PLC Sydney 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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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 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

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.

The Bursar (Mr Trevor Stokes) 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 2021) I add my welcome to each person here in person and who is listening on line. It is great to be here in person. It is with pleasure that today I take this opportunity to publicly thank each and every one for their contribution to PLC Sydney. A community of young women, teachers and support staff, parents, grandparents, former students, College Council and friends. What you have achieved as a College this year is a product of exceptional collaboration. You have strived to create an environment of care and support for all, whilst upholding high academic standards. Today is a day we congratulate and celebrate each reward recipient, those who have achieved exceptional results. We rightly recognise their abilities and efforts. Today we also celebrate our strong focus on the wellbeing of each student. We are a community that truly cares and goes out of our way to look after each student’s needs. Thank you to each staff member of the College for your diligence and dedication to the girls. And beyond this you are an inspiration to them. As a broader community, our society has been in a period of continuing change from dealing with lockdowns, on-line learning, uncertain exam and HSC timing, and an inability to spend time with loved ones. We have a number of students who have not been able to travel to see family for nearly 2 years. This is an exceptional situation, one that we could not have imagined a couple of years ago. As a result we have had to demonstrate resilience on so many levels. Last year I mentioned that we are not in control. It was my son Elliot who pointed out to me recently that my common refrain this year has been “Let’s go with the flow”, which really is an outworking of an understanding that we are not in control. Elliot and I were waiting together in hospital for surgery on his two broken arms, and rather than being overcome I said “Let’s go with the flow”. My comment “Let’s go with the flow” has not been about taking the easy path, or not challenging the status quo, but in relation to attitude. An attitude of trying not to get anxious, but to calmly work through a situation. To deal with the known as it is arises. It has then been linked with the understanding that we can choose our attitude. Choosing my attitude has been linked to two books: 1. A book called Fish – written to help business create teamwork and engagement. The concept learnt was that each day we can take responsibility for choosing our attitude, taking responsibility for how we respond to what life throws at us. 2. Choosing my attitude each day resonated based on the second book, the bible where in 1 Thessalonians 16-18 it says “Rejoice always, pray continually, give thanks in all circumstances for this is Gods will for you in Christ Jesus. I am called to choose to rejoice, knowing that I can pray to my Lord who hears, and no matter what I can be thankful. Yes there has been much change this year, but we can be thankful for many things. Today I thank each of you for your contribution. I particularly thank our Principal Dr Paul Burgis for his leadership, for the executive who support and all staff. Thank you for supporting each of the girls.

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Parents and supporters thank you for your continual engagement. We can be thankful for what we were able to be involved with particularly in the first half of the year, the amazing fair, Matilda the musical, sports etc. Thank you parents for sharing your home environment for learning whilst working. To the girls, you have truly gone with the flow. This period will go down in history as being vastly different to what we have experienced in education previously. Thank you for adjusting to the changes, learning in different ways, staying connected with your friends and continuing to apply yourselves to your studies. Thank you to each and every one of you for adapting. In closing my prayer over the Christmas break is that we each will be able to spend time with loved ones, and have the chance to remember the reason we celebrate Christmas. Mrs Leah Russell Chairwoman of Council

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2021 was another terrific year for the PLC Sydney Parents and Friends’ Association (P&F). The first event of the year was the Annual Welcome Cocktail Party held in early February where we had over 170 parents welcoming in the new school year over a few drinks and nibbles. The annual Open Day and Fair, which was held in May on the Saturday before Mother’s Day, was a roaring success! The event exceeded our expectations in both the number of people who attended, as well as the funds raised. But, most importantly, it was a great community event which showcased PLC Sydney. A massive thank you to the Fair Organiser, Georgie Blake, and the awesome Fair Organising Committee and volunteers who contributed to the success of the day. In late May, the P&F supported the PLC Sydney Science Fair with a sausage sizzle for the 400 plus girls who attended the night – an amazing event was held to see the blood red moon. 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 President of the JSA, Sophie Arkelidis, and the wider JSA team, I extend heartfelt thanks from all of us in the school community for the great work that this team does throughout the year. The P&F has a Charter for the use of funds that are raised via the various activities throughout the year. The P&F donated substantial funds to the school during 2021, including: • • • •

$7,000 in Junior School Library funding $13,000 for a new Science Laboratory autoclave $500 for the annual students’ photographic prize $2,000 for the PLC Sydney Science Festival.

The P&F supports projects and purchases equipment for the school that benefit a wide range of students and different faculties in the school. Finally, I would like to thank the 2021 P&F Executive, Shona Gawel, Michelle Ladkins, Georgie Blake, Dean Galanos and Philip Argy (who is retiring at the end of 2021) for volunteering their time to help run the P&F throughout the year. Mr Tony Nejasmic President, Parents and Friends’ Association

