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Annual Report 2019 Education and Finance Annual Report

mlcsyd.nsw.edu.au


Annual Report 2019 Foreword����������������������������������������������������������� 3 Ms Pauline Johnston, Chair, MLC School Council�������������������������������������������������������������������������������������3 Ms Lisa Moloney, Principal, MLC School��������������������������������������������������������������������������������������������������4 Vision��������������������������������������������������������������������������������������������������������������������������������������������5 Mission������������������������������������������������������������������������������������������������������������������������������������������5 Values��������������������������������������������������������������������������������������������������������������������������������������������5

2019 Educational and Financial Reporting����������������������������������� 6 Evidence of Compliance������������������������������������������������ 7 1. Key School Bodies Reports������������������������������������������������������������������������������������������������������������������7 MLC School Council �����������������������������������������������������������������������������������������������������������������������7 The Parents and Friends (P&F) Committee ���������������������������������������������������������������������������������������7 Student Representative Council (SRC)����������������������������������������������������������������������������������������������7 2. Contextual Information About MLC School �����������������������������������������������������������������������������������������8 3. Student Performance in National and Statewide Tests and Examinations�����������������������������������������������9 Summary����������������������������������������������������������������������������������������������������������������������������������������9 NSW Education Standards Authority (NESA) Higher School Certificate, 2019�������������������������������������9 2019 Higher School Certificate – MLC School Results and State Comparison����������������������������������10 2019 International Baccalaureate (IB) Diploma Programme������������������������������������������������������������11 NESA Record of School Achievement Results 2019�������������������������������������������������������������������������12 NAPLAN Results 2019������������������������������������������������������������������������������������������������������������������14 4. Senior Secondary Outcomes��������������������������������������������������������������������������������������������������������������15 5. Professional Learning and Teaching Standards, Attendance and Non-Attendance��������������������������������15 6. Workforce Composition��������������������������������������������������������������������������������������������������������������������16 7. Student Attendance and Retention Rates ������������������������������������������������������������������������������������������17 8. Post School Destinations Year 12 2019 Cohort����������������������������������������������������������������������������������18 9. Enrolment Profile, Policy and Procedure���������������������������������������������������������������������������������������������19 Profile������������������������������������������������������������������������������������������������������������������������������������������19 Policy�������������������������������������������������������������������������������������������������������������������������������������������19 Procedure������������������������������������������������������������������������������������������������������������������������������������21 10. School Policies ������������������������������������������������������������������������������������������������������������������������������22 Student Welfare Policies ���������������������������������������������������������������������������������������������������������������22 MLC School – A Safe and Supportive Environment�������������������������������������������������������������������������22 11. School Determined Improvement Targets�����������������������������������������������������������������������������������������24 12. Initiatives Promoting Respect and Responsibility �����������������������������������������������������������������������������26 Junior School��������������������������������������������������������������������������������������������������������������������������������26 Senior School�������������������������������������������������������������������������������������������������������������������������������26 13. Year 12 Parent Exit Surveys 2019 ���������������������������������������������������������������������������������������������������27

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MLC SCHOOL


Foreword Ms Pauline Johnston, Chair, MLC School Council At the heart of MLC School since its humble beginnings in 1886 is a belief that holistically well-educated young women can and do change the world. We take pride in being at the forefront of girls’ education globally, never placing limits on what is possible. And even more pride in the role that MLC School girls and Old Girls play in creating the world we all want to live in. In 2019, once again, MLC School girls exemplified this, excelling at the highest level in academia, sport and the arts. The participation and achievements of our girls beyond the classroom are critical to developing their confidence and self-esteem as they grow, ensuring that every girl has the opportunity at MLC School to discover and nurture her own particular uniqueness – what it is that makes her special. As I foreshadowed last year, over the course of 2019 the School staff and Council, led by our passionate and talented Principal, Ms Lisa Moloney, have devoted much time to considering how MLC School must adapt to remain at the forefront of girls’ education globally. They have led our community in a process to articulate our strategic vision and plan for the next era that explores what it means to be an MLC School girl, and puts the MLC School girl at the heart of everything we do.

I also mentioned in 2018 that the School Council had been working with the Uniting Church to articulate and implement a new relationship and understanding between the Church and the School, and a new governance framework for MLC School. This enhanced relationship and governance framework must maintain and strengthen the unique essence of MLC School; honouring and protecting the contributions of those who have been before; and ensuring that all that is special about this place will truly endure for the long generations that will come after us – while continuing to underpin our spirit with the teachings and example of Christ Jesus and the social justice ethos of the Uniting Church. I would like to thank all members of the School community for their efforts this year in making MLC School the special place that it is.

