2018 Annual Report

Learning in God’s World

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Table of Contents

Contextual Information about the School ……………………………………………………………………………………….. 3

School Vision Statement ……………………………………………………………………………………………………………….. 3

Message from Key Bodies ………………………………………………………………………………………….……………………

Report from the Chairman of the Board ……………………………………………………………………………… 4

Report from the Principal ………………………………………………………………………..……….……………….. 5

Information about Infants & Primary School ……………………………………………………..…………..……………….. 7

Literacy and Numeracy Improvement in the Primary School …………………………………………………………….. 10

Supporting Learning Across the School in 2018 ………………………………………………………………………………. 11

Secondary School 2018 Summary …………………………………………………………………..…..…………………….. 13

Initiative Promoting Respect & Responsibility ……………………………………………………..……….…………………… 16

School Determined Improvement Targets ……………………………………………………………………………………….. 19

2019 Targeted Areas for Improvement ……………………………………………………………………………………………. 20

School Policies ………………………………………………………………………………………………………………………………. 21

Surveys …………………………………………………………………………………………………………………………………………

Student ………………………………………………………………………………………………….………………..…….… 24

Parent …………………………………………………………………………………………..………………………….……… 25

Staff ………………………………………………………………………………………………………………………………… 26

Enrolments ………………………………………………………………………………………………………………………………….. 27

Professional Learning & Teacher Standards …………………………………………………………..………………………… 28

Student Performance in State-wide Tests & Examinations ……………………………………………………………………

NAPLAN …………………………………………………………………………………………………………………………… 30

HSC ……………………………………………………………………………………………………………..………………… 31

Summary Financial Information ……………………………………………………………………………………………………… 32

Expenditure ………………………………………………………………………………………………………………..……………….. 33

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Contextual Information about the School

Kuyper Christian School was established in the Hawkesbury in 1982 by people who desired Christian education

for their children. As a member school of Christian Education National, there is an emphasis on Biblically grounded,

culturally engaging, and academically rigorous education. Located in a rural setting in beautiful Kurrajong, the

quiet surroundings of Kuyper make it an ideal environment for peaceful and focused learning. The school has

students from Prep to Year 12, who enjoy leafy grounds, well equipped modern facilities, camping programs,

sporting activities at local and state levels, and involvement in various community-minded activities. The

educational programs are based on a solid grounding in primary school, and a clear challenge to apply a Biblical

perspective to literature, the sciences, the arts and indeed, to every area of life in the secondary school. Learning

programs take into account that students between the ages of 12 and 18 progress through key stages of

adolescent development. Consequently, Kuyper acknowledges the crucial role of teachers as they inspire and

guide young minds; additionally, smaller class sizes allow for individual attention. Graduates are well equipped to

face the challenges of post-Kuyper life because they have been well equipped for the road ahead.

School Vision Statement

Kuyper Christian School is a community of families, teachers and friends who

acknowledge Christ as the source of truth and life as revealed in the Bible and His world.

We serve Christ by supporting parents in their God-given responsibility to nurture their

children.

We recognise the worth and uniqueness of each individual and provide a co-operative

environment that seeks to develop the whole child, so that each one may grow in their

relationship with God and serve Him.

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Chairman’s Report To quote from the “Statement of Faith” contained in Kuyper’s Constitution “We consider that parent-controlled

Christian Schools must be established to assist in the work of Christian nurture and education. This is our duty

and God-given privilege. Such a school is one in which children learn within a truly Christian framework as defined

in Scripture; and are taught to think about God's world as Christians, not as unbelievers. We believe that each

child should be encouraged to discover and develop his or her potential to the highest level: to aim high and to

pursue excellence.”

I am privileged to be part of a Board, representing our school Association, who believe strongly in maintaining

the school founders’ vision of delivering on this statement. In providing oversight of the school, the Board is in

the box seat to see God’s abundant provisions and blessings on our school. 2 Corinthians 9:8 tells us “God is able

to make all grace abound to you, so that always having all sufficiency in everything, you may have an abundance

for every good deed”. We see this born out every day through the families that form our school community, the

wonderful committed staff God draws to our school, the facilities we enjoy; and God’s ongoing financial provision

for our school.

We are also ever grateful for the prayers of our community and for God’s guidance as we carry out the task of

overseeing His school.

Through conversations with new parents at Kuyper and other feedback received, I really feel Kuyper is maintaining

and building the right reputation in our community. A reputation that aligns with the school founders’ mission.

It is our staff, well led by our Principal Ian Shaw, who deliver the school’s vision day to day. The quality education

and loving discipleship provided to Kuyper students is a credit to all our staff.

In 2019, Kuyper will join with three other Christian schools to employ an I.T. professional, under what we have

called the Greater Blue - Education I.T. Hub. A significant impact has been made already in the area of I.T. at

Kuyper, with short and long-term planning well underway. God’s provision in drawing His people to our school at

exactly the right time is a huge praise point and blessing on our school.

Kuyper has a wonderful history of school community members ‘digging in’ to improve the facilities and

environment of our school. In recent times this has seen parents and grandparents assisting with projects such

as painting, restoring and hi-pressure cleaning of school buildings: manufacture of a new steel school bell tower

and foundation structure; Koala Mural; and re-establishing our agriculture programme.

Last year I announced we were in the planning stages for building new classrooms at Kuyper. While this has

proceeded and preliminary drawings have been drawn up, following a recent meeting with Council it is evident

that the likely time frame will exceed our previously anticipated 2020 schedule. Please continue to pray for our

staff and Board as we consider and plan for the ongoing needs of our school. While not as glamorous a project,

we are planning to see refurbishment of our primary and secondary school toilet blocks; to be completed in the

second half of 2019. A much-needed improvement which will no doubt be appreciated by our students and staff.

As I close my report, I’d like to again thank you for your ongoing prayers, and encourage you to keep our school

families, staff and Board in your prayers this year. Philippians 4:6 tells us “Be anxious for nothing, but in everything

by prayer and supplication, with thanksgiving, let your requests be made known to God.”

Wayne Speirs

Board Chairman,

Abraham Kuyper Christian Education Association Ltd

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Principal’s Report

Each successive year Kuyper’s foundational vision remains. Parents who commenced Kuyper over 35 years ago, had a strong mindset to bring a Christian foundation to the curriculum expected in an Australian school. Abraham

Kuyper once said that every square inch of the universe is Christ’s. We take from this that Christian education matters; and therefore, it requires due diligence on behalf of parents and teachers to keep Christ at the centre

of all things, including education.

Learning in God’s World is designed to lead students to understand themselves, their fellow humans and the world – all in relation to God. Learning for understanding involves equipping students to identify, test, and critique

the underlying meanings and assumptions implicit in all the material they explore. Learning for appreciation

focuses on the enjoyment of creation and valuing the diverse riches God gives. It does not treat the world as a commodity, rather a response to Gods’ goodness evoking thankfulness and gratitude. Staff meetings each week

seek to encourage teachers to address these issues as they plan the curriculum from a Christian worldview.

To commence the new year, the Kuyper staff team sang to parents at the Meet the Kuyper Team evening the song “What a beautiful name it is, the name of Jesus” written by Fielding & Ligertwood. The song is a wonderful

corporate acknowledgement of; The Word, His Kingship, Glory and our sin and need of a Saviour for which we

are truly thankful.

