PLC Sydney Annual Report 2022 by PLC Sydney

PLC SYDNEY ANNUAL REPORT 2022

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

Procedures Procedures for implementing the policy include: ● identification of the staff member responsible for co-ordinating the final preparation and distribution of the annual report to the Board and other stakeholders as required ● for each reporting area, identification of the staff member responsible for the collection, analysis and storage of the relevant data and for providing the relevant information to the coordinator for inclusion in the report ● determination of the specific content to be included in each section of the report and reviewing this each year to ensure ongoing compliance, relevance and usefulness ● preparation of the report in an appropriate form to send to the Board of Studies ● setting the annual schedule for - delivery of information for each reporting area to the coordinator - preparation and publication of the report - distribution of the report to the Board of Studies and other stakeholders - provision of information for My School website, as required

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

DEEWR Annual Financial Return The Chief Operations Officer (Mr David Savill) 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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MESSAGES FROM KEY SCHOOL BODIES

1.1. FROM THE CHAIRWOMAN OF COLLEGE COUNCIL (Speech Day Report 2022)

I add my warm welcome to all special guests, girls, teachers, staff, family and friends. Today we celebrate the end of the 2022 year, recognising those girls who have achieved excellent results academically. Well done to each of you for receiving an award. As Chairwoman of PLC Sydney College Council, my role is to guide the Governance of the College ensuring that the College continues to educate and develop young women of integrity and purpose, within a Christian framework. It was pleasing to see how the College has returned back to a new normal, with our normal events. The focus of College Council this year has been: a) The building of new classrooms, that will open for second term in 2023. You will be pleased to know that we will be continue to build new classrooms, and will look to re-fresh the Frieda Whitelam building which is the heart of the school. b) We continued to focus on sustainable finances, as we work through how to mitigate the loss over the next few years of significant government funding. c) We Worked with executive to finalise the Cambridge A levels program which will commence in 2024, with first results in 2025. I would like to thank each of the College Council members, for their time, thoughtful contribution and dedication to the good governance of the College. We will be farewelling Luke Hall, David Su from the College Council and during the year we farewelled Matthew George. Each contributed their financial and legal skills. We also welcomed back Joanne Gamble who brings engineering and property skills. I thank Principal Dr Paul Burgis, Executive and all the teachers and staff of the College. Without your passion and dedication, the College would not be where it is today. I know I speak on behalf of the girls and the community in giving thanks to each of you. I would also like to thank each of the representatives of the ex-student union, P&F and the Foundation working groups, and the many other volunteers at the College. Thank you for your care and service, it is very appreciated by all. Each year I finish with a learning. This year I have been challenged with the concept of Being Brave. You may see me as a leader, as you see me in the context of being Chairwomen of the College, or know that I am an Audit Partner in a large national practice. That does not mean that I am naturally brave. In fact, when asked to consider taking on a more significant role within BDO, my first response was no, what if people don’t accept me, and don’t vote me in. In essence, I was allowing the fear of failure, to dictate. Was I taking skills and burying them rather than using them as per the parable of the talents in Mathew’s Gospel. When discussing with family whether I should step out and go for the role I was reminded of my statement from last year of don’t PLC SYDNEY | 2018 ANNUAL REPORT

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you “Go with the flow”. They were correct for to “Go with the Flow” does require the concept of being brave. So I did step up and was Brave. My prayer is that each of you will not allow circumstances of fear to hold you back. Make the most of opportunities, learn and develop from the wins and any set-backs. I also pray that as we finish for the Christmas holidays that you will reflect on the reason we celebrate Christmas, the birth, life, death and resurrection of Jesus.

Mrs Leah Russell, Chairwoman of Council.

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1.2. FROM THE PARENTS AND FRIENDS’ ASSOCATION 2022 saw the activities of the PLC Parents and Friends (P&F) Association return to a “near normal”. It was wonderful to be able to hold our meetings face to face and still offer the ability for families to dial in remotely. Our P&F meetings are an opportunity for the school to share updates with us and likewise a forum for families to ask questions. In addition to fundraising, the P&F is here to support your family and our meetings are a great way to connect with others from across the college. Our annual Welcome Cocktail Evening was a little later than usual in the year, as the priority in Term 1 was ensuring a safe return for the girls and COVID cases were circulating. When it was held, it was a wonderful occasion in the beautiful Hamilton Multi-Purpose Centre. Our largest fundraising activity, the Open Day and Fair was an outstanding success. Georgie Moodie and the Fair Volunteers put on an incredibly special day that was enjoyed by the entire school community. It also raised over $150,000 which is a testament to the huge amount of work from everyone involved. I would also like to thank the volunteers at the Second-Hand Uniform store. A huge amount of time and effort goes in to ensuring families can access this. Photini and her team have run this for several years and we thank them for it. The P&F was able to support a variety of activities for 2022 including the provision of visual arts and rowing equipment and IT resources. I would like to thank the P&F Executive Tony Nejasmic, Dean Galanos, Sophie Arkelidis, Tanveer Ahmed, Tara Togi, Michelle Ladkins and Stephen Rowland for their efforts throughout the year. Volunteering your time as busy people, your contributions are very appreciated.

