ANNUAL ANGLICAN · Sunshine Avenue Deck - $57,741.15 Tennis court resurfacing - $41,950.00 Kindy...

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GRAMMAR SCHOOL ANGLICAN ANNUAL REPORT 2016 Educational and Financial Reporting

Transcript of ANNUAL ANGLICAN · Sunshine Avenue Deck - $57,741.15 Tennis court resurfacing - $41,950.00 Kindy...

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GRAMMAR SCHOOLANGLICANANNUAL

REPORT

2016Educational andFinancial Reporting

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MESSAGE FROM KEY SCHOOL BODIES 3CHAIR OF SCHOOL COUNCIL 3PARENTS AND FRIENDS ASSOCIATION 4STUDENT REPRESENTATIVE COUNCIL 5

ABOUT LINDISFARNE ANGLICAN GRAMMAR SCHOOL 6HISTORY AND DEVELOPMENT 7SCHOOL CREST 7

2016 NAPLAN PERFORMANCE IN YEARS 3, 5, 7 AND 9 8PARTICIPATION IN NAPLAN 8ACHIEVEMENT OF NATIONAL BENCHMARK 8ACHIEVEMENT IN PERFORMANCE BANDS 9

HIGHER SCHOOL CERTIFICATE 10COMPARISON OF HIGHER SCHOOL CERTIFICATE RESULTS SCHOOL V STATE 10

ROSA RESULTS 14STAGE 6 (PRELIMINARY) ROSA 2016 14STAGE 5 (YEAR 10) ROSA RESULTS 15

SECONDARY STUDENT OUTCOMES 172016 VET-SECONDARY STUDENT OUTCOMES 17

STAFF PROFESSIONAL LEARNING 18TEACHING STAFF COMPOSITION 21STUDENT ATTENDANCE AND MANAGEMENT OF NON-ATTENDANCE 22RATE OF ATTENDANCE FOR 2016 23

RETENTION OF YEAR 10 TO YEAR 12 23ENROLMENT POLICY 24

AIM 24STUDENT WITHDRAWAL 25POLICY ADMINISTRATION 25STUDENT POPULATION 25

SCHOOL POLICIES 26POLICIES FOR STUDENT WELFARE 26POLICIES FOR STUDENT DISCIPLINE 29POLICIES FOR COMPLAINTS AND GRIEVANCES ROSOLUTION 29

SCHOOL DETERMINED IMPROVEMENT TARGETS 30STUDENT ATTAINMENT AND LEARNING 30TEACHING PRACTICE AND TEACHER DEVELOPMENT 30BUSINESS MANAGEMENT 31STAKEHOLDER RELATIONSHIPS 31

MARKETING AND COMMUNICATION 32INITIATIVES PROMOTING RESPECT AND RESPONSIBILITY 34PARENT, STUDENT AND TEACHER SATISFACTION 34 FINANCIAL INFORMATION 35

Lindisfarne Anglican Grammar School - 2016 Annual Report

TABLE OF CONTENTS

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Lindisfarne Anglican Grammar School - 2016 Annual Report

MESSAGE FROM KEY SCHOOL BODIES

Chair of School Council

Lindisfarne Anglican Grammar School Council convened seven meetings throughout the 2016 school year; six of these meetings were ordinary meetings of Council at two-month intervals to review the operations and governance of the School in addition to the Annual meeting held on 26 April 2016. In 2016, the School Council in consultation with the Principal engaged Dr Phil Cummins of the Circle Group to develop the Strategic Planning for the School. As part of the process, and following consultation with all major stakeholders the Principal released the School’s Statement of Strategic Intent. This statement was based on:• Our Vision• Our Values

Our five Strategic Domains each have an aspiration, intent and a strategy and are:• Achievement.• Relationships.• Communication.

School Council monitored the key operations, compliance and risk matters while at the same time mapping out future scenarios for Lindisfarne, which is located in an area of significant population growth and likely enrolment pressure in future years. In 2016 the School continued to implement its strong academic focus emphasising student achievement and quality teaching. Student performance continues to improve. Funding approved by School Council enabled the construction of the School Gymnasium and Change Room facilities, which were completed in 2016. These facilities are now operational for curriculum and co-curricular activities. Continual improvements have been made in the business management of the school with improved efficiencies, the stabilisation of existing enrolments, decreasing debt and an operating surplus enabling the School to meet financial benchmarks to better support the delivery of our educational and pastoral programs, re-investing in the School’s future capability and capacity. Mrs Kitty Guerin continued with her role into early 2016 as Acting Principal. Mr Stuart Marquardt commenced his role as Principal of Lindisfarne Anglican Grammar School in April 2016. Continued improvements in the governance and management of the School will contribute significantly to its aim of becoming the most highly regarded independent school in this region. Mr Chris GoldstoneChair

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• Initiatives.• Reputation.

• Our Culture• Our Strategic Domains

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Lindisfarne Anglican Grammar School - 2016 Annual Report

Parents and Friends Association

The P&F enjoyed a strong 12 months of organising events and seeing the results of endeavours. It has been particularly helpful having our Principal and staff so supportive of our activities.

We have a fantastic core committee/executive committee who readily step up and assist with our initiatives. We also have a wonderful group of supporters in our Parents and Friends body who readily assist with tasks when asked. Kate Rogers continued as president for the 2016 year, with Richelle Courtney being elected as Vice-President in May 2016.

Major initiatives remained focused on fundraising and friend raising events such as Mother’s Day High Tea and gift stalls, Father’s Day Big Boys Breakfast, Movie Night, Stage 3 Disco, Tea Towel Sales and our major event the Melbourne Cup Day. A Trivia Night in June was also a very successful and enjoyable evening with sell-out ticketing. Early stages of 2017 FunFest planning were started in late 2016. All these events contributed towards ensuring our cash balance at the end of 2016 was healthy ($92,057.11).

The P&F carefully considered proposals where they could assist with funding requests and allocated resources to this extent.

Choir Risers $8,484.00Sunshine Avenue Deck - $57,741.15Tennis court resurfacing - $41,950.00Kindy Deck outdoor furniture - $11,000.27Flexible Learning Furniture - $32,459.00Gym Equipment $29,985.77Coffee Machine setup (grinder/machine/fridge) - donated to Lindisfarne

Over the twelve months the P&F moved to a NAB bank account which has allowed us to have more flexibility with internet access to our bank account with respect to payments and statements.

We thank the School and particularly Stuart Marquardt and his team for their leadership, support, proactive guidance and cooperation. This is particularly appreciated as we march on with a fairly full calendar of activities. Richelle Courtney President 2017

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Lindisfarne Anglican Grammar School - 2016 Annual Report

Student Representative Council

Student Representative Council members are elected from Year 5 to 12 to represent Stages 3, 4, 5 and 6 across the four House groups. School Leaders chair each meeting commencing in Term One. Feedback on student concerns is provided to the student population through House Meetings, Assemblies and Newsletter items. Coordination between House Tutors and Senior Executive follow the review of Minutes and action plans are formed. A bid for increased shade and seating remains a SRC priority. From their allocated funding, a shade sail was erected over a paved area beside the School Canteen. Recycling bins were acquired to facilitate efforts at recycling by students. Promotions have included student participation in conducting assemblies, the return of debating opportunities, a charity drive to assist flood victims and ongoing improvements to student amenities.