Kuyper Christian School celebrated the graduation and successful completion of its second Year 12 HSC class in

2018. We were blessed with a small but significant group of pioneering students of substance and character

known and cared for and now missed by staff. We were excited with the maturity and Christian conviction of our students as they departed our care. Our HSC results included the highest Band 6, being recognised on the

Distinguished Achievers List. All 2018 graduates have taken up offers to attend university. One taking a GAP year

to attend a ministry training course for one year before moving to university the following year.

Our intensive 4-year program focusing on the development of Literacy and Numeracy in Primary school continues.

With the importance of learning in the early years from Kindergarten to Year 2 identified, it became imperative to strategically focus on these areas at this young age with the hope to establish a firm foundation for later

schooling and life. Experienced AIS consultants, extensive professional learning and monitoring of staff practice

and student skills will continue into the future. Supplementary support programs were implemented for students that were identified needing additional assistance. Students with existing competence and those who excel in

these areas were also identified. (See more about this program later in the report.)

After a successful Year 4 Band launch in 2017 the School Concert Band commenced in 2018. This is the culmination of the Year 4 Band program and seeks to extend students to higher levels of music ability. The Band

served the School and wider community with performances both in and out of School including the Hawkesbury Show. It is hoped an attitude of service and teamwork will enhance and promote a life-long love of music with

the added benefit of enhanced academic learning as a by-product of the program. Research by the Neuromusical

Educator - Dr Anita Collins, suggests that students experiencing music and learning how to play a musical instrument at a young age are enhancing connections in the brain that will assist other academic learning in

addition to providing enjoyment and service to the community. The Kuyper band travelled to Orange for the Christian Schools’ Music Festival which was a great opportunity for students to be part of a larger team culminating

in a major performance to a large audience.

2018 also saw our second Vanuatu camp for our senior students. This was the strengthening of a relationship with the community in Vanuatu that will have lasting effects for our students. This trip is a regular part of our

senior camping program. We see the camping program as an important part of a holistic education.

The Positive Paws Program in conjunction with Guide Dogs NSW/ACT involving selected students committing to a weekly program involving training to assist the development of young Guide Dog puppies. Students have

enjoyed this connection. The program continues into the future.

New parents were introduced to the School at a special welcome dinner held in a local restaurant giving

opportunity for new families to meet existing association members and staff.

With Koala’s making regular appearances in the School grounds, we have involved the team from the Blue Mountains Koala Project to conduct research in the School environment. Koala’s were radio tracked and monitored

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for a period of time and a special Hawkesbury community meeting was held in the School Library to educate the

community about the Koala and the care needed for the species survival. It was a very informative meeting.

Property development and maintenance continues with substantial upgrades and maintenance completed over

both the Primary and Secondary schools. This included renovations to classroom spaces, air conditioning upgrades, new kitchen facilities and equipment, painting, gardening and the development of beautiful artificial

grass landscaping around the Hall. The School purchased a 12-seater Commuter Bus to assist with small group

excursion transport. Stage 1 of the School’s security lock upgrade was also completed.

2018 also saw the adoption of new initiatives such as Sing-Along Primary Assemblies, Purple Day raising

awareness of Epilepsy and other community events including the School Bonfire Night, Involvement at the

Hawkesbury Show, Grandparents’ Day. Fiver for a Farmer and other drought relief fundraisers led by student

initiative. Senior students were trained in barista skills leading to service providing real coffee at School events.

During 2018 we also journeyed with families through their pain with serious illness. Josh Miller from Year 4 has

and still is, suffering through illness. Other Kuyper families have also travelled similar paths. Our personal and

community prayers have been with them all. For we are reminded that…

➢ “If I have all knowledge… but have not love, I am nothing.” 1 Corinthians 13:2 Schools should be transformational places, Kuyper Christian School seeks to promote responsive discipleship so

that students and teachers have the mind, heart and life of Christ. This is a responsibility we share with home

and church. Transformation requires education and…

The heart of education is education of the heart.

➢ James 3:1 tells us that with knowledge comes responsibility. The Scriptures call all people to engage and respond to God’s world and word. This includes the message of

hope in Jesus; with repentance, perseverance, knowledge, wisdom, discernment, playfulness and creativity. We take this responsibility seriously at Kuyper Christian School. I commend to you the wonderful Kuyper team who

bring this to life each day for our children. We are blessed to have these dedicated people in our community.

Mr Ian Shaw

Principal

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Living our Learning in the Infants and Primary School 2018

The Primary Section of Kuyper Christian School (Prep – Year 6) enjoyed a wonderfully exciting, enriching and

purposeful 2018. There was a wide variety of learning opportunities available to the students who participated with enthusiasm and wonder as they learnt and lived in God’s world.

STAFFING

Mr Evan Barnes joined our Primary Staff and shared his full-time teaching load between Yr1/2 and Yr4 during

the first semester. From Term Three he took on the full-time role of teaching our Stage Three class. This was made possible due to the resignation of Mrs Liz Ansted who left the school mid-Term Two to teach in Orange.

Mr Barnes brings much enthusiasm and creativity to the school and has taken on the leadership of our Ukulele ensemble, the ’Kukecumbers’. He also plays in the school Concert Band.

Prep: Mrs Amanda McAlpine

K/1: Mrs Sue Huxley

1/2: Semester One: Mr Evan Barnes (M,T,W) and Mrs Lyndal Mitchel (Th,F)

Semester Two: Mrs Noni Birdsey (M,T,W) and Mrs Lyndal Mitchell (Th/F)

Yr3: Mrs Kae McCaull (M,T,Th,F) and Mrs Jo Keen (W)

Yr4: Semester One: Mr Rob Weule (M,T,W) and Mr Evan Barnes (Th, F)

Semester Two: Mr Rob Weule (M,T,W) Mrs Amanda McAlpine (Th,F))

Yr5/6: Mrs Liz Anstead (T1 and part of T2) and Mr Evan Barnes (T3/4)

Additionally, Rob Weule taught Music and Jo Kean Library to all Primary students.

We thank Mrs Belinda Keen for taking Yr5/6 as part of the transition to Mr Barnes taking over in Term 3.

Our wonderful team of dedicated Teacher’s Aides were Mrs Aline Kirkby, Mrs Ruth Webb, Mrs Amy Thornton and Miss Lisa Clucas.

The appointment of Lyndal Mitchell and Rob Weule to share the Primary Co-ordinator role was another staffing change for 2018. We thank Mrs Sue Huxley, who fulfilled that role for 18 years. Her dedication, leadership and Godly example of faithfulness were all greatly appreciated.

Lyndal Mitchell continued to be a full-time staff member, with her time split between 2 days of classroom

teaching, 2 days of LNAP instructional leadership, and 1 day of coordinating Prep – Year 2. She also took on the leadership and oversight of Educational Support across the whole school (K-12).

During Term 3, Year 4 also enjoyed the expertise and enthusiasm of Miss Danielle Galea in her final teaching

placement as part of her university studies. She accepted a full-time teaching position at a local school early in Term 4.

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MUSIC and BAND

The Year 4 band was in its second year with much enthusiasm from the students and support from the

parents. 2018 saw the first year of our KCS Concert Band.

It consisted of up to 35 musicians from Yr5-8, plus a number of parents and teachers. They met to rehearse on

Friday mornings at 8am. They shared their talents with the wider community by playing at Grandparents’ Day, doing a

day tour to two local nursing homes (Ron Middleton and

Uniting Care) and featuring and leading the Carols section of Limelight, our Kuyper end of year celebration.

