Pacific Coast Annual Report 2014 (for 2013)€¦ · Pacific Coast Annual Report 2014 (for 2013) 19th June 2014 | Admin/Admin/Annual Report/2014 for 2013/2014 PCCS Annual Report (for

Pacific Coast Annual Report 2014 (for 2013)

19th June 2014 | Admin/Admin/Annual Report/2014 for 2013/2014 PCCS Annual Report (for 2013)

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Pacific Coast Annual Report 2014 (for 2013) Pacific Coast Christian School is a Pre-Kinder – Year 12 School located on the scenic Tweed coast of Northern NSW and is affiliated with Christian Schools Australia. It is managed by Pacific Hills Christian Education Holdings Limited and is providing an interdenominational Christian education in the local area. The school is only six years old and is a community school offering a quality education within a distinctively Christian ethos. PRINCIPAL’S REPORT As I look back over 2013 I am reminded of the wonderful culture that exists in our school. Our students and staff want to, and take delight in, serving others. Service and mission are the outworking of the heart and this is where I see our greatest growth. This year our students have supported community service and international mission trips with fervour that is exciting to observe. Mr Knobloch, Mr Krahe and Miss Walker have embraced the vision of serving outside Australia and will continue to drive the vision of mission at Pacific Coast. The greatest resource a Christian school has is the Christian staff. We have passionate enthusiastic co-workers in every department of the school. The office staff, the teaching staff and the maintenance staff are committed to the vision of Christian education. Christian education at its heart is a relationship with Jesus Christ. This is evident in all areas of the school and is our distinctive. Students at Pacific Coast are friendly, cheerful and have amazing personalities. The joy they bring to our school and their eagerness to learn is energising. This next generation can but fill us with hope in a bright future where resilience is founded on Jesus Christ. They will empower others with their love for service and they have a sweet fragrance that comes because of the contentment they have, founded on the love of Jesus. Highlights of this year include the completion of the COLA (Covered Outdoor Learning Area), the Amphitheatre, the Senior School Musical, Mother Daughter Night, Father Son Night, School Fair and the erection of the Memorial Garden. I am very grateful for the continued support of the school board. Our school board are prayerful men and women who give wisdom and advice that allows this school to grow and flourish. Our Parents and Friends Fellowship (PFF) continue to grow in numbers and for their support I am very grateful. Special thanks to the president Catherine Leonard for her energy and enthusiasm for the ministry of this school. Our school parent body are very supportive of our innovations and their support of the teaching and learning of their children is much appreciated. The care that is shown to their children and their letters of appreciation are immensely valued. Our enrolments continue to increase as does our number of students who have made commitments to follow Jesus. We are very grateful to the supporting churches and pastors who allow our students to take up leadership positions and mentor them



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in their Christian walk. Finally special thanks to Pacific Hills Christian School and in particular Dr Edwin Boyce for his ongoing and tireless support of the ministry of Pacific Coast. It is a privilege to be part of the Pacific Hills Education Group who have brought strength and wisdom to the school leadership team.

Dr Tina Lamont | Principal EXECUTIVE PRINCIPAL’S REPORT We thank God for the community of parents, students and staff of Pacific Coast Christian School. The Board under the leadership of Mr Max Maddock has been a very effective governing body. At the end of 2013 one of the long serving Board Members, Mr Col Krueger resigned as he had taken up a position in Tasmania. The School staff has increased significantly and has increased in strength of capacity and functioning. The parent body remains strongly supportive together with the wider community, particularly through the local churches. The multipurpose centre at the School, namely the PD Draper Centre has been used by the local Indigenous community as Ganggalah Church. The students of the School have been noticeably maturing in their commitment to the culture of the School. The staff of the School, under the leadership of Dr Tina Lamont, has been very effective as a teaching and learning community of excellence, and the provision of service to a large number of others both in Australia and overseas. The School has benefited in 2013 by the provision of a capital grant from the Commonwealth Government to the amount of $450 000. The School has engaged in a great deal of service activities in the local community and in mission activities of service overseas. This commitment to serve the needs of others has allowed the School to grow stronger in its expression of its beliefs and values as a Christian school community. The significant growth in enrolments in the School in 2013 has been a striking reflection of the changed and more positive attitude of the local community to the operations of Pacific Coast Christian School.

Dr E J Boyce | Executive Principal BOARD CHAIRMAN’S REPORT Thank you for the opportunity to report on the developments of PCCS. It has been an exciting year even though I spent a number of months in Africa on mission. Thank you for those who filled the gap while I was away. A special thanks again to Dr Tina Lamont for the wonderful way you have led the team at the Coast and to Dr Boyce who was a great support to her. My fellow



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board members have once again served with great wisdom and encouragement. I have always been amazed at the quality and dedication of the staff and teachers at the school. Thank you for all your hard work and the support you have been to the students and families as well. The school continues to grow and the new additions including the shade area have been much appreciated by all. God has been good to us and we look to Him for guidance in the future. We have many challenges ahead of us as we look at possible new sites to expand Pacific Coast Christian School. Our challenge also is to provide education that will develop the students and families associated with the school both academically and spiritually. It is exciting to see our future generation of Godly men and women developing before our eyes. What a wonderful impact this will make on our communities.

Mr Max Maddock | Board Chairman PARENTS AND FRIENDS FELLOWSHIP (PFF) It has been a busy and successful year for the PFF. We have been involved in some amazing projects throughout the year with some fantastic results. One of the highlights was the landscaping of the front garden. Through a great community team effort a beautiful garden and sitting area was created for the students to use and parents and friends. The combined efforts of both the junior school and senior school created a stunning tile and bead mosaic cross. This was erected as the corner piece of the garden to celebrate and remember the life of Elise Bodnar. The PFF were excited to be involved in the presentation of Bibles to the Year 6 students and contributed to the farewell gift for the Year 12 students. As big events go there was nothing bigger than this years Family Fun Day! The PFF were tireless in their efforts to organise and ensure the success of this fantastic day. Working with community organisations such as the Murwillumbah Lions Club, SES and Tweed Churches of Christ the community spirit was on display throughout the day. Through strong bonds, commitment and wonderful community support the PFF have had another successful year.

