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Contextual Information Description in Plain Language Priority Areas for Improvement Actions Undertaken to Promote Respect and Responsibility


Summary of the Workforce Teacher Accreditation Summary of Professional Learning


Characteristics of the Student Body Student Attendance / Retention Rates Student Representative Council Student Outcomes HSC and Year 10 Comparisons Secondary School Outcomes Post School Destinations Policies


Summary of Financial Information

2 3

7 9 11 14

16 16 17

19 20 21 22 23 26 27 28




The Board has seen some significant changes this past year: a new Principal, completion of a Strategic Review, substantial capital works nearing completion, dealing with implications of COVID-19. Our Principal, Mr Phillip Nash, joined the College in June 2019. In welcoming the Principal, the Board acknowledged the substantial role Mrs Jane McLarty played as Acting Principal during the interim period. The Board has established excellent relations with Mr Nash and affirms God’s provision in his appointment. We look forward to working together as we continue to provide oversight to the College in fulfilling its mission and purpose: to equip students for a productive life in which they freely engage in redemptive action in our broken world, being agents of positive change. As signalled last year, the Board undertook a deep and considered look at the College, taking in such things as its purpose, vision, beliefs, linkages to Green Point Baptist Church, governance structures, and constitution. The review process was challenging but productive, opening new opportunities for the College and the Church here on the Central Coast. It also raised opportunities of a wider role for the College in Christian education. This wider role, partly in response to requests from other Christian Schools, is encapsulated in a White Paper: “A Vision for the Future”. Considerable work has been done on establishing a Foundation to provide governance of a group of Christian Schools. This is a new concept emerging in Christian schooling and the Board agrees that this College has the experience and resources to provide leadership in establishing such a Foundation. Work on the College property has progressed throughout the year and is nearing completion. Two major entrances are currently being constructed which required considerable negotiations with Government agencies. When completed, traffic flows and parking provision with be enhanced. There have been changes to the Board this past year. Mr Mal Rowson completed his term in 2019; Mr Samuel Tsang and family moved to Sydney late last year and he resigned from the Board. Following her election at the AGM in 2019, Mrs Gaynor Rodgers joined the Board. The Constitution provides that the Board may appoint one additional Board member who was not a member of Green Point Baptist Church. At the Board’s request, Mr Craig Ayling joined the Board. The impacts of COVID-19 were substantial requiring rapid re-adjustment to the provision of teaching; the response from teaching and administrative staff has been outstanding. Kevin Sproats CHAIRMAN




2019 saw some significant activity in the life of the College. Mrs Jane McLarty, Deputy Principal was Acting Principal until my commencement on 2 June, after being appointed in July 2018 but having permission from the Board to serve out my tenure in Indonesia. The Board task force started work in early 2019 on a review of the vision and mission of the school. This was completed with the finalisation of a new Core Purpose Statement, Mission Goals, Graduate Profile and Motto in November 2019. Core Purpose: The purpose of GPCC is to equip students for a life of redemptive service through a holistic education grounded in a Biblical perspective. Mission Goals: • Students – the formation of students who display the attributes of the Graduate Profile • Staff – the development of quality staff who serve our students well • Parents – the support of families as the cornerstone of a flourishing society Graduate Profile – GPCC graduates will be:

Godly in Character Collaborative Life-Long Learners Creative and Critical Thinkers Socially Engaged

Motto: Equipped for Life Further work was done under the leadership of the Business Manager, Mr Michael Lowbridge to streamline some Business Services. This work has led to some cost savings and time efficiencies for the College. A parent, staff and student survey was carried out with the help of Resolve Consulting and the results fed into the Board Task Force review and into planning for a School Improvement Plan for the College which as the new Principal, I had initiated.



A review of the Emergency Evacuation Procedures was ongoing and led to some modifications to existing procedures, in order to streamline communication and ensure responsibilities were clear. This work was led mainly by Mrs Alex Richie, our WHS and Compliance Officer. Teacher development was reviewed, and Mr Matthew Cohen’s role description was re-written. He is now responsible for the overall development of teachers with work commencing on a description of the GPCC Teacher Profile and the characteristics of a GPCC classroom. This fitted with his work on GPCC as a provider of inhouse NESA approved training for teachers. 2019 NAPLAN results included 100% of Year 3, Year 5, Year 7 and Year 9 students achieving at or above the National Minimum Standard in Writing (NMS), reflecting the focus we have had on the explicit teaching of Writing across the College. The College achieved higher scores than the state in every year group and in every section. HSC results continued in line with recent years, with a majority of students sitting in the Band 4/5 range. Over 20% of our graduates received early entry to university and all continued to receive offers of places. Some excellent work was done on analysis of results by Faculty Co-ordinators to identify areas for focus for 2020. With the HSC under increasing public scrutiny as a graduating qualification, the College has been moving towards changes to teaching and learning that open the way for alternative assessment means as they come into focus in the future. Our use of the Microsoft suite of applications has seen most subjects and Year levels hosting class material and resources on-line. Our 2019 DUX was Inge Goosen, who has gone on to study a Bachelor of Clinical Science with a view to undertake a Post Graduate degree in Medicine at Macquarie University. The Primary students presented a musical “Back to the Cross”. This production involved all students from Kindergarten to Year 6, which showcased our students and the wonderful community that is GPCC. In 2019 our students served our College community and our local and overseas communities in various capacities, such as: Year 11 Peer Support; Compassion Fundraiser; Backyard Blitz program; Days for Girls; SRE Teaching; Sponsor Children; Peninsula Village Chapels; NAIDOC Chapel (AIM); Operation Christmas Child; Coast Shelter; Australian Indigenous Ministries (AIM) Mission trips to Brewarrina and Gulargambone (Year 9 boys in August, Year 9 girls in October). Three of our teaching staff travelled to Tonga in April to present the New Hope International Effective teaching and Learning (NHI ETLS) Series 1 and 3 Courses to teachers. This resulted in 17 teachers graduating with the NHI ETSL Series 1 certificate, and eight teachers with the NHI ETSL Series 3 certificate. The goal of our staff is to mentor Tongan teachers to become facilitators of the NHI courses. Sport continues to play a vital role in the life of the College. Students are encouraged to maximise the opportunities provided to play in a variety of sporting activities and competitions. Throughout the year, students represented GPCC as part of Christian Schools Sports Association (CSSA) and Combined Independent Schools (CIS).