EXCURSIONS and INCURSIONS

Excursions and incursions are an integral component of the learning program at Kuyper. Students in K-6 had their learning experiences greatly enriched by a variety of opportunities in 2018.

Musica Viva for Schools continued to be part of the primary school music program. In June, students from

Prep to Year 6 were introduced to the world of Japanese Drumming through a visit from Taikoz. This thrilling concert inspired all students.

The Life Education visit from Healthy Harold and his caravan is always special for Prep - 6 students. They are

encouraged to reflect on healthy lifestyle choices from diet and exercise to choices about what to put into

their bodies; whether it’s what we watch, listen to, or the drugs or alcohol we may be offered.

Grandparents’ Day, held on 11 April, was well supported by families as they enjoyed morning tea served by our Stage Three class, a ‘sing-a-long’ assembly, classroom visits and a lunchtime concert by the Concert Band

whilst enjoying a picnic.

Book Week Celebrations in August welcomed a visiting author, Penny Reeve, and included the customary

Book Week Assembly and Book Character Parade. The theme this year was ‘Find Your Treasure’, providing many opportunities to talk about the very best treasure of all, which is friendship with God through His son,

Jesus!

Talk Like a Pirate Day (September 19) was enjoyed by many students and staff as they entered into the spirit of

the day. Special lessons, stories, costumes, bad pirate jokes and activities were a highlight. Year K/1 bravely ventured into town for the Australian Museum Dinosaur Experience in October. Museum

Educators led our budding palaeontologists through impressive displays, where their classroom learning came larger than life!

Year 1/2 explored God’s amazing abundance of life in the rainforest at Scenic World, Katoomba. This

excursion, in August, was the culmination of a Science/Geography unit on the topic of Rainforests.

Year 3 and Year 4 added to their understanding of early settlement with a visit to Elizabeth Farm. A slice of life saw them visit the Royal Easter Show, enjoying the noise and smells of country life come to the city. Year

4 further developed their competency as cyclists by participating in Bike Education at C.A.R.E.S. Centre at St Marys in November.

Year 5/6 travelled to Bathurst as part of their Gold Rush studies for a three-day camp. The highlight of the camp was enjoying the wonderful learning experiences offered by Bathurst Goldfields and the Bathurst

Walking tour, designed by Mr Barnes. A visit to Invictus Games inspired the students as they watched and met many amazing people competing. Year 6 Fun Day and Graduation finished the year in a way that celebrated

and farewelled our Year 6 students.

A Snake Tails incursion in June allowed the Prep-Year 6 students an ‘up-close-and-personal’ experience with

some of Australia’s more venomous snakes.

In August, World of Maths provided students from Kindy to Year 10 with a hands-on problem-solving experience that drew upon many real-life mathematical situations.

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SPORT EVENTS

Gymnastics in Term 2 was well received by our K-6 students as they learnt about various gymnastic apparatus

and team games. This was held at Vision Sports in South Windsor and was run by their professional staff. The Western Sydney Giants conducted AFL training at school in Term 3, for all K-6 students. A visit to the Homebush

SEDA Mega Sport Clinic in Term 3 allowed Year 3-6 students to mix with 300+ other primary aged students in a

gala day of soccer, cricket, netball, rugby and team games. Dream Cricket Day Clinic was another worthwhile sporting opportunity. Students across the school had the opportunity to participate in Swimming, Athletics and Cross Country carnivals at school, zone and state levels.

Years 5/6 and Years 3 and 4 were able to attend week-long swimming schools in Terms 1 and 4 respectively. Funding was obtained through a program of grants to schools for sport.

CELEBRATIONS

Our Primary Assemblies have become a wonderful opportunity to sing and celebrate what it means to live and

learn in God’s world. Students and teachers combine to provide live music for such occasions. Our ‘Limetime’, run by Mr Mike Hottinger is another celebration of God’s goodness where students meet together once a week to study God’s Word and pray.

Operation Christmas Child is an opportunity for our students to participate in providing Christmas gifts to send overseas.

Limelight is a whole school celebration event held at the end of each year. The whole school community was involved. Each Primary class prepared items to perform at Limelight. For the first time in 2018, our Concert Band provided the backing for a whole school community Carols singing to conclude the night.

Rob Weule and Lyndal Mitchell

Primary School Coordinators

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Literacy and Numeracy improvement in the Primary School

Literacy Numeracy Action Plan – Phase 2 (LNAP)

In 2018, Kuyper entered its second year of participation in the four-year Literacy and Numeracy Action Plan, Phase 2 (or LNAP for short). LNAP is a State Government funded project designed to raise student achievement

in early (K-2) Literacy and Numeracy across all three education sectors: Public, Independent and Catholic. As an independent school, Kuyper’s participation in LNAP is administered through the AIS (Association of Independent

Schools). The bulk of the substantial funding we receive through this program is directed towards providing

instructional leadership within the school. Sue Huxley began this role in 2017, and in 2018 it was handed over to Lyndal Mitchell. As Instructional Leader, Lyndal is released from face-to-face teaching for 2 days per week.

According to the funding agreement, this time must primarily be spent doing classroom observations of K-2 Literacy and Numeracy lessons, providing feedback to teachers, and coaching them around planning and

delivering effective Literacy and Numeracy instruction. Student progress is monitored via the use of AIS developed “screeners”, implemented three times per year for every student in K-2. The data obtained from these screeners

is analysed, and used to inform the planning, pacing and delivery of lesson content for the months that follow. It

clearly shows where teaching has been both effective and less than effective, and where further teaching, reteaching and revision is needed.

Consultants from the AIS visit the school several times each term to deliver demonstration lessons, conduct formal

lesson observations, meet with teachers for coaching and feedback, and present professional learning modules

to all K-6 teaching staff. The consultants’ role is to guide, support and resource both the Instructional Leader and the classroom teachers, as well as keeping us accountable for the time, funding and training being invested in our school.

Professional learning is a key component of the LNAP program. High quality learning modules are delivered (typically after school) by our AIS consultants. These modules are rich with evidence-based content applicable to

all K-6 teachers and classes. In 2018, each face-to-face module was followed by an online learning module. Follow-up tasks were set, and their completion was monitored in subsequent face-to-face sessions.

Lyndal Mitchell and Ian Shaw attend additional professional learning each term, in the form of an Instructional Leadership Masterclass. These classes offer tremendous opportunities to hear from experts in many significant

and relevant fields, including EDI (explicit, direct instruction), cognitive load, theories of learning, numeracy and literacy difficulties and disabilities, etc. They also afford the chance to hear from executives in other independent

schools who are part of the Action Plan. Stories of their successes and failures are extremely useful and instructive.

Masterclasses also provide the updates and resources required to implement LNAP and comply with the expectations of our funding agreement.

We are already seeing some encouraging trends and trajectories in student achievements, as a result of our

participation in this initiative. It has been a humbling yet empowering experience so far, and we look forward to our continued involvement in 2019 and 2020.

Lyndal Mitchell

LNAP Instructional Leader

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Supporting Learning Across the School in 2018

2018 saw the reinstatement of the role of Learning Support Coordinator. After several years of vacancy, Lyndal

Mitchell was appointed to take up the reins and provide direction and leadership in this vitally important area.

