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ANNUAL REPORT 2010 Prepared for the NSW Board of Studies [In compliance with “Section 3.10 Educational and Financial Reporting” of the Registration and Accreditation Requirements for Independent Schools under the Education Act 1990 (NSW) AND Requirements for Publishing School Performance Information as set out in Regulations under the Schools Assistance Act 2004 (Commonwealth)]


ANNUAL REPORT 2010 About CCGS

CONTENTS SECTION 1.

PAGE 02

Messages from Key School Bodies

2.

04

Student Performance in State-wide or Equivalent Tests and Examinations

3.

09

Professional Learning and Teacher Standards

4.

10

Workforce Composition

5.

10

Student Attendance and Management of Non-attendance. Retention Rates in Senior School

6.

11

Student Body Composition

7.

11

Post School Destinations and Senior Secondary Outcomes

8.

Central Coast Grammar School is an independent, K-12, co-educational, nondenominational school with a Christian ethos. Established in 1985, the school offers a broad education to its 1,150 students. Situated on a single 17 hectare campus at Erina Heights, 1.5 hours north of Sydney, the school enjoys a magnificent setting and first class facilities. Our school is organised into 3 dynamic sub-schools – Junior (K-6), Middle (7-9), Senior (1012) – dedicated to each stage of a child’s emotional, physical and intellectual development. At CCGS, every child is encouraged to dream, to aspire, to hope for the best and to challenge themselves to reach their full potential. Students grow and develop within an environment where effort and excellence are rewarded and success is viewed as normal. Exceptional teachers encourage each student to develop an intrinsic desire for a lifetime of learning and an ability to adapt to change with energy and enthusiasm. This positions graduates to branch out into the world as forward thinking, articulate young adults who celebrate their niche in life and are motivated to contribute to society and the community in which they live. While CCGS has a strong focus on academic goals, we believe education does not begin and end in the classroom. Cocurricular programs in the performing arts, outdoor education and sport provide myriad opportunities for every student to explore where their talents lie and what interests them. CCGS has a vibrant Community Service Program which raises awareness of social issues and encourages students to identify diverse projects through which they can contribute to communities at a local, national and international level. Our students learn to develop a strong sense of community, valuable leadership skills and a lifelong interest in making the world a better place. A unique feature of our school is its strong family spirit. We believe the potential for sustained student learning flourishes within a community that respects and supports each other. Well resourced student wellbeing programs and a cohesive school community create an environment where students can excel.

12

Enrolment Procedure and Policy

9. School Policies

10.

MISSION

14 14

Striving for excellence in all endeavours in a happy, caring and supportive environment

School-determined Improvements

11.

15

Initiatives Promoting Respect and Responsibility

12.

16

Parent, Student and Teacher Satisfaction

13.

17

Financial Information The Central Coast Grammar School Annual Report 2010 has been prepared for the NSW Board of Studies

Arundel Road Erina Heights NSW 2260 Australia t: +61 2 4367 6766 e: feedback@ccgs.nsw.edu.au www.ccgs.nsw.edu.au CRICOS Provider Code: 02261G

02 / Annual Report 2010

ASPIRATION

KEY GOALS

Our graduates will be mature and articulate global citizens. They will

Outlined in the Future Directions 2009-2014 strategy

have been encouraged to maximise

1

Maximised Academic Achievement

2

Balanced and Enterprising Individuals

3

Demonstrated Teaching Excellence

graduates will be able to thrive in a

4

Nurtured Student Wellbeing

rapidly changing world through their

5

Supportive and Cohesive School Community

6

Improved Environmental Credentials

7

Sustainable Management Practices

their academic potential and have been exposed to a wide variety of cocurricular activities. They will have developed into confident, caring and well balanced young adults. Our

collaborative skills, technological competence, enterprising spirit and capacity for innovation.


ANNUAL REPORT 2010 1. Messages from Key School Bodies SCHOOL BOARD The highlight for Central Coast Grammar School in 2010 was the opening of our latest facility, the Sir David Martin Library. The Library provides a significant boost to information resources for teaching and learning across K-12. John Taylor

The spacious, passive-solar designed facility is located at the heart of the campus, in its original setting. Facilities include age-appropriate resources in dedicated areas for Junior and Senior students. There are 4 tutorial rooms for group work and meetings, 2 reading pits and audiovisual and photocopying facilities. This state-ofthe-art learning and teaching environment has double the floor space of the previous building allowing students of all age groups to interact well. The complex houses a technology laboratory with 36 thin-client terminals using a Virtualised Desktop environment, 4 online public access terminals for reference search and wireless access for Notebook computers. An integral part of the facility is a semicircular, tiered Lecture Theatre with an integrated Audio-visual system allowing a range of presentations across various types of media. This facility provides an ideal setting for hosting visiting speakers, regional debating and public speaking competitions and seminars.

This magnificent new Library was made possible through funding by the Federal Government’s $3 million BER grant. Central Coast Grammar School is most grateful to the Australian Government for the provision of funds for this much needed facility. CCGS continues to thrive. In 2010, we included an additional class in Year 6 and enrolled154 new students at the start of the year. School fees were increased by a very modest 3%, in line with recent years, and costs were managed closely, allowing CCGS to record a surplus. When we updated our Terms and Conditions for entry to the School, we introduced a Wait List priority for children of Alumni. It is especially gratifying to see many former Grammarians carrying on the tradition of educating their children at CCGS.

In 2010, we increased our offering with many new initiatives being introduced across academic, cocurricular, wellbeing and leadership programs. The Board has been further strengthened in 2010 by the addition of 3 new members, each with great individual experience and expertise. All Board members give their expertise and time freely to develop Central Coast Grammar School. None receive any benefit for their contribution, except the satisfaction of contributing. In line with our aspiration for our graduates, the School Board will continue to refine our programs to ensure students experience a good balance between ‘Life and Knowledge’; the hallmark of a CCGS education. John Taylor Chairman

We continue to build a solid structure as we work towards achieving the Key Goals outlined in the Future Directions 2009-2014 strategy. Much has been achieved, and there is much more to do.

Annual Report 2010 / 03


ANNUAL REPORT 2010 1. Messages from Key School Bodies / …

HEADMASTER

Some of the highlights of 2010 were:

The ISA Cross Country Carnival was held on a beautiful day with over a 1000 visitors from ISA schools enjoying CCGS hospitality. Many visitors commented on the excellent organisation of the carnival and the quality of the grounds.

Grandparents Day when over 400 grandparents enjoyed the Junior School assembly and concert, visits to classrooms and the new Library, finishing their visit with a wonderful lunch.