2019 ANNUAL REPORT

3


Ms Lisa Moloney, Principal, MLC School What an absolute joy it is celebrate yet another exceptional year at MLC School. One of the most significant undertakings of Council and Executive this year has been the development of our next strategic plan. Using the feedback that the School community provided last year as a starting point we have spent many, many hours discussing what we want for the MLC School girl, what she will need from us in order to flourish and how we plan to provide those things. However, before we could talk about what we wanted to achieve, we had to agree on what we valued as a School – for it is our values that are the foundation upon which we build everything else. After a number of Executive and Council sessions with a consultant, staff meetings and staff project teams where we discussed and debated, countless coloured post-it notes and pieces of butcher paper later, we agreed on four core values – those things with which every member of our School community is expected to engage and which will be the foundation of our expectations. These four core values are: Ì

Courage

Ì

Compassion

Ì

Respect

Ì

Growth

Imagine a world where each of us lived every day showing compassion and respect, being courageous and seizing every opportunity for personal, spiritual and intellectual growth! That is what we want for our School. Out of our discussions also came another word, JOY, and I must admit that despite the fact that it is not a value, I fought hard for it to be considered.

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MLC SCHOOL

MLC School girls – your passion, energy, intelligence, care for each other and love for our school do indeed bring joy to me and to everyone who works with you. Then of course, there is also the joy of learning which is promoted each and every day by our teaching staff through their expertise, hard work and commitment and we honour them for their exceptional contribution. And the joy in the relationships that we share as we work and learn alongside each other, and I thank members of the School Council, the School Executive, P&F, Old Girls’ Union and all staff for their contributions to the School and the time and expertise that they share. I would like to acknowledge the contribution of some very special people who concluded their formal relationship with MLC School in 2019. Our very sincere thanks must go to outgoing P&F President Julie Smith who after three years in her current role and three years as Secretary concluded her time with the School and similarly, P&F Treasurer Dr Jenny Iversen also concluded her time with the P&F. Thank you both for your hard work, advocacy for parents, support for the staff and love for the School. The end of any School year brings with it the inevitable changes in the teaching staff and while we would all prefer that each and every one of them stayed and taught with us forever, we know that they deserve the new opportunities that they have been offered and wish them all the very best for their futures.


VISION

VALUES

The MLC School girl is at the heart

Ì Courage

Ì Respect

of everything we do.

Ì Compassion

Ì Growth

MISSION MLC School’s mission is to educate and inspire young women to be fearless thinkers with moral courage and compassion, to be agents of change in their own lives and the lives of others.

The MLC School girl is empowered with skills and capabilities that enable her to be adaptive, compassionate and courageous. She embraces new challenges and opportunities; and strives for excellence. She is cared for and well supported so that she can confidently focus on her own individual, personal and academic growth.

2019 ANNUAL REPORT

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2019 Educational and Financial Reporting Policy

MLC School will maintain the relevant data and will comply with reporting requirements of the Department of Education and Communities (DEC) and the Department of Education and Training (DET). This reporting will include public disclosure of the educational and financial performance measures and policies of the School as required from time to time.

Procedures

Annual Report Procedures for implementing the policy include: Ì

Identification of the staff member responsible for coordinating the final preparation and distribution of the annual report to the Board and other stakeholders as required

Ì

For each reporting area, identification of the staff member responsible for the collection, analysis and storage of the relevant data and for providing the relevant information to the coordinator for inclusion in the report

Ì

Determination of the specific content to be included in each section of the report and reviewing this each year to ensure ongoing compliance, relevance and usefulness

Ì

Preparation of the report in an appropriate form to send to the NSW Education Standards Authority (NESA) setting the annual schedule for:

Public Disclosure

MLC School will maintain the relevant data and will comply with reporting requirements of DEC and DET. This report includes public disclosure of the educational and financial performance measures and policies of the School. This report is available to download by members of the MLC School Community via the MLC School website. Notification of its availability after June 30 2019 will be made via the MLC School Community e-newsletter. It will also be made available in hard copy upon request.

Financial Information Summary

The financial position of MLC School continues to remain sound, with all key budget parameters for 2019 achieved.

