Wycliffe!Christian!School! Annual!Report!! 2015!!

Wycliffe Christian School

Annual Report

2015

ABN 36 001 227 854 PO Box 78, Blaxland, NSW 2774

Ph: (02) 4753 6422 email: [email protected] web: www.wycliffe.nsw.edu.au

Wycliffe Christian School: 2015 Annual Report

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Message from the Board Chairman

The Wycliffe Christian School Board (The Board) operates under the authority of The John Wycliffe Christian Education Association (The Association). The Board is elected by The Association. In 2015 there were seven members, and the Board met on fourteen occasions. 2015 proved to be a year of consolidation for Wycliffe Christian School. Financial challenges of the previous year had been identified, and were addressed throughout the year. Attention was particularly given to: • Staffing against benchmarks for similar schools that aim for affordability of fees. • Stringent oversight of expenditure ensuring line items remained within budget. • Greater commitment from school families in honouring their fee commitments. • Recouping a significant amount of outstanding debt. This resulted in a much-‐‑improved financial performance with the school producing a surplus of $370,000, and improved cash position by over $600,000. This strong financial performance enabled the school to meet its obligations and increase loan payments, stemming upward pressure on fees. The Board recognises the commitment parents make in sending their children to Wycliffe, and therefore are committed to improving the affordability of fees. The better financial position of the school enabled fee increases to be held to 1.8%, significantly below the norm across independent schools. The Board gave specific focus to maintenance across the school site. Over the twelve-‐‑month period tiled roofs of ‘A’ and ‘B’ Block were restored. The school community provided great support for working bees with regularly 40 in attendance. This enabled a variety of tasks to be completed around the school such as installation of room signage, improved landscaping and accompanying paved areas. The Board has also identified the need to focus on building the school Association, and developing succession plans to replace Board members as they finish their periods of service. To this end individual members have been proactive in encouraging parents to consider association membership, and possible contribution to The Board. As the school moves to a new generation in its history the Board identifies the need to develop a new strategic plan. To this end, late in the year, The Board began discussing a revitalized vision statement, with an accompanying mission overview that will provide meaning to the vision in our particular school context. For near on forty years Wycliffe Christian Schoolhas supported parents in their God given responsibility, the upbringing and education of their children, in providing quality education founded on a distinctly Christian biblical worldview. We look forward to families for generations to come enjoying similar blessings. Stephen Jackson Board Chairman


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Message from the Principal 2015 proved a very encouraging year for our school community. It is exciting to see our community’s appreciation of Christ centred education, where students learn what it means to glorify God through the development of the interests and talents with which He has blessed them. Once again academic results have been very strong evidenced through nationwide NAPLAN testing of literacy and numeracy skills where our school’s overall performance exceeded state averages. Results in the HSC have been particularly pleasing, with the school well placed among the top 200 schools in the state, and the 4th highest performing school across the Blue Mountains and Nepean/Penrith regions. This was pleasing for a non selective school. The partnership with home has been further nurtured through community-‐‑based events such as Café under the Stars, Father/son State of Origin evening, An afternoon at the movies with the Principal. Working bees have turned into significant community gatherings with 30-‐‑40 parents participating each of the termly events. Significant property maintenance and improvement projects have been completed around the school. Roofs of A & B Block have been restored, 2 primary classrooms received new carpet, preschool had artificial turf installed across their outdoor play area, and the number of data projectors across classrooms significantly increased. The school has been very keen to be involved in local community events, the highlight of which was the local ANZAC Day march and ceremony with 150 students in full school uniform participating on the day. Subsequently, with the assistance of our construction class and parents during a working bee, an ANZAC Centenary Garden was established central to the bus bay, around the two newly installed flagpoles. Surrounded by the rosemary hedge the Australian flag flies daily, with the Aboriginal flag, Torres Strait Islander flag, the Hong Kong or Tongan flag alternating across the week. The student leadership team gave focus to the review of the school’s House system and presented a proposal to staff late in the year. The new year saw the introduction of the new Houses at our annual school swimming carnival, with students full of enthusiasm and a healthy competitive spirit for Yellow (Destiny Rescue), Blue (Samaritan’s Purse), Green (Voice of the Martyrs). The School’s mission and service focus has been further built upon. Unfortunately, due to the cyclone our students were not able to visit our sister school in Tonga. Ventures to Hong Kong/China (Yr 11) and indigenous communities around Broken Hill (Yr 11) proved life changing experiences for those involved. We give praise to God for the awesome work He continues to do in the lives of our students. “Clap your hands, all you nations; shout to God with cries of joy. For the LORD Most High is awesome, Peter Jamieson Principal


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Contextual information about the School and characteristics of the student body