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Speech Day Address 2021 Mrs Leah Russell, Chairwoman of College Council, Members of Council, Ms Anne Harris, CEO of Pfizer and our guest speaker for today, members of staff, parents and families of the College and our students, including our prize winners. Welcome to the Speech Day of the 133rd year of the College. I thank Ms Harris for being here today. We have recently had a number of Australia’s top female CEOs speaking with our students. I am looking forward to hearing your account of leadership in pressured times today. Well, we made it. After a year of zooming, and perhaps fuming at being indoors, of masks - and of tasks sent online, of holidays that took us all the way to the supermarket, and of friendships conducted by screen, we have made it to Speech Day. Today we celebrate our College. We have had remote exams, remote mates, remote debates, remote sport and remote control groundhog days. August blended into September, into October. And yet, here we are, a thriving school that has also conducted a full musical, a sports program, and endless public speaking and debating, scientific research zooms, English, Maths, Arts lessons in abundance, House Choir, House Debating and now Speech Day. We applaud our teachers who have extended themselves in care and professional leadership, and our students have disciplined themselves whilst studying at home. Our parents have multi-tasked and stretched themselves sometimes into thin threads. Our Executive and school leaders have been very strong. Council has governed well. Well done to everyone for digging deep! And well done to Year 12 for digging perhaps deepest of all. It is tough to learn calculus online. It is tough to operate a drama group program or create an artistic masterpiece. It is easy to lose the sense of what Shakespeare is saying when stuck learning alongside your little brother’s teacher’s voice, father’s online business deals and mother’s law firm zooms. I sometimes look at the honour boards in College Hall and I wonder about the stresses the College community faced during World War II, with all the worries about what was happening to relatives either fighting either Hitler or the Japanese imperial forces. And I wonder how they got on together when the soldiers and nurses all came home. Perhaps they looked back to remember who they were. Could they remember what life was like before the war? Could they find a great new future for themselves? Those war and post WW 2 years produced astonishing PLC Sydney graduates. Here are a few. Elizabeth Webby, Professor of Australian Literature at Sydney University, and author of the Cambridge Companion to Australian Literature and editor of Southerly; Margaret Pomeranz, of ABC and Movie Review fame; Professor Susan Dorsch - pioneer of transplant immunology, first female Professor of Medicine at the University of Melbourne and later Vice-Chancellor of the University of Sydney; Carolyn Chalmers Simpson - Judge of the Supreme Court of NSW and one of the first three women to sit on an all female bench. And many more. If World War II didn’t stop PLC Sydney girls, neither will Covid. The motto of the College is ‘Sancte Sapienter’: Be holy, wisely. We interpret it roughly into ‘Young women of integrity and purpose’. We know that schools are about knowledge and learning. Our motto is saying that school is primarily your character, who you are as a person. Each of these women had to grow in learning and wisdom and character to undertake these roles. They had to overcome the collective griefs of the society of their childhood and teenage years. Their society had good reason to think itself a group of victims and to shout loudly the things that were wrong. It is a fallacy that simply shouting changes things. They

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focused rather on using their talents for others and on building something good. Before making a difference to their societies these women made a difference to themselves. Once we have a little distance between ourselves and the past few months we might see that we have modified ourselves, even for the better, because of 2020 and 2021. I have been very proud of the College in 2021. There are, however, areas that need to really recover. Since 1888 we have had a strong emphasis on service learning. Whether our students are at Allowah Presbyterian Children’s Home in Dundas Valley or in Ba Vi Orphanage, Vietnam we gain much from forgetting ourselves and thinking of others. I want to speak directly to Year 7 and 8 at this point. You have not yet seen a normal full school year. You have done very well, and you are talented and thoughtful students. We have 4-5 years to really develop the service learning aspect of your education. Understandably there has been a greater reliance on phones during Covid. As we return in 2022 I will talk with P & F about how we ensure our daughters do not become slaves to anything that is less than themselves. In early 2020 we launched aspects of our entrepreneurship program. Thanks to our Social Sciences team, the entrepreneurship breakfasts and the marketplaces have continued unabated during Covid. Our PLC Sydney Futures program has also included excellent webinars on different vocations. We have, however, now made Business, Economics and Entrepreneurship into its own faculty. I will write to our community next week about this in more detail. I can inform you now that Mrs Rebecca Nichols has been appointed ‘Head of Business, Economics & Entrepreneurship’. This represents a significant commitment to this area. This means that Ms Vivienne Migdanis will take over as Head of Year 7, and Ms Senzeni Ndhlovu will take over the well-being support role. Congratulations to these dedicated staff. With the sale of Arlington House, the old principal’s residence, the College will build new classrooms next to Marden in 2022, and at a later point will plan towards both an Entrepreneurship Centre, and the bigger, known building of the Alpha and Omega STEM Centre. Those new classrooms will be erected in the first half of 2022. The five million dollars earned from the Arlington sale and the annual giving will cover the cost. The previous Sydney University vice-chancellor, Michael Spence, had the plaque honouring his time put in place recently. He chose the following quote to be on the plaque: ‘As a society we need to learn to disagree better.’ We do face challenges in this space as a society. An education must allow room for a person to put their case. We want to make sure that we treat everyone well in our society. Yet we don’t want any one group to create what Robert Boyers calls a ‘total cultural environment’ with groups in society that appear to be beyond criticism. Be wary of the person who quickly shuts down any opinion other than their own. I have been very pleased with the work in the Macindoe Research Centre this year enabling wide reading, and reading of classics. I am thrilled with the emphasis on debating at our school. You would all know that I support Philosophy and Theology as a subject. We need at least some of our students to grasp the history of ideas, that science prioritises an experimental process as the means to gain knowledge, that history argues that testimonies, under certain conditions can give us access to the past, that English (amongst other things) teaches students to both value and be suspicious of the person who is telling the story; and that subjects like English, Art or Music value our deeply personal qualities, our sense of beauty or joy or sadness in understanding the universe. In a theology subject we ask if the universe is a closed thing - just a big web of causes and effects; or if it is an open thing –

