Pre-K to Year 12
A Message From Key School Bodies
The Principal
Miss Edith Roseby Ball began Danebank in 1933. Within four years, she spoke to the community at her end-of-year address, saying:
“This Xmas of 1937 is the fourth anniversary of Danebank School … today I particularly wish to speak of the work of the school … whatever the future has in store for us, the foundation must be firm. A school should be a place where children learn to live rightly, begin to love God and their neighbours.”
She went on to describe the pioneering and innovative approach of a Danebank education, which was founded on the principles of ‘new education’. Of this new education, she said:
“The new education has shifted the emphasis from the school to the child, from mere learning to understanding, thinking and doing. The old was academic, the new realistic … A small number of children are provided with this golden opportunity.”
It was her aim to provide this new education, to prepare each girl for life. She noted that school is a preparation for life and the complete life is one of service. So began our beloved School, which has continuously provided an innovative Danebank education of deep and relevant learning and understanding for girls for 90 years.
Our heart has always been for each child – the girls and young women of Danebank. Each one has been afforded a golden opportunity to learn and develop within a vibrant and inspiring Christian learning community. We are grateful to God for this, giving thanks to Him for His continual guidance and favour. This year, we celebrated our girls, whether current or past students and the 90 years of learning in our Christian school.
We began these celebrations with a special Founder’s Day service and together devoured the delicious cake. At our Autumn Fair, we enjoyed a presentation of the history of Danebank, prepared by our dedicated Community Engagement team. Later we honoured generations of treasured students, along with past staff and principals, at our Old Girls August Fest. The sharing of our aspirations for the future and launch of the Old Girls Mentoring Program that day were met with much gratitude and enthusiasm.
In Term 4, we continued to celebrate our heritage while looking towards our future. The Cocktail Evening hosted by our P&F Committee and Old Girls Association was a wonderful evening of festivity.
To close, here are Miss Edith Roseby Ball’s final words in her Christmas address of 1937:
“I will quote the words of John Ruskin:
Do you ask to be the companion of nobles – Make yourself noble and you shall be. Do you long for the conversation of the wise – Learn to understand it and you shall hear it.”
Dr Emma Burgess Principal
Chairman of School Council
In sporting circles, we often hear the phrase ‘finish well’. But what does that mean? In the recent Women’s Football World Cup competition, if the Spanish team hadn’t finished well, they probably wouldn’t have won. However, finishing well is not actually about winning. The Matildas may not have won the World Cup but they finished well. They persevered, gave themselves every opportunity and played hard but fair. Similarly, on the running track or in the pool, we applaud those who give their very best, even if they don’t win. And it’s not just sports. I’m sure many students have been encouraged – by teachers and parents – to finish their school year well. What that might look like in practice is to persevere, keep putting in the hard work, do your best, not give up, not get distracted and keep your eye on the objective.
This applies even more clearly to the HSC. Our Year 12 students have been encouraged to finish high school well in the same way – putting in the work, sticking with it through challenges, not getting distracted and keeping an eye on the prize. Then what? Maybe it’s a university course or TAFE training, followed by employment, a career and more. Now we’re talking about life as a whole. So when we talk about life, what does it mean to finish well?
The answer is … it depends. It depends on the objective. What’s the target? We can be very clear on the objective of the HSC, which might be to gain entry to a particular course. But how often do we think about the objective of life? We should, because it affects the way we live. If the objective of life is to accumulate stuff, it comes down to “he who dies with the most toys wins”. Or the most ‘likes’. Or the highest ratings. Or the most awards. So what is the objective of life?
There is a man who is regarded as one of the best people who ever lived. He cared about people, he spent time with the disadvantaged, he comforted the depressed, he healed the sick, he gave sight to the blind, he even brought people back from the dead. He lived about 2000 years ago, and His name was Jesus. When He died, He didn’t have a pile of money or a stack of possessions; He didn’t have a CV of leadership appointments, or Academy Awards, or ‘likes’.
But He changed the world. His resurrection from the dead proved He wasn’t just good, He was God. When He was asked what human beings were created for, He didn’t talk about achievement or accumulation or acclaim. He talked about loving God with all our hearts and caring for our neighbours the way we care for ourselves. In other words, living life in a way that honours God as being in charge of the universe and that helps the people around us, our communities, our cities and our planet.
