2025 Annual Report

Central Coast Montessori Annual Report 2025

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1 - Welcome and Context

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1.1 Message from the Board 1.2 Message from the Principal 1.3 School Context and Student Body Characteristics 1.4 Our Montessori Identity and Purpose 1.5 Key Developments During the Year

2 - Learning, Development and Student Outcomes 2.1 The Prepared Learning Environment 2.2 Student Outcomes in National Literacy and Numeracy Testing 2.3 Interpreting Student Progress in a Montessori Context 2.4 Senior Secondary Outcomes N/A i i /

3 - Respect, Responsibility and Community Contribution

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3.1 Building Independence, Responsibility and Belonging 3.2 Community Life, Service and Contribution 3.3 Priority Areas for Improvement 3.4 Progress Against Improvement Priorities

4 - Our People

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4.1 Teaching Staff Accreditation Status 4.2 Workforce Composition 4.3 Professional Growth and Staff Development 4.4 Aboriginal and Torres Strait Islander Workforce Information

5 - Student Attendance and Engagement

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5.1 Attendance Rates by Year Level 5.2 Whole School Attendance Rate 5.3 Management of Student Non-Attendance 5.4 Supporting Engagement, Belonging and Participation

6 - CCM Policies and Public Information

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Table of Contents

6.1 Child Protection Policy 6.2 Anti-Bullying Policy 6.3 Student Discipline and Behaviour Guidance Policy 6.4 Complaints and Grievances Policy 6.5 Enrolment Policy

7 - Community Satisfaction

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7.1 Parent Satisfaction 7.2 Student Satisfaction 7.3 Staff Satisfaction 7.4 Key Themes from Community Feedback

8 - Financial Information

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8.1 Summary of Income 8.2 Summary of Expenditure 8.3 Financial Position Overview 8.4 Compliance with Commonwealth Financial Reporting Requirements

9 - Looking Ahead

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9.1 Future Directions 9.2 Continuing to Strengthen the Learning Community

10 - Annual Report Compliance Statement

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1 - Welcome & Context

Dear CCM Community, It is my pleasure to present the 2025 Annual Report for Central Coast Montessori Primary School.

Throughout 2025, our learning community remained committed to providing a highquality Montessori education while continuing to strengthen the foundations that support the long-term sustainability of our organisation.

1.1 Message from the Board

The Board's role is one of stewardship. We are responsible for ensuring that CCM remains well governed, financially sustainable and aligned with its educational purpose. During the year, the Board continued to focus on governance, compliance, child safety, responsible resource management and strategic planning to support the ongoing strength of our community of learning.

Education is a collective endeavour. The quality of children's experiences is shaped by the relationships and contributions of students, families, educators, support staff, leaders and volunteers who work together each day to create a positive and purposeful learning environment.

I would like to acknowledge the dedication and professionalism of our Principal and staff, whose work continues to bring CCM's vision into practice. I also extend my sincere thanks to our families for their trust, partnership and ongoing support.

Most importantly, I acknowledge our students. Their curiosity, perseverance, creativity and growing independence remain a constant reminder of the purpose that underpins all that we do.

As we look to the future, Central Coast Montessori remains well positioned to continue delivering an authentic Montessori education while responding thoughtfully to the opportunities and challenges of a changing educational landscape. We remain committed to continuous improvement, responsible stewardship and creating the conditions in which children, families and staff can thrive.

On behalf of the Board, I thank all members of the Central Coast Montessori community for their contribution throughout 2025 and for their continued support of our vision and values.

Warm Regards, Rebecca Butler (Board Chair)

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CCM ANNUAL REFLECTION 2025

1 - Welcome & Context

Dear CCM Community, It is with gratitude and pride that I present the Principal's Report for 2025.

At CCM, our purpose is to provide an education that supports the whole child— intellectually, socially, emotionally and personally—through learning environments that foster independence, responsibility, curiosity and meaningful engagement with learning.

1.2 Principal’s Message

Montessori education reminds us that children are not simply preparing for life at some distant point in the future. They are already living, learning, relating, questioning and becoming. Our role as a community of learning is to provide the conditions in which that development can unfold well.

Throughout 2025, educators continued to guide children through carefully prepared learning environments that supported deep engagement, purposeful work and increasing independence. Children were encouraged to ask questions, investigate ideas, collaborate with others, persevere through challenges and take growing responsibility for their learning.

Much of this work is quiet. It is seen in a child concentrating with care, a group negotiating their way through a shared project, an older student supporting a younger peer, or a student returning to a challenge with renewed determination.

These are the moments through which confidence, perseverance, empathy and capability are gradually formed.