Despite the rain, thousands of visitors soaked up the carnival atmosphere of the annual Spring Fair and Art Show.

Very high participation from our dads for the annual Fathers and Children Camp.

A great day of Rugby when St Joseph’s, Hunters Hill brought a number of teams to CCGS to play our boys. Many visitors came to watch and we hope this will be an annual event.

Our musicians gave some memorable performances at the cocurricular Music concerts. Our drama students showed off their acting skills at the Elective Drama Entertainment Nights.

Special mention goes to the Junior and Senior Productions: “Mary Boppins” and “How to Succeed in Business Without Really Trying.” All were of the view that both productions were of the highest standard and very entertaining.

The official opening of the Sir David Martin Foundation Library took place on November 12. This was a great day for the school with a number of special guests and Members of Parliament attending.

The annual ARTEC showcase displaying the artwork of students from K-12 was very well attended.

Our After School Oztag games have provided another opportunity for our students and brought many new families to our school.

2010 has been a busy and successful year for Central Coast Grammar School. The beginning of the school year was celebrated by the traditional Headmaster’s Welcome Gathering with large numbers attending.

William Low

February also saw us welcome a number of new staff, some immediately out of university and others with much experience in different school settings. These new staff quickly and effectively settled into the CCGS way of life. Our school has been busy planning and implementing aspects of Future Directions, our five year strategic plan. Significant efforts have been made in staff training with regard to ICT in the classroom. The Junior School has seen the first year of implementation of “You Can Do It” to strengthen our Wellbeing program. This will be progressively introduced into the Middle School. We continue to seek opportunities for leadership development and community service consistent with our strategic plan. In 2010 we introduced the Strive to Lead Leadership Diploma for Year 10 students to prepare them for the leadership opportunities available in Year 11. Cocurricular programs have been maintained or enhanced. Our outdoor education program remains very strong and we had a very successful Music Tour to the USA. Girls Football was added to our sports program for the first time. There was another full subscription to the Humanitarian/Adventure Tabitha Cambodia Tour. Our Student Exchange program is growing with many high calibre students seeking to participate in these opportunities. We had 19 outbound Exchange students last year and we hosted the same number for both long (3-9 months) and short (4 weeks) stays. Our strong performances in debating and public speaking have continued throughout 2010. A highlight was the Year 11 Open HICES Debating Team who won the State Grand Final. Sport has had another successful year. It is always a pleasure to see our students’ high level of participation. A particular highlight was the Girls’ Firsts ISA (Independent School Association) team in their domination of Hockey. Our students competed with great enthusiasm, school spirit and sportsmanship. Across many sports we were finalists or champions, carrying on a great tradition of sport at CCGS. Another significant day in our sports history was the opening of the new oval and cricket wicket on 13 November. The field was opened by a most enjoyable game between students, staff, parents and several past students. We are in good shape as we continue to develop our facilities and programs with close attention to budgeting. We have cause to be optimistic about the future, but we cannot be complacent about continually seeking improvement in all of our programs. 2010 has seen our facilities continue to improve. Apart from the library complex and new multi-sports field, many other smaller projects have been completed.

04 / Annual Report 2010

Maximised academic achievement for the students is an aspiration of the large majority of CCGS parents. This pursuit is a journey not a destination. We have embarked on the journey, but we are still in the early stages. We have a way to go. 2011 will see this area of school life brought into sharper focus. The hard work of so many people associated with our school; staff, P&F, Fathers Group Committee and School Board, has always been part of our character. This community spirit has continued to build in 2010. I am proud of the professionalism of our staff who are passionate about CCGS and work hard to continually improve our quality provision. Our students are exceptional and it is a pleasure to come to work and be in the company of such happy, talented and productive young people.

William Low Headmaster


ANNUAL REPORT 2010 2. PARENTS & FRIENDS ASSOCIATION This year at CCGS provided me the opportunity to take on the role of President of the Parents and Sue Williamz Friends Association, a role that has in previous years been filled by very talented and capable parents. I am thankful for the support of a strong parent infrastructure during this time as we continued to enjoy the many aspects of parental involvement that constantly strengthen our school as a community – a factor that we believe to be critically important for our school to thrive and prosper. I am pleased to see that our Welcome Gathering at the start of each year grows in attendance, with the weather this year enabling the introduction of new parents to the beauty of our ‘Vision Splendid’ - a ‘vision’ whose realisation continues at a rapid rate through the tireless efforts of parent volunteers. Funds raised through yet another successful year of events including our Trivia Night, Spring Fair and Art Show, have continued to support projects improving the aesthetics and functionality of our grounds on top of the usual infusion to the ongoing support of our school. Thank you to the parents, staff and our local business community who support us with these events. I would like to thank our Parent Reps and Fathers Committee for continuing their activities within 2010. We’ve had another record breaking attendance for Grandparents Day (that’s a lot of tea and coffee), another successful Fathers and Children Breakfast and sell out Fathers and Children’s Camp. It is great to see new parents entrenching themselves in these groups and experiencing firsthand the advantages that accompany this level of involvement. Our hectic P&F social calendar relies heavily upon the time, talents and treasures of a generous community of die hard regular volunteers working together with new volunteers, developing new ideas, methods of event planning and ultimately a successful execution. The first year of our second quarter-century has ended and the planning for our next year has already begun – it never really stops. On behalf of the CCGS Parents and Friends, I would like to thank our Headmaster, our School Board, our Staff and our Parents for the passion and dedication we all bring together to develop a supportive and cohesive school community.

Student Performance in State-wide or Equivalent Tests and Examinations 2010 was another milestone year capped off with excellent academic results. A particular focus is for all students to reach their academic potential. CCGS maintained 2009 results and built on them, resulting in two consecutive years of some of our best results on record. Our academic performance shows real improvement in the performance of students in the 80+ ATAR bracket, up to 60% of all students, from 47% in 2009. One of the true signs of value adding is moving those students who in the past may have achieved an ATAR of 70 or 80 into the next decile. The percentage of ATARs over 85 and over 90 has also increased.

