Home - Lindisfarne Grammar - ANNUAL ANGLICAN · 2018-09-20 · The campus at Sunshine Avenue progressively expanded its facilities and 1995 saw the growth into secondary years. In

GRAMMAR SCHOOLANGLICANANNUAL

REPORT

2017Educational 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

2017 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 2017 14STAGE 5 (YEAR 10) ROSA RESULTS 15

SECONDARY STUDENT OUTCOMES 172017 VET-SECONDARY STUDENT OUTCOMES 17

STAFF PROFESSIONAL LEARNING 18TEACHING STAFF COMPOSITION 21STUDENT ATTENDANCE AND MANAGEMENT OF NON-ATTENDANCE 22RATE OF ATTENDANCE FOR 2017 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 34FINANCIAL INFORMATION 35

Lindisfarne Anglican Grammar School - 2017 Annual Report

TABLE OF CONTENTS


MESSAGE FROM KEY SCHOOL BODIES

Chair of School Council

Lindisfarne Anglican Grammar School Council convened seven meetings throughout the 2017 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 1 May 2017. In 2017, the School Council in consultation with the Principal continued with the engagement of Dr Phil Cummins of the Circle Group to further develop the Strategic Planning for the School.

School Council continued to monitor 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 increased enrolment pressure in future years. In 2017 the School Council in consultation with the Principal appointed Thomson Adsett as the School architects to develop the School masterplan. In 2017 the School acquired two additional capital assets purchasing land adjoining the Middle/Senior School campus at 34 Mahers Lane Terranora and the Salt Boathouse at Kingscliff. In 2017 the School continued to implement its strong academic focus emphasising student achievement and quality teaching. Student performance continues to improve. Continual improvements have been made in the business management of the School with improved efficiencies to support the delivery of our educational and pastoral programs, reinvesting in the School’s future capability and capacity. This has resulted in a large increase in student enrolments during 2017. 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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Parents and Friends Association

In 2017 the P&F had a fantastic core committee and executive who supported a wide range of initiatives. The full calendar included many fundraising and friend raising events such as Mother’s Day High Tea and gift stalls, Big Boys Breakfast, Grandfriends’ Day, Stage 3 Disco, Entertainment book plus our major event, the 2017 FunFest where we raffled a brand new car. A Race Day in September was also a very enjoyable occasion. P&F support at school sport days and morning teas through BBQ, Sushi and Coffee stalls has also successfully contributed to our overall fundraising.

The ready support of our Lead Partners – Mega Office Supplies, The Nadac Caltex Group - Banora, Brunswick, Warwick, Kyogle, Telstra and our Event Partners - Priceline Pharmacy Tweed Heads, PRDnationwide Real Estate Coolangatta and Tweed Coast and InvestRent was outstanding. We had seven Event Associates including Coastal Orthodontics, Bili Kids, Innovation Superannuation & Accounting, John Flynn Private Hospital, Athletes Foot, Laurie Lawrence Swim School and Atlas Currency Exchange, plus Coastline Building Certification. We are very grateful to all these businesses who financially supported Lindisfarne P&F at FunFest. Many more also supported through the donation of services, goods and time and we are very grateful for this.

The P&F carefully considered proposals where they could assist with funding requests and during the year allocated resources to Flexible Learning Furniture in the junior school, Kokoda Challenge, Gym Equipment, Coffee Machine setup, Stephanie Alexander Kitchen Garden and four new Basketball hoops. Contribution to the school from the P&F in the previous 12 months was in excess of $170,000.

Over the year the P&F changed banks, this has allowed us to have more flexibility with Internet access to our bank account with respect to payments and statements. We have also had access to the school Facebook admin page and have been able to run campaigns; this was particularly useful over the FunFest period. The P&F have also reworked our constitution making it more relevant for our future.

We thank the school community and particularly Mr Marquardt and his staff including Simon and Adele in the marketing team for their leadership, support, proactive guidance and cooperation. Many volunteers have assisted the core P&F committee and it is with this support that we can continue to provide valuable resources for the school as well as build on Lindisfarne’s warm and welcoming community feel.

