Loreto Kirribilli Annual Report

LORETO KIRRIBILLI

85 Carabella Street Kirribilli NSW 2061

Mrs Anna Dickinson Principal

Telephone: +61 2 9957 4722

Email: info@loreto.nsw.edu.au

Registered: K indergarten to Year 12 from 1 January 2019 to 31 December 2023

Accredited: Years 7 to 12 teaching School Certificate and Higher School Certificate from 1 January 2019 to 31 December 2023

I n TRO du CTIO n

Loreto Kirribilli Limited (‘Loreto Kirribilli’) is a fully comprehensive independent Catholic School for girls from Kindergarten through to Year 12. The School is one of seven in Australia founded by members of the Institute of the Blessed Virgin Mary, commonly referred to as the Loreto Sisters.

The total enrolment in 2022 at the August census was 1152 with 283 students in Kindergarten-Year 6 and 869 in Years 7-12, which is indicative of annual enrolment patterns. The School’s underlying philosophy is based on the following five values: Freedom of Spirit, Justice, Sincerity, Verity and Felicity.

The information contained in this report has been compiled for submission to the NSW Education Standards Authority to comply with legislative requirements for the continuing Registration and Accreditation of Loreto Kirribilli as a School in NSW.

As well as its heritage, one of the greatest strengths of Loreto Kirribilli is its staff, a group of dedicated and hard-working teachers and support staff whose aim is to provide an excellent education and nurturing environment for our students.

p RI n CI pa L ’s m E ssag E

While 2022 provided much to report on and celebrate at Loreto Kirribilli, there are two highlights that form the basis of my Principal’s Message. One is the opening, blessing and occupation of our Spiritus building. The other is the achievements of the HSC Class of 2022.

Our Spiritus building was officially blessed and opened on December 2, a significant milestone in our School’s history. Spiritus is a physical manifestation of our commitment to honouring the past and inspiring the future. It was designed to inspire the future by responding to three driving forces in the education of students today and tomorrow.

Firstly, as the world is rapidly changing, students require certain skills and capabilities to ensure they flourish and emerge confident, willing and able to lead with others and to create their own futures. The flexible nature of the open collaboration spaces and studios in Spiritus is designed to foster excellent communicators and collaborators, creative and critical thinkers with an innovative and entrepreneurial mindset.

Secondly, as education is also rapidly changing, the learning spaces required are agile, designed to provide the space, flexibility and freedom for learning that will inspire student agency enabling students to create new knowledge and shape their world, regardless of their interests and the path chosen.

This future-focused facility also builds on our collective understanding of global trends to ensure Loreto Kirribilli continues to be at the forefront of education. The new technologies in Spiritus will accelerate the ongoing digital transformation experienced across the whole School campus.

Thirdly, we recognise that student and staff wellbeing is one of the most important factors for successful learning and teaching. All of our students from K-12 and staff benefit from Spiritus, with the architects’ design paying special attention to connectivity, fresh air, daylight-spectrum lighting and materials selection. The expansive Ground Floor space is focused on health and wellbeing with an expanded gymnasium and state-of-the-art fitness centre.

Spiritus, a Latin word which means breath of life, reinforces the idea of Loreto Kirribilli as a “School of Spirit”. It is also used to denote the Holy Spirit, Spiritus Sanctus, who inspires us all to go out into the world and make a positive difference in the lives of others.

The construction of Spiritus is a testament to the vision and effort of so many and we look forward to the wonderful learning which will take place in it and across our campus over the many years to come.

Although our Year 12 Class of 2022 were not able to experience the joy of learning in Spiritus, they did reap the many benefits of a Loreto education over their years of schooling.

With the quietening of COVID, it is easy to forget that these young women had over two years of disruption to their lives. The School was committed to providing stability and consistency in the delivery of their education. They engaged with the challenges that 2022 presented with determination, while at the same time already making a positive difference to the world around them.

These students were engaged and enthusiastic about their learning; they took advantage of all opportunities presented to them: evenings in the Library, Bookable Teachers, Library Mentors, Winter Workshops, Mock Exams. They built strong relationships with their outstanding expert teachers, providing them many, many practice responses, and delighted them with their commitment to their learning for the HSC and beyond.

The Class of 2022 also embraced the importance of balance, they engaged actively in sport, in the many extracurricular activities on offer and immersed themselves in a range of social justice and outreach activities modelling to the School community that they were ‘women for others’.

Their academic results were simply outstanding. While detailed further in Theme Four I especially note:

• 22 students who were All-Rounders (Band 6 in all courses).

Our 2022 Dux achieved an ATAR of 99.95. Our data informs us that the 2022 class included:

• 13 (over 10%) students with an ATAR over 99

• 19% above 98 ATAR

• 35% above 95 ATAR

• 62% above 90 ATAR

Each year, the Sydney Morning Herald releases a ranking based on the number of Band 6/E4 results as a percentage of the overall number of examinations sat by Loreto Kirribilli students. In 2022, Loreto Kirribilli was placed 12th overall and once again the 1st Catholic school in NSW.

We attribute our students’ success to their support of each other, their growth mindset and their outstanding teachers. They believed in themselves, generously sharing their learning and encouraging each other along the way. They embraced challenges, they kept going when things became difficult, they sought feedback and learnt from it and they learnt and found inspiration from one another. The support they offered one another has forged special bonds which we know will last for many years to come. These young women have set a fine example to their fellow students both now and into the future. They go into the world strong and courageous, leaders, collaborating with others to make a significant difference in the world.

p h ILO s O phy

As a Catholic School in the Loreto tradition, our aim is to educate our students from Kindergarten through to Year 12 in more than the basic curriculum. Living up to the expectations of Mary Ward who founded the Institute of the Blessed Virgin Mary (IBVM) in 1609, students at Loreto are offered an education with ‘something more’. Hence, while we are proud of the high performance of our students in the academic curriculum required of students in NSW and Australia, our commitment to the faith formation of our students, our wellbeing program and the co-curricular aspects of our education are also of great importance.

There is an emphasis on spiritual and values development as well as on other areas such as music, sports, drama, dance, robotics, future problem solving, debating and public speaking. We are committed to the development of leadership through service. As such, social justice programs have prominence in our School year. It is our vision that Loreto Kirribilli offers a Catholic education which liberates, empowers and motivates students to use their individual gifts with confidence, creativity and generosity in loving and responsible service. The annual election of students to various positions of responsibility is another important aspect of our School year. In 2022 there were approximately 200 student leadership positions from K-12. A spirited House system allows students from different year groups to mix and also promotes healthy competition, which has been enhanced with the introduction of our new pastoral structure in the Senior School.

In all of the above we work in partnership with parents, the first educators of children.

More information about the philosophy of the School can be gained by visiting the website or by contacting the School for a copy of the prospectus. In assessing the value added by the School to the lives of students there are a number of reports we generate. We can report on the immediate, quantifiable results gained from external testing such as NAPLAN and Higher School Certificate examinations. We can report on the many co-curricular activities we offer which are designed to enrich children’s and adolescents’ quality of life. We can report on the leadership program which is an important aspect of our schooling and we can report on the personal development and spiritual aspects of our School. These important elements of a Loreto Kirribilli education are all intended to add value to students’ lives. We believe that the education we provide will have its maximum impact on our students when they are mature women, in many years to come. The value added will be most evident in the women they are in the future. Quantifiable results gained from external examinations and testing are reported in Themes 3 and 4.

gO v ER nan CE

Loreto Kirribilli, a registered Company under the Corporations Act, has a governing School Board of Directors appointed by the Province Leader of the Institute of the Blessed Virgin Mary in Australia, plus the Principal whose function is also the CEO of the company. Board members are appointed for an initial term of three years which is renewable. The Board has six sub-committees: a Finance, Risk and Audit Committee, a Building Committee, an Executive Building Committee, a Capital Campaign Committee, a Bursary committee and a Nominations and Succession Planning Committee. The Principal is appointed by the Board with the approval of the Province Leader and attends all Board meetings. The Board meets at least twice per term and has, in addition, a Retreat at which it considers governance and strategic long-term planning issues. The Finance, Risk and Audit and Building Committees also meet on average twice per term. The Bursary, Capital Campaign and Nominations and Succession Planning Committees meet on a needs basis.

1.1 sC h OOL B O a R d

As noted above, the body responsible for the governance of Loreto Kirribilli is the School Board. The Board is composed of Directors who have as their prime purpose the fulfilment of the educational mission of the Loreto Sisters. The Board has a skills matrix which ensures excellent governance of Loreto Kirribilli.