HIGHER SCHOOL CERTIFICATE 2010 CANDIDATURE: 80

13% of CCGS students achieved an ATAR of 95 or above

34% of CCGS students achieved an ATAR of 90 or above

47% of CCGS students achieved an ATAR of 85 or above

60% of CCGS students achieved an ATAR of 80 or above

50% of CCGS students achieved 90% or above [Band 6 or E4 HSC / IB equivalent, in one or more subjects]

Highest ATAR was 99.35

2 CCGS students were ranked in the top 10 in the State: 6th in Industrial Technology and 9th in Hospitality

4 CCGS students scored above 90% in at least 5 subjects (Band 6 HSC/IB equivalent)

1 student had their major work nominated for the 2010 InTech Exhibition

INTERNATIONAL BACCALAUREATE 2010 CANDIDATURE: 21

Sue Williamsz President CCGS P&F Association Report published in the Student Yearbook 2010

• All students passed their IB Diploma • 18 IB students achieved a mark of 6/7 or 7/7 in their subject [equates to HSC Distinguished Achievers]

20 perfect scores of 7/7 were achieved by IB students in individual subjects

7 IB students achieved Grade A for either Theory of Knowledge or Extended Essay [4000 words]

Annual Report 2010 / 05


ANNUAL REPORT 2010 2.

Student Performance in State-wide or Equivalent Tests and Examinations / ...

HIGHER SCHOOL CERTIFICATE 2010

SCHOOL CERTIFICATE 2010

RESULTS BY SUBJECT AND STATE COMPARISONS

CCGS students performed well above the state average in all tests in the NSW Board of Studies School Certificate examination.

The table below shows the CCGS candidature for each course, the percentage of the CCGS candidature in each course who achieved a mark in one of the top two bands, Bands 5+6 or Extension E3+E4 for the course. For comparison, the State percentage achieving in these bands is also provided. The top two bands represent a mark over 80%. * Mark not shown for small candidature in line with CCGS Privacy Policy

SUBJECT

Ancient History

NO. OF CCGS STUDENTS

CCGS % BANDS 5+6 or EXT E3+E4

STATE % BANDS 5+6 or EXT E3+E4

32

53.12

38.32

Biology

22

9.09

33.34

Business Studies

19

52.62

37.03

Chemistry

10

50

39.39

Design and Technology*

3

*

34.09

Drama

8

12.5

39.72

Economics

5

60

41.14

English Advanced

43

88.36

57.85

English Standard

37

13.51

4.31

English Extension 1

5

100

85.56

French Continuers*

1

*

59.67

Geography

9

44.44

38.32

History Extension ^

4

100

70.98

Hospitality

14

71.42

31.69

Industrial Technology*

3

*

30.44

Information Processes (IPT)

11

81.81

34.07

Japanese Continuers*

3

*

48.74

Japanese Extension*

2

*

82.1

Legal Studies

20

60

37.74

Mathematics

22

40.9

47.98

Mathematics General

30

56.66

26.1

Mathematics Extension 1

10

80

82.55

Mathematics Extension 2

3

*

90.01

Modern History

31

61.28

41.71

Music 1

9

88.88

60.22

PD/H/PE

17

76.47

38.39

Physics

16

37.5

39.12

Society and Culture

21

66.66

33.41

Studies of Religion

52

53.84

51.03

Visual Arts

8

50

50.58

06 / Annual Report 2010

Candidature: 87 students [the table below does not include the 20 students who did not sit the SCET due to being on outbound exchange]

SUBJECT

CCGS BAND 5-6

STATE BAND 5-6

English Literacy

74.7

36.4

Mathematics

37.9

27.3

Science

65.5

40.9

Australian History

28.7

18.5

Australian Geography

49.4

26

Computing Skills

93.1

54.9

SCHOOL CERTIFICATE: CCGS RESULTS 2005-2009 The table below is an overview of % cohort in Bands 5+6 from 2005-2009. The table indicates the consistently high level of performance of CCGS students in the School Certificate, with the percentage of CCGS students achieving above the State average in Bands 5+6 in all subjects.

Subject

2009

2008

2007

2006

2005

English Literacy

74

68

58

54

38

Mathematics

39

49

25

32

31

Science

57

60

45

43

49

Australian History

45

48

41

43

40

Australian Geography

40

45

57

54

36


ANNUAL REPORT 2010

NAPLAN YEAR 3

NAPLAN YEAR 7

In Year 3 there are 6 achievement bands. These bands start at Band 1. Band 6 is the top band. [Component: % of CCGS students compared to State School Students in Literacy and Numeracy.]

In Year 7 there are 6 achievement bands. These bands start at Band 4. Band 9 is the top band. [Component: % of CCGS students compared to State School Students in Literacy and Numeracy.]

SUBJECT

BAND

CCGS

STATE

SUBJECT

BAND

CCGS

STATE

Reading

5&6

71

48

Reading

8&9

51

34

3&4

24

39

6&7

42

47

1&2

4

14

4&5

8

19

5&6

46

46

8&9

52

37

3&4

45

42

6&7

42

48

1&2

9

13

4&5

6

15

5&6

62

38

8&9

41

31

3&4

37

46

6&7

54

50

1&2

1

15

4&5

4

18

5&6

63

56

8&9

37

26

3&4

35

38

6&7

59

56

1&2

1

6

4&5

5

18

5&6

74

54

8&9

40

27

3&4

22

32

6&7

51

52

1&2

4

15

4&5

8

21

Spelling

Overall Numeracy

Writing

Grammar and Punctuation

Spelling

Overall Numeracy

Writing

Grammar and Punctuation

NAPLAN YEAR 5

NAPLAN YEAR 9

In Year 5 there are 6 achievement bands. These bands start at Band 3. Band 8 is the top band. [Component: Percentage of CCGS students compared to State School Students in Literacy and Numeracy.

In Year 9 there are 6 achievement bands. These bands start at Band 5. Band 10 is the top band. [Component: Percentage of CCGS students compared to State School Students in Literacy and Numeracy.

SUBJECT Reading

Spelling

Overall Numeracy

Writing

Grammar and Punctuation

BAND

CCGS

STATE

SUBJECT

BAND

CCGS

STATE

Reading

9 & 10

45

25

7&8

53

33

5&6

45

46

7&8

48

47

5&6

6

27

9 & 10

36

28

7&8

55

52

5&6

10

20

9 & 10

39

27

7&8

58

51

3&4

2

20

7&8

40

36

5&6

52

49

3&4

7

16

7&8

41

32

5&6

54

52

3&4

5

16

7&8

41

27

5&6

57

59

3&4

2

13

7&8

54

45

5&6

39

38

3&4

7

17

Spelling

Overall Numeracy

Writing

Grammar and Punctuation

5&6

3

6

9 & 10

37

20

7&8

55

47

5&6

9

32

9 & 10

41

26

7&8

49

50

5&6

10

23

[Percentages for the components may not add up to 100 due to rounding]

Annual Report 2010 / 07


ANNUAL REPORT 2010 2.

Student Performance in State-wide or Equivalent Tests and Examinations / ...