Richelle Courtney President 2017


Student Representative Council

Student Representative Council members are elected from Year 5-12 to represent Stages 3, 4, 5 and 6 across the four House groups. School Leaders chair each fortnightly meeting commencing late 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. Recycling efforts continued with the acquisition of more yellow-lidded bins. Student Uniform regulations were amended when the minimal hair length standard for boys was removed. Assemblies are entirely run by School Leaders. The return of debating involved the participation of four teams in the HICES Competition, travelling throughout northern New South Wales. Ongoing improvements to student amenities included a refit of both Boys and Girls Senior bathrooms. Other maintenance projects improved classrooms such as the installation of magnetic door stops. Promotions included Jeans for Genes Day and the staging of a mufti day and barbeque lunch event to fundraise for Kids in Need. A bid for increased shade and seating remained a SRC priority.

2017 School Captains: Lawrence Miles-Mwangangi and Saya Tomizawa2018 School Captains: Stuart Purcival, Holly Otto.

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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.

At the end of the 2017 school year, enrolments of 1063 students were spread across our Early Learning Centre for Preschool and Kindergarten, a Primary School for Years 1 to 6 and a 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 34th 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 Senior School relocated to its permanent site at Mahers Lane, Terranora, with the Stage 3, Year 5 and Year 6, joining it in 1997. The Preschool opened at the Sunshine Avenue Campus in 1998. In 2017 an additional 25 acres of adjoining land to the Mahers Lane Campus was purchased and the Salt Boathouse at Kingscliff on Cudgen Creek was acquired as a Marine Studies and Water Sports facility. 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.

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Participation in NAPLAN

In 2017, 95 % of Year 3 students, 97 % of Year 5 students, 98 % of Year 7 students and 100% of Year 9 students participated in all NAPLAN tests.

Achievement of National Benchmark

2017 Test Year 3 Year 5 Year 7 Year 9Reading 97 100 100 100Writing 98 97 100 98Spelling 98 100 100 98

Grammar and Punctuation

97 100 99 99

Overall Numeracy 98 100 100 100

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

2017 NAPLAN PERFORMANCE IN YEARS 3, 5, 7 AND 9


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Achievement in Performance Bands

NAPLAN 2017 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 School5 54 3 67 5 44 4 74

NSW NSW NSW NSW10 51 18 39 16 31 21 58

Writing


NSW NSW NSW NSW6 53 16 18 30 21 35 45

Numeracy


NSW NSW NSW NSW13 43 15 33 14 35 16 59

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

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

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

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

Year 9Year Nine had a higher percentage of students who achieved Band 8 to 10 in all areas of Literacy and Numeracy compared to their State cohort and therefore reaching benchmark for the HSC minimum standard. Compared to the State cohort, Year Nine also had a lower percentage of students perform in Bands 5 or 6 Again this was in all areas of Literacy and Numeracy.

Full NAPLAN results and figures can be seen by visiting https://myschool.edu.au/school/43999

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In 2017 103 students presented for the NSW Higher School Certificate in 39 courses. Out of these 103 students 73 of them attained their Higher School Certificate and finished their schooling.

Comparison of Higher School Certificate Results School V State 2014-2017

Subject YearNumber

of Students

Performance Band Achievement by number and percentage

Band 3-6 Band 1-2

Ancient History

2017 9 9 (100%) State (82%) 0 (0%) State (18%)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%)

Biology

2017 39 37 (95%) State (88%) 2 (5%) State (12%)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%)

Business Studies

2017 23 23 (100%) State (87%) 0 (0%) State (13%)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%)

Chemistry


HIGHER SCHOOL CERTIFICATE


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Dance

2017 2 2(100%) State (97%) 0 (0%) State (3%)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%)

Drama

2017 8 8 (100%) State (98%) 0 (0%) State ( 2%)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%)

Economics 2017 11 11 (100%) State (92%) 0 (0%) State ( 8%)2016 21 20 (95%) State (94%) 1 (5%) State (6%)

