I had a wonderful 12 months in my first year as Senior School Chaplain at Danebank. What drew me to this school was seeing the students expressing joy in the playground and classrooms. I’m delighted to say that I have experienced this same joy as I’ve grown to know so many students and staff at Danebank over the past year.
It has been a privilege to share the Bible with students in Chapel, in classrooms, and in Christian lunchtime and prayer groups, and to witness so many girls growing in their understanding of who God is and His great, unending love for them.
Our two Christian lunchtime groups — FOCUS (Years 7–10) and S.I.C. (Sisters in Christ, Years 11–12) — have been thriving. The student leaders of these groups have grown in their leadership skills over the four terms.
Staff have continued to study the Preliminary Theological Certificate offered by Moore College, under the guidance of our Director of Faith and Mission, Kirrly Foley. In 2024, they completed Introduction to the Bible, Mark, and Ephesians.
Students initiated a weekly prayer breakfast, which has grown over the past 12 months and now sees students from Years 7–12 meeting together to pray for our school. Staff also meet weekly to pray, and our termly community prayer breakfasts have been well attended by the wider school community. We are truly blessed to have such a supportive community and the freedom to meet together, praise God, and commit our girls and our school to Him.
My hope and prayer for the Danebank community is that we will all come “to grasp how wide and long and high and deep is the love of Christ, and to know this love that surpasses knowledge — that we may be filled to the measure of all the fullness of God.” (Ephesians 3:18–19)
Junior School Chaplain Mrs Liana Maze
It is always a joy and privilege to teach the Danebank Junior School girls the wonderful truths about God in Chapel, in CHS lessons, and in voluntary lunchtime groups. Our themes in Chapel and Lunchtime groups this year were:
Term 1: KFC – Kingly Food Choices
• We explored memorable meals throughout the Bible (from Genesis to Revelation) and what they teach us about God.
Term 2: Running for Gold
• We looked at training for the Olympics to win the ultimate prize—a gold medal—compared with the Christian race to win the ultimate prize—Heaven.
Term 3: Winners Are Grinners
• We studied Romans 8 and all the wonderful gifts and blessings we share when our faith is in Jesus.
Term 4: God’s Playlist for Our Hearts
• We focused on the Psalms, leading up to the Carols service.
In Term 2, we explored the idea that we cheer on our Olympic heroes—they are the ones who do all the hard work. But when they win gold for Australia, we all get to share in their glory. However, an Olympic victory is temporary.
Jesus represents us in the Christian race. He is the one who does all the hard work and wins the victory over sin and death. But His victory is not temporary. When we put our trust in Jesus, we share in His glory for eternity. Like any race, the Christian race can be hard. There are obstacles and times when we feel like giving up. Hebrews 12:1–2 encourages us to persevere:
“...let us throw off everything that hinders and the sin that so easily entangles. And let us run with perseverance the race marked out for us, fixing our eyes on Jesus, the pioneer and perfecter of faith.”
What a blessing that, at Danebank, we have the freedom to learn about our wonderful God through His Word, the Bible, and can be encouraged to live out our faith in Him.
Old Girls’ Association Associate Professor Noelene Weatherby-Fell OGA President August Fest 2024 was a celebration of all things Danebank. Commencing with a Chapel Service we welcomed Larissa Goscombe (nee Veron) back to our school to share her life and faith journey. We appreciate the efforts and energies of the Christian Studies team who organised this part of the afternoon, and the girls who provided the beautiful music. Celebrating the new building and the facilities in these new spaces, we enjoyed a delightful afternoon tea together. Many took the opportunity to take a tour of the school, with many reminiscences always of how things were and how much joy we shared.
Our AGM this year again was joyous; Dr Burgess shared events that had occurred and initiatives to come, although with sadness we acknowledged her decision to leave Danebank at the end of Term 2. I was able to sincerely thank the Old Girls who served on our Committee over the past year and achieved so much – Kylie Farah (Vice President), Melissa Frost (Secretary/Treasurer), Anne Cullen, Lyndel Ihnen, Sophia Krallidis, Gabriella Joukhador, Natasha Mitchell and Justine Sealey – for their passion, commitment, energy and good humour.