Wycliffe Christian School enjoys a fine heritage in Christian education. Nestled amidst natural bush land in the Lower Blue Mountains the School provides a wonderful setting for Preschool to Year 12 education. In 2015 the School had 509 students enrolled from Kindergarten to Yr 12, with 293 in the secondary school and 216 in the primary. Independent and non-‐‑denominational, the School provides quality and engaging education delivered through a distinctly Christian biblical worldview. The School is non selective and accepts students of varying abilities and socio economic backgrounds. Wycliffe seeks to empower parents in their God given responsibility for the upbringing and education of their children. Thus the School recognises the vital role of parents to the educative process, and prides itself on the strength of its partnership with home. Students are prepared as agents of hope and change in a fragmented world. Grounded on a biblical worldview, the school seeks to Nurture Faith, Unwrap Truth, Encourage Discernment and Enable Thoughtful Action. Teaching inspires intellectual curiosity, develops critical thinking skills, promotes creativity, through a collaborative and inspiring learning environment. From early childhood, through the turbulence of adolescence, and into young adulthood faith in Christ is nurtured. Unwrapping truth faces the complexities of working out a Christian worldview, giving students firm bases in a relativistic world that struggles to accept absolute values. This requires integrity, clarity and approachability as God’s truth is explored together. Discernment is encouraged in the exploration of ideas and the evaluation of human endeavour. The School does not shy away from confronting tough questions, celebrating the mystery of God’s grace, recognising his justice and love. Students learn to assess their relationships, their values, their choices and their behavior against the Biblical worldview. They also discover that their faith gives direction, purpose and significance to both life and learning. Wycliffe encourages students to take seriously the claims of Christ, celebrating His lordship over all life. Further the school’s desire is to empower young people in becoming all that God has created them to be.

Characteristics of the student body Students of Wycliffe are primarily drawn from the wider Blue Mountains Region, from Lapstone in the East to Katoomba in the West. A significant number of enrolments also come from the Nepean/Penrith region.

There are slightly more boys enrolled than girls, 55% as compared to 45%. 2% of the student population identifies themselves as of Indigenous or Torres Strait Islander descent. 3% identify themselves as having a language background other than English


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Student outcomes in standardized national literacy and numeracy testing

NAPLAN (Years 3,5,7,9) Wycliffe Christian School 2015 NAPLAN Results

2015 NAPLAN performances saw significant improvement in results from the previous year for Years 3, 7 & 9. Wycliffe is a non-‐‑selective school with a reputation for the care and support it provides for students. The fine reputation of the School’s learning support department attracts enrolment of students who experience difficulties at school. The School values these children as precious in the sight of God, even if their enrolment impacts overall NAPLAN results.

Reading Writing Spelling Grammar and Punctuation

Numeracy

Yr 3 Wycliffe 430 412 394 425 441 State SIM

458 ALL 426

SIM 443

ALL 416

SIM 435

ALL 409

SIM 470

ALL 433

SIM 423

ALL 398

Year 5

Wycliffe 523 505 503 507 500 State SIM

525 ALL 499

SIM 504

ALL 478

SIM 518

ALL 498

SIM 532

ALL 503

SIM 517

ALL 493

Year 7


568 ALL 546

SIM 541

ALL 511

SIM 562

ALL 547

SIM 564

ALL 541

SIM 568

ALL 543

Year 9


604 ALL 580

SIM 584

ALL 547

SIM 604

ALL 583

SIM 588

ALL 568

SIM 618

ALL 592

How to interpret this chart The bold number centre top for each year group provides Wycliffe’s average student performance in NAPLAN testing for the 4 strands of literacy, and general numeracy testing. The scores directly below represent average performance in similar (SIM) and all (ALL) schools. The larger the number the higher the performance of the cohort.

Senior secondary outcomes (student achievement) Higher School Certificate Wycliffe Christian School once again celebrated strong HSC performances and was ranked in the top 200 schools (188), placing it well in the top third of schools across the state. Locally the School was placed 4th among schools from the lower Mountains and Penrith region. Three students achieved top band performances in three of their individual subjects, with each achieving an ATAR in excess of 94. The schools top ATAR was 96.85 with 9% of the cohort achieving ATARs over 90.