Shana Gawel P&F President

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1.3. PRINCIPAL’S COMMENTS Learning is about hospitality Good morning Leah Russell, Chairwoman of Council; Council members; Moderator of the Presbyterian Church, Reverend David Maher; our guest speaker, Libby Owen Edmunds (Class of 1989); special guests, staff, parents and the reason we are here - the students of PLC Sydney. Welcome to our 134th Annual Speech Day. Our school has about 1450 girls and young women whose presence we enjoy immensely. They bring us, as adults, life and energy every day. We are so proud of them. When we think of the part we play as teachers and parents, and the part they play in encouraging each other, we could say that our role is to keep them buoyant - academically and personally. I ask you to think with me this morning about buoyancy in learning. Recent research by AGSA has created the following categories of a learner regarding buoyancy. Students move between groups: 1. The non-buoyant - the student who has temporarily lost their zing concerning learning 2. The tenacious non-buoyant - the learner who lacks strategies for learning and whose achievement is limited. She is not buoyant, but she doesn’t give up easily. She believes she will gain buoyancy. 3. The mixed-thriving learner - she has great learning strategies, but it isn’t translating into achievement yet. If she has an internal sense of her value, she remains buoyant 4. The average thriving learner - the biggest category. She has some learning strategies and these translate into mixed or average achievement. Her commitment to learning may be subject or attitude dependent 5. The high-thriving (only about 15% of Australian learners) - she has great strategies and they translate into many accomplishments. The researchers claim that the best ways to build buoyancy are: 1. To help students be honest about the challenges that they face at school, but not to ascribe blame 2. To help them identify the resources and opportunities they have to face the challenges 3. To help them access the resources and use them In other words, to always see their education as their own, and to enable them to freely engage with it. A further complication is that learners observe each other. They can be encouraged or discouraged by the buoyancy of others. I want to talk today about how we seek to build buoyancy. Our school relies upon the warmth, expertise and commitment of our staff towards our students. And vice versa. Everything is underpinned by relationships. Schools bridge the gap between the domestic and the professional. Relationships need fostering. On behalf of all of us, I thank our staff for fostering relationships with 1460 girls and their families this year. I wish to first recognise staff who are leaving. Junior School teacher, Mary Mitchell, is retiring after over 17 years teaching in Hamilton and Evandale. Not only is Mary a highly regarded and effective teacher, but she also led the PLC Sydney PLC SYDNEY | 2021 ANNUAL REPORT

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gardens project and has collaborated closely in areas like science education. After many years teaching stage 2, Mary has more recently taught stage 1 and has done a wonderful job. We wish you all the best Mary and thank you for your service. Our Director of the J D Oates Aquatic Centre, Karen Stephenson, is still in the record books as Australia’s youngest Olympic swimmer. She won a bronze medal in the Mexico Olympics in 1968. Karen has led our pool and fought the good fight against Pymble in the pool since 2005. Karen, in the future I will remember you sitting by the pool at SOPAC calculating how to squeeze every point out of the IGSA Carnival. On Karen’s watch, PLC Sydney won the IGSA carnival on many occasions. More than this though, Karen has always thought about the girl. She expects each girl to be loyal and to work hard. Karen, we will miss you greatly, but we thank you for your love of the red, black and white. Come anytime you want to cheer us on. Also in the Aquatic Centre, I recognise Judy Moras, who began teaching swimming in the 1960s. She has taught at PLC Sydney since 2006. Every week she teaches over 150 girls to swim and has also taught our Transition Students. Judy is retiring. What a wonderful contribution she has made. Speaking of Sport, I know a girl who loves a microphone. She also loves sport and thoroughly enjoys every single drop of sweat expended on the courts and fields. Belinda Harden - go west young woman! What an enormous difference you have made to Sport at PLC Sydney. Our goal in Sport is to have every carnival team (Swimming, Diving etc.) in the top five schools, and every S01 and J01 team in the top grade. PLC Sydney has excelled in Sport under your leadership. This year we won the Diving (well done Michelle Olsson and team - after many years of second place we beat Pymble); the Gymnastics (well done Marie - this was the third year in a row). We finished second in Swimming and Cross Country and third in Athletics. We were runners-up in S01 Hockey and had almost all of our lead teams in S01 and J01. There were wonderful results on the ski field and numerous individuals excelled. We have many buoyant athletic girls because of you. And Mrs Deb Vitlin, after 16 years as Head of HR and Compliance, we farewell you. You have been a science teacher and a year leader. You have sat with me in some of the hardest moments I have had in the school. It is very difficult when staff members have a conflict. It can lead to one person leaving. It can lead to bad feelings. These situations are never easy, yet I have gone into every meeting with you with absolute trust because I know you are fair-minded, I know you think about both parties, and I know you are loyal to the College. I will miss you greatly. We all thank Deb Vitlin for her work. I thank the permanent staff who are leaving us. Roxanne Antonio will be working closer to home at Ravenswood. We thank her for her excellent teaching in the Junior School. Claire Elliot (Junior School Library) is moving to Barker College. What a fine contribution she has made. Leesa Lawrence (Sports Administrator) has received a new role with the Australian Olympic Committee. Thank you Leesa for making sure Sport is well organised each week. We thank Rebekah Lee (PDHPE) for her work and wish her all the best as she moves with her family to the Gold Coast. We thank Alison Patience for her excellent work in the Learning Enrichment area. We will miss you all. I recognise Debby Cramer, our Archivist, who is retiring after over 20 years of splendid service. She always reminds us who we are. We wish God’s blessing on the following staff who will be on maternity leave in 2023: Lauren Bruno, Adriana Abramowicz, Danielle Comandante, and Julia Surducki. PLC SYDNEY | 2018 ANNUAL REPORT