At the Autumn Fair, dressed in our ‘Golden D’ aprons, we once more hosted the Devonshire tea and welcomed many members of the Danebank community. Sharing stories, selling out of the delicious scones and slices lovingly prepared by Kylie and Melissa, we appreciated the extra help of both Old Girls and current students in serving, clearing tables and washing up. Truly a time for Old and current Danebankians to unite!
Our ‘Lighted Flame’ mentoring program continues to gather interest as we navigate the processes and protocols ensuring a successful experience moving forwards. Believing every Danebank Old Girl (and Old Boy) has Ut Prosim within them, our goal is to support our alumnae to be the best they can be, continuing to live out our motto, ‘That I may serve’.
Parents & Friends Association Mrs Mary Fitzpatrick P&F President
We continued to build on the legacy of a strong Danebank P&F community, engaged towards common goals for our girls, the parents and the wider community. We held the following events:
• Cocktail Evening for all parents both new and existing, encouraging all families to meet in a relaxed social setting.
• Easter Bun Stall offering a delicious selection of Bakers Delight hot cross buns for purchase right before Easter.
• Mother’s Day Stall offering Junior School girls a selection of gifts to purchase for their mum and special ladies in their lives.
• Autumn Fair which is the highlight on the P&F calendar and a much treasured tradition for the P&F to run food, kids activity and silent auction stalls in support of Danebank’s Open Day.
• Father’s Day Stall offering Junior School girls a selection of gifts to purchase for their dads or special men in their lives.
• Carol’s BBQs at both the Junior and Senior schools events providing a quick meal for families before the nights events.
• Birthday Book Program offering parents an opportunity to purchase books for the library, presented to their daughters on their birthday, and they are the first to borrow them.
• Second hand uniforms sales had a stall at the Autumn Fair this year, along with the Facebook page which runs throughout the year.
• P&F supporter merchandise introduced in 2024 the Danebank supporter merchandise is popular amongst parents, especially the pink caps.
We also focused on bringing about positive change in the way we run the P&F through introducing a Google drive to ensure valuable volunteer contribution is retained, enabling cashless payments at the Autumn Fair and bringing in a new constitution.
The financial contribution made by the P&F has enabled several additional resources to be purchased including Performing Arts equipment, wellbeing equipment and games and TAS equipment.
2024 School Captain Erin Dapas
Being granted the opportunity to lead our school was a dream that, at times, felt unachievable. This became my driving motivation for obtaining a leadership role; I wanted to show people that dreams, no matter how seemingly impossible, are achievable through hard work, determination and consistency. These qualities made up the backbone of our incredibly dedicated Prefect team who saw us through many initiatives this year. Our theme, ‘All aboard for 2024’, was grounded in the idea that all members of the Danebank community, staff and students alike, are interconnected through a collective ‘journey’ across both calm and stormy seas. Being aboard the Danebank ship meant coming together as a crew, where setting sail toward our goals, anchoring ourselves in our values and uncovering hidden treasures were central to our leadership initiatives.
I am particularly proud of the networking opportunities we brought to the school this year; most notably, the introduction of Emily Granger, Anne-Marie Paterson and Keyna Wilkins as part of our Prefect-coordinated International Women’s Day panel. These extraordinary women gave invaluable insights and advice to students about their experiences with gender-based adversity and discrimination across different industries. We were also lucky to receive a personalised message from Matildas Captain Steph Catley, whose words continue to resonate with our efforts – “aim high because anything is possible if you fight for what you know you are worth”.
We continued to celebrate and serve the Danebank community through our I Heart Danebank Day initiative. The Prefect body assembled heart pins – a lasting symbol of our legacy and commitment to service-minded leadership – for students and staff. We also continued in the celebration of one of Danebank’s most cherished traditions, Harmony Day; only this year, it was bigger and better than ever. The Prefects provided a week-long celebration of harmony, and our implementation of cultural conversation starters, multicultural activities, Prefect-run assemblies and a whole-school cultural dress-up with around-the-world music and food trucks became highlights of the year.