Lawrence Miles-Mwangangi and Saya Tomizawa2017 School Captains

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Lindisfarne Anglican Grammar School - 2016 Annual Report

Lindisfarne Anglican Grammar School is a high quality, independent, Anglican, co-educational grammar school that serves the southern Gold Coast, Tweed Coast and northern New South Wales. We seek to provide the distinctive identity, relationships, learning and leadership that support our staff and families to work together to meet our high expectations for the achievement and holistic development of our students in our local, national and international communities.

We achieve this through a balanced learning program that ensures students are given the opportunity to achieve their academic potential while accumulating important life skills. We cultivate learning through relationships, expert teaching, educational research and innovation that focuses on leadership, standards and collaboration.

Families choose to attend Lindisfarne because of its high standards and student outcomes. Parents entrust their children into our community because of the high quality educational program complemented by a pastoral care program that nurtures personal, social and academic wellbeing supported by the School’s values of compassion, wisdom and respect.

The School currently consists of 1022 students with an Early Learning Centre for Pre-school and Kindergarten, a Primary School for Years 1 to 6 and Secondary School from Years 7 to 12. Our structured academic program has a strong focus on each student’s particular strengths and individual abilities. This is supported by a comprehensive co-curricular program that includes a wide range of sports, studies in performing arts and recreational activities. This combination of academic and co-curricular activities, supported by pastoral care, helps our students develop as confident, independent and well-rounded individuals.

ABOUT LINDISFARNE ANGLICAN GRAMMAR SCHOOL

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History and Development

Lindisfarne Anglican Grammar School was established in 1981 as a result of initiatives taken by the Rector and Parishioners of St Cuthbert’s Church, Tweed Heads. Currently in its 36th year, the School is part of the broader life of the Church and active in the region and Diocese of Grafton.

The campus at Sunshine Avenue progressively expanded its facilities and 1995 saw the growth into secondary years. In 1996 the Secondary School relocated to its permanent site at Mahers Lane, Terranora, with the Stage 3, Years 5 and Year 6, joining it in 1997. The Preschool opened at the Sunshine Avenue Campus in 1998.

Development is ongoing at both campuses to house Lindisfarne’s expanding enrolments.

School Crest

The Isle of Lindisfarne, after which the School is named, was one of the very early centres of Christianity in England. It is situated on the north-east coast and not too distant from the River Tweed which forms the border between England and Scotland.

On the School Crest there are two white bands, which begin separately in the top corners and converge into one band at the centre of the Crest. These bands represent the River Tweed in England and the Tweed River in Australia. Their place on the Crest expresses a unity of purpose and strength. This concept of unity is an important one in our School, as we work together.

The School’s motto, “Luceat Lux Vestra” (Matthew Ch. 5 V. 16) “Let Your Light Shine”, appears on the right and left side of the Crest, with the year of establishment across the top.

The final item, which dominates the centre of the Crest, is an open book. This book symbolises The Lindisfarne Gospels. These ornate copies of the four Gospels were painstakingly made by the monks of Lindisfarne and are a prized possession of the community. They are currently housed in the British Library. Their inclusion on the School Crest reminds us of the centrality of the Word of God and the good news which the Gospel proclaims for us. The open book may also be seen as a symbol of learning and the wide range of opportunities which the School provides.

GRAMMAR SCHOOLANGLICAN

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Lindisfarne Anglican Grammar School - 2016 Annual Report

Participation in NAPLAN

In 2016, 98% of Year 3 students, 98% of Year 5 students, 98% of Year 7 students and 99% of Year 9 students participated in all NAPLAN tests.

Achievement of National Benchmark

2016 Test Year 3 Year 5 Year 7 Year 9Reading 100 98 100 99Writing 100 98 96 89Spelling 98 100 100 99

Grammar and Punctuation

98 100 100 97

Overall Numeracy 98 100 100 99

Table 1: Percentage of students achieving national benchmark in Literacy strands and Numeracy.

2016 NAPLAN PERFORMANCE IN YEARS 3, 5, 7 AND 9

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Achievement in Performance Bands

NAPLAN 2016 Year 3 Year 5 Year 7 Year 9

Bands 1-2 5-6 3-4 7-8 4-5 8-9 5-6 9-10

Reading

School School School School6 75 5 51 4 39 8 48

Similar Similar Similar Similar6 62 9 47 7 44 11 38

NSW NSW NSW NSW13 52 19 39 20 30 23 25

Writing

School School School School0 60 12 21 11 25 25 14

Similar Similar Similar Similar3 66 9 23 16 25 25 19

NSW NSW NSW NSW7 54 16 19 17 18 39 12

Numeracy

School School School School5 56 11 28 3 41 11 44

Similar Similar Similar Similar7 53 10 37 7 44 8 41

NSW NSW NSW NSW14 39 17 42 16 32 18 27

Table 2: Percentage of students performing in the higher and lower Bands compared to other NSW schools and similar schools.

Year 3Year 3 had a higher percentage of students who achieved Band 5 or 6 in all areas of Literacy and Numeracy compared to their NSW cohort. Year 3 also had a lower percentage of students perform in Bands 1 or 2. Again, this was compared to the state cohort in all areas of Literacy and Numeracy.

Year 5Year 5 had a higher percentage of students who achieved Band 7 or 8 in all areas of Literacy compared to their State cohort. Compared to the NSW cohort, Year 5 also had a lower percentage of students perform in Bands 3 or 4 in all areas of Literacy and Numeracy.

Year 7Year 7 had a higher percentage of students who achieved Band 8 or 9 in all areas of Literacy and Numeracy compared to their NSW cohort. Year 7 also had a lower percentage of students perform in Bands 4 or 5. Again, this was compared to the state cohort in all areas of Literacy and Numeracy.

Year 9Year 9 had a higher percentage of students who achieved Band 9 or 10 in all areas of Literacy and Numeracy compared to their NSW cohort. Year 9 also had a lower percentage of students perform in Bands 5 or 6. Again, this was compared to the state cohort in all areas of Literacy and Numeracy.

The full NAPLAN results and figures can be seen by visiting http://www.myschool.edu.au.

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Lindisfarne Anglican Grammar School - 2016 Annual Report

In 2016, 113 students presented for the NSW Higher School Certificate in 31 courses, including Year 11 accellerated students. Out of the 113 students, 91 Year 12 students attained their Higher School Certificate and finished their schooling.