SIM = Schools serving students from statistically similar backgrounds

ALL = Australian schools'ʹ average


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Overall there were twenty top band results. Performances in the Creative and Performing Arts once again shone with six students achieving Band 6 in Drama, and three in Visual Arts. Other subjects to feature strongly included Biology, Legal Studies and Mathematics General. In 2015 43 students sat for the NSW Higher School Certificate in 28 courses (including 5 extension courses, 1 studied through distance education and 4 through TVET). In total, 94.35% of candidates across all courses achieved marks of 60 or more (Band 3 or higher). The following tables provide data in relation to Wycliffe’s students’ performance as per performance bands, with comparison to state-‐‑wide data, and comparison to the previous academic year. (Note: Care must be taken in making comparisons from year to year as small cohorts may skew results)

Subjects with 6 performance bands : 6 being the highest

Subject Year No. of Students

Bands 4-‐‑6 Bands 1-‐‑3 School

% State-‐‑wide

% School

% State-‐‑wide

% Ancient History 2015 16 38 62 62 38

2014 13 100 61 0 39 Biology 2015 8 100 60 0 40

2014 8 63 62 37 38 Business Studies 2015 4 100 66 0 34

2014 9 100 67 0 33 Chemistry 2015 7 86 73 14 27

2014 12 100 76 0 24 Community & Family Stud. 2015 16 81 65 19 35

2014 6 100 70 0 30 Drama 2015 10 100 82 0 18

2014 4 100 86 0 14 English (Standard) 2015 11 45 42 55 58

2014 12 33 43 67 57 English (Advanced) 2015 32 69 91 31 9

2014 28 86 91 14 9 Industrial Technology 2015 7 86 55 14 45

2014 5 80 57 20 43 Legal Studies 2015 3 100 68 0 32 Mathematics (General) 2015 24 79 50 21 50

2014 28 79 50 21 50 Mathematics 2015 8 100 81 0 19

2014 8 88 81 12 19 Modern History 2015 8 88 72 12 28

2014 7 86 75 14 25 Music 1 2015 4 75 88 25 12

2014 1 100 60 0 40 Music 2 2015 1 100 100 0 0

2014 1 100 87 0 13 PD/H/PE 2015 13 46 62 54 38

2014 5 60 63 40 37 Physics 2015 8 38 66 62 46

2014 13 62 66 38 34


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Subject Year No. of Students

Bands 4-‐‑6 Bands 1-‐‑3 School

% State-‐‑wide

% School

% State-‐‑wide

% Software Design & Devel. 2015 86 83 67 17 33 Spanish Beginners 2015 8 88 77 12 23 Studies of Religion 2015 5 40 70 60 30 Textiles & Design 2015 2 100 79 0 21

2014 3 100 72 0 28 Visual Arts 2015 7 86 88 14 12

2014 5 100 85 0 15 Hospitality (VET) 2015 2 100 68 0 32

2014 3 100 63 0 37 Construction (VET) 100 6 100 46 0 54

2014 4 100 56 0 44 Extension subjects (4 performance bands E4 – E1 : E4 being the highest)

Subject Academic Year

No. of Students

Bands E3-‐‑E4 Bands E1-‐‑E2 School

% State-‐‑wide

% School

% State-‐‑wide

% English Extension 1 2015 5 80 94 20 6

2014 7 86 93 14 7 English Extension 2 2015 4 75 82 25 18

2014 5 20 78 80 22 Mathematics Extension1 2015 5 80 84 20 16

2014 4 50 84 50 16 History Extension 1 2015 2 100 78 0 22

2014 2 100 78 0 22 Note: Care must be taken in interpreting these results given the small number of candidates in the total cohort, and particularly the small number in particular subjects. Of the 48 students who sat the HSC in 2015, 100% attained the Higher School Certificate. 7 students representing 14.6% of the 2015 cohort undertook a TVET course through a recognised provider. An additional four students from other Key Alliance schools undertook TVET courses at Wycliffe Christian School.

Teacher qualifications and professional learning

Teacher Standards In 2015 there were 46 (38.9 full time equivalent) all of which had teaching qualifications from a higher institution within Australia.

Workforce composition

In 2015 the School had 46 (38.9 full time equivalent) teaching staff, and 19 (12.6 full time equivalent) non-‐‑teaching staff. No staff identified as being from Aboriginal or Torres Strait Islander descent.


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Professional learning

The following table summarises the Professional Learning undertaken by staff at the School throughout 2015. Description of professional learning activity No. of staff

participating Christian World View Worldview Assumptions in Education Foundations of Christian Education

1 1

Leadership AIS Annual Briefing Women in Leadership CEN Principals’ Conference AIS 2015 Capital Grants Briefing

2 1 1 1

K-‐‑6 Geography Syllabus K-‐‑6 Road Safety Education Munch & Move Workshop Improving student outcomes

1 2 3 1

English English Teachers’ Association Conference Consistent Teacher Judgment

1 1

Mathematics Introduction to the NSW 7-‐‑10 Mathematics Syllabus HSC Advice and Feedback on Mathematics E assessment and Research

