Danebank Annual Report 2022

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2022 Annual
Pre-K to Year 12

A registered non-government school must participate in annual reporting to publicly disclose the educational and financial performance measures and policies of the school as identified by the Minister. The NSW Education Act requires that this information be publicly disclosed. Reports are to relate to each school year. Annual reporting requirements are set out in NSW Education Standards Authority (NESA) Registered and Accredited Individual Non-government Schools (NSW) Manual, March 2020a (the Manual) Section 3.10, and the Australian Education Regulation 2013 (Part 5 (60)b.

2 Annual Report 2022 Contents 3 THEME 1: A message from key school bodies 6 THEME 2: Contextual information about the school and characteristics of the student body 8 THEME 3: Student outcomes in standardised national literacy and numeracy testing 10 THEME 4: Senior secondary outcomes (student achievements): Granting of RoSA, HSC results and VET 15 THEME 5: Professional learning, teacher standards, accreditation and qualifications 20 THEME 6: Workforce composition 21 THEME 7: Student attendance, retention rates and post-school destinations in secondary school 22 THEME 8: Enrolment policies 28 THEME 9: Other school policies 31 THEME 10: School determined priority areas for improvement 32 THEME 11: Initiatives promoting respect and responsibility 35 THEME 12: Parent, student and teacher satisfaction 36 THEME 13: Summary financial information 37 THEME 14: Publication requirements

A Message From Key School Bodies

The Principal

This year, we rose from the challenges of the pandemic, grateful to be able to resume fond traditions and launch new and improved learning experiences for our girls.

From new learning challenges, art lessons, solving mathematical problems, creating new worlds and scientific discovery to learning about new languages and respecting diversity and cultures, we embraced our opportunities. From discovering and respecting various points of view and ways of seeing the world, discovering the joy and wonder of reading and experiencing the realm of camps, outdoor learning, excursions, field trips and overseas adventures – our students have learned to problem-solve, collaborate, communicate and think critically. They are learning how to learn well – on the sports field or the stage or in the concert hall, our library, gymnasium or aquatic centre, in Federation Square, the Quad, the classroom or among the wider community.

Everywhere, we’ve been learning within our community: with its ups and downs, its challenges and joys. Without a doubt, the opportunity to connect, engage as a community and learn collaboratively, free from the lockdowns of the past, has been our highlight of this year.

We are a vibrant, passionate community of learning, where every girl matters and every girl belongs. We’re fiercely proud of our traditional values, yet fully in step with the modern world. Our girls are empowered with faith, compassion and optimism to fulfill their potential and live out their purpose, to hone their character, to be a potent force for good in the world and to become everything they can be.

At Danebank, powerful educational opportunities are fused with a unique culture. This is a special place where girls grow and flourish … where sparks become flames.

Annual Report 2022 3 THEME 1

Chairman of School Council

As humans, we are wired to connect with others. We gather together in villages, towns and cities. We form societies, teams and clubs. We join Facebook groups, we connect on LinkedIn, we stay in touch on WhatsApp, we buy and sell on Ebay. We get frustrated when we can’t connect. How many stories have we heard of ‘just missed’ flight connections? Or the frustration of the WiFi message that tells us ‘no connection available’. We want to connect.

System and network designers talk about the ‘network effect’, where each time a new member joins a network, many more connections become possible. Mathematicians tell us that the number of connections between nodes in a network grows as the square of the number of nodes. Tech entrepreneurs aim to cash in on this human desire to connect with others.

One of the great challenges of COVID-19 has been the loss of connection. We are fortunate to have electronic tools that kept us connected in some ways, but it’s just not the same as being with people in real life. That is part of the joy of being able to meet again as families, as school communities, in the workplace, at a concert or over a meal. It has reminded us how important genuine connections are and what we miss when we don’t have them.

Not only do we want to connect with others, we want to connect beyond ourselves. People take time out to connect with nature, to gaze at the marvel of creation, to find a new perspective. We seem to be wired not only to connect with others but to seek a connection with something greater than ourselves. We seek meaning and purpose for our lives, and if we can’t find that purpose, life can seem empty or aimless.

So how do we make sense of the life we’ve been given? This is a big question, but we’re not left to figure out the answer on our own. The creator God has already made the connection with us. Our Christmas celebrations remind us that God entered our world in human form, to show us how to live. More than that, He showed us His power over life and death at the first Easter. He demonstrated that power over life and death in His resurrection. He showed us that the meaning of life is not something we have to invent, it’s something we need to find – by connecting with God as He connects with us.

We are greatly blessed to be part of a strong and connected school community. It’s a joy to see that community in action, to see our girls grow into young adults equipped for the world and ready to make a positive contribution, reflecting the hard work of families, teachers and many others over many years. It’s a joy to be reconnected ‘in real life’. As we celebrate the end of this school year, we share that joy of connecting with friends and family. My prayer is that we would also celebrate God’s connection with us, His great love for us shown in Jesus, and the opportunity we have to connect with Him.

School Chaplains

If you read the news at the moment, it seems that everything is rising: interest rates, pandemic case numbers and the price of vegetables! There seems to be a lot of bad news, and part of the reason for this is that bad news sells. The Bible cuts through the negative noise with a message of hope. Hope that isn’t dependent on the decisions of the Reserve Bank or the behaviour of world leaders. Hope that isn’t dependent on our own goodness or lack thereof. Hope that is dependent on the life, death and resurrection of Jesus, who brings acceptance, forgiveness and salvation to those who trust in Him.

This year at Danebank, we’ve had many opportunities to share this incredible hope, especially in Monday morning Chapel, Thursday lunchtime groups and Christian Studies lessons. These weekly occasions give our students an opportunity to “fill [their] minds with those things that are good and that deserve praise: things that are true, noble, right, pure, lovely, and honourable” (Philippians 4:8). Dwelling on the good and praiseworthy teachings from the Bible renews our minds and transforms us (Romans 12:2), giving us hope; and this hope is infectious. Our students need this hope. We need this hope.

After a tumultuous couple of years of COVID-19 affecting living and learning, it is such a delight to be once again face to face with the girls in the chaplaincy space. It has been wonderful to be opening the Bible together in Chapel, Christian Studies classes and lunchtime groups and be reminded of God’s goodness to us. He is the one who made the world, sustains the world and knows what’s best for the world. We can trust Him even when, and especially when, challenges big and small come our way.

Learning to live wisely and well in God’s world has been the focus of one of our Chapel series this year. As we’ve looked at the book of Proverbs in the Old Testament, we have been challenged and encouraged to think about things like how we should use our words to build one another up, friendships, dealing with anger, discipline, patience and humility. We are thankful that God not only teaches us the right way to go in life but also offers forgiveness for all the times we get it wrong, through Jesus’ sacrificial death on our behalf. We are thankful for his offer of forgiveness and eternal life when we put our faith in Him and for the work of his spirit, which transforms us to be more like Jesus. Galatians 5:22 tells us that the fruits of the spirit are love, joy, peace, patience, kindness, goodness, faithfulness, gentleness and self-control.

4 Annual Report 2022

Parents & Friends Association

This year, we have again been able to run our Mother’s Day and Father’s Day stalls, which the girls so enjoy. The Birthday Book program continues to be adopted by many families and allows us to contribute to the cost of new books for the library. Take-up of sales of the entertainment books is increasing steadily, which is pleasing to see. Our second-hand uniform Facebook page helps parents buy and swap quality uniforms.

We were again able to contribute to the Danebank community for the Twilight Evening, where delicious food was cooked and sold at the event. We brought together external stallholders, who had wonderful Mother’s Day gift ideas and a great selection of cakes and sand art activities to keep the children entertained.

The monthly P&F meetings have continued via Zoom, allowing us to stay connected. Despite the year’s challenges, we have been able to contribute financially, allowing for additional resources to be purchased for our girls. This great work would not be possible without the dedicated members of the P&F, who volunteer their time to serve our Danebank community.

Our thanks to Dr Burgess and her executive team and members of staff who support us with our fundraising initiatives and attend the P&F meetings.

Old Girls’ Association

We launched straight into this year with Founder’s Day in March, when we were lucky to be able to present the 2022 Danebank Old Girls Association Citizenship Award to a high-calibre recipient – Bethany Farah in Year 11, whose mother is Mrs Kylie Farah (nee Moss). This award is given to a current student whose mother is an alumna and who has exhibited the highest level of citizenship.

After our AGM in April, we were very happy to represent the Association at the Twilight Open Evening in May, where we were able to support the school by selling branded wares and speaking to the community about the Association.

The Executive of the Association continued to keep in close contact with the school leadership team and the school community at the Year 12 Final Service and Valedictory Dinner, the 2022 5-Year Reunion and all the end-of-year events.

The Student Representative Council

This year was the first year of having an SRC in the Junior School, but we are already seeing great changes. The members have shared some great ideas.