If this is what the God of the universe says is important, then that’s our best guide to how we can finish well – by loving God and caring for our neighbours. Doing that, says Jesus, brings life in all its fullness. It’s doing what we were made to do and it connects us back to God. Let us remember that Jesus’ birth, life, death and resurrection showed us how much God loves us and wants us in a relationship. For each of us, finding that relationship with the living God is indeed finishing well.
Dr Richard Sharp Chairman
School Chaplaincy
What a joy to be able to share the Word of God with our girls. It has been a real privilege to step into this role this year. “Jesus said, ‘I am the light of the world. Whoever follows me will never walk in darkness, but will have the light of life.’ John 8:12
We welcomed a new king this year – an event that allowed us a moment to reflect on the one true king of the universe: Jesus. In Chapel and through our lunchtime groups, we have explored the Old Testament kings and were reminded of how Jesus is the eternal king of all. We have seen how the gospel spread throughout the world in our series entitled Acts Travel Blog. We journeyed through the I AM statements from John’s Gospel and remembered that Jesus is the way, the truth and the life.
It has been exciting to meet together with a group of staff who participated in the Preliminary Theological Certificate offered by Moore College. This has been both educational and spiritually encouraging. It shows that we are never too old to learn more about God’s Word, as we remember 2 Timothy 3:16: “All Scripture is God-breathed and is useful for teaching, rebuking, correcting and training in righteousness.” Meeting with staff and parents over our new prayer breakfasts has also been encouraging. We are truly blessed to have such an amazing community and to have the freedom to meet together, praise God and commit our girls and our School to Him.
Miss Kirrily Foley Director of Faith and Mission
What a joy and privilege it is to share with the girls about God’s amazing love for them through Jesus. From the time they are in Pre-K, Danebank girls have multiple opportunities throughout each week to learn about God’s love for them, whether it be in our weekly Chapel services, Christian Studies lessons or voluntary lunchtime groups.
One of the verses that really captures the gospel of grace is Ephesians 2:8-10, which the girls have beautifully memorised from Chapel services this year. “For it is by grace you have been saved, through faith – and this is not from yourselves, it is the gift of God – not by works, so that no one can boast. For we ar e God’s handiwork, created in Christ Jesus to do good works, which God prepared in advance for us to do.” Ephesians 2:8-10
Exploring what it means to be saved through faith in Jesus and what it looks like to be transformed to do the good works God has prepared in advance for us to do has been both encouraging and challenging. Putting on the attributes of compassion, kindness, humility, gentleness and patience; bearing, forgiving and loving one another; handing our anxieties over to our sovereign God; filling our minds with good things; and being content in all situations have been some of our focuses this year.
Mrs Liana Maze Junior School Chaplain
Old Girls’ Association
W hat an honour to share news from our Old Girls Association with you! At our AGM, several longstanding committee members advised of their decision to step down. We acknowledge and appreciate the contributions of Petty Heather (Past President), Lynel Bailey-Gray, Sally Mizoshiri and Matina Litsas.
It is an honour to welcome Kylie Farah (Vice President), Melissa Frost (Secretary/Treasurer), Justine Sealey, Natasha Mitchell and Anne Cullen to this committee. They bring with them vast experience and commitment to our Association.
With great excitement we hosted August Fest, welcoming more than 150 Old Girls back to celebrate Danebank’s 90th birthday! It was a pleasure for us to share this celebration with Dr Emma Burgess, and for Mrs Maryanne Davis to join us to cut the celebration cake. We also launched the Lighted Flame mentoring program! Believing every Danebank Old Girl has Ut Prosim within her, we seek your support with this. Our experiences as Old Girls are diverse and many of our achievements as a group are equally broad, ranging from vocational educational experiences to higher education qualifications.
Holding true to the value of relationships and connections, our goal is to support each Old Girl to be the best they can be and to live out our motto of ‘That I may serve’. We acknowledge and celebrate that this happens in many different ways and we invite, welcome and seek your support in building our Danebank community.