5% 14%

Income

81%

Î Delivery of information for each reporting area to the coordinator Î Preparation and publication of the report Î Distribution of the report to NESA and other stakeholders

Requests for Additional Data

 Fees and private income  Commonwealth recurrent grants  State recurrent grants

From time to time the Australian Government, through the Minister for Education, and the NSW Government, through the Minister for Education and Communities, may request additional information. To ensure that any requests are dealt with appropriately, the School will identify the staff member 5%the School’s response. This person is responsible for coordinating % responsible for the of the relevant data and for ensuring 14collection it is provided to the relevant authority in the appropriate form.

Income

15%

Expenditure

81%

DET Annual Financial Return

The School will identify the staff member responsible for completing the questionnaire. This person is responsible for the collection of the relevant data and for ensuring it is provided to DET in an appropriate form.

57%

28%

 Salaries, allowances, related expenses  Non-salary expenses  Capital expenditure

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Evidence of Compliance 1. Key School Bodies Reports MLC SCHOOL COUNCIL The MLC School Council provides a link with the School’s ownership, namely the Uniting Church in Australia, and is the guardian of the vision of the School’s Founders. The Council is responsible for determining School policy, monitoring performance, and maintaining relationships with external bodies such as government. There are currently 11 members of Council and one Ex-Officio member. The Council has several standing committees, including, Master Planning; Finance, Audit and Risk; and Building. MLC School Council met seven times (including the Annual General Meeting), under the Chair, Ms Pauline Johnston.

THE PARENTS AND FRIENDS (P&F) COMMITTEE

STUDENT REPRESENTATIVE COUNCIL (SRC) This year saw the implementation of the new structure for the SRC committee, which allowed the committee to grow and improve as a voice for the student body. The SRC has become an elected committee with three representatives each from Year 6 through to Year 11. The members are voted in by their peers. This reformed structure has allowed the SRC to better represent the entire student body, with each Year’s representatives providing a voice for their Year group and an accessible point of contact. With the help of this structure, the SRC also continued to provide girls with opportunities to collaborate across Year groups on a variety of events and initiatives, including addressing concerns of the student body, organising feedback from the student body, and planning student events.

The P&F is the main parent body at MLC School. Its purpose is to enhance family involvement in the MLC School Community, represent the views of parents, build and strengthen community spirit and support the School in material, practical and financial ways. Each year the P&F gratefully receives voluntary financial contributions and a substantial amount of volunteer time from Committee members and Parent Ambassadors. Financial contributions and funds raised from initiatives are used to enhance opportunities and School facilities, for the benefit of all girls. In 2019 the P&F held several meetings open to all parents and hosted two guest speakers. In May we welcomed Yasmin London to talk about Cybersafety and Hugh Mackay addressed the parent community in October about the Culture of Compassion. A number of social and fundraising events included a golf day, international night and a team entry in the Mothers’ Day Classic cancer fundraiser.

2019 ANNUAL REPORT

7


2. Contextual Information About MLC School MLC School is an independent, non-selective girls’ school under the Uniting Church of Australia, educating girls from Pre-Kindergarten to Year 12, and is situated 11 kilometres from the CBD in Sydney. Established in 1886, MLC School pioneered young women’s education and prepared its students for university, something unique at the time. Its world view of education continues the pioneering ethos of the School. MLC School offers: Ì

Dedicated staff who create compelling and engaging learning experiences

Ì

Fully integrated educational experiences for each of MLC School’s learning environments – the Early, Junior, Middle and Senior Years

Ì

A commitment to international standards of excellence providing the pathways for Higher School Certificate (HSC) and International Baccalaureate (IB) Diploma Programme for tertiary entry

Ì

Extensive co-curricular programs that focus on leadership, personal challenge and resilience in multiple domains

Ì

Languages including Japanese, French, Indonesian and Chinese (Mandarin)

Ì

A culturally and ethnically diverse student body

Ì

Co-curricular activities including a world-renowned Music department

Ì

Nationally recognised and award-winning programs for swimming, diving, and gymnastics

Ì

Dynamic dance and drama productions

Ì

Debating and public speaking programs

Ì

Extra-curricular partnerships with leading institutions to enhance student learning

Ì

Strong spiritual focus for girls to develop a deep understanding of the Christian faith and respect for other faiths

Ì

A dedication to global citizenship through programs such as Round Square. Our girls become compassionate agents of change in their own lives and the lives of others

In 2019 MLC School continued its excellent academic results sustained over a wide range of student achievements. Median Australian Tertiary Admission Rank (ATAR) for the HSC cohort was 89.9. Average UAC score (ATAR equivalent) for the IB cohort was 96.45.