With a proportion of our students requiring adjustments of some kind in order to access the curriculum, there was a need for some radical rethinking around the programs, procedures and human resources that we use at Kuyper to achieve equitable learning opportunities for all our students.

The process of revitalising the way that learning support is provided throughout the whole school involved:

• Gathering data on our current student cohort and obtaining a clear picture of the existing needs

• Gathering, compiling and organising existing materials and resources

• Assessing current practise

• Organising and prioritising training courses for teacher’s aides so that they are qualified and confident to act as tutors, delivering high-quality, evidence-based intervention programs

• Choosing and purchasing high-quality, evidence-based intervention programs, for example MiniLit and MacqLit

• Testing and placing students in effective remediation groups

• Strategically timetabling, staffing, resourcing, monitoring, trouble-shooting and reviewing these groups

• Communicating with parents – informing them of our plans, and seeking their support

• Supporting tutors (teacher’s aides) in their delivery of programs to ensure fidelity of instruction and to target particular learning needs as they arose

• Timetabling one-to-one reading with students whose intervention program required this as an essential

component. Communicating with families so that, where possible, this could happen at home. Where it could, monitoring and resourcing those families to ensure it was effective. Where it couldn’t, ensuring there was sufficient allocated time at school.

• Reformatting IEP’s (Individual Education Plans) and putting procedures in place to develop, implement, review and store these documents

• Supporting classroom teachers in the development and implementation of IEP’s

• Developing appropriate procedures for storing and organising all documentation related to disability adjustments

• Overseeing all areas of compliance with the new NCCD disability funding model

• Developing new, more effective, procedures in the high school for keeping track of adjustments being made in different classes for students with specific learning needs in multiple subjects

• Strengthening the Tier 1 (whole class) teaching practices in order to reduce the need for small group and individual withdrawal of students. A large part of this strategy was:

• Introducing InitiaLit-F as our Kindergarten reading program, with a view to extending this into InitiaLit-1 (for Year 1) in 2019, and InitaLit-2 (for Year 2) in 2020. This was (and will be for another 2 years) a significant investment of both time and money

• Choosing and purchasing updated reading materials for early and low-progress readers – in particular, buying several extensive new collections of decodable story books

• Meeting regularly with our dedicated and extremely competent teacher’s aides to support, guide, trouble-

shoot, plan and problem-solve. In 2018 this team consisted of Julie Wilson and Mike Hottinger in the secondary school, Amy Thornton in both the primary and secondary school, and Aline Kirkby, Ruth Webb and Lisa Clucas in the primary school

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• Attending training and networking meetings to strengthen my (Lyndal’s) knowledge and understanding of

the NCCD process, including (importantly) our legal obligations and reporting/documentation requirements. The AIS is a vital source of expertise and guidance in this area and all their services related to NCCD are

available free of charge for all independent schools – whether or not they are an AIS member school. We give thanks to God for this generous provision.

I look forward to continuing and consolidating this work in 2019 and beyond.

Lyndal Mitchell, Education Support Coordinator

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Secondary School 2018 Summary The Secondary section of Kuyper Christian School experienced a very full calendar of events and growth in the

areas of curriculum and technology in 2018.

The school’s extensive camps program equipped staff and students in various Stage experiences. Stage 4 travelled to Lake Macquarie for outdoor education and recreation activities and delighted in the opportunity to be involved

in team building and water focused recreation. Stage 5 camped on Cockatoo Island in Sydney Harbour and experienced the history of Cockatoo Island and sites of the CBD. Highlights of this trip included an electric bicycle

tour of the city, meeting with an inner-city church to gain a deeper understanding of the issues of homelessness

and drug addiction and exploration of Sydney Observatory.

Year 11 and 12 students once again travelled to Vanuatu to build relationships with Scripture Union and local schools. This service focussed experience is the culmination of committed fundraising for the people of Vanuatu,

particularly school children. In 2018, a team travelled in July to spend 7 days working with local schools and

completing service work on the Pango Point Scripture Union site. This successful trip has become a wonderful opportunity for our senior students and staff to learn about the wonders and horrors in the expanse of God’s

world.

With a focus on living their learning within the local, national and international community, the students at Kuyper

have many opportunities to serve. In 2018, students packed 96 shoe boxes with gifts to support the Samaritan’s Purse project, Operation Christmas Child. Students in Year 10 travelled to the Samaritan’s Purse headquarters in

Kings Park to volunteer their time in processing shoe boxes pre-delivery to developing communities internationally. There were also fundraising efforts to support local charitable work through Hawkesbury Helping Hands.

Leadership opportunities were taken up by many students in 2018. Senior students attended Government House

along with other schools from across NSW. Seniors also represented Kuyper Christian School at the local Anzac

Day ceremony at Kurrajong. Years 10-12 students participated in the annual Bible Society Masterclass event at Sydney Saesoon Presbyterian Church in North Rocks where they attended workshops delivered by prominent

Christian theologians, authors and leaders.

2018 saw major work completed in the

Technology classroom: doubling the kitchen size; with new cabinetry, benches and ovens.

This space has allowed larger classes to develop practical life skills in food preparation, nutrition

and service to the Kuyper school community. Junior Technology classes have studied food,

wood and digital technologies. Students

completed a major wood project, laser printing individual designs; collaborated to plant, harvest

and prepare food from Kuyper's agricultural garden and; learnt to digitally program

educational games for young children. Elective

Food Technology immersed themselves in food culture exploring Australia's food heritage at the

Mount Tomah Botanical Gardens, food trends and innovations at The Royal Easter Show, commercial food preparation & service at Sydney Tower Restaurant

and food for nutritional needs at Westmead Children's Hospital. They conducted numerous food service & catering

ventures for the Kuyper Community including soup drives, canteen lunches, ice cream days, sausage sizzles and the Inaugural Masterchef Team Challenge. Students designed, prepared and packaged edible gifts for market

stalls as well as the annual Kuyper Cookies for the Hawkesbury Show.

In Visual Arts, students from Years 7-11 undertook a number of new learning experiences. These ranged from making tile mosaics in Year 7, visiting the Archibald and Art Express exhibitions from Year 8 and up, to lithography

in Year 11. Visiting artist Liz Perfect, ran a series of workshops to teach the techniques of printmaking. Students

in Stage 5 Elective Visual Arts created large murals for display in the school grounds on buildings. Secondary Art

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students entered artworks into the Hawkesbury Show, Rotary Senior Art Competition, Wilberforce Spring Fair and Bowen Mountain Art Show. Students from all years entered vibrant portraits into the Young Archies and this

achieved a wider audience for their artworks.

2018 saw the implementation of Stage 4 Agriculture at Kuyper

after many years of planning. Students studied plant and animal technologies and we saw the agriculture learning area of the

school evolve from a dormant space to a place of crops, flocks, rabbits, guinea pigs and excitement. Students and staff were

involved in the reconstruction of the old chicken coops and the

aesthetics of the old garden beds improved immensely with retaining walls and landscaping. The schools Belgian Bantams

were successfully shown at the Hawkesbury and Penrith Shows, winning in the schools and open categories. Kuyper’s Pekin

Ducks joined the program and this enabled students to incubate and hatch both chicken and duck eggs. Students also enjoyed

excursions to the Sydney Royal Easter Show, Hawkesbury and

Penrith Shows. The end of the year saw the planning and implementation of the agriculture program to be extended to stage 5 for 2019.