NAPLAN RESULTS 2010 Numbers in green indicate CCGS result SIM Statistically similar schools' average ALL Australian schools' average

Reading Year 3

Writing

474 SIM 458

Year 5

Spelling

451 ALL

SIM

414

447

539

Grammar & Punctuation

420 ALL

SIM

419

432

528

Numeracy

485 ALL

SIM

399

459

514

445 ALL

SIM

417

432

539

ALL 395 528

SIM

ALL

SIM

ALL

SIM

ALL

SIM

ALL

SIM

ALL

530

487

516

485

514

487

540

500

526

489

ALL

SIM

ALL

SIM

ALL

SIM

ALL

SIM

546

570

533

574

545

578

535

593

Year 7

586 SIM 587

Year 9

567

619

577

617

575

606

575

616

ALL 548 624

SIM

ALL

SIM

ALL

SIM

ALL

SIM

ALL

SIM

ALL

617

574

614

568

616

579

626

579

634

585

NAPLAN RESULTS 2009 Numbers in green indicate CCGS result SIM Statistically similar schools' average ALL Australian schools' average

Reading Year 3

Writing

473 SIM 439

Year 5

Spelling

457 ALL

SIM

411

434

564

Grammar & Punctuation

445 ALL

SIM

414

426

525

Numeracy

471 ALL

SIM

405

442

531

450 ALL

SIM

420

417

560

ALL 394 548

SIM

ALL

SIM

ALL

SIM

ALL

SIM

ALL

SIM

ALL

518

494

504

485

504

487

523

500

508

487

SIM

ALL

SIM

ALL

SIM

ALL

SIM

ALL

SIM

ALL

563

541

554

532

556

540

564

539

566

544

SIM

ALL

SIM

ALL

SIM

ALL

SIM

ALL

SIM

ALL

604

580

595

569

596

576

600

574

615

589

Year 7

584

Year 9

558

639

08 / Annual Report 2010

569

630

594

626

582

636

638


ANNUAL REPORT 2010 3.

Professional Learning and Teacher Standards

PROFESSIONAL LEARNING To ensure that contemporary practices are apparent in teaching and learning across all learning areas, we encourage skill training at every level. In 2010, there was strong staff participation in professional learning workshops relating to quality teaching, technology in the classroom and the teaching standards framework. A highlight this year was the successful launch of the 21st Century Teaching program designed to show teachers how to embed new technologies into classroom practice to provide the best possible outcomes for their students. Developed by the CCGS ICT faculty, the program commenced with an Assessment Matrix which allowed teachers to self assess their skills in digital literacy and establish areas they felt needed further development. Workshops began in May with each teacher attending training over a period of 16 hours. By the end of the year, 25 staff had attended the workshops to enhance their teaching practices. Many workshops were held for writing, grammar, punctuation, spelling and maths. Staff also attended training workshops in the use of qualitative and quantitative data to enable them to assess student learning and plan for future learning. These workshops are ongoing to ensure staff can meet the data reporting requirements of Heads of Schools. Relevant staff attended leadership management courses through leading educational bodies. In addition, individual staff attended training courses related to their subject area, cocurricular involvement or administrative function.

Teacher Training and Advancement The table below indicates some key training and development activity attended by CCGS staff in 2010. Activities occurred both in and out of school.

All staff: Cybersafety Seminar / Asthma Training / CPR / Child Protection CCGS ICT Focus Group CCGS Literacy Update CCGS Senior School ICT Workshop CCGS Yr 5&6 Teachers - ICT Learning Technologies - Information & Practical Session Moodle - Setting Up a Course and Group Work CCGS ICT - 21st Century Teaching Smartboard – Advanced [3] Intermediate [7] AGQTP Planning Information Service CCGS Yr 6 Teachers - ICT Learning Technologies Planning & Program Modifications Accidental Counsellor

TEACHER STANDARDS

AGQTP ICT Learning Technologies Grant Middle Years

98% of teachers have teaching qualifications from a higher education institution within Australia or as recognised within the National Office of Overseas Skills guidelines

2% have qualifications as a graduate from a higher education institution within Australia or one recognised within the AEI-NOOSR guidelines but lack formal teacher education qualifications

100% of teachers are qualified to teach at CCGS

Best Start Training for Early Stage 1 Teachers Spelling for Life [Junior School] AIS English Conference CCGS Library - Internet Resources session CCGS Yr 7&8 Science Course Implementation Grammar for Life [Junior School] Seasons for Growth Workshops Tackling Underachievement The Cybersafety Outreach - PD for Educators [Computing Studies] The Mental Health & Wellbeing of Young People AHISA Directors of Studies Conference HICES Debating Adjudicator Day IB Annual Regional Conference 2010 B Sharp with Richard Gill [Music] Central Coast Mental Health Schools Conference Grief & Loss Focussing on issues for children HICES Conference Introduction / Advanced Crystal Reports [ICT] IT Managers Conference Junior Licence Central Coast Football Keep Them Safe Seminar National Boys' Education Conference K-12 Oliver and Oliver Stocktaking - Advanced [Library] Preparing to Teach History K-6 in 2011 Rock and Water 2010 Studies of Religion Conference - Islam TEA Conference [English] Teacher Enrichment Day [Art] Understanding Aspergers & Autism - Practical Strategies for Teachers

Annual Report 2010 / 09


ANNUAL REPORT 2010 4.

Workforce Composition

CCGS STAFF SUMMARY 2010 The table below indicates gender and allocation within Kindergarten-Year 6, Years 7-12, or across K-12. Staff are shown in categories defined as follows: Category A: Category B: Category C: Category D:

Full time Non-Indigenous Teaching Staff includes the Principal and teaching staff (including librarians) Full time Non-Indigenous Non-teaching Staff includes Administrative and Clerical (including aides & assistants), Specialist Support, Building Operations, Maintenance & other Staff Part-time Non-Indigenous Teaching Staff includes the Principal and teaching staff (including librarians) Part-time Non-Indigenous Non-teaching Staff includes Administrative and Clerical (including aides & assistants), Specialist Support, Building Operations, Maintenance & other Staff

CATEGORY

MALE

FEMALE

Head count

FTE

Head count

FTE

Prmy K-6

Sec 7-12

Both K-12

Prmy K-6

Sec 7-12

Prmy K-6

Sec 7-12

Both K-12

Prmy K-6

Sec 7-12

TOTAL FULL TIME (A, B) A

Teaching Staff

10

24

3

11.8

25.2

17

27

5

19.5

29.5

B

Non-teaching Staff

0

0

12

6.0

6.0

1

4

16

8.8

12.2

TOTAL PART TIME (C, D) C

Teaching Staff

1

0

5

1.5

0.7

12

9

12

9.7

8.1

D

Non-teaching Staff

0

0

1

0.3

0.3

0

3

12

3.8

5.4

TOTAL STAFF (A, B, C, D) A, C

Teaching Staff

11

24

8

13.3

25.9

29

36

17

29.2

37.6

B, D

Non-teaching Staff

0

0

13

6.3

6.3

1

7

28

12.6

17.6

5. Student Attendance and Management of Non-attendance

RETENTION RATES YEAR 10 TO YEAR 12

STUDENT ATTENDANCE

The table below indicates the numbers recorded on the annual Census Date and include:

Retention rates Year 10 to Year 12 for the past 5 years have been in excess of 80%.