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who the Thou is to whom I am beholden. As a Christian school we are honest about our presuppositions as we approach these matters. I have been very pleased with Seed, our environmental group, and their work to build actions into our lives based on sustainability. At our Building Committee meetings we ask the same questions. Just as we have an indigenous action plan, as a College Council and an Executive we have sustainability as a key element of our strategic plan. A good education should result in actions being taken, but not in thinking that any single activist feed on the internet is the truth. Wisdom is about realising that there are unintended consequences to actions. If something seems simple, it probably is too simple. In Covid we have had to make things straight-forward. Our commitment to learning at PLC Sydney is to both the joy of learning and to its complications. I am grateful for a staff committed to this. This year we received 30 STANSW awards out of 150; we were successful in the Festival of Speech for the 16th time in 26 years; we achieved 3 out of the 8 Eureka Awards given Australia wide; we had success in Debating, Sport and a joyous Science Fair; our students were recognised in Music, Art, Writing and Mathematics and we still held our Musical and many other events. And it is appropriate that I pause here to thank a staff member who has taught Social Science for over 40 years, and been Head of Faculty since the 1990s. Mrs Margaret Hinchcliffe is retiring this year. She has led such a coherent and connected faculty, and has been dedicated to the students, staff and the College. I am sure you will join me in thanking her for her superb work over four decades. Margaret, you are a star! But not only Margaret is retiring. Ellie Basford has taught for 32 years at PLC Sydney. A positive and able Mathematics teacher, she has also served in leadership roles, and has taught in the senior and junior schools. Loved by staff and students alike, we wish Ellie all the best for her retirement. And then we must also thank Brian Austin, our Head of Maintenance. The campus looks beautiful. He takes such pride in his work. He has led his team well. And he gets things done quickly and efficiently. Brian, we will miss you! I need to recognise Veronica Trainor, who has been selected as Head of Faculty at Rosebank College. She has led our enrichment program and has previously been Head of Faculty here. A very able teacher and thinker, we will miss her too. I note also one of our respected Music peripatetic teachers, Dorothy Walker, who is retiring after 38 years. She will be deeply missed. Mr Adam Wishart, our Head of Pipes and Drums is moving to a full teaching role. We have all enjoyed a bit of Scotland resonating through our school. We wish him all the best. Cameron Morrissey has received the role of Head of Sport at Danebank. This is well-deserved. He is a committed and caring person. Now we are rivals Cameron. We will enjoy seeing you on the sidelines!

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Teresa Camarda is also retiring after decades of service cleaning the boarding house. Teresa has helped the young women of the boarding house stay tidy and clean as an act of love. And I thank Tammy Edwards, who has added verve and spirit to our enrolments team, and wish her all the best as she moves into teaching. I commend Felicity Kerr on her new role at Sydney University and thank her for her teaching of PaTh. I thank Rachel Liu, Kristen Privett, Fiona Zhang and Ian Meggitt for fulfilling their contracts and wish them all the best for the future. We are very grateful for the work of our Dance teacher Monique Holmes and wish her all the best. Our school has a rich spirit - we give agency to our students. We have had two years of Covid where centralised control has been required. In the New Testament we read that it was for freedom that Christ set us free. Our determination in establishing the school in the years ahead is always towards trust and agency in our community. I thank the staff sincerely for their efforts under tremendous pressure in 2020 and 2021. Our school Executive has been superb: Linda Chiba, Melissa Watters, Trish Pollett, Sarah Golsby-Smith, David Savill, Deb Vitlin, Kerri Humphreys, Maria Halkidis, Pauline Turner, Catherine Marvell, Lynne Emanuel and Jenny Clarke. As have our Heads of Faculty, Heads of Year, other school leaders, teachers, professional support staff and maintenance staff. I thank them all. And I thank my P.A., Mrs Mathews for her tireless work. And my wonderful wife and family. Susan is magnificent. As is the support I receive from our family. God bless you. I hope you have a joyous Christmas.

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Junior School Unfortunately, due to the COVID-19 pandemic, the SRC program was largely impacted this year. Luckily, Grace and I, some teachers and each class SRC Representative made small differences throughout the year at school when meeting face to face. The meetings weren’t able to continue during the online school period due to the complications and struggles. The successful changes included the timer for the swing, a system for sharing the handball courts more fairly, the addition of the ping pong tables and equipment in the Hamilton MultiPurpose Centre. In Evandale we achieved a buddy system for years 2 and 3, new covers for the sandpit for protection and chalkboards with chalk for the girls to use out on the front lawn. We are very grateful for the hard work put in by the SRC Representatives this year and for the Representatives who attended all the meetings. I look forward to welcoming the next SRC Captains for 2022! SRC Captain: Tyler Soh SRC Vice-Captain: Grace Logan

Senior School It has been such a privilege to serve PLC Sydney as the two school Vice-Captains for 2021, and a joy to lead the Student Representative Council (SRC). The SRC is a group of students, elected by their homeroom groups, who convene every fortnight to voice concerns and suggest ideas as to how we students can improve our school for the wider community. As such, every member actively participates in the process of enacting their proposed changes by taking this initiative and writing proposals and communicating with teachers, students and executive. Due to the unique circumstances of 2021, we were not able to physically meet. However, this did not stop our resilient SRC leaders from pursuing and reaching our goals. A key achievement from this year included conducting a canteen audit which assessed food options, prices and convenience. Eager to take action on their findings, our representatives consulted with canteen and café providers to offer a larger variety of healthier food options and at cheaper prices, as well as to facilitate card payments to improve convenience for staff and students alike. Furthermore, seeking to promote healthy habits, the SRC directed its efforts towards encouraging students to be active by introducing handball courts and planning team sports matches at lunchtime in collaboration with the Sports department and Sports Captain. This year, the SRC also managed a significant proposal to introduce the option of pants in the school uniform for the comfort of our students and, in democratic fashion, we conducted a whole school ballot to ensure that every opinion was heard on the matter. From this ballot, it was concluded that the general consensus by the students was in favour of the introduction of pants, so the SRC moved to propose this idea to the PLC Sydney Ex-Students and the Parents and Friends Association. It was eventually ratified by the College Council executive, and we look forward to further developments in 2022. PLC SYDNEY | 2021 ANNUAL REPORT

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As the year closes, we can’t wait to see some of the SRC’s other developments brought to life in the future. Some of these exciting initiatives include the potential introduction of a School Cadets program, as well as the permanent instalment of a stationary recycling initiative in a joint effort with our environment group, SEED. Additionally, as the SRC takes action to support, represent and foster every student, we recognise the importance of acknowledging and supporting our Indigenous community and have written proposals to raise Aboriginal and Torres Strait Islander flags on our main school building. On behalf of the SRC representatives, we would also like to express our gratitude to Ms Migdanis without whom none of these important changes would have been possible. As this year’s council passes on responsibility to the new group of leaders for 2022, we are confident that the SRC will continue to bring about positive change as they represent their fellow peers in what we hope will be a more inspiring year for our leaders. Vice Captains: Angela Rofail and Emily Moloney (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 1490 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 and the NCCD.

