ANNUAL REPORT 2 0 2 3
We acknowledge and pay our respects to the Dharug and Gundungurra people, the traditional custodians of the land on which we work and learn, extending our respect to elders past, present and emerging.
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1. MESSAGES FROM KEY SCHOOL BODIES
Korowal School Board Chair's Report on 2022
DELIVERED BY THE CHAIR AT THE AGM IN MAY, 2024
I would like to acknowledge that we are here tonight on the traditional lands of the Darug and Gundungurra peoples: land that was never ceded. I would like to pay my respects to Elders, past, present and any indigenous members of our community
This is our 46th Annual General Meeting
I am pleased to deliver this year’s Chair’s report for Korowal School Limited for the year ending 31st December 2023 I deliver it as the current Chair, elected in February 2024, to report on a period overseen by my predecessor, Christopher Lee: a period in which I was Deputy Chair of the Board.
2023 saw Korowal School entering a new phase. The most important determinant of this was the establishment of the new school leadership team. In 2023 the Principal and Deputy Principal, appointed towards the end of 2022, moved past the initial stages of their appointment and began to engage, in an increasingly informed and considered way, with the future of the school. As the school moves forward in time they, and the school executive, will be building from the base established in 2023 (and years before), of a stable school, with a proven staff, a sound financial position and a progressive identity.
BOARD
Board members at the end of 2023 were Christopher Lee (Chair), David Wright (Deputy), Mat Spiteri (Chair of Finance Committee), Greg Lucas and Michelle Montgomery and Nathaniel Hunter (both newly elected in 2023) The School Principal Cindy Barnsley regularly attended and reported to the Board in an ex-officio capacity and Korowal’s Business Manager, Melanie Williams continued in her role as Company Secretary
On behalf of the board and the school, I would like to express appreciation for the service of immediate past Chair, Christopher Lee, who resigned in February, following the graduation of his youngest child Chris was a well-regarded Chair and a sensitive, highly ethical, intelligent and informed contributor to the school. His strategic vision for the Board and the school has contributed to its improved functioning. I would also like to thank another long-standing Board member and former Chair, Greg Lucas. His leadership was crucial to the school in many ways. Not least in the establishment of the school in its current location, its financial coherence and its relatively recent increase in enrolments. In addition I would like to thank Louise Dungate and Andrea Doherty, who retired as Directors during 2023, for their thoughtfulness, their service and commitment.
Board members serve in an honorary capacity and are generally parents of current students or teachers at Korowal. They bring a complementary range of skills to the focussed coherence necessary to oversee school operations: their ambit is the effective, strategic and sustainable governance of the school in a complex and rapidly changing world No school stands in isolation Its operations occur at all times in relation to the external environment that informs, inspires, contains and places demands upon the school
In this respect it is worth mentioning one action of the Board In the second half of 2023, changes to the constitution were put in place to allow
the Board to appoint three new members, to serve alongside elected Board members The intent of this change was and is to fill gaps in the Board: to bring on board people with identifiable skills, knowledge and experience in governance This constitutional amendment led to a call for expressions of interest late in 2023 and early in 2024 the appointment of Natalie Young, Angela Gillespie and Suneeti Rekhari to the Board This meeting will also see the appointment of new director Pinou Barr to the position made vacant by the resignation of Greg Lucas I welcome and look forward to working with all four
With the guidance of AIS and legal adviser Ben Tallboys the Board worked, in 2023, to improve the effectiveness of Board members through processes of induction and training. This effectiveness will be enhanced further by the recruitment of our new Board members.
ADDITIONAL STAFFING
2023 also saw the appointment of additional new staff Korowal continues to attract applications for employment from high-quality teachers That this occurs in a period of school teacher shortages, is an indicator of the regard with which the school is held in the community New appointments were made in both the primary school and specialist discipline areas in the high school. One departure needs special mention. Mark Thomas retired at the end of 2023 after a large part of his adult working life on staff. This included a substantial period as School Coordinator. Mark’s idiosyncratic approach to education: his mix of insight, wit and storytelling will be missed.
STRATEGIC PLANNING
In 2023 considerable work was done towards the realisation, this year, of a new strategic plan. This work, undertaken with the assistance of external facilitators, brought together the best of Korowal. It asked the community to envisage ways in which the school can manifest the best possible learning in the best possible environment. It worked and continues to work, through the practical imagination of Korowal people (parents, staff & pupils) and the ongoing constraints of locale, funding and organisational context.
BUILDING PROJECTS
The school has long recognised the need to renovate and build on site There is a desire to accomodate increased numbers of students and to provide a greater range of options to students In 2023 the school received a grant of $800,000 from the BGA (Building Grants Authority) for the purpose of improving accomodation. Stages in this process were identified, in consultation with architects Hayball, as were costs. A decision was made to commence with redevelopments in the primary school area, to make classrooms more flexible and amenable. This work will be undertaken in 2025. Decisions about further building projects will be made in the future, according to funds and needs.