The student attendance rate in 2010 confirms the trend established across the last decade of above 90% for the average student. Overall % Attendance Whole School

2010: 94.3% | 2009: 94.1% | 2008: 93.81% Overall % Attendance Years 1-10 2010

total of students in Year 10 in the years indicated total of students in Year 12 in the years indicated total of Year 10 students who continued their study through to Year 12

Students

YEAR 1

YEAR 2

YEAR 3

YEAR 4

YEAR 5

YEAR 6

94.3

95.8

93.8

93.9

94.6

95.9

YEAR 7

YEAR 8

YEAR 9

YEAR 10

TOTAL

94.2

92

94.3

94.8

94.3

MANAGEMENT OF NON-ATTENDANCE All student absences at CCGS are recorded and monitored within a set procedure and defined timeline. The student database is updated daily following roll call, including information on late arrivals, SMS texts received and other notifications. Absentee lists are sent to all relevant staff. An SMS notification or phone call is sent to the parent of any student who is absent and where parent documentation has not been provided. Documentation explaining absence must be received by the school within a set timeline. Executive staff check the Absentee Report daily and follow up on any obvious concerns with parents. 10 / Annual Report 2010

• • •

2004/6

2005/7

2006/8

2007/9

2008/10

Year 10 total enrolment on census date

107

101

111

109

111

Year 12 total enrolment on census date

108

95

104

104

101

Year 10 total enrolment on census date remaining in Year 12 on census date

97

86

97

93

95

Apparent retention rate

101%

94%

94%

95%

91%

Actual retention rate

91%

85%

87%

85%

86%


ANNUAL REPORT 2010 6. Student Body Composition

7. Post School Destinations 2010

FULL TIME STUDENTS 2009 - 2010

84 of 101 CCGS students have enrolled for Higher Education. The remaining students have chosen a GAP year or work. The charts below indicate the areas of study chosen by the Class of 2010. [Component: number of students].

The table below indicates gender of students in each year group from Kindergarten-Year 12. The statistics include Non-Indigenous and Indigenous students.

Full Time Students Year

Primary

Female

Total

18

Kindergarten 32

31

63

12

Engineering: Civil / Mining / Mechanical

Year1

26

27

53

11

Year 2

28

32

60

Med Science / Dentistry / Occ Therapy / Nursing / Speech Pathology / Physio

Year 3

38

39

77

7

Male

Arts / Arts Psyc / Arts Law Architecture / Construct Mgt

Business / Economics / Commerce / Business Admin

Year 4

42

40

82

6

Year 5

43

45

88

6

Music / Fine Arts / Design / Sound / Theatre

Year 6

51

47

98

6

Teaching Communications / Media / Writing

260

261

521

4

Year 7

46

44

90

4

Science / Biotechnology / Forensic / Climatology / Vet Science

Year 8

49

46

95

8

2 in each of: Army / International Studies / Law / Psychology

116

2

1 in each of: Aviation / Hospitality

Primary Total Secondary

7 students chose to study for double degrees [second degree not included]

2010

Education Level

Areas of study

Year 9

68

48

Year 10

46

61

107

Year 11

55

57

112

Year 12

53

48

101

Secondary Total

317

304

621

Total School

577

565

1142

Destinations

NEWCASTLE OURIMBAH 11

UNSW 5 USYD 10

NEWCASTLE CALLAGHAN 23

Full Time Students Education Level

Year

Primary

Female

Total

Kindergarten 26

26

52

Year1

26

29

55

Year 2

35

34

69

Year 3

35

35

70

Year 4

41

47

88

Year 5

45

45

90

Year 6

Male

42

40

82

250

256

506

Year 7

51

47

98

Year 8

65

39

104

Year 9

51

61

112

Year 10

54

63

117

Year 11

54

48

102

Year 12

55

49

104

Secondary Total

330

307

637

Total School

580

563

1143

Primary Total Secondary

UTS 7

2009

OTHER INSTUTUTES 10

MACQUARIE 15 GAP/OTHER 20

SENIOR SECONDARY OUTCOMES •

17.5% [14 students from 80 students sitting the HSC] studied Hospitality to obtain a (VET) Vocational Education and Training qualification as part of their units of study for the HSC

100% of CCGS students in Year 12 2009 attained a Senior Secondary award: HSC, IB Diploma

100% of CCGS students qualified for a VET award for the course studied

Annual Report 2010 / 11


ANNUAL REPORT 2010 8. CCGS Enrolment Policy ENROLMENT PROCEDURE 1. PURPOSE Central Coast Grammar School’s Mission statement is to “Strive for Excellence in all Endeavours, in a Happy, Caring and Supportive Environment”. The Enrolment Policy and this procedure give guidance to those within the School community and to those who would join it concerning enrolment criteria and procedures.

2. SCOPE While the policy and procedures are as comprehensive as possible, there will inevitably be some situations, which are not specifically covered. In such instances, it is the Headmaster’s responsibility to decide the appropriate course to take in the circumstances. While the School does not suit all children, there is no reason in principle that children with disabilities cannot be eligible to enrol. Indeed, the School has since its inception enrolled many students with disabilities. Age at Entry

• •

Applicants for Kindergarten must normally be 5 years of age by 31st March in the year of entry. Applicants for Year 1 and Year 2 must normally be 6 and 7 years of age respectively by 31st March in the year of entry.

