2026_YHC_Emmaus-Annual Report-Booklet_V5

Emmaus Christian School Annual Report 2025 05 MAY 2026

1

Contents From the Principal — Melanie Spencer..........1 From the Board Chair ­— Daniel Anderson ...3 Executive Staff 2025 .............................................4 Board of Directors ................................................4 Staffing .....................................................................5 Strategic Plan Update .........................................6 Finance Report ......................................................8 Masterplan .................................................10 — 11 Student Academic Progress ..................12 — 13 Student Satisfaction............................................15 Enrolments & Attendance ................................15 Inclusion Support ................................................16 2Wellbeing ..............................................................17

From the Principal Melanie Spencer As I reflect on 2025, I am struck by the deep sense of purpose and shared joy that has characterised this year at Emmaus Christian School. This was a year marked by visible growth and by the quiet, faithful work of building something enduring together.

Early in the year, our community gathered to listen, reflect, and dream, and from that process emerged our new Strategic Plan Towards 2030 ­— Let our Love Shine. Its launch was a milestone in setting the direction of the school for the next five years. It was a collective statement about who we are and where, always with God guiding us, we are headed. To create a sustainable future for Emmaus’ growth and to maintain its culture, the Strategic Plan was designed around eight commitments.

In operationalising the plan, in 2025 we formally launched our Alumni Strategy, strengthening our commitment to lifelong connection and honouring the ongoing story of those who have been shaped by Emmaus Christian School. In keeping with our commitment to live out faith through global and indigenous mission, we commenced discussions with Yirara Lutheran College (an indigenous boarding school in the Northern Territory) about partnering with them in ways that support both schools in cultivating justice, empathy and reconciliation across our contexts. Additionally, we continued to strengthen our partnership with local churches and invited a range of Ministers and Pastors to speak at our Chapel services.

Together, these initiatives affirmed our shared vision for a community that is not only deeply tethered to its foundation story but future focused, to the glory of God. Across the campus, that sense of vision took tangible form in many other ways. The opening of our new art room in the extended technology wing provided a beautiful space for creativity and the expression of God-given talents. Additionally, the completion of the multipurpose court created a hub of energy, teamwork, and joyful play. Situated next to our community garden and BBQ area, complete with the ever-popular gaga ball pit and spider web climbing frame, these areas of the school became yet another place where relationships were built and joy was shared.

In 2025, we also celebrated extraordinary student achievement, including becoming National Champions in the Science and Engineering Challenge. This accomplishment reflects academic excellence, perseverance, collaboration, and a willingness to think deeply and creatively which are qualities we seek to cultivate in all our learners.

The development of our Service-Learning program proved to be a particularly meaningful step forward. By intentionally linking learning with service, students were encouraged to look beyond themselves, to notice need, and to respond in ways that reflect Christ’s call to love and serve others. Alongside this, the formalisation of regular Chapel services has strengthened the spiritual rhythm of school life, offering consistent opportunities for worship, reflection, and formation.

Our staff continued to invest wholeheartedly in their professional growth, engaging in learning focused on the creative use of learning spaces, integrating a Christian worldview across everyday teaching, student wellbeing, trauma-informed practice, supporting students with additional needs, and implementing Australian Curriculum Version 9. Their commitment to thoughtful, reflective practice is one of the great strengths of this school.

Community life also flourished in 2025. Grandparents’ Day was a standout, with remarkable attendance and a palpable sense of connection across generations.

Alongside this were Mothers’ and Fathers’ Day stalls, working bees, Bunnings BBQs, praise and worship nights, new parent induction courses, Open Night, and Principal’s Tours. These events reminded us that Emmaus is not simply a school, but a vibrant and connected community.

Throughout 2025, our School Scripture verses from Colossians have continued to serve as a steady anchor, calling us to keep Christ at the centre and guiding how we live, learn, and relate as a community. They remind us that what we build here is not merely for today, but for God’s greater purposes.

I am deeply grateful to our staff for their professionalism, care, and faithfulness. I am grateful too, to our families for their trust, partnership, and generous support.

And as always, I have so valued spending time with our precious students who bring curiosity, kindness, and fun to our school each day.

Melanie Spencer Principal

1

2

From the Board Chair Daniel Anderson “You are the light of the world. A city set on a hill cannot be hidden. Nor do people light a lamp and put it under a basket, but on a stand, and it gives light to all in the house. In the same way, let your light shine before others, so that they may see your good works and give glory to your Father who is in heaven.”