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Congratulations to Jini Gao who achieved our highest ATAR of 99.8 Congratulations also goes to Skye Rodgers who placed equal 1st in Food Technology. • • •

37% of PLC Sydney students were in the top 10% of the State. 3% of PLC Sydney students (5 students) were in the top 1% of the State 71% of PLC Sydney students were in the top 20% of the State (an ATAR of 80 or above)

Furthermore, the following 5 students achieved ATARs over 99.0 (top 1% of the State): Jini Gao, Julia Cummins, Angela Rofail, Horatia Ma and Amelie Larsen. These are exceptional results and extremely well-deserved.

TOP ACHIEVERS IN COURSE LIST The following students gained places in the Top Achievers in Course List in 2021 (placing in the top 20 students in the State in their different subjects): • •

Skye Rodgers (Food Technology) - 1st in the State (equal) Anamieka Vander Heiden (Portuguese Continuers at NSW School of Languages) - 5th in the State

PREMIER’S ALL ROUND ACHIEVERS LIST •

Ten (10) 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)

UNIVERSITY RECOGNITION GAINED FOR EXCELLENCE IN CO-CURRICULAR PURSUITS With a holistic approach to education, PLC Sydney encourages active participation and engagement in both academic studies and co-curricular activities. All our students are challenged to strive for excellence and inspired to achieve their personal best. We believe strongly in personal integrity and social responsibility, while supporting each girl as she develops the skills, knowledge and values required for her to make a meaningful contribution to her community and lead a happy and fulfilled life. Many of our 2021 cohort did this through their varied co-curricular pursuits, from achieving the Gold Duke of Edinburgh Award, to gaining a Diploma of Communications with ASCA (Australia Speech Communication Association). These achievements are recognised by universities in the form of Adjustment Factors that, although not included in the official HSC statistics above, do contribute to the excellent university placements. that you will read about at the end of this booklet.

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HSC SHOWCASES AND EXHIBITIONS OnSTAGE:

Individual Drama Performances Nominated: Katey Cox and Isabella Tomic

ENCORE: (Music)

Nominated for Performance: Chanel Chamoun (Voice), Bella Thomas (Voice) and Horatia Ma (Piano) Nominated for Composition: Madeline Panos

ARTEXPRESS:

Nominated: Jessica Hong and Amy Hur Selected: Jessica Hong

SHAPE: TEXSTYLE:

Nominated: Summer Wanless and Alex Reed Textiles and Design Exhibition: Nominated Summer Wanless Selected: Summer Wanless

PLC SYDNEY OVERALL RESULTS Our school mean, per unit, was 41.17 out of 50 (which means that the average mark received by PLC Sydney students in the HSC was 82.3 out of 100, gained across all courses). Band 6 results (marks over 90) or equivalents in Extension courses were achieved in 27.28% of all examinations sat by PLC Sydney students, in all subjects. We have had a number of students achieving excellence in particular areas. ENGLISH 26% of our students achieved a mark over 90 in English (Advanced) 90% of our students achieved a mark over 80 In Extension 1 English 82% of students achieved over 90 and 100% achieved a mark over 80 In Extension 2 English 56% achieved over 90 and 100% achieved a mark over 80. MATHEMATICS 30% of our students achieved a mark over 90 in Mathematics and 61% over 80 In Extension 1 Mathematics 36% of students achieved over 90 In Extension 2 Mathematics 38% of students achieved over 90 19 students (86%) of our Year 11 Mathematics accelerants achieved excellent Band 6 results in the 2 unit paper 15 students (68%) achieved E4 (the top band) in the Extension 1 paper. SCIENCE 12% of our students achieved a mark over 90 in Biology and 47% over 80 15% of our students achieved a mark over 90 in Chemistry and 54% over 80 21% of our students achieved a mark over 90 in Physics and 64% over 80

BAND SUMMARIES IN 2021 The following table is an analysis of the PLC Sydney HSC results according to the Performance Bands achieve. 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 PLC SYDNEY | 2021 ANNUAL REPORT

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standard demonstrated by students. Each decile of marks over 50 is designated as a Band between 26 (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. % OF PLC SYDNEY STUDENT NO OF IN BAND 5 STUDENTS AND 6 WITH (MARKS BAND 5 OVER 80)

PLC SYDNEY NO OF CANDIDATES

NO OF STUDENTS WITH BAND 6

% OF PLC SYDNEY STUDENT IN BAND 6

Ancient History

55.56

6.27

Biology

46.5

7.04

Business Studies

12.5

8.92

Chemistry

5.58

Chinese and Literature

100

7.56

Chinese in Context

-5.26

Chinese Continuers

-7.66

Community and Family Studies

4.91

Design and Technology

6.18

Drama

8.39

Earth and Environmental Science

5.14

Economics

4.28

English Advanced

112

3.33

English EAL/D

66.66

13.19

English Standard

7.44

SUBJECT

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% PLC SYDNEY ABOVE STATE AVERAGE

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% OF PLC SYDNEY STUDENT NO OF IN BAND 5 STUDENTS AND 6 WITH (MARKS BAND 5 OVER 80)