3. REFERENCES

• • • • • • • •

Disability Discrimination Act Sex Discrimination Act Race Discrimination Act Anti-Discrimination Act CCGS Enrolment Information CCGS Enrolment Registration CCGS Enrolment Application CCGS Enrolment Agreement

4. PROCEDURE 4.1 New Enquiries 4.1.1 The Registrar will send everyone enquiring about enrolment details, the procedure for enrolment at the School including: • A Prospectus • A statement about the School Fees • An Enrolment Registration form 4.2 Registration Names of children will be entered on the appropriate Waiting List when their parents or a parent return: a) the Enrolment Registration form; and b) the non refundable Registration Fee as determined periodically by the School Board 12 / Annual Report 2010

4.3 Application 4.3.1 The Headmaster through the Registrar is responsible for the maintenance of waiting lists for entry to the School, including future Kindergarten classes. 1 – 2 years prior to the proposed year of entry the Registrar will mail an invitation to apply with an Enrolment Application form to the parents of Registered children in order of date of Registration. The Enrolment Application will be processed when the parents return: (a) the Enrolment Application form; (c) copies of the child’s last two school reports; (d) all medical, psychological or other reports about the child in their possession or control; (e) the non refundable Registration Fee as determined periodically by the School Board (if child is not registered); (f) the child’s most recent NAPLAN test results (if applicable); (g) copy of the child’s full birth certificate; (h) copy of the residency/citizenship papers if the child or both parents were born overseas; and (i) photograph of the child (if of school age). 4.3.2 Failure to provide all required information may result in the School declining or delaying the child’s enrolment. 4.3.3 The School accepts applications without registration within 2 years of the desired enrolment date. However, priority is given to Registered children. 4.4 Assessment 4.4.1 The School will undertake an assessment process at some time decided by the School after an Enrolment Application has been received. As part of the assessment process, the School may ask the parents to provide more information about the child. 4.4.2 The School has a non-selective (no entrance tests) admission policy where each application is considered on its merits. The School has a comprehensive intake and is open to all students regardless of cultural, socio-economic or religious background. Priority is given to siblings of children already enrolled and children of past students of the School. All students are expected to demonstrate a willingness and ability to support the School’s aims, to apply themselves to academic study and to participate fully in school life. Date of Registration/Application, sibling status, relationship to past student, readiness for school, academic progress and cocurricular involvement are all factors (as appropriate) that are taken into account when making offers.

4.4.3 Any assessments or reports required from non-School personnel will be at the parent’s expense. 4.5 Disability 4.5.1 Where a child has declared education support needs or a disability or other information has come to light indicating a possible need for education support services or for some measures or actions to assist the child to participate in the School’s courses or programs or to use the School’s facilities or services, the School will make an initial assessment of the child’s needs. This will include consultation with the child or the child’s parents. In addition, the Headmaster may: (a) require the parents to provide medical, psychological or other reports from specialists outside the School; (b) obtain an independent assessment of the child. 4.5.2 Where information obtained by the School indicates that the child has a disability, the Headmaster will seek to identify the exact nature of the child’s needs and the strategies required to address them. Having obtained this information, the Headmaster will determine whether the child, if enrolled, would require some measures or actions to assist the child to participate in the School’s courses or programs or to use the School’s facilities or services that are not required by students who do not have the child’s disability. Where the Headmaster determines that the child would require some such measures or actions, the Headmaster will seek to identify whether those measures or actions required are reasonable in that they balance the interests of all parties affected. In assessing whether a particular measure or action for a particular child is reasonable, the Headmaster will have regard to all the relevant circumstances and interests, including: (a) the child’s disability; (b) the views of the child or the child’s parents about: (i) whether the particular measure or action is reasonable; (ii) the extent to which the particular measure or action would ensure that the child was able to participate in the School’s courses or programs or to use the School’s facilities or services on the same basis as a child without the disability; (c) the effect of the adjustment on the child, including the effect on the child’s: (i) ability to achieve learning outcomes; and (ii) ability to participate in courses or programs; and (iii) independence;


ANNUAL REPORT 2010 (d) the effect of the particular measure or action on anyone else affected, including the School, its staff and other students; (e) the costs and benefits of taking the particular measure or action. 4.5.3 The School will take measures and actions that are reasonable but will not necessarily take measures or actions that are unreasonable or that would impose unjustifiable hardship on the School. In determining whether taking the required measures or actions, even though they are reasonable, would impose unjustifiable hardship on the School, the Headmaster will take into account all relevant circumstances of the case including: (a) the nature of the benefit or detriment likely to accrue or be suffered by any persons concerned (including other students, staff, the School, the child, the family of the child, and the School community); and (b) the effect of the disability of the child; and (c) the school’s financial circumstances and the estimated amount of expenditure required to be made by the School; and (d) the availability of financial and other assistance to the School. 4.5.4 Where the Headmaster determines that the enrolment of the child would require the School to take unreasonable measures or actions to ensure that the child is able to participate in the School’s courses or programs, or to use the School’s facilities and services, on the same basis as a student without a disability, or would cause unjustifiable hardship, the Headmaster may decline the offer of a position or defer the offer. 4.6 Inappropriate Behaviour 4.6.1 Where information obtained by the School suggests a profile of willful misconduct, illegal activities or strong anti-social behaviours that indicate that the child’s enrolment at the School is likely to be detrimental to other students, the staff or the School, notwithstanding that the child be the sibling of a current student, the Headmaster may decline to proceed any further with the enrolment process. 4.7 Interview 4.7.1 If and when a position becomes available, the School may in its discretion invite the parents of a child on the waiting lists to attend an interview at the School with the Headmaster or a member of staff appointed by the Headmaster. At the interview, among other things, the School’s representative will: (a) inform the parents of their responsibility to the School in relation to fees and will ascertain their ability to afford the current

fees and other expenses of their child attending the School;

ENROLMENT POLICY

(b) seek to establish that the expectations and commitments of the parents are consistent with the vision, values, goals, policies and resources of the School; and

1. OBJECTIVE

(c) discuss whether the School is able to make whatever reasonable adjustments are required for students with disabilities. 4.8 School Reserves Rights 4.8.1 The School reserves the right not to offer any child a place at the School or to defer the offer of a place to any child in its discretion but particularly when the parents, having been aware of their child’s specific educational needs, decline to declare those needs or withhold relevant information pertaining to their child or provide misleading information about those needs or otherwise. 4.8.2 The School also reserves the right to terminate an enrolment where the parents have not provided known information pertaining to their child’s needs or have provided misleading information about those needs or otherwise. 4.9 Enrolment Offers 4.9.1 At the satisfactory conclusion of the assessment process, the School may make an offer to the parents to enrol the child. To accept the offer, the parents must within seven days of receiving it (or fourteen days in the case of kindergarten enrolment) deliver to the School: (a) A signed copy of the Enrolment Acceptance (b) the non-refundable Enrolment Fee as determined periodically by the School Board (c) and where the first child in the family is enrolling, an Entrance Fee as determined periodically by the School Board, which is partially refundable when the last child in the family leaves the School, subject to the parents having paid all money due to the School and otherwise having complied with the conditions of enrolment. Where a student’s enrolment is cancelled with less than one term’s notice, the refundable portion of the Entrance Fee will be forfeited by the parents. In exceptional circumstances, where the parents can demonstrate that factors quite outside their control lead to the cancellation, they may apply for a refund. However, any refund, which will be made only in exceptional circumstances, will be entirely at the discretion of the Headmaster. 4.9.2 Failure to reply within the required time may result in the position being reoffered where other children are waiting for entry to the School.