Mrs Danielle Edwards | PFF Member BUILDING ACADEMIC RESULTS Analysis of Stage 6 Results 2013



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There were 23 students who completed HSC courses in 2013. Of those, 5 students completed the requirements for the award of Higher School Certificate. Overall Achievement: Year Number of

subjects Band 1 Band 2 Band 3 Band 4 Band 5 Band 6

2013 6 4 25 47 20 4 2012 4 17 39 44 2011 3 12 35 35 12 6 2010 11 18 37 16 18 8 3 2009 7 35 42 23

• Subjects that do not require students to sit the external HSC examination are

not included in this analysis of Band results. 2 students (4%) received a Band 5 11 students (20%) received a Band 4 26 students (47%) received a Band 3 14 students (25%) received a Band 2 2 students (4%) received a Band 1 Subject Achievement: English There were 5 students in this course. 3 students (60%) received a Band 3 2 students (40%) received a Band 2 Studies of Religion There were 5 students in this course. 2 students (40%) received a Band 3 3 students (60%) received a Band 2 Business Studies There were 14 students in this course. 2 students (14%) received a Band 4 8 students (57%) received a Band 3 4 students (29%) received a Band 2 General Mathematics There were 12 students in this course. 2 students (17%) received a Band 5 1 student (8%) received a Band 4 1 student (8%) received a Band 3 5 students (42%) received a Band 2 2 students (17%) received a Band 1 Society and Culture



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1 student (10%) received a Band 4 10 students (90%) received a Band 3 Visual Arts 7 students (78%) received a Band 4 2 students (22%) received a Band 3 Analysis of Stage 5 Results 2013 There were 26 students who were completing the requirements for Stage 5 and consequently were rewarded with a RoSA. One student completed Life Skills courses in the core subjects. In the core subjects of English, 22of 25 (88%) students received a Band C (Satisfactory) or higher. Of these students there were 6 (24%)who received a grade of A. In Science and Geography, 21 of the 25 (84%) students received a Band C (Satisfactory) or higher. Two students received a Band A in Science. In History, 17 of 25 (68%) students received a Band C (Satisfactory) or higher. One student received a Band A in History. In Mathematics, only 8 students (32%) received a Band C (Satisfactory) or higher. 15 out of the 25 students (60%) received a Band D. One student received a Band A9 in Mathematics. In PDHPE, 22of 25 (88%) students received a Band C (Satisfactory) or higher. In the Elective subjects, students performed exceptionally in Food Technology and Music. In Food Technology, all 9 students received a Band A (6 out of 9, 67%) or Band B (3 out of 9, 33%). In Music, 8 out of 9 (89%) of students received a Band C or higher. 3 students received a Band A. In Visual Arts, 7 out of 9 students (78%) received a Band B or Band C. In Pass, 9 out of 12 students (75%) received a Band B or Band C. In Information technology, 3 out of the 4 (75%) students received a Band B or Band C. In Drama, 2 students received a Band B. In Industrial Technology, only two students completed this course, one student received a Band B, the other a Band E.



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In Commerce, 5 students completed this course, all of these received a Band D or Band E. LITERACY AND NUMERACY BENCHMARKS NAPLAN Analysis 2013: Percentages in Bands Year 3 – 25 students Below

minimum standard Band 1

At minimum standard Band 2

Above minimum standard

Proficient Band 6

Students absent

Reading 7 10 6 2 0 Writing 3 6 15 0 1 Spelling 7 4 12 2 0 Grammar 9 2 10 4 0 Numeracy 3 9 12 1 0 In Year 3 approximately 60% of students who sat the tests are above minimum standards in Writing Spelling and grammar. In numeracy 52% of students are above minimum standards. However, only 32% of our students are above minimum standards in Reading.

Year 5 – 19 students Below




Proficient Band 8

Students absent

Reading 1 3 14 1 0 Writing 1 6 12 0 0 Spelling 3 2 12 2 0 Grammar 1 3 14 1 0 Numeracy 4 3 11 1 0 In Year 5, 75-80% of students who sat the tests are above minimum standards in Reading, Spelling and Grammar. In Numeracy and Writing, approximately 63% of students are above minimum standards.





Proficient Band 8

Students absent

Reading 2 6 27 0 1 Writing 5 11 20 0 0 Spelling 1 3 31 1 0 Grammar 5 11 20 0 0 Numeracy 1 10 22 0 3 In Year 7, almost 80% of students who sat the tests are above minimum standards for Spelling and Reading. Only 56% of students are above minimum standard in Writing and Grammar.





Proficient Band 9

Students exempt/absent



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Reading 1 7 18 3 1 Writing 5 5 19 0 1 Spelling 1 7 18 3 1 Grammar 9 3 16 1 1 Numeracy 4 13 12 1 0 In Year 9, approximately 70% of students are achieving above the minimum standards in Spelling, Writing and Reading. In Grammar 59% of students are achieving above the minimum standards and only 43% of students are achieving above the minimum standard in Numeracy. Trend Data Year 3 Trend Reading Dramatic drop in achievement levels Writing Achievement levels decreasing and further away from state mean than

in 2011-cohort are 93 points below state average Spelling Results show dramatic drop in achievement levels from 2012- cohort are

96 points below state average Grammar Results show dramatic drop in achievement levels from 2012- cohort

are145 points below state average Numeracy Results show cohort 76 points below state average and dramatic

decrease in achievement levels from 2012

Year 5 Trend Reading Results show small upward trend Writing Results show a similar achievement to previous years but no

improvement toward state mean Spelling Results show slight downward trend in achievement levels Grammar Results show slight downward trend in achievement levels Numeracy Results show downward trend in numeracy results Year 7 Trend Reading Results show continuing improvement in reading levels and movement

toward state average Writing Downward trend in writing achievement Spelling Results show slight downward movement in achievement; results are

similar to 2011 achievement levels Grammar Results show dramatic drop in grammar achievement levels ; lowest

levels since 2009; Numeracy Results show movement downward in achievements in numeracy results;

results are similar to 2011 results

Year 9 Trend Reading Results show huge improvement in reading levels; highest levels

achieved by a cohort and close to state mean Writing Similar results to 2012 Spelling Results show an upward movement in spelling levels; highest levels

achieved by a cohort and close to state mean Grammar Results show similar achievement levels to 2012 Numeracy Results show a positive improvement in numeracy results



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Student Growth Year 5 – 19 students Above

Expected growth

Students who had Growth

Stable Negative growth

Above state average growth

Reading 10 13 0 2 8 Writing 10 10 2 3 9 Spelling 8 14 1 0 7 Grammar 8 11 2 2 8 Numeracy 5 14 0 1 5 In Year 5, 67% of students show positive growth in Reading and Spelling. Year 5 (Girls-13 students) are 14 scale scores above the state average growth in the test aspect of Reading. 53% of students show positive improvement in Spelling and Grammar. There has been no negative growth in Spelling. The majority of students showing positive growth are showing above state average growth. Year 7 – 36 students Above

Expected growth




Reading 14 16 5 4 15 Writing 16 14 7 4 15 Spelling 16 23 2 0 15 Grammar 11 11 2 12 11 Numeracy 12 15 8 2 11 In Year 7, 60% of all students showed growth above state average in Reading, Writing and Spelling, with 40% of students showing above expected growth in Grammar and Numeracy. There was no negative growth in spelling. The majority of students showing positive growth are showing above state average growth. Year 9 – 30 students Above

Expected growth




Reading 14 20 4 1 12 Writing 15 14 4 7 12 Spelling 12 18 3 4 10 Grammar 9 11 6 8 8 Numeracy 9 15 4 6 9 In year 9, 80% of students achieved growth in Reading and Spelling. In Year 9 (Girls-18 students) have improved by 47 scale scores from the 2012 data in the test aspect of Spelling. More than 50% of students showed growth in Writing and Numeracy. Areas of Strength Year 5 Literacy Reading – interprets characters personality; infers detail from information text Year 7 Literacy