I have been privileged to lead an incredible group of girls, but none of it would have been possible without the support of the amazing Vice Captains, Phoebe Lyris and Abby Wong. Whether running an assembly, celebrating Lunar New Year, organising Wellbeing Days or hosting one of the best Danebank Prefect Afternoon Teas ever, these two girls never left my side; a constant presence that made it possible to brave the stormy seas. The three of us steered this ship together, and I am grateful for their support and the unconditional bond of sisterhood that will follow us long after leaving the green gates of Danebank! Take pride in the journeys you have taken, reflect on where you are now and, remember, have faith in how far you can still go!
Student Representative Council SRC Executive Team
At the SRC Training Day at the start of Term 1, we decided that our theme for 2024 would be VOICE, which stands for Values, Opportunities, Interconnection, Challenge and Everyone. We have served Danebank by helping with tours for Open Mornings, helping with the distribution of lunch orders from the Canteen in Term 1, and running year assemblies and Rave on the Pave.
As part of a joint initiative with Ut Prosim, we ran a ‘soup kitchen’ for the Homelessness Experience in March. We also organised sausage sizzles for Harmony Day and House Festival Day, Connect activities for Reconciliation Week in May, and our big event, the SRC Social in August, which raised $7455 for Katoke Lweru School in Tanzania.
In these ways, we have demonstrated Danebank values of service. We have provided opportunities for interconnection. And we have experienced the challenges of organising initiatives and events that included everyone. VOICE!
Context: 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, holistic education, values based culture, 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 2024 Higher School Certificate, more than 42% of the year group scored ATARs above 90. 64 Danebank students were Distinguished Achievers, 4 received NSW All Rounder status and 1 student was awarded Top Achiever 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 2, three classes in Years 3 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 positive 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.
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 2024
Total Student Population
*Total student enrolments stated on www.myschool.edu.au (1038 students) do not include Pre-Kindergarten (44 students) *22 in 2-day group, 22 in 3-day group
Context: Respect & Responsibility Initiatives
Student Wellbeing: Whole School (K-12)
“A whole-school approach to wellbeing is about embedding wellbeing into the school’s vision, mission, ethos and school improvement planning process to ensure it permeates the school culture and all levels of school activity – it is everyone’s business.” (Cross & Lester, 2023. p. 196) AIS
Danebank has developed the following definition for wellbeing:
“Feeling well- functioning well- connecting well-contributing well Full of hope and flourishing as we become all we are purposed to be”
Danebank adopts a multi-faceted approach to developing student wellbeing. This includes the following:
• Social/Emotional Learning
• Physical Environment
• Safe and Supportive Culture, Belonging, Relationships and connections
• Policies and Procedures for Positive Behaviour and Student Care (multi-tiered system of support)
• Parent Partnerships
• Student Voice
• Staff Wellbeing
Student Wellbeing in the Junior School (Pre-Kindergarten to Year 6) and Senior School (Years 7 to 12) was overseen by the Assistant Heads Wellbeing (Senior/Junior) as well as the Heads of Senior/ Junior School in partnership with our Counselling Team and Learning Support Teams (K to 12).
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 as well as taught explicitly in Connect and are part of Danebank’s Approach to Learning.
Wellbeing Day
We celebrated our third 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. Lolly pops were received with excitement. The highlight of the day was watching the Senior School students connect with and serve the Junior School students. Together they created bracelets, painted nails, played cards and braided hair. It was a lovely display of sisterhood.
Junior School
• K-6 Students continued their 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 continued to be used as a wellbeing resource with pages in the front for emotional management, journalling, strengths and Visible Wellbeing content.
• All Junior School students from Years 3 to 6 were taught about Cyber Safety in weekly ICT lessons.
• All students completed the Body Bright curriculum by the Butterfly Foundation. This helped promote positive body image and enabled all students to commit to not commenting on each other’s bodies.