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We wish all the best to staff who are taking long-service or other leave in 2023: Jo Herrmann, Trisha MacRae, Alice Minogue, Biqi Peng, Terry Pizanias, Nadine Emans and Jane Williams. And I thank the staff who have had contract roles with us: Ernst Smeets, Ariel Qiao, Christina Brun, Margaret Murton, Rosie Thomas, Nicola Maglione and Michael Zhang. Now I turn again to this word: buoyancy. I thank Linda Chiba and Maria Halkidis, and the morning connections coaches who have undertaken their coaching programs. We are teaching students the strategies I noted. There are hundreds of honest conversations occurring. This impacts culture positively. It builds buoyancy. 2023 will be a big year as we prepare to commence Cambridge ‘A’ levels in 2024. I ask you to think of two words tonight: pilgrim and progress. I ask you to recognise that every student in our school is on a journey. They are becoming accomplished. They are growing as persons. Girls, you are growing and changing. If you are nine or 12 or 15, you are not ‘cooked’ yet. See your school as a personal journey. Find meaning. Find truth and goodness and beauty. Work hard. This is school as a sojourn, a pilgrimage. Cambridge helps us with this because its courses are deep and broad and challenging. There is no shortage of excellence among you girls. Cambridge offers you a different structure for your learning. Some of you will suit the HSC. Others will suit Cambridge. And we purposefully call your senior years a portfolio. You will add co-curricular to your academic studies. You will go on Exchange or undertake Service Learning. Learning is a whole person thing. The world outside school will increasingly be influenced by Artificial Intelligence. In our technology and entrepreneurship and Science classes, we are grappling with the technical aspects of this. In the humanities, we answer ethical questions. Our engagement with Israel, the USA and South Korea will be about connecting our school to these big questions. We need to prepare this generation for this new world. Our building program over the next few years will be related to this. The key areas for development are in the senior school. We are also looking at purchasing a nearby property to rebuild technology and entrepreneurship. We have commenced discussions with our brother school, The Scots College, regarding the use of their Glengarry outdoor education campus and opportunities for our students to connect. How do we assist academically the students who are not so buoyant? One area we are investing further in 2023 is learning enrichment. University research has shown that results in Mathematics dipped across the nation in the Covid years. We are putting extra teacher support into Mathematics and English classes in 2023. Some students need help from the Learning Enrichment team. We have the extra support in the classroom. We need to build a sustainable world, and students buoyant to take on the challenges. You already know of our Junior School commitment to the MillionTurtles Project, which should kick off in earnest in 2023 with our first hatchlings arriving. Having received the proper approvals, we want to be one of Australia’s leading schools in sustainability and conservation. Our Israel trip next year is a pinnacle event, but it is more than a tour. AmCham and PLC SYDNEY | 2021 ANNUAL REPORT

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the AICC are keen to promote girls into start-ups and green technologies. Our girls will be helping us make links with the start-ups that are moving towards roads that charge your car as you drive on them, or satellite systems that provide early access to serious weather alerts. You will see increased activity in this space in 2023. There is a false dichotomy in the world. One sees it in the Sydney Morning Herald and on the ABC, on 2GB and Sky News. It is that technology must distance us from faith and values. The job of progress is to create autonomous humans. Charles Taylor, in his wonderful book, A Secular Age, says that we buffer ourselves to faith and values, claiming rather that truth is discerned only at a distance. The double Nobel-winning Chemist, Michael Polanyi, said: ‘Empiricism is valid only as a maxim, the application of which itself forms part of the art of knowing.’ Data is very helpful in making us better at things, but data doesn’t tell us why we need data. We claim rather that children are first pilgrims and then they progress. They need to gain a sense of who they are. The word buoyancy is good because it refers to their persons and their academic accomplishments. We do much already to build the culture we want. For the fifth year in a row, PLC Sydney received more awards than any other school at the leading awards night for school students in science. PLC Sydney received 42 awards. In second place was James Ruse with eight. Well done to all teachers and students. It was with great pride in November that I showed some of these projects to leading entrepreneurs. They were very impressed. Buoyancy is about creativity and expression. It is just no accident that we also won the IGSA Festival of Speech for the 17th time in 27 years, and was the leading school in Australia at AIDPSC or held eight theatrical productions including the wonderful Oliver, or celebrated music with our tattoo led by our pipers, James Morrison and our bands, or our beautiful choir or strings evenings, or ran eight exhibitions in the Adelaide Perry Gallery. Every Year 12 Drama student was nominated for OnStage, and a record number of Art students had their works selected for Art Express. Numerous Design and English and Music students also received recognition. We eagerly await our HSC results. Dr Esther Lightcap Meek taught us this year about the critical aspect of engaging students with the real world and with them using English and other languages to communicate about it. Here students find their voice and their sense of purpose. In subjects like History, Philosophy and Theology and Christian Studies they learn about integrity and purpose. They ask the big questions. In the Social Sciences, they try to tease out how society works. I thank the work of the staff in the Junior School. This is a place of great joy with dedicated and exceptionally able teachers and staff. Thank you Melissa and your team. Thank you Linda Chiba and our Executive and Heads of Faculty and Year, indeed all staff. It is supported by David Savill and our excellent Administrative and Maintenance staff. In allowing all of this I thank you College Council for your excellent governance. Thank you parents for your balanced and generous support. Thank you to the ESU, the P & F and Foundation. Next year we celebrate 135 years. In particular, set aside the days leading up to and following the Open Day and Fair. We have planned a major concert at the Town Hall, a ball and an international science fair. We welcome numerous overseas schools. PLC SYDNEY | 2018 ANNUAL REPORT