Comparison of Higher School Certificate Results School V State 2013-2016

Subject YearNumber

of Students

Performance Band Achievement by number and percentage

Band 3-6 Band 1-2

Ancient History

2016 15 15 (100%) State (83%) 0 (0%) State (17%)2015 12 11 (92%) State (84%) 1 (8%) State (16%)2014 4 3 (75%) State (84%) 1 (25%) State (16%)2013 11 11 (100%) State (84%) 0 (0%) State (16%)

Biology

2016 41 38 (93%) State (90%) 3 (7%) State (10%)2015 29 25 (86%) State (85%) 4 (14%) State (15%)2014 24 23 (95%) State (86%) 1 (5%) State (14%)2013 21 20 (95%) State (92%) 1 (5%) State (8%)

Business Studies

2016 36 32 (89%) State (87%) 4 (11%) State (13%)2015 25 25 (100%) State (89%) 0 (0%) State (11%)2014 22 22 (100%) State (88%) 0 (0%) State (12%)2013 24 24 (100%) State (88%) 0 (0%) State (12%)

HIGHER SCHOOL CERTIFICATE

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Chemistry

2016 15 15 (100%) State (94%) 0 (0%) State (6%)2015 15 15 (100%) State (94%) 0 (0%) State (6%)2014 13 10 (77%) State (92%) 3 (23%) State (8%)2013 12 12 (100%) State (92%) 0 (0%) State (8%)

Dance

2016 1 1 (100%) State (96%) 0 (0%) State (4%)2015 1 1 (100%) State (97%) 0 (0%) State (3%)2014 3 3 (100%) State (97%) 0 (0%) State (3%)2013 2 3 (100%) State (94%) 0 (0%) State (6%)

Drama

2016 6 6 (100%) State (98%) 0 (0%) State (2%)2015 1 1 (100%) State (98%) 0 (0%) State (2%)2014 5 5 (100%) State (99%) 0 (0%) State (1%)2013 3 2 (67%) State (98%) 1 (33%) State (2%)

Economics 2016 21 20 (95%) State (94%) 1 (5%) State (6%)

English Standard

2016 56 54 (96%) State (87%) 2 (4%) State (13%)2015 52 51 (98%) State (85%) 1 (2%) State (15%)2014 62 57 (92%) State (86%) 5 (8%) State (14%)2013 36 35 (97%) State (79%) 1 (3%) State (21%)

English - Advanced

2016 35 35 (100%) State (99%) 0 (0%) State (1%)2015 12 12 (100%) State (99%) 0 (0%) State (1%)2014 9 9 (100%) State (99%) 0 (0%) State (1%)2013 37 37 (100%) State (99%) 0 (0%) State (1%)

Engineering Studies2016 7 7 (100%) State (94%) 0 (0%) State (6%)2014 9 9 (100%) State (90%) 0 (0%) State (10%)2013 7 7 (100%) State (92%) 0 (0%) State (8%)

Geography 2016 14 13 (93%) State (89%) 1 (7%) State (11%)Industrial Technology

Multimedia2016 10 4 (100%) State (83%) 0 (0%) State (17%)2014 4 4 (100%) State (83%) 0 (0%) State (17%)

Legal Studies

2016 14 14 (100%) State (89%) 0 (0%) State (11%)2015 10 10 (100%) State (90%) 0 (0%) State (10%)2014 19 18 (95%) State (85%) 1 (5%) State (15%)2013 21 21 (100%) State (88%) 0 (0%) State (11%)

Mathematics

2016 43 40 (93%) State (92%) 2 (7%) State (8%)2015 27 21 (78%) State (91%) 6 (22%) State (9%)2014 31 30 (97%) State (92%) 1 (3%) State (8%)2013 23 23 (91%) State (93%) 2 (9%) State (7%)

Mathematics General 2

2016 52 40 (77%) State (76%) 12 (23%) State (24%)2015 31 27 (87%) State (75%) 4 (13%) State (25%)2014 37 33 (89%) State (86%) 4 (11%) State (14%)

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Lindisfarne Anglican Grammar School - 2016 Annual Report

Modern History

2016 8 7 (88%) State (77%) 1 (12%) State (23%)2015 9 7 (78%) State (91%) 2 (22%) State (9%)2014 5 5 (100%) State (90%) 0 (0%) State (10%)2013 3 3 (100%) State (91%) 0 (0%) State (9%)

Music 1

2016 2 2 (100%) State (98%) 0 (0%) State (2%)2015 6 6 (100%) State (98%) 0 (0%) State (2%)2014 6 6 (100%) State (98%) 0 (0%) State (2%)2013 10 10 (100%) State (98%) 0 (0%) State (2%)

Personal Development,

Health and Physical Education

2016 15 13 (87%) State (84%) 2 (13%) State (16%)2015 13 13 (100%) State (91%) 0 (0%) State (9%)2014 15 15 (100%) State (89%) 0 (0%) State (11%)2013 30 34 (60%) State (83%) 6 (20%) State (17%)

Physics

2016 19 18 (95%) State (90%) 1 (5%) State (10%)2015 22 22 (100%) State (90%) 0 (0%) State (10%)2014 14 14 (100%) State (91%) 0 (0%) State (9%)2013 15 14 (94%) State (89%) 1 (7%) State (11%)

Senior Science

2016 7 7 (100%) State (92%) 0 (0%) State (8%)2015 18 16 (89%) State (85%) 2 (11%) State (15%)2014 14 13 (93%) State (90%) 1 (7%) State (10%)2013 21 21 (100%) State (88%) 0 (0%) State (12%)

Software Design and Development

2016 13 12 (92%) State (93%) 1 (8%) State (7%)2015 5 5 (100%) State (90%) 0 (0%) State (10%)2014 6 6 (100%) State (91%) 0 (0%) State (9%)2013 5 5 (100%) State (92%) 0 (0%) State (8%)

Studies of Religion 11 Unit 2016 4 4 (100%) State (95%) 0 (0%) State (5%)

Textiles and Design2015 6 6 (100%) State (94%) 0 (0%) State (6%)2014 5 5 (100%) State (91%) 0 (0%) State (9%)2013 4 4 (100%) State (94%) 0 (0%) State (6%)

Visual Arts

2016 15 15 (100%) State (98%) 0 (0%) State (2%)2015 9 9 (100%) State (98%) 0 (0%) State (2%)2014 10 10 (100%) State (98%) 0 (0%) State (2%)2013 10 10 (100%) State (99%) 0 (0%) State (1%)

VET Subjects

Subject YearNumber

of Students

Performance Band Achievement by number and percentage

E4 and E3 E2 and E1

VET - Entertainment Industry Examination

2016 6 6 (100%) State (92%) 0 (0%) State (8%)

2015 7 7 (100%) State (91%) 0 (0%) State (9%)2014 6 5 (94%) State (91%) 1 (6%) State (9%)2013 7 7 (100%) State (89%) 0 (0%) State (11%)

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VET - Hospitality Examination

2016 10 10 (100%) State (90%) 0 (0%) State (10%)2015 6 6 (100%) State (96%) 0 (0%) State (4%)2014 10 10 (100%) State (96%) 0 (0%) State (4%)2013 14 14 (100%) State (97%) 0 (0%) State (3%)