With such enthusiasm, one example of our Primary students’ eagerness to compete was at the CSSA Biathlon, with over 80 students representing our school (second largest of all CSSA schools). With great performances at this level, 24 students qualified to compete at CIS level in their chosen sport. Two GPCC students represented NSW at a National level of competition, one in Judo and one in Cricket. In Team competitions, our Primary statistics are impressive, entering 24 competitions and winning 9. The Secondary also had a large representation at CSSA carnivals, where nearly 54 students then reached the CIS level. From these carnivals, two of our students who competed in Tennis and in Cricket, were each chosen to compete at the National level in their respective sport for the State. Our Secondary teams competed in 24 competitions, progressing through the rounds and winning 10. The Heads of School directed affairs effectively, with Mrs Nicole Smith settling into her new role well and bringing stability and confidence back to the Primary School. Enrolment numbers were down slightly again, and this meant some careful planning for 2020. Year 7 interest remained strong, but we recognise the challenge of keeping students especially as they move into the senior Secondary School years. The College appointed a Marketing and Community Relations Manager, Mr Brendan Wood in September and he began a major review of our marketing approach. Planning began for a new website, social media platforms were established and a new approach planned for enrolment Open Days. Our capital investment in the property continues with three new carparks complete. This also incorporates a new pick-up and drop-off zone for younger Primary students, helping to alleviate congestion in the main carpark. Work on the new entrance and exit ground to a halt as we worked with Council and others on some issues of underground services. This project will be complete by the end of Term 2 2020. Our College Library also commenced a major re-fit to modernise and improve this as a centre of learning for K-12 students. This will be done in two stages with the majority of the re-fit having taken place during the 2019 Christmas break. The drought and extended bushfire season with its accompanying smoke haze, presented some safety challenges and this was followed by storm warnings and heavy rain. The College staff handled these varying situations positively with a sense of readiness and flexibility that meant we made it through with confidence. In spite of significant leadership changes and some challenging natural disasters, the College made it through the year well and ended on a positive note as we look to the future with a fresh purpose and a recommitment to the vision of the original pioneers.

Phillip Nash PRINCIPAL







Green Point Christian College was established in 1982 by Green Point Baptist Church with a vision to offer Christ centred education to the children of Christian families across the lower part of the Central Coast. These parents desired to have the teaching of the home reflected in, and encouraged through, the teaching at school. Consistency is a firm basis for trust and when the home, Church and school, work in partnership, this can be achieved. As a Christian school, our values and beliefs are founded in a belief in the person of Jesus Christ and we aim to be obedient to His revealed Word, the Bible. GPCC now opens its doors to families from any or no religious background, who desire a Christian education for their child. The College is focused on a positive future as we look to move into a new phase of purposeful education grounded in our revised purpose statements. In partnership with parents, we are determined to equip our students for a flourishing life of service as a fulfilment of the call to all humankind to be the stewards of the earth, to build society and to worship God. As we act as one of the agencies of Christian nurture for our students and their families, it is a place where the love of God is reflected in all we do and say. The Christian Scriptures remain the benchmark against which we critique our lives and our work as we seek to turn our students’ attention towards the person of Jesus Christ, the one who remains the same, yesterday and today and forever. The College encourages the fullest possible development of the spiritual, social, intellectual and physical potential of each student. Purpose of the College: Green Point Christian College has built a strong tradition of providing quality education in a Christian learning environment, aiming to see our young men and women challenged to strive for excellence and Godliness in every sphere of life. Our Purpose Statement: To equip students for a life of redemptive action through a holistic education grounded in a Biblical perspective. Our Mission Goals: Students – the formation of students who display the attributes of the Graduate Profile Staff – the development of quality staff who serve our students well Parents – the support of families as the cornerstone of a flourishing society Our Motto: Equipped for Life 7


Graduate Profile:

Green Point Christian College is committed to providing quality Christian education at an affordable price. The College Board has developed infrastructure to enable the teaching programs of the College to keep pace with rapid educational change.




During Semester 2 2019 the Board conducted a Sentiment Survey of parents, staff and students with the support of consultants, Resolve Consulting. The survey covered over 40 areas of school life and operation, and was completed by approximately 30% of each group. A summary of results for each group follows:

Parents Positives: • Most of our scores were at or above the all schools average. This survey has been used with over 58 schools so a comparison with this number is helpful. • Student/teacher relationships and the care shown by teachers featured strongly as a positive element of our school. • Many commented on the attractive and clean facilities we provide for our students. • The current school leadership was seen as positive for the school. • Many parents expressed satisfaction with the Christian education approach offered, the Christian values evident in the school and the nurturing environment. • There were high satisfaction ratings across many of the survey elements. Negatives: • The student discipline system needs improving. • Higher standards for the wearing of the uniform need to be maintained. • There was insufficient recognition from the school of students who experienced academic and sporting success. • There was a lack of opportunity for parents to genuinely partner with the school in achieving its mission. • Academic reports and parent/teacher interviews needed improving in terms of information provided and length of time for interviews. • Since a similar survey was last done in 2012, our overall ratings have dropped in a number of areas. Areas for Improvement: • The school’s use of social media and its website for communication. • Less freedom for students to access their phones and laptops out of class. • Traffic flows and inadequate parking for parents. • An increase in the number of co-curricular activities and the advertising of these opportunities.



Staff: Positives: • All agreed that GPCC has caring teachers who give time to students. • There is a good sense of Christian community amongst us. • The holistic approach to education is a strength. Negatives: • Student discipline needs strengthening. • Too many students are apathetic towards school activities. • There is a need for greater unity amongst the staff. • Internal communication is in need of strengthening. • Leadership and vision, but there is improvement. Areas for Improvement: • We need a greater sense of Christian influence in the school. • The connection with Green Point Baptist Church. • The College’s social media presence. • Facilities such as the MPC etc.

Students: Positives: • Great Christian teachers. • Sound education and wide subject choices, especially in sport and CAPA. • Appreciate the good values taught. • Students are valued and encouraged. • The school leaders are doing a good job. Negatives: • School is too strict on the wearing of the uniform. • Subject choices are too narrow. • Student behaviour is poor. • Teaching styles are too narrow. • Chapel needs improving. Areas for Improvement: • Canteen – cheaper and healthier alternatives. • More variety in PE lessons. • Student discipline. • Chapel. • More support for students academically. • Improved access to counselling and the “Quiet” room. All of the areas for improvement have been attended to, are in process of being attended to, or are included in the School Improvement Plan being developed. The full survey results were made available to the community via our College website. 10