1 1 2

HSIE 2015 Australian Geography Teachers Association Roadshow

1

Creative and Performing Arts Game Changer (Drama) HSC Marking (Drama) HSC Marking (Visual Arts)

1 1 1

TAS AIS Training Day – Competency Based VET Learning Design & Technology PD

1 1

PD/H/PE & Sport CSSA MvGolf Training Day Rugby League Level 1 Coaching Certificate

1 2

Student and Staff Welfare Child Protection Training Anaphylaxis Training Defibrillator Training Senior First Aid

63 58 9 6

Preschool Briefing for Early Childhood

2

Information Technology IPad Workshop Design a Digital Unit

7 14

General Assertiveness Training Course Traffic Management Training

1 1

The average expenditure per teacher on professional learning in 2015 was $299. This approximates the expenditure in the previous year previous year.


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Student attendance, and retention rates and post school destinations in secondary schools Student Attendance Year K Yr 1 Yr 2 Yr 3 Yr 4 Yr 5 Yr 6 Yr 7 Yr 8 Yr 9 Yr

10 Yr 11

Yr 12

Attendance Rate

92% 91% 91% 92% 90% 92% 88% 88% 88% 86% 90% 85% 80%

On average 90% of students attended school each day in 2015. This was slightly below attendance rates in the previous academic year. Non-‐‑attendance at school is managed by an electronic attendance roll, from which activates letters to parents seeking explanation of non-‐‑explained absences. If after two requests for a satisfactory explanation, none is received, the roll is marked with a code for unexplained absence. Senior staff members are alerted to determine the appropriate follow-‐‑up, including consideration of potential student welfare issues. Where attendance patterns may affect the ability of a student to achieve educational outcomes for an external credential, formal warning letters are provided to student and parent. Applications for extended student leave are submitted on a formal application form, with approval or otherwise granted by the Principal. Student Retention Rates 82% of the 2013 Year 10 cohort completed Year 12 at the School in 2015. This was a significant increase on the previous year’s figures. Post school destinations Based on information provided when students left the School, 57% entered University, 9% of students took a GAP year, 15% of students entered apprenticeships/TAFE courses and 19% entered directly into the workforce.

Enrolment policy

Rationale Wycliffe Christian School was founded by local Christian parents to empower them to bring up their children in the training and instruction of the Lord (Ephesians 6:4). They were committed to creating a school that provided a comprehensive education of a high standard, taught by Christian teachers, through the ‘lens’ of a distinctly Christian worldview. This Christian worldview presupposes that: • God is the source of all truth (John 14:6) from which knowledge and understanding flow

(Proverbs 2:6). • The Bible:

§ Is God’s inspired and inerrant word to humankind, § Is the point of reference from which we can evaluate all other areas and sources of

knowledge. § Provides the lens through which human history and endeavour can be evaluated and

judged. § Stretches beyond mere ethics or morality, laying the blueprint for relationships; with

God, with fellow humans; and the world in which we live.


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This approach fosters within learners a worldview, a perspective enabling them to understand and appreciate God’s purposes, empowering them for Christian life in God’s world. This philosophy of schooling was the foundation of Wycliffe Christian School, and continues as the emphasis that parents accept and support in enrolling their child/ren. Policy Wycliffe Christian School enrols students from families desiring for their child/ren Christian Worldview education, the intentional embedded development of students’ learning around a Christian understanding of life and knowledge. It is a process that reaches into every aspect of school life: classroom practice, curriculum content and interpretation, policies and protocols, pastoral care, school culture. Whilst this focus in education will be most appealing to Christian families of the Protestant Evangelical persuasion, enrolment is open to other families who desire this Christian Educational emphasis for their child/ren. The School, invites parents to make enquiries of the School concerning any matters which they may want clarified relating to the beliefs, policies, practices and teaching of the School. In enrolling their child/ren parents commit to an ongoing partnership the School, demonstrated through support of the School’s philosophy of learning, and an ongoing effective working relationship. Parents will cooperate with the prescribed enrolment process, including the completion of all application forms and related paperwork, payment of associated fees, and full disclosure of information the school deems relevant to meeting the specific educational needs of their child/ren. In their financial partnership with the School parents will ensure all fee accounts are paid by due dates. Failure to do so may jeopardise a student’s enrolment at the School. Expanded Policy Statement Partnership with parents Families engage with the enrolment process on the following understanding. Parents will: l Disclose fully to the School all information requested in enrolment forms. l Disclose to the School detailed information related to specific needs of their child/ren. l Provide the necessary documentation to support the application. In particular, but not limited

to: § Birth certificate § Immunisation record (Kindergarten applications) § School reports – copies of the last two school reports (Years 1-‐‑12 applications) § NAPLAN reports (Years 3-‐‑12 applications) § Reports from medical and/or educational professionals in relation to specific learning

needs. § If born overseas – details of residency status (visa/passport)

l Assess in detail the School’s ability to serve the learning needs of their child. In completing the Application to Enrol form the School requires parents to declare that to the best of their knowledge they have: • Disclosed any special needs of their child • Provided a copy of any Parenting or Restraint Order that applies to the prospective student

and parent(s) and • Completed fully the Application to Enrol form.