VET - Information Technology Examination

2016 3 3 (100%) State (93%) 0 (0%) State (7%)2014 10 10 (100%) State (91%) 0 (0%) State (9%)2012 2 2 (100%) State (91%) 0 (0%) State (9%)

Extension Subjects

Subject Year Number of

Students

Performance Band Achievement by number and percentage

E4 and E3 E2 and E1

English Extension 1

2016 6 6 (100%) State (95%)2015 3 3 (100%) State (94%)2014 4 4 (100%) State (93%)2013 2 2 (100%) State (89%)

English Extension 2 2016 3 1 (33%) State (80%)

History Extension 2016 2 0 (0%) State (81%)2015 4 2 (50%) State (78%)

Mathematics Extension 1

2016 11 11 (100%) State (79%)2015 10 10 (100%) State (84%)2014 7 3 (43%) State (84%)2013 16 7 (44%) State (84%)

Mathematics Extension 2

2016 6 2 (33%) State (86%)2015 5 4 (80%) State (86%)2014 7 0 (0%) State (87%)2013 6 3 (50%) State (87%)

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Lindisfarne Anglican Grammar School - 2016 Annual Report

Stage 6 (Preliminary) RoSA 2016

A total of 76 students successfully completed their Year 11 Preliminary Higher School Certificate. In Addition there were 15 students who completed Year 11 Preliminary course in Mathematics and 18 students who completed Year 11 Preliminary course in Physics.

% of students who achieved in each Grade A B C D EAncient History 71.42 7.14 21.42

Ancient History (State) 16.42 27.96 33.56 15.44 5.74Biology 17.39 26.08 45.65 10.86

Biology (State) 12.76 27.8 38 16.17 4.85Business Studies 27.27 18.18 42.42 12.12

Business Studies (State) 13.6 28.57 35.42 15.93 5.82Chemistry 8.33 29.16 45.83 16.66

Chemistry (State) 17 27.46 35.17 15.65 4.45Dance 100

Dance (State) 33.6 34.73 21.11 7.09 2.57Drama 60 40

Drama (State) 23.85 37.46 26.69 8.94 2.58Economics 23.07 38.46 38.46

Economics (State) 22.53 33.17 30.39 11.05 2.69English Advanced 14.28 40.47 45.23

English Advanced (State) 18.42 41.76 32.73 6.23 0.76English Standard 2.94 44.11 38.23 14.7

English Standard (State) 2.55 19.13 48.12 22.73 6.66English Extension 1 16.66 83.33

English Extension 1 (State) 35.51 42.67 17.86 3.12 0.78French Beginners 42.85 28.57 28.57

French Beginners (State) 20.52 33.65 25.17 13.24 6.56Geography 18.75 50 31.25

Geography (State) 18.18 29.6 34.8 13.16 3.65Japanese Beginners 20 40 40

Japanese Beginners (State) 20.05 21.91 24.28 19.79 13.36Japanese Continuers 20 80

Japanese Continuers (State) 31.07 35.12 23.08 8.97 1.53Legal Studies 37.5 25 37.5

Legal Studies (State) 16.01 27.19 33.98 16.29 5.86Mathematics 10.81 45.94 35.13 8.1

Mathematics (State) 25.33 25.44 29.49 15.29 4.29Mathematics Extension 1 42.85 35.71 21.42

Mathematics Extension 1 (State) 25.66 27.16 28.14 14.61 4.33Mathematics General 2 12.9 32.25 51.61 3.22

ROSA RESULTS

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Mathematics General 2 (State) 7.51 19.49 34.31 25.92 11.69Modern History 75 25

Modern History (State) 17.61 29.98 33.42 13.31 5.02Music 1 75 25

Music 1 (State) 18.03 35.91 29.69 11.11 4.01Personal Development, Health and Physical

Education 14.28 28.57 52.38 4.76

Personal Development, Health and Physical Education (State) 12.6 27.08 37.4 16.78 5.63

Physics 29.16 37.5 29.16 4.16Physics (State) 17.07 28.4 34.84 15.49 3.92

Software Design and Development 40 20 40Software Design and Development (State) 16.43 24.53 31.09 18.95 8.2

Studies of Religion I 33.33 50 16.66Studies of Religion I (State) 13.51 27.77 40.1 15.79 2.78

Visual Arts 31.25 50 18.75Visual Arts (State) 19.53 32.89 29.78 12.33 4.2

Stage 5 (Year 10) RoSA Results

A total of 115 students successfully completed Stage 5 in 2016. For the core subjects the percentage of Lindisfarne students who achieved a grade A were above the percentage for the rest of the state. For the elective subjects the majority of students achieved in the top three grades.

Core Subjects

% of students who achieved in each Grade A B C D EEnglish 3.47

English (State) 12.13Science 30.82

Science (State) 13.23History 9.56

History (State) 14.12Australian Geography 17.39

Australian Geography (State) 13.21Personal Development, Health and Physical

Education 22.6

Personal Development, Health and Physical Education (State) 16.51

Mathematics

% of students who achieved in each Grade A10 A9 B8 B7 C6 C5 D4 D3 E2

Mathematics 2.52 5.88 16.8 15.96 35.29 10.08 11.76 0.84 0.84Mathematics (State) 6.92 7.93 10.72 12.28 16.05 15.4 12.61 10.33 6.74

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Lindisfarne Anglican Grammar School - 2016 Annual Report

Elective Subjects

% of students who achieved in each Grade A B C D ECommerce 100 hours 15.78 57.89 26.31

Commerce 100 hours (State) 17.54 31.73 33.26 12.97 4.13

Commerce 200 hours 12.9 48.38 35.48 3.22Commerce 200 hours (State) 26.75 33.83 28.42 8.19 2.54

Design and Technology 100 hours 7.14 71.42 14.28 7.14Design and Technology 100 hours (State) 21.79 30.46 33.89 10.12 3.29

Design and Technology 200 hours 10.52 78.94 10.52Design and Technology 200 hours (State) 28.49 32.64 27.48 8.68 2.23

Drama 100 hours 60 40Drama 100 hours (State) 19.03 34.59 31.7 9.92 4.37

Drama 200 hours 23.07 53.84 23.07Drama 200 hours (State) 27.34 35.35 26.7 7.91 2.25

Food Technology 100 hours 11.11 77.77 11.11Food Technology 100 hours (State) 13.35 28.71 34.55 15.52 7.15

Food Technology 200 hours 28.57 42.85 28.57Food Technology 200 hours (State) 18.53 30.23 31.65 13.29 5.41

Information and Software Technology 100 hours 9.09 63.63 27.27Information and Software Technology 100 hours

(State) 17.83 26.55 32.91 15.55 6.48

Information and Software Technology 200 hours 30 30 20 20Information and Software Technology 200 hours

(State) 22.55 28.91 31.86 12.42 3.86

Japanese 100 hours 60 20 20Japanese 100 hours (State) 24.53 23.69 27.89 15.96 7.73