All the girls have fantastic plans and creativity. We have even come up with solutions to problems that some teachers didn’t even know existed. Some of our ideas are playground music, lunchtime groups and the community library. Our team has also talked about parent teacher interviews and whether students should be included in them.

A big project that we’ve been working on is the SRC Newsletter. The newsletter includes an acknowledgment of Country, an inspirational quote, a puzzle activity, a wellbeing activity and recipe, a brain break and a thank you page. We held a logo competition for the newsletter, with many designs submitted. We have about four editions of the newsletter so far.

Junior Student Representative Council

It’s been wonderful to have a full year at school and be able to implement all of our SRC initiatives for 2022. This year, our guiding theme was ‘love’.

In Term 1, we focused on ‘loving you’, which was all about growing connections with our friends. This manifested in an SRC Bake Sale for the Leukaemia Foundation and a Harmony Day mural, where girls were encouraged to write down what Harmony Day means to them on an orange leaf, with the leaves then arranged in a big tree. We also held an SRC-run assembly on self-care, where we introduced ourselves to the school.

In Term 2, our focus was ‘loving others’, where we aimed to encourage friendships within our year groups. Consecutive rainy days foiled our plans for Rave on the Pave but, during weekly meetings, we planned on working to foster connections within our year groups.

In Term 3, our focus was ‘loving community’. Clearer skies meant Rave on the Pave every Friday, hot chocolate at lunch and sticking post-its to lockers with notes of encouragement and compliments. We held Danebank’s first SRC Movie Night, raising money for Katoke while watching a fun movie with our friends.

It’s been an honour to serve together, as we all learned so much.

Annual Report 2022 5
Senior Student Representative Council

Contextual Information about the School & Characteristics of the Student Body

Christian Foundations

The school’s motto, Ut Prosim (That I May Serve), expresses the Christian view that God created us to serve Him and each other. The ideal of service is fundamental to a Danebank education. Every student is introduced to the Christian faith through the teaching of the Bible and the practical experience of Christian care. Each student’s personal response to the Christian message is respected. Danebank welcomes students from all backgrounds, is inclusive and diverse.


The school is guided and governed by the School Council with the aim to provide a high standard of education for Danebank students. The members, who are all volunteers, are appointed by the Anglican Schools Corporation (ASC) under the ASC Board and come from diverse backgrounds, including education, business, law, engineering and clergy. The Council works to understand the educational environment, setting the strategic direction, guiding leadership appointments and overseeing risk and governance. Day-to-day management is the responsibility of the Principal.


Danebank is widely acknowledged in George’s River and Sutherland Shire for its nurturing, Christian environment, excellent academic outcomes, educational innovation and fine facilities. Students are supported and challenged in dynamic learning situations to become confident, articulate, successful women who will take leading roles in the wider community.

Academic Traditions

Danebank has a strong academic tradition, having again been listed as the top scoring nonselective school in George’ River and Sutherland Shire. Danebank scores well above state averages in all academic measures.

In the 2022 Higher School Certificate, more than 44% of the year group scored ATARs above 90. 47 Danebank students were Distinguished Achievers and 3 received NSW All Rounder status.

Student Body

Danebank students come from a wide geographical area, mainly the George’s River and Sutherland Shire. The school runs two classes in each year group from Pre-K to Year 3, three classes in Years 4 to 6, and four to six classes in each senior year, depending on the demand for places.

Additionally, Danebank provides support for students with additional learning needs through its Life Skills Program, with a class for girls in Years 7 to 10 and one for girls in Years 11 and 12. Students learn in our inclusive environment.

Broad Curricular and Co-Curricular Opportunities

Danebank is a thriving educational environment where students are empowered to discover their talents, develop their strengths and maintain the highest personal and academic standards.

A broad-ranging co-curricular program provides students with many opportunities to develop their personal strengths. Girls are also challenged to support the school’s motto of service and to make a difference in the wider community.


Where every girl belongs and every girl is becoming all she is purposed to be.


Grounded in our heritage, we are a futures-focused Christian learning community. We nurture and inspire girls to flourish through inclusive and powerful educational opportunities. Join us, as we serve and shape the world.


Compassionate Service, Creative Collaboration, Respectful Relationships, Courageous Optimism, Personal Excellence, Loving Kindness, Taking Responsibility


Situated in the southern Sydney suburb of Hurstville, Danebank offers state-of-the-art facilities, infrastructure and equipment for Drama, Music, Visual Arts, Technology and Sports among others, thus improving opportunities for students to excel. The school has a reputation for outstanding achievements across a broad range of areas, including at national and international levels.

6 Annual Report 2022 THEME 2

Student Enrolments 2022

Total Student Population


*Total student enrolments stated on www.myschool.edu.au (977 students) do not include Pre-Kindergarten (44 students)

Student Population 2022

Senior Junior Pre-K
*22 in 2-day group, 22 in 3-day group Pre-Kindergarten 44* Junior School (Kindergarten to Year 6) 405 Senior School (Year 7 to Year 12) 572
Language background other than English 53% Indigenous students 1%

Student Outcomes in Standardised National Literacy and Numeracy Testing

Danebank NAPLAN Results 2019 - 2022: Percentage of Students Above the National Minimum Standard

*NAPLAN assessments were cancelled in 2020 due to COVID-19. My School www.myschool.edu.au/school/43914

8 Annual Report 2022 THEME 3
CATEGORIES LAST 4 YEARS YEAR 3 YEAR 5 YEAR 7 YEAR 9 DANEBANK STATE DANEBANK STATE DANEBANK STATE DANEBANK STATE READING 2019 98.0 88.8 97.2 86.6 97.1 84.4 96.1 80.8 2020* - - - - - - -2021 100 97.4 100 96.2 100 94.8 96.7 91.1 2022 100 97.9 100 97.2 100 96.8 98.8 94.0 WRITING 2019 100 94.8 98.6 83.6 97.1 73.4 96.1 63.8 2020* - - - - - - -2021 100 98.1 100 94.9 100 92.8 98.8 86.2 2022 100 99.1 100 96.7 99.0 96.6 98.8 92.7 SPELLING 2019 98.0 88.8 100 88.0 97.1 86.2 97.4 83.5 2020* - - - - - - -2021 100 95.4 100 95.3 100 94.9 98.8 92.9 2022 100 95.2 100 97.0 98.0 96.3 100 92.9 GRAMMAR & PUNCTUATION 2019 98.0 89.7 98.6 82.4 93.2 78.5 96.1 74.2 2020* - - - - - - -2021 100 95.6 100 94.6 99.0 91.4 97.8 89.2 2022 100 97.0 100 97.5 97.0 95.4 100 92.8 OVERALL NUMERACY 2019 92.0 87.7 97.2 86.1 95.1 85.5 100 84.7 2020* - - - - - - -2021 100 97.3 97.3 96.7 100 94.9 97.8 97.0 2022 100 98.3 100 96.8 99.0 94.3 100 98.0

Danebank NAPLAN Results 2019 - 2022: Percentage of Students in the Top Two Bands

Annual Report 2022 9 YEAR 3 2019 2020* 2021 2022 READING 76.0 - 98.1 88.3 WRITING 84.3 - 96.2 94.9 SPELLING 78.4 - 90.4 85.0 GRAMMAR 80.4 - 90.4 85.0 NUMERACY 60.0 - 71.2 68.3 YEAR 5 2019 2020* 2021 2022 READING 58.3 - 67.6 68.1 WRITING 36.1 - 44.6 54.2 SPELLING 73.6 - 64.9 69.4 GRAMMAR 72.2 - 63.5 62.5 NUMERACY 58.3 - 51.4 47.2 YEAR 7 2019 2020* 2021 2022 READING 53.4 - 56.3 39.8 WRITING 32.7 - 49.5 46.9 SPELLING 50.0 - 63.5 56.6 GRAMMAR 53.8 - 51.9 34.4 NUMERACY 60.8 - 56.3 54.1 YEAR 9 2019 2020* 2021 2022 READING 49.4 - 41.8 39.5 WRITING 31.2 - 27.5 32.9 SPELLING 37.7 - 47.3 23.3 GRAMMAR 40.3 - 47.3 36.0 NUMERACY 49.4 - 43.5 41.9

Senior Secondary Outcomes: Granting of RoSA, HSC Results and VET

2022 HSC Highlights

• Danebank was again the highest performing non-selective school in the St George and Sutherland Shire areas.

• Our highest ATAR result this year was gained by Natalie Jordanov: 99.65.

• 3 All Rounders is a wonderful result for our Class of 2022 Danebank cohort.

• Athena Jiang

• Natalie Jordanov

• Sabina Xie

• 47 students were listed as Distinguished Achievers in the HSC – gaining a Band 6 in one or more subjects.

• Danebank was ranked 58 th overall in the 2022 HSC results according to the Sydney Morning Herald.

• 68% of students gained over 80 in the ATAR. 44% of students gained over 90 in their ATAR. 15% of students gained over 95 in their ATAR. All of these percentages were gains on 2021 results.