Alongside the daily life of the classroom, CCM continued to strengthen the systems, policies and practices that support safe, consistent and effective operations across the learning community.

We remain committed to meeting our educational and regulatory responsibilities with care and professionalism.

I thank the Board for its ongoing guidance and stewardship throughout the year. I also thank our families for their trust, partnership and contribution to community life, and our educators and support staff for the knowledge, care and professionalism they bring to their work each day.

Most importantly, I thank our students. Their curiosity, effort, creativity and willingness to engage with the world around them bring life to our community and remind us daily of what is possible when children are provided with the conditions to flourish.

As we reflect on 2025, we do so with confidence in the future of CCM. We remain committed to providing an education that is academically sound, developmentally informed and deeply respectful of childhood.

Education for Life is more than a phrase. It reflects our commitment to creating environments where knowledge is pursued with curiosity, responsibility is developed through experience and character is shaped through meaningful participation in community.

That remains the work before us, and it is a privilege to share in it.

Sawubona,

Dimitri Nicolaou Dimitri Nicolaou Principal

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1.3 Context & Student Body Characteristics

1 - Welcome & Context

1.3 Context & Student Body Characteristics Central Coast Montessori Primary School (CCM) is an independent, nondenominational primary school located in Bateau Bay on the Central Coast of New South Wales. The school provides education for children from Kindergarten to Year 6 within a community of learning guided by the educational principles developed by Dr Maria Montessori.

In 2025, CCM served families from across the Central Coast and surrounding regions who value a respectful, developmentally informed and academically purposeful approach to education. The learning community maintained a total enrolment of 66 students across Kindergarten to Year 6.

Student Category

Male Students

Number

30

Female Students

36

Total Students

66

Students learn within multi-age learning environments that support both individual growth and collaborative learning. These carefully prepared environments recognise that development does not occur uniformly and provide opportunities for children to learn alongside and from one another while progressing according to their readiness, interests and needs.

The student body reflects a diverse range of personalities, strengths, interests and learning profiles. CCM seeks to cultivate an inclusive and supportive community in which each child is known, respected and encouraged to develop confidence, independence and a positive relationship with learning.

Learning experiences integrate literacy, numeracy, science, humanities, creative arts, physical education and practical life skills within a connected and meaningful curriculum. Children are encouraged to ask questions, pursue lines of inquiry, solve problems and engage deeply with work that connects learning to the wider world.

Through strong relationships, carefully prepared environments and authentic opportunities for participation and contribution, CCM seeks to support children in developing the knowledge, capability, confidence and character required for future learning and meaningful participation in society.

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1 - Welcome & Context 1.4 Our Montessori Identity and Purpose At CCM, we believe education is fundamentally a process of human development. Academic learning is essential, but it is not the whole of education. Children also need opportunities to develop independence, responsibility, confidence, compassion and the capacity to contribute meaningfully to the lives of others.

1.4 Our Montessori Identity & Purpose

Our purpose is to provide an education that supports the intellectual, social, emotional and personal growth of every child. We seek to create environments in which children are known, respected and appropriately challenged; where curiosity is encouraged, effort is valued and learning is approached with purpose and care.

CCM is guided by the educational principles developed by Dr Maria Montessori and informed by contemporary understanding of child development, learning and wellbeing. Montessori education recognises children as active participants in their own development. Given the right conditions, children are naturally motivated to learn, explore, create, collaborate and contribute.

The values that guide our work are respect, responsibility, curiosity, independence and community. These values shape the relationships we cultivate, the environments we prepare and the decisions we make as a learning community.

We believe capability develops through participation. When children are trusted with meaningful responsibility, supported by caring adults and given opportunities to contribute, they begin to see themselves as capable, valued and responsible members of society.

Development is not delivered. It emerges through the quality of the exchanges we create. For this reason, we place great importance on creating environments characterised by respect, belonging, purpose and contribution.

Education for Life remains the foundation of our approach. We seek not only to support academic achievement, but also to cultivate capable learners, thoughtful citizens and confident young people prepared to engage with the world with curiosity, integrity and purpose.

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CCM ANNUAL REFLECTION 2025

1 - Welcome & Context 1.5 Key Developments During the Year Throughout 2025, Central Coast Montessori Primary School (CCM) continued to strengthen both its educational practice and the organisational foundations that support the long-term sustainability of our community of learning.

A continued focus on authentic Montessori practice supported the ongoing development of learning environments that foster independence, responsibility, collaboration and purposeful engagement. Educators worked together to refine curriculum implementation, strengthen assessment practices and support the intellectual, social and personal development of each child.