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We will complete the SkyPath in late Term 1 next year. We are gradually renewing our senior school. And finally I thank my PA, Mrs Sabita Mathews for her professional and considerate work, and my magnificent wife Susan. I thank my daughters, Chelsea, Tiffany and Holly and their families for their support. ‘For it is by God’s grace you are saved through faith, and nothing of your own efforts. No one can boast.’ Paul’s letter to the Ephesians. Have a wonderful Christmas. It is now time to celebrate our Junior School students. Immediately after this, our guest speaker, Libby Owen-Edmunds will address us. Libby grew up on a farm on the outskirts of Sydney. In 1984 she came to PLC Sydney as a Year 7 Boarder and in 1989 was Boarders’ Captain. By 27 she had become one of the youngest Managing Directors of a multimillion-dollar strategic branding agency in Australia. At 30 her life changed direction and she embarked on an international adventure living in Sri Lanka, Pakistan and Indonesia. Post the 2004 tsunami, Libby co-founded the charity AdoptSriLanka raising more than $5 million to rebuild the lives of thousands of Sri Lankans. She founded two world-leading literary festivals in Sri Lanka and Pakistan and is the author of the best-selling autobiography Monsoon Rains & Icicle Drops. We are honoured to have her with us today. Dr Paul Burgis, Principal.

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1.4. STUDENT REPRESENTATIVE COUNCIL Junior School

Every year, the Junior School classes come up with new initiatives and Representatives from each class bring them to the Student Representative Council so that we discuss them and improve our school. We have several notable achievements in 2022 In Semester 1, we purchased new buckets for the Evandale sandpit, organised a Charity Dress Up Day and Year 4 became buddies with Year 1 and Pre-Kindergarten, which they really enjoyed. We have a new chalkboard in the Hamilton Playground and battery recycling bins have been installed in the Hamilton and Evandale office. More locker space was found for the Year 1s, and we have rules about our staircases to stop tripping hazards and crowding. Additionally, we have suggestion boxes in Hamilton and Evandale to collect some ideas for our new playground and more chicken and chips lunch specials were added to our menu. Finally, we trialled the use of non-slip matting in the Year 3 bathrooms to avoid injuries caused by soap or water. In Semester 2, we purchased more sandpit items for Evandale and held a Handball Competition. Handball was a very popular and exciting event with the final held in front of a packed audience on the AKT Stage in Term 4. SRC’s biggest event of the year was a fundraiser for our new Hamilton playground called the Fun-athon. Class 3M came up with the great idea and the Junior School Auxiliary, Ms Phipps and Mrs Zingales helped us to organise it. The Junior School had so much fun! We raised over $44 000 and we can’t wait to see a new playground in the Hamilton area in the year ahead. Thank you to all of the girls who represented their class at SRC in 2022. It was a very successful year. Tiana Kwon SRC Captain Claire Grosvenor SRC Vice Captain

Senior School

2022 saw the Student Representative Council (SRC) return to face-to-face meetings. This was an exciting opportunity, and we were keen to meet everyone. Consisting of students elected by their morning connection groups, the SRC members represent and speak on behalf of the student body. This includes discussing current issues and collaborating to find solutions with a shared vision of improving the school for all. One of the first changes implemented included the reintroduction of microwaves around the school, allowing students to heat their lunches during the colder months. The dispersion of microwaves also helped to alleviate the congestion and improve accessibility. The SRC also engaged in important conversations about student well-being. We shared our experiences of transitioning from online learning back to face-to-face lessons, managing academic stress and navigating the changes brought about by construction around the campus. These discussions allowed students to share their words of advice, fostering a positive and supportive PLC SYDNEY | 2018 ANNUAL REPORT

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environment. Furthermore, regular updates regarding the introduction of pants to the school uniform were also shared and discussed, keeping students involved with the process. Another key initiative that the SRC helped establish was E-Merge, which sought to unify mainstream and Transition girls every fortnight for a lunchtime activity. We brainstormed multiple ideas for a suitable name, finally voting on E-Merge - a portmanteau and wordplay of Everybody Merge. This name epitomised the notions of connection and solidarity we aimed to foster. Additionally, with the help of our Transition liaison members, the members discussed possible games to run and participated in creating a logo, with the final design by Reina Shi (Year 9). E-Merge finally launched in Term 3 and saw great engagement from both Transition and mainstream students. Ultimately, this success can be attributed to the council’s careful planning and considered input. Leading the SRC also came with a few challenges along the way. The girls raised relevant concerns, including the posting of flags on lockers, the lack of bins around certain school areas and greater access to menstrual products. But it was difficult to enact these changes within the given timeframe. Through this, we learned the importance of prioritisation when navigating complex issues. From these meetings, shared over Tim Tams and lollies, to candid conversations and discussions, the SRC became more than just a committee. We are truly thankful for what we achieved together. It has been an honour and pleasure to serve as Vice-Captains this past year. Beyond the SRC, we were also privileged to support several causes, hosting events including International Women’s Day and Love Yourself Week, leading fundraisers for the Ukraine appeal and the Queensland floods (Empire Vale Public School), which the school greatly supported. Above all, we would like to thank Dr Burgis, Mrs Chiba and the executive staff for their ongoing care and guidance. We also give special thanks to Mrs Depaz for her unwavering support of our leadership over the SRC. Student Representative Council Talei Chang and Olivia Low Vice-Captains on behalf of the Student Representative Council

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2.0

CONTEXTUAL INFORMATION ABOUT THE SCHOOL

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: 164* *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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3.0 STUDENT PERFORMANCE IN NATIONAL AND STATE-WIDE TESTS AND EXAMINATIONS 3.1 2022 HSC Highlights and Achievements We are very proud of our 2022 cohort. We celebrate the hard work of each student and congratulate then on their excellent HSC results. Well done girls! We acknowledge the contribution each individual has made to the school and we are so proud of each and every one of our girls – we congratulate and celebrate not only their HSC results, but their academic, co-curricular, creative, sporting and personal achievements throughout their entire schooling. We wish them all the very best in their future endeavours. • • • • • • • • •