Progress on Specific Improvement Targets for 2019 1. Induction and transition of the new leadership positions of Head of Primary (commenced January 2019) and College Principal (June 2019) Both of these positions did not commence until 2019. The College Board managed the process of transition to the new Principal by appointing Mrs Jane McLarty (Deputy Principal) as the Acting Principal supported by Mr Michael Lowbridge (Business Manager). 2. Review of Vision and Mission This review took place via a Strategy Group consisting of the Board, school representatives and Church representatives. Their work concluded in November with the launch of a new core purpose statement, mission goals, a graduate profile and new motto. 3. Site Works The College will undertake significant site works, including a Primary staffroom and offices, carpark upgrade and traffic flow initiatives. The work on the new carparking took place although was not quite complete by December. The planning and design for the Primary staffroom progressed to the tender phase when it was determined that the cost was prohibitive. As a result, the project was cancelled and a decision made to change architects, commence a new Master Planning process which would determine the best way forward. 4. Review of Policies and Procedures The College will commence a cyclical review of all policies and procedures to ensure they reflect current practice. The review commenced in early 2019 and was well underway by the end of the year. A new policy framework has been adopted and all policies are being reviewed. 5. Assessment and Reporting The Primary School will review differentiated assessment and report format, with a plan to restructure the report format. This commenced in the latter part of the year and is on-going. 6. Feedback The Secondary School will focus on effective feedback of student work. Various professional development sessions were run for teachers and out of that has emerged a focus on the wider elements of a quality classroom. This work commenced in 2019 and is still underway. 11


Key Elements of the School Improvement Plan (SIP) for 2020 We have adopted a school improvement process rather than a traditional strategic plan, in order to remain open and flexible to on-going change and to build a mindset of continuous improvement into our organisational culture. This also builds upon our newly adopted core purpose statements including our graduate profile for students. Improvement is in the direction of how best we can progress our core purpose which is an on-going focus for each successive intake of students. The key elements are drawn from school improvement literature including the ACER work (eg National School Improvement Tool) of the last few years. Our four key priorities will be: a. Shaping everything we do around our core purpose statements b. Teacher and staff development c. Community partnerships d. Learning from and implementing lessons from the pandemic experience 1. An explicit improvement agenda focused on our school purpose o Review of existing programs and activities  Student discipline  Student Chapel  Mission and Service-learning including outdoor education  Co-curricular creative and performance arts o Dissemination of core purpose and graduate profile elements  Teachers and Staff  Students  Parents  Public o Establish a culture of continuous improvement  Regular review of each activity  Year level teams and faculties review student progress, curriculum, units, activities etc. 2. A school culture that promotes learning and personal development o Raising expectations in classrooms of student engagement and performance  Monitoring the use of class time  Ensuring learning intentions are clear  Providing effective feedback to students  Regular review of student progress  Progressive reporting  Blended learning/flipped classrooms (COVID-19 lessons)



3. An expert teaching team that uses effective pedagogical strategies and differentiates for student need o Planned delivery of teacher development activities over next three years  Implementation of TbD  Deliver Open Book Biblical literacy program  Establish GPCC Teacher Profile and classroom characteristics  Personalised teacher development program  Development of our home learning approach o Developing open classrooms and use of instructional rounds o Investigate the HUB Model of teacher training 4. Systematic curriculum review, design and delivery o Preparation for 2021 NESA Registration by audit and edit of current programs and policies  Use of TEAMS for content storage, staff collaboration and on-line learning  Complete review of all school policies  Ensure scope and sequence for all subjects/levels is consistently formatted and complete 5. The targeted use of school resources o Master Plan review  Engage new architects for review  Priority on new admin block with combined staffroom  Focus on existing classroom upgrades o

Financial Sustainability  Focus on increased enrolments 2021  Explore alternative funding support initiatives for school activities

6. Strong school-community partnerships especially with parents o Establish a representative parent body o Establish community partnerships with Council, Business, Churches 7. The analysis and use of data for improvement o Establish robust and regular reviews of student assessment data o Develop progressive reporting across K-12 o Investigate individual student tracking of learning o Provide teacher training in use of data for planning for student improvement




Respect and responsibility are addressed in different ways throughout the College. Our Behaviour Management Policy and Code of Conduct Policy expect a standard of mutual respect for each other and assume all members of our community will take personal responsibility for their behaviour and their work. Issues in relation to these two areas are addressed regularly through student assemblies and chapels, class home room time, staff devotions and meetings, newsletters and email communication to staff. Our Maintenance team take care to keep the school environs clean and tidy to reinforce the importance of respect for the environment. The Primary School planted a vegetable garden in Term 4 and we also have plans for a sensory garden. Most of our students travel to and from school on buses and we respond very quickly to any report of disrespect from our students towards other passengers or the general public, as we seek to teach students respect and the responsibility of being family and school ambassadors.



STAFF _________




Summary of the workforce composition for Green Point Christian College, including one indigenous staff member, is:

College Staff 2019 Full time teaching staff


Part time teaching staff


Full time non-teaching staff


Part time non-teaching staff


Total staff in 2019 = 142


All teachers at Green Point Christian College have accreditation with the NEW Educational Standards Authority (NESA).

Teaching Staff 2019 Teachers accredited at the level of Proficient teacher


Teachers accredited at the level of Highly Accomplished


Teachers accredited at the level of Provisional Teacher


Teachers accredited at the level of Conditional Teacher





Professional Development remains an integral and strategic part of planning for Green Point Christian College in developing and maintaining our motto of “Equipped for Life.” Our policies and procedures support a holistic approach, which whilst looking at the individual needs of specific teachers also supports the teaching and learning process of the whole community. At the College, Child Protection and Well-being continue to be a priority. All staff undertook Work, Health and Safety Training, whilst Higher School Certificate teachers who completed HSC marking engaged in an excellent opportunity to network with staff from other schools and sectors. New Scheme Teachers continue to be guided and supported by the Supervising Teacher responsible for growth and development of these teachers, and the compliance needs associated with their continued professional association with NESA. This is a vital part of a school community and maintains the Christian distinctives of this program which is a focus. All Professional Development is designed with a holistic vision of the College at the forefront and is valued for the benefit it gives to the whole College community. We maintain compliance with professional regulatory organisations and look at professional development as an opportunity to deepen and strengthen the commitment we have to maintaining the distinctives of Christian education in our community. As always, Professional Development focused on planning our year with individual, corporate and specific Faculty professional development, which included: Child Protection Investigator Training; WHS Drills/Fire Safety; First Aid, Asthma and Anaphylaxis Training; Careers Advisors’ and Teachers’ Conference; Working Memory (Primary School); NCCD Moderation; Women’s Middle Leadership; Undergraduate Lecturing; Curriculum Planning and Delivery; and Governance Seminars.



STUDENTS _________




Green Point Christian College is predominantly an Anglo Saxon demographic mix made up of 521 females and 441 male students. The Primary School comprised 428 students and the Secondary School comprised 534 students. Note: Figures taken from Census dated 2 August 2019.