Associate Professor Noelene Weatherby-Fell Old Girls Association President
Parents & Friends Association
We began the year with a Welcome Cocktail Evening for parents of new students. This was a successful event that allowed new Danebank parents to meet and get to know each other, as well as members of the P&F and staff. The Mother’s Day and Father’s Day stalls were a huge success, allowing the girls to make special purchases. The Birthday Book program continues to be adopted by many families and enables us to contribute to buying new books for the library. The online version of the entertainment books is proving to be popular. The second-hand uniform Facebook page helps parents buy and swap quality uniforms.
We welcomed back our annual Autumn Fair – a wonderful community event where our Danebank community and the outside community can come together. We enjoyed food stalls selling pies, sausage rolls, sushi, cakes, BBQ and drinks. External vendors set up market stalls where we could shop for Mother’s Day gifts and other special occasions. The kids activity area sold lolly bags and offered plaster painting activities and sand art for the children to enjoy. Our thanks to all the families who volunteered their time to assist in the running of the stalls.
The monthly P&F meetings are held in person and via Zoom, allowing us to stay connected. The financial contribution made by the P&F has enabled several 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 the members of staff who support us with our fundraising initiatives and attend the P&F meetings.
Mrs Nadine Lee P&F President
The Student Representative Council
The Senior School SRC’s theme this year has been GROW, which stands for Gratitude, Respect, Opportunity and Winners. Through this theme, we ran many different initiatives, including gratitude sticky notes on lockers during exam periods for our Senior students, Rave on the Pave music at lunch, a teachers versus students volleyball game and Harmony Day activities, where we collaborated with the Prefects.
We also teamed up with Ut Prosim to raise money for those affected by the earthquake in Turkey and Syria. We ran a movie night to watch The Parent Trap and eat amazing goodies baked by our SRC members, as well as a mufti day to raise money for the charity Dress for Success.
Thanks to everyone for getting involved in our initiatives, especially to all the SRC girls for their hard work, including collecting and distributing canteen lunch orders.
Student Representative Council Executive
Emily Burt, Sophia Hutchinson (President), Sienna Tong, Alana Uebel, Samantha Zhang
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 is inclusive and diverse, welcoming students from all backgrounds.
Governance
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.
Reputation
Danebank is widely acknowledged in Georges 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 Georges River and Sutherland Shire. Danebank scores well above state averages in all academic measures.
In the 2023 Higher School Certificate, more than 29% of the year group scored ATARs above 90. 43 Danebank students were Distinguished Achievers and 2 received NSW All Rounder status.
Student Body
Danebank students come from a wide geographical area, mainly the Georges 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 Roseby Class (NESA 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 the school’s 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.
Aspiration
Where every girl belongs and every girl is becoming all she is purposed to be.
Intent
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.
Values
Compassionate Service, Creative Collaboration, Respectful Relationships, Courageous Optimism, Personal Excellence, Loving Kindness, Taking Responsibility
Facilities
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.
Student Enrolments 2023
*Total student enrolments stated on www.myschool.edu.au (1008 students) do not include Pre-Kindergarten (44 students)
Respect and Responsibility Initiatives
Student Wellbeing: Whole School (K-12)
Danebank adopts a multi-faceted approach to developing student wellbeing, including a comprehensive array of social/emotional learning opportunities. Student Wellbeing in the Junior School (Pre-Kindergarten to Year 6) and Senior School (Years 7 to 12) was overseen by the Director of Wellbeing (P-12) up until the end of 2023 as well as the Head of Junior and Senior School and Assistant Heads of Junior and Senior School (Wellbeing), in partnership with our Counselling Team (K to 12).
AIS
The Danebank wellbeing team participated in the AIS Whole School Wellbeing Program to support us to map wellbeing across the school and check for alignment, gaps and areas for growth. This program gave us a thorough understanding of all of the various elements of school wellbeing and how they work together to form a positive school culture. In partnership with the AIS, we were able to strengthen our existing wellbeing framework and review whole-school practices and processes for monitoring and developing student mental health and wellbeing.
Visible Wellbeing
P 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. These pathways continued to be embedded into school culture and are part of Danebank’s Approach to Learning.
Wellbeing Day
We celebrated our second annual Wellbeing Day 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 school’s commitment to wellbeing. We celebrated with a range of activities such as gratitude reflections, goal setting, games, sport, crafts and dancing to promote cross school connection. Donuts and iced tea were also received with excitement.