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A working partnership between parents and the School is essential to the schooling process, and is necessary throughout the duration of students’ enrolment at the School. If a parent withholds information relevant to the registration and enrolment process then the School will reserve the right to refuse, or terminate the enrolment on these grounds. Selection criteria and ethos Our selection criteria are established to reflect the ethos of our School. Consequently, the School seeks to enrol those children considered best able to benefit from the academic and co-‐‑curricula program offered by the School, who demonstrate a willingness to participate in the full range of activities on offer, and whose families are willing to work in partnership understanding and supporting the Christian aims and objectives of the School. The School assesses all applications to enrol against these criteria and the enrolment priorities detailed below. When considering applications for enrolment, or placement on waiting lists, priority will be given according to the following criteria: 1. A child of a Member of the John Wycliffe Christian Education Association where that Member

has children already enrolled at Wycliffe Christian School. 2. Children of Members of the John Wycliffe Christian Education Association. 3. A child from a family with children already enrolled at Wycliffe Christian School. 4. A child of a member of staff. 5. Transfer from another Christian school. 6. Children from a Christian family with an active involvement in a Christian church or

community. 7. All other children. The Principal will make the final decision to offer, or not to offer, a child a place in the School. Obligation to attend all school activities When a place at the School is accepted the student will be expected to attend all the activities of the School, including classes, sports training and matches on weekdays, extra curricular activities including camps and special school functions. Enrolment Fees The School will charge: l An Administration Fee to be paid by the parents and forwarded with the Enrolment Application

form. This amount is non-‐‑refundable and does not guarantee a place at the School. l An Enrolment Bond to be paid by the parents when they accept an offer of a place. This Bond is

refundable at the point of withdrawal or completion (whichever comes first) provided that parents give the required notice of withdrawal. If a student does take up the accepted position, the enrolment bond is forfeited.

School Fees School Fees must be paid according to the schedule published each year by the School. All fees and charges are reviewed annually. If fee accounts are not kept up to date then a student’s ongoing enrolment at the School may be jeopardised. Termination of enrolment The School requires one term’s (10 school weeks) written notice of termination of enrolment. Failure to provide required notice will incur a penalty charge of one term’s fees for each child on a pro rata basis according to the notice given. This notice of termination is also applicable for students


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graduating from Year 6 and Year 10. All outstanding items of the school (eg. texts, library books) must be returned or the cost of replacement will be added to the parents’ final account/deducted from the enrolment bond. Confirmation of enrolment termination from the School will be accompanied by a statement of fees owed to the School, due in thirty days or by arrangement with the Business Manager. Parents will provide the School with, in writing, details of the student’s forwarding school. This information will be recorded on the student’s data file. If details of the student’s forwarding school are not provided, the Principal must notify the Board of Studies Teaching and Educational Standards (BOSTES) Home School Liaison Officer. When guardians or carers are enrolling children In this Policy we have referred to ‘parents’ to indicate those people responsible for enrolling students. Most enrolments involve the natural parents of children so this term has been chosen to simplify documents. However, the school readily accommodates applications to enrol in which guardians or carers have responsibility for a child’s application. The School’s Enrolment Policy may change. The School reserves the right to alter its Enrolment Policy. Any such changes are included in the School’s annual report.

Other school policies Policy Summary 2015 changes Access to text Safe and Supportive Environment Policy (Welfare) The Welfare Policy of Wycliffe Christian School is grounded in the broad aim of bringing all things, including our relationships, under the Lordship of Christ. Students are guided in their learning to work out a faithful and obedient response to God and His world. The School is founded on the philosophy that under God primary responsibility for the upbringing and education of children lies with their parents. Therefore teachers work in partnership with parents to guide and direct students to develop self-‐‑control and ultimately self-‐‑discipline, empowering appropriate relationships. The classroom is the focal point of student welfare. Structures should exist to support the creative relationships of the learning situation, but the pupil-‐‑ teacher relationship remains at the heart of the matter: ministering the redeeming love of Christ to students by encouragement, punishment, guidance and direction and a multitude of other expressions. The quality of the shared relationship between the class teacher and students is at the heart of effective pastoral care. The class teacher is the initiator and sustainer of high caliber student welfare. Upon this foundation the school is committed to providing a safe and supportive learning environment that empowers students in becoming and enjoying all God has created them to be.