Sport in 2018 had our students participate in a wide range of activities. Both Primary and Secondary students represented our school at Zone and State Level for Swimming and Cross Country, whilst students participated at

CIS for Athletics. A whole school gymnastics program was run in term 3, and AFL and aquatics programs in term 4. The school received ‘Sporting Schools’ grants to assist

in the funding for these programs. Years 7-10 students

also had the opportunity to participate in sport at different venues for team building and social sport

opportunities. The Zone girls Basketball team achieved ‘runners up’ status in the Weekly Competition held at

Stanhope Gardens in Term 3. The Stage 5 Physical Activity and Sports Studies elective students enjoyed

their annual camp on the Colo River, involved in hiking

and canoeing expeditions. We concluded the year by embracing the opportunity to support our War Heroes,

taking 100 students from Years 4-12 on an excursion to the Invictus Games.

In 2018, the Secondary school celebrated the graduation of 2 students attaining the HSC award. This celebration

included a graduation dinner for senior students, families and staff. Subjects offered in 2018 in compressed format included 2 Unit Ancient History, 2 Unit Biology and 2 Unit Food Technology. Students also completed HSC studies

in 2 Unit Advanced English, 2 Unit Mathematics and 2 Unit General Mathematics. The school continued to participate in the offering of VET courses through the Key Alliance Trade Training Centre and opportunities for

study through the Sydney School of Distance Education and other distance education providers. Overall, the HSC

results were strong with students achieving results as high as Band 6 and completion of these courses was considered very successful. The compressed courses for Stage 6 remains a positive model for senior students.

Kuyper Christian School was successfully involved in the NAPLAN online testing for 2018. With very minimal

disruptions, the implementation was a positive experience overall. Modest improvements to the technological

capacity of the school through upgraded Windows laptops and desktops and improved networking assisted in this success. An extensive system of commercial grade wireless routers was purchased and installed across the entire

school site with significant improvements in wireless connectivity experienced immediately. A new Windows server was purchased and installed in late 2018 to relieve network pressures and future proof the core server

infrastructure for the following decade.

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Following in-depth research and consultation, Kuyper Christian School made the decision to implement Chromebook device policy and procedures for Stage 6 students. The purchase of 25 Chromebooks was finalised

in late 2018 in preparation for a training Chromebook bootcamp and handover of devices to senior students in early 2019. Preparation in 2018 also included the setup of Google G Suite for Education services and accounts for

all staff and Secondary students.

To improve the management of technology at Kuyper, the school entered into negotiations to work in partnership

with Mountains Christian College, Nepean Christian School and Wycliffe Christian School to utilise the services of a common IT specialist group, Greater Blue. With the intention of acquiring these services, the school is very

confident that this will enhance clarity on the direction and use of technology within the school and reduce the

occurrence of technology related issues on a day-to-day basis.

Improvements in the area of technology also included subscription services geared toward enriching the delivery of curriculum. Subscriptions were maintained with Literacy Planet for Years 7 and 8, Edrolo for Years 11 and 12

and ClickView for Prep-Year 12. Use of these services remained extensive and well received by staff and students.

Jason Shadie

Secondary Coordinator

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Initiatives Promoting Respect & Responsibility

Through our ethos, practice and beliefs we exercise and teach the importance of student respect and responsibility

in and beyond the school environment. Our school community is committed to producing students that belong to

and represent a civil, caring and just society. This includes the contribution to a socially cohesive and culturally rich society.

Respect and responsibility are important values at Kuyper Christian School. The school is guided by a distinct set

of values centred on a Christian Worldview. Accordingly, it does not limit itself to current NSW State and Australian

Commonwealth Government programs for values education. Kuyper acknowledges that these government sponsored values programs provide a useful tool in building social cohesion. NSW Government expectations for

promotion of rights and responsibilities are met within the school’s overall values framework that forms the basis for a number of school programs and initiatives. A 'whole-school' approach impacts on student learning through

a collaborative approach of staff, parents and students. Home-school partnerships promote respect and

responsibility. Student leaders have a great impact on other students across the school.

Using the Kuyper Christian School Values as a guide:

1. Care and Compassion

• Students at Kuyper are encouraged to look out for the needs of other students. Students are expected to be inclusive of one another in the playground and in class activities.

• Buddies continues to be an integral part of the primary school, with Year 6 students teaming up with a

Kindergarten student to support and encourage their start to school. • Students in the Secondary school are each assigned to a core class where they meet with a teacher

each morning for a time of devotions and pastoral care.

2. Doing Your Best

• At Kuyper, we believe that God has called us to use our gifts

and abilities to His glory. Students are encouraged to

produce work of a high standard for the purpose of glorifying their Creator.

• At Kuyper, we run Celebrations assemblies to celebrate and

acknowledge the work students have done. • Staff give regular and meaningful feedback to students to

encourage them to take responsibility in their learning.

3. Fair Go

• Students and staff at Kuyper are expected to include each other in all activities regardless of ability or

background. • The school’s support department encourages an inclusive approach towards support, working alongside

children so that they can access the curriculum along with their classmates.

4. Freedom

• Students are given the opportunity to express the freedom they have in Christ through opportunities

they have to make choices in their learning. • Student assessment tasks give students opportunities to make choices about how they present

materials based upon their learning styles. • Students are given a wide range of choice through electives in Stage 5, including the opportunity to

study via distance education. • Students have the opportunity to enter local Art competitions. • A variety of camps are offered to students at Kuyper, giving them the chance to explore and learn in

new parts of the world.

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5. Honesty and Trustworthiness

• Students are expected to respect the property of the school and others. • Students are taught from a young age to act with honesty and trustworthiness through collecting class

roll, raising the school flag each morning, emptying class bins, running a recycling program, planting

and growing gardens, looking after the school Hall’s sound system and many other responsibilities.

6. Integrity

• Students are expected to act with integrity in their relationships and in their work. • Students are taught to reference and cite information accurately in secondary school and to

acknowledge all sources used.

7. Respect

• Students are taught to respect their teachers and other adults. It is expected that students will speak

appropriately to teachers without arguing or complaining. • Students are expected to wear uniform correctly and adhere to the guidelines outlined in the school

policies. • Students are taught to respect one another through speaking one at a time and listening to each other.

8. Responsibility

• Primary students have the opportunity to take responsibility through the school buddies program,

where they care for and help younger students entering the school. They also monitor sport equipment, flag raising and emptying of school bins. Primary students have begun growing a garden in the school

and running a recycling program. • In Secondary school, students have opportunities to be a part of the school band, to attend and assist

in running Bible Studies, attend the Bible Society Masterclass, run the 40 hour famine and Run4Bibles

fundraising activities, speak and run assemblies and many other opportunities each year. • Physical Activities and Sports Studies Elective students organise Sports carnivals and events across the

entire school. • Our Band students also serve by performing to and greeting residents at local nursing homes.

9. Understanding, Tolerance, Inclusion

• We have interschool programs for Primary and Secondary students. • We are also involved in exchange programs, hosting visits from Japanese students. • We celebrate diversity and self-awareness, whilst taking a stand against bullying, gender inequity,

discrimination and harassment. • The school takes a no tolerance stance towards bullying.

10. Wisdom and Discernment

• Our school runs a Bring Your Own Device Program for students in Year 11 and 12, where students are learning to use communication technology appropriately and in service to others.