The Board is responsible for the governance of the School and delegates to the Principal the management and conduct of the School. The Principal provides a comprehensive report to the Board at each Board meeting. As well, throughout the year where appropriate, the Board receives reports from various staff members on particular areas of their operations.

The Chair and Board members were invited to and attended a number of School functions throughout the year to enable them to meet the students, the staff and the parent body.

The Board was focussed on the following major strategic items in 2022:

• The construction of Spiritus and associated refurbishment works

• The response to the reduction in government funding and ensuring sustainability well into the future

• Oversight of the implementation of a new Student Information System

• L aunch of the Tax-Deductible Bursary Program and Environmental Sustainability Framework

• Recruitment of the Principal to commence in 2024

1.2 pa RE n T s & fRIE nds’ C O mm ITTEE ( p & f )

The Parents and Friends’ Committee (P&F) plays an intrinsic and vital role in supporting the School to provide an education for Loreto students. Its aims are:

1. to build a friendly and welcoming community which seeks to involve all its members;

2. to raise funds to provide resources and opportunities for enriching the learning environment of the School; and

3. to promote co-operation between parents and friends and the School in its community wide activities.

2022 was another year of fulfilment of these aims.

There is strong recognition of the benefits that flow from an active and engaged partnership between parents and the School. This strong partnership benefits not only the students in terms of their wellbeing and education, but also the Loreto community generally.

In order to maintain the strong Loreto Kirribilli community, many P&F activities took place during 2022.

Events included:

• P&F Meetings

• P&F Class parent meetings

• P&F participation in the Mother Daughter and Father Daughter Masses organised by the School

• LK Connect, Global Voices of Loreto organised by the School

• LK Connect, The Mentor Mentee Partnership organised by the School

• P&F Sports Lunch

• P&F Luncheon

• Spring Fair

1.3 sT ud E n T R E p RE s E n T a TI v E C O un CIL

Loreto Kirribilli’s Student Representative Council comprises girls from every Year group who assume positions of leadership, with the primary purpose to foster the realisation of values of freedom, verity, felicity, sincerity and justice, in the image of the School’s founder, Mary Ward. At Loreto Kirribilli, learning extends to the whole person, thus necessitating this framework for discussion and growth – setting out to enrich girls’ experiences at the School; from pastoral support to School spirit and from social justice to extra-curricular pursuits. The SRC is a platform for girls of all ages and stages to have a voice, and, in turn, the opportunity to think critically about ways to improve the experiences of the student body at Loreto. This endeavour to nurture the initiative and leadership of students stems from the ethos of Mary Ward; to see young women, bound by compassion and justice, to act beyond themselves for the betterment of the whole community.

s C h OOL C ap T a I n’s m E ssag E

The values of Justice, Sincerity, Verity, Felicity and Freedom of Spirit are the fundamental principles of life at Loreto Kirribilli. Each year, we focus on one value in particular, and this year, 2022, is the Year of Freedom of Spirit.

Loreto Kirribilli is a school of unmatched spirit, which has been evident to me since I joined Loreto in Year 5. Not only do events including the annual ‘water ballet’, Interhouse Theatresports and Music Festival celebrate the many talents and gifts of students, but they exhibit the incomparable spirit of Loreto girls which unites students across every year group, and makes the daily life at this school so enjoyable.

There is a strong focus on student wellbeing at Loreto Kirribilli, and our school’s pastoral support structure ensures that every girl has an extensive network of people that they are able to reach out to. Upon commencement in Year 7, each girl is allocated an older student mentor as part of the ‘Big Sister Little Sister’ buddy program, a Circle Class, a personal academic growth coach, Year Wellbeing Coordinator and House Academic Care Coordinator. As a student, having these various support options is something that I highly appreciate and can attest makes the student experience comfortable and enjoyable.

Our foundress Mary Ward had a vision ‘that women in time to come will do much’, and she spent much of her life advocating for the education of all women. As such, Loreto Kirribilli has a strong focus on student development both inside and outside of the classroom. Academically, students are equipped with a well-rounded education, guided and supported by the most amazing and dedicated School Executive and academic staff, who work to prepare us for the future.

Every girl is encouraged to celebrate in, and express their individual gifts, with a variety of extracurricular activities on offer. These range across sports, music, drama, debating, STEM and more, catering to a variety of interests and promoting student growth. Participation in these activities is a personal highlight of life at Loreto Kirribilli, and has afforded me immeasurable joy in connecting with girls across every year group.

In this year of Freedom of Spirit, we are celebrating Mary Ward’s open-minded and open-hearted attitudes. As women inspired by Mary Ward, we are taught that we have not only the ability, but an obligation to make positive change in this world.

I feel incredibly honoured to have been given the opportunity to lead as School Captain this year, and I will forever be grateful for the opportunities offered to me by Loreto Kirribilli. I have loved my time at this school, and I’m so excited to inspire a new generation of Loreto students.

GRETA PERRIGNON School Captain

Loreto Kirribilli is a fully comprehensive Catholic School. The core values at Loreto Kirribilli draw on the Ignatian spirituality of our foundress, Mary Ward, whose mission was built on the Gospels. Loreto Kirribilli is a comprehensive School where students can flourish academically in an environment in which quality relationships are central. Complementing the academic dimension is a rich religious and liturgical program which nourishes the spiritual formation of our students. A vigorous belief in the capacity of women to contribute to society underpins our extensive student leadership and social justice programs.

In pursuit of a balanced and holistic education our students are engaged in a vast array of extra-curricular activities such as Sport, Duke of Edinburgh, Music, Robotics, Mock Trial, Social Justice activities, Debating and Public Speaking, and many student leadership initiatives. We endeavour to give to future generations “wise, loving and well educated young women” (Mother Gonzaga Barry, 1900).

The majority of students live within a geographically accessible suburb to the School, largely in the northern suburbs of Sydney, although enrolments from students in the inner west have increased slightly in recent years. While many students are first generation Australian, a minority of students have a language background other than English.

Further information about the School can be found on the MySchool website at http://www.myschool.edu.au

3.1 nap L an R E su LT s

This year, Loreto Kirribilli undertook NAPLAN online, and our students responded well to this environment. NAPLAN presented some interesting challenges to Loreto Kirribilli, and indeed, students and educators across Australia. Despite this, there were some pleasing results as a consequence of strategies implemented in 2020 and 2021, and areas that we need to continue to focus on.

The average scores for Loreto Kirribilli are consistently above the State and National Average and close to or above similar schools in most cases in all Year groups 3, 5, 7 and 9. Student performance on NAPLAN has already been uploaded to the MySchool website and can be seen at http://www.myschool.edu.au

It should be noted that the data presented on the MySchool site compares Loreto Kirribilli with the rest of Australia and statistically similar school groups (SSSG). SSSG is based on the Index of Community Socio-Economic Advantage (ICSEA) only.

The tables below show the School’s results for the five domains at each year level for 2022. They display the percentage of students achieving in each Band as well as the percentage of students in NSW State Schools achieving in each Band.

NAPLAN: YEAR 3

There was considerable growth in Year 3 particularly in Reading. This is in response to the literacy programs that are embedded in the Junior School. Students were able to interpret information from a range of texts, however, they found evaluating the accuracy and presence of information more challenging within the text. Spelling is an area that will be a focus in 2023, with a review of current programs. Numeracy remained steady, with students demonstrating relative strength in interpreting information from a table, classifying three-dimensional objects and number patterning and sequencing. However, the students were challenged by multi-step problems, comparing masses and representing the value of money. Numeracy remains an area for growth.

There was steady growth for the Year 5 students across Grammar and Punctuation and Writing. Unfortunately, there is no individual growth scores available as this cohort did not sit NAPLAN in 2020 due to COVID. In Writing, it was noted that students were able to write cohesively and orient and engage the audience and persuade the reader. In terms of Numeracy, students demonstrated relative strengths in number patterning, place value and fractions, however further areas for growth include: Time, Symmetry and Multi-step problem solving.