English - Standard


English - Advanced)


French Beginners 2017 6 6 (100%) State (86%) 0 (0%) State (14%)2014 3 1 (33%) State (89%) 2 (67%) State (11%)

Geography2017 15 14 (93%) State (90%) 1 (7%) State (10%)2016 14 13 (93%) State (90%) 1 (7%) State (10%)2015 10 9 (90%) State (88%) 1 (10%) State (12%)

Japanese Beginners2017 2 1 (50%) State (84%) 1 (50%) State (16%)2015 2 2 (100%) State (82%) 0 (100%) State (18%)2014 2 2 (100%) State (86%) 0 (100%) State (14%)

Japanese Continuers2017 2 2 (100%) State (95%) 0 (100%) State (5%)2015 1 1 (100%) State (96%) 0 (100%) State (4%)2014 1 1 (100%) State (96%) 0 (100%) State (4%)

Legal Studies


Mathematics


Mathematics General


Music 1


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Personal Develop-ment, Health and

Physical Education


Physics


Senior Science


Software Design and Development


Studies of Religion 1 2017 2 2 (100%) State (96%) 0 (0%) State (4%)2016 4 4 (100%) State (95%) 0 (0%) State (5%)

Visual Arts


VET Subjects

Subject YearNumber

of Students


Bands 3 - 6 Bands 1 - 2

VET - Entertainment Industry Examination


VET - Hospitality Examination


VET - Information Technology Examination

2017 4 4 (100%) State (92%) 0 (0%) State (8%)2016 3 3 (100%) State (93%) 0 (0%) State (7%)2014 10 10 (100%) State (91%) 0 (0%) State (9%)


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Extension Subjects

Subject Year Number of

Students


E4 and E3 E2 and E1

English Extension 1


English Extension 22017 3 3 (100%) State(78%) 0 (0%) State (22%)2016 3 1 (33%) State(80%) 2 (67%) State (20%)2014 1 1 (100%) State(78%) 0 (0%) State (22%)

History Extension2017 5 3 (60%) State (80%) 2 (40%) State (20%)2016 2 0 (0%) State (81%) 2(100%) State (19%)2015 4 2 (50%) State (78%) 2 (50%) State (22%)

Mathematics Extension 1


Mathematics Extension 2

2017 6 1 (17%) State (84%) 5 (83%) State (16%)2016 6 2 (33%) State (86%) 4 (67%) State (14%)2015 5 4 (80%) State (86%) 1 (20%) State (14%)2014 7 0 (0%) State (87%) 7(100%) State (13%)

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Stage 6 (Preliminary) RoSA 2017

A total of 112 students successfully completed their Year 11 Preliminary Higher School Certificate. In Addition there were 19 students who completed Year 11 Preliminary course in Mathematics and 17 students who completed Year 11 Preliminary course in Chemistry.

% of students who achieved in each Grade A B C D EAncient History 36.36 54.55 9.09

Ancient History (State) 15.88 27.44 34.98 15.06 5.63Biology 14.29 23.81 52.38 9.52

Biology (State) 12.54 28.41 39.08 15.39 4.27Business Studies 25 54.17 20.83

Business Studies (State) 13.18 28.37 36.1 16.17 5.5Chemistry 9.8 33.33 49.02 7.84

Chemistry (State) 16.64 27.74 35.03 15.96 4.44Dance 25 75

Dance (State) 35.22 36.7 19.27 6.19 2.27Design and Technology 28.57 14.29 57.14

Design and Technology (State) 15.4 29.35 33.22 15.03 6.24Drama 11.11 77.78 11.11

Drama (State) 24.55 35.95 28.42 8.1 2.43Economics 10 60 30

Economics (State) 21.55 32.51 31.09 11.52 3.1Engineering Studies 28.57 28.57 42.86

Engineering Studies (State) 16 27.61 34.09 15.88 5.86English Advanced 21.92 35.62 42.47