1.5 Key Developments During the Year

CCM also continued to invest in professional growth, ensuring that educators and staff remained well supported in meeting both educational and regulatory responsibilities. Professional learning focused on areas including curriculum, student wellbeing, child protection, compliance and Montessori pedagogy, contributing to the ongoing refinement of practice across the learning community.

Community engagement remained an important focus throughout the year.

Families participated in a range of events, information sessions and community activities that strengthened relationships between home and CCM while supporting a shared understanding of children's learning and development.

Alongside educational priorities, CCM continued to strengthen governance, compliance and operational systems. Ongoing review of policies, procedures and organisational practices supported effective stewardship, regulatory compliance and the responsible management of resources. Board members also participated in governance-focused professional learning to strengthen their understanding of legislative responsibilities, child safety, strategic oversight and good governance practice.

Together, these developments contributed to the continued growth of a learning community committed to educational quality, human development and continuous improvement. They also strengthened CCM's capacity to respond thoughtfully to future opportunities while remaining firmly aligned with its purpose, values and commitment to supporting children as capable, responsible and engaged learners.

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2 - Learning, Development & Student Outcomes 2.1 The Prepared Learning Environment At CCM, learning takes place within carefully prepared environments designed to support children's intellectual, social, emotional and personal development. These environments encourage curiosity, independence, responsibility, collaboration and sustained engagement with meaningful work.

2.1 The Prepared Learning Environment

Children are encouraged to make choices, solve problems, collaborate with others and take increasing responsibility for their learning. Educators guide this process through careful observation, thoughtful preparation and responsive support, helping each child engage with work that is purposeful, appropriately challenging and developmentally responsive.

Multi-age learning communities provide opportunities for children to learn alongside and from one another. Older students develop leadership and responsibility through supporting younger peers, while younger children benefit from observation, modelling and participation within a diverse community of learners.

Learning experiences integrate literacy, numeracy, science, humanities, creative arts, physical education and practical life skills into a connected curriculum that encourages inquiry, problem-solving and meaningful application of knowledge.

Through these carefully prepared conditions, CCM seeks to cultivate not only academic achievement, but also confidence, concentration, resilience and a lifelong engagement with learning.

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2.2 Student Outcomes in National Numeracy & Literacy Testing

2 - Learning, Development & Student Outcomes

2.2 Student Outcomes in National Literacy and Numeracy Testing NAPLAN Results 2025 Students in Years 3 and 5 participated in the National Assessment Program – Literacy and Numeracy (NAPLAN) during 2025 where applicable where eligible.

Consistent with ACARA's reporting requirements, detailed NAPLAN results for Central Coast Montessori Primary School are not publicly reported where cohort sizes are fewer than the minimum publication threshold or where participation rates do not meet the required reporting threshold. This protects student privacy and recognises that results from very small cohorts are not statistically reliable for public comparison.

The school reviews individual and cohort NAPLAN data internally as one source of information to support teaching, monitor student progress and inform school improvement. NAPLAN results are considered alongside classroom assessment, teacher observation, student work samples and other evidence of learning to develop a comprehensive understanding of student achievement.

Publicly available NAPLAN information is available through the My School website: www.myschool.edu.au

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2.3 Interpreting Student progress in a Montessori Context

2 - Learning, Development & Student Outcomes 2.3 Interpreting Student Progress in a Montessori Context At CCM, student progress is understood as a developmental process rather than a single measure of performance. While standardised assessments such as NAPLAN provide useful information, they represent one aspect of a child's learning journey.

Educators draw upon a range of evidence to understand student growth and development.

This includes classroom observation, student work samples, formative and summative assessment, curriculum achievement data, student reflection and external assessment information. Together, these sources provide a more complete picture of each child's progress over time.

Montessori education recognises that development does not occur uniformly.

Children progress at different rates and often demonstrate growth in different ways and at different times. For this reason, assessment is viewed not simply as a measure of attainment, but as a tool for understanding readiness, identifying needs and supporting future growth.

CCM seeks to cultivate not only academic capability, but also qualities such as independence, responsibility, perseverance, collaboration, curiosity and confidence. While these qualities are not always captured through standardised testing, they are important indicators of healthy development and meaningful engagement with learning.

Assessment information is used to inform planning, guide teaching, support individual students and strengthen learning environments. The goal is not simply to measure performance, but to better understand how children are developing and how educators can continue to create conditions that support their growth.

Through this approach, student achievement is viewed within a broader context of human development, recognising that learning involves not only the acquisition of knowledge, but also the gradual development of capability, judgement, responsibility and contribution.