• Targeted friendship groups were run by the counselling team to support students who were struggling with relationships at school.
• The Junior School continued to use and tweak the Positive Behaviour Code based on the school values with the 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.
Context: Respect & Responsibility Initiatives
Senior School
• Year 7 students engaged in Connect lessons that focused on Visible Wellbeing, goal setting, respect, empathy, resilience, communication, relationships, self-esteem, belonging and connections.
• 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, subject selection, 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, vaping 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.
• The Butterfly Foundation addressed students in Year 8, 9, 10 and 11 about positive body confidence.
• YourChoicez delivered full day seminars to students in Year 10 and 11. These sessions revolved around respectful relationships and addressed topics such as consent and navigating healthy and safe relationships
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. This has continued to be an important aspects of the Senior School Connect Program. Connect teachers meet with each student each semester to check in with their wellbeing, academic progress and sense of belonging. Feedback from these chats was 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
• Totally God Leaders (Junior 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)
• 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)
Context: Respect & Responsibility Initiatives
The Duke of Edinburgh’s Award Program
The Duke of Edinburgh Award has continued to thrive at Danebank in 2024. The Bronze Award students did a combination of canoeing and hiking for their practice hike down on the Shoalhaven River, then a full two days of hiking in the Royal National Park for their qualifying experience. The Silver Award girls ventured up to the Great North Walk for their practice hike, then down to Morton National Park, finishing at Fitzroy Falls, for their qualifying journey. All the Bronze and Silver girls accepted the challenges presented and did really well.
This year, for the Gold Award, we offered a choice of going to Borneo, where students completed an exploration of the island and an environmental project, or to Tasmania in December, to complete the epic Overland Track.
Borneo offered many challenges, but perhaps the most rewarding experience was that, less than four weeks after working on their environmental project, pygmy elephants had already returned to the area.
“My involvement in Duke of Ed has been pivotal in my personal development. It has encouraged me to push my boundaries, build resilience and embrace new challenges with a positive attitude. Being a part of this program has been a remarkable experience. It holds memories that I will forever cherish.”
Jasmin, Year 11
Duke of Edinburgh’s Award Program participation numbers for 2024, listed above.
Ut Prosim and Service Learning
To truly fulfil the School motto of Ut Prosim is to love like Jesus, who, according to Mark 10:45, “came not to be served but to serve, and to give His life as a ransom for many”.
This year, our Ut Prosim team led by serving others, expanding our projects and having the most successful fundraising year ever. Our four school charities were the Katoke Trust, the Cancer Council, the Butterfly Foundation and Got Your Back Sista – a group supporting victims of domestic abuse that was chosen in honour of Lilie James. The year kicked off with a chocolate drive, followed by our homeless sleepover. Then we started cutting the hair of our largest team yet in the World’s Greatest Shave, raising over $24,000.
Each Connect group, led by the wonderful Year 11 leaders, participated in a new initiative – Ut Prosim Day. Each group from Years 7–10 ran their own stall and collectively raised $6000 for the school charities. Autumn Fair saw the sale of delicious cupcakes at our Ut Prosim stall. The Knitting group continues to add new members, as we make blankets for those in need. The end of Term 2 saw teams doing Ks for Katoke and the Push-Up Challenge for mental health.
It was a joy to work with the Junior School this year, as they raised $8000 in their Katoke walkathon and ran the hugely successful snack stall at the Frozen Jr performances. A team of 36 students virtually visit with the residents at Woolooware Shores through Anglicare’s Take Love program –so much fun was had and new friendships made.
Term 4 was busy as we walk the Seven Bridges Challenge to raise money for cancer research, run our annual Christmas Concert for the aged care residents in our local area and, of course, support Anglicare’s Toys ‘n’ Tucker program. The 2024 Ut Prosim team have been amazing. It is a joy to work with such servant-hearted young women, within such a generous and servant-hearted school.