FINANCES
Late in 2023 the Board recognised the need to raise school fees by 10% This followed the established procedure of systematically examining current finances and projections around future income and expenditure The key influence upon this was the decision of the state government to significantly increase the salaries of its school teachers It was recognised that this would lead to campaigns to raise the salaries of teachers in the independent school sector, and that Korowal would need to fund these forthcoming increases Additional factors that contributed to the increase include the need to fund maintenance of and renovations to the ageing school buildings
This decision generated concern in the school community and a meeting was called to discuss the rationale At the meeting some parents argued the need for increased communication between the school leadership (the board and the executive) and parents This, in turn, lead to discussion of the need for a Parents Forum, which would meet each term, and a formal Parents and Friends group at Korowal. Action regarding this is proceeding in 2024.
OUTLOOK
The Korowal community is central to the determination of future of the school. For this reason opportunities to build the community and bring members into conversation are of importance. There are many places where this can occur. These include but go beyond the Parents Forum and the P&F. All must work toward the sustainability of the school and all must enhance the quality of the Korowal experience: from large
community events like the Fair and Open Day, to more focussed ones like the community garden and Cabaret Plus, of course, the unknown events and experiences that have yet to be planned because the necessary conversations have not yet been held Central to these activities - in addition to educationis the need to raise funds to construct Korowal’s future The physical resources of the school need to be enhanced Priorities will differ according to circumstance but the need to offer the best educational experience for children is intimately connected to facilities and equipment Attention to fundraising will be part of Korowal’s future
Korowal’s future is also intimately related to big picture issues like the demographics of the Blue Mountains.
In 2023 the Board was schooled in the ageing of the population and the incremental decline in schoolaged children. The ways in which Korowal imagines and positions itself in the community needs awareness of these changing demographics.
Inescapable also is ongoing debate about the independent school sector and government funding systems We are an undeniable consequence of decisions in this area and need to ensure we are informed participants in this debate
Finally, it is worth drawing attention back home to the solid work undertaken in 2023, under the leadership of the re-constructed school executive We had stable and moderate growth in enrolments We are close to the enrolment goal we foreshadowed at the beginning of the year The school is not only an organisation focussed on teaching but it is a learning organisation Experience continues to dictate how we extend and enhance curricular and co-curricular programs in both primary and high school. Valuable lessons are being learned. As both a Board member and a parent I am pleased to confirm my satisfaction with developments in the school over the year and to look forward to the unfolding future.
David Wright, Chair
Principal's Report on 2023
DELIVERED BY THE PRINCIPAL AT THE AGM IN MAY, 2024
I am honoured to welcome you to this AGM, as the Principal of Korowal School, and begin by acknowledging the Darug and Gundungurra peoples, the traditional custodians of the land we share. We extend our respect to elders, past, present, and emerging.
YEAR IN REVIEW
2023 was a year of both evolution and tradition at Korowal. Our community celebrated milestones such as graduations, the vibrant Korowal Fair, and an incredible Cabaret, alongside daily learning experiences that fostered deep connections and growth among our students.
EDUCATIONAL CONTINUITY
Our commitment to Korowal's holistic educational model, in its 45th year, remained unshakeable We focused on nurturing the social, emotional, physical, and intellectual growth of our students Central to our educational approach were our signature pedagogies including Oracy, Open Dialogue, and Restorative Practice These methods have been instrumental in enhancing communication, building relationships, and resolving conflicts, thereby strengthening our community
STAFF
Thank you to Korowal’s remarkable teaching, administrative, facilities and financial staff for their contributions to the school Their hard work and dedication has made a significant impact on the lives of our students and the success of our school Their collaborative spirit has created a positive and supportive environment where students can thrive and grow
2023 brought changes in leadership and staff, including me as Principal, Deputy Principal Matthew Whaley, and new educators Georgina Khoo, Jeremy Cook, Ebony Macfarlane, and Cristin Quinnell (for Terms 1 & 2) We also bid farewell to long-serving members Mark Thomas and Lisa Harding.
COMMUNICATION
To improve our communication, we introduced a new Parent Portal and a weekly newsletter to provide timely updates for our families. Parent workshops covered topics such as Oracy, Open Dialogue, Gender Diversity, managing transitions, and IT. We received feedback from parents that they would appreciate better communication from the School. This is an area we continue to work on to build stronger relationships with parents and caregivers.
STUDENT EXPERIENCE
In reflecting upon the student experience of 2023, it was a very positive year Our HSC students achieved positive outcomes throughout the year, in assessments, in final exams, in Cabaret and events such as the HSC Art Exhibition They also showed up as leaders throughout the year, showing the younger students ways of behaving and modelling how to treat one another with respect The beautifullymoving graduation, where every student spoke about the impact of Korowal on their development and the strong ties that they had with one another and their teachers, was the culmination of a wonderful year for our eldest learners
CURRICULUM DEVELOPMENT
Curriculum design and development also received renewed focus, with the introduction of new K-10 Math and English curricula We also reviewed our Stage 6 HSC course offerings and added Design & Technology This initiative, coupled with an holistic approach to curriculum mapping and assessment, positioned us for ongoing excellence in teaching and learning.
CO-CURRICULAR ENRICHMENT
We enhanced our co-curricular program with a range of activities, including chess, theatre sports, STEM, sustainable gardening, craft, and fitness.