Junior School
• K-6 Students began weekly Connect lessons on Thursday afternoons for explicit social/ emotional learning and building relationships. This was also the time to acknowledge special national events such as Reconciliation Week, Anzac day, RUOK Day? Etc.
• The K-6 Student diary was developed as a wellbeing resource with pages in the front for emotional management, journalling, strengths, Visible Wellbeing content.
• All Junior School students from Years 3 to 6 were taught about Cyber Safety in weekly ICT lessons.
• Years 5 and 6 students attended a Body Bright workshop by the Butterfly Foundation.
• Targeted friendship groups were run by the counselling team to support students who were struggling with relationships at school.
• The Junior School staff were trained in Restorative Practice and relational conflict was managed in a more consistent way to build empathy and trust and to repair broken relationships through active listening.
• The Junior School launched a new Positive Behaviour Code based on the school values with a Green Smiley reward system in assembly.
• The Junior School students participated in several student-led fundraisers for Anglicare, Katoke and the Cancer Council. These were important opportunities to practise and develop the school values.
Senior School
• Year 7 and 8 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 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,
Respect and Responsibility Initiatives
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.
• Elevate led a workshop with Year 10 and 11 students around improving study skills, time management and managing stress.
• My Strengths a strengths based wellbeing company led learning on strengths, resilience and goal setting to Years 8 and 11.
• Our Police Liaison Officer addressed issues related to online safety and cyber security with Years 7 to 10.
• Life Changer addressed Years 7, 9 and 10 regarding a preventative mental health program, encouraging social, emotional and resilience skills.
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 2023 we introduced Check-in-Chats into the Connect program. Connect teachers met with each student each semester to check in with their wellbeing, academic progress and sense of belonging. Feedback from these chats were shared with the students’ Year Coordinators.
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
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 (Junior and Senior School)
• Captains of various extra and co-curricular groups such as Debating, Public Speaking, Band and Ensembles (Junior and Senior School)
Respect and Responsibility Initiatives
The Duke of Edinburgh’s Award Program
It’s been another big year for the Duke of Edinburgh Award at Danebank, with record numbers of girls giving it a go. We have hiked in a wide variety of locations, from the Royal National Park, Bungonia National Park, Brisbane Waters National Park (Brooklyn Loop) and the Blue Mountains (Mt Solitary) in NSW to Kata Tjuta National Park and the Larapinta Trail in the Northern Territory.
There is no doubt that participating in Duke of Ed is both challenging and rewarding. The opportunity for the girls to push themselves out of their comfort zones, learn new skills, give back to the community and spend time with their friends is one I would always recommend; which, as the Award Coordinator, you would expect me to say. But don’t just listen to what I think, read the following reflections by girls in Years 11 and 12 who have pushed themselves all the way to Gold.
“Duke of Ed Award was honestly one of the best experiences of my life. The bonds and relationships built in the Northern Territory made an incredible trip exploring the wonders of Australia even more amazing... I will forever treasure the memories of our outback life as we move on to the next phase of our lives... The resilience and skills that I have gained as a result of my experience will be something I carry with me for the rest of my life.” Isabella, Year 12
Duke of Edinburgh’s Award Program participation number for 2023, listed above.
Ut Prosim and Service Learning
Ut Prosim – it is the spirit of Danebank and epitomises so much of what makes us a great school.
This year, we continued to support MAD for Homelessness, the Katoke Trust, ReachOut Australia and Dress for Success. Our Year 10 students have shown the Ut Prosim spirit and experienced a taste of homelessness by going to serve with MAD and handing out clothes, or to feed homeless people at Newtown Mission. All students were affected by the experience and served with humility and gratitude.
We saw Abby Wong and Leran Zhou show their Ut Prosim spirit when they both cut their hair in the World’s Greatest Shave challenge. This spirit was shared as the School reached out to the victims of the Turkey and Syria earthquake, raising money by sending them a ‘helping hand’.
A wonderful team of volunteers from Years 7 to 12 took part in Anglicare’s Take Love project. Over four weeks, they met with residents from Woolooware Shores Retirement Village over Zoom and got to know each other. The highlight of the program was a visit to the Village to share a morning tea with our new friends. Both the students and their new ‘grandparents’ enjoyed forming these relationships.