PLC SYDNEY NO OF CANDIDATES

NO OF STUDENTS WITH BAND 6

% OF PLC SYDNEY STUDENT IN BAND 6

Food Technology

8.41

French Continuers

100

6.26

Geography

5.04

Italian Continuers

-2.49

Japanese Beginners

-1.21

Japanese Continuers

3.89

Legal Studies

10.15

Mathematics Advanced

4.27

Mathematics Standard 2

7.87

Modern History

9.39

Music 1

33.3

100

7.19

Music 2

100

3.76

Personal Development, Health and Physical Education

5.99

Physics

6.66

Studies of Religion II

3.76

Textiles and Design

5.01

SUBJECT

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% PLC SYDNEY ABOVE STATE AVERAGE

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SUBJECT

Visual Arts

PLC SYDNEY NO OF CANDIDATES

NO OF STUDENTS WITH BAND 6

% OF PLC SYDNEY STUDENT IN BAND 6

EXTENSION COURSES

BAND E4

% OF PLC SYDNEY STUDENT NO OF IN BAND 5 STUDENTS AND 6 WITH (MARKS BAND 5 OVER 80) 11

% PLC SYDNEY ABOVE STATE AVERAGE

5.05

BAND E3

Chinese Extension

100

-5.32

English Extension 1

100

2.98

English Extension 2

100

4.22

French Extension

100

3.10

History Extension

100

4.22

Italian Extension

100

0.71

Japanese Extension

100

2.87

Mathematics Extension 1

-2.60

Mathematics Extension 2

0.21

Music Extension

100

2.18

Science Extension

100

0.25

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The School had 7 students who was issued with a Record of School Achievement.

Performance on NAPLAN is documented on the My School website: http://www.myschool.edu.au).

In 2021 100% of the Year 12 cohort achieved the HSC (see the My School website: http://www.myschool.edu.au). Students studying and attaining a VET qualification for 2 of their program units: 1

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The College Executive participated in all Professional Learning undertaken by the teachers, as well as specific courses on Coaching. We undertook this in order to initiate a culture of Coaching in not only our Wellbeing program, for students, but as a tool to augment our professionalism as a staff. K-12 teaching staff participated in whole school professional development on: • Wellbeing: In 2021 we introduced the Pulse App, and ran PD sessions in order that staff not only knew how to use the app, but were equipped to understand how the information worked in the context of Wellbeing and the girl as a whole person. Staff were introduced to each aspect of the app, and gained an understanding of who had what information, and at what level. • Learning Management System: In 2021 we finalised the Learning Management System, whereby staff could see the addition of a Parent Dashboard. Staff were given information and an orientation to the new system, wherein parents and staff could gain a snapshot of a student’s academic performance without reference to her rank. Staff had a chance to learn about how this construction of reporting would change the timing and type of conversations we have with families, by shifting the emphasis on the learning process from ranks to learning. • Indigenous Students: We undertook a staff-wide course on cultural competencies, particularly with respect to our Indigenous students. Addressed by an indigenous woman – Brooke Prentis of Common Grace – to learn how to support our Indigenous students and also how to engage our multicultural students in reconciliation in our every day school life. • Tourette’s Syndrome: Given that we had a student with Tourette’s syndrome, we arranged for general knowledge in our staff in how to support students, and how to prevent a rise in anxiety for these students. • Tom Aleganourias: We had the chance to be addressed by the former CEO of NESA on the relationship between reporting and pedagogy, to enable our staff to think strategically and effectively about how we report, and what effect this has on pedagogy. • Better Together Day: Wellbeing for staff; conflict resolution. Staff understood courses in how to manage conflict in a manner according to our strategic and Christian values, and how to work together in a way that all staff members could flourish. • First Aid Course • Child Protection • Running examinations online: All Senior School staff attended whole day sessions on the design and implementation of our system to invigilate and mark examinations online. Given that our assessment period fell in Term 3, which was in Covid 19 Lockdown for the entire term, we quickly developed a system whereby our students could sit formative and summative assessments, and trained our staff in how to use it. We conducted this training online. In addition, staff attended the following professional development courses throughout 2021, as per the need of individuals or smaller groups of teachers. Some of these courses were provided by the school, in line with PLC Sydney’s position as a NESA Approved Provider of Professional Development. Most of these courses satisfied NESA accredited hours for maintenance of Proficient Teacher accreditation. Some were external providers, who were not yet approved. These courses served to become Elective PD and so also supported teachers to maintain their accreditation.

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In 2021 it is also important to note that attendance at external Professional Development courses was significantly hampered by the Covid 19 Pandemic, both by virtue that most of these courses moved online or were cancelled and by virtue of the increase in workload that teachers took on in lockdown. We sought to counter this by supporting staff with the provision of internal PD, and with distributing effective reading material to support staff development.

Course Description A text-based approach to teaching phonics An introduction to the Heggerty Approach to Phonemic Awareness Instruction Australian School Library Association: Introduction Assessment and Teaching Approaches for children with reading and spelling difficulties Assessment for, as and of learning of Mathematics K-6 Becoming Accredited at Experienced Teacher: AIS Best Practice Child Protection in PDHPE K-10 Webinar Contemporary Issues and Perspectives on Teaching Spelling Contextualisation the Educational Project of Reggio Emilia Cool Kids Anxiety Program: eTraining and Accreditation Program Courses CRU Teachers’ Conference Dyscalculia Webinar Joint Construction: Informative Texts Leading a Whole School Approach to Maths Making it a Success: Teaching and Behaviour Support Strategies for Studies with an Autism Spectrum Disorder Microsoft IT Pros Middle Leaders Course: AIS Office 365 Teacher Academy Peer Support Australia Workshop PETAA Leading with Literacy Conference Mental Health Professional Development PK-6: Team Teaching Effectively Play Based Language and Literacy Learning Powerful Routines for the Maths Classroom Principles of Cognitive Behaviour Therapy Procrastination, Organisation and Motivation in an Online World Reggio Emilia Research Conversations NESA: School Based TAA Approval STANSW General Capabilities Conference Success for All Learners: Adjustments for students with Specific Learning Disabilities Sue Larkey: Understanding Autism Spectrum Disorder – Teaching Strategies and Behaviour support Synthetic Phonics Training Tea with a Techie: PK-6 Professional Development Working Memory and Explicit Instruction PLC SYDNEY | 2021 ANNUAL REPORT