CO-CURRICULAR ENRICHMENT
These offerings were designed to encourage students to cultivate new skills and develop new friendships We also strengthened our connections within the broader educational community via our involvement with the Heads of Co-Educational Independent Schools (HICES) network Korowal joined the Educating For Sustainability Group and attended the inaugural Sustainability Expo, which underscored our commitment to environmental education Our participation in events such as HICES
Speechcraft, Regional Cross Country, local futsal galas, and the State Ultimate Frisbee
Championships provided valuable opportunities for students to develop confidence and showcase their talents
STRATEGIC PLANNING
A comprehensive review of our strategic plan, facilitated by the Association of Independent Schools NSW (AISNSW) Leadership Centre, underscored the unique strengths of Korowal while identifying areas for future growth. Through workshops involving parents, the board, and staff, we reaffirmed our commitment to holistic education tailored to meet evolving needs of students.
CELEBRATING CULTURE &
DIVERSITY
Reconciliation Week and NAIDOC Week were significant, with the theme "Be A Voice For Generations" deeply resonating across our activities. We welcomed insights from Gundungurra elder, David King, and parent Wayne Cornish, enriching our understanding of Indigenous knowledge and stewardship.
KOROWAL SCHOOL BOARD
I thank the Korowal School Board directors for their commitment to the governance of our school Throughout the year, they have generously shared their time and expertise I particularly acknowledge the contribution of Chris Lee, as Chair, and long-term Director Louise Dungate, who stepped down after more than a decade on the Board We also thank David Taylor and Andrea O’Doherty for their valuable contribution and welcomed two new Board Directors, Michelle Montgomery and Nathanael Hunter As part of the Board’s commitment to ensuring strong governance, the Board sought assistance from Russell Kennedy Lawyers to
review, and replace the School’s previous constitution, with a more modern constitution that reflected best practice for independent school governance.
CAMPUS IMPROVEMENTS
Campus improvements, including landscaping projects and infrastructure upgrades, further enhanced the learning environment. Sustainability initiatives such as the Food Forest and solar initiatives improved our commitment to sustainability. Other notable improvements included the completion of the Covered Outdoor Learning Area (COLA), primary playground upgrade; new science lab roofing, outdoor seating areas, new Pathways study space, new High School bathrooms, the replacement of the roof of the historic administration building, and stonemason repairs.
GRANTS AND FUNDRAISING
We worked in earnest to increase our fundraising efforts with $25,012 raised towards the Master Plan with the support of parents and community members Staff applied for numerous grants to support our programs, sustainability practices, and upkeep of the school, culminating in $886,000 in grants
As we look to the future, we are excited by the opportunities to further enrich our educational offerings and strengthen our community The journey ahead is filled with potential, and I am immensely proud to lead such a dynamic and supportive community We look forward to working with staff, students and families to bring to life the new Strategic Plan, with inquiry, agency, community, and connection at its core
Thank you to our staff, families, and students. Their commitment to the ethos of Korowal has been vital. Through inspiring educational experiences, the cultivation of authentic relationships, prudent management, and financial stability, we have strengthened our reputation as a leader in progressive, independent education. As we continue to grow and evolve, I am confident that together, we will keep making a significant impact, fostering an environment characterised by kindness and celebrating each person’s unique talents.
Cindy Barnsley, Principal.
Facilities SHARED FACILITIES
Korowal School has a large hall, library, ball court, meadow, mini-oval, outdoor gym circuit, and canteen which are all shared from Kindergarten to Year 12. Students are given access to facilities according to the timetable.
PRIMARY
We have eight classrooms in the Primary School and a Library Reading Room for Primary Students attached to the main library. Each cohort has their own classroom and depending on the timetable, classes move in and out of teaching spaces to allow for Japanese, Art and PE.
HIGH SCHOOL
We have 11 High School teaching spaces that include two Visual Arts/DT rooms, two Science Labs, a Multimedia Room, Music rooms, a dedicated Drama space and the Learning Hub Students have access to computers in the library and workspace for study
PATHWAYS
Pathways classes are held in the High School teaching spaces listed above. In addition, Pathways students have a common room in which they can study, prepare food, and relax between classes and a dedicated senior student study space.
Transport
Korowal is accessible by train and bus from Penrith and most Mountain towns Korowal buses transport students to and from school between Emu Plains and Katoomba
Korowal Studios
The Korowal Studios also operate from our school facilities and offer individual and group tuition in the creative and performing arts, provided by a team of talented and experienced artists Tuition is available within and outside of school hours In 2023, we expanded the offerings with students able to access tuition in drums, guitar, bass, mandolin, musicianship and theory, piano, and woodwind
Sport, Outdoor Education and Co-curricular
Our curriculum rotates students through a wide variety of sports, dance, fitness programs and physical challenges Students in the upper Primary years and Junior High School have the opportunity to participate in inter-school sporting events as well as in Korowal’s annual events, Primary and High School Swimming Carnivals, the Fun Run and the Huff n Puff Gala Day High School students undertake a structured series of outdoor adventures in our Outdoor Education Program, with our annual school camps Primary students regularly take advantage of bushwalking in the Blue Mountains National Park, which is on our doorstep Years 7-10 students engage in a cocurricular program once each week and choose a new activity each semester
Each class, from Year 2 through to Year 12, participates in an annual camp ranging from in-school sleepovers for Year 2 students, to outdoor education adventures for the remainder of primary through to senior years Korowal students also attend a variety of cultural activities, and have represented the school in sporting events
Characteristics of the Student Body
At the time of the 2023 census, Korowal had 244 enrolled students from Kindergarten to Year 12, with a close to even split of male (53%) and female students (47%) with a small group of students identifying as non-binary Of these 244 students, 4% identified as Aboriginal or Torres Strait Islander and 4% were from a language background other than English We encourage students to explore, accept and support one another's cultural backgrounds, beliefs and values Our community is built on the relationships that students, teachers, staff, parents and carers foster This provides the foundation for learning within a nurturing environment, thus supporting the journey towards becoming engaged young adults While Korowal is a comprehensive K-12 school there is a strong focus brought to creativity in learning and imaginative play A creative approach to education is known to assist in developing neural pathways that enhance learning.