• Despina Savva was nominated for Encore and Caitlin Dorfling had her play nominated for Onstage Drama.

• Eftalia Tsoutsas was nominated for Shape for her Design and Technology Major Project and Katia Ciarroni and Alisa Pontifix were nominated for Texstyle for their Textiles Major Projects.

• Katia Ciarroni was selected for the Texstyle 2023, the exhibition of a selection of exemplary Textile and Design projects from the 2022 Higher School Certificate.

• Adina Tan has had her Visual Arts Body of Work selected for the Art Rules Exhibition of outstanding HSC Bodies of Work. Adina’s work was displayed at Hazelhurst Regional Gallery.

Vocational Education and Training (VET)

In 2022, 13.6% of the Year 12 cohort (12 students) participated in vocational or trade training.

100% of these students successfully completed the Hospitality course and achieved a Certificate II Kitchen Operations.

Granting of Record of School Achievement (RoSA)

Danebank is registered to award the Record of School Achievement (RoSA) to eligible students who leave school before completing the Higher School Certificate (HSC).

In 2022, no RoSA credentials were issued to Danebank students.

10 Annual Report 2022 THEME 4
2017 2022 2018 99.65 99.80 99.65 99.85 2019 Highest HSC ATAR at Danebank 99.55 2020
99.80 2021
In 2022, 88 Danebank students sat for the NSW HSC in 31 courses. 100% of the 2022 Year 12 cohort, attained their HSC.


HSC Distinguished Achievers


Highest ATAR

Natalie Jordanov

3 TOP Independent School in St George and Sutherland Shire

HSC All Rounder Awards

Senior Secondary Outcomes: HSC Results Overview

Danebank HSC Results 2019 - 2022: Percentage of students in top two bands (5 & 6)

12 Annual Report 2022 COURSE 2019 2020 2021 2022 Ancient History 75 100 100 90 Biology 83 47 52 62 Business Studies 61 56 45 73 Chemistry 70 50 50 32 Design & Technology 85 75 83 83 Drama 100 75 63 60 Economics 58 63 40 90 English Advanced 91 82 86 100 English Extension 1 100 100 100 100 English Extension 2 100 100 100 100 English Standard 39 38 49 67 Food Technology 71 71 44 86 French Continuers - - 100Geography - 86 50 100 History Extension 100 83 100Hospitality 64 58 50 91 Japanese Continuers 80 - 40 50 COURSE 2019 2020 2021 2022 Legal Studies 65 76 75 74 Mathematics Advanced 71 57 73 77 Mathematics Standard 2 54 47 43 69 Mathematics Extension 1 93 100 88 73 Mathematics Extension 2 100 100 100 100 Modern History 73 82 75 33 Music 1 100 100 100 80 Music 2 100 - - 100 Music Extension 100 - - 100 PDHPE 75 59 44 62 Physics 50 43 71 40 Senior Science - - -Science Extension 100 100 67 100 Studies of Religion – 1 Unit 78 61 62 66 Studies of Religion – 2 Unit 88 65 82 68 Textiles & Design 100 100 100 100 Visual Arts 100 100 92 100 THEME 4

Danebank HSC Results 2022: Danebank and State Comparison (% in the top two bands 5 and 6)

Annual Report 2022 13 COURSE DANEBANK % BANDS 5/6 STATE % BANDS 5/6 Ancient History 90 33 Biology 62 27 Business Studies 73 35 Chemistry 32 33 Design & Technology 83 47 Drama 60 58 Economics 90 49 English Advanced 100 67 English Extension 1 100 92 English Extension 2 100 85 English Standard 67 15 Food Technology 86 30 Geography 100 42 Hospitality 91 40 Japanese Continuers 50 58
COURSE DANEBANK % BANDS 5/6 STATE % BANDS 5/6 Legal Studies 74 41 Mathematics Advanced 77 49 Mathematics Extension 1 73 73 Mathematics Extension 2 100 85 Mathematics Standard 2 69 29 Modern History 33 34 Music 1 80 69 Music 2 100 86 Music Extension 100 97 PDHPE 62 26 Physics 40 41 Science Extension 100 79 Studies of Religion – 1 unit 66 41 Studies of Religion – 2 unit 68 46 Textiles and Design 100 54 Visual Arts 100 66 THEME 4

Senior Secondary Outcomes: HSC Results Overview

Danebank HSC Results 2019 - 2022: Percentage of students in top two bands (5 & 6) in NSW School of Languages Courses / Community Languages

14 Annual Report 2022 COURSE 2019 2020 2021 2022 Chinese in Context - - 0 100 Chinese Literature 100 - 100 100 French Beginners - - 0French Continuers 100 - 100French Extension 100 - -German Beginners - - - 100 Italian Beginners - 100 50 100 Japanese Continuers - - 40Japanese Extension 100 - -Korean Beginners 100 33 100Modern Greek Beginners 100 100 100Modern Greek Continuers - - - 100 Russian Continuers - 100 - -

Professional Learning, Teacher Standards, Accreditation and Qualifications

Professional Learning

All Danebank Staff (teaching and non-teaching) undertook professional learning opportunities throughout 2022, which included:

• Whole staff professional learning days

• School based workshops

• Staff collaborative opportunities and reading groups

• Online learning

• External conferences and workshops

Danebank is a professional learning community that seeks to explore and implement productive and effective learning practices. Teacher professional learning helps teachers gain insight into their practice as well as enhance collaboration with other professionals within and outside of the school.

The focus of our professional learning in 2022 was in embedding Visible Wellbeing across the school and developing our Danebank Approach to Learning. Every staff member has engaged in Teaching Sprints to develop their understanding and expertise. Middle Leaders at Danebank have also undertaken professional learning designed to support them in their professional growth.

Teachers and support staff are encouraged to engage in learning that aligns with their own professional growth goals and the strategic aims of the school. The core focus of all staff learning is the design and delivery of effective pedagogy that leads to improved student outcomes.

Annual Report 2022 15 THEME 5
TYPE COURSE STAFF # TERM 1 Middle Leader Middle Leader Workshop with Dr Grice & Dr Davies, Uni. Sydney 33 Whole Staff Visible Wellbeing online learning 130 Whole Staff NCCD training - online modules and workshops 100 Elective Quality Teaching Rounds - Round 1 4 TERM 2 Whole staff Introduction to the Danebank Approach to Learning Accredited Learning with NESA 98 Whole staff Implementing the Danebank Approach to Learning - Teaching Sprints 100 Middle Leader Managing difficult conversations 25 Elective Quality Teaching Rounds - Round 2 4 Wellbeing Leaders AIS Workshop - Restorative Practice 18 TERM 3 Whole Staff Collaborative Learning in Action 70 Junior School Creating Written Texts Part 1 29 Non Teaching Staff Visible Wellbeing for Non Teaching Staff 20 Junior School Creating Written Texts Part 2 29 TERM 4 Selected Staff A Day with Prof Guy Claxton - Building Learning Power 15
Staff Professional Learning 2022