English Advanced (State) 18.9 41.11 33.37 5.81 0.71English Standard 2.56 33.33 56.41 7.69

English Standard (State) 2.94 19.1 48.78 22.7 5.81English Extension 1 58.33 33.33 8.33

English Extension 1(State) 36.93 41.76 17.44 3.17 0.61French Beginners 37.5 25 37.5

French Beginners (State) 23.67 27.63 25.4 14.99 7.68Geography 11.76 41.18 47.06

Geography (State) 16.76 29.42 34.84 13.37 4.94Japanese Continuers 80 20

Japanese Continuers (State) 29.83 32.43 24.19 9.65 3.8Legal Studies 8.33 58.33 33.33

Legal Studies (State) 15.18 27.03 34.64 17.03 5.48Mathematics 11.11 31.48 46.3 11.11

Mathematics (State) 24.16 25.12 30.39 15.44 4.79Mathematics Extension 1 23.81 0.86 9.52 23.81

Mathematics Extension 1 (State) 26.21 27.18 28.07 14.09 4.4Mathematics General 2 18.33 65 16.67

ROSA RESULTS


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Mathematics General 2 (State) 7.09 20.31 35.16 24.92 11.54Modern History 11.11 77.78 11.11

Modern History (State) 16.9 28.92 35.04 13.89 4.62Music 1 28.57 42.86 28.57

Music 1(State) 18.59 36.08 30.62 9.94 3.79Personal Development, Health and Physical

Education 8.7 65.22 21.74 4.35

Personal Development, Health and Physical Education (State) 12.12 26.97 37.44 17.3 5.64

Physics 41.67 58.33Physics (State) 16.23 29.22 35.75 14.89 3.73Senior Science 16.67 66.67 16.67

Senior Science (State) 5.48 21.8 39.47 22.83 8.75Software Design and Development 50 12.5 37.5

Software Design and Development (State) 17.97 25.97 31.41 16.88 7.02Studies of Religion I 30.77 53.85 15.38

Studies of Religion I (State) 13.19 28.09 39.63 16.31 2.75Textiles and Design 14.29 71.43 14.29

Textiles and Design (State) 21.16 31.06 29.04 13.33 4.7Visual Arts 34.48 34.48 31.03

Visual Arts (State) 20.2 32.59 30.45 11.45 4.03

Stage 5 (Year 10) RoSA Results

A total of 89 students successfully completed Stage 5 in 2017. For the core subjects the percentage of Lindisfarne students who achieved a grade A were above the percentage 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 16.85 41.57 34.83 6.74

English (State) 12.08 27.72 37.35 16.24 5.56Science 20.22 22.47 49.43 7.86 20.22

Science (State) 13.12 24.3 36.81 18.43 6.47History 11.24 48.31 37.08 3.37

History (State) 13.57 27.22 35.59 16.6 6.2Australian Geography 5.62 48.31 41.57 4.49

Australian Geography (State) 12.89 26.04 36.62 17.36 6.3PDHPE 14.61 47.19 35.96 2.25 14.61

PDHPE (State) 16.36 34.59 34.79 10.2 3.39

Mathematics

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

Mathematics 3.45 8.05 17.24 24.14 24.14 14.94 4.6 3.45 0Mathematics (State) 6.8 8.38 10.79 12.54 15.95 15.49 12.29 9.84 6.99

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Elective Subjects

% of students who achieved in each Grade A B C D ECommerce 100 hours 15.79 78.95 5.26

Commerce 100 hours (State) 17.83 33.7 33.95 10.58 3.65Commerce 200 hours 13.04 65.22 21.74 13.04

Commerce 200 hours (State) 25.28 34.52 29.18 8.26 2.5Design and Technology 100 hours 25 62.5 12.5

Design and Technology 100 hours (State) 23.44 31.51 31.51 9.97 3.32Design and Technology 200 hours 10.52 28.57 57.14 14.29

Design and Technology 200 hours(State) 26.42 33.18 29.44 8.89 1.82Drama 100 hours 13.33 73.33 13.33