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Reading – identifying reference to pronoun, interpreting Characters response and correct statement about character. Year 9 Literacy Recognise statement connecting ideas, identifies authors attitude, interpretation of characters attitude and figures of speech Areas of Weakness Year 3 Literacy Reading – locating direct information, inference, interpreting, identifying reasons Spelling – words like stars, pretty, pick, leaf, flower Grammar-identifying parts of speech; identifying correct use of capital letters Numeracy Number – whole number; multiplication/division; chance-outcome certain, fractions Patterns and Algebra – pattern-next value Measurement – time-digital/analogue; area Geometry – 2D reflections and diagonals, symmetry Data – read tally, column graph Year 5 Literacy Reading – locating direct information, interpreting, identifying, inferring, locating detail Spelling – blood, neatly, chocolate, reliable, stretch, wise, waited, daily Grammar – correct use of brackets, connectives, contraction, possessive pronoun Numeracy Number – odd numbers; number line;; share collection, multiplication; subtraction four digit numbers Patterns and Algebra – number pattern-repeating pattern, fractions/decimals working backward Measurement – identifying unit of mass; volume; area informal units Geometry – side view of model; symmetry; angle size; reflection; edges of prism Data – interpreting picture graph, locate data, tally chart, column graph with two data sets Year 7 Literacy Reading – locating direct information; recognising motivations on poetry, inferring reasoning; interpretation; inferring character trait and personality; interpretation of scientific information and description Spelling – sample, annoyed, reliable, similar, groceries, average, permanently, abbreviation Grammar – identifying correct use of connective, capital letters, commas, apostrophes and brackets, use of noun and adjective, adverbs Numeracy Number – subtract seven digit numbers, change in temperature, percentage shaded, divide decimal by 10, 2 digit numbers, calculate percentage, evaluate 16 squared Patterns and Algebra – applying rule; tables of values, using equations Measurement – Area; calculating time taken; perimeter/composite shape, nets Geometry – line of symmetry Data – interpret frequency/time graph Year 9



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Literacy Reading – sequencing, locating information to connect ideas, interpreting meaning, connecting ideas, identifying persuasive technique, conjunctions, characters emotion, change of tone in narrative text. Spelling – identifying error and spelling correctly Grammar – correct use of commas; identifying and using parts of speech Numeracy Number – fractions, decimals, percentages; square root; multiplication and division; money, index notation, rates Patterns and Algebra – simplifying; identifying patterns; substitution; equations Measurement – time; position; perimeter, area, surface area, volume Geometry – interior angles; enlargement; diagonal properties Data – analysis, conversion graphs

General Comments

At Pacific Coast Christian School, approximately 60% of students in Year 5, 67% of students in Year 7 and 80% of students in Year 9 have shown positive growth in reading and Spelling since their last Naplan testing. Year 9 (Girls-18 students) have improved by 47 scale scores from the 2012 data in the test aspect of Spelling and Year 5 (Girls - 13 students) are 14 scale scores above the state average growth in the test aspect of Reading. As a cohort, Year 3 are approximately one to on and a half standard deviation below the state mean in all aspects of the NAPLAN test. Year 3 is an area of concern in Grammar and Punctuation and Reading. In Year 3 only 32% of students are achieving above the minimum standard in Reading. Year 3 (Boys - 12 students) have shown a decrease of 158 scale scores from the 2012 data in the test aspect of Grammar & Punctuation. Year 3 (Boys - 12 students) are 206 scale scores below the state average in the test aspect of Grammar & Punctuation. In year 5, students are approximately half a standard deviation below the state mean in aspects of Literacy, and approximately one standard deviation below state mean in Numeracy. In Year 7, (Boys - 14 students) are 36 scale scores below the state average growth in the test aspect of Grammar & Punctuation. As a cohort, is approximately half a standard deviation below the state mean in all aspects of Naplan. The year 9 cohort are close to the state mean in reading, Writing and Spelling and approximately one standard deviation below the state mean in aspects of Grammar and Punctuation and Numeracy. SCHOOL IMPROVEMENT REPORT FOR 2013 Literacy and Numeracy Action Plan 2013 (NSW Government) In 2013 the School was given a grant of approximately $110 000 per year. This amount will continue each year for four years from the NSW state government. This grant has assisted the school with Literacy and Numeracy. The school has been able to purchase resources and also provide professional development for the



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teachers to equip them with the necessary skills needed to teach students how to read and think mathematically. The Junior School has changed its approach to teaching Literacy and Numeracy. We are now using an intensive, explicit, systematic, research based approach to teaching students how to read. In Mathematics we are using an AIS endorsed program called LIEN and LIN (Learning In Early Numeracy and Learning In Numeracy) All students in Prep complete the Pre-lit program by the end of their first year at Pacific Coast Christian School. This program prepares students with the necessary “pre-kinder” skills needed to learn how to read successfully. When students get into Kindergarten they do “Reading Mastery” which is a Direct Instruction approach to teaching students to read. This is an SRA program based on many years of research and development. All Kindergarten to Year Two students are doing Reading Mastery. If a student is not developing the necessary skills needed to be a good reader by the end of Year One in Reading Mastery they now do a separate program called Minilit. This is done in a small group. Students who are still not developing the necessary skills to read after doing this program will get one on one support with a specialist teacher who will use a program called Reading Tutor. We have also instigated a literacy block (Learning how to read) and Numeracy Block into the Junior School timetable. All of the Junior School will be doing this every morning for Seventy-Seven minutes five days a week. The Year Three to Six students will be incorporating into their Literacy (Learning how to Read) block the Spelling Mastery program. This program is from the same organization that developed the Reading Mastery program. Spelling Mastery provides straightforward lessons to help teachers efficiently and effectively teach students the spelling skills needed to become good readers and proficient writers. This program compliments the Reading Mastery program being used in the Kinder to Year Two classes. All staff in the Junior School are using the same language and approach to teaching Literacy and Numeracy. These programs will also help develop the skills necessary for teachers to teach students how to read and think mathematically effectively. It will give Pacific Coast Christian School students a firm foundation in learning how to read for their future as well as allow them the ability to read God’s Word more effectively. The Prelit, Minilit and Reading Tutor programs are all developed by the organisation Multilit who are a part of Macquarie University NSW. McGraw Hill Education provides the Reading Mastery and Spelling Mastery programs. All of these programs have imbedded into them the “Five big ideas” of teaching students how to read. www.mheonline.com (McGraw Hill Education) http://www.multilit.com (MultiLit) STAFF COMPOSITION AND TEACHER STANDARDS



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Pacific Coast Christian School employs 40 staff in total, drawing strongly from the local community and Brisbane CBD. The staff represent an appropriate range of experience and there is an appropriate gender mix. All staff are committed Christians and affiliated with many local evangelical churches. The school regards very highly the level of training and qualification of its staff and a number of the staff hold higher degrees including two at Doctoral level in the fields of their expertise or in Education. In the primary school there were 8 full-time teachers and 1 part-time teacher comprised of experienced and inexperienced teachers, all with appropriate teaching qualifications. In the secondary school the established teachers (9 full time) all have appropriate teaching qualifications and substantial experience, with their subject specialisations covering the NSW Board of Studies curriculum. In terms of qualifications the teachers who are responsible to the curriculum fall into the following categories: 1. Teachers with teaching qualification from a higher education institution within