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2 - Learning, Development & Student Outcomes

2.4 Senior Secondary Outcomes

2.4 Senior Secondary Outcomes - (N/A)

As a Kindergarten to Year 6 primary school, Central Coast Montessori Primary School does not offer senior secondary education and therefore does not report senior secondary outcomes.

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3.1 Building Independence, Responsibility & Belonging

3 - Respect, Responsibility & Community Contribution

3.1 Building Independence, Responsibility and Belonging At CCM, respect, responsibility and community are not viewed as separate programs or isolated initiatives. They are developed through daily participation in the life of the learning community.

Montessori education recognises that children develop capability through meaningful experience. As children are provided with opportunities to make choices, care for their environment, contribute to others and participate in community life, they gradually develop increasing independence, responsibility and confidence in their own abilities.

Throughout 2025, children were encouraged to take responsibility for their learning, their behaviour, their relationships and their contribution to the wider community.

Opportunities for leadership, collaboration, problem-solving and shared decisionmaking were embedded within everyday learning experiences and community life.

A strong sense of belonging supports both wellbeing and learning. CCM seeks to create environments in which children feel known, respected and valued, while also recognising their responsibility to contribute positively to the communities of which they are a part.

Through these experiences, children are supported to develop not only academic capability, but also the habits, dispositions and character strengths that contribute to lifelong learning, responsible citizenship and meaningful participation in society.

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3 - Respect, Responsibility & Community Contribution 3.2 Community Life, Service and Contribution Community contribution is an important part of life at CCM. Children are encouraged to recognise that learning is not solely an individual pursuit, but also a means of contributing to the wellbeing of others.

3.2 Community Life, Service & Contribution

Throughout 2025, opportunities for participation and contribution were embedded across learning environments and community experiences.

These included: Caring for shared learning environments Classroom responsibilities and stewardship roles Peer support and mentoring opportunities Collaborative projects and group learning experiences Community events and celebrations Environmental and sustainability initiatives Opportunities for leadership and service These experiences help children understand the relationship between individual actions and collective wellbeing. They support the development of empathy, accountability, cooperation and respect for others while reinforcing the understanding that every member of a community has both freedoms and responsibilities.

By providing meaningful opportunities for participation and contribution, CCM seeks to cultivate a sense of agency and belonging while supporting children to recognise their capacity to make a positive difference within their communities.

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3 - Respect, Responsibility & Community Contribution 3.3 Priority Areas for Improvement

3.3 Priority Areas for Improvement

As part of CCM's commitment to continuous improvement, several strategic priorities identified during 2024 continued to guide planning and decision-making throughout 2025. These priorities focused on strengthening both the educational experience of children and the organisational foundations that support the longterm sustainability of the learning community.

Strategic Priorities During 2025 Supporting Educational Transitions Continuing to strengthen transition pathways between educational stages to support continuity of learning, wellbeing and belonging as students move between learning environments.

Strengthening Organisational Systems Continuing to refine the systems, processes and governance practices that support effective administration, compliance, communication, record management and organisational effectiveness.

Investing in Professional Growth Expanding professional learning opportunities to strengthen staff capability in Montessori pedagogy, curriculum, child development, educational leadership and emerging areas of educational practice, ensuring the school continues to respond thoughtfully to evolving educational needs and expectations.

Strengthening the Family–CCM Partnership Continuing to strengthen relationships between families and the school through clear communication, shared understanding, collaborative partnerships and meaningful opportunities for engagement.

Expanding Community Awareness Increasing awareness and understanding of Montessori education and the distinctive educational approach of Central Coast Montessori Primary School within the wider community.

Planning for Sustainable Growth Continuing strategic planning to support the long-term sustainability of the organisation through careful consideration of enrolment, staffing, facilities, financial stewardship and future development.

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3 - Respect, Responsibility & Community Contribution 3.4 Progress Against Improvement Priorities

3.4 Progress Against Improvement Priorities

Throughout 2025, Central Coast Montessori Primary School made meaningful progress across each of its identified improvement priorities. While important developments were achieved, the school recognises that continuous improvement is an ongoing process, with several initiatives continuing to guide future planning.

Supporting Educational Transitions CCM continued to strengthen transition pathways both within and between learning environments. Particular attention was given to supporting continuity of learning and wellbeing, strengthening communication with families, and ensuring children experienced consistent support as they progressed through different stages of their educational journey.

Strengthening Organisational Systems Progress continued in refining organisational systems, governance practices and administrative processes.

Improvements to compliance procedures, record management, communication systems and operational processes contributed to greater organisational consistency, accountability and long-term sustainability.