50% of PLC Sydney students in top 10% of the state (ATARS over 90). This exceptional result was achieved due to the very high averages for this cohort. 80% of PLC Sydney students in top 20% of the State (ATARS over 80). This exceptional result was achieved due to the very high averages for this cohort. 6.6% of PLC Sydney students (10 students) in top 1% of the State 3.3% of PLC Sydney students in the tip 0.5% of the State Highest ATAR achieved 99.85 11 students in Top Achievers List 9i.e. earned top 20 place in individual subjects) 13 students in Premier’s All Rounder Achievers list (i.e. scored over 90% in their best 10 units). 31 students nominated for student showcases and exhibitions. 7 were selected. PLC Sydney was ranked 32nd in the State by the SMH, which is arrived at by setting the number of band 6s (90 or above) achieved against the number of students enrolled in the school.

Congratulations to the following girls who achieved an ATAR of 99 or more in the Higher School Certificate: Name ATAR Name ATAR Yvonne Zhao 99.95 Anna Lee 99.4 Lily Ritchie 99.8 Marina Ruan 99.4 Emily Roberts 99.65 Jasmin Usham 99.2 Jessica Chen 99.65` Sora Beebar 99.15 Georgia Macdessi 99.6 Annabelle Qiu 99.1 The Premier’s All Round Achievers were: • Sora Beebar • Anna Lee • Holly Rasmussen • Marina Ruan • Ybonne Zhao • Jessica Chen • Olivia Low • Lily Ritchie • Jasmin Usham • Zahra Kutty • Georgia Macdessi • Emily Roberts • Florence Yao PLC SYDNEY | 2021 ANNUAL REPORT

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Top Achievers in Course: Place 2nd 2nd 3rd 4th 5th 5th 5th 8th 9th 9th 10th

Name Yvonne Zhao Satsuki Ota-Jones Marina Ruan Lily Ritchie Lilian Stock Yuen Lam (Eunice) Tse Yuxin (Carol) Sun Yuxin (Carol) Sun Isabella Zhang Grace Du Olivia Thompson

Course Japanese Extension Japanese Continuers Japanese Extension Drama Visual Arts Japanese Beginners Chinese and Literature English EAL/D Visual Arts Mathematics Advanced Mathematics Extension 1

PLC Sydney Results by 2 unit Course: Subject Ancient History Biology Business Studies Chemistry Chinese and Literature Chinese in Context Chinese Continuers Community and Family Studies Design and Technology Drama Earth and Environmental Science Economics English Advanced English EALD English Standard Food Technology French Continuers Geography Italian Beginners Italian Continuers Japanese Beginners Japanese Continuers Legal Studies Mathematics Advanced Mathematics Standard 2 Modern History Music 1 PDHPE Studies of Religion II Textiles and Design Visual Arts PLC SYDNEY | 2018 ANNUAL REPORT

% Bands 5 and 6 81.8 66 67.5 79.5 100 100 75 66.6 100 93.3 62.5 91.3 95.2 100 38.9 66.7 75 92.3 100 100 100 100 81.3 73.5 62 76.9 100 64.5 83.3 90 100

% above state average 9.4 13.1 9.1 12.3 7.1 0.3 -1.8 8.3 10.4 8.8 4.9 7.4 4.9 17.2 7.1 9.9 3.2 11.3 17 5.1 20.9 13.5 10.5 7.3 9.5 11.4 7.6 10.0 7.1 6.5 10.8 PAGE 16

PLC Sydney Results by Extension Course Course Chinese Extension English Extension 1 English Extension 2 French Extension History Extension Italian Extension Japanese Extension Mathematics Extension 1 Mathematics Extension 2 Music Extension Science Extension

3.2

% E3 and E4 100 100 90.9 100 100 100 100 87.5 83.3 100 100

% above state average -0.9 1.9 -0.3 3.2 2.9 -0.3 6.5 5.9 3.9 3.1 6.4

Record of School achievement

The School had 1 student who was issued with a Record of School Achievement.

3.3

Literacy and Numeracy Assessments

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

4.0

SENIOR SECONDARY OUTCOMES

In 2022 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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5.0 PROFESSIONAL LEARNING AND TEACHER STANDARDS 5.1 Professional Learning The College Executive participated in all Professional Learning undertaken by the teachers. Two of our executive members became Accredited Coaches, and so were able to teach others how to coach at the school, thereby embedding the practice across the school. Internal courses were run by these two Executive members. PK-12 teaching staff participated in whole school professional development on Strategic Planning for our school, including the introduction of Cambridge qualifications in Stage 6. Our staff were consulted and in-serviced on the impact that this introduction would have for all sectors of the school, as the culture shifts. We also conducted professional development on the theological ramifications of running the A levels, and the ways in which the course would shape our pastoral care program. Staff also attended and completed all necessary compliance professional development, including Child Protection, via the program Complispace. This helped our staff members keep their knowledge current and reminded them of lines of reporting should they need it. The Head of Human Resources and Compliance was responsible for ensuring that these were completed by every staff member. In addition, staff attended the following professional development courses throughout 2022, 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. In 2022, attendance at external Professional Development courses was still low, as teachers opted for virtual training in lower numbers than face to face professional development. We note that virtual attendance has become an option for almost all PD providers, and that as a school, we need to work out ways in which staff can attend these courses without doubling up on their teaching duties, so as to increase their workload and hamper their ability to concentrate on the classroom.