Australia or as recognised within the National Office of Overseas Skills Recognition (AEI-NOOSR) guidelines. Number in this category = 18 teachers

2. Those with graduate qualifications yet lack formal teaching qualifications. Number in this category = 0 teachers

3. Those who do not have qualifications as described in 1 or 2 but have successful teaching experience. Number in this category = 0 teachers

PROFESSIONAL LEARNING The continued professional learning of teachers remains a high priority for the school and an extensive range of opportunities are sought out and provided for staff to improve their professional knowledge and skill. All teaching staff undertake a minimum of three days of focused professional development each year in those periods of the school year when students are not required to be in attendance. In addition, teachers are released from face to face teaching responsibilities to attend professional development courses from other providers during term time. During 2013 professional development opportunities, focused on: Developing Skills and Understanding in Teaching from a Christian Perspective� Differentiating Instruction in the Classroom, Training in Direct Instruction and Interpreting NAPLAN data and General First Aid training. All members of the teaching staff and non-teaching staff have participated in professional learning in 2013. This training relates to such matters as those listed below:

1. The mid-year conference held at Binna Burra focused on appreciative intelligence.

2. The expenditure on professional learning in 2013 was $58 154 from the school budget



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ATTENDANCE Staff Attendance The percentage of days of teacher attendance was 97%. This figure is mainly due to sickness in secondary school. The proportion of staff retained from 2012 to 2013 was 67% mainly due to the departures of five Senior School teaching staff as well as one from Junior School and another from Administration. Student Attendance The percentage of student attendance from Pre-Kinder to Year 12 in 2013 was 91.73% of school days.

FORM ATT OVERALL ATT MALE ATT FEMALE ATT IND MALE ATT IND FEMALE Kindergarten 94.30% 95.10% 93.50% 95.30% 93.80% Pre-Kinder 94.30% 95.00% 92.80% 95.90%

Year 01 95.30% 95.00% 95.60% 98.50% 95.70% Year 02 93.30% 94.90% 92.70% 96.70% 92.40% Year 03 94.40% 94.70% 94.00% 95.80% 91.00% Year 04 94.80% 94.20% 95.70% 96.10% 95.90% Year 05 92.00% 93.20% 91.40% 97.80% 90.80% Year 06 94.40% 95.20% 93.90% 95.80% 97.80% Year 07 91.30% 93.90% 89.50% 96.00% 86.40% Year 08 95.60% 96.30% 95.00%

84.60%

Year 09 91.40% 93.60% 89.90% 98.50% 92.30% Year 10 90.00% 94.00% 87.30% 96.60% 92.10% Year 11 87.10% 71.20% 92.70%

89.90%

Year 12 78.60% 79.70% 33.30% 79.10%

The school monitors the attendance of all students and there is a follow-up procedure for all unexplained absences. Parents and carers of students who have unexplained absences will be contacted and reminded of their responsibility under the NSW Education Act. The measures that are used to address non-attendance are addressed on an individual case. The measures may include but are not limited to:

• Interviews with students • Counseling for the student • Interviews with parent or carers • Encouragement or reward • Sanctions, such as school or after school detentions • Notification to relevant authorities • Exclusion for failure of the attendance requirements as agreed upon

enrolment. POST SCHOOL DESTINATIONS In 2013 five students graduated from Year 12 and here are their destinations:



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Student one (male) Studying Sports Science at University Student two (male) Certificate 3 in Child Care at TAFE Student three (male) Anglicare Youth Works Student four (male) Labourer Student five (male) Cleaning OUR STUDENTS Enrolments – Profiles Pacific Coast Christian School is committed to enrolling students whose parents seek a Christian Education and who are supportive of the school’s ethos and Statement of Faith. All applications for enrolment are processed on equal terms. An application fee is charged for administering each family application. During the enrolment process students’ academic abilities are investigated in order to determine if appropriate resources and places are available for each candidate. There are no criteria applied to determining enrolment other than ability of the school community to support the individual child. The enrolment population contains a broad representation of the community significantly spread over socio-economical spectrum. We have a positive diverse community emphasizing equal opportunity for disadvantaged families supportive of the Christian school ethos. Our indigenous percentage is 19.03% and growing. PCCS

Total Enrolments (Aug ’12 census) K - 12 310

Boys 136

Girls 174

FFPOS (Included in total above) 1

Disability (SWD) 21

Student Retention % for Years 10 - 12 42%

Student Retention Year Ten to Year 12 At the time of the August census when the 2013 Year 12 students were in Year Ten there were 12 students in their year level and upon graduation there were five therefore that cohort retention was 42%. VET/Trade Courses There were NO (0%) Year 12 students undertaking Trade or VET courses. Year 12 Certificate Of the five students who finished their Year 12 studies 100% received a Year 12 Higher School Certificate. Enrolments JS 2013 (As at August 2nd) K to 6 = 167 students Enrolments SS 2013 (As at August 2nd)



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7 to 12 = 143 students (including 1 FFPOS) STUDENT WELFARE AND DISCIPLINE POLICIES Consideration is given to individual student needs/ rights and/ or procedural fairness. The school uses the levels system to communicate with parents and students their level of inappropriate behavior. This facilitates home-school communication and mutual support. The school welfare/discipline policy is bible-based and covers the key issues of supervision, protection, codes of conduct, pastoral care, welfare strategies and communication with parents (it also prohibits corporal punishment and does not explicitly or implicitly sanction the administering of corporal punishment by non-school persons to enforce the discipline of the school) All documentation mentioned above is available upon request at the school office. The school does not have a designated counselor but does have a chaplaincy service which began in 2008. Students who need counseling are interviewed by the chaplain and parents are informed of the need for ongoing counseling which the school cannot provide but recommends community resources to support the family. COMPLAINTS AND GRIEVANCE RESOLUTION POLICY The school is a choice by the community and essentially enjoys a positive rapport with parents and students. The school has a policy available to handle grievances and complaints. In essence the school requires parents to alert the school as soon as possible should a concern arise so that we can take steps to investigate and remediate the problem. If the parents are concerned about the principal they can contact the Board Chairman for mediation if they have not had a satisfactory resolution of the concern. School Determined Improvement Targets Our targets for 2014 include:

1. Data management systems – roll out of staff iPads 2. Integration of Technology – implementation of Edmodo 3. Improved academic writing – English strategies across KLAs 4. Classroom Teaching – Blooms Taxonomy and Multiple intelligence

training 5. Improved teaching of reading in JS – Multi Lit training 6. Improved teaching of maths in JS – Lien & Lin training 7. Improving school culture – using Annual Action Plan in community

service, inter-school visits, camps and excursions. Previous Priorities

1. edumate has become our data management systems and all staff were inserviced with iPad instruction.

2. Integration of Technology – Years Seven and Eight were trialled with iPads prior to full roll out and Edmodo was implemented.