Attendees 1 2 1 1 1 3 1 1 1 2 1 5 1 43 2 2 1 1 1 4 43 43 4 1 1 8 2 1 2 1 1 2 43 2 PAGE 21

SECONDARY SCHOOL Faculty Boarding English

Maths

Science Social Science

Music PDHPE

Languages

Learning Enrichment

Executive

Sport Wellbeing

Library

Course Description Online Leadership Boarding Conference Creative Writing Essentials Inspiring Strategies to Revitalise Junior English Module A: Teaching Tempest/Hagseed AIS NSW Mathematics Conference: Head of Department Day MANSW Conference (online) PD4Maths Networks Online Workshop Edval Timetabling Essentials Economics Teachers’ Conference Legal Studies Annual Conference AISNSW Geography Conference 2021: Geographies of Impact Teaching Entrepreneurial Thinking with Industry Partnerships in Mind OSA NSW 2 Day Conference Respectful Relationships: A Collaboration Between PDHPE and Wellbeing Seminar Teaching Stage 6 PDHPE for the First time Manual Handling: Train the Trainer CAFS: HSC Marking Simulation NSW CLTA State Conference AIS: Aboriginal and Torres Strait Islander Education Conference 2021: Bringing the Heart of our Nation into our Classroom ACEL National Disability and Inclusion Conference Supporting Students with a Disability in Stage 6 Foundations, Assessment and Measurement of Behaviour UNSW: Supporting Students on the Autism Spectrum Understanding Autism Spectrum Disorder Lifting Literacy and Numeracy to Meet the HSC Minimum Standard Students Coaching Students Respectful Relationships: A Collaboration Between PDHPE and Wellbeing Webinar Lawsense School Sports Law 2021 Leading the way to Mentally Healthier Schools: The next frontier Positive Schools Conference Introduction to Leadership Coaching Lawsense for School Counsellors Information Literacy: A Whole School Approach

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Attendees 2 1 1 5 2 1 1` 1 2 2 2 1 1 1 1 1 1 2 1 1 1 1 1 1 1 1 1 2 2 2 1 1 1

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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

Number of Teachers

159

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 Full-time Other Part-time Other Total (Teaching only)

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Number 1

FTE 1

98 46 13 2 0 0 159

98 27.9 13 1.2 0 0 140.1

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Year Attendance Level Rate K 97.2 1 98.2 2 98 3 98.2 4 97.2 5 97.4 6 96.8 Av. Attendance Rate: 97.2

Year Level 7 8 9 10 11 12

Attendance Rate 97.2 97.3 96.7 96.3 97 96.2

97% of students attended school on average each school day in 2021. This is consistent with our normal range of attendance.

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. 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.

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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.

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.

Years compared

Year 10 total enrolment at census

Year 12 total enrolment on census date

2019/2021 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 2001/2003 2000/2002

155 121 146 123 135 116 130 133 153 152 143 142 147 149 146 152 124 118 110 118

151 121 144 127 139 119 134 133 149 152 140 141 151 151 148 144 127 119 113 127

Year 10 enrolment at census remaining in Year 12 at census 148 114 136 114 126 112 125 125 142 146 131 130 135 140 149 140 117 109 102 109

Apparent retention rate

Actual retention rate

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

95% 94% 93% 93% 93% 96% 96% 94% 93% 97% 94% 92% 92% 93 % 92% 94% 94% 92% 92% 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. We did have one student who repeated Year 11 due to serious illness, and at least two others who discontinued study due to illness.

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145 of 183 students in our Year 12 cohort applied for a place at Australian universities through UAC, making that offer 79% of the cohort. Of these, 136 received offers; 94% of applicants were successful. This figure excludes the high number of students who were offered direct entry and early offers through the programs universities launched in 2021 in response to the Covid 19 lockdown; a number of our students went on to accept these offers, but did not offer us final confirmation of their choices. After UAC and direct entry, the remainder of our students went to TAFE, private colleges, or a gap year.

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 | 2021 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.

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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 2021. Policy

2021

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 2021

Available to parents on the school website;

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

provided to staff and on the staff intranet.

Security Policy 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

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Policy

2021

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 Addressed by the principal and deputy principal at interview and orientation respectively. Students 7-9 are not to have use of mobile phones at school, and must remain in lockers. Students 10-12 have use, but must privilege human interaction.

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

First Aid and Medications Policy implemented

School website

Critical incident policy

Updated to reflect staff changes

Staff intranet

Pastoral care

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Homework policy

After school homework club continues

Procedures provided to students and parents on enrolment through website

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

Staff intranet Weekly Newsletters (copies available on request)

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.

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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 for 2021 have largely been met, but some are carried over into our goals for 2022. Both these sets of goals are determined by our strategic plan. The extended lockdown of Term 3 in 2021 did mean that we had to adjust our goals and delay the implementation of some of those to 2022. The goals for 2021 which have been met are: 1) Christian theme for the year: a. Seek first the kingdom of God and his righteousness b. Deliberately teach the gospel’s impact in Australia, with Meredith Lake and James K.A. Smith addressing students. c. Deliberate teaching about the history of the interaction of Christian and secular thought 2) Enact the 2030 Strategic Plan 3) Finalise, ratify and establish order of building priorities of the 2030 Master Plan and communicate to PLC Sydney community 4) Consolidate the first PLC Sydney Pre-School in Ashfield 5) Launch the school’s new Learning Management System 6) Expand the take up of the coaching model in staff and students 7) Establish new bus route to Annandale 8) Introduce new mobile phone policy 9) Advance the new PaTH program 10) Grow new interface for PLC Sydney Futures 11) Explore the unification of PLC Sydney and Armidale The goals which published as goals for 2021 but have deferred to 2022, as a result of the pandemic interruptions are: 1) Revitalising ‘Service’ after the lockdown period in 2020 2) Cambridge ‘A’ level courses completed, replanning of Cambridge program and calendar, trialling Global Perspectives, and review our Cambridge program. 3) To create an entrepreneur incubator

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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 202 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.