NAPLAN: YEAR 7

While there has been a slight decline in Reading since 2019, the longitudinal trend is one of growth. Students demonstrated strength in comprehension of vocabulary through context, identification of textual conventions and Identifying purpose/main idea. Areas for growth were identified as connecting visual to text, the use of correct pronouns and identifying character motivation/actions. The students performed well in Writing - again the longitudinal trajectory is one of growth. There is some room for improvement in terms of paragraphing. In Numeracy, the trend is one of growth, noting improvements in several areas, including calculating volume and multi-step problems.

comprehension of vocabulary through context, sequencing events from text and identifying the purpose/main idea of a text. Areas for growth would be identification of readers’ responses and inferential reading. In the criteria for writing, our students are far above the State in all categories. In Numeracy, there are clear areas of strength, including working with decimals and fractions and graphing. A focus on calculating time, data distribution as well as spatial visualisation and probability will occur. Our focus will work towards ensuring a continuation of our excellent HSC Mathematics results.

YEAR 10 ROSA 2022

Stage 5 2021 - 2022 have continued to work and achieve positively, despite the impact of the Term 3 2021 lockdown. There was an apparent increase in the numbers of students studying subjects that fall within the Creative Arts, while Commerce numbers remained strong. Religious Education and STEM were removed by the NSW Standards Authority (NESA) from the Record of School Achievement eligibility, although both are still offered as part of the curriculum.

NB: The numbers for whole cohort subjects may vary due to Life Skills students.

4.1 R ECOR d O f sT ud E n T aC h IE v E m E n T yE a R s 10 and 11

YEAR 11 ROSA 2022

The continued strong performance of the Year 11 students reflects appropriate student subject choice, the result of a revised selection process. Engineering Studies was introduced and there was a positive take up of this course. Languages achieved some strong results, as did English Advanced, the latter a result of a refreshed approach to programming.

4.2 hI gh ER sC h OOL C ERTI f IC a TE

The Class of 2022, having capably dealt with three years of COVID in all its iterations, moved calmly into their HSC year. They relished every opportunity to learn, taking in lessons not just in the classroom, but in how to manage exam schedules, organising their time, and thinking deeply and critically about their learning.

Strategies to support HSC students:

TEACHING AND LEARNING

• Quality Teaching and Learning

• Strong emphasis on professional learning

• Before school / lunch classes run by various departments

• Staff collaborating on strategies to improve student outcomes

• Encouraging student collaboration

• Focus on quality, timely feedback

• Focus on critical thinking

• Thorough RAP analysis

• Individualised coaching program

• E x-students mentoring Year 12 students in the library

• Bookable teachers during study periods and lunch breaks

• Working to stretch the top end

• Holiday workshops

• Mock exams offered

• Guest speakers on relevant HSC topics

• Focus on data analysis and use of data to support improvement

• The support and coaching offered by House Academic Care Coordinators, Year Wellbeing Coordinators, School Executive members and Circle Teachers

• Maintaining our structured timetable and learning experiences during Remote on-line Learning resulting in 99-100% attendance patterns throughout this time

STUDENT WELLBEING SYSTEMS AND PROCESSES

• Principal’s Year 12 lunches

• Continual Year Wellbeing and HACC relationship and support from Year 7-12

• High expectations of students

• Year 12 Mentor program

• Students willing to support one another, student leaders encouraging one another to collaborate

• Working with students to consider 10 units as opposed to stretching to 12 units and thus removing additional stress

• The availability of a therapy dog “Peggy”

• A focus on wellbeing weeks and fun!

• Encouraging students to engage in sports and other extra-curricular activities to ensure they have balance of work and play

• Library open for Year 12 until 8pm each week night and Saturdays from 9-3pm

• Library open during holidays for Year 12 with seminar programs

• Changes to assessment/ exams – More time for teaching introduced in 2019

• E xtra-curricular: No other activities Wednesday lunchtime to support the attendance at the additional English classes offered

• Teacher availability at recess and lunchtime with the removal of playground duty from teachers to support student needs

100 % of Year 12 students who attended Loreto Kirribilli attained their HSC.

HSC results are released as a combination of assessment marks and examination marks which are added together to give the final HSC mark for the student in that subject. This final HSC mark is then awarded a grade or Band. For all 2 unit and 1 unit courses the top Band is Band 6 and the lowest is Band 1. In Extension courses, the Bands are from Extension 4 (E4 = top) to Extension 1 (E1 = lowest).

HSC RESULTS

We had 22 students who were All-Rounders (Band 6 in all courses). One student, a Year 11 accelerant, placed first in the state in Music II, one student placed equal first in Visual Arts and PDHPE and one student placed first in Korean Continuers.

The students achieved 335 Distinguished Achievements (Band 6), which were shared between 108 students. 96% of students achieved a result in Bands 5 or 6, and 108 students achieved at least one result in Band 6, while 61 achieved 3 or more Band 6s.

HSC SUBJECT ACHIEVEMENTS

Every one of the courses undertaken at Loreto Kirribilli exceeded the State mean. Subjects where all students achieved in the top Bands (Bands 5 and 6 or E3 and 4 for Extension subjects) included: Chinese Extension, Drama, Economics, English Extension 2, Food Technology, French Extension, History Extension, Italian Continuers, Mathematics Extension 2, Music 1, Music 2, Physics, Science Extension, Visual Arts.

Other subjects where over 80% of students achieved in the top two bands included Business Studies, Design and Technology, English Advanced, English Extension 1, Geography, Hospitality Examination (Food and Beverage), Legal Studies, Mathematics Extension 1, Modern History, Studies of Religion I and Studies of Religion II.

Students were nominated in their various fields for ARTEXPRESS (Art), with ten students selected for exhibition at art galleries across NSW, as well as SHAPE (Design and Technology, Industrial Technology, Textiles and Design), Encore (Music) and OnSTAGE Individual Performance and Group Performance (Drama).

Table 1 shows the percentage of Year 12 students undertaking vocational or trade training, and the percentage of students who achieved a Year 12 equivalent VET qualification.

TABLE 1

Table 2 shows a comparison of student achievement in Bands 4-6 in 2 Unit courses (a mark above 70) and E2-E4 in Extension courses (a mark above 25/50) between the Loreto Kirribilli cohort and the general NSW candidature for all subjects attempted.

BANDS 4-6 BANDS E2-E4 AT LORETO KIRRIBILLI

BANDS 4-6 BANDS E2-E4 IN NSW COMPARISON

The following table, Table 3, shows the percentage of students in each subject who achieved a Band 6 (i.e. that is, marks between 90 and 100) or Band 5 (i.e. marks between 80 and 90). Also included are the students who achieved an E4 or E3 in an Extension course (i.e. marks above 35 out of a possible 50). The table also shows a comparison of student achievement in Bands 5-6 and E3-E4 between the Loreto Kirribilli cohort and the general NSW candidature for all subjects attempted in 2022 as a percentage

TABLE 3

2022 BAND 5-6

AT LORETO KIRRIBILLI 2022 BAND 5-6

NSW

Table 4 HSC Results: This table shows a longitudinal comparison of student achievement in Bands 5-6 or E3-4 results as a percentage from 2020 to 2022 at Loreto Kirribilli.

TABLE 4

COMBINATION OF BAND 5 - 6 AND E3 - E4 RESULTS AS A PERCENTAGE

OF BAND 5 - 6 AND E3 - E4 RESULTS AS A PERCENTAGE

The Band 5/6 and E3/E4 results for the Class of 2022 are comparable with trends over recent years, with some minor fluctuations in some subjects.

* The Hospitality results are a result of a co-teaching arrangement with the Northern Sydney Institute (Northern Beaches TAFE campus). The students are formally enrolled with Northern Sydney Institute.

Our 2022 Dux achieved an ATAR of 99.95. Our data informs us that the 2022 class included:

• 13 (over 10%) students with an ATAR over 99

• 19% above 98 ATAR

• 35% above 95 ATAR

• 62% above 90 ATAR

Each year, the Sydney Morning Herald releases a ranking based on the number of Band 6/E4 results as a percentage of the overall number of examinations sat by Loreto Kirribilli students. In 2022, Loreto Kirribilli was placed 12th overall, sixth in Advanced English and was the 1st Catholic school in NSW.

5.1 Jun IOR and s E n IOR sC h OOL

pRO

f E ss IO na L LE a R n I ng

This year we continued with our K-12 goal to ensure our students achieve their full potential through differentiated programs of teaching and learning, with a particular focus on the School learning goal: “Respond to the needs of students within the mild to profoundly gifted range through effective student identification, tracking of student data and differentiated learning strategies to ensure learning growth.”