Drama 100 hours (State) 17.88 32.26 32.35 12.07 5.08Drama 200 hours 77.78 22.22

Drama 200 hours (State) 27.86 36.7 24.63 7.54 2.92Food Technology 100 hours 18.18 54.55 27.27

Food Technology 100 hours (State) 13.57 28.6 34.38 16.2 6.45Food Technology 200 hours 60 20 20

Food Technology 200 hours (State) 17.29 29.82 33.1 13.37 5.34Information & Software Technology 100 hours 63.64 36.36Information & Software Technology 100 hours

(State) 17.56 30.23 33.87 12.87 4.98

Information & Software Technology 200 hours 42.86 42.86 14.29 42.86Information & Software Technology 200 hours

(State) 23.2 29.53 30.97 11.54 4.41

Japanese 100 hours 25 50 25Japanese 100 hours (State) 26.06 22.57 26.79 15.78 8.62

Japanese 200 hours 40 60Japanese 200 hours (State) 37.27 25.54 20.91 11.72 4.31

Music 100 hours 14.29 85.71Music 100 hours (State) 12.4 27.1 35.65 15.66 8.75

Music 200 hours 41.67 25 33.33Music 200 hours (State) 25.98 32.49 26.76 10.55 3.71

Physical Activity and Sports Studies (100) 12.5 40 47.5Physical Activity and Sports Studies (200) 100

Visual Arts 100hours 23.08 69.23 7.69Visual Arts 100 hours (State) 17.34 31.71 31.84 12.92 5.37

Visual Arts 200 hours 35.29 41.18 23.53Visual Arts 200 hours (State) 26.23 33.07 27.4 9.01 3.52


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2017 VET-Secondary Student Outcomes

100% of the Year 12 cohort (73 of 73 students) in 2017 received their NSW Higher School Certificate qualification. Of those 73 students, 41% of students received VET qualifications from either school based VET courses or TAFE delivered VET courses. Lindisfarne Anglican Grammar school delivered 74% (22 students) of the total VET qualifications.

Of those 22 students, they were enrolled in the following SVET courses:• Entertainment Industry: 36.5%• Hospitality: 45.5% • Information Digital Technology: 18%

TAFE school delivered 26% (8 students) of the total VET qualifications.

Of those 8 students, they were enrolled in the following TVET courses:• Media: 75% • Health Services: 12.5% • Exploring Early Childhood 12.5%

In summary, out of the total 73 students, 30 students or 41% of the cohort received a VET qualification. Out of those 30 students, 74% received their qualification through a school based VET course.

Post School Destinations

Lindisfarne had 73 students graduate Year 12 in 2017. Their destinations in 2018 are:

• University Studies 83% (Including 11% who deferred to travel or work)• TAFE or private providers 4% • Employment 10% • Unknown 3%• Total 100%

SECONDARY STUDENT OUTCOMES

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2017 Professional Learning Activity Details Number of Staff"Call Back" HSC Dance Performance and Workshop 1"Onstage" Sydney Theatre 1A More Beautiful Question - AIS Primary School Conference 3AAMT Biennial conference 1Academic Profiles 90Adobe Illustrator 2AIS Primary Conference 'A More Beautiful Question' 3AIS Social Media 2APOLA SSSA Surf Accreditation 1ASA Emerging Leaders Day 2Aspirant Heads Roadshow 1Aspiring Women's Leadership Conference 2Assessment of Learning. Changes to Assessment and Syllabus for Mathe-matics 2018 2

Attend AFL Coaches Conference 1Aussie Optimism 1Behaviour Management PD 32Bonsai Child 90Business Meeting hosted by Lindisfarne - ADMIN PD 1Certificate of Gifted Education Postgraduate Course Semester 2 2017 1Coge Residential Creativity & Giftedness (Kerry Thomas) Intensive 1CPR Training 90Creative Writing for Senior English 2Critical, Collaborative, Creative Thinking Seminar 1Designing an Effective Scope and Sequence K-6 1Diabetes Management 40Differentiated Instruction 1Direct Instruction at Work: Math Mastery Series 1E-textiles Workshop STEM 1Early Career Teachers Conference 3