Take Love Project
World’s Greatest Shave
Context: Strategic Improvements and Achievements
FACILITIES AND RESOURCES
• Installed new building signage honoring former principals: Carole Tisdell Building (Stage 2), Rosalyn Bird Building (Terraces/TAS), and Maryanne Davis Building (Stage 1).
• Opened the Carole Tisdell Learning Centre, which includes new classrooms for Music, Art, Japanese, Years 5 and 6, along with a modern library, canteen and staff room. Additionally, the Junior School reception, administration, and sickbay were relocated to the new Centre.
• Completed significant refurbishments in the Maryanne Davis Junior School building, creating two purpose-designed Pre-K classrooms to enhance early learning programs in an inspiring environment.
• Removed the temporary canteen and reopened the basketball court, expanding outdoor space for student sports and recreation.
• Upgraded the Wingara Learning Centre by relocating the Learning and Enrichment faculty to the former Library premises and converting the former Junior Library into three adaptable classrooms and office spaces. Additionally, a dedicated careers office was established in this space as well as study areas.
• Transformed the former Learning and Enrichment area into a dedicated multi-faculty staff room to foster collaboration and meet the professional needs of the expanding team.
• Converted a staff room in the Quad Building into a new classroom to provide additional learning space for students.
• Adapted two modular classrooms to support before and afterschool care, offering greater convenience and flexibility for families.
• Replaced worn synthetic grass near the Rosalyn Bird Building to enhance safety and usability of outdoor areas.
• Upgraded the Aquatic Centre change rooms to improve student comfort and safety during swimming and physical education.
• Refreshed the Park Road building façade with new rendering and paint, enhancing the building’s exterior appearance and contributing to a positive, welcoming campus environment.
• Installed a kiosk-style IT support counter to provide students with safer and more efficient access to technical support.
STAFF DEVELOPMENT
• Professional Growth processes for all staff: setting growth goals, sharing goals with supervisors in coaching conversations, 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 strategic goals of the school. Resources for goal setting available on the Professional Learning Portal.
• Development of the Professional Growth Framework.
• Alignment of in-school teacher professional learning to the Danebank Approach to Learning including Wellbeing learning.
• Development of the Danebank Approach to Teaching and establishment of Professional Learning Groups (PLGs) to embed.
• Continuation of the research partnership between Danebank and Sydney University to evaluate and track the implementation of the Danebank Approach to Learning.
• History and Science staff contribution to Australian Research Council/UNSW research project - Teaching of Aboriginal and Torres Strait Islander Cross-Curriculum content.
• Middle leadership training with a focus on strategic work and all new Middle Leaders provided with ’leading from the Middle’ foundation course.
• Focus on providing time for teachers to collaborate on NESA curriculum and VET roll-out and integration of Danebank Approach to Learning.
• External coaching for Executive leaders.
• Trained identified teachers in teaching High Potential Learners (miniCOGE)
• The Master Teacher working party commenced development of a proposal for the Master Teacher leadership pathway at Danebank.
• Inclusion of high risk mitigation training for key staff
• Arnhem on-country experience for the Aboriginal and Torres Strait Islander Education Coordinator.
• Building a ChildSafe Culture training (TASC & AISNSW)
TEACHING AND LEARNING
• Successfully developed and implemented K–2 programs that met NESA requirements for the new curricula introduced in 2023.
• Delivered new Stage 6 Preliminary courses in Business Services, Entertainment Industry, and Society and Culture with marked success.
• Conducted a comprehensive curriculum review of Stage 5, leading to the introduction of 100hour courses, providing students with greater choice and flexibility.
• Introduced iSTEM and International Studies as new course offerings for Stage 5, expanding pathways in science, technology, and global understanding.
• Established Learning Enrichment classes for Years 7 and 9 to support diverse learning needs. This initiative enhances the Learning Enrichment department’s role in providing targeted support, collaborating with teachers, and promoting inclusive, personalised learning.
• Developed a new programming design process and supporting templates to streamline the implementation of updated curricula, aligned with the Danebank Approach to Learning Framework.