3. Improved academic writing – Vocabulary across the school. 4. Inservicing of Blooms Taxonomy and Multiple Intelligences at Staff Meetings. 5. Junior School Teachers attend MiniLit and MultiLit Training. 6. LIEN and LIN Training in Junior School.



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7. Professional Mentors – did not happen. 8. Improving School Culture – Community service strengthened bb involvement

in “You have a friend”, interschool visits promoted, camps gender-based to improve relational skills and excursions strengthened,

ACTIONS TAKEN TO PROMOTE RESPECT AND RESPONSIBILITY Students received regular advice on respecting each other at daily pastoral care time, assemblies, chapel times and biblical studies lessons. At various times instruction is given about the no tolerance to bullying and harassment. The school also has a system where students can report bullying and teachers address these issues and staff can respond to them at the student welfare section of their weekly staff meetings. OUR COMMUNITY SATISFACTION Staff Staff of Pacific Coast are committed to more than their job. As Christian professionals they each share a deep sense of purpose in playing a part in shaping the lives and characters of the students. This means that they work hard to know the students and to teach them more than just the content of the courses. The growing of community is something that each and every staff member contributes to, prioritises and pursues. It is what draws them to a school like Pacific Coast. Staff give generously of their time beyond that required of their professional duties to support and promote the school.

“2013 was my third year here at Pacific Coast Christian School. Taking a team to the Solomon Islands was a highlight for me. I saw five Year 12 students rise to the challenge of serving others. It was wonderful to work as part of a team to put on the musical "Annie Jnr". I loved seeing the students consistently work hard both on stage and back stage to produce a quality musical. I love being part of the staff here. I really felt that last year was a turning point in us working together as a team with a common goal.”

Senior School Teacher “2013 was my first year here at Pacific Coast. I am very grateful for the way I was received as a teacher and also as a fellow Christian by all the staff. Working with Mr Ben Krahe and Mrs Debbie Vandersteen in the Junior School helped me to quickly integrate into the school's culture. It is refreshing to see that Pacific Coast does not simply work at the 'trunk' of Christian education, but actually dares to move out to the branches.”

Junior School Teacher “Pacific Coast is the first school at which I’ve worked that has had a genuine community feel. I find students, parents, staff as well as the wider school community all seek to encourage and support one another in whatever capacity they’re able to the benefit of all involved in this God-centred environment.”

Administration Staff Students Students are settled and safe. They enjoy good relationships amongst peers,



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between students of different ages and with the staff. A simple stroll through the grounds will show that students are happy, confident and learning to live together with meaning and purpose. A full range of academic subjects and extracurricular activities provides a rich experience of the diversity of school life. “I was so excited when I found out the school was giving the opportunity for students to go on a mission trip to India … I just knew that I was meant to go on this trip… Safe to say I came home with a changed perspective, inspired, passionate and so on fire for God. This mission trip was the best two weeks of my life and I am so blessed and thankful that I got that chance to go, I would definitely recommend people to go it is so life changing.”

Year 11 student “…thanks for being… my Teacher. I thank you for believing me through everything and believing in me. I seriously look up to you.”

Year 10 student Parents At Pacific Coast parents are listened to and supported. Working in partnership with parents, Pacific Coast seeks to assist families to take every opportunity of building strong relationships founded on Biblical principles of mutual care, integrity and responsibility. Parents appreciate the School’s investment into their children’s character and the diverse opportunities that are presented. When parents work together with the School their children experience a very effective influence for their good. Parent involvement is strong, ranging from participation in class activities to support through volunteer programs. Cultural events are well supported and parents show a genuine interest in the life of the School. Some comments from parents are listed below: “Last year was our first year at Pacific Coast. We were initially drawn to the School by the authentic Christian culture and an opportunity for our children to have a more individualised education experience in a smaller school. What has impressed me most about Pacific Coast is the balanced approach in developing/educating the individual child socially, emotionally, spiritually and academically. I'm convinced this even keeled approach to education is the best way to ensure our children can develop into happy, well balanced people with a solid foundation for a bright future.”

Parent of Junior and Senior School students “My children have attended Pacific Coast Christian School for the last four years. I highly value and support the vision of the school which is to provide a Christian Education alternative in the Tweed region in partnership with the parents. I believe the teachers are the biggest asset in this school. The love and respect that they have shown towards my own children over the years has reinforced my decision to trust this school in educating them for eternity. The school is innovative in the way English and Mathematics, ’the fundamentals’ are being taught and reinforced in the classroom. The school is always growing in physical appearance. Satisfied parent!”

Parent of Junior School students ”Our children have been part of Pacific Coast for almost six years. We have seen



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many changes occur, more buildings, more students, more staff all these things have benefited the school. One of the things we appreciate most is that our children attend a Christian school and can openly talk about Jesus and our values match that of the school. Thank you for all the love and support the school gives to our children.”

Parent of Junior and Senior School students Community In 2013 we began a program of supporting Senior Citizens in iPhone/iPad workshops. This was conducted at the Banora Point Community Centre and the President of the Tweed Shire Senior Citizens’ Committee Mrs Pauline Dow wrote: “… we were delighted at the courtesy & friendliness with which the students greeted the senior citizens; the way they made them feel comfortable using their technical devices.” This is a program we will continue on into the future. OUR ACHIEVEMENTS – JUNIOR SCHOOL Assembly The Junior School has a separate Assembly time each week. Each week awards are given out to encourage and reward students for their achievements; Mathematics, English, Science, music, sporting, encouragement, school Spirit and Christian service. Music Tutoring The school is also provides affordable music tutoring for students by Musicorp. This has helped to develop the musical skills of students within the school community. New Hope Training In 2013 all of the teachers at Pacific Coast Christian School will completed the New Hope international Training, Series One. Mentoring Garden Program In 2013 we started an integrated Biblical studies/garden club/mentoring program. This program was designed to get the Year 5/6 students working in the garden as well as learning about the Bible and what it is to be a Christian. This program also incorporated mentoring for students outside the classroom environment. Camps There are two types of camps in the Junior school. The year 3/4 classes have a day camp in September. They do rock climbing and abseiling in the morning and surfing lessons in the after noon. The year 5/6 classes go to Mt Nimmel Lodge Camp Ground for a two day camp. The students participate in Outdoor Education experiences throughout these two days. Chaplaincy (See Senior School) School Worship Teams (Junior School Choir & Senior Vocal Group)



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2013 also saw the commencement of the Senior School Vocal Group, called “Sudden Impact” which is in addition to the Junior School Worship Team. The groups went out into the community to visit various aged care facilities to sing and gave performances in local churches. OUR ACHIEVEMENTS – SENIOR SCHOOL Annie Jnr The musical “Annie Jnr” was a resounding success. The Junior School and Senior School was involved from Years Three to Twelve.

