Resources. A summary of the Anti-Bullying Guidelines are found in Student Handbooks and are referred to by all members of the PLC Sydney teaching community at various times throughout the year. All acts of intimidation are not acceptable in any form. Students who experience such behaviour – including cyber bullying - should report this matter to either their class teacher, Head of Year, Deputy Principal, Head of Junior School or Counsellor as soon as possible. In dealing with this, the Anti-Bullying Guidelines will be followed for all bullying allegations. Every allegation of bullying will be investigated so that all participants have the opportunity to describe and explain their behaviour. Additional policies for boarding students are supplied to student, parents and guardians and are available on the College Websites.

The College 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 Dispute Resolution Policy, which includes grievance resolution, is available for downloading on the staff intranet. An appropriate outline of the policy and processes is also provided in the Student Diary and school website. Additional policies for boarding students are supplied to student, parents and guardians and are available on the College Websites.

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Our goals from 2019 had largely been met, but some are carried over into our goals for 2020. Both these sets of goals are determined by our strategic plan. COVID-19 meant that we had to pivot and delay the implementation of some of the goals we had for 2020 as we sought to provide online education to our students. The goals from 2019 which have been met are: 1) “It is not just about me, but about others, the world and God” – Orienting PLC Sydney students outward to the world. 2) Finalisation of the 2030 Strategic Plan 3) Finalisation of the 2030 Master Plan 4) Commencement of the PLC Sydney Pre-School Ashfield 5) Restructuring of the Foundation 6) First steps in Master Planning Undertaken 7) Reports on A Levels completed – two staff visiting the UK, subjects chosen and planning underway 8) Teaching and Learning – Learning Virtues embedded 9) Exploration of possible connection with Duke University regarding Service learning and Science 10) Exploration of “safe” mobile phones for children/younger teens 11) Development of Women in Enterprise program 12) Agora program in PaTh, Science, Social Science and Boarding 13) PaTH program advanced 14) PLC Sydney Futures established The goals set for 2020 are: 1) To develop a Christian culture of reading and of grace 2) Enacting the 2030 Strategic plan 3) Finalisation of the 2030 Master Plan 4) Consolidation of the PLC Sydney Preschool in Ashfield 5) First A level courses written 6) To create a Learning Management System 7) To create an entrepreneurship incubator 8) Begin a second income stream 9) Further develop Learning Virtues program 10) Mobile Phone policy enforced 11) PaTH program enhanced 12) Grow new interface for PLC Sydney Futures

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The College has had a formal policy entitled “Respect for Others” for several years. This policy is widely printed and referred to in the daily life of the college and related where possible throughout the curriculum. Our Learning Virtues framework has now been embedded into our reporting process, requiring students to reflect upon the ways in which respect and responsibility play into their learning habits. Both students and teachers respond to student selected goals for respect and responsibility in these semesterly reports. Our College has a long tradition of student involvement in community service and service learning and 2020 again saw an extensive participation in fundraising and volunteer work for a range of charities and community services and exchange programs with students from a range of cultural backgrounds. At the heart of these activities is a College aim to develop in our students a Christian world view which respects the values, needs and dignity of all and encourages in our students an exploration of personal integrity, civic and Christian responsibility for those in need.

In 2020, PLC Sydney had 12 Indigenous students: 4 students on the Coradine Scholarship, 4 students on the AIEF scholarship and 4 students not on Indigenous scholarships. The program providing support for Indigenous students at PLC Sydney involved a partnership with Australian Indigenous Mentoring Experience (AIME), connecting with primary school, Redfern Jarjum College and mentoring sessions. The wider school community was invited to engage with Aboriginal and Torres Strait Islander cultures, histories and achievements through NAIDOC Week, which we managed to keep public and vibrant during a year of COVID restrictions. For NAIDOC week, Indigenous students welcomed Aunty Ann Weldon, an elder from the Wakka Wakka people and Brooke Prentis, descendant of the Wakka Wakka people and CEO of Common Grace, on behalf of PLC Sydney. Students were invited to:  Reflect on the theme, Always Was, Always Will be, Aboriginal Land. (This was a theme taken up by student leaders of the College in their Acknowledgement of Country, in every assembly in 2020).  To explore an SBS resource which highlights Indigenous cultures and heritages in the classroom, including thinking about place, celebrating Aboriginal artists and watching short films which capture Indigenous song-lines.  To explore SBS NITV, which showcases indigenous media.  Watch films which document indigenous experience, like Rabbit Proof Fence, Storm Boy and Ten Canoes.