In 2019 each student, on average, attended the College as follows (by percentage): Kindergarten Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Year 7 Year 8 Year 9 Year 10 Year 11 Year 12

87% 92% 92% 92% 92% 92% 90% 93% 90% 90% 89% 86% 92%

In 2019 the student attendance rate for the school as a whole was 91%. School’s response to student absence Day 1 – (Explained Absence) - The school accepts messages through Parent Lounge, Absentee Line, verbal and emails to Administration and documents absence. Day 1 – (Unexplained Absence – Day of Absence) – Text message is sent to parent advising student is absent from school. Day 7 – If explanation has not been received, an email to parents through Teacher Kiosk is sent requesting confirmation of absence to be acknowledged on Parent Lounge. Verbal and email confirmation through Administration is also accepted. Retention of Year 10 to Year 12 Year Level Year 9 Year 10 Year 11 Year 12

As at 4 August 2017 107 96 79 71

As at 3 August 2018 101 94 60 76

As at 2 August 2019 103 88 76 54




The Primary School Student Representative Council is a wonderful opportunity for students from Years 1 – 6 to: • serve the student body • grow in leadership skills • learn how to participate in a formal meeting • make decisions based on evidence or constructive argument Through the SRC, the entire student body can participate in the decisions and operation of the school. Classes make suggestions and representatives personally make a difference. Representatives have commented on being excited to have an opportunity to be a leader. In 2019 we voted for a garden, provided equipment for play, made suggestions about line markings for Primary School play areas, ran the Anti-bullying campaign, and resolved minor issues raised. The SRC ran a poster competition in Term 1. The winning posters were announced and displayed on National Anti-bullying Day, 21 March. The SRC Councillors decorated the school with the colour orange in celebration. It really is a privilege to be involved with such a motivated group of students who wish to make achievable improvements to our school. Some Year 6 Councillors comments are below: “It has been inspiring to listen to the wishes of the school community.” Hannah “SRC is a fantastic opportunity to bring about change, for example we are getting a sensory garden.” Zachary “It is cool working with the class representatives to make our school a better place.” Tirzah and Milly Nicole van Wyk SRC CO-ORDINATOR (PRIMARY SCHOOL) 21



The Commonwealth Government sets National Minimum Standards (NMS) for Reading, Writing, Grammar and Punctuation, Spelling and Numeracy. The percentages of students achieving at or above these standards are reported in the table below (2018 results): Year






3 (NMS Band 2)

98 (100)

100 (100)

96 (98)

98 (98)

100 (100)

5 (NMS Band 4)

100 (100)

100 (100)

99 (100)

99 (100)

99 (100)

7 (NMS Band 5)

99 (96)

100 (93)

99 (96)

95 (99)

97 (99)

9 (NMS Band 6)

100 (100)

100 (92)

99 (95)

100 (97)

97 (100)

The table below indicates the percentage of students achieving the top band or above (+): Year






3 (Band 6, 6+)






5 (Band 8, 8+)






7 (Band 9, 9+)






9 (Band 10, 10+)






The table below indicates the School Average Score compared to the (State Average Score): Year






3 (Band 1 - 6+)

486 (436)

449 (430)

458 (428)

485 (448)

441 (414)

5 (Band 3 - 8+)

532 (509)

498 (479)

518 (508)

515 (506)

523 (501)

7 (Band 4 - 9+)

566 (549)

535 (517)

562 (533)

569 (546)

576 (561)

9 (Band 5 - 10+)

612 (587)

607 (552)

607 (509)

609 (579)

620 (600)




Year 10 The submitted grading results for 2019 Year 10 are shown in the following table:

Compared to the State-wide pattern, in 2019 GPCC gained a higher percentage of cumulative Grade A and Grade B results in 19 out of 20 (95%) Stage 5 courses, that is, in all but one course. Notably, this high achievement occurred in large cohort courses such as English, Maths, Science, Geography, History and PDHPE. By comparison, in 2018 GPCC gained a higher percentage of cumulative Grade A and Grade B results in 26 of the 27 (96%) Stage 5 courses. Similarly, in 2017, 2016, 2015 and 2014, these figures are 70%, 60%, 67% and 70% respectively. 23


Higher School Certificate Six students (compared to 12 in both 2018 and 2017, 19 in 2016, 18 in 2015, 15 in 2014, 20 in 2013, 18 in 2012, 23 in 2011 and 14 in 2010) gained entry onto the NESA Distinguished Achievers List having gained 10 (compared to 20 in 2018, 26 in 2017 and 2016, 38 in 2015, 19 in 2014, 25 in both 2013 and 2012, 41 in 2011 and 25 in 2010) occurrences of top Band results (Band 6 in 2 Unit courses or Band E4 in Extension courses) across a variety of subjects including Advanced English, Extension 1 English, Maths Standard 2, Extension 1 Maths, Physics, Biology, Textiles & Design, and Food Technology. Three students gained top Band results in more than one course. Strong results were achieved in Advanced English where 89% of students in the subject gained results in one of the top two Bands: three students in Band 6 and 21 students in Band 5. Consistently high results have been gained in terms of the top ATAR results for each cohort over recent years. The top ATAR result in 2019 was 95.15. The top ATAR result in 2018 was 96.65 and in 2017 was 99.4. The top ATAR in 2016 was 96.8, in 2015 was 99.90, in 2014 was 92.25, and in 2013 was 96.8. In 2012 the top result was 98.6. The top three ATAR results for 2011 were 99.5, 98.8 and 98.6. The top 2010 ATAR was 98.00. In terms of HSC exam results in 2019, 17 out of 29 (59%) of HSC examinable courses had school means above the State means. In 2018, 16 out of 29 (55%) of HSC examinable courses had exam means above the State exam averages. In 2017, this amount was 13 out of 30 (43%). In 2016, 2015, 2014, 2013, 2012, 2011 and 2010 over half of the HSC examinable courses delivered by the College had exam averages above that of the State average. For 2016, 2015, 2014 and 2013 these percentages were 55%, 73%, 55%, 57% respectively. In the HSC, Band 5 and Band 6 results (and E3 and E4 in Extension courses) indicate a high level of achievement in a course. The following table and graph indicate success in terms of Band 5 and Band 6 HSC results over recent years: HSC Results - Total of Band 5 and Band 6 for 2008 - 2019

Year 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017 2018 2019

Number of students who sat HSC Exams 100 86 81 58 79 71 90 64 70 70 76 54

Band 6 15 31 22 41 25 25 19 38 26 26 15 8

Band 5 131 156 171 120 150 94 153 132 147 115 107 73

% Band 6 of % Band 5 of sitting students sitting students 15% 131% 36% 181% 27% 211% 71% 207% 32% 190% 35% 132% 21% 170% 59% 206% 37% 210% 37% 164% 20% 141% 15% 135% 24


HSC Band 6 and Band 5 Results - % of cohort 250% 200% 150%

Band 6


Band 5

50% 0%

2008 2009 2010 2011 2012 2013 2014 2015 2016 2017 2018 2019

In 2019, students presented for the highest Extension courses in Mathematics and History. In 2018, 2017, 2016, 2015 and 2014, there were students who presented for the highest Extension courses in English, Mathematics and History.