Leadership A highlight of 2013 was our involvement in the NSW International Student of the Year Award. Pacific Coast was proud to announce that Year 12 student, Alphonsus Frank, was one of five finalists chosen from across the State. The presentation was held at the Sydney Opera House on October 10, 2013 and presented by the Deputy Premier of NSW. The selection criteria for finalists is for a student to be an inspirational role model to their community. In addition, a number of senior students were involved in the Max Potential Program, a high profile leadership program targeting schools across the Tweed region. Sporting Achievements Nine students from Pacific Coast were selected to represent the North Coast CSA team at the State Finals in Coffs Harbour in Term One. From this, three of our senior boys travelled to Sydney to compete in the combined schools State Championships. Our congratulations to Zac, Alphonsus and Eli on their achievements. In Athletics, Tiana in Year Nine was chosen for the State Athletics Championships and was awarded second place. In other sports, Pacific Coast competed at Zone and Regional level in Cross Country, Athletics and Swimming. Teams were also sent to Maclean to compete in Soccer and AFL Gala Days. These events were excellent team building opportunities for the students and many new skills were developed. Touch football CIS Students who competed: Zac Catlin and Alphonsus Frank at Open level and Eli Gordon in the U15’s team. We travelled down to Sydney by plane to the Penrith touch fields to take part in the CIS state competition which means that all players had been chosen to represent NSW CSSA. All three boys presented the school very well and showed great team spirit playing with many of their teammates for the first time and gelling very nicely together. Eli Gordon was recognised for his exceptional efforts by being chosen as a shadow player for the CIS State representation team and the other two boys were unfortunate to not also be selected. The boys played in four pool matches with the top teams playing off for the individual age titles. Both teams that we were represented in finished in the top three in their respective competitions. State Cross Country Students who competed: Kytelan Neveceral from Senior School and Nathaniel



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Jenson from Junior school. Both boys competed to a very high standard in the Zone Carnival and both students ran to the best of their abilities on the day down at the Sydney International Equestrian Centre. We travelled down by plane for a day trip and it was a day that was thoroughly enjoyed by all involved. Nathaniel had his event in the morning but unfortunately felt sick mid-race which affected his overall performance. Kytelan’s race was in the afternoon and completed his four kilometre race in 19 minutes. After School Sport The After school sport Program was on again in 2013. This project was fully funded by the government and the school was able to purchase equipment/resources related to the sport. The highlights for this program were Basketball, Lawn bowls and Skateboarding. CULTURAL Samaritan’s Purse Shoeboxes In 2013 we continued support of Samaritan Purse Australia. Junior school ran a cake stall with a difference to gather items to pack into the Christmas Shoeboxes. Students were able to bring in an item for the boxes in exchange for a cake or muffin. It was very successful and students were able to pack more than 50 boxes to send to the Brisbane warehouse. Our boxes were shipped to Cambodia, where a team from Pacific Coast and Pacific Hills travelled in April 2013. Senior School Camps Camps continue to be a pivotal part of the student calendar and an opportunity to build community and leadership in the student body. The senior girls camp to the Hosanna Farm was developed around the theme of "survivor". Students looked at the book of Esther in detail and were blessed by a guest speaker from Vibe church. The church had been praying for all the students and generously presented a gift for each girl. In addition to devotionals and teaching, students also embarked on a survivor course. The senior boys camp travelled south to Grafton for an overnight stay at the Nymboida Canoe Centre. The purpose of this camp was to develop leadership skills and challenge the boys physically and mentally. The Nymboida Canoe Centre is a top level kayaking facility. Students took part in quality activities such as white water rafting, canoeing and low ropes challenge. It was an opportunity for students to develop teamwork, resilience and build community. All the water based activities were overseen by qualified, specialist instructors. School Musical Annie Jnr was a highlight of 2013 and a whole school achievement. Special thanks to our Musical Director, Mrs Hawkins. Chapel Chapel is on once a week in both the Junior and Senior Schools. Each Chapel service is lead by a different class or special guest. Praise and Worship songs are also sung during Chapel time.

MISSIONS



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In 2013 Pacific Coast Christian School was involved with serving others through local Community Service activities, interschool Mission visits and interstate and overseas mission trips. Teams of Senior School students and staff journeyed to Cambodia, The Solomon Islands, Vanuatu and Northern Territory. In Cambodia we were given a tour of historical sites, heard the history of the Khmer Rouge in that country and visited Samaritan Purse projects. In the Solomon Islands, staff and students visited the home village of one of Pacific Coast’s Year 12 international students. In Vanuatu the team visited schools and stayed in a typical Vanuatan village. In the Northern Territory students were able to work with children in Aboriginal communities. Senior students also had the opportunity to travel to another Christian School for a short two day mission and be involved in serving those schools through working with younger children, gardening, cleaning and entertaining. Students visited Pacific Hills Christian School, Sydney, Brindabella Christian School, Canberra and Richmond Christian College in Ballina. Junior school students had the opportunity to visit Pacific Valley Christian School and contribute to that school community by completing odd jobs and being involved in activities with students at the school. In the local area students visited local Nursing Home patients to sing, knit and talk. COMMUNITY EVENTS Mother and Daughter Night This evening was an event to celebrate mothers and daughters with a variety of activities of relationship building. The speaker spoke about relationships and the preciousness of motherhood. The mothers enjoyed spending a night of fun and relaxation with their daughters in our new hall. Family Fun Day The Family Fun Day (FFD) of 2013 has been the most successful to date financially and socially. It has been very fulfilling and enjoyable working with so many passionate members of our school community. This year the committee was made up of 10 parents of our school community, evenly represented by junior and senior school families. Each of these people contributed differently, benefitting the planning and execution of the day, ensuring it was the most successful the school has had to date. These committee members worked diligently and tirelessly to ensure the many jobs were completed excellently. Financially, the FFD made $5,600 profit; costs were managed very carefully by the committee to ensure there no cost overruns which ate into the profit. There were 17 stalls, which included:

v Classroom stalls which made a cumulative profit of approximately $1900; v Rides which made a loss of $600; v Food stalls which made $1200; v Outside stallholders contributed $900 (it was noted they took a sizeable

amount of the food takings);



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v Other significant contributions to income include, Raffles - $700, Auctions - $900.

v Zarraffas contributed $190 As stated earlier, it was noted that outside stall holders took a significant amount of takings which could have been redirected to the school. And for 2014 it was decided to limit outside stallholders. Marketing the day was done very successfully with a student competition to design the flyer. 1500 flyers were distributed throughout the community to schools, churches and childcare centres. 15 small signs were made which were placed in strategic points by the committee members. Radio and Tweed Council advertised the event and the newspaper had an ad in the special Kinder liftout. Two banners were displayed in high traffic streets in Tweed. Approximately two new families, who have enrolled, identified the FFD as the introduction point for their first visit to the school. It is estimated that approximately 200 families visited the school on the day. Twenty seven local businesses sponsored the day; this is the most sponsorship this day has had, indicating that we are building strong links with small businesses in our community. Their contributions formed a significantly proportion of the profits made. A suggestion was made, to tithe 10% of our takings to Pacific Valley Christian School, to thank our Heavenly Father for his continued blessing to our school and to support Pacific Valley. All members of the committee happily agreed.