Junior School Course Description Encountering Reggio Emilia in the Classroom The Power of a Positive Start: Young Mathematics Learners MiniLit Sage Workshop SPELD NSW: Evidence Based Reading in Action Understanding Autism Spectrum Disorder Where do I Start?: Teaching Literacy for Beginning Teachers Encounters with Graphic Language AIS: Leading the Implementation of English 3-6 AIS: Leading NCCD to Develop Whole-School Inclusive Practices AIS: NCCD Community of Practice: Moderation How SCIS can do more for you New Curriculum Focus, Feedback from AIS English Familiarisation

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Attendees 1 1 1 2 4 1 1 4 2 2 1 35

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Law for School Counsellors NSW 2023 InitialLit PD Workshop ASLA 2023 Conference Supporting Neurodivergent Learners through STEM Inquiry NESA TENS Conference PETAA: Reading Comprehension for Years 5-6 AIS: Middle Leaders Embedding Formative Assessment The Resilience Project Teacher Seminar

1 1 1 2 1 1 1 2 1

Secondary School Faculty Executive PDHPE

Christian Studies

Wellbeing

Library

Mathematics

Languages

Learning Enrichment

Course Description Students Coaching Students LawSense School ICT Law 2022 Body Esteem Educator Training Enhancing Students Literary Practice in Stage 6 PDHPE Assessment AIS: Getting More Out of your RAP Package Coaching Program The Challenge of Cultural Engagement Breakfast with Andy Crouch: Technology and Teenagers CRU Teachers Conference AIS School Counsellors Conference Peer Support Workshop: Building Mentally Healthy Schools AIS Investigations Master Class The Accidental Counsellor Global Alliance for Mental Health in Sport International Conference Coaching Accreditation Program AIS NSW Pathways and Partnerships Forum 2022 Australian Media Literacy Summit How SCIAS can do more for you AISNSW Teaching Librarian Conference 2023: The Innovative Teacher Librarian Statistics in mathematics Ext 1 Heads of Maths Conference HSC Mathematics Ext 1 Statistics in Advanced Mathematics CLTA Conference Stage 6 Assessment and Marking Workshop 2022 Supporting Studies on the Autism Spectrum Understanding ASD: Teaching Strategies and Support Supporting Executive Functioning Studies with Learning Difficulties

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Attendees 2 1 1 1

1 2 1 1 2 2 1 3 1 1 1 1

5 2 1 1 2 1 2

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Drama Sport Social Science

Science

English

Visual Arts

Drama NSW State Conference Courageously Navigating Hard Conversations AISNSW Sport Leadership Conference 2023 AIS Geography Conference Teaching Entrepreneurial Thinking with Industry Partnerships in Mind Global Education Community Networking Event AusEarthEd Teaching PD AISNSW Science Heads of Department Conference: Leading the Way STANSW Stage 6 Conference AIS: Studying Fiction Deepening the Learning in English: Communication and Collaboration Mould Making and Slip Casting

1 1 1 1 1 1 1 1 3 1 1

5.2 PLC Staff Standards 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 or qualifications, 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

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Number of Teachers

164

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6.0

WORKFORCE COMPOSITION, INCLUDING INDIGENOUS

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

99 44 17 3 0 0 164

99 28.8 17 1.6 0 0 147.4

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7.0 STUDENT ATTENDANCE AND MANAGEMENT OF NON-ATTENDANCE, SECONDARY RETENTION 7.1 Student attendance 2021 Year Attendance Level Rate K 93.4 1 92.7 2 93.4 3 95.4 4 93.5 5 93.2 6 92.2 Av. Attendance Rate: 97.2

Year Level 7 8 9 10 11 12

Attendance Rate 93.1 92.1 93.1 92.3 93.7 94.8

93% of students attended school on average each school day in 2021. This is not consistent with our normal range of attendance, and we put it down to the impact that Covid 19 had on our student population as we returned to face to face learning. Previous Annual Reports will suggest that our consistent pattern of attendance is more within the range of 97-98% attendance, school-wide. We expect this to return in the future as living with Covid 19 becomes the norm.

7.1.1 Management of Non-Attendance Junior School School day: 8.20 am – 3.00 pm 1. Electronic rolls are taken by staff during Period 1. 2. The Hamilton/Evandale secretary monitors the marking of rolls. Rolls that have not been marked are notified to individual teachers for immediate completion. 3. By 10.00 am an Absence report is generated in hard copy and the Hamilton/Evandale secretary checks with class teacher teacher/parent for any inaccuracies, as a result of students arriving late for school without going through the Late Arrival Procedure. 4. By 10.00 am the Hamilton/Evandale secretary phones parents/guardians of students who are not at school and for whom there has been no parent/guardian contact. The secretary enters responses into the data base. 5. If initial parent contact is not successful, the other parent listed in the database is phoned. Notification of student absence 1. Parents/guardians notify the Junior School of student absence, by telephone call on the morning of the absence, by email before, on the day of or after the student absence, by completion of the tear-out section in the Student Handbook for student absence, a note in the Student Handbook or by letter or notification through the College Website. 2. Parents/guardians who notify by phone call are required to verify the absence in writing. 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. Secondary School School day: 8.20 am – 3.05 pm 1. Electronic rolls are taken by staff in all lessons. 2. The Student Attendance Secretary monitors the marking of rolls. Rolls that have not been marked are notified to individual teachers for immediate completion. 3. By 10.00am (Home Room) the daily roll for the Senior School has been collated by the Student Attendance Secretary and an email sent to all Senior School entitled ‘Initial List’. Staff members are requested to check this list and to alert the Student Attendance Secretary to any inaccuracies. (Inaccuracies may occur as a result of students arriving late for school without going through the Late Arrival Procedure, or events/holidays not submitted to the Attendance Secretary (see below). 4. By11.00am (Lesson 3) the Student Attendance Secretary sends an SMS message to the designated contact for students who are not at school and for whom there has been no parent/guardian contact. The Student Attendance Secretary enters responses to this SMS message into the data base. 5. By 11.45am (Lesson 4) a second email is sent by the Student Attendance Secretary to all Senior School entitled ‘Final List’. This list identifies absences in all Senior School year groups, noting them as ‘with reason’ or ‘without reason’.