Our Ut Prosim team has been committed to the spirit in other ways, serving the School by holding a bake sale at the School Musical, running the cupcake stall at Autumn Fair, supporting the Prefects’ DigniTea initiative, running the House Festival ‘Don’t forget the lyrics’ game, selling chocolates, walking the Seven Bridges Challenge, running the sleepover and packing boxes at Anglicare’s Toys ‘n’ Tucker program. They have been an exceptional team and I thank them for their servant hearts, creativity and Ut Prosim spirits.
Take Love Project
World’s Greatest Shave
Strategic Improvements and Achievements (2023)
FACILITIES AND RESOURCES
• The Stage 2 Building and Masterplan continued to progress.
• A new property was purchased at 117 The Avenue, Hurstville. Adjacent to the existing campus, this purchase opens up new possibilities for the master planning.
• Engagement with Leaf Architecture on some initial concepts for the new property areas.
• Masterplan and accompanying reports for Danebank’s campus were accepted by the Board of the Anglican Schools Corporation.
• Modular classrooms installed on the 78 Park Road, Hurstville, site: works included air-conditioning units, carpets and classroom furniture fit-out as well as landscaping, pathway and stair access. These five new classrooms were ready for use early in Term 2.
• Planning started in Stage 3: Senior School Learning Centre and Science Labs.
• Staff and students were invited to submit feedback in relation to a cohesive and uniquely Danebank approach to naming the buildings and special rooms on our campus.
• Upgraded water hydrant for fire fighting installed.
• DA-approved substation to power the Park Road side of the campus and further construction. The substation, situated outside the Wingara Building, also enabled the installation of air-conditioning units in the Quad building.
• Designed by Gardener Wetherill Architects (GWA), the Wellness Centre, in the Senior School offices next to the nurse’s station, was designed and furnished providing a more suitable, restful place for our girls’ ongoing wellbeing and mental-health needs.
• Stage 2 building progress in September saw the roof completed and solar panels installed. The new internal lift was installed and plaster wall-andceiling linings progressed.
• Professional Growth processes have been established and all staff engaged in setting growth goals, sharing goals with their supervisor through a coaching conversation, revisiting goals mid-year and reflecting with a follow-up conversation and possible next steps at the end of the year. Growth goals are aligned to the strategic goals of the school. Resources for goal setting have been developed and are available on the Professional Learning Portal.
• Formal research partnership between Danebank and Sydney University established November 2023 to evaluate the implementation of the Danebank Approach to Learning.
• Middle leaders completed the AISNSW Leading from the Middle Training - Bespoke intensive leadership training and support. Each Middle Leader presented to the Middle Leadership group and members of the Executive on their leadership journey and strategic action aligned to school goals.
• NESA accredited courses developed by Danebank for staff- eg. Aboriginal Education, Leading Assessment, Differentiated Learning PLG.
• Focus on providing time for teachers to collaborate on NESA curriculum and VET rollout and integration of Danebank Approach to Learning.
• External coaching (AIS Leadership Centre) support for leaders of Strategic Projects.
• Danebank successfully developed and implemented K-2 Programs that met NESA requirements for the new curriculums rolled out in 2023.
• Danebank successfully taught new courses at the Stage 6 Preliminary level in Business Services, Entertainment Industry and Society and Culture.
• Danebank conducted a curriculum review into Stage 5 resulting in the launch of 100 hr courses to offer students a wider range of choices across the Stage.
• iSTEM and International Studies were introduced as new courses for Stage 5 study.
• Danebank initiated Learning Enrichment classes for Years 7 and 9.
• A new programming design process and templates were developed to support the implementation of new curriculums and the Danebank Approach the Learning Framework.
• Danebank designed and implemented a mentoring program for Year 12 students.
• A range of resources were developed to support the integration of the Danebank Approach to Learning in the classroom.
• Project Based Learning Initiative launched with Year 7.
STAFF DEVELOPMENT
TEACHING AND LEARNING
Senior Secondary Outcomes: Granting of RoSA, HSC Results and VET
2023 HSC Highlights
• Danebank was again the highest performing non-selective school in the Georges River and Sutherland Shire areas.
• Our highest ATAR result this year was gained by Brigette Hu (99.65), who was also awarded the Beautiful Minds Scholarship by UNSW.