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School Facts School sector School type Year range Total enrolments Girls Boys Full-time equivalent enrolments Indigenous students Location Student attendance rate Staff headcount Full-time equivalent teaching and non-teaching staff Full-time equivalent teaching Full-time equivalent non-teaching staff

Non-Government Combined Pre-Kindergarten to Year 12 1246 1246 0 1218 5 Metropolitan 96% 214 208.05 139.9 68.15

An additional 28 students (approximately 23.2 FTE) attend early childhood programs at MLC School. These students are not included in the census statistics.


3. Student Performance in National and Statewide Tests and Examinations MLC School offers two pathways to attaining a Year 12 school leavers’ qualification, the NSW Higher School Certificate (HSC) and the International Baccalaureate (IB) Diploma. Students are guided and counselled in their choice of pathway.

SUMMARY

They include:

Ì

11% of students scored 99.00 or above

Ì

31% of students scored 95.00 or above

Ì

48% of students scored 90.00 or above

Ì

83% of students scored 80.00 or above

a. Pathways – Each year some MLC School students in Year 11 and Year 12 select the Pathways option of extending their HSC or IB Diploma by more than two years to accommodate their demanding commitments in extra-curricular activities or to provide, in special circumstances, flexible program delivery over a longer period of time. b. Acceleration is available for those very capable students who sit an HSC course in conjunction with Preliminary courses in Year 11 or even in Year 10. c.

NSW Education Standards Authority (NESA) Endorsed Curriculum Framework courses that gain credit towards the HSC, count towards the ATAR and credit towards national vocational qualifications under the Australian Qualifications Framework.

d. Vocational Education and Training (VET) courses that also gain credit towards the HSC but will not count towards the ATAR.

In 2019 our Year 12 students achieved strong academic results. The Median ATAR for HSC and IB was 89.9.

In 29 HSC subjects of 34 courses, MLC School’s average exceeded the state average. The University Admissions Centre (UAC) awards the Australian Tertiary Admissions Rank (ATAR) for HSC students. A University Admission Centre Rank (UAC Rank) is an equivalent award for IB Diploma students. For detailed information please see mlcsyd.nsw.edu.au

NSW EDUCATION STANDARDS AUTHORITY (NESA) HIGHER SCHOOL CERTIFICATE, 2019 In 2019, there were 96 instances of students being awarded Band 6 or E4 (the highest bands possible) while 64% of the cohort achieved a Band 6 in at least one subject. In 28 of the 34 courses sat by our students the results in Bands 5 and 6 exceeded the state average. Three students were placed on the HSC All Rounders list, for those who achieve Band 6 in 10 units of studies. For detailed information please visit mlcsyd.nsw.edu.au

2019 ANNUAL REPORT

9


2019 HIGHER SCHOOL CERTIFICATE – MLC SCHOOL RESULTS AND STATE COMPARISON No. of students

Mean score for MLC School students

% of MLC School students in Bands 5 and 6

% of MLC School students in Bands 3 and 4

% of MLC School students in Bands 1 and 2

% of NSW students in Band 5

21 26 15 15 6 6 13 6 71 5 2 7 2 9 7 30 31 20 5 3

82.42 77.72 75.32 77.32 83.63 87.57 90.58 72.53 82.87 79.28 82.9 89.17 86.8 90.53 91.43 81.93 79.47 83.17 88.24 89.17

62 46 20 47 83 83 100 17 70 40 50 100 100 88 100 53 65 75 100 100

38 54 80 53 17 17 0 83 39 60 50 0 0 22 0 47 32 25 0 0

0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 3 0 0 0

35 33 37 46 53 47 44 52 62 23 64 53 51 21 43 24 52 36 66 91

25

79.6

48

52

0

31

7 5 16

78.29 90.36 89.28

43 100 100

57 0 0

0 0 0

37 53 62

No. of students

Mean score for MLC School students

% of MLC School students in Bands 5 and 6

% of MLC School students in Bands 3 and 4

% of MLC School students in Bands 1 and 2

% of NSW students in Band 5

Entertainment Industry Examination

9

85.47

100

0

0

36

Human Services

1

80.00

33

6

0

3

No. of students

Median score for MLC School students

% of MLC School students in Band E4

% of MLC School students in Band E3

% of MLC School students in Bands E1/E2

% of NSW students in Band E4

English Extension 1

19

41.63

21

74

5

34

English Extension 2

5

40.28

20

80

0

26

Mathematics Extension 1

14

78.80

22

64

14

39

Mathematics Extension 2

4

85.85

50

25

25

36

History Extension

5

42.44

60

40

0

28

Subject Ancient History Biology Business Studies Chemistry Dance Design and Technology Drama Economics English Advanced English EAL/D French Continuers Geography Indonesian Continuers Industrial Technology Japanese Beginners Mathematics Standard 2 Mathematics Modern History Music 1 Music 2 Personal Development, Health and Physical Education Physics Textiles and Design Visual Arts