This year the Junior School engaged with reSolve, Maths by Inquiry. ReSolve is a flagship mathematics education program from the Australian Academy of Science. Professor Olive Chapman (University of Calgary) and Professor Janette Bobis (University of Sydney) worked on the project, Communities of Inquiry with reSolve. Our Junior School has formed one of the Communities of Inquiry in this project. Throughout this project the teachers:

• explored the elements of inquiry; and

• began to engage in purposeful study into their own practice to develop new learning and to influence their mathematics instructional practice.

In the Senior School the School goal was also a focus of the Professional Appraisal and Professional Learning Teams. Individuals and small groups of teachers additionally pursued learning opportunities specific to their needs, particularly within the contexts of ongoing Australian Curriculum and NSW syllabus changes, the need to continue developing knowledge and approaches to support student wellbeing, explorations in Science, Technology, Engineering and Mathematics (STEM) and a range of pedagogical approaches including Project Based Learning and Visible Learning.

5.2 K-12 p RO f E ss IO na L d E v ELO pm E n T

There were nine K-12 staff development days during 2022.

Below is an outline of key professional learning activities undertaken by K-12 staff:

Strategic Plan Goal Development and Setting - enabled teachers to evaluate and reflect on the identified School goal for 2022 (Respond to the needs of students within the mild to profoundly gifted range through effective student identification, tracking of student data and differentiated learning strategies to ensure learning growth), which had been developed through the year’s strategic planning process. Faculty groups in the Senior School and the Junior School teachers then worked collaboratively to develop goals for more specific focus of their practice and appraisal in 2022.

CPR training - all staff undertook an online training course in cardio – pulmonary resuscitation facilitated by Royal Life Saving Australia (RLSA). This was assessed by either RLSA examiners or members of staff with CPR assessment qualifications.

5.3 T E a C h ER Qua LI f IC a TIO ns

5.4 T E a C h ER aCCRE d IT a TIO n

7.1 sT ud E n T aTTE ndan CE Ra TE s

Student attendance by Year Group (rounded figures). It is worth noting that there was very high attendance rates during remote online learning including many days with 100% attendance across all Year groups, especially Year 12.

MANAGEMENT OF NON-ATTENDANCE

Extended or repeated non-attendance by students was usually for illness. In the rare situation that a student had prolonged, or repeated non-attendance not related to illness the situation was first addressed in a pastoral way by the Class Teacher, Year Wellbeing Coordinator, Coordinator of Student Wellbeing and Director of Senior School in the Senior School or by the Head of Junior School for K-6 students. If the situation persisted the Principal requested an interview with the parents and follow up actions were determined. If the situation was to persist, then a Department of Family and Community Services report would be made.

For whole School attendance rates please refer to the School’s data on the MySchool website http://www.myschool.edu.au

7.2 sT ud E n T R ETE n TIO n Ra TE s

92% of the Year 10 cohort in 2020 completed Year 12 in 2022. A total of 8% left due to personal circumstances.

7.3 pO s T - sC h OOL dE s TI na TIO ns

There were 135 students in Year 12, 2022, 135 of whom pursued university entry. Of these 135, there were 198 offers made by NSW and ACT Universities through the University Admissions Centre (UAC) system. Many offers were for double (combined) degrees totalling 247 degree offers within 9 fields of studies. These UAC offers were made up of 74 Early Entry offers through the Schools Recommendation Scheme, January Main Round offers, and Late Round offers in February 2023.

Additional university offers were made to students through Direct Early Entry applications and the school supported 99 students in applying to 15 Direct Entry university schemes in NSW, the ACT and Queensland.

NOTABLE ACHIEVEMENTS

HSC 2022 students distinguished themselves by securing a range of prestigious scholarships including: six University of Sydney Dalyell Scholarship and four University of Sydney Scholar Awards. A significant number of students, 27, secured offers in the University of Sydney Advanced Studies degree programs. One student received a UNSW Co-op Program Scholarship. 65 students received Macquarie Leaders and Achievers Scholarship. One student received a formal offer confirmation offering a place at Harvard.

DIRECT AND EARLY ENTRY OFFERS

Students engaged in Early Offer options with 105 (80%) of the 135 university-bound Loreto Kirribilli students receiving multiple unconditional Direct Entry and conditional Early Entry offers for university places.

Most Direct Early Entry offers are not confirmed by universities. Loreto Kirribilli supported 82 students in their Direct Entry applications to ANU through documentation, but ANU does not disclose any Direct Early Entry offer information to schools.

Currently, most Loreto Kirribilli students are ineligible for Early Entry offers from the University of Sydney and UNSW as Early Entry is reserved for disadvantaged students at these universities. Please note that “disadvantage” usually implies financial hardship.

OTHER UNIVERSITY OFFERS

Enrolment numbers are confirmed by universities post census date, which is the end of March 2023. Interstate and international offers are unconfirmed. There were 82 students who applied to ANU, 16 applied to the University of Melbourne, 3 to the University of Queensland, 4 to Bond University and 6 to University of Tasmania. Three students have applied to American tertiary institutions and two students have applied to United Kingdom.

UNIVERSITY OFFERS TO LORETO KIRRIBILLI HSC 2022 STUDENTS THROUGH THE UNIVERSITIES ADMISSION CENTRE (UAC)

RANKINGUNIVERSITY

NUMBER OF OFFERS (188) MADE TO LK HSC 2022 STUDENTS THROUGH THE UNIVERSITIES ADMISSIONS CENTRE (UAC) (*NOT INCLUDING DIRECT EARLY ENTRY OFFERS)

1UTS University of Technology, Sydney*57 offers (including 17 double degrees)

2(+ 3 Diploma offers)

49 offers (including 12 double degrees) (+ 4 Diploma offers)

3Macquarie University* 65 offers (including 25 double degrees)

4UNSW University of New South Wales 11 offers (including 8 double degrees)

5Australian Catholic University* 9 offers (including 2 double degrees

6University of Newcastle 24 offers (including 8 double degrees)

7 University of Notre Dame*

8 University of Wollongong*

9University

Private Universities (ICMS, Torrens, AE, SIBT)

ANU* (All ANU Direct Early Entry offers are undisclosed to schools)

6 offers (including 3 double degree)

2 offers

1 offer

5 offers + 1 Diploma offer

As stated above, the enrolment of the School in 2022 was 1152. The number of applications for enrolment always exceeds the number of spaces available. Following is the Enrolment Policy which is published on the School’s website. A summary is provided in the Prospectus and the full policy is sent to all parents who request an application for enrolment. The School’s enrolment policy is based on the Policy on Enrolment issued by the Loreto Schools of Australia Committee.

8.1 En ROL m E n T pOLIC y

GUIDING PRINCIPLES

When reviewing applications for a place at the School, the Principal will take into consideration a range of matters, including the following:

• whether the applicant is baptised Catholic;

• whether the family holds attitudes, values and priorities that are compatible with Catholic values and the mission and philosophy of the School;

• whether the applicant has siblings at the School;

• the age of the applicant at the date of submission of the application form.

The Principal always reserves the right to offer or decline a place to any applicant.

PROCESS

• The School will contact the applicant’s family to confirm the family’s intention to proceed with the application and to request references and supporting documentation approximately two years prior to entry into Kindergarten, Year 3, Year 5 or Year 7. Supporting documentation may include a confidential parish reference and a confidential personal reference. Supporting documentation will be reviewed and those families meeting the School’s criteria will be contacted regarding an enrolment interview.

• If the application is successful, the Principal will issue a formal letter of offer for a place at the School. A nonrefundable Enrolment fee of $3,500.00 is then payable within three (3) weeks of the date of the offer to confirm a place at the School.

• It is the responsibility of parents/caregivers to provide all necessary information regarding the learning needs of prospective students. Withholding information may jeopardise an enrolment offer, or place, at the School.

Subject to the availability of sufficient funds, the School is proposing to introduce a bursary available to potential new students who meet the enrolment criteria of the School.

8.2 R EQ u IRE m E n T s f OR C O n TI nu E d En ROL m E n T

Acceptance of a position at Loreto Kirribilli and continued enrolment requires parental acceptance of the Catholic foundations, values and practices of the School and acknowledgement and support of the importance of regular opportunities to affirm these values and practices.

ACCEPTANCE OF SCHOOL PRACTICES AND EXPECTATIONS

At all times, a high standard of behaviour is expected of students inside and outside the School as well as adherence to all Loreto Kirribilli School values, policies and procedures. Parents/guardians are expected to reinforce their daughter’s adherence to these Loreto Kirribilli School values, policies and procedures.

Enrolment in subsequent years is always subject to satisfactory attendance, participation, conduct, progress and application.