INTERNATIONAL LINKS Aoyama Gakuin University Program As part of our partnership with the Australian Academy of English Studies, 22 Japanese university students spent two weeks at Pacific Coast in February. Apart from a colourful cultural exchange, students were able to interact in classes at the school and involve themselves in Chapels, Assemblies and sporting activities. The exchange was a time of enrichment for all students and the families hosting our Japanese students. CHAPLAINCY REPORT Serving as a school chaplain is an honour and a privilege and varies greatly in what it looks like ‘on the ground’. Each school is unique and each chaplain is unique and brings their own individual personality and giftedness to the role. In 2013 my role as chaplain at Pacific Coast Christian school I believe can be categorised into the following areas: Pastoral Care Discipleship and Leadership development Service and Mission Chapel and chapel worship band Relationship building and kingdom building Pastoral care



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I am thankful, honoured and humbled to be able to be a listening ear, to provide care and support and spiritual direction and hopefully share God’s heart of love to students, families and staff. Some days can be tough but there is always encouragement and hope in God’s grace to us in any and every situation. Discipleship and Leadership Development -‐ World Vision Global leaders convention – where four senior students had the

opportunity to receive training and learn how to use their talents, skills and resources to make a difference in the world for those less fortunate. Those leaders then went on to run the chapel service focusing on God’s heart for the poor and then ran the 40Hour famine in August for the senior school where just over $1300 was raised.

-‐ Facilitating Yr 11/12 students mentoring Yr 5/6 students especially around developing social and friendship skills.

Service and Mission -‐ Co-ordinate and oversee the Thursday lunchtime Missions café where students

volunteer to bake goodies and serve and sell them to students to raise money for mission

-‐ Community service where students alternate between running iPad workshops for senior citizens where students volunteered to teach older people how to use mobile phones and iPads and also helping at the You Have a Friend op shop.

Bible Society Darling Downs Mission trip – in the first week of June myself and Nathan Carlson, our IT Manager took four senior students on a trip to Toowoomba, Dalby and Chinchilla visiting schools and youth groups ministering with the Bible Society Qld Schools representative Joh Knjenenberg. The students were able to experience a range of ministry opportunities. Participation in the school presentations involved help with set-up and pack down of musical and sound equipment, leading from the front –ranging from hosting and introducing segments, telling a bible story, doing actions for a song, to singing and playing guitar. At the youth group meeting students gave a devotion, shared a testimony and sang and played guitar and were introduced to hosting a segment and emceeing. The really pleasing thing was how each student was prepared to go out of their comfort zone and try something new. Students that were not used to being in front of others took on the challenge and saw that in God’s strength, they could achieve much more than they thought. The students also really grew in their ability to function as a part of a team, to make compromises and serve others, encourage others and see the blessings of God to them in their lives. Chapel and Chapel band -‐ Our themes for 2013 have included New Beginnings – the Heart of the Gospel;

God’s heart for the lost, for the persecuted and for the poor. In term three we had the theme of Faith, Hope and Love and in term four it was what a life looks like following Jesus.



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-‐ It has been great to see the willingness of our senior students to be involved in the running of chapel and worship bands. We now have a far different culture where students have a greater sense of ownership with chapel as there are four different student bands, greater participation in the chapel service, and pastoral care groups taking turns of running chapel.

Relationship building and Kingdom Building -‐ Games club at lunchtime for Years 3 - 6 in Junior school has provided a fun and

safe place to play games and hang out and has been a non-threatening way to build rapport and relationships with junior school children

-‐ Organised Pastors and other Christian leader’s gatherings to encourage unity amongst kingdom workers and partnerships and networks that are mutually beneficial.

RAISING ACADEMIC STANDARDS

• Tutoring was available in numeracy and literacy after school for targeted students.

• Senior school focused on the assessment process and was working with students to meet deadlines.

• The decision was made to introduce and spelling program into Senior School in 2014, Years Seven to Ten.

POLICY INFORMATION Below is our Enrolment Policy and a summary of our Anti-Bullying Policy. Neither policy was updated in 2013. Both documents as well as the opportunity to obtain additional policies from the school can be located at www.pacificcoast.net.au/policies The new policies for 2013 were the iPad policy, LRC policy, WHS and the Volunteer Policy. Those policies can also be located at pacificcoast.nsw.edu.au/policies. There have been no changes to any other policies.

Enrolment Policy

Vision Statement The purpose of Pacific Coast Christian School is to provide a Christian Educational Community as a centre of teaching and learning excellence, founded on Biblically based beliefs, values and behaviour.

Rationale This policy provides guidelines for enrolment into Pacific Coast Christian School. It seeks to acknowledge and continue the original vision of those who founded the School as a Christian educational community - a centre of teaching and learning excellence founded on biblically-based beliefs, values and behaviour – able to support the learning needs of students who are enrolled. While the policy is as comprehensive as possible, there will inevitably be some situations which are not specifically covered. In such instances, it is the Principal’s responsibility to decide the appropriate course to take in the circumstances.



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Values and Mission Goals The policy is part of the School’s life in order to help achieve the following Mission Goals:

In the process of Christian Education To help each child achieve their God-given potential, by providing appropriate educational opportunities according to each one’s abilities. This includes those with intellectual deficits, the learning disabled and the gifted and talented, and those from varying ethnicities. In Christian Community Life To be compassionate and merciful as God is to us. To encourage the involvement of those supportive of the School ethos who can assist in teaching and learning at PCCS. To maintain and promote Prep - 12 unity throughout the School.

Policy The School seeks to enrol students whose families seek a Christian Education for their children and who support the ethos of the School as encapsulated in the Mission Goals.

Principles • God has created all people in His image and has made it possible for them to

be in relationship with Him through the death and resurrection of His Son, Jesus Christ. Therefore, the school will give equal consideration to each applicant.

• The Principal carries final responsibility for decisions regarding enrolment positions.

Relevant Legislation Disability Discrimination Act Race Discrimination Act Anti-Discrimination Act These Acts make it unlawful to discriminate against a person on the grounds of their disability or race by refusing to enrol them at the School. The School is committed to fulfilling its obligations under the law in this Enrolment Policy.

Definitions Throughout this policy, unless the context requires otherwise: parents includes guardians or any other person who has applied to have a student entered on the waiting list or enrolled at the School and, where the student has only one parent, means that parent. disability, in relation to a student, means:

• total or partial loss of the student’s bodily or mental functions; or • total or partial loss of a part of the body; or • the presence in the body of organisms causing disease or illness; or • the presence in the body of organisms capable of causing disease or illness;

or • the malfunction, malformation or disfigurement of a part of the student’s

body; or



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• a disorder or malfunction that results in the student learning differently from a student without the disorder or malfunction; or

• a disorder, illness or disease that affects a student’s thought processes, perception of reality, emotions or judgment or that results in disturbed behaviour.