Subject

Subject

10

Music Extension

1

44.20

0

100

0

66

Indonesian Extension

1

46.50

100

0

0

31

Music Extension

3

40.67

33

67

0

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2019 INTERNATIONAL BACCALAUREATE (IB) DIPLOMA PROGRAMME The 2019 IB results for MLC School were high, with four students achieving a perfect score of 45, converting to an ATAR rank of 99.95. Twenty students received Distinction certificates having gained a score of 40 or more and 46 students were awarded the International Baccalaureate Diploma.

The median IB Diploma ATAR rank was 96.45. Seventeen students achieved the maximum three bonus points for their work in the compulsory core areas of Theory of Knowledge and the 4000-word Extended Essay. The highest grade achievable in a course, Grade 7, was attained 111 times (40% of all grades attained).

2019 IB – MLC School Results and World Average Subject

No. of students

Grade 5–7

Grade 3–4

Grade 1–2

MLC School average grade

World average grade

English A: Literature HL

47

46

1

0

6.02

5.20

French B SL

14

14

0

0

6.43

5.61

Chinese B SL

2

2

0

0

5.50

6.27

Indonesian B HL

1

1

0

0

7.00

6.11

Italian ab initio

30

26

4

0

5.90

4.88

Mandarin ab initio SL

1

1

0

0

7.00

6.16

Business Management HL English

16

15

1

0

5.88

4.21

Economics HL English

11

11

0

0

6.64

5.29

Geography HL English

9

9

0

0

5.78

5.27

Geography SL English

1

1

0

0

6.00

4.00

History Europe HL English

10

9

1

0

5.50

4.70

Psychology HL English

11

9

2

0

5.27

5.30

Psychology SL English

2

2

0

0

6.00

4.83

Biology HL English

6

5

1

0

5.83

4.69

Biology SL English

27

23

4

0

5.93

3.64

Chemistry HL English

5

5

0

0

6.80

5.24

Chemistry SL English

8

7

1

0

6.13

3.61

Physics SL English

6

5

1

0

6.00

3.66

Math.Studies SL English

22

19

3

0

5.73

3.79

Mathematics HL English

1

1

0

0

7.00

4.98

Mathematics SL English

25

21

4

0

5.44

3.90

Dance HL English

8

8

0

0

6.00

6.43

Music HL English

4

4

0

0

6.50

5.58

Music SL English

1

1

0

0

7.00

5.26

Theatre HL English

6

6

0

0

6.50

5.58

Theatre SL English

1

1

0

0

7.00

4.81

Visual Arts HL English

5

5

0

0

5.20

4.69

No. of students

Grade A

Grade B

Grade C

Grade D

Grade E

Extended Essay

46

21

13

9

3

0

Theory of Knowledge

46

4

27

15

0

0

Subject

2019 ANNUAL REPORT

11


NESA RECORD OF SCHOOL ACHIEVEMENT RESULTS 2019 The Record of School Achievement (RoSA) was introduced in 2012. Students in Year 10 and Year 11 are awarded grades in each of their subjects. No. of students in school English 200 hours Mathematics 200 hours Science 200 hours Australian Geography 100 hours Commerce 200 hours Commerce 100 hours

12

No. of students in state

The table below gives MLC School’s pattern of Grades for all Year 10 courses in 2019 and compares them with the State’s pattern of grade distribution.

MLC School Pattern % of students in Grade distribution A

B

C

124

86,213

24.19

34.68

41.13

124

86,388

21.77

28.23

33.87

124

86,261

48.39

23.39

28.23

124

86,165

33.06

24.19

40.32

48

19,803

25.00

39.58

35.42

D

15.32

2.42

.81

A

B

C

D

E

N

12.13 27.96 37.30 16.14

5.59

.89

14.81 23.12 31.63 22.84

6.76

.83

12.76 24.80 36.43 18.88

6.30

.84

14.35 27.29 35.56 15.95

6.15

.70

24.72 34.01 30.43

8.46

2.18

.19

4

4,991

19.11 31.94 33.26 11.84

3.47

.38

History 100 hours

124

86,185

22.58

28.23

40.32

8.87

14.10 27.27 35.22 16.35

6.35

.71

Chinese 200 hours

29

1,010

31.03

31.03

20.69

17.24

50.00 26.53 16.34

5.74

1.39

French 200 hours

79

2,623

27.85

25.32

44.30

2.53

37.29 30.54 23.14

7.70

1.33

Indonesian 200 hours Design and Technology 200 hours Design and Technology 100 hours Food Technology 200 hours Food Technology 100 hours Information and Software Technology 200 hours Information and Software Technology 100 hours Textiles Technology 200 hours Textiles Technology 100 hours Dance 200 hours