By Marissa Andrews

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Secondary School  Fundraising and service-learning activities are traditionally carried out by all year groups. In 2020 these included: The International Justice Mission (IJM); Ba Vi Orphanage and Centre for people with Intellectual and Physical Disabilities in Vietnam; Comoro and Becora Kindergartens in East Timor; Guide Dogs Australia; Allowah Children’s Hospital; Wunanbiri Preschool; Red Cross and Salvation Army. However, COVID-19 impacted a number of fundraising activities and service-learning site visits that could be undertaken.  Due to travel restrictions, Year 10 students were not able to partake in the traditional cultural and language exchanges. Instead, students were given the option of connecting with students from our sister schools through a 'pen-pal' exchange, allowing them to still make connections. All Year 10 students took part in an 'activities week' at the end of the year.  Students from a number of age groups assisted with the organisation of a Multi Sports Day for students with disabilities. The carnival is run at our College and students from a number of Sydney schools participate.  A mentor program is run each year using Yr.10 and Yr.11 students to support the integration of students in our Special Education unit into the social and pastoral life of the College. This program has done much to foster and encourage greater understanding of difference  Year 10 students are trained in the “Peer Support programme” and are “buddied” with a Year 7 student at the beginning of the year. This programme encourages confidence and trust in our young secondary school students.  Students participated in an online ANZAC assembly and an on-campus Remembrance Day assembly run by our senior students to commemorate those who sacrificed their lives in conflict.  Speakers program for the Secondary school featuring people who are role models because of their contribution in making a difference to the lives of others  Speakers program for the Secondary school featuring people who are role models because of their contribution in making a difference to the lives of others  The 2020 Community Prefects set up a 'Student Wellbeing' Google Classroom that allowed them to reach the student body directly and talk about wellbeing issues. They also set up a student Instagram page called "Post, Laugh Connect".  Students in 2020 continued to respond to a call to reduce waste.  Participation of Year 10 in the BSTREETSMART Road safety program - This was held online in 2020 due to COVID-19 regulations.  Year group United Days (one per semester) were interrupted due to COVID-19 regulations. As restrictions eased during the year, different activities were planned to fill the void. Usually, these were done in smaller groups (i.e House groups to keep the numbers down) and then in Term 4, we were back to whole year group activities, particularly for Year 7 United Day, which was important due to their interrupted first year of High School.

Junior School As with other initiatives in the College in 2020, the plans for programs that developed Respect and Responsibility needed to be reoriented in accordance with directives regarding COVID-19. In particular, the directive to keep year groups apart meant that we could not continue with programs like peer support, which requires year groups to mix. Having said that, the programs we did run, with changes to abide by directives from the medical health professionals were:

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

We ran Grandparents Day, this time online. Our Captains and Dr Burgis addressed the grandparent community online, and grandparents were virtually invited into classrooms to see their grandchild’s work. We ran Girlpower as we normally would, but with changes. Dana Kerford addressed the Junior School students in cohorts about respect and responsibility, learning how to manage conflict and to keep peace among each other. Rather than having parents onsite as we normally would, parents and daughters were invited to an online event with Dana Kerford. We ran DORCAS as normal, a program whereby the students knit squares which are then made into blankets for those in need. Instead of showcasing these blankets, student representatives simply dropped them in to distribute via the school’s official channels. We ran Red Cross Bumper Day, a program whereby students raise money for Red Cross via donation and stalls, with COVID restrictions in place. Rather than food, students prepared packaged food, and craft products, and staff ensured that no money exchanged hands. Students raised a sizeable amount of money for Red Cross in this way. Along with the Senior School, the Junior School was involved in opening the Turtle Hatchery, a program whereby the school worked to contribute to reintroducing and protecting the Long Neck Turtle into the Parramatta River System. This opening was attended by the local MP, Jodi McKay.

Highlights of the findings for 2020 are:  Almost all students were very satisfied with the quality of teaching and learning  Almost all students were very satisfied with the level of opportunity afforded them  Almost all students were very satisfied with the well-being and care of the College  Almost all students were very satisfied with the quality of resources Initiatives which were highly valued were:   

The School’s response to COVID-19 and online learning. Students identified the commitment of their teachers to both their academic work and their wellbeing as being notable. Students identified their teachers throughout their school years as being outstanding The school’s co-curricular program

The primary areas for development, as identified by students were:  The school counsellors. Students suggested that they did not feel comfortable going to the school counsellors, either because they feared that confidentiality would not be maintained or that they would not meet warmth and understanding.  Students suggested that Design and Technology needed more resources in order to support the amount of major works  Assembly talks needed to be pitched at student body  Perceived inequalities in wellbeing services  The culture of ranks, and wanting to see ranks be discontinued in our reporting in Junior years in the high school. As a result, the Principal called for a restructure of our Counselling Services to better meet the needs of our students, appointing a Performance Psychologist and implementing a Coaching Framework to support our students throughout the College. We ensured that practical subjects are adequately PLC SYDNEY | 2020 ANNUAL REPORT

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staffed and that our staff members feel supported in giving feedback. In our ongoing work on the Learning Management System, we incorporated students’ views that we could redesign how we report to them, and have since replaced the rank with a box and whisker in earlier years. Qualitative Breakfasts with the Principal, conversations with Executive staff, and personal correspondence. These revealed a very positive story about the College. Critical comments were acted upon. Critical comments were in line with the survey issued to the students. Quantitative This data is drawn from parent surveys at the end of the year. Parents are generally impressed by the quality of education at PLC Sydney, and in particular on the well-rounded girls this College produces, showing excellence in a range of pursuits.

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INCOME AND EXPENDITURE

PLC Income FY2020 0% 2%

0.24%

10% 18% 70%

Tuition Fees

Government

Activities (Good & Services)

Tuition Fees Government Activities (Good & Services) Investments Donations Other Total

Investments

Donations

Other

35,581 8,929 5,212 122 962 50,806

PLC Expenditure FY2020

Employees & Prof Servics

Employees & Prof Servics Other Total

Other

30,388 21,562 51,950

FUNDING SOURCES

Australian Government State Government Tuition Fees

PLC SYDNEY | 2020 ANNUAL REPORT

6,761 2,168 35,581

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Meta St Croydon NSW 2132 T (+612) 9704 5666 E enquiries@plc.nsw.edu.au www.plc.nsw.edu.au Principal: Dr Paul Burgis PhD (UNSW) MEd DipTeach DipDivMiss

C;PR0110;-2019-06