• 2 All Rounders:
• Brigette Hu
• Gemma Therkildsen
• 2 Top Achievers is a fantastic outcome for 2023.
• Ciara Fan, 6 th in the State in Hospitality (Kitchen Operations and Cookery)
• Madlyn Giannakopoulos, 2nd in Modern Greek Beginners
• 43 students were listed as Distinguished Achievers in the HSC, gaining a Band 6 in one or more subjects.
• Danebank was ranked 67th overall in the 2023 HSC results according to the Sydney Morning Herald.
• 59% of students gained over 80 in the ATAR. 29% of students gained over 90 in their ATAR. 15% of students gained over 95 in their ATAR.
• Brigette Hu and Holly Williams were nominated for Encore.
• The entire Year 12 Drama class were nominated for their group performance for On Stage Drama. Maya Bagshaw was nominated for her individual script and Annabelle Hayward and Olivia Ribinson for their individual performances.
• Annabelle Hayward and Kameeka Wark were nominated for SHAPE and Annabelle’s work was selected for the SHAPE Exhibition at Walsh Bay.
• Maya Bagshaw’s Year 12 Visual Arts body of work was selected for ArtExpress and Selina Huang’s was selected for inclusion in the Hazelhurst Gallery Art Rules 2023 Exhibition.
• Tiyana Petrovski was the recipient of a 2023 VET Excellence Award from The Youth Partnership.
In 2023, 76 Danebank students sat for the NSW HSC in 31 courses.
100% of the 2023 Year 12 cohort, attained their HSC.
Highest HSC ATAR at Danebank
Vocational Education and Training (VET)
In 2023, 16.9% of the Year 12 cohort (13 students) participated in vocational training.
100% of these students successfully completed the VET 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 2023, four RoSA credentials were issued to Danebank students.
Independent School in Georges River and Sutherland Shire
Top Achiever Awards
Distinguished Achievers
99.65
All Rounder Awards
Senior Secondary Outcomes: HSC Results Overview
Danebank HSC Results 2023: Danebank and State Comparison (% in the top two bands 5 and 6)
Senior Secondary Outcomes: HSC Results & Post-School Destinations
Danebank HSC Results 2020 - 2023:
Percentage of students in top two bands (5 & 6) in NSW School of Languages
Courses / Community Languages
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 Scheme (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.
Student Outcomes in Standardised National Literacy and Numeracy Testing
Danebank NAPLAN Results 2023: Selected school’s average when compared to students with a
Danebank NAPLAN Results 2023: Selected school’s average when compared to all Australian students
Date referenced from My School www.myschool.edu.au/school/43914/naplan/results
Workforce Composition
Due to privacy, Danebank is not able to report on Indigenous, Aboriginal and Torres Strait Islander people on staff.
Data taken from MySchool 2023.
Teacher Accreditation
** Level of accreditation held in addition to proficient teacher accreditation.
Teacher qualifications*
having teacher education qualifications from a higher education institution within Australia or as recognised within the National Office of Overseas Skills Recognition (AEI-NOOSR) guidelines,
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.
Attendance
Average Student Attendance
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.
School Policies
Danebank is committed to fulfilling its duty of care to all its students and staff 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
• Provide policies and programs for student wellbeing which develop a sense of self-worth and personal growth
School policies are published in a number of locations including on the school’s website, the School Handbook and on the school’s internal portals.
A number of school policies were reviewed during 2023 and were published for the school community to access.
The following school policies are publicly available on the school’s website:
• Acceptable Use of Technology Policy
• Child Safe Policy
• Child Safe Standards Guide
• Complaints Handling Policy and Procedures
• Conditions of Enrolment (ASC)
• Parent Code of Conduct Policy and Guidelines
• Positive Behaviour Code and Policy
• Privacy Policy (ASC)
• Risk Warnings
• Safeguarding Practices and Behaviour Policy and Guidelines
• Standard Collection Notice (ASC)
• Staff Misconduct and Reportable Conduct Policy
• Whistleblower Policy (ASC)
• Uniforms Policy
Stakeholder Satisfaction
• Positive Behaviour Code: The Code outlines positive behaviour expected from students, as well as what happens if something goes wrong. Posters of the Positive Behaviour Code were developed to support students and were placed in classrooms.