STAFF PROFESSIONAL LEARNING


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Educating with Neuroscience Conference 2017 1Educational Program and Practice for OOSHC 2EduTech International Congress & Expo 2Enhancing Your Child Protection Investigation Skills - Maintains Child Protec-tion Investigator accreditation. 1

Epilepsy Training 22Essentials of Emergency Nursing 1Extension English Study Day 1Flourishing at School 1Future Leaders Conference: 1Geography Scope & Sequence PD 22Global Digital Citizen Foundation Meeting & Workshop 1Google CS Outreach Partner Summit 2017 1Graduate Certificate in Gifted Education 1Green X Presentation 90GTA NSW Annual Conference - Implementing the Australian Geography Cur-riculum. 1

GTA NSW Planning day for 2018 Activities 1GTA NSW Senior Geography Teacher Conference- improving HSC results 1HICES Head of Music Annual Meeting 1HSC Economics PD Day Academic Attainment 1HSC Study Day 1HSC Textiles & Design - Practical Marking Day 1HTANSW North Coast Stage 6 Day 1Illustrator + Laser Cutter 3Inclusion Is Everybody's Responsibility 1Introducing Educators to Fusion 360. 1IPSHA NSW Branch 1It's All About Relationships: Building Positive, Respectful Relationships at Work 1

Lane Clark Professional Development - Day 1 34Lane Clark Professional Development - Day 2 34Language Development (Tweed Heads Child Health) 12Lawsense for School Counsellors 1LearnFast – ‘Neuro Science & Learning’ 32Literacy in PDHPE 1Masters in Education Specialising in Mathematics 1Maths Association of NSW Annual Conference 1Maximising HSC Marks - New English Syllabus 1Meet Manager Training - Sports 1Meet the Markers of the 2016 HSC 2Mindfulness based emotional balance training intensive 1New Directions in Dyslexia Research 1Nutrition and Whole Food for Childcare 2

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Nutrition Nourish Beginnings 2PAT Testing 90Payroll- New Agreement Workshop 2017 1Philosophy in Schools 1Planning Day for new Standard maths syllabus 2Post graduate study 1Primary Staff - Moderation 18Qcan Program and Practices 2Reading Intervention Program 1School Based Potential Provider Session at NESA 1School Sports Law Workshop - Lawsense 2School Surfing Supervisor Award 3Social & Emotional Development of Gifted Students 1Social Skills for 8-12 year olds with a range of different social and emotional issues 1

Solutions Fluency - Day 1 90Solutions Fluency - Day 2 90Solutions Fluency - Day 3 90Spelling - Day 1 25Spelling - Day 2 25Stage 6 PDHPE - Health Promotion on the Roads 1STEM Arduino in the Classroom: Learn, Teach, Troubleshoot 4STEM Enrichment Academy 7Stephanie Alexander Kitchen Program - Delivering Kitchen Garden Classes 2Strategic Intent Presentation by Phil Cummins 90Strategies for Teaching Problem Solving in Mathematics 1Supporting young people with Additional Learning Needs 2TASS Data Entry 9TEA Conference for Textiles & Design Teachers 1Teaching Critical, Collaborative and Creative Thinking in the Classroom 1Teaching Learning Thinking Lane Clark 90Teaching the IGeneration 90Understanding and Organising Syllabus Content - Music 1Understanding Epilepsy and Midazolam Workshop 1Unpacking the new English syllabus 2Using Visual Aids to support children with ASD 32VADEA Conference 1VET Network Day 1Visiting two school in Melbourne that have Solutions Fluency embedded in their teaching and across the curriculum. Workshops with Lee Crockett. 1

WINDSSM Online Standard Mathematics Course 2Working Mathematically 25World Gifted and Talented Conference 3Year 9 and Year 10 Food Technology 1


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In 2017 Lindisfarne had 140 teaching and non-teaching staff members. Of these, 65% were female and 35% 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

97

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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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 NESA 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 9311 9310 929 938 937 946 925 914 943 922 921 92

Kindergarten 93Preschool 97

Total 93

93% of students attended school on average each school day in 2017. This is slightly lower than 2016’s 95%

Retention of Year 10 to Year 12

In 2015 there were 84 students in Year 10. 11 of these students did not complete the final two years at Lindisfarne. Therefore, the retention rate is 87%. This rate was an improvement on the 2016 retention rate of 78%.