Procedures - Enrolment

Enquiries

The Registrar places all enquiries on an electronic enquiry register. The Registrar will also forward the following documentation to enquirers:

• A Prospectus • An information letter outlining the procedure for enrolment • An Enrolment Application form

Applications Upon receipt of applications the Registrar will:

• Check all relevant documentation is completed • Check current class vacancies • Place student’s name on waitlist

Requirements for Entry It is a requirement of entering the school that all students undertake an academic assessment and all families be interviewed. As part of the assessment and interview process the school may ask the parents to provide more information about the student. Where a student has a declared education support need or a disability or other information has come to light indicating a possible need for education support services, the School will make an initial assessment of the student's needs. In addition, the Principal may:

• require the parents to provide medical, psychological or other reports from specialists outside the School;

• obtain an independent assessment of the student. Any assessments or reports required from non-school personnel will be at the parents’ expense. In considering all prospective enrolments, the School may ask parents to authorise the Principal or his delegate to contact:

• the Principal of the student's previous school to confirm information pertaining to the student;

• any medical or other personnel considered significant for providing information pertaining to the needs of the student.

Assessment/Interview Organisation Should a vacancy exist or be pending, the Registrar will organise a suitable time for students to attend an educational assessment with the relevant staff and the family to attend interviews with Registrar, the Principal, and the Curriculum and Policy



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Coordinator with other relevant staff (or delegates). The Principal may exercise full discretion in varying the procedures relating to the interview process.

Interview Process Registrar The Registrar will conduct an initial interview to gather relevant family information and details as per the Enrolment Interview Form and to outline the assessment and interview process. Under normal circumstances the subsequent interview will be with the Principal. Principal The Principal will conduct an interview in which she explores the issues of Faith with the family and explains the distinctives of PCCS, including

• Christian education in all KLA’s, policies and procedures • Entirely staff by Christians • Transdenominational nature • Faith, Critical Awareness and Character Development as primary

goals. • Service and Mission • Partnership with Parents • Inclusion of students with Special Needs • Vision and proposed Future Development • Other ministries of Pacific Hills

Head of School • The Head of School (or delegate) and relevant staff will meet with

parents and discuss the student/s application/s as per the Enrolment Interview Form.

. The following is to be completed and/or discussed in the interview:

• Student’s academic, social, emotional, physical needs. • The outworking of the School’s Christian ethos through staffing, daily

devotions, Biblical Studies, Worship Services, Pastoral Care system etc. • Discipline Policy and Procedures • School’s academic curriculum, cultural, sporting, competitions,

missions, co-curriculum activities etc. • Explain the practical implications on the School-Parent partnership • Seek to establish that the expectations and commitments of the

parents are consistent with the vision, values, goals, policies and resources of the School.

• Clearly state what support the school offers in regard to students with special needs.

Parents with children with learning/physical disabilities, Gifted and Talented may also meet with relevant staff to discuss the available program.



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Enrolment Offer At the satisfactory conclusion of the assessment/ interview process, the School may make an offer to the parents to enrol the student. The Principal authorises enrolment of all students into the school after considering recommendations by the relevant staff/delegates and consideration of available resources. At this time the Enrolment Application Fee and Deposit is due.

Notes regarding Offers of Enrolment • Where information obtained by the School suggests a profile of wilful

misconduct, illegal activities or strong anti-social behaviours that indicate that the student's enrolment at the School is likely to be detrimental to other students, the staff or the School, notwithstanding that the student be the sibling of a current student, the Principal may decline to proceed any further with the enrolment process.

• Where information obtained by the School indicates that the student

has a disability, the Principal will seek to identify the exact nature of the student's needs and the strategies required to address them. Having obtained this information, the Principal will determine whether the student, if enrolled, would require services or facilities that are not required by students who do not have the student's disability. Where the Principal determines that the student would require such services or facilities, the Principal will determine whether enrolling the student would impose unjustifiable hardship on the School. In making this assessment, the Principal will take into account all relevant circumstances of the case, including: • the nature of the benefit or detriment likely to accrue or be suffered

by any persons concerned (including other students, staff, the School, the student, the family of the student, and the School community); and

• the effect of the disability of the student; and • the School’s financial circumstances and the estimated amount of

expenditure required to be made by the School. Where the Principal determines that the enrolment of the student would cause unjustifiable hardship, the Principal may decline the offer of a position or defer the offer. The School reserves the right not to offer any student a place at the School or to defer the offer of a place to any student in its discretion but particularly when the parents, having been aware of their student's specific educational needs, decline to declare those needs or to withhold relevant information pertaining to their student.



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The School also reserves the right to terminate an enrolment where there are not sufficient resources to deal with a student's needs and where the parents have not declared or have withheld known information pertaining to their student's needs.

Acceptance of Enrolment To accept the offer, the parents must within fourteen days of receiving the Letter of Offer, deliver to the School:

• the completed Acceptance of Offer Form; • the Enrolment Application and Deposit Fee (if not already paid).

Failure to reply within the required time may result in the position being re-offered where other students are waiting for entry to the School.

Safe Schools, Anti Bullying Policy Summary

Principles: 1. Bullying is a conscious and willful repetitive act of aggression and/or manipulation by one or more people against another person or people. It is an abuse of power by those carrying out the bullying and is designed to cause hurt or intimidation. 2. Bullying can be either physical or non-physical: 3. Physical Bullying can include: biting, hair-pulling, hitting, kicking, damaging property etc. 4. Non-physical Bullying can include: abusive calls, abusive text messages, hurtful emails, extorting money or material possessions, intimidation, threats, name-calling, teasing, rude gestures, faces, manipulating relationships, excluding, isolating etc. 5. The pro-active principles for eliminating bullying are safety, acceptance and care; 6. All students will be presented with programs of instruction that make the School’s definition, intolerance, and stated consequences of bullying clear and explicit. This will include explanations of the definitions of bullying, including the roles of perpetrator and bystander, and the sequence of intervention events to manage instances of bullying. 7. Bullying is not to be tolerated under any circumstance and every incident should be followed up. 8. Intervention procedures will be in accordance with the Safe Schools procedures and any discipline imposed will be in accordance with the Discipline policy (staff and student). The full version of this document can be found at: http://pacificcoast.net.au/wp-content/uploads/2012/04/PC-Safe-Schools-Anti-Bullying-Policy.pdf



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SUMMARY OF FINANCIAL INFORMATION Enrolments in 2013 have continued to improve funding for the mission of the school. In the last financial year the school was again supported with generous donations so that we are financially healthy. The sector graphs below show the income and expenditure for the overall financial picture of the school. Financial Reporting We are very conscious of being good stewards of the finances. Our books are audited in early March each year and the auditors have been impressed with our record keeping. We are very thankful to the federal government and state government for the monies that were granted to us to allow for quality teaching and learning. 2013 saw a continuation of our State Literacy and Numeracy grant and this has been highly successful in assisting us reach our goals in numeracy. Our parents contribute to the ongoing mission of the school and are supportive in the areas of voluntary support and prayer support. It is hoped that in 2014 we are able to maintain a level of financial stability that allows for an expansion of the vision of Pacific Coast Christian School. Income Sources

2013 2012

Expenditure Areas 2013 2012

Full financial information can be found overleaf.

Documents

Pacific Coast Annual Report 2014 (for 2013)€¦ · Pacific Coast Annual Report 2014 (for 2013) 19th June 2014 | Admin/Admin/Annual Report/2014 for 2013/2014 PCCS Annual Report (for