Revised Biblical rationale strengthened Policy broadened to include Discipline Policy in one document

Available online to staff Available to parents through Administration


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Discipline Policy (now a subset of Welfare Policy) Two questions fundamental to students thinking are: • ‘Am I loved?’, and • ‘Where are the acceptable boundaries of behavior?’ So when considering management of student behavior, whether in the classroom, the playground, during sporting and extra curricular programs teachers need to ask themselves:

• ‘How will the student know they are loved?’ and • ‘How do the school’s structures, policies, programs etc.

reflect Christ’s love for students. Reflecting the fallen nature of our world, students will regularly breach the conditions required for healthy relationships. When this occurs discipline becomes necessary. The ultimate aim of all discipline is the healing and restoration of broken relationships. This priority reflects the reconciling work of the Gospel, exemplified through Christ’s sacrificial offering of himself. Discipline should be administered in love, not anger, recognising that many problems may be related to factors external to the situation (e.g. marriage breakup in the child’s family). The School expressly prohibits corporal punishment and does not explicitly or implicitly sanction the administering of corporal punishment by non-‐‑school persons, including parents, to enforce discipline at the School.

All behaviour management actions are based on procedural fairness.

Revised Biblical rationale strengthened


Anti Bullying Policy (Policy for Responding to Harassment, Victimisation and Bullying) As image bearers of God humankind has been created to reflect His goodness through shared relationships. God’s creational intent was for us to enjoy oneness in relationship, both with Him and others. Living in a fallen world we don’t always relate to each other as we should. As a relational outworking of this, people can try to exert power and influence over others, bullying and harassment can result. We are called to be agents of Christ in his ongoing redemption and renewal of relationships. The school’s focus is based on the biblical principle of restoration. Through bringing both parties together restoration involves identifying and confessing wrong behaviour/s, repentance and forgiveness, reconciliation and restoration. Wycliffe Christian School seeks to foster a positive, safe environment for students, staff and parents. The School will not tolerate bullying behaviour. The School has the responsibility to ensure that, while at school, all students are given opportunities to develop positive attitudes and appropriate values. All students need to develop tolerance and understanding of others and their needs. They are to reflect the character of Christ in their shared relationships (Galatians 5:22-‐‑26). Any member of the school community should be treated seriously when reporting an incident of bullying. Consequences as per the Discipline Policy will follow for those found to be responsible for bullying.

Revised Biblical rationale strengthened Support documentation for parents included



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All students involved in bullying (whether as victims or as perpetrators) can expect to receive counsel and advice to assist them in avoiding repeated occurrences of such incidents. With the intention of bringing reconciliation, such counsel will be conducted within the framework of restorative practices. Grievance Procedures The school seeks to resolve conflict through the biblical processes set out in Matthew 18. This process brings openness and truth to the table, tempered by Christ’s call to love and preserve unity as much as you on your part can do (Ephesians 4:2-‐‑3). Rather than resorting to mediation as the first port of call, aggrieved parties are expected to: 1. Talk first with the person with whom you have a problem

(Matthew 18:15). 2. If you can’t resolve the problem take a wiser person with

you (Matthew 18:16). It is appropriate if this matter involves a teacher that their direct supervisor be involved at this point.

3. Only refer the matter to Board (Principal) when the prior steps have been tried (Matthew 18:17).

The Bible makes it clear that disagreement should be dealt with promptly (Ephesians 4:25-‐‑26). Resolution will be difficult to find if either party adopts an antagonistic approach. The most effective resolution will be found if communication gives priority to love and care for the other person. The school recognises that on occasion relationships can become so fractured, or there may prove imbalances in power that inhibit openness in communication, that parties may be unable to adopt the aforementioned biblical process. In these cases the principal (or his/her delegate) will facilitate a resolution process with emphasis on the Matthew 18 biblical approach. This approach should be the exception rather than the rule. This biblical approach is applicable to all relationships across the school community, whether parties concerned are of the Christian faith or not. This affirms Christ’s right to rule over all creation, and the overarching relevance of His standards to relationships of Christians and non-‐‑Christians alike.

Revised Biblical rationale strengthened Focus on truth, rather than mediation.



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School determined priority areas for improvement

Achievement of the priorities for 2015 (identified in the School’s 2014 Annual Report)

Area Priorities Achievements Christian Worldview

• Develop weekly (K-‐‑6), fortnightly (7-‐‑12) assembly with a distinctly Christian focus.

• Forge partnerships in mission with local churches and organisations.