Japanese 200 hours 66.66 22.22 11.11Japanese 200 hours (State) 39.02 25.75 20.33 10.42 4.25

Music 100 hours 20 20 40 20Music 100 hours (State) 13.7 27.41 33.74 16.35 8.03

Music 200 hours 25 41.66 33.33Music 200 hours (State) 26.38 32.99 26.22 9.58 4.06

Physical Activity and Sports Studies 100 hours 18.18 36.36 45.45Physical Activity and Sports Studies 100 hours

(State) 15.98 29.9 35.02 12.93 5.31

Textiles Technology 100 hours 33.33 66.66Textiles Technology 100 hours (State) 18.56 32.85 32.1 11.45 4.26

Textiles Technology 200 hours 50 50Textiles Technology 200 hours (State) 26.7 33.55 27.52 8.88 2.92

Visual Arts 100 hours 40 53.33 6.66Visual Arts 100 hours (State) 17.76 31.74 32.6 11.99 4.8

Visual Arts 200 hours 47.22 41.66 8.33 2.77Visual Arts 200 hours (State) 25.54 33.06 27.38 9.58 3.47

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2016 VET-Secondary Student Outcomes

100% of the Year 12 cohort (91 of 91 students) in 2016 received their NSW Higher School Certificate qualification. Of those 91 students, 32% of students received VET qualifications from either school based VET courses or TAFE delivered VET courses.

The School delivered 69% of the total VET qualifications.

The percentage of students of the Year 12 cohort (91) enrolled in the following SVET courses were:• Entertainment Industry: 7%• Hospitality: 11% • Information Digital Technology: 4.5%

The percentage of students of the Year 12 cohort (91) enrolled in the following TVET courses were:• Design: 3% • Health Services: 2%• Media: 1%• Retail: 1% • Tourism: 1%• Sport and Recreation: 1%

In summary, out of the total 91 students, 29 students or 32% of the cohort received a VET qualification. Out of those 32 students, 69% received their qualification through a school based VET course.

Post School Destinations

Lindisfarne had 91 students graduate Year 12 in 2016. Their destinations in 2016 are: • University Studies: 83% (Including 11% who deferred to travel or work)• TAFE or private providers: 4% • Employment: 12% • Unknown: 1%• Total: 100%

SECONDARY STUDENT OUTCOMES

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Lindisfarne Anglican Grammar School - 2016 Annual Report

2016 Professional Learning Activity Details Number of StaffMaking thinking visible 3

Overview and PD Pack 2016 86Disability Legislation, UDL, Designing flexible enganging programs 86

CPR 22First aid and CPR 37

Worksheets 27Engaging with Data 32

Literacy 30Year Level Moderation 30

Child Protection Update 32Student Led Conferences 30

Grafton Diocese Clergy Conference 1Effective Pedagogy in English 1

Trauma informed Care and Practice 5Mathematics Feedback and advice day 1

Cooking Classes 1AIS Hospitality Network Day 1

Rethinking Approaches to Teaching Christianity 1Gifted Conference 1VET Network Day 1

Twilight - various topics 86Working Effectively with staff teams - OOSHC 1

Hands on Technology Workshops STEM emphasis 3Biology and 7-10 Science courses info 1

VADEA - Inspire and Indulge 2Deep Thinking for Deep Learning Masterclass 2

STAFF PROFESSIONAL LEARNING

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HSC Mathematics Assessing 1Using Data and Evidence for Effective Leadership 1

Building a culture of creativity in English classrooms and dept 1Targeted Teaching using Data 86

ACHPER NSW Stage 6 Conference 1Tournament of minds - Focus on student outcomes 3

Autism Spectrum Conditions: Fundamentals and Practicalities 1AIS - Business Studies essentials - A Pedagogical Tour 1

Suceeding In school Leadership 1Law in Schools NSW 1

Musical Futures: Just Play workshop 3Succeeding in School Leadership 2016 6

Provocations, Reflections and Obs 1Child protection Investigation Skills 1

AIS Student Wellbeing Conference: Literacy - Evidence for Wellbeing in Schools 1

Teaching General Mathematics for the First Time 1STANSW Physics Conference 2016 2

STEM Conference and How to Upskill Teachers 1Child Protection 1

Aboriginal and Torres Strait Islander Cross-Curriculum Priority in NSW Syllabuses for Australian Curriculum K-6 1

Beyond Thinking Routines 2Systematic collection of student data 86

The Big Gig teachers workshop 1Aspiring Women’s Leadership Circle 1

WH&S Risk Management 86Autism and Aspergers in Females 2

PDHPE Conference for Primary PE teachers 1Gifted Education - Using Design Based Research 2

Early Childhood - Leading in the Early Years in a New Era 1Peer Support Training 2

Reciprocal Teaching and Comprehension Strategies - Year 3-6 2UNSW Grad Cert in Gifted education 1

Leadership skills for Coordinators Middle level leaders’ strategies 2iPads in the Classroom 1Twilight - various topics 86

Working Memory Conference 1HICES Music Festival and production meeting 2

Primary String Program implementation 1PAT Maths for Action Research 3

AHISA 2016 Leading Learning and Caring 2Smarter Assessment - Involving Feedback 1

Smarter Assessment 2

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Lindisfarne Anglican Grammar School - 2016 Annual Report

Boys and Education Conference 1NSW Syllabus, introduction of coding and algorithmic thinking, growth 1

HODs of Mathematics Conference 1Teaching Maths in the primary classroom 1

Developing PAT Schools program to build staff skills in analysing 6Geography 1

Identifying and responding to the educational needs of young gifted children 2Leadership Decisions - Making and improving the academic performance 1

Anaphylaxis Education workshop 1Year 12 Extension English 1

Cyber Safety 86Embedding Coding and Computational Thinking across the Curriculum 1

iPad in the classroom 2TAS Teacher Conference 1

Suicide Post-vention 54Teaching so all Students can learn Maths 7

MANSW Annual Conference 1Work Health and Safety - OOSHC 1

ACEL Conference 12016 AAEGT National Gifted Conference 2

Disability standards and assessment 86NAPLAN Review 86

Effective Programming K-10: FRENCH 1Why people fail to learn maths and some ideas to address the problems 2

School Learning Space Design 3ICT - Tools and ways to transform lessons 1Play Based Learning Preschool - Year 2 2

Digital Technologies Confce-STEM symposium 1Technology in your Classroom 1

Understanding Autism Spectrum Disorders - Teaching Strategies 5STEM Enrichment Academy 6

HSC marking 1History Extension Seminar 2016 1

Strategic planning, CREW, embedding STEM 86Enhance lessons with iPad 2

STEM Conference - ideas and methodologies to assist in educating 2

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In 2016 Lindisfarne had 137 teaching and non-teaching staff members. Of these, 67% were female and 33% were male. There were no teaching staff who self-identified as being of Indigenous/Torres Strait decent. The School employed one staff member with a self-identified disability.