Investing in Professional Growth Professional learning remained a significant area of focus throughout 2025. Educators participated in learning related to curriculum, Montessori pedagogy, child protection, student wellbeing and regulatory responsibilities, strengthening both educational practice and professional capability.

CCM also recognises that professional learning is an area of ongoing development. As educational research, technology and regulatory expectations continue to evolve, CCM is committed to expanding opportunities for educators to engage in emerging areas of professional practice, ensuring that staff continue to grow alongside the changing needs of children and contemporary education.

Strengthening the Family–CCM Partnership The partnership between families and CCM continued to strengthen throughout the year through regular communication, parent education opportunities, collaborative reflection processes and community events. These initiatives supported greater shared understanding of children's learning and development and reinforced the importance of home and school working together in support of each child.

Expanding Community Awareness 15

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3 - Respect, Responsibility & Community Contribution

3.4 Progress Against Improvement Priorities

CCM continued to strengthen community awareness through communication initiatives, educational events and opportunities to share a deeper understanding of Montessori education and the distinctive educational approach of the school.

These efforts contributed to increasing engagement with both existing and prospective families.

Planning for Sustainable Growth Strategic planning continued throughout 2025 with a focus on supporting the long-term sustainability of the organisation. Ongoing consideration was given to enrolment, staffing, governance, facilities and financial stewardship, ensuring that future growth remains aligned with the school's educational purpose and organisational capacity.

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4.1 Teaching Staff Accreditation Status & 4.2 Workforce Composition

4 - Our People 4.1 Teaching Staff Accreditation Status Central Coast Montessori Primary School is committed to maintaining a qualified and accredited teaching workforce.

All teaching staff responsible for delivering the curriculum during 2025 held the appropriate accreditation required by the NSW Education Standards Authority (NESA) and met the relevant qualification requirements for their roles.

All teachers engaged in ongoing professional learning to maintain and strengthen their professional knowledge, practice and accreditation requirements.

The accreditation status of teaching staff in 2025 is outlined below.

Accreditation Status

Number of Teachers

Provisional Accreditation

0

Conditional Accreditation

0

Proficient Teacher

7

Highly Accomplished Teacher

0

Lead Teacher

0

Accreditation stages are defined by the NSW Education Standards Authority (NESA) in accordance with the Teacher Accreditation Act 2004 and the Australian Professional Standards for Teachers.

4.2 Workforce Composition CCM maintained a committed and professional workforce throughout 2025.

Educators and support staff worked collaboratively to support children's learning, wellbeing and participation within the community of learning.

The workforce composition for 2025 is outlined below.

Staff Category

Number

Full-time Teaching Staff

3

Part-time Teaching Staff

4

Full-time Non-Teaching Staff

2

Part-time Non-Teaching Staff

2

Total Staff

11

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4.3 Aboriginal & Torres Strait Islander Workforce Information

4 - Our People

4.3 Aboriginal and Torres Strait Islander Workforce Information In accordance with NESA reporting requirements, CCM records workforce composition data relating to Aboriginal and Torres Strait Islander peoples.

During 2025:

Workforce Category

Number

Aboriginal and Torres Strait Islander Teaching Staff

-

Aboriginal and Torres Strait Islander Non-Teaching Staff

-

CCM remains committed to fostering an inclusive and respectful community that values diversity and the contribution of all people.

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4 - Our People 4.4 Professional Growth and Staff Development

4.4 Professional Growth & Staff Development

Central Coast Montessori Primary School recognises that the quality of children's learning and development is closely connected to the knowledge, capability and professionalism of its educators. Professional learning is therefore viewed not simply as a regulatory requirement, but as an ongoing process of reflection, collaboration and continuous improvement that strengthens educational practice and supports CCM's educational purpose.

In 2025, educators participated in a broad range of professional learning opportunities designed to support both individual professional growth and the organisation's strategic priorities. Professional learning included a combination of compulsory training, school-based professional development, externally facilitated workshops, conferences and collaborative professional inquiry.

Professional learning undertaken during the year included:

Curriculum implementation, assessment and educational practice Montessori pedagogy and child development Child protection and student wellbeing Educational leadership and professional practice Compliance, legislative and regulatory responsibilities Emerging educational research, technology and contemporary practice

Professional learning was delivered through both internal and external opportunities. Staff participated in collaborative planning, professional dialogue, classroom observation and reflective practice, alongside externally facilitated workshops, seminars and conferences that broadened professional knowledge and strengthened educational practice. During 2025, all teaching staff participated in a Combined Schools Professional Development Day, engaging with educational speakers and colleagues from Montessori schools across New South Wales.

Staff also completed mandatory role-specific professional learning requirements, while several educators attended additional professional learning aligned with their individual roles, professional interests and areas of responsibility, including participation in national Montessori conferences and specialised educational workshops.