Professional Learning, Teacher Standards, Accreditation and Qualifications

16 Annual Report 2022 THEME 5
Staff Professional Learning 2022 TYPE COURSE STAFF # Careers Western Sydney University Careers Advisers Day 1 Chaplaincy Archbishops Day for Chaplains 1 Chaplaincy Special Event for School Chaplains 1 Chaplaincy The challenge of cultural engagement with Steve McAlpine 2 Curriculum 2022 AISNSW English Conference 2 Curriculum ACHPER PDHPE Conference 1 Curriculum Adobe InDesign Course 1 Curriculum AISNSW Deep Learning Lab: Level Up. Precision in Pedagogy 2 Curriculum AISNSW History Conference 2022 - Contested Discourses: Reframing the Discipline of History 1 Curriculum AISNSW History Extension Symposium 2022 1 Curriculum AISNSW PDHPE Conference 2022 - The Power of Purpose 1 Curriculum AISNSW Teacher Librarian Conference 2022 1 Curriculum Artist Led Workshop with Deborah Kelly 1 Curriculum Cert III in Business Services 1 Curriculum Cert IV in Training and Assessment 2 Curriculum Challenging the brightest Students Across the Curriculum 1 Curriculum Classroom Observation Skills Workshop 3 TYPE COURSE STAFF # Curriculum CUA30420 Cert III in Live Production and Technical Services 1 Curriculum Debating and Public Speaking Pedagogy 1 Curriculum Deepening the Learning in Technology 1 Curriculum Diving deep into fiction and nonfiction texts 1 Curriculum Dwell in Possibility: English Extension 1 and 2 1 Curriculum EBE Annual Conference 1 Curriculum EBE Economic Update Conference 1 Curriculum Education that Matters 1 Curriculum Entertainment Industry Methodology Orientation 1 Curriculum Extension One: Literary World 1 Curriculum Extension One: Worlds of Upheaval Online 1 Curriculum From the mind to the page English Extension Conference 1 Curriculum HSC English becoming a better teacher and marker of unseen texts 1 Curriculum HSC English: The Craft of Writing 1 Curriculum InitiaLit K-2 training 1 Curriculum Leading the Implementation of the New English K-2 Syllabus 5 Curriculum Learning Lab Tour 1 Curriculum Meet the Markers STANSW 1
Annual Report 2022 17 TYPE COURSE STAFF # Curriculum Metropolitan East Maths Head Teachers Association Conference 1 Curriculum Nationally recognised barista course 2 Curriculum Orientation and TAFE Industry Day 1 Curriculum PBL in PDHPE Years 7-10 1 Curriculum Planning and Programming for the new English K-2 Syllabus 1 Curriculum Quality Teaching Rounds 2 Curriculum Quality Teaching Rounds Foundational workshop online 1 Curriculum Science Heads of Department Conference 2022 1 Curriculum Skills Day: Teachers new to Legal Studies 2 Curriculum STA meet the markers 2022 1 Curriculum Stage 6 Resource Exploration PDHPE 1 Curriculum Teacher Librarian Professional Learning Community 1 Curriculum Teaching stage 6 For the First time 1 Curriculum The Art of Inquiry 1 Curriculum TTA Making A short Film 1 Curriculum Using Evidence to Enhance Classroom Practice: 1 Curriculum Using Quality Literature to Inspire Young Readers and Writers 1 Curriculum VET Entertainment Orientation 2 TYPE COURSE STAFF # Curriculum VET Hospitality and Kitchen Operations Network Day 1 Curriculum Visual Arts Showcase 2022: Divergence in Visual Arts Education 1 Curriculum Zart Conference 2022 1 Disability/Inclusion Anxiety and Autism in Young 1 Disability/Inclusion EduTECH 2022 program, presenting in the Special Needs & Inclusion Teachers Forum 2 Disability/Inclusion InitiaLit Extension 5 Disability/Inclusion MacqLit PD Workshop 1 Disability/Inclusion Measuring Reading Progress Workshop 1 Disability/Inclusion Mini COGE Advanced: More Curriculum Differentiation 1 Disability/Inclusion MiniLit by ELearning Course 1 Disability/Inclusion Personalised Learning Processes for Aboriginal Students 1 Disability/Inclusion PROBE 1 Disability/Inclusion Success for All Learners 1 Disability/Inclusion Supporting EAL/D Learners in the K-6 Classroom 1 Disability/Inclusion Teaching Children on the Autism Spectrum 1 Exec Leadership 2022 IPSHA National Conference 1 Exec Leadership AHISA 2022 Conference - Leading, Learning & Caring 1 Exec Leadership AISNSW Curriculum Leadership Conference: Riding the Waves of Curriculum Reform 2 THEME 5

Professional Learning, Teacher Standards, Accreditation and Qualifications

18 Annual Report 2022 TYPE COURSE STAFF # Exec Leadership Australian Association for Research in Education National Conference 1 Exec Leadership EduTech International Education congress and Expo 1 Exec Leadership IPSHA Branch Weekend 1 Exec Leadership NESA HALT Assessor training 1 Exec Leadership Risk Assessment and Management In Schools: Child Protection and Mental Health 1 Exec Leadership Supporting Teachers through Experienced Teacher Accreditation 1 Exec Leadership The legal implications of gender issues for schools 1 Marketing CI Marketing Master Class Workshop 3 Middle Leadership Aboriginal Education - Leadership in Aboriginal Education Conference 1 Middle Leadership Advancing Leadership 2022 ASC Conferences 1 Middle Leadership AIS Middle Leaders 1 Middle Leadership AIS Women in Leadership 1 Middle Leadership AISNSW Heads of Sport Conference 1 Middle Leadership Deep Learning Lab: Level up: Precision in Pedagogy Conference 3 Middle Leadership Emerging Leaders - shadowing task 1 Middle Leadership Growth Coaching 2 Middle Leadership IPSHA Deputies Conference 1 Middle Leadership LAN Network Day 2 THEME 5
Staff Professional Learning 2022 TYPE COURSE STAFF # Middle Leadership Lawsense Best Practice Note Taking 1 Middle Leadership Leading and Coaching a Culture of Thinking Dr Ron Ritchhart 1 Middle Leadership Masterclass with Tom Sherrington & Dr Simon Breakspear 1 Middle Leadership TASC ICT Conference 2022 1 Middle Leadership TASC Mentoring / Shadowing 1 Wellbeing A Karma Classroom 1 Wellbeing AISNSW Wellbeing Conference 2022 - Along For The Ride 2 Wellbeing ASIST Suicide intervention training 1 Wellbeing Helping girls manage intense emotions 1 Wellbeing Law for School Counsellors 1 Wellbeing Leading the way to mentally healthier schools: Black Dog Institute 1 Wellbeing PESA - Australian Wellbeing in Education Conference 2022 1 Wellbeing TASC Counsellors Network Meeting 1 Wellbeing Wellbeing Strategies for Leaders 1 WHS First Aid Training 1 WHS Oxygen equipment, Basic spinal training and provide CPR 1 WHS Teacher of Swimming and water safety 1

** Level of accreditation held in addition to proficient teacher accreditation.

Teacher qualifications*

teacher education qualifications from a higher education institution within Australia or as recognised within the National Office of Overseas Skills Recognition (AEI-NOOSR) guidelines, or

ii. Teachers having a bachelor’s degree from a higher education institution within Australia or one recognised within the AEI-NOOSR guidelines but lack formal teacher education qualifications

*Note that the number of teachers falling within these two categories may not sum to the total number of teachers as reported in the previous accreditation table as some teachers with conditional accreditation may not be included.

Annual Report 2022 19 THEME 5
LEVEL OF ACCREDITATION NUMBER OF TEACHERS Conditional 2 Provisional 2 Proficient Teacher 107 Experienced Teacher (ISTAA)** 23 Highly Accomplished Teacher (voluntary accreditation) 0 Lead Teacher (voluntary accreditation) 0
Teacher Accreditation

Workforce Composition

Due to privacy, Danebank is not able to report on Indigenous, Aboriginal and Torres Strait Islander people on staff.

Data taken from pay report June 2022.

SCHOOL STAFF 2022 NUMBER Teaching staff 128 Full-time equivalent teaching staff 106.27 Non-teaching staff 68 Full-time equivalent non-teaching staff 47.13

Student Attendance, Retention Rates and Post-school Destinations

Student Average Attendance Rates 2022

Average Student Attendance

On average 94.89% of students attended school each day in 2022.


Management of Non-attendance

Rolls are marked online every lesson in the Senior School and marked once a day before 11am by class teachers in the Junior School.

Absences are recorded on the School’s attendance database. Parents/Carers are required to notify the school by telephone or email (attendance@danebank.nsw.edu.au), or by accessing the Edumate portal through iDanenet after 5pm, if their child is not attending school for the day.

The Parent Portal is a convenient online system for parents to explain their daughters’ reason for absences. In addition, a written note or an email to attendance@danebank.nsw.edu.au is accepted.

Parents are notified via email if their daughter is absent for some or all of the day. Absence from school can be explained up to seven days. However if the student’s absence remains unexplained after seven days, the absence will be listed on the student’s school report as unexplained. Students in the Senior School are expected to communicate lateness to their parents and provide a note/portal entry to explain the reason.

Student Retention Rate from Year 10 to Year 12

100% of students who started Year 10 in 2020, continued on to complete Year 12 in 2022. The retention rate has improved over the past few years.

Post-School Destinations

Students who completed Year 12 are encouraged to identify post-school options that will best suit their interests, talents, and career goals, and are supported with applications for scholarships, early entry schemes, Schools Recommendation Schemes (SRS) and Educational Access Scheme (EAS) as well as other pathways for non-university options.

For those electing to go to university, many students applied for and accepted early offers, and will study diverse disciplines at a wide range of universities.

Danebank alumnae of varying stages of their studies and careers are invited to share post-school experiences with current students, to pass on knowledge and inspire young women as they prepare to complete their schooling.

Annual Report 2022 21 THEME 7
YEAR GROUP ATTENDANCE RATE % Kindergarten 96.56% Year 1 96.71% Year 2 97.21% Year 3 97.3% Year 4 97.62% Year 5 97.22% Year 6 96.69% Year 7 94.26% Year 8 93.4% Year 9 94.15% Year 10 92.74% Year 11 92.1% Year 12 92.6% Whole School 94.89%
Average Daily Attendance 2022

Enrolment Policies

Danebank Enrolment Process

Step 1. Submit an application

Parents interested in enrolling their daughter at Danebank are encouraged to submit applications as early as possible after the birth of their daughter. All applications must be submitted online and address all the criteria listed on the online Application Form, including payment of the $200 Application Fee.

Main entry years are:

• Pre-Kindergarten: Girls must have turned 4 by March 31. There is an option for a girl to begin Pre-K if she turns 4 by May 31, however, these younger students may be asked to complete two years of Pre-K.