The number of students in Year 12 undertaking vocational courses in 2019 was four students out of 54 (7%) while in 2018 there were 10 students out of 76 (13%). In 2017 there were seven students out of 70 (10%). In 2016 there were 16 students of 70 (23%). In 2015, there were five students of 64 (8%). In 2014 this was 20 of 90 (22%) students. In 2013 this was 19 of 71 (24%) students, (2012 was 15%). In terms of VET (Vocational Education and Training) courses in 2019, there were three students in the school Hospitality Course. There was one student studying an out-of-school course (TVET and/or Private Provider course). Of the 54 students who completed Year 12 last year, the number of students obtaining an HSC in 2019 was 54. The number of GPCC students obtaining a Record of School Achievement (RoSA) was 32. The percentage of students in Year 12 attaining a Year 12 Certificate (HSC) or equivalent VET certificate was 98%. This is due to enrolment in Year 12 peaking at 55, but one student left at the end of 2018 after the HSC Course had commenced.




Based on tertiary offers extended to our Year 12 students through UAC, 40 out of 54 (74%) of the Year 12 candidature who completed the HSC had tertiary degree courses offered to them as a possible post-school destination (previous years were 62% in 2018, 58% in 2017, 73% in 2016 and 70% in 2015).

2020 University Offers (as per UAC provided data)

University Australian Catholic University Macquarie University Torrens University University of Newcastle University of Sydney University of Technology UNSW - Sydney Total

Number of students offered a place

Percentage of cohort offered this University

1 14 1 20 2 1 1

2% 26% 2% 37% 4% 2% 2%



2020 University Offers Australian Catholic University Macquarie University Torrens University University of Newcastle University of Sydney University of Technology UNSW - Sydney




Policies listed were current up to December 2019. All policies and procedures are regularly reviewed and updated.

Enrolment Policy and Procedures 1.


Green Point Christian College seeks to enrol children of families who wish to see Biblical principles and Christian values supported in their child’s learning. The College is founded on such principles and values and so encourages the fullest possible development of the spiritual, social, intellectual, cultural and physical potential of each student. The vision of Green Point Christian College is Excellence in Christ Centred Education. The College is a ministry of Green Point Baptist Church. It is a Christian school for boys and girls from Kindergarten to Year 12. While the College was primarily established to support Christian parents in the education of their children, the College welcomes enrolment applications for children from families who are supportive of the College’s purpose, principles and values, irrespective of the faith, race, sexual orientation, gender identity or intersex status of the child or the child’s family. While the College does not suit all children, there is no reason in principle that children with disabilities cannot become students at the College. Indeed, the College has since its inception enrolled many students with disabilities. This policy gives guidance to those within the College community and to those who would join it concerning enrolment criteria and procedures. While the policy is as comprehensive as possible, there will inevitably be some situations which are not specifically covered. In such instances, it is the Principal’s responsibility to decide the appropriate course to take in the circumstances.



God gives the care and raising of children to parents, within the support of the community. Start children off on the way they should go, and even when they are old they will not turn from it. (Proverbs 22:6, NIV). 28


Parents’ choice of Christian education for their children honours the State and Federal government education authorities for standards in education and provides a Christian worldview that recognises the sovereignty of Christ. God’s Word to parents is that children should be well-trained in the commandments He gives. Impress (these commandments) on your children. Talk about them when you sit at home and when you walk along the road, when you lie down and when you get up. (Deuteronomy 6:7) The development of a Christian worldview in education is the College’s mandate to partner with parents in the formation of young people of Christian character who will be effective leaders in their community. The decision by parents to enrol their children in the College is to assist them to fulfil their duty in raising children who will love God and love their neighbours through applying themselves to make the most of their schooling experience.



The College’s philosophy is grounded in Biblical principles, values and beliefs. The purpose of this document is to set out the policy and procedures of the College in relation to enrolment of students. It includes: • •

the selection criteria for enrolling new students; the procedures to be followed to ensure procedural fairness in the assessment of enrolment applications; administrative procedures.



The provisions described in this policy are informed by the constraints outlined in the following legislation: • • • •

Disability Discrimination Act 1992 (Cth) Sex Discrimination Act 1984 (Cth) Race Discrimination Act 1975 (Cth) Anti-Discrimination Act 1977 (NSW)

This legislation makes it unlawful to discriminate against a person on the grounds of their disability, sex, sexual orientation, gender identity, intersex status or race by refusing to enrol them at the College. The College is committed to fulfilling its obligations under the law in this Policy.





This policy is to be read in conjunction with related Green Point Christian College policies as stated in this policy. Responsibilities

Evidence of Compliance

Principal Ensure compliance with procedures set out in this document

Enrolment records

Ensure all relevant people are aware of these processes and polices

Staff meetings; emails

Approves all student enrolments

Signed enrolment record

Maintain Register of Enrolment


Business Manager Report to the School Board on enrolment trends

Board reports

Registrar Promotion of the school to potential enrolling families

Advertising materials; Enquiries

Receive and process enrolment enquiries and applications

Hard copy forms; (database)

Co-ordinate enrolment interviews


Maintain enrolment documentation

Hard copy files; (database)

Advise administration and teaching staff in preparation for new enrolments to the College


Process new enrolments

TASSWeb records

Interview Panel Assess enrolment applications:

Interview Records

- with regard to the criteria and priorities outlined in this policy and procedures document - equitably, to assist parents to make the best decision for their child’s schooling - make a decision about each application Co-ordinators/ Teaching Staff Preparations for the incoming student


Parents and Students Comply with the Terms of Enrolment

Signed Enrolment and Fee agreements Signed Student Code of Conduct Signed Parent Code of Conduct

Provide to the school all information required

School records

Inform of any changes to information

Record of notice; updated files

Maintain fee payments

Fee Statements





Throughout this policy, unless the context requires otherwise: • Parents includes guardians or any other person who has applied to have a child enrolled at the College and, where the child has only one parent, means that parent. • Disability, in relation to a child, means: a) total or partial loss of the child’s bodily or mental functions; or b) total or partial loss of a part of the body; or c) the presence in the body of organisms causing disease or illness; or d) the presence in the body of organisms capable of causing disease or illness; or e) the malfunction, malformation or disfigurement of a part of the child’s body; or f) a disorder or malfunction that results in the child learning differently from a child without the disorder or malfunction; or g) a disorder, illness or disease that affects a child’s thought processes, perception of reality, emotions or judgment or that results in disturbed behaviour. and includes a disability that: h) presently exists; or i) previously existed but no longer exists; or j) may exist in the future (including because of a genetic predisposition to that disability); or k) is imputed to a person. To avoid doubt, a disability that is otherwise covered by this definition includes behaviour that is a symptom or manifestation of the disability.