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Notification of student absence 1. Parents/guardians notify the Senior School of student absence by telephone call on the morning of the absence, by email before, on the day of or after the student absence, by completion of the tear-out section in the Student Handbook for student absence or by letter or by the College App or direct SMS. 2. Parents/guardians who notify by phone call are required to verify the absence in writing. 3. Emails from parents, SMS, Web forms and SMS replies relating to attendance are printed and filed. 4. All records of parent communications re attendance are filed and subsequently archived. Follow up for unexplained absences 1. Daily: see 4 above. 2. Fortnightly: unexplained absences reported to Heads of Year for follow up. 3. At the end of each term the Student Attendance Secretary collates unexplained absences for all students. A letter is prepared for the families of all students of their unexplained absences, notifying them of the dates of these absences and requesting written validation of the absence(s). 4. Assistant Wellbeing checks the Final List of student absences daily and note the names of students absent for a period of time or absent without explanation. If a check of the database (or conversation with the Student Attendance Secretary) indicates that there has been no information about the student after 2 days, the Assistant, Well-being contacts the parents/guardian. Variations to attendance Late start 1. Students who arrive late to school before 8.45am sign in at the attendance kiosk in the staffroom office. After 8.45am, if the student does not have a note from a parent/guardian explaining the lateness, the Receptionist at the desk provides her with a Late to School note (distinctively coloured) which must be completed by a parent/guardian and returned. The Student Handbook is stamped with “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.

7.2 Retention Rates Years compared

Year 10 total enrolment at census

Year 12 total enrolment on census date

2020/2022 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

156 155 121 146 123 135 116 130 133 153 152 143 142 147 149

155 151 121 144 127 139 119 134 133 149 152 140 141 151 151

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

Apparent retention rate

Actual retention rate

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

95% 95% 94% 93% 93% 93% 96% 96% 94% 93% 97% 94% 92% 92% 93 %

Based on the information provided to the school when students leave, of 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. Two of the students who left at the end of Year 10 did so because illness prevented them from continuing their schooling. One student left to pursue coeducational options.

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8.0 POST SCHOOL DESTINATIONS UNIVERSITY OFFERS FOR CLASS OF 2022 The Class of 2022 cohort received some outstanding offers from universities. We are delighted that many students received offers for their first preferences, and that others received multiple offers in the different offer rounds. The range of universities and fields of study reflect the breadth and depth of the education that the students received at PLC Sydney. The following tables represent the offers received by our students. Note that this information refers only to universities in NSW/ACT and that some students received multiple offers. The information in the first two tables does not include offers made directly to students from universities (aka Early Offers).

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9.0 ENROLMENT POLICIES AND CHARACTERISTICS OF STUDENT BODY 9.1

Enrolment Policies

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. PLC SYDNEY | 2018 ANNUAL REPORT

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

EX-STUDENTS’ UNION MEMBERSHIP

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

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COMMUNICATING THE POLICY

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

TRAINING AND DEVELOPMENT

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

9.2

Characteristics of student body

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

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10.0 COLLEGE POLICIES 10.1 Policies for Student Welfare 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 2022. Policy

2022

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

use of grounds and facilities emergency procedures

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

Student Handbook Staff Intranet

Student Hand-book Staff Intranet Student Handbook School website

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Policy

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

Pastoral care Pastoral care program Availability of and access to special services such as counselling Health Centre procedures Critical incident policy

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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

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. Revised Home Room program implemented Procedures and staffing remain place First Aid and Medications Policy implemented Updated to reflect staff changes

Staff Intranet Student Handbook

School website School website Brochure in Counsellor’s Reception area School website Staff intranet

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Homework policy

After school homework club continues

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

Procedures provided to students and parents on enrolment through website Staff intranet Weekly Newsletters (copies available on request)

10.2 Policies for Student Discipline 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.

10.3 Policies for Complaints and Grievances Resolution 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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11.0

SCHOOL-DETERMINED IMPROVEMENT TARGETS 2021

1) Supporting the mission of the College a. Articulate how “Service Learning” supports the strategic goals of the College b. Appoint a new Head Chaplain for 2024 c. Work with the chaplaincy and staff on models for education and PD that fulfil our strategic vision d. Support the development of critical thinking in the College, using the “not”, “and”, “or” and “with” framework. 2) Further the development of Cambridge courses a. Finalise school readiness for Cambridge A levels in 2024 b. Finalise all 2025 Cambridge subjects plans c. Liaise with NESA regarding Cambridge implementation, with the goal of having a successful inspection d. Finalise legal advice e re Cambridge A levels e. Decide any subjects that won’t continue in the NESA framework f. Work with Kathleen Lloyd-Parker to ensure Cambridge entry to universities is fair and equitable. g. Visit Cambridge central authority to ensure Australia’s interests are being upheld. 3) Further improve HSC Results a. Further refine subjects which are strong in results b. Work diligently with relevant staff on weaker areas c. Use the external assessment process to refine results 4) Restructure timetable to incorporate Cambridge, if necessary 5) Renew Professional Development such that three areas are identified: a. Strategic vision b. Compliance c. Practical advice and development in skill, knowledge and capacity 6) Work with an external provider, or internal structures, on developing a Teacher Educational program, to further develop teachers joining the profession 7) Further develop Consent education through the well-being team (United Days) 8) Continue to develop coaching model for staff and senior students 9) Finalise Master Plan for school and commence renewal of Senior School 10) Open new ‘Skypath’ building 11) Finalise Learning Enrichment approaches, including the model of having a second educator in some rooms 12) Develop a. AI policy and practices 13) Research into epistemic well-being 14) Support Junior School goals 15) Support Admin goals 16) Commence actual environmental program in Junior school in league with local universities 17) Ensure Child protection policy and goals are met.