This policy gives guidance to all community members’ concerning enrolment criteria and procedures. While the policy is as comprehensive as possible, there will inevitably be some situations, which are not specifically covered. In such instances, it is the Headmaster’s responsibility to decide the appropriate course to take in the circumstances.

2. CONTEXT 2.1 The School is committed to fulfilling its obligations under the law in relation to the discrimination Acts noted under associated documents. These Acts make it unlawful to discriminate against a person on the grounds of their disability, sex, or race by refusing to enrol them at the School. 2.2 The Registrar will usually send everyone enquiring about enrolment details, the procedure for enrolment at the School including:

• • •

A Prospectus A statement about the School Fees An Enrolment Registration form

2.3 1-2 years prior to the proposed year of entry the Registrar will mail an invitation to apply with an Enrolment Application form to the parents of Registered children in order of date of Registration. 2.4 The School will undertake an assessment process at some time decided by the School after an Enrolment Application has been received. As part of the assessment process, the School may ask the parents to provide more information about the child. 2.5 Receipt of an Enrolment Registration form or an Enrolment Application form by the School does not mean that a place will be offered. 2.6 Where the Headmaster determines that the enrolment of the child would require the School to take unreasonable measures or actions to ensure that the child is able to participate in the School’s courses or programs, or to use the School’s facilities and services, on the same basis as a student without a disability, or would cause unjustifiable hardship, the Headmaster may decline the offer of a position or defer the offer. 2.7 Where information obtained by the School suggests a profile of willful misconduct, illegal activities or strong anti-social behaviours that indicate that the child’s enrolment at the School is likely to be detrimental to other students, the staff or the School, notwithstanding that the child be the sibling of a current student, the Headmaster may decline to proceed any further with the enrolment process. Annual Report 2010 / 13


ANNUAL REPORT 2010 8. Enrolment Policy / …

2.8 The School reserves the right to terminate the attendance and enrolment of any student whose lack of progress or whose conduct or behaviour is, in the opinion of the School, inappropriate.

9. School Policies

2.9 The School also reserves the right to terminate an enrolment where the parents have not provided known information pertaining to their child’s needs, or have provided misleading information about those needs or otherwise.

• • • • • •

2.10 Throughout this policy and the Enrolment Procedure, unless the context requires otherwise: parents includes guardians or any other person who has applied to have a child entered on the waiting list or enrolled at the School and, where the child has only one parent, means that parent. disability in relation to a child means: (a) total or partial loss of the child’s bodily or mental functions; or (b) total or partial loss of a part of the body; or

The full text of the following school policies is available for parents, staff or students, as applicable, on the Community Portal:

• • • • • • • • • •

Anti-Bullying Policy Anti-Discrimination Policy Child Protection Policy Complaints Policy Discipline & Student Wellbeing Policy Educational and Financial Reporting Policy Electronic Facilities Policy Enrolments Policy Evacuation Policy Notebook Program Policy Payment Security Statement Privacy Policy Refund Policy Standard Collection Notice Sun Protection Policy Welfare & House System Policy

(c) the presence in the body of organisms causing disease or illness; or

The text of the following school policies is available for viewing by the public on the school’s website:

(d) the presence in the body of organisms capable of causing disease or illness; or

• •

(e) the malfunction, malformation or disfigurement of a part of the child’s body; or

OVERVIEW

(f) a disorder or malfunction that results in the child learning differently from a child without the disorder or malfunction; or (g) a disorder, illness or disease that affects a child’s thought processes, perception of reality, emotions or judgment or that results in disturbed behavior. and includes a disability that: (h) presently exists; or (i) previously existed but no longer exists; or (j) may exist in the future (including because of a genetic predisposition to that disability); or (k) is imputed to a person. To avoid doubt, a disability that is otherwise covered by this definition includes behavior that is a symptom or manifestation of the disability.

3. ASSOCIATED DOCUMENTS

• • • • •

Disability Discrimination Act Sex Discrimination Act Race Discrimination Act Anti-Discrimination Act The Enrolment Procedure

14 / Annual Report 2010

Enrolments Policy Standard Collection Notice

Anti-Bullying Policy Central Coast Grammar School is totally opposed to bullying in all its forms because it is alien to the School’s ethos and concern for the wellbeing of all members of the School community. The School endeavours to provide a safe, secure learning environment for all our students and to provide support to all groups (students, staff and carers) who are at risk or are involved in the experience of bullying. It aims to foster an inclusive school culture that supports all, and values the diversity of the student, staff and community population.

Discipline & Student Wellbeing Policy The Discipline and the Student Wellbeing systems strongly influence the ways that the School works towards achieving its aims as they relate to students’ development as stated in the School’s Mission Statement; “Striving for excellence in all endeavours in a happy, caring and supportive environment.” Student wellbeing is the primary responsibility of all staff and its system is promoted through the House System.

The objective of our discipline system is to ensure that each student learns selfdiscipline and learns to distinguish right from wrong, between what is acceptable and what is not. It is also a means of ensuring that students learn that their actions have consequences. The School has developed its Code of Conduct in order to emphasise positive outcomes that result from good discipline. The Code is referred to as “A Community of Respect.”

Welfare & House System Policy House Families The House System at Central Coast Grammar School encompasses many facets of school life. The House System provides students with a sense of belonging and identity and allocates each student both to a House (Acacia, Grevillea, Ironbark, Nicholii) and to a “House Family” comprising students of different ages from Kindergarten to Year 12. A House Family Tutor is assigned to each House Family and gets to know each student quite well. The Tutor is another member of staff who students can approach if they are having problems or simply wish to share something that is happening in their lives.


ANNUAL REPORT 2010 10. School-determined Improvements New Initiatives

CCGS introduced ‘Best Start’ for Kindergarten students. This initiative benchmarks students in aspects of literacy and numeracy in the first few weeks of schooling. This process ensures that interventions into learning are specific and are not based on assumptions about what students do or do not know. Staff created individual student learning profiles and produced an excellent report for each child. The ‘You Can Do It!’ educational program was introduced across K-6 in 2010. This program is aimed at optimising the social, emotional and academic development of students. The Mathematics Faculty conducted an analysis of Y7 and Y9 NAPLAN data in numeracy to identify strengths and areas for further development. Mathematics teachers developed an individual data profile for each student in their class. The introduction of Essay Writing seminars assisted Y10-11 students to develop effective practices in the structuring and composition of essays. Our gifted and talented provision increased with the addition of the Newcastle University Visual Programming course. This course introduced students to the key skills of problem solving and computer programming, including concepts of documentation, data elements, sequence, selection and iteration. Two CCGS students received High Distinction and Achievement awards.