KOROWAL SCHOOL ANNUAL REPORT 2023
Many of our alumni are pursuing careers in science, information technology, design, psychology, music engineering, architecture, law, medicine, performing and visual arts and social sciences They bring a strong ethical framework to decision making
Index of Community Socio-Educational Advantage (ICSEA): 1073
These statistics can be found on the ACARA website: www.myschool.edu.au
3. STUDENT OUTCOMES IN STANDARDISED NATIONAL LITERACY & NUMERACY TESTING
Student performance on NAPLAN has previously been provided to ACARA for uploading to the My School website and is available for viewing at the following website: www myschool edu au
Combined Bands 3–6 HSC Results in Comparison to the State
5. TEACHER PROFESSIONAL LEARNING, ACCREDITATION AND QUALIFICATIONS
Professional Learning
Staff are encouraged to participate in Professional Learning opportunities throughout the year. Professional learning plays a pivotal role in the continuous growth and effectiveness of staff within school settings. By engaging in ongoing learning opportunities, teachers can refine their instructional techniques, tailor their approaches to meet the diverse needs of students, and implement innovative teaching methods that foster deeper learning experiences. Moreover, professional learning encourages collaboration and networking among staff, providing valuable opportunities for sharing best practices, exchanging ideas, and building a supportive community of peers This collaborative environment not only enhances job satisfaction but also fosters a culture of lifelong learning within the school community
Our staff participated in the following Professional Learning in 2023:
Jolly Education and Training: Jolly Phonics
HICES: 2023 Biennial Conference
AISNSW: Identifying and Responding to Children and Young People at Risk
AISNSW: Executive Personal Assistants Course
AISNSW: The Innovative Librarian Conference
AISNSW: Planning & Programming New English Syllabus
AISNSW: Planning & Programming New English Mathematics K-2
AISNSW: Planning & Programming New English 3-6 Syllabus
AISNSW: Planning & Programming New English K-2 Syllabus
AISNSW: Planning & Programming New Mathematics Syllabus
AISNSW: Planning & Programming New English 7-10 Syllabus
AISNSW: Middle Leaders Program
AISNSW: Heads of Department
AISNSW: Investing In The Future Conference
AISNSW: Principal Induction Program
AISNSW: Lessons from the Outside: The Future of Governance in Independent Schools
AISNSW: Investigations Masterclass: Reportable Conduct
AISNSW: Investigations Masterclass: Workplace Investigation
AISNSW: Preparing for Renewal of Registration/Accreditation in 2024
AISNSW: NSW Reportable Conduct and Allegations Against Employees
Grift Education: Middle Leadership Workshop with Gavin Grift
LawSense Pty Ltd: Risk, Business Management & Governance
LawSense Pty Ltd: School Employment Law - Psychosocial, Toxic Staff, Overseas Staff, Contracts
LawSense Pty Ltd: Dealing With Difficult Parents
LawSense Pty Ltd: School Policy Writing Workshop
LawSense Pty Ltd: Managing Student Disability
LawSense Pty Ltd: Registration - School Excursions, Camps & Trips
LawSense Pty Ltd: Employment Law - Fair Work Review, Psychosocial, Probation, Terminations
PETAA: Let's Write An English Unit Using Textual Concepts
HICES: Termly Heads of School Branch Meetings
Pulse First Aid Training: CPR Training
Dynamic Learning Group: Inquiry Learning Workshop with Kath Murdoch
PD4Maths Pty Ltd: Mathematics Teacher Workshop
AHISA: Termly Heads of School Branch Meetings
Open Dialogue Conference
Conditional
Provisional
Proficient Teacher
All teachers have teacher education qualifications from a higher education institution within Australia or as recognised within the National Office of Overseas Skills Recognition (AEI-NOOSR) guidelines
6. WORKFORCE COMPOSITION
This description of the Korowal School workforce is extracted from the information published on the ACARA website from the August 2022 census
Total number of teachers Teaching staff
Korowal School had no Aboriginal or Torres Strait Islander staff in 2023.