PLC Sydney has 11 Aboriginal and Torres Strait Islander students. 3 students are AIEF scholarship holders. 3 students are recipients of the Coradine scholarship. The PLC Sydney Aboriginal and Torres Strait Islander students are known as the Djurumin-Gal Group and meet fortnightly at lunch each term. We have been blessed to hear from a number of our students sharing in school-wide assemblies over the last twelve months. Recently, we held an assembly at the start of National Reconciliation Week and heard from two senior students - Julia McInerney (year 12) and Mikayla Byrne (year 10) - who reflected thoughtfully on their growing understanding of their cultural identity. These students generously invited us to reflect on the ways we encounter, learn from and embrace the great variety of cultural heritages embodied in our community. Two of our junior students on the AIEF scholarship, Marni Morris and Ava Moran, have also been sharing through delivering the Acknowledgement of Country during at school events and reflecting on how they engage with learning at PLC. At the beginning of Term 2, we held our first official gathering with family and friends in partnership with the Arts Faculty. Indigenous artist, Teena McCarthy, held an exhibition at the Adelaide Perry Gallery which our community was invited to gather around. The girls had lunch with Teena who championed them as she learned about their interests, offering wise counsel and guidance. Two of our Year 12 students in 2021, Juanita Lake and Taylah Ahmat finished their studies, even in the difficult circumstances, with persistence. They were grateful to have worked with AIEF in the Pathways Program and other teachers in Learning Enrichment and Wellbeing to support their efforts. They were both celebrated through the PLC Sydney graduation, as well as the graduation held with AIEF and the Djurumin-gal group. With the distinct demands that continued over the last twelve months, we have been grateful for the support of AIEF and of Brooke Prentis, Aboriginal Christian Leader and Wakka Wakka woman. As the former CEO of Common Grace, Brooke has continued to mentor and support our Aboriginal and Torres Strait Islander students in a pastoral capacity. By running mentoring sessions online and inperson, Brooke’s leadership has been central to inviting new students into our school and developing PLC SYDNEY | 2021 ANNUAL REPORT

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a sense of continuity for our current students. After leading our school through a reflective celebration of art and culture over NRW in May this year, she continues to mentor students with a particular focus on crafting their own Acknowledgement of Country and engaging in deep listening. We continue to work closely with individual students to support their own particular learning pathways. Jasmine Slade (Year 11) is involved with AIEF through careers/pathways sessions as she explores her interests and passions. We have been grateful to welcome Matilda Weller and Kahlea Kemp on the AIEF scholarship, Kiara Stanley and Merinda Connor-Tully on the Coradine scholarship and Bronte Allen all into Year 7 this year. The girls are settling into the school community to varying degrees and we are working closely with families and teaching staff to support their transitions. Even with its challenges, our Indigenous students have continued to grow and flourish throughout 2021. We look forward to our continued partnership with AIEF and Brooke Prentis and work to build new relationships with Wangal and Gadigal Elders and with First Nations’ school and church communities. Ms Marissa Andrews Indigenous Students Support Coordinator

● Fundraising and service-learning activities are carried out by all year groups. In 2021these

●

● ●

●

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; Tathra Bushfire crisis; Red Cross and Salvation Army. However, Covid-19 impacted a number of fundraising activities and service-learning visits that could not be undertaken. Due to travel restrictions, Year 10 stuents were not able to partake in the traditional cultural and language exchanges. 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. Participation of our Pipe Band in the ANZAC Day March as well as school assemblies 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. Students in 2021 continued to support our “Seed” program, which is a student run program that seeks to prompt and plan for the school to operate more sustainably. Students made

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presentations at assembly and established better recycling bins around the school, including food scrap bins. ● Participation of Year 11 in the BSTREETSMART Road safety program ● Parenting seminars continue to be very well received. Parent suggestions of topics were also incorporated into the program for 2021. ● Year group United Days were undertaken for all Year Groups to promote unity and respect among the cohort. We responded to lockdown with online activities for our students, in lieu of activities in person. ● We held a “neuro-diversity” assembly, wherein students heard from neurodiverse students about their experience and the ways in which neuro-typical students and staff could understand and support a range of different experience. ● Our Vice Captain spoke to the entire Senior School about silent racism and its impact, and the ways in which our students could work to make our school a rich place for girls from all different backgrounds. ● We conducted seminars on consent for students Years 10-12, ensuring that our students understood what consent meant, how to navigate situations wherein the students felt unsafe, and how to seek help should the students need it. We undertook this in the light of the Chantal Contos petition, not to sign it, but to listen carefully to our own students who were asking for education from us and from their loved ones.

•

Annually the Junior School holds a Grandparents’ Day. On this special morning, grandparents are usually acknowledged for the wonderful contribution they make to their granddaughters’ lives, and welcomed into classrooms. In 2021 we held this event online and were able to treat our grandparents with videos of thanks who could all log on to see these, plus the work students had compiled to show them. The moment was very special, as we had grandparents joining us from overseas in a time when many families were separated and missing each other.

•

PLC is committed to a safe and caring environment. We want to ensure our students are set up for success and that our school culture is one of respect and kindness. Dana Kerford presented the annual GirlPower workshops for the seventh year with Years 1-6 and their parents, but this time online. This skills based program empowers girls with the strategies, language, and selfconfidence to be better friends and develop healthier friendships. The parent/daughter workshops are a great way to equip parents with a shared language to support their daughters in their relationships.