Each fee account must be paid within 14 days. Failure to pay entitles the School to discontinue a student’s continuing education at Loreto Kirribilli.

THEME 9

OT h ER sC h OOL

p OLICIE s

9

9.1 sT ud E n T wEL fa RE

INITIATIVES PROMOTING RESPECT AND RESPONSIBILITY

As well as the information provided in Theme 11, please find the following which supports initiatives promoting respect and responsibility.

STUDENT WELFARE

“That Loreto Schools offer a Catholic education which liberates, empowers and motivates students to use their individual gifts with confidence, creativity and generosity in loving and responsible service.” (Loreto Schools of Australia Mission Statement 1998: revised 2010).

Loreto Kirribilli seeks to provide an environment where all students and staff feel safe, valued and supported. In conjunction with parents, Loreto Kirribilli seeks to educate students academically, spiritually, socially, morally and emotionally. An important aspect for the above is our aim to provide an academic curriculum which caters for the needs of students with varying levels of academic ability.

The Loreto Schools of Australia Mission Statement is the foundation document for all procedures and policies of the School. A copy of this document is given to staff on appointment to the School and to parents on enrolment of their daughter.

Flowing from the above, Loreto Kirribilli has developed its own series of policies and procedures. A summary of information about student welfare is given to parents at parent information nights held annually for different year groups and at orientation sessions held when students first commence at Loreto Kirribilli in Kindergarten, Year 3, Year 5 and Year 7.

A Parent Information Handbook is given to all families and a Staff Handbook contains procedures to be followed by staff in relation to matters of student welfare.

In conjunction with the Pastoral Program these procedures support the implementation of the National Safe Schools Framework.

AIS WHOLE SCHOOL WELLBEING COMPASS PROGRAM

In 2022 we were fortunate enough to be one of the chosen schools to work with AIS on their Whole School Compass Wellbeing Project. This project is an 18-month plan with ongoing meetings with key AIS staff. Involvement in this project was seen as a way of reviewing and renewing our current K-12 Wellbeing programs to facilitate a more sequenced and relevant approach across K-12. A team of 6 staff members lead this review, attending a number of live and online PD sessions to ensure they accessed current evidence-based research regarding Wellbeing in schools. We have also been able to ensure the whole teaching staff and members of the community took part in this project with ongoing working meetings, surveys, professional development, collation of data and feedback on what is working well at Loreto Kirribilli. One of the key takeaways at this point in the project is that, whilst we are offering an enormous scope of Wellbeing initiatives, it is important that we keep reviewing our context to ensure we continue to focus on what is needed by the students in our care and ensure best practice.

9.2 pas TOR a L pRO g R am

Pastoral Care in both the Junior School and Senior School is based on the value and uniqueness of the individual who is created in the image of God. The authentic expression of love, care and concern shown by Jesus in the Gospels should be reflected in all aspects of life in a Loreto School community. The development of an atmosphere of trust and mutual respect and a sense of security, connectedness and positive regard are crucial to student wellbeing.

We also believe that for quality relationships to exist in the School community, students, teachers and parents have a responsibility to respect the rights of others. Teachers and students have the right to work and learn in a safe, secure and clean environment, free from harassment and prejudice and to be accepted as individuals.

In the Junior School, we continued to foster in students a love for life, and belief and confidence in themselves, in the context of Freedom, our Loreto value of 2022. Students are encouraged to take risks and think beyond their world with choices. We continue to aim to make children aware of the consequences of inappropriate reactions and how these behaviours can affect others. We employ our restorative practices when issues arise within our School. This process provides greater empathy for others and a more authentic reflection for themselves.

Through our wellbeing program in the Junior School K-6 students are involved in a range of explicit learning experiences which help them understand themselves and others. In the Junior School we deliver the Grow Your Mind program for our students. The program is a whole school wellbeing program for students, teachers and families. Our focus is on raising happy children, providing skills needed to be resilient and to flourish. By utilising the Grow Your Mind resources, a common language is established about what it means and how it feels to be mentally healthy. The Year 6 students also experienced the workshop on consent called Amazing Me! Led by Rowena Thomas, these sessions allowed the parents and students to hear the same message on important current consent issues.

Our other main resource for Years 3-6 is the URStrong program. This program is a skills-based program that empowers the girls with their friendships. We continued our focus for increased student voice via the SRC groups and the role of Year 6 leaders and our weekly whole school gatherings led by our School Captain and Vice Captain. These leaders met weekly with staff to ensure initiatives and feedback was coming directly from the students. The extra-curricular offerings increased as more interest clubs were started e.g. Garden Club, Art Club, Italian Club, Touch Football at lunchtime, Frisbee, Rugby League and LK Newspaper. The introduction of a regular weekly meeting with Peggy, our therapy dog, has also added to the confidence and happiness of our Junior School students at school. Our designated Junior School Psychologist worked collaboratively within classrooms and with the class teachers to ensure she is also a visible presence in the girls’ everyday learning environments too.

Within the Senior School, the Pastoral Program in 2022 continued to integrate Positive Education. The Pastoral Program incorporates the leadership, health, social justice and spiritual aspects of a student’s development from Year 7 through to Year 12 and is a key element of a Loreto Kirribilli education. The program supports the principles of the National Safe Schools Framework. Given that the program recognises and addresses the issues arising from the ever-changing societal pressures faced by students and their families. There is a need for continued reflection on its purpose, content, processes and outcomes. As such, the dynamic nature of the program is paramount, and it is revised annually. Programs and activities aimed at maintaining good mental, spiritual and emotional health continued to be important components of the Pastoral Program in 2022.

Students have the benefit of both a House (Vertical) and Year (Horizontal) structures. The House structure encourages and promotes interaction between year groups; younger students have older mentors and role models and big sisters who spend valuable time with them most mornings. The Year structure ensures that the School is addressing developmental themes appropriate to the age group of each student and allows for year identity to remain strong.

Students are placed in Circle Classes which are linked to their Houses. There are 8 Circle Classes per House and these classes are a mixture of students from Years 7-12. The Year Wellbeing Coordinator (YWC) addresses and supports students’ social and emotional needs which enhances student learning. The YWC remains with the cohort ensuring continuity of care from Years 7-12.

The Year Wellbeing Coordinator leads all Year based activities and develops the pastoral program which is delivered by the Year Teachers in the allocated Wednesday Period 4 Wellbeing Lesson.

The students’ love of learning and academic interests are fostered by the relevant House Academic Care Coordinator. Any learning concerns or opportunities related to academic growth are directed to the relevant House Academic Care Coordinator, who will track the learning growth of the student.

ANTI-BULLYING

The School does not condone bullying or harassment in any form. The School’s anti-bullying policy is known as the Safe School Policy. The policy includes processes based on procedural fairness for responding to and managing allegations of bullying. The Safe School Policy outlines the rights and responsibilities of students and staff regarding right relationships and bullying, while also directing students to available support networks if needed.

The text of the School’s Safe School policy is found in the Senior School diary and can be accessed on request. It is also found the School’s website at https://www.loreto.nsw.edu.au/general/policies/bullying

9.3 sT ud E n T manag E m E n T pOLIC y

This policy sets the framework through which Loreto Kirribilli manages student behaviour. Our Student Behaviour Management Policy is based on the principles of procedural fairness and does not permit corporal punishment of students.

STUDENT MANAGEMENT

Every student has the right to a learning environment free from bullying and intimidation and feel safe and happy at school. They also have the right to be treated fairly and with dignity.

Behaviour Management is necessary to ensure the safety and welfare of all our students, teachers and staff and to provide a conducive learning environment.

STRATEGIES TO PROMOTE POSITIVE BEHAVIOUR

The School seeks to develop a culture of positive behaviour by setting clear expectations to students and encouraging positive behaviour. Strategies for developing this culture include:

• clearly setting behaviour expectations

• establishing specific teaching and learning programs

• communicating expectations with the wider School community

• acknowledging positive behaviours in a range of ways from informal verbal acknowledgement to structured merit awards

• maintaining records with respect to student behaviour.

PROHIBITION OF CORPORAL PUNISHMENT

It is our policy that:

• we prohibit corporal punishment

• we do not explicitly or implicitly sanction the administering of corporal punishment by non-school persons, including parents, to enforce discipline at the School.

The use of any corporal punishment by a staff member is strictly prohibited. Any staff member who breaches this rule will be subject to disciplinary proceedings which may include dismissal.