—Matthew 5:14–16 (ESV) Our school’s name points us toward the Emmaus road, to Jesus the patient teacher walking alongside His downcast disciples, opening their minds to understand the Scriptures so that they can know Him and in knowing Him, know the world. As a partnership of parents, staff, and community, this kind of “Emmaus experience” is what we hope for the kids in our school. Our Strategic Plan Towards 2030 ­— Let our Love Shine — takes up Jesus’ vision of what happens when we truly listen to His teaching. This is what a partnership of parents, staff, community, and kids becomes: love flames out from us as light to be seen by the watching world. That is the aspiration our community has claimed together for the next five years.

This Report covers the calendar year 2025. It was a year of preparation for growth that confronted us with one of the most important questions a flourishing Christian school can face: how do we preserve what makes us who we are, even as we grow?

Board Leadership Transition In March 2025, Laura Day concluded her tenure as Chair of the Emmaus Christian School Board. Laura gave herself unreservedly to the mission and wellbeing of this community, and the health and confidence that Emmaus now enjoys is in no small part a testimony to her wisdom and dedication.

Launching our Strategic Plan The culmination of the previous year’s community consultation was the launch of our 2025–2030 Strategic Plan at the 2025 AGM. Built around eight commitments and anchored in the metaphor of a lighthouse — a fixed point of light, a source of orientation for those around us — the plan sets out what we believe God is calling Emmaus to be and do in the years ahead.

Triple Streaming and Preparation for Future Growth The desire among families to partner with Emmaus in educating their children has never been stronger. The school has had very full waitlists for a number of years. The Board has been navigating the tensions between the desire to serve more families while being responsible with our assets and preserving our school’s culture. In 2025 we approved triple streaming Year 7, commencing in 2026. Taking this step enables us both to serve more families and to create the foundation we need for establishing a Year 11 and 12 pathway. The Board has worked hard to ensure that every decision about expansion is accompanied by an equally serious commitment to the culture, belonging, and Christian distinctiveness that make Emmaus worth growing.

Financial Stewardship The school’s financial position in 2025 was strong. A healthy operating surplus, robust cash reserves, and prudent management have placed Emmaus in an excellent position to meet the capital demands that our growth trajectory will require. We appointed a new Business Operations Manager, Phil Newman, mid-year, and the Board is grateful for the rigour and capability he has brought to the school’s operations. We also transitioned to new external auditors, reflecting best governance practice.

Emmaus Christian School continues to pursue and deliver excellent academic standards while maintaining a genuine Christian community with deep care for student welfare. We remain, as a Board, stewards of a mission we did not originate and a community far larger than ourselves. We hold it with gratitude and, we hope, faithfulness.

In His Grace, Daniel Anderson Board Chair

3

Executive Staff 2025 MELANIE SPENCER

ANNA SNOW

Principal

PA to Principal

LYNETTE HUSSEY

EUGENE ROODT

TAMARA WILKINSON

BRIONY HEYWARD

PHIL NEWMAN

DILAN SAMUEL

Deputy Principal Teaching & Learning

Head of Secondary School

Head of Primary School

Director of Preschool

Business Operations Manager

Finance Manager (Until Oct 25)

(From June 25)

Board of Directors DANIEL ANDERSON Chair of the Board

LAURA DAY

PINGHAN CHUA

JAMES PENTON

ANNA SNOW

Chair of the Board

Treasurer

Company Secretary

(until Mar 25)

Vice-Chair of the Board

DEVON WHITTLE

WILLIAM OATES

PHIL NEWMAN

Board Director

Board Director

Company Secretary

(from July 25)

(from July 25)

(from Sept 25)

(Feb-Sept 25)

(from Mar 25)

EDDIE KULAS Board Director (until May 25)

4

KRISTY ALLENSHIRLEY

MURRAY WOOLNOUGH

Board Director

Board Director

MARY WINKELS Board Director (until May 25)

Staffing While it is widely recognized that there is a teacher shortage in Australia, Emmaus has continued to be blessed with a full complement of highly qualified and well-regarded teaching staff.