RATE OF ATTENDANCE FOR 2017

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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 3

Date of Formulation and Adoption June 2006Date of Last Review March 2017Date of Next Review March 2018Person Responsible Simon McKinley

Position Director of Marketing and Enrolments

Student Population

At at 6 December 2017 Lindisfarne Anglican Grammar School had a total of 1063 students from P – 12. The students are positioned in the following numbers:

Preschool = 73 Kindergarten to Year 6 = 428 Years 7 to 12 = 562

There are 539 females and 524 males in the school. Our students come from a wide range of backgrounds, including a small percentage of children with special needs.

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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 2017 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 2018.

Full text available on School Intranet and

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.


Full text available on School Intranet and

available upon request for parents.

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.

Supervision Policies


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

Policy.**


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 2018.

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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Communication and Student Policies


• 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 NESA requirements

and legislative requirements.

New Complaint Handling Policy was written in 2017.


Full text available on School Intranet, School

Website ** and available upon request for parents.


Diary.

Pastoral Care Policies


• 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 Behaviour management Policies to

occur in 2018.

Full text available on the School Intranet and

School Website.**


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.


• 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.(**Policies to be reviewed in 2018 due to restructure of the school)

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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Area Targets AchievementStudent Attain-ment and Learn-ing

Improved use of data to inform learning

Implementation of the School Improvement ToolTraining in PAT data analysisAcademic Profiles of HSC results and departmental meetings with Bronwen Hegarty for data analysis.

Opportunity for students to develop entrepre-neurial skills

Bond University Entrepreneur program, Lindpreneur program in Junior School.

Increased student en-gagement in STEM

Development of Year 10 STEM elective

Develop programs and structures to support High Potential Learners

Acceleration provided to students in Year 10 in Mathematics and Chemistry.Structural change to enable employment of a Learning Enrichment teacher for each of the three sub-schools in 2018.

Staff Development Embed future focussed learning principles in classroom practice

All Junior School staff spent two days with Lane Clark (http://www.laneclark.ca/) and have begun redesigning teaching programs as part of an ongoing collaboration.All staff trained in Shifts of Practice and essential fluencies during time with Lee Watanabe Crockett (https://globaldigitalcitizen.org/) as part of an ongoing collaboration.Pilot group of staff worked on implementing Shifts of Practice and essential fluencies

Improve use of tech-nology by teachers to support teaching and learning

Rollout of Google App for Education including PD for teachers in the use of Google Classroom.

Support for staff un-dertaking postgraduate qualifications.

Subsidy toward course fees upon successful completion of a unit of work.

Student Welfare Develop age appro-priate pastoral care program

All staff involved in Bonsai Child professional development.GreenX7 professional development and implementation in Years 9 & 10.

Increase student voice Opportunities provided for students to be involved in strategic plan-ning for the school - committees, consultation and through student leadership

Employ counsellor/school psychologist

Employed school psychologist

SCHOOL DETERMINED IMPROVEMENT TARGETS


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Facilities & Resources

Purchase facilities to allow for future growth of the school.

Purchase of 26.7 acres of land at 34 Mahers Lane, Terranora for future growth of the schoolPurchased the Boathouse at Salt, Casuarina

Commence develop-ment of a School Mas-terplan

Put to tender the development of the School Masterplan and en-gaged the services of Thomson Adsett with Chad Brown as lead architect.

Develop a space more conducive to quality CAPA programs

Refurbishment of classrooms underneath the Chapel as a Music lounge, recording studio.