The Year 7 Drama Club was launched in 2010. Fifteen students joined the club and performed at the end of year EDEN (Elective Drama Entertainment Night) event.

Girls’ Football was offered for the first time in 2010, with 32 girls playing in 2 teams. Many girls were playing football for the first time. Open A was defeated in the finals, while our Junior team went on win the trophy in a 3-way tie.

Our whole school wellbeing initiative in 2010 centred on educating our community – all K-12 students, parents and staff – to protect themselves online. Over 2 days, CCGS held a series of age appropriate seminars to discuss the important issue of Cybersafety to assist our school community to ‘act smart and stay safe’ in online social network environments.

In 2010, Y10 students were presented with the rationale and criteria for the ‘CCGS Strive To Lead Leadership Diploma’. While the program is not compulsory, any student applying to be a Prefect must be enrolled in the program.

The CCGS Mobile Website Service was introduced to provide parents with quick access to information relating to excursion return times, washouts, weather, traffic, etc.

Facilities The new Sir David Martin Foundation Library (pictured) opened on 27 April 2010. The tri-level design provides an environment in which students of all age levels can engage more fully with their learning, without the overcrowding of the previous building.

In November, we opened a new oval and a triple turf cricket wicket.

Other projects undertaken included the painting of classrooms, re-roofing of 2 classroom blocks and landscaping the Library surrounds. A shade structure was relocated from the front of the Library to cover the Prep play equipment.

A new grounds shed was erected. The old shed was dismantled and removed, creating an opportunity to further beautify the grounds and create an outdoor learning area.

Other work has included enhancements to grounds and gardens, laying hundreds of metres of turf and remediation to sections of our Rugby 2 oval.

The P&F Café was opened in June. The café has been used extensively at sporting events and for parent and school gatherings.

The P&F supported work on an upgrade of the entry at Carlton Road. The concrete apron to the driveway entrance was widened, a post-and-rail fence built and plantings undertaken.

Architects were appointed to develop detailed plans for the refurbishment and extension of the Science Block.

Work began to rehabilitate Erina Creek, which runs through our grounds, as part of our environmental focus.

Annual Report 2010 / 15


ANNUAL REPORT 2010 11. Initiatives Promoting 12. Parent, Student and Teacher Satisfaction Respect & Responsibility Central Coast Grammar School has a leadership culture where students across Y5-12 are challenged and made aware of their potential as leaders and the responsibilities of leading by example. The leadership seminars held in 2010 were aimed at building self esteem, effective communication and teamwork. Issues under discussion included: friendship, body image, teasing, alienation, alcohol and work pressures. For the older students, key themes included selfless service and role modelling, encouraging students to create meaning in the lives of those around them through their actions, great or small. The Student Diary issued to all students from K-12 contains the text of our ‘Community of Respect” policy, the Rights and Responsibilities of students, Alcohol, Illegal Drugs and Smoking Policy, the Anti-Bullying Policy and the Student Pledge to accept responsibility to be a positive member of our CCGS family. Our students are encouraged to give generously of their time to assist charities in their fundraising efforts in addition to making donations to charity appeals. The Community Service program is aimed at enhancing each student’s understanding of social action and encouraging them to appreciate the wider world and their place in it. Years 9-11 initiated and carried out many community service projects for our school and the local community. We continue to raise awareness of the needs of communities beyond the boundaries of our school through our annual Humanitarian and Adventure tours. In 2010, 24 students accompanied by 4 staff and a parent, went to Cambodia and Vietnam. Many months of fundraising resulted in A$20,000 being raised to provide material to build the twelve houses for families outside Phnom Penh. Our students assisted in the construction and handover of the houses to the families. Further funds were raised to assist the Sunrise Children’s Village for disadvantaged and orphaned children.

16 / Annual Report 2010

The Future Directions 2009-2014 strategy identified a ‘Supportive and Cohesive School Community’ as being critically important for our school to thrive and prosper. We recognise the vital role a supportive family plays in the wellbeing of each student. We consider the link between home and school fundamental to student success. Parents are made welcome and encouraged to become involved in their child’s journey through school. Parents who would like to help can attend the K-6 Parents as Partners Course, run by the School. There are many pathways open to parents to discuss their child’s progress or discuss any issues which may arise. Full information about parent / staff communication is provided in the Parent Handbook. With the aim of encouraging students to take responsibility for their learning, much emphasis was placed on identifying and rewarding the effort students make to create a good work ethic. Students who exceed the normal expectations were recognised in assemblies, in the newsletter and through the student support acknowledgement system. If students have a problem, they can talk to their House Family Tutor and their House Coordinator. As another level of support, we have on site Counselling services. The Student Representative Council provides another platform for students to raise any concerns and issues they may have.

Withdrawal of students remained low in 2010 which is an indicator of the level of parent and student satisfaction with the educational offerings at Central Coast Grammar School. CCGS provides many opportunities for parents to come together informally as a community. Parents and staff mingled at the Welcome Gathering before Term 1 began, at the tranquil setting of the Vision Splendid pond. Past students returned to school to play the annual Hockey match and to assist in performing arts and prizegiving events. Hundreds of grandparents visited the school on Grandparents Day. The annual K-2 Camp and the Fathers and Children Camp were very well supported. Parents past and present, staff and students assisted in the running of the annual Spring Fair and Art Show. The School Board acknowledged 15 longserving members of staff at the annual prizegiving in December, recognising those who had given 15, 20 and 25 years of dedicated service to CCGS. In addition, School Board Awards were presented to 4 staff in recognition of demonstrated excellence in their field. The participation by all our community – parents, staff, students and friends of CCGS – serves to demonstrate the cohesiveness of our community and our willingness to work together to achieve successful outcomes.


ANNUAL REPORT 2010 13. Financial Information 2010 Recurrent & Capital Income Income

Expenditure

Annual Report 2010 / 17


ANNUAL REPORT 2010

Arundel Road Erina Heights NSW 2260, Australia P: +61 2 4367 6766 F: +61 2 4365 1860 E: info@ccgs.nsw.edu.au W: www.ccgs.nsw.edu.au CRICOS Provider Code: 022619


CCGS Annual Report 2010