Category Number of TeachersTeachers who have teaching qualifications from a higher education

institution within Australia or as recognised within the National Office of Overseas Skills Recognition (AEI NOOSR) guidelines, or

95

Teachers who have qualifications as a graduate from a higher education institution within Australia or one recognised within the AEI-NOOSR guidelines but lack formal teacher education qualifications, or

-

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.-

TEACHING STAFF COMPOSITION

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Lindisfarne Anglican Grammar School - 2016 Annual Report

In view of the staff’s responsibility in loco parentis, the following is adhered to:

1. In the event of absence, the school office at the specific campus must be notified (07 5590 5099 – main reception or 07 5590 5927 – Year 5 to Year 12, 07 5523 1143 – Preschool to Year 4) by 8:45am each day or by email to the absentee address for each campus or by fax 07 5590 4962. When the student returns to school, he/she should bring a note explaining the absence, as required by the NSW BOSTES regulations. It is expected that students in Years 10, 11 and 12 attend school to meet minimum course requirements. If a student’s attendance falls below 85% of the school’s programmed lesson time for a course, students may be in danger of not satisfying minimum course requirements.

2. The school holds the view that students are expected to attend school during listed term dates. Parents are asked to cooperate with this requirement and time holidays so as to avoid conflict between family and school.

3. Students requiring other leave during term time must obtain permission from the Principal. A letter requesting such leave must be submitted directly to the Principal. A student requiring unavoidable leave or an appointment during class time will report to their Head of School with a note from his/her parents.

4. Any student arriving after 8:20am (Year 5 to Year 12); 8:45am (Kindergarten to Year 4); 9:00am (Preschool) must collect a late slip from the school office and hand it to the member of staff at the first meeting or lesson attended that day. The school day is disrupted for others if students arrive late for class. The school will take the necessary steps to ensure teaching/learning processes are not affected by consistent lateness.

5. Medical/dental appointments, except in cases of emergency or special need, should be made outside school hours. For exceptions, a parental note is required.

6. If students plan to leave an organised school event eg musical presentations, rehearsals, presentation evenings, sporting fixtures, etc., with parents or other people, parents are required to notify the school in writing 24 hours before the day of the event. This note should be addressed to the convener of the event. If the convener does not receive a note, students will not be able to travel with persons other than parents, or alternate methods of travelling from an event.

7. The school must be notified immediately upon diagnosis, if your child has a disease for which an immunisation vaccine is available or if he/she has a contagious infection eg school sores, head lice, viral bacterial meningitis, etc.

8. Staff will be on duty from 8:00am at the Mahers Lane Campus and 8:15am at the Sunshine Avenue Campus. Students should not arrive at school before this time at the Mahers Lane Campus. Students arriving before 8:25am at the Sunshine Avenue Campus will be taken to Before School Care and charges will apply for the session.

STUDENT ATTENDANCE AND MANAGEMENT OF NON-ATTENDANCE

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Year Level Rate of Attendance (%)12 9511 9510 939 948 947 956 955 954 943 952 951 94

Kindergarten 94Preschool 96

Total 95

95% of students attended school on average each school day in 2016. This is the same as 2014.

Retention of Year 10 to Year 12

In 2016 there were 112 students in Year 10, 6 of these students did not complete the final two years at Lindisfarne. Therefore, the retention rate is 95%. This rate is higher than the previous year.

RATE OF ATTENDANCE FOR 2016

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Lindisfarne Anglican Grammar School - 2016 Annual Report

Aim

Lindisfarne Anglican Grammar School is a co-educational school catering to students from Preschool/Kindergarten through to Year 12. Our enrolment framework encompasses the following:

• Lindisfarne is not an academically selective school. Preference for enrolment will be given, but is not limited to, the following order: o Siblings of students currently enrolled at the School;o Siblings of students previously enrolled at the School;o The date order in which enrolment applications are received.

• The School has an Anglican Christian ethos and welcomes applications from students regardless of their ethnic origin, religious beliefs and chosen future career pathway.

• There are two options available in relation to children entering into the Lindisfarne Preschool Program.

• Option one is that children entering the Preschool must be 4 years of age by 30 April in the year they are entering the program; these students generally undertake one year of Preschool prior to advancing through to Kindergarten in the following year.

• Option two is that children entering the Preschool turn 4 years of age (outside of the preferred

date of birth range) and instead turn four at any time during the year. These children are enrolled into the Pre-Preschool program (Joey class) and will generally undertake two years of Preschool prior to advancing through to Kindergarten.

• It is an expectation that children enrolled in Preschool will advance through to Kindergarten. Parents of children who do not proceed to Kindergarten are required to comply with the School’s withdrawal policy.

• Children entering Kindergarten must be 5 years of age by 30 April in the year they are entering the program.

• During the enrolment process, the School reserves the right to request additional information or assessment to ensure the individual learning needs of students can be fully catered for prior to offering an enrolment place.

• Application for enrolment will involve an interview between the school, the student and the parent/guardian prior to offering an enrolment place.

• Failure to disclose relevant information or the provision of false or misleading information during the enrolment process may result in an enrolment being declined.

• The School reserves the right to extend an offer or decline or delay an offer of an enrolment place.

• The School does not hold places for students if the offer of enrolment, the Enrolment Acceptance Fee and accompanying paperwork has not been returned within the 14-day time frame.

ENROLMENT POLICY

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• Applications for enrolment for a period of less than two school terms, as a full-time student, will be referred to the Principal for consideration.

• When accepting a place at Lindisfarne Anglican Grammar School parents are giving their agreement to the school’s programs, policies, philosophy and practice. To this end, students will be required to be fully involved in the life of the School and its curricular and co-curricular activities.

Student Withdrawal

Parents/Guardians are required to provide one full term’s notice of a student’s withdrawal from the School in writing to the Principal. Failure to provide a full term’s notice will incur the charge of one full term’s fees (per student) in lieu of notice. Notice must be given prior to the commencement of the student’s last term of attendance.

Prior to a student’s last day of attendance at Lindisfarne and to comply with government guidelines, parents/guardians are required to provide ‘new school’ details to the Lindisfarne Enrolments Department. Where the destination of a student below seventeen (17) years of age is unknown, the School will refer this matter to the Department of Education whereby a Communities Officer with home school liaison responsibilities will be notified and provided with details including the student’s full name, date of birth, last known address, last date of attendance, parent/guardian names and contact details, an indication (if known) of a possible destination and any other information that may assist such officer to locate the student. Further to this the Department of Education Officer will also be provided with any known work, health and safety risks associated with contacting the parent/guardian of the student.

Policy Administration

This Policy will be reviewed periodically, or in the event of any information or incident that indicates the need for a review, or following relevant legislative or organisational change.