9

209

33.33

33.33

22.11 11.11 37.32 35.41 24.40

2.39

.48

10

3,417

30.00

70.00

26.08 32.54 28.15

9.77

3.19

.26

1

1,825

100.00

22.74 30.68 32.33 10.41

3.62

.22

8

15,291

25.00

12.50

18.32 29.40 32.22 13.94

5.43

.69

4

5,440

25.00

75.00

15.70 28.25 33.88 15.55

6.23

.39

13

7,916

46.15

53.85

23.57 30.55 29.22 12.04

4.33

.29

1

2,162

100.00

19.89 29.28 28.54 14.89

7.12

.28

12

1,964

50.00

32.13 32.54 25.10

7.03

3.05

.15

2

857

19.14 33.49 31.86 11.79

3.38

.35

17

1,852

32.61 34.50 23.00

7.13

2.38

.38

Dance 100 hours

2

544

Drama 200 hours

39

6,710

Drama 100 hours

4

1,963

Music 200 hours

17

Music 100 hours Photographic and Digital Media 200 hours Photographic and Digital Media 100 hours Visual Arts 200 hours Personal Development, Health and Physical Education 200 hours

MLC SCHOOL

100.00

E

State Pattern % of students in Grade distribution

50.00

62.50

100.00 70.59

29.41 50.00

50.00

19.49 33.27 31.99 10.66

4.60

35.90

61.54

2.56

30.03 36.54 23.68

6.75

2.49

.51

19.10 36.42 30.41 10.14

3.77

.15

9,780

76.47

11.76

25.97 33.02 25.91 10.48

4.13

.49

2

2,582

100.00

13.32 28.00 32.53 16.65

8.79

.70

16

5,891

68.75

31.25

23.10 31.10 30.93 10.10

4.02

.75

1

2,751

100.00

18.50 28.79 32.13 13.41

6.54

.62

23

12,334

60.87

26.09

8.70

27.01 33.48 27.54

8.08

3.13

.76

124

63,111

22.58

32.26

45.16

13.49 33.73 36.39 11.86

3.74

.78

100.00 5.88

5.88

4.35


The table below gives MLC School’s pattern of Grades for all Year 11 courses in 2019 and compares them with the State’s pattern for distribution of grades.

School Total

State Total

School A (%)

School B (%)

School C (%)

School D (%)

89

29,428

24.72

47.19

25.84

2.25

37

5,819

32.43

43.24

24.32

42

24,667

19.05

19.05

47.62

4.76

17

12,112

29.41

35.29

23.53

36

39,873

5.56

25.00

66.67

Biology

32

25,020

46.88

34.38

18.75

Chemistry

17

15,173

29.41

17.65

29.41

Physics

12

11,491

33.33

16.67

41.67

Ancient History

16

9,602

18.75

43.75

Business Studies

31

23,572

32.26

Economics

12

7,002

8.33

Geography

11

5,829

Modern History

38

14,858

7

English Advanced English Extension 1 Mathematics Advanced Mathematics Extension 1 Mathematics Standard

Studies of Religion I Studies of Religion II Chinese Continuers French Continuers Indonesian Continuers Japanese Beginners Design and Technology Food Technology Textiles and Design

State A (%)

State B (%)

State C (%)

State D (%)

State E (%)

State N (%)