PROCEDURAL FAIRNESS

Students have a right to procedural fairness in dealings that involve their interests. This includes disciplinary decisions.

The principles of procedural fairness include the right of students to:

• k now what the rules are and what behaviour is expected of them

• have decisions determined by a reasonable and unbiased person

• be informed of, and have an opportunity to respond to, any allegations against them

• be heard before a decision is made

• have a decision reviewed (but not to delay an immediate punishment).

Loreto Kirribilli is committed to ensuring procedural fairness when disciplining a student.

Details of School Rules and Expected Standards of Behaviour, Procedures for Suspension, Expulsion and Exclusion and Individual Behaviour Management Plan can be accessed online via https://www.loreto.nsw.edu.au/general/ policies/student-behaviour-management-policy/.

This policy was updated in 2022.

9.4 R E p ORTI ng C O mp L a I n T s and R E s OL v I ng gRIE van CE s

The approach adopted by the School to complaints and grievances has its foundation in the Loreto Schools of Australia Mission Statement, 1998 (Revised: 2010):

“The School itself, in its organisation, its relationships and its activities, should be a place where justice is demonstrably practised and valued.” Loreto Kirribilli welcomes feedback from all members of the School community and takes all complaints or concerns that are raised seriously.

The Complaints Handling Policy and procedures are available on the website and can be accessed at https://www.loreto.nsw.edu.au/general/policies/complaints

There was no change to the policy in 2022.

THEME 10

s C h OOL d ETER m I n E d

p RIORIT y a RE as

f OR I mp RO v E m E n T

INSPIRED MINDS… CATALYSTS FOR CHANGE

The Loreto Kirribilli strategic plan for 2020-2023 - Inspired Minds: Catalysts for Change, builds on the achievements of the 2015-2018 plan, Navigating the Future.

The plan has three main themes: Inspiring educational excellence, enriching our community of faith and sustainability. The first two themes which are our core business and context, are underpinned by a commitment to a third theme of managing for sustainability, both financial and environmental, so that Loreto Kirribilli can thrive and continue its mission into the future.

Please find below a summary of our 2022 achievements:

THEME KEY ACHIEVEMENTS

Inspiring Educational Excellence

• Developed differentiation strategies within the next round of Faculties (PDHPE/Visual Arts/ Performing Arts/TAS/Social Sciences and Junior School) with Bronwyn MacLeod.

• Strengthened our knowledge of authentic assessment and reporting with targeted PD for all staff focusing on the role of assessment feedback for students & parents.

• Evaluated and refined the Junior School Mathematics curriculum and Mathematics offerings to meet the diverse needs of students.

• Strengthened the Senior School student data tracking model designed to measure learning growth.

• Reviewed the tracking of student data in the Junior School.

• Further embedded the knowledge and application of social-emotional needs of gifted students through targeted PD and PLT meetings.

• Engaged and supported all new teaching staff through the Mini Certificate of Gifted Education.

• Developed a shared model of Continuous Assessment and Reporting (CAR) in consultation with parents, students and teachers.

• Developed and implemented the Junior School Assessment Curriculum Overview.

• Audited the current Senior School syllabus implementation documents (programs) to evidence the implementation of the Learning Lens.

• L aunched e-portfolios in the Junior School to capture student learning as evidence of student progression.

• Investigated the use of e-portfolios and micro credentialling in 7-12 to augment continuous reporting.

• Strengthened teacher knowledge of authentic assessment and reporting focusing on feedback and embedding the LK Learning Lens.

• Further extended and embedded staff understanding and use of data to identify and cater for student needs through differentiated programs and assessment practices.

• Investigated and implemented a program for developing literacy skills across the curriculum.

• Reviewed current assessment programs and developed and implemented new assessments which align with the SS assessment principles.

• Reviewed, shared and further developed transdisciplinary units in Year 9, focusing on experiential learning.

• Delivered parent education on the effectiveness and success of transdisciplinary experiential learning to our community and beyond.

• Established the K-12 Wellbeing working party to co-design targeted Professional Learning and program development.

THEME KEY ACHIEVEMENTS

Enriching our community of faith

• Developed a dynamic social justice program K-12 to include a House based Mission fortnight experience that involves awareness raising and fundraising for the respective causes.

• Communicated the newly developed social justice program to students, staff, parents Board and ex-students.

• Conducted a staff Spirituality Day on gender inclusivity and hospitality in partnership with La Salle Academy ACU and further developed opportunities for inclusivity to be incorporated into subsequent K-12 staff meetings.

• Promoted awareness, respect and inclusion of diversity in all its forms through student-led initiatives.

• Celebrated and supported diversity K-12 through charism days and whole school events.

• Implemented a Speaker Series of theologians and other social justice guest speakers for staff and students.

Sustainability

• Engaged with external consultants to determine an appropriate process for the development of a system architecture.

• Developed an IT system architecture model for the school.

• Investigated, selected, tested and conducted initial training for a new system information package.

• Developed, communicated and implemented a training plan for the new administration system for relevant staff.

• Developed, communicated and implemented a training plan for relevant staff in EdSmart Clipboard and other relevant system packages.

• Defined a communications strategy and implementation strategy to staff, parents and students; Clipboard, Digistorm and EdSmart.

• Developed an Environmental Sustainability Framework (ESF) which includes a vision statement, aspirations and key initiatives.

• Commenced promotion of the ESF with the wider community including Loreto Ministries Limited, Loreto Principals, St Aloysius’ College and other government officials.

The

THE SOCIAL JUSTICE PROGRAM

This program allows students to address issues of social concern and respond by way of fundraising, donations, direct service and advocacy. At its core, the program is all about respect and responsibility.

The Social Justice Program is made up of five parts and responds to the needs of the community: House Justice Projects, Religious Education, Leadership Roles, Yearly Commitments and Annual Events.

All students have an opportunity to participate in the voluntary Mary Ward Service Recognition, which was launched in 2019, reflecting an integral aspect of the philosophy of Loreto Kirribilli, that is, with Christ as our example, we respond in action to the message of the Gospels.

RELIGIOUS EDUCATION PROGRAM

Within the Religious Education program, activities are designed to promote respect and responsibility, as students come to understand that a position of privilege must be balanced with a social contribution. The experiences are intended to be challenging, educational and deeply transformational - both now and into the future. The notions of ministry, service and accompanying others lovingly are central to our Catholic mission.

Social Justice Program, Student Leadership Program, Liturgical Program and Pastoral and Personal Development Programs are four of the main domains that promote and encourage respect and responsibility.

SOCIAL JUSTICE INITIATIVES

After a 2-year hiatus due to COVID-19, this year Loreto Kirribilli offered the voluntary immersion experience to the Northern Territory, working in partnership with Culture College Arnhem Land Aboriginal Corporation. Twenty-six students were able to take up this opportunity. On returning from East Arnhem Land, where we rekindled our relationship with the family from the Bukudal community, a relationship we have developed over almost 10 years, Loreto Kirribilli reciprocated this kind hospitality and invited the elder, Barayuwa and members of his family to join us in Sydney and be immersed in our school culture for 5 days. With a combination of sightseeing and school presentations, the students had an opportunity to meet, listen to and speak with our Yolngu visitors. The family found the trips on the ferry to Circular Quay and Manly exhilarating and meeting Dharug people on country in the Blue Mountains and speaking with the students insightful and powerful. Year 10 and 11 students learnt about kinship, language, culture and history and Kindergarten to Year 9 had an opportunity to learn about and create paintings specific to East Arnhem Land. The welcome BBQ on the Sunday and the farewell concert on their last night demonstrated not only Loreto hospitality but an enduring love and friendship.

This year we launched the newly updated Loreto Kirribilli Social Justice program as part of the Annual Implementation Plan under the pillar, Enriching our Faith Community. Social Justice Initiatives allow students to address issues of social concern by raising awareness and informing the Loreto Kirribilli Community of injustices in our world today. These initiatives may respond to the dynamic nature of war, bushfires and floods. Students respond by way of fundraising, donations, direct service and advocacy. The program is not limited to Catholic agencies. At its core, it is all about respect and responsibility. The Social Justice program is made up of five parts which respond to the needs of the community: House Justice Projects, Religious Education, Leadership Roles, Yearly Commitments and Annual Events. See https://www.loreto.nsw.edu.au/flourish/charism/social-justice/

In 2022, the House projects initiative was launched. The House Captains in collaboration with the Year 12 Student Leaders, selected a charity or cause which was the focus for their House. The whole school community was engaged in awareness raising and fundraising initiatives. Every fundraising initiative was preceded with awareness raising activities. When choosing a charity or cause the student leaders took the direction from the Loreto Justice Network focus areas. Awareness raising this year included guest speakers, at the lunchtime event Social Awareness Live@ lunch, amongst the guests were Sonia Mycak, research fellow in Ukrainian Studies; young Afghani women refugees who recently escaped the Taliban and social worker Laura Vidal who advocates for the elimination of the trafficking of humans. Fundraising included games, bake sales, raffles and mufti days.