POLICY a) The College, when considering making offers of a place at the College, may have regard to schoolreadiness, availability of places and, if places are limited, the priorities set out in this policy. b) An application to enrol does not guarantee a place at the College. c) The College will maintain a Register of Enrolments. d) The College collects information required by legislation, regulations and for the purpose of providing education to students. e) The information collected, used and disclosed by the College is subject to the Privacy Act, and will be managed by the College in accordance with the Australian Privacy Principles. f) The College reserves the right to alter this policy from time to time.




ENROLMENT PROCESS Parents enquire about enrolment, visit College’s website, attend Open Day Parents complete Application form to go on Wait List and other College completes School Readiness Assessment and interviews Principal approves enrolment

Parents enquire about enrolment, visit College’s website, attend Open Day

Child is placed on Wait List

College makes offer

Parents accept or decline offer



9.1 New Enquiries The College will make available on its website: a) information about the College; b) general information about eligibility for enrolment based on this policy; c) the procedure for applying to enrol a child at the College; d) information about school fees and discounts; e) the Enrolment Conditions. 9.2 Waiting Lists The Principal through the Registrar is responsible for the maintenance of waiting lists for entry to the College. Entrance to the College is primarily in Kindergarten and Year 7. Entrance at other Year levels is limited to vacancies which may occur from time to time. Entrance may be accommodated at any time throughout the school year depending on circumstances. The name of a child will be entered on the appropriate waiting list when the child’s parents return: a) the Application Form; b) a non-refundable Application Fee of $250; c) a copy of the child’s birth certificate; d) a recent photo of the child (digital or hard copy); e) copies of the child’s last two school reports and NAPLAN results (for Years other than Kindergarten, Year 1 and Year 2); 32



one written family reference from referees who are not close relatives of the parents and who have known and interacted with the parents for at least five years (the references must focus on the parents themselves) – where possible, one of these references must be from the parents’ pastor; g) all medical, psychological or other reports about the child in their possession or control; and h) other information about the child which the College considers necessary. Failure to provide all required information may result in the College declining to enter the child’s name on the appropriate waiting list or delaying such entry and may also result in the College declining or delaying the child’s enrolment. 9.3 Assessment The College will undertake an assessment process at some time decided by the College after a child’s name has been entered on the Waiting List. As part of the assessment process, the College may ask the parents to provide more information about the child. The parents must pay for any assessments or reports which are required from non-school personnel (if applicable). In considering all prospective enrolments, the College may ask parents to authorise the Principal or the Principal’s delegate to contact: a) the Principal of the child’s previous school to obtain or confirm information pertaining to the child or the child’s enrolment; b) any medical or other personnel considered significant for providing information pertaining to the child’s needs. Where information obtained by the College suggests: a) a profile of wilful misconduct, illegal activities or strong anti-social behaviours that indicate that the child’s enrolment at the College is likely to be detrimental to other students, the staff or the College; or b) the parents may not be able to meet the financial commitment required by having a child at the College, notwithstanding that the child be the sibling of a current student, the Principal may decline to proceed any further with the enrolment process. 9.4 Disability Where a child has declared education support needs or a disability or other information has come to light indicating a possible need for education support services or for some measures or actions to assist the child to participate in the College’s courses or programs or to use the College’s facilities or services, the College will make an initial assessment of the child’s needs. This will include consultation with the child and/or the child’s parents. In addition, the Principal may: a) require the parents to provide medical, psychological or other reports from specialists outside the College; and/or b) obtain an independent assessment of the child (at the Parent’s expense). 33


Where information obtained by the College indicates that the child has a disability, the Principal or Principal’s delegate will seek to identify the exact nature of the child’s needs and the strategies required to address them. Having obtained this information, the Principal and Head of School will determine whether the child, if enrolled, would require some measures or actions to assist the child to participate in the College’s courses or programs or to use the College’s facilities or services that are not required by students who do not have the child’s disability. Where the Principal or delegate determines that the child would require some such measures or actions, the Principal or delegate will seek to identify whether those measures or actions required are reasonable in that they balance the interests of all parties affected. In assessing whether a particular measure or action for a particular child is reasonable, the Principal or delegate will have regard to all the relevant circumstances and interests, including: a) the child’s disability; b) the views of the child or the child’s parents about: i. whether the particular measure or action is reasonable; ii. the extent to which the particular measure or action would ensure that the child was able to participate in the College’s courses or programs or to use the College’s facilities or services on the same basis as a child without the disability; c) the effect of the adjustment on the child, including the effect on the child’s: i. ability to achieve learning outcomes; and ii. ability to participate in courses or programs; and iii. independence; d) the effect of the particular measure or action on anyone else affected, including the College, its staff and other students; e) the costs and benefits of taking the particular measure or action. The College will take measures and actions that are reasonable but will not necessarily take measures or actions that are unreasonable or that would impose unjustifiable hardship on the College. In determining whether taking the required measures or actions, even though they are reasonable, would impose unjustifiable hardship on the College, the Principal will take into account all relevant circumstances of the case, including: a) the nature of the benefit or detriment likely to accrue or be suffered by any persons concerned (including other students, staff, the College, the child, the family of the child, and the College community); and b) the effect of the child’s disability; and c) the College’s financial circumstances and the estimated amount of expenditure required to be made by the College; and d) the availability of financial and other assistance to the College. Where the Principal determines that the enrolment of the child would require the College to take unreasonable measures or actions to ensure that the child is able to participate in the College’s courses or 34


programs, or to use the College’s facilities and services, on the same basis as a student without a disability, or would cause unjustifiable hardship, the Principal may decline the offer of a position or defer the offer. 9.5 Interview When a position becomes available, the College may in its discretion invite the parents and the child on the waiting list to attend an interview at the College with the Principal or a member of staff appointed by the Principal. At the interview, among other things, the College’s representative will: a) inform the parents of their responsibility to the College in relation to fees; b) will seek to establish that the expectations and commitments of the parents are consistent with the College’s Christian vision, values, and goals, and with the policies and resources of the College. 9.6 College Reserves Rights The College reserves the right not to offer any child a place at the College or to defer the offer of a place to any child in its discretion but particularly when the parents, having been aware of their child’s specific educational needs, decline to declare those needs or to withhold relevant information pertaining to their child. The College also reserves the right to terminate an enrolment where the parents have not declared or have withheld known information pertaining to their child’s needs. 9.7 College’s Considerations When considering making offers of a place at the College, the College gives preference to: a) children of families attending Green Point Baptist Church; b) siblings of students from church affiliated families already at the College; c) children from church affiliated families; d) children of former students of the College; e) siblings of students from non-church affiliated families already at the College. The College also considers: a) evidence of a place at a similar Christian school elsewhere; b) a student’s willingness and ability to contribute to the wider life of the College; c) evidence of good leadership and good character; and d) the date of lodgement of the Application for Enrolment. 9.8 Offer At the satisfactory conclusion of the assessment process, the College may make an offer to the parents to enrol the child. To accept the offer, the parents must within twenty-one days of receiving it deliver to the College: a) the Acceptance Form which includes acceptance by the parents of the then current Conditions of Enrolment; b) the non-refundable Enrolment Fee; c) Family Information Form (as applicable). Failure to reply within the required time may result in the position being re-offered where other children are waiting for entry to the College. 35