Enrolment PolicyPolicy Version Version 2

Date of Formulation and Adoption June 2006Date of Last Review March 2016Date of Next Review March 2017Person Responsible Simon McKinley

Position Director of Marketing and Enrolments

Student Population

At at 8 December 2016 Lindisfarne Anglican Grammar School had a total of 1022 students from P – 12. The students are positioned in the following numbers:

Preschool = 70 Kindergarten to Year 6 = 390 Years 7 to 12 = 562

There are 513 females and 509 males in the school. Our students come from a wide range of backgrounds.

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Lindisfarne Anglican Grammar School - 2016 Annual Report

A. Policies for Student Welfare

The School seeks to provide a safe and supportive environment which:

• Minimises risk of harm and ensures students feel secure.• Supports the physical, social, academic, spiritual and emotional development of students.• Provide student welfare policies and programs that develop a sense of self worth and foster

personal development.

The School promotes a learning environment where teachers and students should be mutually supportive. Staff and students should respect each other and not engage in conduct, which undermines the mutual trust and support, and also respects the philosophy and ethics of the school. The school encourages consultation between all members of the school community in matters, which affect them.

To ensure that all aspects of the school’s mission for providing for a student’s welfare are implemented the following policies and procedures are in place:

Policies Changes in 2016 Access to PoliciesChild Protection

Child Protection PolicySafe and Supportive Environment

Policy**

This policy encompasses:

• Definitions and Conduct.• Legislative requirements.• Preventative strategies.• Reporting and Investigating.• Reportable Conduct.• Investigation processes.• Documentation.

Further review of policies will occur in 2017.

Full text available on the School Intranet.

Available upon request for parents.

SCHOOL POLICIES

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Security Policies

These policies include:

• Procedures for security of the grounds and buildings.

• Use of the security/alarm system.• Use of grounds and facilities.• Emergency Procedures.• Lockdown Procedures.• Critical Incident.• Management Plan.• Bushfire Evacuation Plan.• Bus Driver Policy and Procedure.

Further review of policies will occur in 2017.

Full text available on the School Intranet.

Evacuation Procedures are displayed in

classrooms and carried by staff and students.

Lockdown Procedures carried by staff.

Evacuation Procedures are given to all

Contractors. Appropriate outlines are available in

the Student Guide and the School Diary.

Available upon request for parents.

Supervision Policies

These policies include:

• Duty of Care.• Sun Safe Policy.**• School Excursion Requirements.• Duty of Care.• Traffic Procedures.• Safe and Supportive Environment

Policy.**

Further review of policies will occur in 2017.

Full text or appropriate outlines available on

the School Intranet and School Website.

Appropriate outlines are available in the Student Guide and the School

Diary.

Available upon request for parents.

Communication Policies

These policies encompass:

• Formal and informal mechanisms in place for facilitating communication between the School and those with an interest in the student’s education and well-being.

Major review of all policies will occur in 2017.

Full text available on the Staff Intranet.

Appropriate outlines areavailable in the Student Guide and the School

Diary.

Available as a Handout to interested parties.

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Lindisfarne Anglican Grammar School - 2016 Annual Report

Communication and Student Policies

These policies include:

• Attendance Policy• Code of Conduct – Students**• Code of Conduct – Staff**• Code of Conduct – Volunteers• Code of Conduct – Buses.**• Electronic Communications Code of

Ethics.**• Attendance and Absences for

Students.• Homework Policy.• Reporting Procedures.• Assessment Policy.• Award System.• Student Leadership System.• Admission of Medication Policy.**• Excursion Policy.• Learning Support Policy.• Complaint Handling Policy.**• Grievances Disputes.**• Privacy Policy.**

These policies and procedures are being constantly reviewed in line with BOSTES requirements and

legislative requirements.

New Attendance policy was written in 2017.

Further review of policies will occur in 2017.

Full text or appropriate outlines available on

the School Intranet and School Website.**

Appropriate outlines are available in the Student Guide and the School

Diary.

Available upon request for parents.

Pastoral Care Policies

These policies include:

• Student Management and• Discipline Policy – Secondary**• Behaviour Management and

Discipline Policy – Primary.**• Anti-Bullying Policy – Primary• Harassment and Bullying (Safe

School Policy).• Safe and Supportive Environment

Policy.• Health Procedures.• Pastoral Care Policy.• Code of Social Conduct• Critical Incident Management

Policy.• Anti Bullying Policy.**• Suspension and Expulsion of

Students Policy.**• Counseling Policy.• Welfare Guidelines.**

Major review of all policies will occur in 2017.

Full text available on the School Intranet and

School Website.**

Appropriate outlines are available in the Student Guide and the School

Diary.

Available upon request for parents.

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B. Policies for Student Discipline

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. Corporal punishment is not permitted under any circumstances.

All disciplinary action that may result in any sanction against the student including suspension or expulsion provides processes based on procedural fairness.

These policies include:

• Student Management and Discipline Policy – Years 7 to 12.• Behaviour Management and Discipline Policy – Kindergarten to Year 6.• Suspension and Expulsion Policy.• Grievances and Disputes Policy – Students.

These policies should be read in conjunction with:

• Codes of Conduct policies.• Pastoral Care policies.

The full text or appropriate outlines of the various school’s discipline policies andassociated procedures are provided to members of the school community through:

• The Student Diary.• The Student Guide.• School Intranet.• School Website.

Copies are available upon request.

The school’s discipline policies and procedures are part of the annual review of Pastoral Care and Code of Conduct in the school. The behaviour management policies contain processes based on procedural fairness.

C. Policies for Complaints and Grievances Rosolution

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

The full text of the school’s policy and processes for grievances resolution is provided on the School’s website and available on the school intranet for staff. Statement on Procedural Fairness is available in the Student Diary.

An appropriate outline of the policy and processes is available on request. Detailed policies and supporting documentation can be supplied if requested.

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Lindisfarne Anglican Grammar School - 2016 Annual Report

For 2016, the key strategic themes the School Council targeted when they completed their evaluation in 2015 are:

• Student Attainment and Learning.• Teaching Practice and Teacher Development.• Business Management.• Stakeholder Relationships.

Student Attainment and Learning

In 2016 the priority of Student Attainment and Learning continued to be enhanced by the “Helping Students Excel” focus and the effects of the whole school on supporting this focus led by the Senior Executive. The performance of our Years 3, 5, 7 and 9 students in the 2016 NAPLAN assessments placed the School above national benchmarks. The continuation of the Accelerated Mathematics Program in Year 9 and the introduction of Accelerated Science Program in Year 9 have widened the advancement opportunities in these two subject areas. In 2016 students were given the opportunity to accelerate in other subject areas such as Dance and Hospitality. Teaching Practice and Teacher Development

The Lindisfarne Learning Framework (LLF) continues to guide the teaching and learning in the school. Teachers are involved in deepening their professional practice by embarking on Individual Professional Learning Plans (IPLPs) and classroom observations as outlined in Lindisfarne’s Staff Performance and Development Framework (LSPDF). Professional development is prioritised to align with school, stage and faculty strategic plans for improvement. Lindisfarne has also prioritised teachers’ professional development with the online Harvard course: Making Thinking Visible (MTV) and Teaching for Understanding (TfU). In 2015 focus has been on improving teachers understanding and use of student assessment data, particularly HSC and NAPLAN data and this will continue into 2017.