The Smith Family Student2Student Reading program (a peer mentoring literacy program) was again extremely popular amongst students this year. The high number of students applying meant that only Year 11 were able to take part in 2022. Students are matched up with children in Years 2-8 in disadvantaged communities across Australia. Students involved in the program read to each other for 20 minutes, three times a week, either electronically or over the phone for 18 weeks. The readers improved their reading confidence, built a reading routine and learnt how to have a conversation with someone they had never met. Loreto students who missed out on being matched with a reader were given the opportunity to support our Junior School students with their literacy.

Co-founded by St Aloysius’ College and Loreto Kirribilli, the Benenson Society has grown to include followers from national and international interest groups. The Benenson Society advocates for the needs of others, especially those suffering from an abuse of their human rights, approximately 50 - 100 students wrote letters for human rights every Wednesday at lunchtime. This year the Justice, Peace, Integrity of Creation and Diversity– Human Rights Councillors reinitiated the letter writing and numbers attending the lunch time letter writing meetings have significantly grown.

KINDERGARTEN TO YEAR 12 APPEALS 2022

Term 1

Caritas’ Project Compassion, Pancake Tuesday, Crazy Hair Day

Term 2

Annual May Day celebration honouring Mary, Mother of God. For over 100 years, students have brought flowers to School as an offering of reverence to Mary. At the end of the procession, these flowers are gathered, arranged, and taken by a group of students to the local James Milson Nursing Home. After the Liturgy, the stalls organized by Year 10 and Year 6 raised very significant funds for Mary Ward International Australia.

Reconciliation Week and Refugee Week

• JS Infants Disco for Indigenous Literacy Foundation

• Piriwa Op shop and Enterprise Hub in WA

• House of Welcome

• Addi Road Food Pantry

Term 3

St Vincent de Paul Winter Appeal – Blankets and warm clothes drive conducted by one of the Year 9 Thinking and Advocacy group

ACRATH (House Charity)

Term 4

Christmas Hampers (K-12). We celebrated our ongoing relationship with Holy Family Parish in Emerton for whom we create Christmas Hampers. The generosity from the student and parent body resulted in more than 50 hampers being gifted to the families belonging to the School and Parish at Emerton.

Yolngu family visit from Bukudal homeland

ANNUAL EVENTS AND YEARLY COMMITMENTS

• United Nations Development Fund for Women (UNIFEM) lunch for International Women’s Day: Each year

UNIFEM holds a significant event with a remarkable guest speaker to celebrate International Women’s Day and raise awareness of the plight of women around the world. The three JPICD for Human Rights leaders (formerly Benenson Society leaders) attended with two teacher representatives, this year as part of the Companions in Learning, students from St Aloysius’ College joined the Loreto Councillors at the luncheon.

• Caritas Project Compassion

• Mary Ward International Australia

• St Vincent de Paul Winter Appeal

• Christmas Hampers for Holy Family Parish Emerton

• Meals on Wheels Crows Nest Easter Egg Drive

• St Canice’s Community Pantry

• Ronald McDonald House Appeal

• Vinnies Night Patrol Food Preparation Roster. This initiative was predominately a Junior School commitment and this year has expanded to include the Senior School with each Year group being rostered on to a night.

STUDENT LEADERSHIP

The Student Leadership Program seeks to provide opportunities for students to develop their God-given talents, appreciate that they have a responsibility to use their capacities for the benefit of others, develop their understanding of leadership and act as responsible mentors and role models to the School community.

The School prepared and facilitated a Leadership Day for Year 9 and Year 11.

Leading the Senior School are the School Captain, School Vice-Captain and the three First Councillors. These five students constitute the Student Executive. The next elected leaders are those who carry House positions (encompassing overall House leadership followed by Dance, Drama and Music) and Council leadership. Of these eight student-led Councils the following three include student representatives from Years 7-12:

• The Student Representative Council (SRC) led by the Student Executive strives: to live out the School values in a practical way; to be the voice of the student body in meeting our local needs; and to raise awareness of the needs of the wider community.

• The Justice, Peace, Integrity of Creation and Diversity Council (JPICD), led by the three First Councillors, strives: “to promote the dignity and liberation of all, particularly of women and children; to challenge unjust systems and structures; to stand with those on the edges of society; to show reverent care for the earth and all creation”.

• The Liturgy Council strives to engage students in the preparation of celebrations for the joy of our community and the praise of God.

In the Junior School, students are given a number of leadership opportunities, including School Captain, Vice-Captain, House Captains, Liturgy Leaders, IT Leaders, Library Leaders and Music Leaders. Our Student Representative Council (SRC) comprises two members from each class, elected by their peers. In addition, Year 6 attended the National Young Leaders’ Day.

LITURGY

The Liturgical Program is integral to the School and fosters the spiritual development of the students. Involvement in liturgical events focuses on respect for self, God and others and the responsibilities shared as community members. In 2022, liturgies returned to normal with minimal adaptation due to COVID-19, including Friday morning Mass, whole school Masses, and Year Class Masses/Liturgies from K-12. Parents and carers were invited to the Year Class Masses and provided with a morning tea. The Year 12 Graduation Mass was celebrated at St Mary’s North Sydney. It was pleasing to note that many students in Year 12 continued to respond positively to the calling to become an Extraordinary Minister of Holy Communion playing a key role in all religious / liturgical events.

In the Year of Freedom, our Staff Spirituality Day focused on hospitality in the Biblical Tradition with key note and facilitator Dr Janine Luttick from the Australian Catholic University. Dr Luttick expanded the notion of hospitality and our school’s response to the pastoral care of students and staff.

The spiritual development of students is further enhanced with the compulsory Years 11 and 12 three-day residential retreats which are facilitated by Loreto Kirribilli staff. The Year 12 students and staff were fortunate to be able to participate in the three-day residential retreat this year which was held at Eleanora Heights and the Year 11 retreat took place at Crusaders, Galston Gorge. This was an extremely successful and meaningful formation opportunity. Student and Staff evaluations were very positive.

The Year 10 Service Ministry retreat (Emmaus Retreat), consisted of 5 days of a Head, Heart and Hand focus. This included presentations and workshops from Catholic Mission, visitors from the Bukudal community in East Arnhem Land, critical reflection on Catholic Social Teachings and the Emmaus story. Students experienced a 2-day community service placement or in-school outreach activities, for example, The Birthing Kits, wrapping the donated gifts for Holy Family Emerton Christmas Hampers and Days for Girls. One of the 5 days was spent with St Aloysius’ College as part of the Companions in Learning program. Year 10 from both schools experienced a “Solidarity Walk” preceded with a presentation from Meg Morrison from Jesuit Refugee Services. On the final day, the Year 10 students from both schools attended a special thanksgiving Mass together at St Aloysius’ College Chapel.

The Year 9 Charism Day, combined with a Religious Education excursion, was introduced last year during National Reconciliation Week on the 20 Year anniversary of the “Bridge Walk for Reconciliation”. Year 9 students celebrated Mass, unpacked the meaning of Reconciliation Week and created a mural of their footprints. They also walked across the Harbour Bridge to St Mary’s Cathedral to consolidate the History of the Australian Church Religious Education unit.

Throughout the year, prayer and liturgies celebrate the School’s history with a focus on days special in the IBVM calendar. In 2022, there was a significant focus on the year of Freedom of Spirit, highlighted at May Day. The annual Father Daughter Mass and the annual Ex-students Mother Daughter Mass were celebrated this year in Centenary Hall, both were special celebrations with significant numbers attending. This year the school also celebrated a K-12 Mass on the Feast of the Assumption.

To support families with their faith life, the Prayer page designed in 2020 continued to be updated on the School’s collaborative hub, CH@LK, including prayer and meditation experiences. The Ash Wednesday Liturgy was celebrated in Houses with the House Captains leading their respective liturgies.