• Year 5

• Year 7

Places in all other years, may be offered based on vacancies that arise from time to time, so early entry onto the Danebank waiting list is advised. Families are encourage to explore our Junior and Senior Schools by way of attending one of our many Open Mornings, which include a guided tour of the campus.

Step 2. Waiting list

Danebank seeks to provide access to the school for as many students as possible. However, due to the demand for places at Danebank, submission of an application should not be considered a guarantee of a position at any time. An application received, is security of a position on our waiting list for a requested year and will be processed in the order that it is received, relative to other applications.

Therefore, if a place is not available at the time and year requested, and with the approval of parents, Danebank will continue to carry the application forward for future years until a suitable place may be available.

Upon receipt of an Enrolment Application our Registrar will confirm the child’s position on the waiting list by providing families with a confirmation letter and will continue to provide families with up to date information about events happening at Danebank such as tours, open mornings and so on.

Step 3. Interviews

Students and their parents will be invited to attend an interview when a place becomes available. These interviews, for girls entering Pre-Kindergarten to Year 6, will be conducted with our Head of Junior School or a delegate and for Years 7 to 12, with our School Principal or a Senior Executive Staff member, prior to an offer being made. The interview helps to establish that parent expectations and student needs are clearly compatible with the vision, values and offerings of Danebank and that the School has the capacity to meet those expectations and needs.

An offer of enrolment is based on a variety of factors such as, but not limited to:

1. Availability of a suitable place in the requested year of entry

2. Parents who are Christian Clergy

3. A parent who is an previous student of Danebank (member of the Old Girls Association)

4. Children of the Anglican Schools Corporation staff

5. Siblings attending the school

6. Awarding of a Danebank Scholarship

7. Date of application

8. The student’s ability to benefit from the programs provided by Danebank

Offers will be made following these interviews.

Step 4. Letter of Offer for Enrolment

On receipt of a formal Letter of Offer, families have 30 days to accept the place. Acceptance is acknowledged by signing and returning the Conditions of Enrolment policy and the Acceptance Form with the required Acceptance Fee. This $2000 fee is non-refundable.

Parents’ acceptance of a place is acknowledged by letter with a receipt for payment of the Acceptance Fee. Families are invited to attend Orientation events in due course.

22 Annual Report 2022 THEME 8

Conditions of Enrolment Policy (Anglican Schools Corporation) Updated

June 2020

Upon accepting and signing an Acceptance of Offer of Enrolment and these Conditions of Enrolment, those documents set out the terms of the enrolment contract between the Parents and Anglican Schools Corporation.


“Corporation” means the legal entity, Anglican Schools Corporation, ABN 63 544 529 806.

“Parents” means the Student’s parent/s, carer/s or legal guardian/s, who are responsible for the Student’s education.

“Student” means the person who is enrolled as a student at the School.

“Principal” means the principal or acting principal of the School, by whatever title he or she is known, and/or his or her nominee.

“School” means the school or college conducted by the Corporation at which the Student is enrolled and is an operational part of the legal entity, Anglican Schools Corporation.

“Group Office” means the shared administrative and advisory office of the Corporation.

Fees and Charges

1. The Parents are to pay to the Corporation in respect of the School, all fees and charges for school fees, extra subjects, activities including camps and excursions, and the supply of other goods and services to the Student, as determined by the School or the Corporation, or incurred on behalf of the Student from time to time (Fees and Charges).

2. The Parents are to pay all Fees and Charges in advance. Payment may be made using a Corporation-approved payment method and paid either at the end of the first week of each term (where no direct debit arrangement is in place), or via a Corporation-approved direct debit arrangement, other than Fees and Charges on amended invoices raised for mid-term enrolments, which the Parents are to pay within seven days from the date of the invoice. If the Parents fail to pay an invoice for Fees and Charges within 21 days of the due date, they will be liable to pay an overdue charge which reflects (among other things) the administrative and financial cost of collecting the outstanding Fees and Charges. The Parents may enquire as to the current amount of the overdue charge at the Group Office of the Corporation.

3. While an invoice for Fees and Charges remains outstanding, the Student may not be permitted to participate in any discretionary activity offered by the School (for example, excursions, local, interstate or overseas trips).

4. If an invoice for Fees and Charges is not paid in full within 60 days from its due date, the Student’s enrolment may be suspended and the Principal may without further notice refuse entry of the Student to the School and/or the Principal may terminate the Student’s enrolment. The Fees and Charges remain payable to the Corporation in respect of the School. The School may also cancel the future enrolment of a student from the same family where Fees and Charges remain outstanding.

5. The School and/or the Corporation may take all actions it considers appropriate to collect overdue Fees and Charges and all other amounts owed to the School and/or the Corporation. The Parents agree to reimburse the School and the Corporation for all liability, loss, costs and expenses (including, without limitation, legal fees and debt recovery agents fees) in connection with any failure to pay the overdue Fees and Charges and all other amounts owed to the School and the Corporation.

6. The Parents are to give at least one full terms notice in writing to the Principal before terminating the Student’s enrolment. The notice must be given no later than the day before the first day of student attendance of the last term of enrolment. If the Parents do not give one full terms notice of termination of the Student’s enrolment, they are to immediately pay to the Corporation in respect of the School, one full term’s Fees and Charges.

7. No remission or refund of Fees and Charges, either in whole or in part, will be made if the Student is absent due to illness, leave, suspension, expulsion, or any other reason.

8. The School may incur from time to time such incidental expenditure on behalf of the Student as it may consider necessary, including for items such as books, excursions, educational programs, stationery and equipment. This incidental expenditure will be included in the Fees and Charges invoiced to Parents.

9. The Parents are to pay all medical and ambulance expenses incurred by the School and/or the Corporation on behalf of the Student (which the School and/or the Corporation are not able to otherwise recover).

10. The School reviews the Fees and Charges at least annually and these Fees and Charges are generally increased on an annual basis. In general, prior to the end of each year, Parents are

Annual Report 2022 23

Enrolment Policies

advised of the Fees and Charges for the following year, and the timing requirements of the payment options.

Requirements of Students

11. Students are to:

(a) demonstrate high standards of behaviour;

(b) abide by the School rules and code of conduct as they apply from time to time;

(c) act courteously and considerately to each other and to staff, visitors and other members of the School community at all times;

(d) support the goals and values of the School;

(e) meet the minimum standards of effort, attitude and behaviour required by the School;

(f) not do or say anything which may adversely affect the reputation of the School, or the Corporation, including in print, or on social or other electronic media whether during or outside of School hours;

(g) attend and, as required, participate in:

i. chapel services and assemblies;

ii. the School sports program;

iii. important School events such as Speech Presentation Day/Night or other events determined by the Principal;

iv. Christian living/Biblical studies classes;

v. activities including camps and excursions that are an integral part of the School curriculum;

(h) wear the School uniform, as prescribed, at School and when travelling to and from School, and on all School occasions unless otherwise authorised, and follow conventional standards of appearance in accordance with the School’s guidelines and the expectations of the School community; and

(i) attend the School during school hours, except in the case of sickness or where leave not to attend has been approved.

Requirements of Parents

12. The Parents are to:

(a) accept and abide by the requirements and directions of the Principal relating to the Student or students generally and not interfere in any way with the conduct, management and administration of the School;

(b) be aware of, acknowledge and support the Corporation’s Vision, Mission, Strategic Objectives and Philosophy of Education published on the Corporation’s website, www.tasc.nsw.edu.au;

(c) support the goals, values, and Christian foundation and activities of the School;

(d) read the School newsletter and any other communications from the School;

(e) advise the School in writing of any change of previously communicated information including home, mailing, email address, other contact details, and information on the Application for Enrolment/Placement on a Waiting List, within one month of such change. Applications for a Student place may be cancelled if the School loses contact with the Parents or has mail returned to it;

(f) ensure the Student has each item of official required uniform, clean and in good repair, and all other requirements such as textbooks, stationery and other equipment specified by the School;

(g) accept and abide by the directions of the School and the directions of School staff in relation to picking up and dropping off the Student at or near the School’s premises;

(h) while on the School’s premises or attending School activities elsewhere, comply with School procedures, the requests of School staff, any applicable code of conduct of the School or the sporting association of which the School is a member, and encourage others attending in relation to the Student to do the same;

(i) not do or say anything which may adversely affect the reputation of the School, or the Corporation, including in print, or on social or electronic media;

24 Annual Report 2022

(j) comply with any School or Corporation community code of conduct, guidelines and policies;

(k) communicate with students, parents, staff, visitors and other members of the School community in a courteous manner, and follow the communication guidelines laid down by the School from time to time; and

(l) use their reasonable endeavours to attend parent-teacher interviews, parent forums, and participate in courses offered by the School which are relevant to the Student’s education.


13. The Principal may determine minimum standards of effort, attitude and behaviour to be required of students before they will be allowed to progress to the next academic year level. If there are deficiencies in any of these areas, the School may require the Student to repeat the academic year, exclude the Student from certain activities, temporarily suspend the Student or exclude the Student from the School in accordance with clause 14 below.