SCHOOL DETERMINED IMPROVEMENT TARGETS

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Business Management

Cost control, financial reporting, debt structure and cash management conforms to the relevant benchmarks and auditing standards. The School continues to follow a strategic business plan for 2016 to 2017 that was developed to support the School’s intended educational improvements; this plan continues to improve the School’s financial sustainability with prudent management of debt, cash, cost control and stable enrolment, whilst maintaining existing facilities and construction of new additional facilities.

Stakeholder Relationships To further build upon the unique sense of the Lindisfarne Anglican Grammar School’s parent and wider communities, the School has dedicated a significant portion of the Strategic Intent to involving all of our community in supporting our culture of student choice and challenge through a Community Engagement Plan. This will continue to strengthen the working relationship with the Parents and Friends Association and our wider communities. The Strategic Intent through a strategic and operational communications plan will drive an evidence-based, responsive, accessible, multi-modal and reliable communications structures designed to maintain connection with stakeholders in our community to our culture, strategy and daily life.

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Lindisfarne Anglican Grammar School - 2016 Annual Report

The School undertook a period of community consolidation during 2016 which has been reflected in the stability of enrolments, the key measure of any Marketing and Communications activity.

A number of initiatives have flowed from the community focus that the new Principal has brought to the School which has included an emphasis on engaging our community through new events and via shifting the focus of current events to better engage our current community. Working under the theme of ‘two campuses, one school’ the split format of the newsletter was adjusted to one edition covering the whole school giving better consistency to the messages that our community was receiving.

Word-of-mouth referral remains the most important communication tool to potential parents, so this open community focus has been important in ensuring that our community is always informed of the activities of the School and has positive stories to tell.

This has been supported through a focus on Social Media, predominately via Facebook, where the School had previously lacked a strong presence. This has been a challenge to grow the Social Media audience of our community throughout the year, however the second half of the year saw significant increase in our engagement which will continue to grow as the reliance on the newsletter as the only source of information from the School started to decline.

The format for Principal’s Tours (School Tours) was adjusted and individual tours offered by the Enrolments team were given a high-priority and seen as an opportunity to provide a more personal approach to potential families as opposed to being a secondary option for when a family was unable to attend the larger scheduled Principal’s Tours. This resulted in less people in total attending a Principal’s Tour for the year, but a greater increase overall of potential families visiting with an enrolment enquiry.

MARKETING AND COMMUNICATION

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Traditional media advertising through print continues to form part of the Marketing mix of mediums available to our current and future communities to receive information about Lindisfarne, but the decline in print resources in our immediate area across 2016 resulted in an emphasis on radio advertising in partnership with digital support to reach our target demographic through key enrolment and scholarship periods. This decline in traditional media resources will be a trend that will continue but should be balanced by the School’s focus on digital and social campaigns into the future.

A revision of the current documents for our community resulted in the last two Grammar Gazette’s in the current format being distributed to our community. The launch of the first yearbook the School has produced will see this publication become the main document for Lindisfarne each year, with the Grammar Gazette’s moving into a more targeted format beyond 2016. The yearbook will also form the basis of the School’s archives as a record of the achievements of each year.

The culmination of the school year was Speech Night, held for both our Primary and Secondary students. The dramatic increase in patrons at both events highlighted the gains that had been made during the year in promoting Lindisfarne as an open school that engaged parents and guardians at every opportunity in support of their students’ learning and wellbeing. This has only been possible with the significant investment in time the Principal has made in being an active participant in every School event and also offering significant time individually with families in support of a strong community focus.

The launch of the Strategic Intent and the distribution of the summary document to our school community was an important landmark for Lindisfarne. This document was the result of consultative work with the community to actively engage them in a voice in the future of our School. The focus groups in the development of this Strategic Intent were made up of staff, students, parents, board members, parish members and others all with the same goal of moving Lindisfarne forward to be a leading School in this country. The launch, held as part of the Speech Nights, was fitting finale to a year when the focus was on the consolidation of our community.

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Lindisfarne Anglican Grammar School - 2016 Annual Report

As part of our Student Management Plan (SMP) the School promotes respect and responsibility as a key value within the context of an Anglican school. The SMP was reviewed again in 2016 which rearticulates the rights and responsibilities of students, the rights and responsibilities of teachers, and these protocols direct student and teacher conduct towards these key values. The SMP sets out clearly our expectations, particularly in the way students relate to and behave towards each other. These explicit expectations enable students to make decisions based on choices and to understand the positive consequences that follow from appropriate decisions, and the negative consequences that result from choices where respect and responsibility are not evident. A process of student reflection also takes place to help students learn from the experience of appropriate and inappropriate decision making, the core of which is based around respect for their peers and their teachers.

The vertical House System initiated in 2012 continues to be refined and the pastoral benefits of students relating in a Year 7 – 12 environment are evident.

INITIATIVES PROMOTING RESPECT AND RESPONSIBILITY

The School has a policy of open communication and is committed to involving parents in the wider life of the School community. This was evidenced in the significant consultation that occurred as part of the development of the Strategic Intent, giving all in our community a voice in the direction of our school.

The School has an active Parents and Friends Association that was renewed by the stability of the appointment of a highly-regarded Principal to lead the School in the coming years. The increased level of parental activity across the whole school is a good indication of parental satisfaction. The significant decline in enrolments departing Lindisfarne to go to another school in the region is further support of the current level of positive parent satisfaction.

The School publishes a weekly whole-school newsletter enabling parents to access important information about current events, levels of student achievement indicated through the national testing programs, and also further information about the School’s plans and future directions. The School has a comprehensive and interactive website allowing parents and students to access important information and has also worked significantly to engage the community through social media.

The School has an active Pastoral Care program involving students in Years 7 – 12 to integrate during their scheduled pastoral care classes (House Tutor Group). This program is directed towards building and maintaining positive and respectful relationships in support of the School’s values of Respect, Compassion and Wisdom. Regular feedback from student surveys regarding student wellbeing and mental health indicates our student levels of wellbeing are comparatively high. The School’s open communication policy ensures that parents are keenly involved in issues of welfare and pastoral care that affect their sons and daughters.

Feedback from executive staff, directors of faculty and other members of staff as part of the Strategic Intent focus groups suggest that teachers enjoy working in the school, they value involvement in and positive relationships with students and they appreciated the opportunity to give their input into the future direction of all aspects of the School’s future.

PARENT, STUDENT AND TEACHER SATISFACTION

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Lindisfarne Anglican Grammar School - 2016 Annual Report

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FINANCIAL INFORMATION

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GRAMMAR SCHOOLANGLICAN

Sunshine Avenue CampusPreschool to Year 4Sunshine Avenue,

Tweed Heads South

Mahers Lane CampusYears 5 to 12Mahers Lane,

Terranora

T: 07 5590 5099www.lindisfarne.nsw.edu.au