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12.0

RESPECT AND RESPONSIBILITY

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 2022 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.

12.1 School Wide Indigenous Heritage Report PLC Sydney has 10 Aboriginal and Torres Strait Islander students. Some of these students are variously holders of AIEF and Coradine scholarships. 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 some of our Indigenous girls, 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. Our Indigenous students regularly give the Acknowledgement of Country during at school events. Again in 2022, we invited Indigenous artist, Teena McCarthy (Barkindji-Italian woman), to hold 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. 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 in-person, Brooke’s leadership has been central to inviting new students into our school and developing 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. In another initiative, our Indigenous students gathered at the Botanical Gardens with a Wiradjuri elder, who took them through the gardens to show the various medicinal plants for the Wiradjuri people. For the girls who are Wiradjuri – and there are a majority of our Indigenous girls who identify as Wiradjuri – this was a significant moment. PLC SYDNEY | 2018 ANNUAL REPORT

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Finally, in preparation for our 135th birthday celebrations at PLC Sydney, our indigenous students gathered together with Mr Nathan Allen, an Indigenous man, to prepare a special Acknowledgement of Country to begin the celebrations. Ms Marissa Andrews Indigenous Students Support Coordinator

12.2 Initiatives on Respect and Responsibility: Secondary School ● Fundraising and service-learning activities are carried out by all year groups. In 2022 these

included: The International Justice Mission (IJM); Ba Vi Orphanage and Centre for people with Intellectual and Physical Disabilities in Vietnam; Comoro and Becora Kindergartens in East Timor; Guide Dogs Australia; Allowah Children’s Hospital; Wunanbiri Preschool; Tathra Bushfire crisis; Red Cross and Salvation Army. ● For the first time since the Covid 19 pandemic, our students were able to go on cultural and language exchanges at the end of Year 10. Countries that our students visited included Denmark, Italy, South Africa, Brazil and others. ● 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 2022 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 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 2022 ● 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 conducted seminars, as with previous years, 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

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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.

Junior School

•

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 2022 we held this event in person and were able to treat our grandparents to the love and respect we have for them in person. Some joined us from overseas, 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.

•

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.

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13.0

PARENT, STUDENT AND TEACHER SATISFACTION

Students: PLC Sydney runs exit interviews and surveys for all leaving students. This year, we collected our data on our exiting Year 12 group via conversations with Dr Burgis as well as through a survey. These conversations confirmed some gains in the way our students felt about their learning at PLC Sydney, and allowed us to consider some suggestions that the students made. 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. This continues to be something that students mention, feeling the academic pressure of the school. • Consent and sexual heath and sexuality needed to be better addressed. Again, students mentioned this as a concern of theirs, and we continue to look for ways to address this issue. • Students reported that a sense of connection wasn’t obvious via the Home Room system.

Since making plans to close the Carer Portal, we have also introduced a new Semester 1 Report, which has “Learning Behaviours” as a central part of its way of reporting. We also decided to make the box and whisker a part of our way of communicating with families. Staff were consulted on this throughout 2022, with the view to releasing it in 2023. This takes the emphasis off ranks and onto engagement first, and marks second. In addition, we made the move in 2022 to the Home room meeting in the morning, rather than after period 2, and changed the Day Structure to suit. This means that the pastoral connection is the first thing the students notice in the day. Home Room teachers are responsible for reporting up any pastoral concerns they notice, and we immediately noticed in 2022 a shift in how the students reported their experience of pastoral care at PLC Sydney. Data on the Pulse survey also suggested that students felt better known and supported with this current system in place.

Staff:

Heads of Faculty in the Senior School, and the Head of the Junior School were the main conduits of information on how staff perceived their experience in 2022. This year, the College Council approved a 1% rise in pay, and staff reported being thankful for this acknowledgement of their expertise. Some ways in which the Heads of Faculty reported wanting some further thought were: • Thinking through covers and timetabling, including the use of doubles. • Thinking through interruptions in the classroom, so that teachers were not doubling up their work: once for the bulk of students and a second for those who had missed the lesson. • Thinking about the ways in which we talk about budgets for teaching and learning, so that Heads of Faculty felt that they could spend what was necessary on outstanding teaching and learning.

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Parents: As with other years, our parents reported that they were thankful and appreciative of the transformative effect that PLC Sydney had had on their daughters. Parents cited the quality of the classroom and the breadth of the cross curricular program as being central to the health of their daughter’s time with us at PLC Sydney.

Other parents also mentioned the school’s pastoral care system as a central part of how well their daughter travelled through the school, as we taught the students resilience at the same time as paying attention to their individual needs and learning patterns. Special mention was made of Learning Enrichment by several parents.

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14.0

SUMMARY OF FINANCIAL INFORMATION 2021 PLC SYDNEY RECURRENT & CAPITAL INCOME 2022 State Recurrent Grants, 5% Commonwealth Recurrent Grants, 11%

Gain on disposal and loans forgiven, 8% Fees and Private Income, 76%

PLC SYDNEY RECURRENT & CAPITAL INCOME 2022 Non-salary Expenses, 28%

Capital Expenditure, 5%

Salaries, Allowances and Related Expenses,

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

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