7. STUDENT ATTENDANCE, RETENTION RATES
AND POST-SCHOOL DESTINATIONS IN SECONDARY SCHOOL
Attendance
As a registered non-government school in accordance with the Education Act 1990, we are required to keep a register of enrolments and daily attendances of all students at the school using the Minister’s common code of recording
At Korowal, these registers are maintained in electronic form, which has been approved by the Minister for Education. Korowal School complies with all regulatory bodies and keeps all necessary documentation on student attendance, including participating in student attendance audits.
In New South Wales, all children from six years of age are legally required to attend school or be registered for home schooling. After they complete Year 10 and until they turn 17 years of age, students then have the following options:
• Enrol in full-time further education and training (eg. TAFE, traineeship, apprenticeship)
• Undertake full-time, paid employment of an average of 25 hours per week; or
• A combination of the above.
Children are expected to attend all school activities, on time Absences are required to be explained in one of the following methods:
• A note or email to the school
• A form via Sentral Parent Portal
• A telephone call to the school
• A verbal explanation to the school
• A Doctor's certificate
• Application for Exemption From School are formally submitted to the Principal for consideration and approval
Attendance Data
The attendance information below is calculated for the entire school year for each grade The whole school attendance rate for students for the 2023 school year was 87%, and is broken down according to the year group in the graph below Leave can consist of sick leave, extended sick leave and other approved leave.
Exemptions
In 2010, the Minister, under section 25 of the Education Act 1990, delegated the power to Principals of non-government schools to grant and cancel a Certificate of Exemption from being enrolled and attending school, in certain prescribed circumstances. Where the parent of a student of compulsory school age seeks an Exemption from Attendance at school or an Exemption from Enrolment, Korowal will process the parent’s application in accordance with the NSW Department of Education’s guidelines
Management of Non Attendance
Students are required to attend school Parents/ Carers are responsible to advise the school of their child’s absence by either phoning the school office on the day of the absence, emailing the school, submitting a form via the Parent Portal
Students who arrive at school after the start of the school day must present to the office and sign in advising the office of their reason for being late, this needs to be verified by their parent/carer
Attendance is registered in the school’s administrative database, Sentral, which automatically generates an email to families for each absence or unexplained late sign in Families going on extended leave must complete an Application for Leave form (in accordance with legislation) and submit to the school office for authorisation from the Principal The parent is notified of the outcome via authorised certificate or directly from the Principal
Korowal maintains a dedicated approach to addressing student non-attendance and works with students, parents/carers, external agencies and various staff within the school to identify issues impacting on a student’s ability to attend school regularly. The consideration of the students wellbeing, learning difficulties and learning goals, in addition to their outside of school life circumstances when working with the student to improve their overall attendance.
To monitor and improve attendance, Korowal School has implemented a four-stage process to support staff in managing their responsibilities for the overall improvement of students attendance. Stage 1 - Indicators of Potential Attendance Concerns
Stage 2 - Action of Identified Indicator of Attendance Concern
Stage 3 - Attendance Referral & Support
Stage 4 - Graduated Attendance Improvement Plan
Retention Rates and Post-School Destinations
Of the 26 students enrolled at the end of Year 10 in 2021, 69.23% went on to graduate from Korowal in Year 12 in 2023.
Each year it is an absolute pleasure to hear the stories of our recently graduated students As is often the case, Korowal’s 2023 graduating students have made important life decisions based on their whole selves, taking into account their wellbeing, strengths, capacity, purpose and their passions Numerous students have taken a gap year to build life skills, travel and experience new places, and undertake paid work and save
Students who moved into further study are working towards qualifications in a diverse range of areas including Art, History, English, and Engineering Students from our graduating class of 2023 were accepted at the following institutions:
University of Sydney
National Art School
University of Technology Sydney
Charles Sturt University
Newcastle University
Australian Defence Force
8. ENROLMENT POLICY
Enquiries for enrolment to Korowal School can be made by completing the Expression of Interest Form on the school’s website Once an initial enquiry is made, contact is made to offer a tour, and an e-version of the Primary Student Parent Handbook and/or High School Student Parent Handbook, an Application Form and Fee Schedule are sent to the enquirer. Upon receipt of an application form, the pre-enrolment process begins and can include the following:
• Interview with the Class Teacher and/or Leadership Team
• Contact with previous school
• Contact with medical professionals as identified
• Interview with specialist teachers/counsellors as identified
Enrolment to Korowal School is in accordance with the Disabilities Discrimination Act 1992 and the Disability Standard for Education 2005
Parents and students are required to read and sign documents applicable to enrolment prior to commencing at Korowal School.
Once enrolled, students and parents are expected to support the school’s ethos and comply with the school policies and guidelines to maintain the enrolment
Our Enrolment Policy can be found on our website: https://www.korowal.nsw.edu.au/whowe-are/policies/ or via a direct link: Enrolment Policy
9. OTHER SCHOOL POLICIES
The school is committed to the achievement of the highest standards of education in which the security, protection and comfort of students and staff retains the highest priority. Policies and guidelines are issued for all staff, responsible in any way for the conduct of educational activities at Korowal School Korowal School strictly prohibits any form of corporal punishment Furthermore, the School does not encourage or condone the use of corporal punishment by any other persons, including family members Korowal School implements policies and procedural guidelines to support students, parents/caregivers, staff, Executive staff and the Board of Directors to guide decisions, achieve positive outcomes and create boundaries for acceptable behaviour. The policies and procedural guidelines are developed in accordance with the educational goals, purpose, and values of the school and in accordance with legislation. All policies are regularly reviewed by the Executive Team
All guidelines remain subject to all current Child Protection Legislation
Policies are available on request from the Korowal School Office, via the school intranet (Google Drive) and a selection of policies are available on the Korowal School website: https://www.korowal.nsw.edu.au/who-we-are/policies/
Following is an overview of key policies: Student Welfare, Anti-bullying, Discipline, and Complaints & Grievances.