• Specialist children’s ministry worker employed to conduct K-‐‑6 assemblies. 7-‐‑12 assemblies with Christian focus fortnightly in growth group time.

• Attended and hosted meetings of local ministers’ fraternal. Local church meets onsite.

Curriculum

• Improve school’s literacy and numeracy performances in NAPLAN testing.

• Improved tracking of individual student performance.

• Promote integrated learning programs K-‐‑6, encompassing varying Key Learning Areas.

• Improve the academic performance at HSC level for very capable students.

• Increase use of Information Technology in students’ learning experiences.

• Significantly improved NAPLAN results for Yrs 3,7 & 9.

• Development of HSC reflections at Head of Department meetings.

• Ongoing discussion on using data to improve teaching and learning.

• K-‐‑6 staff all delivering an integrated curriculum making links across Key Learning Areas.

• Strong HSC performance with school well placed in top 200 schools in state, and 9% of cohort receiving ATAR 90+.

• ICT committee developed proposal for Bring your own Device program, that was launched with Yrs 7,8&11 in 2015.

Staff Development • Encourage staff to undertake Masters Level Postgraduate study through the National Institute for Christian Education (NICE).

• Empower staff in the incorporation of IT in general lesson delivery.

• One executive staff member enrolled and has completed 25% of a Masters in Educational Leadership through NICE.

• In preparation for launch of Bring your own Device program a select group of staff were trained in designing digital units of work, and in turn will mentor other staff.

Facilities • Upgrade school’s internet link bandwidth to achieve a minimum of 20/20mb download/upload rate.

• Data projectors to all classrooms as budget permits.

• Improve aesthetics of school facilities and grounds.

• Complete school’s oval upgrade.

• School has limited access to fast internet. Awaiting broadband.

• Further 7 data projectors installed around the school.

• Restoration of tiled roofs on A & B Blocks.

• Unfortunately Development Application had to be modified which delayed project, which finally commenced in February 2016.

School Culture

• Emphasise the school’s commitment to Christian worldview education.

• Encourage and further nurture partnership with parents.

• Establish a new House system in the school.

• Regular features in Newsletter emphasizing the relevance of a Christian worldview. Guest speakers.

• Electronic communication with home emphasized. Community events welcoming parents into the school.

• Students Leadership Team produced a proposal for revised House system to be implemented in 2016.


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Area Priorities Achievements Student & Community Welfare

• Heighten students’ enjoyment of, and motivation toward, their schooling experience.

• Strengthen personal resilience within students.

• A greater sense of oneness in school fostered greater connections across varying stages of learning.

• Employed a school chaplain to further support pastoral needs. Chaplain has commenced several varied groups focused on building resilience.

• Stage Coordinators are producing structured Growth Group programs.

Governance, Leadership and Policy Development:

• Develop greater Board understanding of their role and responsibilities in School Governance.

• Ongoing revision of Policies and Procedures Manual to maintain currency and relevance following major 2013 update.

• Board undertook accredited professional development through Christian Education National.

• 33 policies/procedures reviewed and/or revised, representing 77% of total policies.

Community

• Establish regular, community-‐‑based events throughout the year.

• Improve channels of communication between school and home.

• Community events included Café under the Stars, Father/Son State of Origin night, an afternoon at the movies with the Principal. Working bees regularly with 40 in attendance.

• All communication from the School distributed electronically. Website upgraded.

2016 priority areas for improvement

Area Priorities Christian Worldview • Further encourage staff to undertake Masters Level Postgraduate

study through the National Institute for Christian Education (NICE). • Continue to nurture partnerships in mission with local churches and

organisations. • Staff professional development emphasizing the core ideology upon

which the school was founded. Teaching and Learning

• Reviewing approach to teaching Literacy in the Junior School. • Planning for the implementation of innovative and engaging

approach to delivering electives in Stage 5 of Learning. • Promoting the importance of numeracy across the school. • Further promotion of a data driven approach that guides learning

programs and priorities. Staff Development • Encourage staff to undertake Masters Level Postgraduate study

through the National Institute for Christian Education. • Further empowerment of staff in the incorporation of IT in general

lesson delivery. • Using data to track student progress, and guide and empower

learning. Pastoral Care • Address issues of cyber bullying between students.

• Foster greater resilience in students with an emphasis on protective measures.

• Further strengthening of Growth Group programs and communication between school and home.


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Area (cont) Priorities (cont) Community • Increase parental involvement in their children’s learning.

• Encourage activities/events that nurture the community we share at the school.

Facilities and Resources • Remove antiquated technology from around the school eg. televisions.

• Continue roof restoration across school. • Improve signage around the school. • Complete school’s oval upgrade.