Qualification Category

Number of Teachers

Teachers with Postgraduate Qualifications

0

Teachers with Bachelor Qualifications

7

Teachers with Other Recognised Qualifications

1

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4 - Our People

4.4 Professional Growth & Staff Development

This combination of shared professional learning and individual professional growth supports a culture of continual reflection, collaboration and improvement.

It enables educators to remain informed by contemporary educational research while continuing to strengthen their understanding of Montessori philosophy and practice.

In addition to their recognised tertiary teaching qualifications, CCM teaching staff hold specialised Montessori qualifications and continue to engage in ongoing professional learning that supports authentic Montessori practice, child development and educational excellence.

Professional learning priorities are reviewed regularly to ensure they remain aligned with organisational improvement priorities, emerging educational developments and the evolving needs of students. Through this commitment to lifelong learning, CCM seeks to ensure that every child benefits from educational experiences informed by current research, reflective practice and the enduring principles of Montessori education.

Professional Learning Summary During 2025, Central Coast Montessori Primary School invested more than $10,000 on professional learning, including conferences, workshops, professional courses, specialist presenters and other approved professional learning activities.

This financial investment represents one aspect of CCM's broader commitment to professional growth. Throughout the year, educators also engaged in regular collaborative planning, professional dialogue, mentoring, classroom observation, reflective practice and school-based professional learning. These embedded learning experiences are integrated into the daily life of the learning community and form an important part of CCM's professional learning culture, although they are not reflected as direct financial expenditure.

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5 - Student Attendance & Engagement

5.1 Attendance Rates by Year Level 5.2 Whole School Attendance Rates

5.1 Attendance Rates by Year Level Regular attendance is an important foundation for learning, wellbeing and participation within the community of learning. Consistent attendance supports continuity of learning, the development of positive habits and routines, and the strengthening of relationships between children, educators and peers.

Attendance rates for 2025 are outlined below.

Year Level

Attendance Rate

Kindergarten

89%

Year 1

91%

Year 2

89%

Year 3

89%

Year 4

89%

Year 5

88%

Year 6

89%

The overall attendance rate for students enrolled at CCM during 2025 was: 89% Attendance data is reviewed regularly to support student wellbeing, learning continuity and engagement. Monitoring attendance patterns assists CCM in identifying opportunities for support and maintaining strong partnerships with families.

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5.3 Management of Student Non-Attendance 5.4 Supporting Engagement. Belonging & Participation

5 - Student Attendance & Engagement

5.3 Management of Student Non-Attendance Attendance is recorded and monitored in accordance with legislative and regulatory requirements.

Families are required to provide an explanation for student absences.

Attendance records are maintained daily, and unexplained absences are followed up promptly. Attendance data is reviewed regularly to identify patterns that may impact a child's learning, wellbeing or participation.

Where attendance concerns arise, CCM works collaboratively with families to understand contributing factors and identify appropriate strategies to support regular attendance and ongoing engagement in learning.

Through proactive communication and partnership with families, CCM seeks to support positive attendance habits and minimise barriers to participation wherever possible.

5.4 Supporting Engagement, Belonging and Participation At CCM, attendance is understood as more than physical presence. Meaningful participation in the life of the learning community supports children's learning, relationships, confidence and sense of belonging.

Children develop through consistent engagement with their learning environments, their peers and the adults who support them. Regular participation enables children to build continuity in their learning, contribute to community life and benefit from the relationships and experiences that support healthy development.

Throughout 2025, CCM continued to foster learning environments that encourage engagement, responsibility and active participation. By cultivating a strong sense of belonging and connection, CCM seeks to create conditions in which children are able to participate fully in both learning and community life.

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6 - CCM Policies & Public Information

6. Policies and Public Information CCM is committed to maintaining policies and procedures that support child safety, wellbeing, respectful relationships, procedural fairness and regulatory compliance.

6. Policies & Public Information

The following policies are publicly available through the CCM website and are reviewed regularly to ensure they remain current, effective and aligned with legislative and regulatory requirements.

Policy

Purpose

Child Protection Policy

Supports CCM's commitment to child safety and outlines responsibilities for protecting children from harm.

Anti-Bullying Policy

Outlines the prevention, identification and management of bullying behaviour.

Student Discipline and Behaviour Guidance Policy

Supports positive behaviour, responsibility, restorative practice and procedural fairness.

Complaints and Grievances Policy

Provides a clear process for raising and resolving concerns respectfully and fairly.

Enrolment Policy

Outlines enrolment processes, decision-making criteria and enrolment procedures.