School Area

Executive Administration Finance Property ICT TA / Lab Assitance / Teaching Hub Wellbeing Teachers Preschool Total School

Number

7 9 1 1 2 25 6 39 13 103

2025 Total FTE

6.6 7.4 1.0 0.4 1.4 13.7 3.8 30.9 8.7 73.9

5

Strategic Plan Update Our 2025 — 2030 Strategic Commitments support our path forward:

Promoting Learning Through Service Students growing in Christlike love by serving in long-term partnerships with local, national and global communities.

Promoting Learning Through Service: Several projects underway.

Partnering with Churches to Strengthen Local Communities Partnering with Churches: Strong connection with our Supporting local congregations through shared teaching, discipleship, and mission.

Catholic neighbours. Other Pastors and Ministers invited as Chapel speakers.

Global and Indigenous Mission: Developing partnership with Yirara Lutheran College, NT. Planning introductory staff Cultivating justice, empathy, and reconciliation across cultures and contexts. meeting in May 2026.

Living Our Faith Through Global and Indigenous Mission

Exploring Future Pathways for Growth Investigating an Emmaus Teaching Academy and exploring Years 11 & 12 expansion options.

Stengthening Professional Development for Staff Deepening the growth of our staff — professionally, spiritually, and as a team.

Resourcing the Vision Sustainably Building the Emmaus Foundation and launching a Bursary Fund to increase access and equity.

Pathways for Years 11 & 12: Established a third stream of Year 7 for 2026 to bolster student numbers which may make this pathway possible in the future.

Professional Development: Strong staff engagement.

Learning targeted at professional need with staff expressing appreciation for such.

Resourcing Vision Sustainably: Wise stewardship of school finances continues. In keeping with best practice, a change of auditors is planned for 2026.

Securing a Site for Future Growth Planning ahead for physical expansion, allowing the school to flourish for years to come.

Launching an Alumni Strategy Reconnecting with past students and families, honouring their legacy and celebrating their ongoing journey.

6

Securing a site for Future Growth: This will be a strategic focus in 2026.

Launching an Alumni Strategy: This was launched in 2025 with three events planned in 2026.

7

Finance Report By the end of 2025, all current capital building projects were complete. In late September, the new outdoor multicourt was opened to students, providing a popular and effective venue for a variety of outdoor sport and activities. The school is grateful for grant funding support received from the ACT Block Grant Authority in support of this work. Toward the end of Term 4 we opened the community garden and BBQ facilities adjacent to the multicourt and refreshed the primary playground area with further landscaping, a new spider net and our first gaga ball pit. The entire area is used extensively by our student and parent community and has significantly expanded the available spaces for recess, lunch and after school activities. We are grateful to the Parents and Friends Committee for their generous donation toward the installation of a twin electric barbecue - many sausages are now fried in support of community building and hospitality. Careful stewardship of the school’s finances has enabled a reduction of debt and preparation for future growth as we begin triple streaming secondary year groups.

In all this we acknowledge the Lord’s ongoing provision and faithfulness to Emmaus and our community as we continue to

Let Our Love Shine in the years ahead.

Figure 1: Proportional View of Income in 2025

53% — Operating Grants 39% ­— Tuition Fees 5% — Capital Grants 3% — Capital Contributions (Parents) 2% — Other Income

Figure 2: Proportional View of Operating Expenses in 2025

74% — Staffing 14% ­— Property 7% — Tuition Expenses 4% — Administration 2% — Insurance

8

9

Masterplan As the school embarks on its next phase of student growth to meet the steady demand for Christian education that we experience every day, the school is deeply grateful for the Lord’s provision and faithfulness across eight years of intensive capital development. We recognise the faithful commitment of many Board members and staff who were, and are, responsible for stewarding resources that deliver the wonderful facilities we get to enjoy today.

The completion of Stages 9 (Multicourt and Gardens) and 10 (Art Room, Stores and Shade Sails) during 2025 brings us to an important juncture in our master planning as we pause to reassess our infrastructure needs as the school continues

to grow. The decision to commence triple streaming Year 7 in 2026, draws our attention to further expanding teaching and learning spaces, including the library, and administration facilities that will accommodate more students, staff and families.

While that analysis takes place, we’re taking a break from major construction work and exploring creative solutions to add necessary capacity in the near future. Join us in prayer for wisdom and innovation as we partner with parents to provide a Christ-centred, Biblically grounded and academically rigorous education, which enables students to grow in wisdom and character, to the glory of God.