Initiatives promoting respect and responsibility At the School all students should enjoy the privilege of feeling valued and being treated as unique persons made in the image of God. Further God created humans as relational beings to share relationship with Him, and each other, as is expressed through community. The School has the responsibility to ensure while at school all students are given opportunities to develop positive attitudes and appropriate values. All students need to develop tolerance and understanding of others and their needs. Throughout 2015 the following programs and activities of the School fostered respect and responsibility within and between students: • Buddy system across the Junior School • Contribution of the student leadership team to the life of the school. • Establishment of an ANZAC centenary Garden. • Flying of the Aboriginal, Torres Strait Islander, and varying other national flags daily at the

school. • Support of Destiny Rescue Charity, worldwide effort to free children around the globe from

slavery; World Vision through the 40 Hour Famine. • Guest speakers from a range of organisations that support the needy both locally and abroad. • Chaplain proactive in conducting groups that promote respect and responsibility in

relationships. • Cultural and Faith exchanges with Living Spirit and China Holiness Colleges, Hong Kong.

Parent, teacher, student satisfaction

The School recognises and places high priority on strong and effective partnerships between staff, parents and their children. The school invites parents to contribute to an attitudinal survey annually.

A total of 81 participated in 2015, only 33% of the total number of participants in the previous year. A lesser participation rate was expected as last year the survey occurred within 2 months of the commencement of the new principal.

It is pleasing to report that across the board parent satisfaction levels appear high, with many areas improving on last year’s survey ratings. Parents reaffirmed the Christian Worldview espoused by the school to be clearly evident in the life of the school. It is encouraging that parents of the school perceive consistency between the Christian worldview espoused and its expression through shared relationships across the school community. The community appear convinced that a strong Christian worldview underpins teaching practice within the school.


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It would appear that the sense of community at the school has been enhanced over the past 12 months. A clear majority of families find the school to be a welcoming community, from which positive friendships flow and ample opportunities exist to become involved in the life of the school. This aspect of school life becomes spoken of outside our community, and draws enrolment interest. To further nurture its sense of community the School would benefit from continuing its emphasis on inclusive, social networking activities and events. Effective learning partnerships with parents are built upon positive communication and it is pleasing that a significant majority of our parents feel they are kept well informed by the school. A substantial majority (84%) of parents indicated they read ‘School Talk’ on a regular basis. A similar percentage affirmed that the formal academic progress reporting system effectively communicated their child/ren'ʹs academic progress. It would appear a significant majority (75%) of parents feel engaged in their child/ren’s learning and appreciated by the school. Parents find staff to be positive, friendly and helpful. Further parents affirmed (79%) staff know their child/ren and ‘hear’ feedback/concerns related to their child/ren’s learning. A fine reputation in pastoral care continues as a flagship of the school. Parents remain convinced that their children are happy and find the school a positive and caring place. Further there was general consensus that staff reflected Christ’s love in their interaction with children. There has been a marked growth in confidence in the leadership of the school over the past 12 months. A substantial majority of parents (85%) affirmed the principal’s strong sense of vision, with a similar proportion acknowledging him to be approachable. A significant majority (77%) affirm the direction the school is heading. This represents an impressive improvement in confidence up 14 percentage points at the same point 12 months earlier. Although there appears an increase in belief a sense of unity exhibited across the Junior and Senior schools, at 57% there is still further room to capitalise on being a K-‐‑12 school. While parents expressed reasonable contentment with the offerings in sport, the same was not the case for co-‐‑curricular. This may have been influenced by the failure of Duke of Edinburgh to run in 2015, and with the Tongan CAFE experience not occurring for two years since the cyclone. In terms of resourcing parents expressed the belief that the library could be better resourced. While few questioned the School’s positive reputation in the wider local community, there was once again a general feeling that the school could become more involved in the events of local business and community organisations. While the school’s prominence at last years ANZAC march (150 students participated) was a great beginning, the school should build its service to, and involvement in, the general community. In this way Christ’s light shines forth beyond the school. The parent community seem to have embraced recent cultural change at the school. A time of consolidation is now called for, to build confidence of parents and further Christ’s Kingdom work in the Lower Mountains and beyond.


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Summary financial information

Concluding comment We give God thanks for the work He is doing in the lives of His children at Wycliffe Christian School. “It is the LORD who gives wisdom; from him comes knowledge and understanding.” (Proverbs 2:6)

Income

Fees and private income

State recurrent grants

Commonwealth recurrent grants

Expenditure

Salaries and related expenses

Non salary expenses

Capital Expenditure

Documents

Wycliffe!Christian!School! Annual!Report!! 2015!!