Changes in 2023
Whole of School Wellbeing Policy
One of Korowal School’s aims is to create a safe and supportive environment in which students, teachers and families feel valued
The School seeks to promote a learning environment where we:
• minimise risk of harm
• support the physical, social, academic, spiritual and emotional development of students
• provide policies and programs that develop a sense of self-worth and foster personal development
• are mutually supportive
• respect each other, the values and ethos of the school
• provide equal opportunity for all.
We believe that it is essential to an individual's personal growth to flourish in connection with other human beings. One of our roles as educators is to assist students who behave in ways that are inappropriate or unacceptable within the context of the school's values We are interested in changing these behaviours in such a way that students feel they belong to our community What remains important is that unacceptable or inappropriate behaviour is dealt with and change is achieved.
Access to full text
The full text of the Whole of School Wellbeing Policy is available on request from the Korowal School Office, via the school intranet (Google Drive) and on the Korowal School website: https://www.korowal. nsw.edu.au/who-weare/policies/
Changes in 2023
Anti-bullying Policy
Korowal School does not tolerate bullying in any form. In a school that values relationships, we require all stakeholders to support our proactive and responsive anti-bullying processes Our goal when dealing with matters relating to bullying is to restore a respectful relationship between those involved. To this end we:
• support the person who is the target of the bullying behaviour
• support the person who is exhibiting the bullying behaviour
• provide appropriate skill building for all those people impacted by this behaviour
The school’s response to bullying is built on an evidencebased framework that is informed by current research and includes the Method of Shared Concern and Restorative Practices
Student Discipline Policy
We are interested in changing inappropriate behaviour in such a way that the student continues to feel that they belong to the school community.
It is when a student's behaviour does not change, despite our best efforts, that discussion and flexibility of approach become necessary For a successful outcome, it is important that there is a willingness on behalf of both the student and carers to participate in the process.
Access to full text
The full text of the Anti-bullying Policy is available on request from the Korowal School Office, via the school intranet (Google Drive) and on the Korowal School website:
https://www korowal nsw edu au/who-we-are/ policies/
The full text of the Student Discipline Policy is available on request from the Korowal School Office, and on the Korowal School website:
https://www korowal nsw edu au/who-we-are/ policies/
Nil Nil
Policy
Complaints Handling Policy
Korowal School provides the opportunity for parents and students to raise issues of concern directly with the person/s involved Staff are able to meet with parents or students face-toface to discuss any issue and will only respond to emails to set up meetings If preferred, a meeting with a member of the School Executive can be made.
It is important that time is given to deal with concerns and that matters are dealt with according to any relevant policies
It is required that matters being dealt with by the School on behalf of students and/or parents be kept confidential Korowal School invites feedback from its parent and student body and endeavours to provide a harmonious environment where dissatisfaction can be heard in a mutually respectful environment, with the common goal being to find the best way to restore that harmony
Procedural Fairness
As stated in all relevant policies, policies are based on principles of procedural fairness Korowal School acts on the following definition of procedural fairness: Procedural fairness is a basic right of all when dealing with authorities Procedural fairness refers to what is sometimes described as the ‘hearing rule’ and ‘right to an unbiased decision’
The ‘hearing rule’ includes the right of the person against whom an allegation has been made to:
• Know the allegation related to a specific matter and any other information which will be taken into account in considering the matter
• Know the process by which the matter will be considered
• Respond to the allegation
• Know how to seek a review of the decision made in response to the allegations
Changes in 2023 Access to full text
Nil
The full text of the Complaints Handling Policy is available on request from the Korowal School Office, via the school intranet (Google Drive) and on the Korowal School website: https://www korowal nsw edu au/who-weare/policies/
The ‘right to an unbiased decision’ includes the right to:
• Impartiality in an investigation and decision making
• An absence of bias by a decision-maker
To support procedural fairness, it is required that confidentiality is held around matters being dealt with between the School and the parents and students involved
10. SCHOOL DETERMINED PRIORITY AREAS FOR IMPROVEMENT
Strategic Priorities
The initiatives outlined in our 2018 - 2022 Strategic Plan were Oracy, Project-Based Learning, Sustainability Projects, Communal Dining, and Partnerships We reference our Strategic Plan alongside our C A R E model, using the framework of Community, Academics, Relationships and Emotional Intelligence to guide the delivery of a quality educational program
The Strategic Plan was reviewed in Term 4, 2022 and was extended into 2023 COVID-19 restrictions and pressures resulted in the Communal Dining initiative, Project-Based Learning, and specific projects within the Sustainability and Partnership initiatives, being placed on hold
ORACY SUSTAINABILITY