Figure 2: Overview of Completed Emmaus Masterplan Stages

Stage

Description

Year Complete

Cost

ACT Block Grant Authority Contribution

Emmaus Contribution

Stage 9

Community Landscaping

2025

$591,719

$0

$591,719

Stage 9a

Sensory Space

2025

$561,712

$24,446

$537,266

Stage 9b

Multicourt

2025

$673,641

$262,834

$492,941

Stage 10

Art Room and Shade Sails

2025

$1,531,401

$829,682

$701,719

10

Stages 01 Preschool 02 Design Technology 03 Year 1 and 2 04 Kindergarten, Year 3 and 4 05A/B Year 4 and 5, Staff Room, Office, Wellbeing Space 05C New Science Lab and Science Preparation Space 05D Essential Infrastructure — Fire and Hydrant 06 Primary Courtyard 07 Secondary Classrooms, Café and Hospitality 08 Yarning Circle 09A Community Garden 09B Multicourt 10 Art and Shade Sail

11

Student Academic Progress Guided by our school values of striving for mastery in all aspects of school life, our dedicated teaching and support staff inspire students to grow academically, personally, and spiritually. We are very thankful for God’s provision of a staff team who encourage students to pursue personal growth and develop a love of learning.

Our school has now participated in three NAPLAN assessment cycles. The introduction of the updated NAPLAN reporting system has provided teachers with more detailed insight into individual student performance, allowing us to better identify students who may benefit from targeted support or academic extension.

4 12

The 2025 NAPLAN results are the first to show measures of individual student progress over time. The data presented reflects the percentage of students at our school who achieved above average progress when compared with students who had the same starting score and a similar background across Australia. A student’s starting score refers to their result in the same assessment domain two years earlier, while similar background is determined by factors including parental education and occupation.

Results reflect the positive impact of our teaching and learning programs and our ongoing commitment to supporting student growth across all learning areas.

It is important to keep in mind NAPLAN provides one snapshot of student progress against the Australian Achievement Standards; it is only one measure of learning.

In the coming years, we will gain a more comprehensive understanding of the effectiveness of our academic programs as we will be able to analyse growth data from across more year levels.

Percentage of current Year 5 students making above average progress (2023-2025) Reading 46 Writing 43 Numeracy 41 Percentage of current Year 7 students making above average progress (2023-2025) Reading 54 Writing 54 Numeracy 59 Percentage of current Year 9 students making above average progress (2023-2025) Reading 51 Writing 54 Numeracy 55

Student Results By Year The following tables show the average student results by year. The cell colour shows how Emmaus’ results compared to those of students with a similar background and also nationally.

Key:

READING

WRITING

Light Green

Above average progress

Dark Green

Well above average progress

SPELLING

GRAMMER

NUMERACY

Average Emmaus student results compared with students with similar background

YEAR 3

455

461

452

466

467

YEAR 5

535

512

536

534

526

YEAR 7

601

593

578

589

612

YEAR 9

611

616

589

611

617

Average Emmaus student results compared with all Australians

YEAR 3

455

461

452

466

467

YEAR 5

535

512

536

534

526

YEAR 7

601

593

578

589

612

YEAR 9

611

616

589

611

617

NAPLAN participation for Emmaus is 99% NAPLAN participation for all Australians is 95%

13

14

Student Satisfaction Since 2023, we have strengthened our partnership with students by actively seeking their voice in relation to their learning. A key initiative has been the introduction of the Student Learning Satisfaction Survey, which provides students with an opportunity to share their experiences and perspectives.

Students overwhelmingly recognise and value the Christian ethos and spiritual support within their classrooms. Most students appreciate teachers’ openness about faith and believe Emmaus has a strong Christian identity.

The survey, conducted in August, gathered feedback across important areas including the quality of teaching, differentiation to meet individual needs, the effectiveness of learning environments, and classroom behaviour management. Students were also asked to reflect on teacher expectations, the level of care and support they receive, and how their effort is recognised.

Enrolments

In addition, the survey explored students’ confidence as learners, their perseverance, motivation and interest, self-regulation and goal setting skills, and their sense of connection and belonging within the school.

This student feedback is invaluable and helps guide our ongoing improvement in teaching, learning and wellbeing.

A strong and consistent message from the survey is that students feel teachers set high expectations for both learning and behaviour, while also providing encouragement and support. Across all year levels, most students believe they are capable learners who can manage challenging work, demonstrating strong academic confidence.