Exclusion of Students

14. The Principal may in his or her absolute discretion, suspend or expel the Student for:

(a) failing to abide by the requirements set out in clauses 11 or 13, above;

(b) breaches of rules or discipline; and/or

(c) behaviour prejudicial to the welfare of the School, its staff or students.

15. The Principal may in his or her absolute discretion terminate the Student’s enrolment if:

(a) any Parents have failed to comply with these Conditions of Enrolment;

(b) any Parents have failed to abide by the requirements set out in clause 12; and/or

(c) the Principal considers that a mutually beneficial relationship of trust and cooperation between the Parents and the School has broken down to the extent that it adversely impacts on that relationship.


16. Requests for leave from School activities, including academic and co-curricular programs, and for early departure at the end of a day or term and/or late return from breaks are, in general, considered only in exceptional cases, and only on receipt of written application from the Parents by the Principal or any other process required by the School. No arrangements or commitments should be made prior to the application being approved. In addition, Parents are to explain in writing to the Principal any Student absence for a part or whole day during term time, including late arrivals or early departures and should follow any other process relating to absences as required by the School.

Educational Offering

17. The Principal determines the educational and other programs and activities conducted at the School from time to time at his or her absolute discretion, and the method of delivery of those programs and activities. The School may change its programs and activities, and the content and delivery of these programs and activities without notice. This may include discontinuation of teaching subjects and other programs.

18. The Student will be required to participate in all compulsory programs and activities unless the Principal agrees otherwise, and the School will determine which programs and activities are compulsory.

Medical/Educational Needs

19. The Parents are to disclose fully any needs, or changes in needs, of the Student (including but not limited to any medical, physical, learning or psychological needs) at the time of applying for enrolment and by the stated date to the School. By accepting an Acceptance of Offer of Enrolment, the Parents warrant that they have provided all relevant information (including any report or diagnosis of doctors or other treating professionals) regarding the Student’s needs to the School and the School’s Offer of Enrolment is conditional upon the Parents having done so. Following enrolment, Parents must inform the School of any needs of the Student, not previously communicated, as soon as they become aware of those needs, and immediately of any changes in needs previously communicated.

20. The Parents are to accurately complete and return the Student’s medical form/s or plan/s by the stated date as required by the School. Parents must immediately inform the School of any changes to the Student’s health previously communicated on the medical forms/ or plan/s. Parents must also provide any medical information about the Student requested by the School, including medical reports.

Annual Report 2022 25

Enrolment Policies

21. If the Student is ill or injured, necessitating urgent hospital and/or medical treatment (for example, injections, blood transfusions, surgery) and if the Parents are not readily available to authorise such treatment, the Parents authorise the Principal or, in the Principal’s absence, a responsible member of the School staff to give the necessary authority for such treatment.

Health and Safety

22. The Parents must notify the School immediately if the Student has a communicable infection or condition or a notifiable condition under public health regulations.

23. The Parents acknowledge that the Student may not be fully covered under any Corporation or School insurance policy for accidental injury during School-related activities.

24. The Principal or delegate may search the Student’s bag, locker or other possessions where reasonable grounds exist to do so.

25. The Parents acknowledge that the Student’s personal property is not insured by the Corporation, and the Corporation or School does not accept any responsibility for loss of or damage to the Student’s personal property.

26. The Parents and Student are to observe School security procedures.


27. The Parents acknowledge that they have read and understood the Corporation’s Privacy Policy and Standard Collection Notice, which are displayed on the Corporation’s website, www.tasc.nsw.edu.au, or as otherwise published.

Court Orders and Provision of Reports

28. In agreeing to these Conditions of Enrolment, the Parents warrant that any other Parents who have responsibility for the Student’s education agrees to the enrolment.

29. The Parents are to provide to the School all current Family Court or other court orders relating to the Student (Court Orders) at the time for applying for enrolment. The Parents must immediately notify the School of any new Court Orders or changes to any previously communicated Court Orders. Such information will be dealt with in accordance with the Corporation’s Privacy Policy.

30. The Parents must provide accurate information to the School about any arrangement between Parents in relation to the Student at the time for applying for enrolment. The Parents must immediately notify the School of any new arrangements or changes to any previously communicated arrangements.

31. The School will provide academic reports in writing to the Parents. If the Parents are separated or divorced, reports will generally be sent to each of the Parents on request, to the address notified by each of the Parents unless there is a Court Order that reports are to be sent to only one of the Parents or the School considers that it is in the best interests of the Student.


32. The Parents must provide the School with a copy of either their Australian state or territory driver licence or passport or another identity document acceptable to the School (Identity Document) and copy of the Student’s original Identity Document, prior to the commencement of the Student’s enrolment at the School. If a Parent’s or Student’s legal name changes at any time during the Student’s enrolment, the Parents must immediately provide the School with a new copy of the Identity Document showing the new name.

33. The Student must at all times (including on application to the School) be an Australian citizen or a permanent resident of Australia, or one of the Parents must be an Australian citizen, permanent resident or otherwise hold an eligible and valid visa. In the case of an overseas Student, the Student must, at all times, hold an eligible and valid visa to study in Australia for the duration of the Student’s intended study period at the School. The School may require appropriate documentation to satisfy itself that these requirements are met.

34. The Corporation may change these Conditions of Enrolment, provided the Corporation gives the Parents at least one term’s notice in writing.

35. The Parents’ obligations to the School and the Corporation, as set out in these Conditions of Enrolment, are joint and several.

36. Unless amended, these Conditions of Enrolment continue to apply to the Student and their Parents for the duration of the Student’s enrolment at the School.

37. These Conditions of Enrolment continue to apply to the Student and their Parents until the obligations of the Student and their Parents have been met.

Parent/Carer/Legal Guardian is required to sign and date this policy.

26 Annual Report 2022

Additional documents and links relating to Enrolment at Danebank are listed below:

• Enrolment Enquiry

• Tour Booking

• Online Application

• Danebank Fees

• Privacy Policy (ASC)

• Conditions of Enrolment (ASC)

• Standard Collection Notice (ASC)

Other School Policies

Overview Student Welfare: Student Duty of Care

Danebank is committed to fulfilling its duty of care to all its students by seeking to provide them with a safe, supportive and caring learning environment that endeavours to:

• minimise risk of harm and ensure students and staff feel secure

• support the spiritual, social, academic, physical and emotional development and wellbeing of students

• provides policies and programs for student wellbeing which develop a sense of self-worth and personal growth

School Policies are published on the school’s website, Annual School Handbook and on the school’s intranet. The important policies for students to reference (such as Uniform and Positive Behaviour Code) are published in Student Diaries.

All policies maintain adherence to consistency and fairness as well as a sense of appropriateness for students of different ages. School policies aim to support the school as a safe, nurturing environment with clear guidelines for acceptable behaviour and effective processes to maintain a professional learning environment.

The Positive Behaviour Code ensures that, when serious breaches need to be attended to, communication with parents is an integral part of the process. The school does not permit corporal punishment of students or sanction corporal punishment by non-school persons.

Full text of school policies can be accessed via:

School Handbook

Staff Intranet

School Website

Student Diaries

• PDF published via www.issuu.com and link emailed to families

• Policy Connect

• www.danebank.nsw.edu.au/school-policies/

• Selected policies are contained in Student Diaries

Parents may request a copy of the Danebank Handbook or a particular policy, by contacting the Senior School office.

Danebank is committed to the safety, wellbeing and protection of all students, children and staff in our care. The provision includes a safe and supportive learning environment for all students and requires all employees, volunteers and visitors to model and encourage excellent behaviour that protects students and staff from harm.

We promote a culture where children feel safe, valued and have a voice in the decisions that affect them.

We will take a proactive and preventative approach towards safety and supporting an environment where all members of our community feel safe, are protected from harm and are able to report any concerns.

We expect all within our organisation, regardless of their role or level of responsibility, to act to safeguard children from harm by abiding by our Code of Conduct, acting in accordance with the law and adhering to key policies which include:

Child Safe Policy

Positive Behaviour Code

Staff Misconduct and Reportable Conduct Policy

Parent Guidelines

Complaints Handling Policy and Procedures

This policy and guidelines have been developed to protect students and staff in our school.

Changes in 2022

In 2022, Danebank continued its annual reviews of policies related to safety, wellbeing and protection of students and staff. Policies, such as Acceptable Use of Technology, Positive Behavior Code, Child Safe Policy, Complaints Handling Policy and Procedures and Parent Guidelines, were updated and superseded their previous versions.

Access to Full Text

The above policies can be found on the School Policies page of the Danebank website.

28 Annual Report 2022 THEME 9

Student Welfare: Child Safe Policy

Danebank’s Child Safe Policy outlines the key elements of our approach to child protection as a child safe organisation and sets the tone for Danebank’s entire Child Safe Program. The Board of the Anglican Schools Corporation is committed to providing for the safety and wellbeing of all children and young people entrusted to our care. This Child Safe Policy has been endorsed by the TASC Board in support of this commitment.