This year saw further development of the Oracy Handbook for Staff prior to distribution of the Scope and Sequence for each Year Level Several new teachers commenced in 2023 and this required Oracy workshops for them Some HS teachers experimented with differing dialogic strategies in their classes with stronger presentations resulting as well as a deeper awareness of the role of planning and practice when students were tasked with delivering topics to their classes as teachers Dialogic practice was more widely embedded in the form of Third Response, building on other's comments and repeating back in your own words prior to writing responses; this final strategy specifically developed stronger written responses as well as spoken Whole school staff development sessions around dialogic work were undertaken throughout the year by Korowal’s Head of Research & Projects, Louise Dungate Most teachers also received classroom visits by Louise, to support coaching in dialogic methods
In 2023, we continued to focus on environmental sustainability initiatives We installed solar panels to power the primary
school and administration buildings, as well as continued improvements to our food forest, providing our primary students with learning opportunities in the principles of permaculture and growing food
Our high school students formed a co-curricular sustainability club, and were engaged in the design of a food wall and re-establish an apple orchard on the school grounds
OPEN DIALOGUE
Open Dialogue over the 2023 period has seen its greater embedment in the school’s response to student and family matters through network meetings and the continued presence of more dialogical ways of communicating in line with our strategic plan Staff have experienced refresher and beginner levels of ongoing training that is now part of our staff development days We continued our collaboration with the Open Dialogue Centre, which supported staff training The School also led workshops on Leadership for our senior students in Year 11 & 12 using the principles of Open Dialogue at the annual Pathways camp in Sydney in Term 4
CURRICULUM DESIGN AND DEVELOPMENT
We continued our schoolwide focus on curriculum design and development to create higher quality and consistency in our written and assessed curriculum that we began in earnest in 2022. We have completed a detailed evaluation of our learning continuum and continued to enhance some of curricular strengths including dialogic practice and Oracy, transdisciplinary learning, and enhancing formative assessment and student voice across the curriculum.
We also engaged in an intentional and planned professional learning groups that targeted schools goals, and continued to improve our assessment practices, and the design and implementation of new Mathematics and English syllabi for K-10 classes. Acting as “critical friends”, these groups provided a structure and processes for collaboration and growth-oriented action research to improve teaching and learning throughout the school.
CO-CURRICULAR PROGRAMME
In 2023, we continued to expand our cocurricular programme to complement the academic programme and offer students opportunities to learn in different contexts, to both develop existing interests and develop new ones, and to expand social opportunities.
This is a significant programme in terms of its involvement from staff and we expanded to include include Sustainability, Chess, Science Extension, STEM, Craft (Knitting, Crochet & Felting), Fitness and Tournament Games.
This provides enrichment opportunities for students along with the opportunity to develop social connections with peers with similar interests across Years 7-10.
This also allowed our students to learn with various staff members from across the High School.
11. INITIATIVES PROMOTING RESPECT AND RESPONSIBILITY
In the Primary School
2023 saw continued embedding of our initiatives promoting respect and responsibility. This was rewarding after the years of lockdown and the process of reestablishing our programs of events and learning experiences that promote these values In 2023, we maintained our commitment to our school rules:
Look after yourself
Look after other people
Look after your things
Look after other people’s things
Look after the environment
Above all, be kind
These were referenced in Personal Development programs, in our Restorative Practice work and in our Primary School assemblies, where we are able to discuss core safety, academic and wellbeing issues as they arise all the while linking them with these rules Primary School assemblies became an important place where we were able to work directly with the whole student group to ensure responsibility and safety across our school environment. An example is the change to seated turning circle pick-up stations for each class, requiring students to change from running around and playing while waiting for parents to sitting in a designated area and having their names marked off a collection roll. This change was made for the childrens' safety and was soon accommodated by students.
We had camps, incursions and excursions that built upon these core ways of being, providing students with the opportunity to contextualise their understanding of respect and responsibility outside of the regular school setting. An example is the NSW Government's Responsible Pet Ownership program came to visit to educate our Kindergarten, Year 1 and Year 2 students on how to interact safely and responsibly with dogs in the community
Our Bush School days continued to be a wonderful way in which our students experience and build respect and responsibility for each other, their teachers and the environment We were very fortunate to have our Bush School budget plus additional fundraising from the Bush School BBQ to engage several fascinating educator to run special workshops- Linda Jackson OAM, Uncle David King, Zoarana McDavitt, Alan Page, Sanne Mestrom and Emily Cooper from Hands, Heart and Feet (supported by a generous contribution by a family) These workshops not only expanded the accompanying class teacher's and students' learning experiences, but also provided opportunities to relate and respectfully communicate with new educators.
Uncle David King's NAIDOC themed workshops were developed to be responsive to his observation of the students' trepidation of aspects of nature - they were scared of a swooping magpie and worried about him lighting a campfire. David worked with the children to understand the balance of nature and for all elements to be respected and valued.