Install air conditioning in all classrooms.

Sunshine Avenue campus fully air conditioned and Mahers Lane over 60% air conditioned with work continuing into 2018.

Strategic Planning Increased Parent/Stu-dent/Staff engagement

The school conducted Parent/Student/Staff surveys using the School Results Surveys (SRS) suite from MYP Corporation at the end of 2017.

Develop a Framework for Learning

Staff, students, parents and council members participated in several workshops as part of the process of developing a Framework for Learning with the help of Dr Phil Cummins from CIRCLE (The Cen-tre for Innovation, Research, Creativity & Leadership in Education)

Improve student reten-tion

Lindisfarne Sport’s Academy developed to provide support for elite athletesFocussed on implementation of five strategic domains: achieve-ment, communication, relationship, initiatives and reputation.

Improve student enrol-ment

Regular Principal’s tours scheduled for prospective parents.Active involvement of Principal and Senior Staff in networks beyond the school.Enrolments increased by 150 students from January 2017 to Janu-ary 2018.

Reimagine 5-12 campus to best cater for needs of the school commu-nity.

School restructure involving employment of a Deputy Principal and Head of Middle School in September 2017.

Develop a reliable and robust IT infrastructure

Employment of Director of Information Services in September 2017Update of cabling and wifi network

Develop a school pro-spectus

The school engaged the services of the Cumming Agency & Studi-os to develop the prospectus. Work began in 2017 with completion scheduled for mid 2018.

Strengthen connections with Christian/Anglican foundation of the school

Connections developed with St Cuthberts Parish.Celebration of school Foundation Day.Active involvement in Grafton Diocesan schools network.

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The School undertook an extensive amount community consultation as part of the ongoing development of the Strategic Intent and the associated plans. This unprecedented level of engagement was across parents, students, staff, Council, Parents & Friends, and other supporters from within our community.

Strong enrolment growth across the whole year has been driven by high parent satisfaction and strong parent referral with tour numbers continuing to increase and a very high conversion from prospective parents into enrolled families.

Online engagement continues to grow as our community seeks information from the School in more varied ways. Social media continues to drive interaction and this has been expanded in the Primary School to include year pages administered by Parent Representatives to help drive parent-to-parent communication, though in its infancy at the end of 2017 there is strong support for this project.

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 continued decline in print resources in our immediate area across 2017 resulted in an more niche opportunities being sought and publications targeted around specific demographics rather than a one size fits all approach. This has met with mixed results and will continue to be monitored over 2018.

Work began on a new Prospectus, and in age where many schools are forgoing the traditional documentation in favour of online options, we are changing the way this information is being presented. This document will be provide a Prospectus in 2018 that outlines our journey as a school to date, but will also have a mix of our flagship programs and our future direction as a school

MARKETING AND COMMUNICATION


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on display. This will be involved project which will make great use of the extensive community feedback that was gained through the Strategic Intent consultation sessions.

The culmination of our 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 build in audience bodes well for 2018 as we transition to a three sub-school model and will see a change in the current structure of Speech Nights, something that should be managed easily with the strong display for the events we are now seeing.

Finally the school has taken its role as a leader in the community to heart and has supported a large range of student driven initiatives that help enrich our school and community. The highlight for these projects was the Kids in Need Fundraiser which Year 8 student Samuel Smith ran and raised in excess of $10,000 for a local charity. These student driven initiatives that support the wider community go to the very heart of our Anglican ethos and we will continue to provide support to our students in this capacity.

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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 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 increase in student retention at Lindisfarne 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 have confidence in the direction in which the school is heading and enjoy positive relationships with students. Teachers appreciated the opportunity to provide input into the future direction of all aspects of the School.

PARENT, STUDENT AND TEACHER SATISFACTION


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FINANCIAL INFORMATION

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

Documents

Home - Lindisfarne Grammar - ANNUAL ANGLICAN · 2018-09-20 · The campus at Sunshine Avenue progressively expanded its facilities and 1995 saw the growth into secondary years. In