•

Students were also involved in Peer Support sessions. Peer Support Australia provides school communities with an evidence based, peer-led approach to enhance the mental, social and emotional wellbeing of young people. This day builds from the My Strengths Day, where students find out what their personal strengths are and begin to understand others and how they work. In short, they learn that responsibility is cooperative – we need others’ strengths as well as nurturing our own. We can learn in order to serve others.

•

We continued to contribute to Dorcas, an initiative wherein students construct knitted diamonds which are then incorporated into class rugs, which are in turn donated to charity. The Junior School reaches out to mothers and grandmothers for support as we teach the girls to knit, so that they can contribute to this traditional charity.

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•

We also held an Online Respect workshop, wherein students learned from Yasmin London; Years 3-6 all had separate sessions with Yasmin. In addition, parents were offered a session via Zoom in order to support their daughter’s responsibility and safety in the online space.

•

We held an Amazing Me Workshop, in order to find a way to prepare students for more details and mature conversations about consent in the future. The workshop aimed at teaching students respect for our bodies and ourselves, in terms of personal development. Students learned the difference between girls’ and boys’ bodies, and puberty.

•

Year 6 undertook leadership training with My Strengths tailored to this year group.

•

While online, all classes undertook general online responsibility lesson with their roll call teachers to create supportive and connected communities while online.

•

Year 6 led “Just Be” Days, to support students to be creative, be still, be purposeful and be active during extended lockdown.

PLC Sydney runs exit interviews and surveys for all leaving students. Even though this year’s cohort had a disrupted year due to COVID-19, on the whole, their subject specific data is just as good, if not better than in previous years. In Part B the biggest increases were: • received quality advice about course and subject selection - 90% ( 72% in 2020) • received useful training in organisational skills - 91% (76% in 2020) • Service Learning has had lasting effect - 85% (73% in 2020) • staff concerned with my welfare - 96% (86% in 2020) • Disciplinary issues dealt with fairly - 95% (84% in 2020) • helpful careers advice - 90% (67% in 2020) • I felt comfortable accessing counselling - 64% (43% in 2020) Positive comments • Overall students are happy with the school and feel that the teachers are doing an excellent job • Strong sense of community • Thankful for all the opportunities eg exchange, co-curricular, academic • Learning has been of a high standard • Enjoyed time at PLC Negative comments, • Negative effects of the level of educational competition created by ranks and streaming in younger years • Consent and sexual heath and sexuality needed to be better addressed

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As a result, we have plans to close our “Carer Portal” with its reference to ranks for younger years, and have instead advertised access to our “Parent Dashboard” which features a box and whisker representation of how the student performs relative to her cohort. In recognition of the emphasis on rank, aided by the predominance of the ATAR in the imaginations of NSW students, we have also raised the profile of the “portfolio” that a student develops over the time she is at PLC Sydney. In addition, we are reviewing our consent education in two ways. We are aiming to lead with conversations about relationships and what this means, so that our students view relationships with other human beings not as a transaction or as something for which they must perform, but instead see relationships as something in which they participate and enjoy. We will pursue this in the speakers we ask to come and address our cohorts and also through our assemblies and chaplaincy program. Secondly, we will ensure that the particular programs we invite to address our senior girls on sexual consent offer the students practical advice on how to stay safe and what to do when feeling threatened.

Our staff met in small groups with Dr Burgis and some Executive staff in order to discuss how they felt post Covid-19 lockdown. In these discussions, staff gave the following feedback: • Staff appreciated the thanks offered by Dr Burgis • They acknowledged that the year took its toll on mental health and workload • They gave expression to the difficulty of assessing during Term 3, maintaining the high standards of education at PLC Sydney at the same time as not having access to our campus, collegial support and the tools of the classroom. • They spoke about the difficulties of the covers system, and asked if we could reconsider by using a system where staff nominated times when they would expect a cover rather than a random allocation of a cover based on availability alone. As a result, Dr Burgis first acknowledged the usefulness of meeting with the principal as a means of connecting with the Executive. We also undertook to see if we could institute a system whereby staff nominated periods wherein they would be available for covers.

Our parents report that they are overwhelmingly appreciative and supportive of the decisions made by the school principal, executive and teachers. In 2021, there were two key aspects about which we sought feedback from our parent body: 1) We asked about our communication with parents, on our website and our intranet – Places. Parents were frank and honest with us, indicating that they were pleased with our efforts to communicate clearly and often during the pandemic, and knew where to find key information when they needed it. Parents indicated that two things that frustrated them with the communications patterns was an overlap of information – they noticed that Connections and Notices had some crossover – and with occasional contradictions in communication. We found that this particularly occurred when one part of the school communicated without respect with another. We seek to correct this for 2022. 2) We also held focus groups for our Senior School parents on our reporting structure. We held 3 Focus Groups for each stage, ensuring that there were representatives from students of all types at the table. Some had daughters who performed very well, some had daughters who were very clever and struggled, and some had daughters who were neurodiverse and

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struggled to succeed academically. Over three evenings we held a conversation with each of these groups to confirm the parental investment in reporting. We used this feedback to correct anything existing, but also to build the Parent Dashboard in line with the view that we collected. Overall, parents wanted the ability to see how their daughter performed relative to her cohort – also a legal requirement for schools – but did not like the rank system as parents could see how this impacted their daughter. We particularly found that parents of daughters in Stage 6 were far more likely to see the negative impact of ranks than parents in the younger year groups. We note that this accords with the Exit Survey taken of Year 12 students later in 2021.

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Meta St Croydon NSW 2132 T (+612) 9704 5666E enquiries@plc.nsw.edu.au www.plc.nsw.edu.au Principal: Dr Paul Burgis PhD (UNSW) MEd DipTeach DipDivMiss CRICOS Provider Code: 02280D CRICOS Registered Name: The Presbyterian Church (NSW) Property Trust

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