These policies support the creation of learning environments in which children can participate safely, develop positive relationships and engage meaningfully in community life.

Current versions of all policies are available through the CCM website. https://www.ccm.nsw.edu.au/policies

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7 - Community Satisfaction CCM values the perspectives of children, families and staff as important sources of insight into the life of the learning community. Feedback supports reflection, informs decision-making and contributes to the ongoing refinement of educational practice, community engagement and organisational effectiveness.

Strong communities are built through ongoing dialogue rather than occasional consultation. Throughout 2025, feedback was gathered through a range of formal and informal processes, including community conversations, meetings, parent education opportunities, day-to-day interactions and CCM's collaborative reflection process.

As part of this process, families were invited twice during the year to participate in a comprehensive reflection on their child's development and experience within the learning community. These reflections provided opportunities for parents and carers to share observations, celebrate growth, identify areas of focus and contribute feedback about their family's experience of CCM. The insights gathered through this process supported ongoing reflection, strengthened partnerships between home and CCM, and informed future planning and improvement initiatives.

7. Community Satisfaction

Feedback received throughout the year reinforced the importance of strong relationships, open communication and a shared commitment to children's learning, wellbeing and development. It also provided valuable guidance for future planning and continuous improvement.

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7 - Community Satisfaction

Parent Satisfaction Feedback from families reflected strong appreciation for CCM's commitment to child development, authentic Montessori practice and the quality of relationships across the learning community.

7. Parent & Student Satisfaction

Parents frequently highlighted the supportive and respectful nature of the learning environments, the strong sense of belonging experienced by their children and the individualised approach to learning and development.

Families also recognised the dedication of educators and the opportunities provided for children to develop independence, confidence, responsibility and meaningful engagement with learning.

The collaborative reflection process continued to provide valuable opportunities for dialogue between home and CCM, supporting shared understanding and partnership in each child's development. Feedback from families informed planning and contributed to ongoing efforts to strengthen communication, engagement and educational provision.

Student Satisfaction Feedback from children highlighted the importance of positive relationships, meaningful learning experiences and opportunities for participation within the community of learning.

Children reported feeling supported by educators, connected to their peers and engaged in their learning. Many valued opportunities to make choices, contribute to community life, take increasing responsibility for their learning and participate in work that they found purposeful and challenging.

Student voice continues to play an important role in the ongoing development of learning environments and community practices. Listening to children's experiences helps ensure that learning environments remain responsive to their developmental needs, interests and perspectives.

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7. Key Themes from Community Feedback

7 - Community Satisfaction

Key Themes from Community Feedback Several themes emerged consistently across feedback received from children, families and staff during 2025.

Families frequently highlighted the value of authentic Montessori practice, strong relationships, individualised support and the sense of belonging experienced within the learning community. Children emphasised the importance of meaningful learning experiences, positive relationships and opportunities to participate, contribute and exercise increasing independence. Staff identified professional trust, collaboration and a shared commitment to child development as important strengths of the community.

Across all stakeholder groups, feedback reinforced the importance of open communication, respectful relationships and maintaining strong partnerships that support children's learning and development.

Insights gathered throughout the year informed planning, professional learning priorities and continuous improvement initiatives. CCM remains committed to listening carefully to the perspectives of children, families and staff and to using this feedback to strengthen practice, relationships and community life.

Through this ongoing process of reflection, dialogue and partnership, CCM seeks to cultivate a culture of trust, shared responsibility and continuous improvement in support of every child's growth and development.

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8 - Financial Information

8. Financial Information - Income & Expenditure

CCM is committed to the responsible stewardship of financial resources in support of its educational purpose. Sound financial management enables the organisation to maintain high-quality learning environments, invest in educators and facilities, support children's learning and development, and plan responsibly for the future.

Financial oversight is provided by the Board in partnership with the Principal and leadership team. Throughout 2025, resources were managed carefully to ensure expenditure remained aligned with educational priorities, operational requirements and the long-term sustainability of the organisation.

Income received during 2025 is summarised below.

Source of Income

Amount ($)

Percentage (%)

Commonwealth Government Recurrent Funding

910,924

55.3

State Government Recurrent Funding

227,731

13.8

Fees and Private Income

479,021

29.1

Other Income

29,941

1.8

Total Income

1,647,617

100

Amount ($)

Percentage (%)

Salaries, Allowances & Related Expenses

1,070,480

73.7

Non-Salary Expenses

349,809

24.1

Capital Expenditure

33,147

2.3

Total Expenditure

1,453,436

100

Expenditure during 2025 is summarised below.