In the Junior School, the year began with a K-6 Opening Mass held at Star of the Sea Church, Kirribilli. Other School Liturgies were held for the Feast of Mary MacKillop, Mothers’ Day, Fathers’ Day, Grandparents’ and Special Friends’ Day, ANZAC Day, Easter and Advent. The Sacramental program is an integral part of the Religious Education curriculum and faith life in the Junior School. In 2022, First Reconciliation was held in the School Chapel for Year 2 and First Eucharist was celebrated at Star of the Sea Church, Kirribilli. Due to the increase in enrolments, the Year 6 Graduation has moved to be celebrated at St Mary’s North Sydney. In 2022, every Year group celebrated a Liturgy followed by a Learning walk through the class rooms, this was held in our School Chapel and open for parents and families to attend. A Companions in Learning event took place during National Reconciliation Week, with the Junior schools of Loreto and St Aloysius’ College. The Junior School Mission Day was combined with the Senior School’s this year which took place as part of the May Day celebrations with funds raised for Mary Ward International Australia.

PASTORAL AND PERSONAL DEVELOPMENT PROGRAM

The Pastoral and Personal Development program draws broadly from the key document ‘Quality Relationships at Loreto Kirribilli’. Focus areas are: respect for the sacred, respect for the School, respect for self, respect for others and respect for the environment. 2022 saw the Drop Everything and Reflect (DEAR) initiative and Thankful Tuesday continue weekly in the Senior School within the allocated Circle Class time and with the addition of a dedicated book of resources developed by staff members. Guest speakers also supported the pastoral program. Beyond the intended mental health benefits, an evaluation from the students also indicated that there is respect for this prayerful and reflective practice. This practice is gaining momentum and is predominantly student-led. On Tuesday we have seen our Year 12 leaders create LK Live during Circle Time, updating the community on what is on in the week and raising social justice awareness.

More specifically, the Pastoral and Personal Development Program runs from Kindergarten to Year 12 and emphasises focus areas dependent on the girls’ stage of development. The focus on rights and responsibilities is covered in the following units and activities:

K – Year 6

• PDH Health Personal Development and Health

• Yoga Program K – 6

• Physical Education

• Grow your mind

• UR Strong program

• Online Grow your mind parent workshop

• Freedom Friendship Frog in the Junior School

• K-6 Freedom Friends with Take a Breath project

• Wellbeing week activities (Year 5 Wellbeing Warriors, lunchtime activities, mindfulness, music)

• R U OK? Day

• Character Builders Days for Year 5 and Year 6

• Peggy the therapy dog class visits

• School Psychologist working with staff and students

Years 7 – 12

• Peer to Peer Growth Coaching (x2 days) to facilitate their coaching of their Little Sister

• Leadership training (2x sessions) to prepare Year 9 for their upcoming roles as Big Sisters

• Protective Behaviours - Brent Sanders engaged to present to Years 9-12

• Year 7 & Year 8 Bullying No Way presentation

• Year 7 & Year 8 e-safety online modules on cyber safety using both Bullying No Way and E-Safety Commissioners resources

• Felicity Friday activities

• Mental Health Talks - Batyr workshops for Years 10, 11 & 12

• Sincere Relationships

• Working with St Aloysius’ College on the Companion Program for 2022

• Police Presentations

• Sharon Torpey Drug Education Unit – presentation and workshop with Year 9

• Young Drivers on the Road Alternate program sources and implemented (Year 10 NRMA online course) as COVID -19 restricted participating in the Lions program

• Drugs and alcohol talk Paul Dillon Years 10-12 - including vaping this year

• Wellbeing Week Guest Speaker – Madeline Foster interview on managing wellbeing

• R U OK? Day awareness

• Meditation, yoga, movement, spirituality activities

• Activities Week - Outdoor Education opportunities for Years 7 & 8 and Kirribilli Challenge Year 10

• Student wellbeing forums

• Academic Care Program - Years 7 and 8.

• Consent education workshops Years 7 - 12 with Jane McGowen

• Butterfly Foundation - Healthy Eating Year 9

• Stand Tall - resilience program Year 9

12.1 pa RE n T sa TI sfa CTIO n

A strong sign of parent satisfaction is the high levels of parent engagement and volunteering evident in the School. The dedicated P&F Committee and the parent volunteers who worked with staff both in the Junior and Senior Schools and whom have given many hours to the various Board committees, are all evidence of the high levels of parental engagement. The School also used the opportunities of Parent Information Evenings, Parent/Teacher meetings and other parent functions as opportunities to informally determine levels of satisfaction of parents as well as surveys to highlight strengths and areas for improvement.

12.2 sT ud E n T sa TI sfa CTIO n

Students at Loreto Kirribilli continue to report they are happy with the care and quality of learning at the School. The positive comments from the Year 12 Principal lunches, as well as the students’ recommendations for improvement are strong indicators of student satisfaction. Student involvement in the SRC and associated activities and the high numbers of students who return to the School as homework tutors, sport and debating coaches are all indicators of a student body that is highly satisfied with the offerings of the School. Year 12 students are surveyed annually via a Year 12 Exit Survey and via the biennial AISNSW survey instrument.

Please refer to the Student Leadership in the Student Wellbeing section for examples of leadership opportunities available to students. The students express great satisfaction with the formal and informal leadership opportunities available to them.

12.3 T E a C h ER sa TI sfa CTIO n

Staff satisfaction has been principally measured through participation in an externally administered survey giving staff the opportunity to reflect on the year. The Voice Project survey was conducted at the start of Term 2 in 2022, with results analysed and then used to inform the 2022 annual implementation plan.

The 2022 Voice survey results were strong, recognising excellent management practices and a highly engaged workforce. Particularly high were survey results in the areas of Staff Passion and Engagement, which represents the level of job satisfaction and commitment to the School; and School Progress, which represents staff perceptions about School performance. Survey responses show high levels of staff recognition, school involvement and consultation.

COMMUNITY SURVEYS

Since 2020, the School has participated in a series of biennial student, parent and staff surveys that will result in a continuous cyclical review process, based primarily on stakeholder views and the School’s mission and values. The same surveys are due for implementation again in 2024.

SUMMARY OF SURVEY RESPONSES

Across all groups of stakeholders, the vast majority of responses in the AISNSW and Year 12 surveys were positive. Overall what emerged from the data is a school that is: a very well-led, supportive, friendly, safe, hard-working, values-focused, and a caring environment for learning and personal development. Most students expressed high levels of overall satisfaction with their experience.

OVERVIEW OF SURVEY RESPONSES

School Environment is a critical element of each student’s school experience and contributes significantly to school success. This domain of the AISNSW survey provides an indication of school climate through the exploration of the school’s vision, mission and values, the sense of safety the school fosters and the physical environment. The School’s performance across the domain of School Environment was strong, with high means in all three dimensions.

Teaching and Learning is at the core of a school’s purpose. It includes evidence-based decision-making processes which maximise student learning outcomes. Active and purposeful teaching and learning supports students’ academic achievement, growth and school success. This domain of the AIS survey focuses on designing learning, quality pedagogical practices, inclusive learning and professional learning. The School’s performance across the domain of Teaching and Learning was strong, with a very high mean in the dimension of professional learning. The mean for designing learning indicated scope for further exploration of related data.

Student Wellbeing is essential for both academic and social development and is optimised by safe, supportive and respectful school learning environments and interpersonal relationships. This domain of the AIS survey focuses on social and emotional learning, respectful relationships and inclusivity and equity. The School’s performance across the domain of Student Wellbeing was strong, with high means, especially in the dimensions of respectful relationships and inclusivity and equity.

Leadership plays a pivotal role in the improvement of learning outcomes and opportunities for all students. Leaders draw on their range of knowledge when working with others to create the necessary changes to systems and practices. This domain of the AIS survey focuses on growing leaders, leading teaching and learning, leadership practices and engaging with the community. The School’s performance across the domain of Leadership was very strong, with high means in all dimensions.

Community involvement and engagement is a distinctive element of being an Independent School. This domain of the AIS survey focuses on communication, student/community engagement (co-curricular activities, sport and service learning), reporting, and reputation. The School’s performance across the domain of Community was strong, with high means, especially in the dimensions of communications, student community engagement and reputation.

THEME 14

pu BLIC a TIO n

REQ u IRE m E n T s

As well as being available online, a hard copy of this report can be made available on request to the School.

C O n CL us IOn

This information on the 2022 School year is provided to comply with NSW Education Standards Authority legislation.

Mrs Anna Dickinson Principal

27 June 2023