19.32

42.62

32.29

5.03

.64

.11

35.37

42.45

18.04

3.28

.72

.14

22.71

26.68

32.91

14.68

2.94

.09

11.76

26.79

29.04

30.16

11.80

2.18

.03

2.78

7.15

21.52

36.84

23.81

9.81

.87

12.39

27.46

39.70

15.79

4.23

.43

23.53

15.20

27.39

36.92

16.09

4.19

.20

8.33

15.06

27.50

36.92

16.36

4.01

.15

37.50

15.29

27.55

34.45

15.83

5.99

.90

45.16

22.58

12.93

28.59

35.87

16.60

5.50

.50

66.67

25.00

22.28

33.69

30.95

10.47

2.50

.11

36.36

63.64

17.22

31.10

34.36

12.75

4.08

.48

7.89

55.26

36.84

16.38

27.75

35.29

14.67

5.30

.61

10,261

57.14

42.86

14.45

30.86

38.37

14.10

2.19

.02

23

7,477

26.09

30.43

34.78

16.09

32.91

35.63

12.71

2.57

.09

2

238

50.00

50.00

40.34

29.41

22.69

6.30

1.26

4

793

50.00

50.00

35.69

36.70

21.06

5.04

1.39

.13

2

98

30.61

35.71

23.47

10.20

6

1,085

20.18

24.06

25.99

17.88

11.24

.65

9

5,007

9

50.00

4.35

50.00

9.52

4.35

16.67

66.67

22.22

44.44

33.33

17.82

28.20

32.27

15.54

5.49

.68

4,699

44.44

33.33

22.22

12.70

27.22

35.50

17.17

7.98

1.43

8

1,827

50.00

50.00

20.09

30.27

31.58

11.88

5.53

.66

Dance

7

1,154

57.14

42.86

35.88

35.27

20.19

5.46

2.17

1.04

Drama

21

4,931

47.62

38.10

14.29

26.55

38.15

25.78

7.42

1.80

.30

Music 1

8

5,750

37.50

50.00

12.50

19.46

35.25

29.67

10.63

3.90

1.10

Music 2

12

919

25.00

50.00

16.67

51.25

34.60

11.43

2.29

.33

.11

Visual Arts

12

11,222

50.00

50.00

20.39

33.78

29.90

10.99

3.81

1.14

Personal Development, Health and Physical Education

32

20,256

12.50

43.75

12.32

27.23

37.47

16.80

5.58

.61

43.75

16.67

School E (%)

8.33

2019 ANNUAL REPORT

13


NAPLAN RESULTS 2019

The cell colour shows how the school’s results compare to those of students with a similar background.

Reproduced from the My School website https://www.myschool.edu.au. Ì

NAPLAN participation for this school is 100%

Ì

NAPLAN participation for all Australian students is 95%.

Similar background – students have a similar background as determined by parental occupation and education, Indigeneity and geographic location. The background of students has been shown to have an impact on NAPLAN results.

Table: Comparison with students of a similar background Reading

Writing

Spelling

Grammar

Numeracy

Year 3

507

467

480

508

472

Year 5

545

517

535

552

546

Year 7

594

572

596

599

612

Interpreting the tables Selected school’s average when compared students of similar background and all Australian students

Year 9

642

611

640

635

641

 Well above  Above  Close to

Table: Comparison with Australian students Reading

Writing

Spelling

Grammar

Numeracy

Year 3

507

467

480

508

472

Year 5

545

517

535

552

546

Year 7

594

572

596

599

612

Year 9

642

611

640

635

641

 Well below  No comparison available

Summary

Year 7

Year 3

In Writing the proportion of students achieving ≥ Band 8 at MLC School is higher by +4% compared to similar schools.

MLC School has a higher proportion of students achieving ≥ Band 5 compared to the similar school cohort in the following domains: Ì

Spelling (+5.4%)

Ì

Reading (+1.3%)

In Writing, the proportion of students ≥ Band 5 are similar when comparing MLC School and similar schools, but a greater proportion of these MLC School students are achieving over Band 7 compared to the similar schools.

Year 5 In Writing the proportion of students achieving ≥ Band 7 at MLC School is marginally higher at +1.5% compared to similar schools.

14

 Below

MLC SCHOOL

In Grammar and Punctuation, the results for MLC School and similar schools are similar (+0.5%) but MLC School has a higher proportion of these students are in Band 10.

Year 9 MLC School has a higher proportion of students achieving ≥ Band 9 compared to the similar school cohort in the following domains: Ì

Reading (+11%)

Ì

Writing (+5%)

Ì

Grammar and Punctuation (+2%)

Ì

Spelling (+1%)


4. Senior Secondary Outcomes Vocational Education and Training (VET)

Year 12 Results Senior Secondary Certificate Awarded

122

Completed Year 12

122

Awarded a VET Qualification

13

5. Professional Learning and Teaching Standards, Attendance and Non-Attendance Professional Learning

MLC School staff undertook professional learning opportunities throughout 2019 which included:

of technology in improving student learning outcomes, cyber safety and gifted and talented education throughout 2019. In addition to the school-based workshops teaching staff also participated in accredited courses provided by the following organisations:

Ì

Staff development days

Ì

Mentoring programs

Ì

School-based workshops

Ì

Association of Independent Schools NSW (AIS NSW)