2025

Enrolments

Preschool

73 (P3 - 32, P4 - 41)

K— ­ 10

589

Total

662

Attendance 2025

Attendance

Overall

93.1%

Boys

92.8%

Girls

93.5%

The majority of students report that teachers help them understand their learning, regularly check for understanding, and challenge their thinking. Most students experience clear explanations and understand what they are learning and why. In the area of school connectedness, most students feel positive about Emmaus, are happy to be here, and feel a sense of belonging.

15

Inclusion Support - 2025 Highlights • Expanded in-class support for students with diverse learning needs.

• Provided ongoing training and professional development for TAs to enhance their effectiveness and confidence in supporting students.

• Participated in Berry Street Education Model training to provide a trauma-informed lens for supporting students.

• Led Professional Learning for staff around Universal Design for Learning and Effective Use of TAs in the classroom.

• Placed a strong emphasis on inclusive practices, ensuring all students feel valued, supported, and able to thrive.

• Maintained a strategic focus on early intervention, particularly in early primary years.

• Continued implementation of the MiniLit program to support foundational literacy.

Added MacqLit to support students in upper Primary and Secondary.

• Continued a strong collaboration approach with the Wellbeing Coordinator and School Psychologist to deliver a cohesive wrap around support to our students students.

• Implemented small group programs supporting social skills in the Primary school.

• Prepared for participating in the Non-Government Schools Census Post Enumeration.

16

Wellbeing In addition to the pastoral care provided by teachers, the Emmaus Wellbeing Services Team continued to flourish in 2025 across its various roles. The team worked closely with teachers and families to provide wrap-around care that supported the wellbeing and inclusion needs of students in our school. Using a case management approach, the team offered support through student counselling, psychological services (including mental health support and student assessments), care team meetings, coaching conversations, emotional check-ins, and support for students experiencing dysregulation. It was exciting to welcome two valuable new roles dedicated to student care: the Wellbeing Assistant and the Defence School Mentor. We saw an increase in students self-referring to get access to the services and staff, as well as use the space, The Hive.

At a whole-school level, the Bible-based social-emotional program Friendzy continued to be taught from Kindergarten through to Year 10. The whole-school buddy program, Friendzy Friendz, found greater intentionality and consistency through Friday’s ECS period.

Students from Years 3 to 10 completed the ACER Social Emotional Wellbeing Survey,

which is now conducted annually. Staff then participated in a Discovery Session to explore and unpack the results, enabling them to better understand the social and emotional needs of the students in their care. Data from previous surveys had identified a need for increased emotional regulation learning in the junior Primary years and the Zones of Regulation program continued to be implemented in 2025.

The Wellbeing Services Team worked closely with classroom and Pastoral Care teachers to support students through targeted wellbeing lessons tailored to the needs of each class.

Engagement with Preschool also increased, including visits to build relationships with incoming Kindergarten students and conversations with staff to provide guidance and support for the wellbeing of preschool students.

Students engage with an increased number of guest speakers throughout the year, including the Stand Tall Event, Pippin Girl, Menslink, PPEP (Period Pain and Endometriosis Program), the Butterfly Foundation, and Batyr.

Child safeguarding remained an important component and became part of the care provided by the Wellbeing Services Team; we look forward to welcoming a new Safeguarding Officer role in 2026.

Teaching staff had opportunities to learn from a range of wellbeing speakers and organisations, including Be You, MacKillop Seasons and Strength in Practice (blend of Berry Street Education Model and Universal Design for Learning) workshops.

Throughout the year, some Wellbeing team members also engaged in professional learning including the Berry Street Education Model, Traffic Light Systems training, and Seasons for Growth Companion training. At the end of the year, the Wellbeing Services Team participated in a planning day that included a design thinking workshop. This process enabled the team to identify strengths, challenges, and opportunities for growth, helping to inform the goals the team will work towards in 2026.

A variety of small group interventions and supports continued to be offered across the school including: Warm Welcome, Seasons for Growth, Secondary Soccer and Social Skills (SASS), Cool Kids, Clever Kids, Year 10 Compass Setting, Defence Club, Let’s Build Together, and other targeted social skills interventions as needed.

17

73 Davenport Street, Dickson 2602 ACT, Australia 02 6247 7151 emmaus@emmaus.act.edu.au www.emmaus.act.edu.au 18