• The Secondary and Primary School students are exploring ethical use of technology. • Careers guidance, assessment, careers markets and advice on further education is provided to Years 10

- 12. • Year 10 students attend a Career’s Expo, which is a valuable time for them to explore options for their

future. • Visits from School Liaison Police, local ministers, Members of Parliament and others challenge the

students to understand the importance of right choices and the consequences of actions.

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11. Faithfulness to God

• The Biblical Studies program, from Kindergarten to Year 10, encourages every student to base their

spiritual growth on God’s Word and to live it out. • The Drama Group prepare a Christmas play and perform this several times in public schools in our area,

working with local Scripture teachers and ministers. • Students in Year 10 run Bible Study and Prayer groups for younger students. • ‘Crusaders’ and members of the local churches are involved in developing leadership skills in our older

students for the benefit of younger ones.

12. Family

• Included in Kuyper’s academic program, is a balance of active and practical subjects, including

Agriculture, Food Technology, Industrial Technology, Drama, and Physical Activity and Sports Studies. • The school recognises that we are whole people and seeks to foster and encourage growth in all areas. • Homework programs are often individualised in consultation with families to account for the many

facets of life. • We believe in and promote consistent communication between families and school. Education is a

partnership.

13. Hope

• Kuyper is committed to providing learning that gives students a sense of hope that the world can be a better place and that it is possible to have an impact.

• Students in the school have opportunities to learn about people less fortunate than ourselves and act to

raise awareness. • In Year 9, students have a Compassion sponsor child who they support through organising and running

fundraising activities.

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School Determined Improvement Targets for 2018

• Literacy and Numeracy. We continued a joint venture with the Association of Independent Schools to focus on our K-2 students, seeking to monitor and improve literacy and numeracy skills. The benefits from this program will lead to a further roll out across the primary school. We have been thrilled with the support the AIS consultants have given us in professional learning for staff and look forward to the future improvements we’ll see in our students at a significant foundational time of their schooling.

• Preparing for the delivery of NAPLAN Online. Kuyper voluntarily offered to run NAPLAN online this year. Given online delivery was coming in future years, it was decided this would be good preparation.

• Vanuatu Camp for Senior students grew into its second year. We continue to grow between our

School and Vanuatu, developing new relationships with new SU Schools’ Coordinator and Camp Caretakers.

• A masterplan process was engaged with Bow Goold Architects and draft sketch plans were developed

with a view to the School’s long-term planning and expansion.

• Curriculum development for new syllabus releases was undertaken.

• Food Technology received a boost with a doubling of classroom facilities and replacement of all ovens. Gas was plumbed to the building to allow optional gas cooking experiences to join electric.

• Expansion of compressed delivery and subjects for Year 11 & 12 was evident as new subjects were

offered for the first time at HSC level.

• Elective choices for Stages 4 & 5 remained strong with Agriculture returning to Kuyper after a period of absence. A strong desire from students for the continuation of this course has been evident.

• A Primary classroom makeover took place in Year 3 and 6 with freshly painted walls and carpets.

• Transport to VET classes, excursions and camps was improved with the purchase of a school minibus.

• Increased grounds and maintenance allocation for School property. During 2018 the school

commenced a program employing a junior ex-Kuyper student to the role of Maintenance Assistant.

• Improvement in IT facilities including a server upgrade and improved Wi-Fi was delivered in 2018 enabling greater WiFi coverage and transmission speed in most areas of the School grounds. Future direction continues to involve greater access to clouded, online classroom networks for senior learning. The National Broadband Network (NBN) is still coming, and we look forward to its improvement to services. Planning for a Chromebook roll out to senior students at the beginning of Year 11.

• School website development and improvement has continued yet not finalised as yet.

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2019 Targeted Areas for Improvement • Further developing Educational Programs that speak to our Christian conviction

• Establishing a sustainable array of single stream classes that can sustain and grow the school into the future

• Continuing to develop and consolidate the Senior School

• Continuing to develop relationships with local churches

• Ongoing Band program - Tour Year

• Continued development of the Master Plan including initially a Prep and Kindergarten development

• Targeted Redbank housing estate marketing

• Improved Teacher Accreditation management of all teaching staff

• Care and support for new staff

• Energising existing staff into areas of passion

• Ongoing Information Technology improvements + NBN (NBN delayed again…)

• Agriculture animal facilities

• Additional air conditioning and upgrades.

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School Policies

The following are summaries of some key policies within the school. Full copies of these and other policy

documents are available from the school website: https://www.kuyper.nsw.edu.au/school-policies.aspx

Student Welfare Parents are able to access The Student Welfare policy from our website:

:https://www.kuyper.nsw.edu.au/school-policies.aspx

Kuyper Christian School is committed to:

• providing a safe environment for students; • preventing harm to a student in any form within the school; • dealing seriously with any reports that a student is at risk of harm in a prompt and appropriate manner. • educating students concerning their rights and equipping them with appropriate skills for avoiding and

reporting uncomfortable or abusive situations. • training staff to recognise, appropriately deal with and report situations where a student may be at risk

of harm. Specific requirements are set out in our Child Protection and Anti-bullying policies and

procedures, among others. These include: o ensuring that staff appointed are fit and proper people to occupy those positions through

interviews and employment screening; o requiring staff to abide by a Staff Code of Conduct, which is actively monitored; o training staff procedures to identify when a child is at risk of harm and to notify the appropriate

authorities; o procedures to notify and investigate complaints of improper conduct by staff and report to

appropriate authorities

Bullying is repeated intimidation over time, by negative actions of a physical, verbal or psychological nature, by

one or more persons. Bullying is never acceptable behaviour and our school will, strive to identify and eliminate

all forms of this kind of behaviour.

Managing Student Behaviour (Discipline) Parents are able to access the Managing Student Behaviour Policy & Procedure from our website:

https://www.kuyper.nsw.edu.au/school-policies.aspx As mature Christian teachers and parents, we have the responsibility to ‘make disciples’ of the children in our

care. Our goal is that students might willingly cooperate with our God, who desires them, like us, to become

more like Him. This process involves modelling, encouraging, teaching and at times correcting.

• Kuyper’s Managing Student Behaviour Policy and procedures is based on the following principles, which

are drawn from Scripture.

Discipline should:

• Be founded on love and concern for the child and those around him/her. • Contribute towards a student's growth in Christ. Thus, it may involve repentance, reconciliation and

restitution and include positive and negative elements - confirming, commending, encouraging, as well

as correcting, reproving, punishing. • Be clearly defined as to the expectations and wherever possible, be exercised promptly. • Be consistent and administered fairly. • Reflect on the action or attitude not the person, so that it is clear we love the child. • Consider the maturity of the child. • Seek to develop self-discipline and thus does not depend on external motivation, such as structured

rewards and punishments.

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Specific structures include positive comments, both verbal and written and different levels of recognition for

commending students.

Grievance Parents are able to access the Grievance policy from our website: https://www.kuyper.nsw.edu.au/school-policies.aspx

When dealing with any complaint, grievance or concern in relation to another person we need to consider

biblical principles. Specifically, all parties need to:

• first speak directly about the issue to the person most concerned, • treat the matter seriously, • act fairly towards each other, • expect that they will be treated in the same way, • treat others involved in the situation with respect • act discreetly and maintain confidentiality.

If a person feels they cannot speak to the person concerned directly (e.g. in a case of bullying or fear) they should

speak with another more senior person. In the case of a student, this may be the class or core teacher or some other person they trust.