Our Year 6 buddies did an outstanding job of nurturing our new Kindergarten students' transition to school, including the delicate stepping away once the Kindergarten children were settled-in to allow them space to make their own connections and begin to take responsibility for their own property and routines at school. A lovely dynamic occurred when many of our Year 5 students stepped into the role of unofficial buddies for our youngest students toosimply because they saw the need and felt responsible and connected to doing the right things to help others
In the High School
Respect and responsibility are fundamental to the ethos of Korowal High School, influencing all aspects of our school culture This commitment to core values is evident in our daily interactions and activities, guided by principles that align with both individual rights and collective responsibilities:
Celebrate the Difference in Others
Celebrate the Gifts of Others
Allow People to be Vulnerable
Help Others Find Strength
Uphold the Rights of Others to be
Themselves
Celebrate the Identity of All
Keep Everyone Mentally and Physically Safe
These values are lived in the High School, in Oracy, Open Dialogue and Restorative practices. They form the basis for how we navigate relationships and support each other in our academic and personal growth.
The Korowal High School biennial Cabaret is more than just a performance event; it is a living embodiment of our school’s values. It brings together our community in a celebration of creativity, diversity, and mutual support, highlighting the best of what we can achieve when we work together and uphold the principles of respect and responsibility
Whether it was singing, dancing, acting, or playing an instrument, Cabaret allowed students to display their individual talents. It provided a safe space for students to express themselves openly and take creative risks because the environment of trust and support encouraged them to share their vulnerabilities through their performances, leading to powerful and authentic artistic expression.
The collaborative effort of each student helped individuals find strength in their peers, boosting confidence and fostering resilience. Cabaret championed the right of each student to be their true selves in a supportive and collaborative atmosphere, in which students explored and expressed their identities through their performances. The celebration fostered a sense of pride and belonging among students, reinforcing their unique contributions to the school community.
In 2023, we continued to reinforce the practice of Morning Circle, starting each day with a greeting and acknowledgement of our connection to one another
Our assemblies were a regular gathering of the students and staff where we shared the learning happening within the high school and reinforced the ways in which we celebrated diversity in the Blue Mountains Region
12. PARENT, STUDENT AND TEACHER SATISFACTION
The School aims to work in partnership with students and families to support the best educational outcome for each learner.
Staff
Staff are able to ask questions, give feedback and express concerns via Morning Meeting, weekly Cluster Meetings and directly to the Executive, the School’s Wellbeing Coordinator and the Leadership Team Staff are often given the option to express their views in surveys following Staff Development Days and Professional Learning
Staff in 2023 also anonymously completed the AWE Awesome Schools Wellbeing survey, to evaluate and improve wellbeing and belonging in the school community
Staff Responses
Work meaning
How meaningful is the work you do? 8 6/10
Work effort
On average, how much effort do you put into your job on a daily basis? 8 8/10
Work pride
How proud do you feel to work for your organisation? 8 2/10
Work motivation
How motivated are you in what you are doing for your job? 7 9/10
Job satisfaction
All things considered, how satisfied are you with your present job? 7 3/10
Wellbeing enablement
In general, how satisfied are you that your school supports and enables student wellbeing? 8.3/10
‘Our son benefitted from
I’m so grateful to you all for creating such a collective atmosphere of kindness, care, compassion, joy, adventure, social justice, environmental stewardship, curiosity, rigour, creativity and integrity at Korowal.’
the opportunity to develop mature, constructive and creative relationships with peers and staff as he moved through secondary school. Amidst the uncertainty of adolescence, his development was supported and stimulated and he in turn supported and stimulated others as together, they sought to find voice and character.’
They are a model of what community should be. Our rainbow family has felt so welcome at this school.
Parents
Parents continue to give feedback and raise concerns with class teachers, administrative staff, Executive staff and when necessary, the Korowal School Board. Families have access to the School’s Complaints Handling Policy and Protected Disclosure Service, which are both available on the Korowal School website
A member of the Executive team strives to greet parents each day in the turning circle at drop-off and pick-up times to form relationships and field any questions or concerns parents may have
The above recounts are from parents of our 2023 Year 12 graduating class
Any member or non-member of the Korowal Community can complete a Complaints, Compliments or Suggestions Form, located on our website: https://www.korowal.nsw.edu.au.
Students
Students are supported to ask questions, raise concerns and seek help from their Year Mentor, Stage Advisor and the Wellbeing Coordinator. The Executive Team is also available and readily hears proposals, feedback and concerns raised by students.
Graduating students were invited to reflect on their time at Korowal.
Below are some of the comments received:
‘They are my family, they are my loved ones and if they ever need anything they can call me.’
‘At Korowal, there’s such a respect for everyone. It is beautiful being around people like that.’
‘It’s a school that doesn’t feel small, it makes you feel like an integral part of a community.’
13. SUMMARY OF FINANCIAL INFORMATION
The following graphs and tables display the dissection of income and expenditure for Korowal School Limited for year ended 31.12.23
2023 Recurrent and Capital Income
2023 Recurrent and Capital Expenditure
Commonwealth Recurrent Grants - $3,701,000
Tuition Fees Income - $1,717,000
State Recurrent Grants - $925,000
Capital Income - $810,000
Private Income - $269,000
Staff Costs - $4,902,000
Non Staff Operating Costs - $1,481,000
Capital Expenditure - $190,000
Financial Costs - $50,000