• Wellbeing Space and School Nurse: This space was designed in consultation with our wellbeing leaders, counsellors, SRC and community across the school. The nurse is a member of the health-and-wellbeing team, providing students, staff and parents with timely and professional information and support.
• Uniform: In recognition of offering long pants as part of our winter uniform, shorts were introduced as an option to the summer uniform. Student and parent feedback was sought prior to allowing production to begin.
• Sport: The Podium-Ready Program was launched and is designed to support and assist high-performing student athletes who may be considering a career in elite sport. The program is a result of feedback and aims to help students achieve excellence in their chosen sport, while achieving their best academically.
• Curriculum Review: This review was launched with a series of consultations with the Danebank community. A survey was conducted with parents, seeking feedback on the subjects offered, as the school considered ways to improve offerings. Feedback centred around:
• Four 100-hour courses over Years 9 and 10
• Two new courses: iSTEM and International Studies
• Community Engagement: ‘Conversations with Dr Burgess’ resumed in 2023. These were opportunities for parents to meet with the Principal, hear about the latest developments and to provide timely feedback. Opportunity for continual feedback was also made available via an “Ask me anything” google form. “Coffee n Chat” mornings hosted by Junior School Executive staff offers an informal Q&A opportunity with parents. This is an important way to connect and respond to the Danebank community.
The Year 12 Exit Survey is an important way to reflect student view and voice. A range of feedback from the students is shared below:
• 90% agreed or strongly agreed that they had known teachers who knew them well and cared about them as a person.
• 94% of students agreed or strongly agreed they knew a staff member who would give them extra support if they needed it.
• 85% agreed or strongly agreed they had teachers who knew their subject well and explained it clearly and 83% agreed or strongly agreed that teachers expected their best efforts.
• 85% agreed or strongly agreed that they were presented with challenging school work that caused them to think deeply about ideas and 83% agreed or strongly agreed that they could think deeply and make connections within and across subjects.
• There was an increase in the percentage that felt cocurricular activities and future plans/career goals were an incentive for their studies and Year 12 engagement. 77% felt they were very involved or somewhat involved in extracurricular activities.
• 92% agreed or strongly agreed that they had learned to treat themselves and others with respect and understanding and 98% agreed or strongly agreed that they had participated as a responsible citizen of the school.
• 88% agreed or strongly agreed that they had opportunities to work with and get to know people of different backgrounds or skill levels.
• 83% felt their overall education at Danebank was good or excellent. This was a similar level of student affirmation as in previous years.
• Assessment Practices. Heads of Department in the Senior School provided feedback about current assessment practices in the school and their alignment with our Danebank Approach to Learning. The survey information was shared back to Heads of Department as part of the Strategic Project on Assessment, and was used to inform next steps in developing our assessment across the Senior School to ensure teachers have effective knowledge and understanding of formative and summative assessment.
• Quality Teaching Rounds. Teachers who have engaged with the Quality Teaching Rounds reported a significant appreciation for the opportunity to work across campuses and in colleagues’ classrooms as part of the QTR offering at Danebank. Having time to read, reflect and work with a range of colleagues on understanding and improving their practice was highly valued as a professional learning opportunity.
• Aboriginal and Torres Strait Islander Education. Having participated in two whole staff sessions on Aboriginal and Torres Strait Islander Education, teachers reflected on the accredited learning sessions provided by Brooke Prentis. Teachers found the sessions to be extremely valuable to their own levels of confidence and willingness to incorporate First Nations perspectives in their programs. As a NESA priority area, all teachers are developing their knowledge. Staff also indicated ongoing areas of training and support required as they implement new curriculum.
• Professional Learning. 80 staff reflected on teaching and learning at Danebank, and reflected on the impact of our professional learning offerings and practices. Staff are appreciative of the professional learning opportunities provided here and perceive them to be aligned with the Danebank Approach to Learning and their professional growth goals.
Summary Financial Information
Income and Expenditure 2023
Publication Requirements
ANNUAL REPORT
The Head of Business Services is responsible for coordinating the final preparation and distribution of the Annual Report to the Board and other stakeholders as required.
This 2023 Annual Report has been made available to NESA Online by 30 June 2024 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.
REQUESTS FOR ADDITIONAL DATA
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 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.