If a resolution is not achieved then the matter should be taken to the Secondary or Primary Coordinator, then to

the Principal for a decision. Any parent who is unhappy about a decision of the Principal, or who for other reasons

would like to take a matter further, may take it in writing to the Board.

Enrolment

Parents are able to access the Enrolment policy from our website: : https://www.kuyper.nsw.edu.au/school-policies.aspx

• Kuyper Christian School is open to all children whose parents are seeking to give them an education

which is consistent with the basis and aims of the school, provided the school has the resources to meet the child’s particular needs, and subject to the availability of places.

• Rules of eligibility shall be determined by the Board of Directors from time to time.

• Priority of enrolment is on the basis of commitment to the basis and aims of the school, existing attendance of siblings, and date of application.

• Initial priority will be determined on the basis of answers to questions on the enrolment application and

a letter of reference from the pastor of the church currently attended. This will be later confirmed through an interview with the parents.

• Order of priority for enrolments in Prep and Kindergarten is as follows:

o Sibling of current family; o Child of a member of the School Association of at least 12 months standing; o First child in a Christian family OR a child from Christian family who have applied to transfer all

children into Kuyper; o Prep or Kindergarten child in a Christian family with all children waiting for places at Kuyper; o Christian family where some children attend another school; o Non-Christian family, supportive of the ethos of the school

• Order of priority for enrolments in Years 1 – 12 is as follows:

o Sibling of current family; o Child of a member of the School Association of at least 12 months standing; o Family transferring from another Christian school; o Christian family who have applied to enrol all children at Kuyper; o Christian family where some children attend another school; o Non-Christian family, supportive of ethos of the school.

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• Within each category, priority will be on the basis of time order of application.

• A Christian family is defined as one which regularly attends and is involved in a local church.

• The aim of the school is that no more than two thirds of any Grade shall be made up of any one

gender. The number of children to be accepted into any Class is a maximum of 30. Any increase will be at the Board’s discretion and temporary.

• Normally children will be accepted into Kindergarten only if they have turned five before April 30 that

year. However, in exceptional circumstances, after careful testing, the Principal may admit younger children if they are considered socially, physically and intellectually mature enough to benefit from full time schooling.

• Application for enrolment must be made on the appropriate form and accompanied by copies of the last two academic reports and most recent NAPLAN results for the child/ren.

• Interviews are generally conducted by the Principal, the appropriate Co-ordinator and a Board Member. When these are not available, the Principal will nominate interviewers. Before offering a place to a

student, the parents and student(s) will be asked to attend an enrolment interview to determine or confirm:

o Their commitment to or support for the Christian ethos of the school; o Their support for the policies and practices of the school; o Any special educational or other needs of the student and how these will be met.

• If it is clear that the parents do not support the ethos and/or policies of the school, the school will not offer a place.

• Testing of all new students according to the School’s testing or readiness policy after the enrolment interview will be organised by the school office.

• If the readiness testing for Kindergarten indicates that a child does not meet the school’s readiness criteria, the school will consult with the parents and determine whether to offer a place in the following

Year. If a child is not offered a place for that year a place will be offered for the following year provided the family meets other enrolment criteria.

• Whenever the documentation from the parents or the school’s testing indicates that a student has special needs these are to be discussed with the parents to determine whether the school is able to

meet the student’s needs. Where the school could not provide the resources needed to meet the needs of the student without causing unjustifiable hardship the school will not offer a place.

• The final decision about any offer of a place rests with the interviewing committee.

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Satisfaction Surveys

The surveys below were conducted anonymously amongst all school staff students and families at the end of 2018.

STUDENT SURVEY Strongly Agree

Agree Neutral Disagree Strongly Disagree

My school encourages me to develop a Christian worldview

28.12% 51.56% 15.63% 4.69% 0.00%

I feel safe when I am at school 31.25% 40.65% 18.75% 9.35% 0.00%

I am confident that the teachers are helping me to achieve high standards in all that I do

28.12% 35.94% 31.25% 3.13% 1.56%

I think teachers treat students fairly and with respect

23.43% 37.50% 23.44% 10.94% 4.69%

Teachers at my school are a good example of the beliefs and values of the school

32.82% 45.30% 17.19% 4.69% 0.00%

The teachers’ discipline is fair and consistent 18.72% 34.37% 28.13% 15.63% 3.15%

I enjoy the facilities provided by my school 18.72% 40.65% 28.13% 10.94% 1.56%

I am satisfied with my school and the quality of education I receive

35.94% 26.56% 25.00% 10.94% 1.56%

Survey results were based on 64 respondents

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PARENT SURVEY Strongly

Agree Agree Neutral Disagree Strongly

Disagree

Vision:

Kuyper Christian School is committed to being a

caring community providing quality Christ

centred Education

65.00% 35.00% 0.00% 0.00% 0.00%

Standards:

The school sets and maintains high standards

for students

34.80% 43.80% 17.40% 4.00% 0.00%

Staffing:

The staff is competent and committed to the

vision of the school

43.80% 43.80% 12.40% 0.00% 0.00%

Student Culture:

The school culture encourages students to thrive 40.00% 39.00% 17.00% 4.00% 0.00%

Satisfaction:

I am satisfied with the outcomes of the

education offered by this school

47.80% 34.80% 8.70% 8.70% 0.00%

Survey results were based on 23 respondents

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STAFF SURVEY Strongly

Agree Agree Neutral Disagree Strongly

Disagree

Vision:

Staff understand and are committed to the

“Christ-centred” vision of the school

61.50% 38.5% 0.00% 0.00% 0.00%

Resonance:

The practices of the school resonate with its

stated beliefs and values

46.00% 54.00% 0.00% 0.00% 0.00%

Standards:

The school sets and maintains high standards

for both students and staff

38.50% 30.80% 23.00% 7.70% 0.00%

Curricula:

Curricula are thorough, engaging and provide a

strong basis for teaching

15.40% 69.20% 15.40% 0.00% 0.00%

Leadership:

Leadership in the school is strong, coherent

and effective

46.15% 46.15% 7.70% 0.00% 0.00%

Board Leadership:

The board gives strong and coherent vision

that supports the operation of the school

23.09% 61.53% 7.69% 7.69% 0.00%

Respect for students:

Staff treat students with respect 76.92% 23.08% 0.00% 0.00% 0.00%

Facilities:

Facilities are adequate, comfortable and well

appointed

7.69% 61.53% 30.78% 0.00% 0.00%

Professional Development:

Staff are well supported in their professional

development

15.38% 53.86% 15.38% 15.38% 0.00%

Workload:

Workloads for staff are reasonable and

adequately monitored

15.38% 69.24% 15.38% 0.00% 0.00%

Survey results were based on 13 respondents

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Enrolments

Kuyper Christian School offers positions to children whose parents seek a Christian education, which is consistent with the school’s aims and vision. This is of course subject to position availability and appropriate resources to

meet each child’s needs.

Applications are made to the school on an enrolment form along with a commitment to the creedal statement of

the school.

Following the submission of the enrolment form an interview is conducted with the parent(s) and student(s).

After review, positions are offered based on existing siblings in the school, commitment to the aims and vision and expected benefits to the family and school.

Children are generally accepted into Kindergarten if they have turned 5 by 30 April. In some circumstances

younger children may be accepted if the school considers them physically, socially and academically mature

enough.