The Danebank Child Safe Policy and the broader program of works to implement the Policy (our Child Safe Program) has been developed taking into account the National Principles for Child Safe Organisations developed by the National Office for Child Safety and the NSW Child Safe Standards recommended by the Royal Commission into Institutional Responses to Child Sexual Abuse and as articulated by the Office of Children’s Guardian (OCG). We hold ourselves to account against these standards.

Changes in 2022

The School completed a review of all Child Protection policies and practices in 2022. This is designed to ensure compliance with:

• NSW Child Safe Standards (2019) and National Principles of Child Safety

• Child and Young Persons (Care and Protection) Act 1998

• Crimes Act 1900

• Child Protection (Working with Children) Act 2012

• Child Protection (Working with Children) Regulation 2013

• Child Protection (Working with Children) Regulation 2013 (NSW)

• Children’s Guardian Act 2019

• Education Act 1990 (NSW)

• Civil Liability Act 2002 (NSW)

The School undertook a Child Safe Assessment and created an improvement plan also.

Access to Full Text

The Child Safety Policy and Child Safe Standards Guide are on the School Policies page of the Danebank website.

Anti-Bullying Policy

At Danebank, bullying is taken seriously and regarded as unacceptable in any form. It is essential that bullying behaviour or suspected bullying behaviour be reported to eliminate its presence at Danebank.

Any student who has been bullied or witnessed bullying behaviour as a bystander should report the incident to a trusted adult in the school community such as:

• Class teacher

• Stage/Year Coordinator

• Assistant Head of Junior/Senior School

• Head of Junior/Senior School

The incident will be investigated with due process and procedural fairness. Parents/carers are encouraged to contact the Year/Stage Coordinator if they suspect any bullying behaviour.

Changes in 2022

The School reviewed the Positive Behaviour Code, which draws together all student wellbeing policies. The Positive Behaviour Code encompasses:

• Respectful Relationships

• Taking Responsibility

• No Place for Bullying

• Consequences for Breach of the Positive Behaviour Code

The School also reviewed it’s No Place for Bullying Policy

Access to Full Text

The Positive Behaviour Code and Policy and the No Place for Bullying Policy is on the School Policies page of the Danebank website.

Annual Report 2022 29

Other School Policies

Reporting Complaints and Resolving Grievances Policy

Danebank is committed to providing a safe, fair and honest environment where complaints and grievances are dealt with promptly and sensitively.

Parents, guardians and students are encouraged to come forward with their concerns and grievances in the knowledge that the School will hear their complaints, and that action will be taken in the manner that the School deems as appropriate and lawful. The Complaints Handling Policy and Procedures outlines a framework for the School to respond where students, parents, customers, contractors, local residents, visitors and others have a complaint.

Student Discipline Policy

Danebank is committed to maintaining a safe and supportive environment to support the wellbeing of its members. All members of the Danebank community are expected to be courteous and considerate of others at all times. We are a place of belonging. We are a place of connection and purpose. Respectful relationships are core to how we interact with each other and form the foundation of the Positive Behaviour Code and Policy.

The Positive Behaviour Code and Policy applies to all Danebank students, at all times including classrooms, playground, chapel, assembly, library, co-curricular activities, excursions, sport, camps, travel and any other Danebank related activity. The Positive Behaviour Code is shaped by our values.

Access to Full Text

The above policy can be found on the School Policies page of the Danebank website.

The Positive Behaviour Code defines who we are and how we live within the Danebank community and how we interact with others in the community. Sometimes students may not adhere to the Positive Behaviour Code for a variety of reasons. In such instances disciplinary action and educative response may take place. This action will be underpinned by Restorative Practice.

Restorative Practice seeks to repair relationships that have been damaged, in partnership with the students involved. Through a set of reflective practices, the students are guided towards restorative action and forgiveness.

Changes in 2022

The School reviewed the Positive Behaviour Code and Policy, which draws all student wellbeing policies. The Positive Behaviour Code encompasses:

• Respectful Relationships

• Taking Responsibility

• No Place for Bullying

• Consequences for Breach of the Positive Behaviour Code

Access to Full Text

The Positive Behaviour Code and Policy is on the School Policies page of the Danebank website.

30 Annual Report 2022 THEME 9

School determined priority areas for improvement



• Address all findings in the Work Health Safety audit

• Reinforce reporting systems for incidents and hazards

• Beginning of Junior School Stage 2 Construction

• 5 additional learning areas on 78 Park Road

• Development of an aspirational master plan which outlines systematic and strategic whole school campus development for the next 15 to 20 years

• Several renovations throughout the whole campus



• Development of the Danebank Professional Learning Framework including revitalised process for professional growth and attainment

• Implementation of the Danebank Approach to Learning through collaborative opportunities

• Launch of streamlined professional learning meeting structure and timetable for staff

• Enhanced elective professional learning opportunities through Quality Teaching Rounds and Teaching Sprints



• Danebank Approach to Learning integrating wellbeing, faith and learning launched to the community

• Three new Stage 6 curriculum course options offered to Year 11 2023 at subject selection. Staff trained and made preparations to deliver these courses

• Online NAPLAN delivered successfully to Years 3, 5, 7 and 9 and adaptive testing results received

• Whole school Ministry Plan developed

• Achieved accreditation as a Visible Wellbeing School

• Significant improvements in sport, music and cocurricular opportunities


• Complete the construction of Stage 2

• Improve Danebank infrastructure such as power supply and hydrant system

• Commence the design and application pathway for the construction of next stage in the master plan and recycling system

• Upgrade school security system


• Continued implementation of middle leadership development program

• Implementation of new professional growth model for both teaching and support staff - integrated to the professional learning framework

• Implementation of the Danebank Approach to Learning continues, embedding practice in learning programs and learning experiences

• Commence key strategic projects in assessment, crosscurricular learning, Aboriginal and Torres Strait Islander education and curriculum offerings.

• Support for middle leaders and teachers to plan and implement the new NESA curriculum.


• Danebank Approach to Learning embedded and programs and being adopted in classroom practice

• Undertake curriculum review

• Develop and deliver project based learning initiatives and assessment improvements

• Aboriginal and Torres Strait Islander Educational project and RAP underway

• Pilot Year 12 mentor program

Annual Report 2022 31

Initiatives promoting respect and responsibility

Student Wellbeing

Danebank adopts a multi-faceted approach to developing student wellbeing, including a number of learning opportunities outlined below:

• Student Wellbeing in Junior School (Pre-Kindergarten to Year 6) and Senior School (Years 7 to 12) was overseen by the Director of Wellbeing (P-12), Head of Senior School and Assistant Head of Senior School (Wellbeing), Assistant Heads of Junior School and our Counselling Team (K to 12).

• K to 12 students engaged in learning experiences focused on the six areas of the Visible Wellbeing SEARCH Framework, an evidence-based framework developed through a long term research program by Professor Waters in the fields of positive psychology and education.

• Year 5 participated in the Resilient Adolescent Program (RAP) in their Health lessons.

• Year 6 students completed the VIA survey to understand their Character Strengths.

• All Junior School students from Year 3 to 6 were taught about Cyber Safety in weekly ICT lessons.

• Years 3 to 4 were visited by the local Police Liaison Officer to speak about Cyber Safety.

• Year 7, 8, and 9 completed an online program with Project Rockit. The program empowered students to challenge (cyber)bullying, support peers, navigate the online world safely and develop tools for digital wellbeing.

• Year 7 students engaged in a Peer Support Program and Connect lessons that focused on Visible Wellbeing, goal setting, respect, empathy, resilience, communication, relationships and teamwork.

• Year 8 students engaged in Connect lessons that focused on Visible Wellbeing, goal setting, respect, empathy, friendships, encouraging others, strengths, stress, self confidence, self esteem, kindness and coping.

• Year 9 students engaged in Connect lessons that focused on Visible Wellbeing, goal setting, respect, empathy, strengths, learning styles, growth mindset, kindness, coping, mindfulness, stress and self confidence.

• Year 10 students engaged in Connect lessons that focused on Visible Wellbeing, goal setting, careers, motivation, time management, exam preparation, strengths, learning styles, kindness, coping skills, stress management and mindfulness.

• Year 11 students engaged in Connect lessons that focused on Visible Wellbeing, goal setting, strengths, motivation, time management, exam preparation, learning styles, kindness, coping skills, stress management and self care.

• Year 12 students engaged in Connect lessons that focused on Visible Wellbeing, goal setting, strengths, motivation, time management, exam preparation, learning styles, study techniques, coping skills, stress management and self care.

• Paul Dillon, founder of Drug and Alcohol Research Training Australia (DARTA), shared with students in Years 10, 11 and 12 on a range of alcohol and drug issues.