• Designed and implemented a targeted mentoring program for Year 12 students, fostering academic growth and personal development.
• Created a suite of resources, including Learning Progressions, to support the integration of the Danebank Approach to Learning in classroom practice.
• Launched Project-Based Learning (PBL) initiatives with Year 6 and Year 7, promoting hands-on, interdisciplinary learning experiences.
Outcomes & Results: HSC Results, VET & Granting of RoSA
2024 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 Abby Wong (99.75), who was also the 2024 Dux of the School.
• 4 All Rounders:
• Oliver Harper
• Lara Lim
• Lavinia Mocan
• Abby Wong
• 1 Top Achiever for 2024:
• Mia Ingram, 3 rd in the State in Hospitality (Kitchen Operations and Cookery)
• 64 students were listed as Distinguished Achievers in the HSC, gaining a Band 6 in one or more subjects.
• Danebank was ranked 52nd overall in the 2024 HSC results according to the Sydney Morning Herald.
• 75.5% of students gained over 80 in the ATAR.
• 42.5% of students gained over 90 in their ATAR.
• 15.9% of students gained over 95 in their ATAR.
• A number of HSC major works have been nominated for the prestigious NSW HSC Showcases of Encore, OnStage, Art Express and Shape.
• Music: Celeste Agostino and Abby Wong for their individual performances and Abby Wong for her musical composition. Celeste Agnostino achieved a perfect score of 50 in her Music 1 extension course.
• Drama: Isabella Walker nominated for her individual performance.
• Design and Technology: Adela Chen for her major work project
• Textiles and Design: Mia Ingram, Lauren Bozinovski and Danae Giannakopoulos for their textiles major works
• Visual Arts: Isabelle Southwell for her Art Major Work and Amy Oades’ film “Dear Mother” has been accepted for inclusion in the Hazelhurst “Art Rules” exhibition.
• VET Excellence Awards: Amelia Frost awarded the VET Excellence Award for 2024 in Hospitality from The Youth Partnership
• Finalist for the NSW Training Awards - Cara Lee was a finalist for the VET in Schools Student of the Year for the South West Sydney Region
In 2024, 94 Danebank students sat for the NSW HSC in 35 courses, plus 5 external courses through Distance Education and NSL.
100% of those completing their HSC in 2024 attained their HSC.
Vocational Education and Training (VET)
In 2024, 29% of the Year 12 cohort (22 students) engaged in vocational education and training (VET).
Three VET courses were delivered this year including Business Services, Entertainment Industry and Hospitality. 95% of participating students successfully completed their programs, earning qualifications including a Certificate II in Cookery, Certificate III in Business, or a Certificate III in Live Production and Technical Services. Two students successfully achieved two VET qualifications as part of their Year 12 pattern of study.
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 2024, no RoSA credentials were issued to Danebank students.
1 HSC Top Achiever Award
4 TOP Independent School in Georges River and Sutherland Shire
99.75
64 HSC Distinguished Achievers Highest ATAR Abby Wong HSC All Rounder Awards
Outcomes & Results: HSC Results Overview
Danebank HSC Results 2021 - 2024: Percentage of students in top two bands (5 & 6)
Danebank HSC Results 2024: Danebank and State Comparison (% in the top two bands 5 and 6)
Percentage of students in top two bands (5 & 6) in NSW School of Languages Courses / Community Languages
Percentage of students in top two bands (5 & 6) in External Subjects
Post-School Destinations
Students who completed Year 12 are encouraged to explore post-school options that align with their interests, skills, and career aspirations. They are supported through the application process for early entry schemes, the Schools Recommendation Scheme (SRS), the Educational Access Scheme (EAS), and scholarships, as well as other pathways such as TAFE, taking a gap year, or entering the workforce.
For those choosing to pursue university study, many students applied for and accepted early offers. Over 145 early entry offers were received, with students set to study a wide range of disciplines across diverse universities. Additionally, 83% of the cohort received an offer through UAC (excluding multiple offers).