9.9 Offers for Provisional Enrolment Where circumstances give rise to uncertainty on the part of the Principal, a provisional enrolment may be offered for a child for a set period of time. Conditions applying to such provisional enrolment will be set out in writing. In these cases, either the parents or the Principal may terminate the enrolment with seven days’ notice. In such circumstances, enrolment deposits will be refunded, and fees will be adjusted to cover the period of enrolment only. No penalties will apply. This provision may not be applied in the case of children with a disability.



10.1 Normal Entry Students who turn 5 years of age on or before 30th April of the proposed year of entry are eligible to commence Kindergarten. As a part of the enrolment process, all children will undertake a “Kindergarten Readiness” Assessment”. If parents have already indicated specific learning needs, an alternative and/or additional assessment process may be required. In respect of any prospective enrolment, the College reserves the right to have members of its staff visit the child’s preschool, early intervention centre or (with the parents’ agreement) the home, to more accurately assess the learning needs of the child. 10.2 Early Entry Early entry to Kindergarten for a 4 year old whose 5th birthday falls after 30 April of the proposed year of entry, may be accepted, subject to: a) a written application being addressed to the Principal; b) there being vacancies after all other children, who will have attained the age of five years before 30 March, have been offered places; c) the Head of Primary’s (or delegate) assessment of the child concerned confirming that he or she is ready for admission to Kindergarten.



Green Point Christian College CONDITIONS OF ENROLMENT We accept the College’s offer of a place at Green Point Christian College for the student and agree to abide by the conditions as listed below: A Christian College 1. We recognise that Green Point Christian College is a Christian school which endeavours to develop the spiritual, social, intellectual, cultural and physical potential of each student. The College desires that all students come to have a personal faith in Jesus Christ and seeks to impart to all students a Biblical understanding of God and His creation and a Christian way of living. 2. We also understand that the College is founded on Biblically based beliefs. We have read the College’s Statement of Faith and accept that it is the basis of all teaching, curricular, co-curricular and extracurricular activities in the College. 3. We agree to work in partnership with and to actively support the College in fulfilling its purpose and we will encourage the student to do the same. 4. We acknowledge that, as the College is a Christian community, conduct and attitudes based on Christian values are the foundation of relationships within the community. A Safe College 5. Recognising that the College is committed to the safety and wellbeing of all its students, we agree to support the College in its efforts to provide a safe school environment that supports student wellbeing and effective learning. 6. We agree that all communication between students, parents, visitors and staff members should be conducted in a courteous and respectful manner as befits a Christian community. 7. We agree to avoid confrontation and criticism in public and accept that there is no place in the College community for sarcasm, derogatory remarks, inappropriate familiarity or offensive comments. 8. We agree to support the values and to abide by the rules and expectations of the College as set out in the appropriate publications such as the Parent Code of Conduct and Student Code of Conduct as published from time to time at the Principal’s discretion. We note that the student must do the same and we agree to encourage the student in this. In particular, we have noted the College’s requirements in relation to discipline, home study, uniform, attendance, a safe learning and working environment and leave. 9. We understand that the College requires parents and others to observe College security procedures for the protection of students from direct contact with those outside the College during school hours and that we are only to make contact through the College office. Participation 10. We accept that the College may determine which particular classes, courses and activities are offered and/or provided at any time and which of these classes, courses and activities are compulsory. All students must participate in and/or attend the following activities, which may involve weekend and evening activities, as determined by the Principal: a) Chapel Services and Assemblies; b) Biblical Studies classes; 37


c) Co-curricular activities; d) The College sports program; e) Important College events such as Thanksgiving Services and other events as required by the Principal, from time to time; f) Various class camps and excursions that occur from time to time as an integral part of the College curriculum. 11. We understand that requests for leave from College activities, including academic and co-curricular programs, and for early departure at the end of a term and/or late return from breaks may be considered. Such requests must be in writing to the Principal and will be classified as an absence. 12. We understand that the College expects parents to be actively involved in the College through attendance at parent/teacher interviews, parent information evenings and parent forums, participation in courses offered by the College relevant to the student’s education and assistance to the College in a voluntary capacity from time to time. 13. We note that the College encourages our feedback, particularly in relation to the student’s progress, to facilitate the College and the student’s family working together for the benefit of the student. We agree that our communications with the College and its staff will always be in accordance with the Parent Code of Conduct and Grievance Policy, as appropriate. Health 14. We have fully disclosed any special needs of the student (including but not limited to any medical, physical, learning or psychological needs). Where any disclosed special needs change or where any special needs arise, we agree to notify the College immediately. We also agree to complete the student’s medical form accurately and provide annual updates for use by the College sick bay and other staff, as necessary, to ensure the safety and wellbeing of the student. 15. If the student is ill or injured, necessitating urgent hospital and/or medical treatment (for example injections, blood transfusions, surgery) and if we and our emergency contacts are not readily available to authorise such treatment, we authorise the Principal or, in the Principal’s absence, a responsible member of the College staff, to give the necessary authority for such treatment. Privacy 16. We acknowledge that the College may from time to time collect personal information about parents and students which is necessary for the College’s function or activities. We authorise the College to use and disclose such information in such manner as the Principal thinks fit for the purposes of the student’s education, health, care, welfare or development. We have read the College’s Privacy Policy and Standard Collection Notice as found on the College’s website. We give permission, unless otherwise advised, for images of the student to be placed in the College’s records, displayed from time to time around the College, and published in College publications, on its website, on social media and in other marketing and promotional material. 17. We agree to advise the Principal (or Principal’s nominee) immediately of any changed family circumstance that may affect the student’s emotional, physical or social wellbeing. We also agree to provide to the College all current court orders (if any) relating to us and the student. We note that the College’s Privacy Policy deals with the confidentiality of such information. We understand that the College is not responsible for the enforcement of any such orders. We also agree to comply with any such court order. 38