• Prue Salter led a workshop with Year 11 students around improving study skills and managing stress.

• My Strengths a strengths based wellbeing company led learning on strengths, resilience and goal setting to Years 8, 9 and 11.

• Consent sessions were provided to students in years 9, 10, 11 and 12.

Our very first Wellbeing Day was held at the end of Term 2 for all staff and students across P-12. This was a wonderful day that provided the opportunity to celebrate the schools commitment to Visible Wellbeing and the wellbeing of staff and students. We celebrated with a range of activities that implemented aspects of the SEARCH Framework.

32 Annual Report 2022 THEME 11

Initiatives promoting respect and responsibility

Connect Program: Senior School

Danebank’s strong student wellbeing program means that each student’s personal and academic progress is monitored. Connect is held twice each week in small groups led by a teacher and in Years 7 to 9, by Year 11 student leaders. In Connect, students focus on a range of areas that support their wellbeing.

In 2022, we introduced Thoughtful Thursday into our Senior School Connect time. This was developed to give students an opportunity to engage in Visible Wellbeing. The activities encourage connection with their peers, Connect leaders and teachers. It also allowed further opportunities to guide and develop wellbeing habits and practices that can be used by the students day to day using the SEARCH Framework.

Term 3 Connect time was spent building connections across year groups within houses. The House Officials lead the girls in learning two songs, one Christian and one secular that they performed on House Festival Day in a choral competition.


Leadership programs support students to accept responsibility within the school community through:

• K - Team connections of Year 6 and Kindergarten girls

• House Leaders in both Junior and Senior School

• Monitors (K - Year 6)

• Student Representative Council (SRC) in Junior and Senior School

• Christian Student groups (Junior and Senior School)

• Year 11 Connect Leaders, Peer Support Leaders, Ut Prosim Leaders and House Officials

• Prefects (Junior and Senior School)

• House Captains (Junior School)

• Captains of Sports (Senior School)

• Captains of various extra and co-curricular groups such as Debating Captain, Public Speaking, Band and Ensembles (Junior and Senior School)

Annual Report 2022 33 THEME 11

Initiatives promoting respect and responsibility

The Duke of Edinburgh’s Award Program

Despite the ongoing effects of COVID-19 on our lives, the girls participating in the Duke of Edinburgh Award have had another year full of amazing adventures and self-discovery.

The Bronze Duke of Ed girls hiked in Bungonia National Park, dealing with flooding rains again, and finished with their qualifying journey in the Royal National Park, which was still very wet underfoot.

The Silver Duke of Ed girls had a practice hike with a difference, again due to flooding rains –they hiked from Maroubra South to Circular Quay, exploring our amazing coastline all the way to the city. For their qualifying journey, they ventured to the Wild Dog Mountains area of the Blue Mountains National Park; this proved to be a very challenging hike, with more mud and thick vegetation.

For the first time in 3 years, the Gold Duke of Ed girls got to leave NSW and ventured to Central Australia – and what an adventure they had!

Duke of Edinburgh’s Award Program participation number for 2022, below.

Ut Prosim and Service Learning

In 2022 our School’s charities included the Katoke Trust, MAD for Homelessness, the Leukaemia Foundation and Care Australia. The Ut Prosim team began the year selling chocolates and convincing a range of teachers to become victims … I mean, volunteers … in the World’s Greatest Shave challenge. Huge thanks go to Taylor Yeung, our School Captain, for cutting over 30 cm off her hair. Miss Saville, Mrs Pizzimenti and Mr Malin agreed to dye their hair green, blue and pink. Mr Coulton and Mr Williams allowed us to wax the hair off their legs. Who really thinks superheroes need capes?

On top of fundraising for our school charities, the team have led a casual dress fundraiser and food drive for the NSW flood victims, continued with Toys ‘n’ Tucker, supported the DigniTea event and made cupcakes to encourage Year 12 students going into their trial HSC exams. They have also run the Ks for Katoke challenge, helped lead the Year 9 nursing home project and are always ready to serve, wherever they are needed.

Our knitting group has continued to meet, as students have worked towards making blankets to donate to the homeless. Further, the MAD for Homelessness and Newtown Mission trips have begun again this year, as Year 10 students go out into the community to help those in need.

Ut Prosim at Danebank is more than a motto. The servant hearts of our students and staff are one of the many reasons why Danebank is such a special place to be.

34 Annual Report 2022 THEME 11
Golden moments: sunset at Uluru 61 BRONZE 28 SILVER 54 GOLD
Toys ’n’ Tucker

Parent, student and teacher satisfaction

• Invitation to parents to participate in the Building Masterplan consultation process to inform the brief for the architects. Hour-long workshop held Monday 16 May 2022.

• Four Conversations with Dr Burgess events were held in Terms 3 and 4, offering opportunity for parents to share and discuss future developments.

• General feedback opportunity via permanent Google form.

• May 2022: Introduction of the school’s wellbeing dog, Bailey. A Google form was created for feedback. The initiative was very well received.

• October 2022: Learning Enrichment Review. The school engaged AISNSW specialists to examine Danebank’s learning enrichment (support). The process included parents, with them completing a survey and being invited to focus-group interviews.

The Year 12 Exit Survey is an important way to reflect student view and voice. A snaphot of feedback from the students is shared below:

• 95% expect to attend university next year.

• 100% agree or strongly agree that they have had opportunities to hear, respond to and reflect on the gospel at Danebank.

• 80% agree or strongly agree that their time at Danebank has helped them clarify what they believe.

• 95% agreed or strongly agreed that they had known teachers who knew them well and cared about them as a person.

• 95% agreed or strongly agreed that they had learned to treat themselves and others with respect and understanding.

• 94% agreed or strongly agreed they had teachers who knew their subject well and explained it clearly.

• 89% agreed or strongly agreed that they were presented with challenging school work that caused them to think deeply about ideas.

• 80% agreed or strongly agreed that they had opportunities to work with and get to know people of different backgrounds or skill levels.

Students noted that when they struggled in their HSC year, it was usually related to the complex and demanding content of the HSC courses and the challenges of finding motivation and study discipline. They also indicated that they struggled with time management and workload and mapping their responses to the syllabus dot points.

Students felt that the strengths of a Danebank education included the positive and challenging learning environment and the connections they had with caring and passionate teachers.

• May 2022: Danebank Approach to Learning. Staff feedback indicated a strong sense of satisfaction and purpose as they saw within our new Approach to Learning the culmination of a long period of reflection and consultation on the direction of learning at Danebank, as well as clear links to previous professional learning with the inclusion of the Visible Wellbeing SEARCH framework as part of our bespoke model.

• June 2022: Teaching Sprints. Having spent time experimenting on the new Approach to Learning in their classrooms, staff gathered in their stage and faculty teams on Thursday 16th June to reflect and provide feedback on how they, and their students have engaged with the new Approach to Learning. Feedback from Middle Leaders about the Sprints so far has been that it is an engaging, accessible and meaningful way to shift teacher language around learning in the classroom, and to share new pedagogical approaches with colleagues.

• August 2022: Professional Learning groups. The focus of the PLGs was reading instruction, and saw teachers discuss and share strategies they use in their lessons, providing each other with feedback and suggestions for future teaching strategies to improve student reading. The sessions were also an opportunity for our Learning Enrichment staff to attend and offer support and resources to teachers. Feedback from teachers has been overwhelmingly positive, with staff particularly commenting on the value of connecting and learning from teachers in other faculties.

Annual Report 2022 35 THEME 12

Summary Financial Information

Income and Expenditure 2022

Recurrent/Capital Income

Recurrent/Capital Expenditure

36 Annual Report 2022 THEME 13
73% Fees and Private Income 20% Commonwealth Recurrent Grants 7% State Recurrent Grants 60% Salaries, allowances and related expenses 23% Capital expenditure 17% Non salary expenses 73% 20% 7% 60% 23% 17%

Publication Requirements


The Head of Business Services and Finance is responsible for coordinating the final preparation and distribution of the Annual Report to the Board and other stakeholders as required.

This 2022 Annual Report has been made available to NESA Online by 30 June 2023 and is available online via the Danebank website at www.danebank.nsw.edu.au/schoolpolicies/

Printed copies of this Annual Report may be provided to those unable to access the internet by contacting the Danebank School office on 02 9580 1415.


In addition to formal requirements for publication relating to the annual report, any additional information requested by the NSW or Australian Governments will be provided. Additional information that is requested by the Minister will be provided to NESA in an online or appropriate electronic form unless otherwise agreed by NESA.

To ensure that such requests are dealt with appropriately, the Head of Business Services and Finance is responsible for coordinating the school’s response. This person is responsible for the collection of the relevant data and for ensuring it is provided to NESA in an appropriate electronic form.

Annual Report 2022 37 THEME 14
80–98 Park Road Hurstville NSW 2220 02 9580 1415 www.danebank.nsw.edu.au ABN 63 544 529 806 Danebank is a member of the Anglican Schools Corporation
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