Expenditure Category

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CCM ANNUAL REFLECTION 2025

8.3 Financial Position Overview 8.4 Compliance with Commonwealth Financial Reporting Requirements

8 - Financial Information

8.3 Financial Position Overview During 2025, expenditure remained focused on areas that directly support children's learning and development, educator capability, organisational operations and the ongoing enhancement of learning environments.

The largest area of expenditure continued to be salaries and related expenses, reflecting CCM's commitment to maintaining a qualified and capable workforce.

Resources were also directed towards educational programs, facilities, compliance requirements, operational needs and the continued support of the learning community.

Financial planning sought to balance immediate operational requirements with long-term sustainability, ensuring that resources were managed responsibly and in alignment with organisational priorities.

8.4 Compliance with Commonwealth Financial Reporting Requirements The financial information presented in this report is consistent with the school's annual Commonwealth Financial Questionnaire and has been prepared in accordance with the reporting requirements for registered non-government schools.

Income is reported across all funding and private income sources, including Commonwealth and State Government grants, fees and other income. Expenditure is reported across salaries and related expenses, non-salary expenses and capital expenditure categories.

CCM remains committed to maintaining financial practices that are transparent, accountable and compliant with all relevant legislative and reporting obligations.

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9 - Looking Ahead As CCM reflects on 2025, there is much to acknowledge and appreciate.

Throughout the year, children, families, educators, staff and Board members worked together to support a community of learning grounded in respect, responsibility, curiosity and contribution.

The year brought opportunities for growth and development across many areas of community life. Children continued to develop academically, socially and personally. Educators engaged in ongoing professional learning and reflective practice. Families strengthened the community through their partnership, support and participation. Together, these contributions helped strengthen both the quality of learning experiences and the foundations that support the long-term sustainability of CCM. Looking ahead, CCM remains committed to providing an education that is academically purposeful, developmentally informed and deeply respectful of childhood. Future priorities will focus on strengthening educational quality, supporting child wellbeing and engagement, investing in educator capability, refining organisational systems and maintaining the conditions that allow the learning community to thrive.

The work ahead is not one of changing direction, but of continually strengthening the coherence between our purpose, our practice and the environments we create. As systems, practices and relationships continue to evolve, the focus remains on ensuring that purpose, practice, environment and community remain aligned.

9.1 Future Directions

CCM will continue to build upon its strengths while remaining open to reflection, learning and improvement. Through deliberate planning, ongoing dialogue and responsible stewardship, the organisation seeks to create increasingly strong conditions for learning, development and participation.

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9.2 Continuing to Strengthen the Learning Community

9 - Looking Ahead

At the heart of CCM is a simple belief: development emerges through the quality of the environments, relationships and experiences that surround us.

This understanding shapes not only the learning environments provided for children, but also the way the organisation approaches leadership, governance, community engagement and continuous improvement. The work of CCM extends beyond the delivery of curriculum. It is concerned with creating the conditions in which human beings can learn, grow, contribute and flourish.

As CCM moves forward, it does so with a long-term view. The organisation continues to strengthen the foundations required to support future generations of learners while remaining responsive to the needs of the present community. This includes ongoing attention to educational practice, organisational sustainability, community partnerships and the development of environments that support meaningful participation and responsibility.

Education for Life remains both the guiding purpose and the horizon toward which the community works. It reminds us that education is not simply preparation for the future, but life itself unfolding through relationships, experiences, responsibility and contribution.

CCM looks to the future with gratitude for the trust and partnership of its families, confidence in its purpose and optimism about the possibilities ahead. Together, we remain committed to creating communities of learning in which children are supported to become capable, thoughtful and engaged participants in the world around them.

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10 - Annual Report Compliance Statement

1This Annual Report has been prepared in accordance with the requirements of Section B2.7 of the NSW Registered and Accredited Individual Non-government Schools Manual (February 2026) and is publicly available through the Central Coast Montessori Primary School website.

10. Annual Report Compliance Statement

This Annual Report has been submitted to the NSW Education Standards Authority (NESA) through RANGS Online in accordance with registration requirements for registered non-government schools.

Reporting Year: 2025 Approved by the Board: 29 June 2026 Submitted to NESA via RANGS Online: 30 June 2026 Published on the Central Coast Montessori Primary School Website: 30 June 2026 Central Coast Montessori Primary School certifies that this Annual Report contains the information required under Section B2.7 of the NSW Registered and Accredited Individual Non-government Schools Manual (February 2026) and accurately represents the activities, outcomes and operations of the organisation during the 2025 reporting year.

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Sawubona!

Central Coast Montessori A vibrant learning exchange www.ccm.nsw.edu.au