Student attendance

Managing Student Attendance

An electronic attendance roll manages non-attendance at school and mandatory attendance codes are used. If

a parent explanation for non-attendance is not received when the student returns to school, an email is sent

home seeking an explanation. If an explanation is not forthcoming, a follow-up email is sent. If no explanation is received, senior staff are alerted to determine the appropriate follow-up, including consideration of potential

student welfare issues. Where attendance patterns may affect the ability of a student to achieve educational outcomes for an external certificate, formal warning letters are provided to the student and parent.

Students departing the school for another school or for full-time employment

Where a student is leaving Kuyper before they have completed Year 12, the parents or guardians of that

student must inform the school of the student’s intended place of schooling. In the event that this does not occur the school will notify the local Home School Liaison Officer.

Where a student is of compulsory school age (i.e. below 17 years of age) and is leaving Kuyper after

completing Year 10, the parents or guardians of that student must inform the school of the student’s intended place of education or education and training, or full-time work position or the combination of education/ training

and employment. In the event that this does not occur the school will notify the local Home School Liaison

Officer.

Retention rates: We had 18 students in Year 10, with 2 students leaving for apprenticeships, 1 student repeating Year 10 and the remaining 15 continuing to Year 11.

Whole School 94.14%

Kindergarten 91.4% Year 7 93.6%

Year 1 96.1% Year 8 92.1%

Year 2 94.6% Year 9 96.4%

Year 3 95.3% Year 10 93.5%

Year 4 92.2% Year 11 95.7%

Year 5 95.1% Year 12 94.6%

Year 6 93.3%

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Professional Learning & Teacher Standards

All teachers at Kuyper Christian School are required to be accredited with the New South Wales Education

Standards (NESA).

In 2018 the school had:

Full time Teaching staff 8

Part time teaching 13

Teacher’s Aides 7

Non-Teaching staff 9

Total Staff 36

Of the teaching staff:

21 Teachers who have teacher qualifications from a higher education institution within Australia or as recognised within the National Office of Overseas Skills Recognition (AEI-NOOSR) guidelines.

0 Teachers who have a bachelor degree from a higher education institution within Australia or one

recognised within the AEI-NOOSR guidelines but lack formal teacher education qualifications.

The attendance rate of teaching staff is calculated as 98%.

Summary of Professional Learning Staff

attending

PD with Gallup Strength Centre 1

Intaglia Printing Workshop 1

NAB: Facebook 2

CEN: Principal’s Conference 1

Endeavour Community Relations & Development: Master Class Conference 2

Peacewise: Everyday Peacemaking 3

Seven Steps to Writing Success 1

Wellbeing in Schools Australia 1

Australian Christian Schools Library Network: Library conference 1

CEN: New Teacher Induction 3

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Greenfield Counselling Centre: 1

Premium Health: First Aid course 8

Premium Health: CPR refresher course 21

The Happiness Mission: Teaching HSC Food Technology Successfully 1

The Happiness Mission: Technology Mandatory – Material & Textile Focus 1

The Happiness Mission: Technology Mandatory – Agriculture & Food Technology 1

AIS: Instructional Leadership Masterclass 6: Tiered Interventions & Differentiated

Teaching 2

CEN: Equipped to Lead 1

SPELD: Dyscalculia & Maths Intervention 3

AIS: Dibbels workshop 1

HOBSON: Edumate school data base training 1

CEN: School workshop 25

EduTECH: Masterclass Conference 1

NESA: HSC Judge Marker for Mathematics 1

AIS: LNAP – Leading the implementation of Best Start Kindergarten Assessment 2

AIS: LNAP – Effective reaching in the early years of school 2

AIS: LNAP – Literacy modules x 4 9

AIS: LNAP – Numeracy modules x 4 9

AIS: LNAP – Follow up to Literacy & Numeracy Online modules 9

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Student Performance in State-wide or Equivalent Tests

& Examinations

National Assessment Program - Literacy and Numeracy Our NAPLAN results although pleasing in many areas do not reflect the broader areas of the curriculum and can

be misinterpreted with the small year groups and class sizes Kuyper enjoys. As a non-selective school, we share

the joys and challenges that each individual brings to our community and seek to acknowledge their strengths

and gifts whatever they might be. From students who excel academically to students who struggle and everything

in between, we foster a value and sense of worth in all as people made by God in His image.

The table shows the mean results of Kuyper students compared to all Australian students. Performances in these

examinations reflect the diverse range of students attending Kuyper. It is important to note that Kuyper has small

numbers of students in each Year group so the mean of the scores can be dramatically affected by one or two

students.

Mean scores

Reading Writing Spelling Grammar & Punctuation

Numeracy

KCS Yr 3 454 413 413 434 429

Yr 3 434 407 420 432 494

KCS Yr 5 502 407 483 498 464

Yr 5 509 473 502 504 494

KCS Yr 7 564 514 567 561 550

Yr 7 542 505 545 504 548

KCS Yr 9 614 536 583 577 602

Yr 9 584 542 583 581 596

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HSC Results

Our school offers both a traditional and compressed model of HSC studies meaning that students complete up to

two of their HSC subjects in Year 11 and the remainder in Year 12. In 2017-18, students completed studies in Ancient History, Biology, English, Mathematics, Food Technology. Many students were successful in attaining ATAR results enabling them to enter the university course of their choosing.

Post school destinations. Based on information provided when students left the School, 50% entered

university, 50% of students took a GAP year planning to attend university after the completion of their GAP

year.

Subject School Mean State Mean

Ancient History 69.4 72.8

Biology 86.6 74.1

Chemistry 87.6 75.2

Drama 72.2 77.7

English Advanced 79.4 80.6

English Standard 66.5 69.1

English Extension 1 (50) 41.2 41.2

English Extension 2 (50) 43.6 38.7

Food Technology 89.7 72.9

Mathematics (General) 61.8 69.9

Mathematics 2 unit 82.0 78.2

Modern History 66.2 73.7

PDHPE 58.6 71.0

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Summary Financial Information

Overview Accounts 2018

The Audited Financial Accounts for 2018 show a net operating deficit of $126,918. Spending on

capital, inclusive of bank loan repayments amounted to $106,760.

Fees

The basic fee structure for 2018 remained unchanged from the previous year. Fees rose by an

average 2% for parents from 2017. In 2018 our uncollected fees at year end was $143,220, a

decrease of $26,696 from the prior year. The school community is grateful to the many families who

continue to make prompt payment of fees and encourage others to partner with us in this way in

2018.

The school has a provision for doubtful debts of $88,000. The Finance Committee is vigilant on the

payment of fees. This is a very difficult and time-consuming area, so again thank you to those who

pay on time.

Income

Income from families equates to around 25% of total income and government grants equate to

approximately 73%. This is consistent with the prior year. We need to prayerfully support our

governments and ensure they realise we are appreciative of their financial input.

The pie chart below shows the above percentages. Each school is allocated a score dependent on the

socio-economic surveys of the families in the school. The score then determines the wealth of the

area. The Commonwealth funding is based on this score. Unfortunately, our school is in the middle

range SES although many of our parents struggle to pay their fees. Nevertheless, we are thankful for

the steadfast commitment many of our parents have to Christian education.

2018 Annual Report

33 | P a g e

Expenditure

As is the case of all schools the major recurrent expense is salaries. In 2018 our salaries were 75% of our total

expenditure.

The year ahead

We expect the 2019 year to be one of financial stability and modest growth.

Alan McCartin Business Manager