18. We acknowledge that the Principal (or Principal’s nominee) may search the student’s bag, locker, mobile phone and electronic devices or other possessions where there are reasonable grounds to do so. The Principal may also carry out camera surveillance and computer surveillance which includes using software or equipment to monitor the use of computers, the sending or receiving of emails, the accessing of websites and the use of social media. What We Must Pay 19. We jointly and separately agree to pay to the College all fees and charges for tuition, elective subject levies (as appropriate), distance and vocational education courses (senior years), excursions and camps as determined by the College Board and as published in the Fee Schedule from time to time. 20. We accept, both jointly and separately, ultimate responsibility to pay the fees in the case of a Third Party defaulting on their agreement to pay (if applicable). 21. All tuition fees are charged annually at the beginning of the year. Fees may be paid in: a) one payment within seven days of the commencement of the first school term, or b) equal weekly, fortnightly, monthly or termly instalments, provided the instalment amounts would clear the fees owing by the end of November each year. 22. We agree to notify the College’s Finance Office if we wish to pay fees by instalment on a Payment Plan (using the Annual Fee Commitment Form), noting that if we do not notify the Finance Office, the fees are payable in four equal instalments, with each instalment due within seven days of the commencement of each school term and this will be our Payment Plan. 23. If we have failed to make any payment under our Payment Plan, we accept that the student may not be permitted to participate in non-compulsory camps and excursions. 24. If we have failed to make all payments under our Payment Plan by the end of the term in which they are due, we accept that the student’s enrolment may be suspended and the College may subsequently without further notice refuse entry to the student or terminate the student’s enrolment. 25. We agree that non-payment of fees, without explanation, will be followed up in the normal course of business and may incur additional administration charges. Failure to pay fees may result in termination of enrolment. 26. We agree to reimburse the College for any reasonable costs (including legal costs) incurred in the recovering any amounts due under this agreement. 27. We understand that no remission of fees, either in whole or in part, will be made if the student is absent due to illness, leave or suspension. 28. We agree to pay all medical and ambulance expenses incurred on behalf of the student unless covered by an existing College or personal insurance policy. 29. We also agree to pay: a) the replacement cost of items provided to the student by the College (such as textbooks, equipment, library or other resources) where those items are damaged or not returned; and b) for the repair or replacement of any other College property caused by the student's deliberate acts or a breach of the College’s rules. 30. We acknowledge that the student’s personal property is not insured by the College, including items purchased directly from the College. The College does not accept any responsibility for loss of, or damage to, personal property. 31. We understand that fees and charges are subject to annual review by the College Board.



32. We acknowledge that the College reserves the right to carry out a Credit Reference Check and to contact previous schools to enquire about the state of a family’s account. The College reserves the right to withdraw an offer of enrolment should fees be outstanding at a previous school. 33. We understand and accept the outline of fees and charges as stated in the current Fee Schedule and declare that we have made financial provision to pay such fees. Ending Enrolment 34. We understand that our acceptance of the College’s offer of a place for the student implies that the student will complete the student’s schooling at the College unless unforeseen circumstances arise. 35. We accept that if we wish to withdraw the student thereby ending the student’s enrolment, we must give 10 weeks’ term time notice in writing to the Registrar. If this notice is not given, we agree to pay 10 weeks’ fees + GST for each student enrolment being withdrawn. This amount is a genuine pre-estimate by the College of the loss that it would suffer because we have not given the required notice. 36. We agree that the Principal may, by giving us three months written notice: a) end the student’s enrolment if the Principal considers that a mutually beneficial relationship of trust and co-operation between us and the College has broken down to the extent that it adversely impacts on that relationship; or b) end the student’s enrolment at the end of an academic school year where the student has, in the Principal’s opinion, failed to meet the requirements of the New South Wales Education Standards Authority (NESA) or has otherwise failed to make satisfactory progress in the student’s academic work. 37. We agree that the Principal may end the student’s enrolment if: a) we have provided or do provide to the College before or after our acceptance of the College’s offer of a place for the student, information which is materially incomplete, incorrect or misleading; or b) we fail to comply with these conditions. 38. We agree that the Principal may in the Principal’s absolute discretion, but subject to affording the student procedural fairness, suspend or dismiss the student for breaches of rules or ill-discipline even if the offending conduct takes place away from College premises or outside normal College hours. General 39. We agree that the College may change these Conditions, provided it gives us at least two terms notice and that the new Conditions take effect from the beginning of a calendar year. 40. We agree to inform the College about anything that could affect the student’s ability to participate in the College’s program or activities. We also agree to advise of any change in our contact details. (Where more than one person is signing this form) Each of us agrees that our obligations to the College, as set out above, are joint and separate and, subject to the Conditions, may only be ended by one of us at the end of three months after that one gives notice, in writing, to the Principal, of his or her desire to be released from such obligations. Signature:







............................................................. 40


Other College Policies Summary of Policy Child Protection and Wellbeing Policy and Procedures The College seeks to provide a safe and supportive environment to support the mental, physical and emotional wellbeing of students through programs that: • meet the personal, social and learning needs of students • provide early intervention programs for students at risk • develop students’ sense of selfworth and foster personal development

Anti-Bullying Policy and Procedures The College’s policy provides processes for responding and managing allegations of bullying including the contact information for the local Police School Liaison Officer.

Behaviour Management Policy and Procedures The College expressly prohibits corporal punishment and does not explicitly or implicitly sanction the administering of corporate punishment by any persons, including parents, to enforce discipline at the College. All behaviour management actions are based on procedural fairness. Parents are involved in the processes of procedural fairness when sanctions result in suspension and expulsion of a student.

Changes in 2019

Access to Full Text

No changes were made to this policy in 2019.

The full text of GPCC’s Child Protection and Wellbeing Policy and Procedures can be accessed by request from the Principal, from the GPCC website and intranet.

In 2019, the GPCC AntiBullying Policy and Procedures were reviewed and updated.

The full text of GPCC’s AntiBullying Policy and Procedures can be accessed by request from the Principal, from the GPCC website and intranet.

No changes were made to this policy in 2019.

The full text of GPCC’s Behaviour Management Policy and Procedures can be accessed by request from the Principal, from the GPCC website and intranet.



Grievance Policy and Procedures The Grievance Policy and Procedures use as appropriate, procedural fairness in dealing with complaints and grievances, and includes processes for raising and responding to matters of concern identified by parents, and/or students. These processes incorporate how parents raised complaints and grievances and how the College will respond.

No changes were made to this policy in 2019.

The full text of GPCC’s Grievance Policy and Procedures can be accessed by request from the Principal, from the GPCC website and intranet.



FINANCES _________




Commonwealth Recurrent Grants

2019 Recurrent Income 2.1%

State Recurrent Grants 0.4% 38.5%


Family Fees and Charges Other Revenue

14.8% Interest Income

2019 Recurrent Expenditure

Teacher Salary Other Staff Salary

23.9% 6.2% 1.7%



Staff Related Expenses Superannuation Operating Expenses




Profile for Green Point Christian College

Annual Report 2019