Danebank alumnae at various stages of their studies and careers are invited to share their postschool experiences with current students, offering insights and inspiration to young women as they prepare to complete their schooling.
Danebank HSC Results 2021 - 2024:
Danebank NAPLAN Results 2024: Selected school’s average when
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 acquired from MySchool 2024.
Teacher Accreditation Status
** Level of accreditation held in addition to proficient teacher accreditation.
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, or
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 9.30am 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, SMS and app notification 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 2024 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)
• No Place for Bullying Policy and Procedure
• 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
• Danebank Annual Report 2023
• 2024 Non-government Schools Census Collection Notice
Stakeholder Satisfaction
The feedback and perspectives from our community inform our ongoing improvements and we continue our consultative approach in shaping our School.
• Danebank minibus: In planning the future of our transport options, we conducted a survey on Danebank’s bus service, open to all parents of Junior and Senior School students.
• New canteen: To inform our ongoing improvements and offering via the new canteen, we requested feedback from parents regarding senior students purchasing hot drinks from the coffee machine and students purchasing via tap payment facilities.
• Uniform improvements: Our parent community was invited to express interest in being involved in a uniform committee to explore our current uniform and consider whether there are any pieces we need to update or introduce. A committee was established with parents and students serving and having a voice in this regard.
• Junior to Senior School transition: After attending the Year 6 Brekkie with Dr B, Year 6 families were invited to give feedback regarding the information they would most value about our Senior School.
• Ask Me Anything: A Google Form was added as a regular feature in the fortnightly newsletter to parents, encouraging conversations about specific topics of interest and to raise anything of concern.
• Parent Forum Conversations: Information and feedback forums were held to outline Danebank’s approach to learning, as well as to report on some highlights regarding the school’s new overseas extra curricular learning opportunities. These sessions also included opportunities to ask questions, share thoughts, new ideas and to provide further feedback and input.
• Coffee and Chat mornings: Both Junior and Senior School Deputy Principals hosted coffee and chat mornings which facilitated feedback and conversation in an informal setting once per term.
• Pulse Test: AISNSW was invited to undertake a ”pulse test” of the Danebank learning environment and wellbeing initiatives, giving our community the opportunity to have a voice in what is going well, what may need to shift and what we can do better. This was with a view to continuously improve all that the School does to ensure a safe, supportive and inclusive learning environment.
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:
• 91% expect to attend university next year and 79% expect to have a part time job. All students report they plan to be in some kind of education, training or employment.
• 95% agree or strongly agree that they have had opportunities to hear, respond to and reflect on the gospel at Danebank.
• 83% 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.
• 99% of students agreed or strongly agreed they knew a staff member who would give them extra support if they needed it.
• 92% agreed or strongly agreed they had teachers who knew their subject well and explained it clearly and 97% agreed or strongly agreed that teachers expected their best efforts.
• 92% agreed or strongly agreed that they had learned what they needed to succeed in their subjects.
• 92% agreed or strongly agreed that they could think deeply and make connections within and across subjects.
• 99% agreed or strongly agreed that they had learned to treat themselves and others with respect and understanding and 94% agreed or strongly agreed that they had participated as a responsible citizen of the school.
• 93% said their parents were involved in their education in some way
• 92% felt their overall education at Danebank was good or excellent.
• Professional Learning: Teaching staff were surveyed about professional learning provided by external consultants around being equipped for challenging conversations and Hope. Staff feedback was used to prepare further professional learning opportunities throughout the year.
• 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.
• Approach to Learning Research Collaboration Staff surveys: Middle Leaders were surveyed to gauge their understanding of the implementation of the Danebank Approach to Learning. All teaching staff were then surveyed to gain their perspectives about the Denabank Approach to Learning implementation process. Staff reported high levels of engagement and satisfaction with the overall levels of embedding and made suggestions about further ways they could be supported to continue the process.
Summary of Financial Information
Income and Expenditure 2024
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 2024 Annual Report has been made available to NESA Online by 30 June 2025 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.