Ì

Online training courses

Ì

NSW Education Standards Authority (NESA)

Ì

External conferences and workshops

Ì

International Baccalaureate Organization (IBO)

Ì

Harvard Graduate School of Education (HGSE)

The professional learning at MLC School is developed through consultation with relevant stakeholders and is linked to the Strategic Plan, staff professional development plans and departmental operational plans that are informed by data collection and analysis. MLC School expended an annual figure of $273,808.29 on professional learning for both teaching and support and operational staff in 2019. The School Executive participated in professional learning conducted by an expert leadership coach. In addition to this each member of the Executive undertook external professional learning opportunities as relevant to their role including but not limited to compliance requirements, child protection, workforce management, research into pedagogical practice and wellbeing. All staff participated in professional learning about child protection and first aid as part of the whole school professional learning days. Executive, Senior and Middle leaders also participated in a leadership program as part of the whole school professional learning.

Further professional learning was completed through attendance at non-accredited courses provided by: Ì

Association of Heads of Independent Schools of Australia (AHISA)

Ì

Independent Primary School Heads of Australia (IPSHA)

Ì

Australian Council for Educational Research (ACER)

Ì

History Teachers Association (HTA)

Ì

Mathematics Association of NSW (MANSW)

Ì

English Teachers Association (ETA)

Ì

Technology Educators Association (TEA)

Ì

Geography Teachers Association of NSW and ACT (GTA NSW)

Ì

Modern Language Teachers Association of NSW

Ì

Science Teachers Association of NSW Inc (STASW)

Ì

Visual Arts and Design Educators Association (VADEA)

Teaching staff participated in professional learning workshops related to student motivation and engagement, differentiation, literacy, inquiry-based learning, pedagogical approaches to the use

2019 ANNUAL REPORT

15


Teacher Accreditation as 31 December 2019 Level of Accreditation

Number of Teachers

Conditional

6

Provisional

3

Proficient Teacher

142

Highly Accomplished Teacher (voluntary accreditation)

0

Lead Teacher (voluntary accreditation)

0

TOTAL NUMBER OF TEACHERS

151

Teacher Qualifications* Category

Number of Teachers

1. Teachers having teacher education qualifications from a higher education institution within Australia or as recognised within the National Office of Overseas Skills Recognition (AEI-NOOSR) guidelines, or 2. Teachers having a Bachelor degree from a higher education institution within Australia or one recognised within the AEI-NOOSR guidelines but lack formal teacher education qualifications

149

2

*Note that the number of teachers falling within these two categories may not sum to the total number of teachers as reported in the previous accreditation table as some teachers with Conditional accreditation may not be included.

6. Workforce Composition In 2019 the average daily staff attendance rate for teachers was 89.9%. The proportion of teaching staff retained from 2018 to 2019 was 85.4%. Staff

16

Teaching

Non-Teaching/Operational

Total

Primary Full-time Equivalent

43.7

23.303

67.003

Secondary Full-time Equivalent

96.2

44.847

141.047

TOTAL FULL-TIME EQUIVALENT

139.9

68.15

208.05

MLC SCHOOL


7. Student Attendance and Retention Rates Students at MLC School have high attendance rates. The School monitors student attendance administratively through both Junior and Senior School processes. Strategies to improve poor or unsatisfactory school or class attendance include following up unexplained absence via phone contact, email and student/ parent/carer interviews. Unsatisfactory attendance information is transferred to student files and for students whose attendance pattern is of concern, documentation to substantiate reasons for

absence is requested, and follow up with appropriate external agencies is taken. Ninety six per cent of students attended school on average each school day in 2019. This figure maintains the daily attendance achieved since 2011 when attendance reporting became a requirement.

Total Attendance Year Level

Enrolment Days

Attendance Days

Attendance %

Kindergarten

9,267

8,882

96

Year 1

10,718

10,263

96

Year 2

8,634

8,312

96

Year 3

10,406

9,997

96

Year 4

10,408

10,908

96

Year 5

10,966

10,609

97

Year 6

12,187

11,614

95

Year 7

22,078

21,135

96

Year 8

24,360

23,508

97

Year 9

21,486

20,758

97

Year 10

22,136

21,025

95

Year 11

28,729

27,560

96

Year 12

17,091

16,376

96

TOTAL

209,466

200,947

96

As reported to Department of Education and Training (DET). In 2019 the reporting requirements were simplified to the above table.

Student Retention Years Compared

Year 9 Total Enrolment

Year 12 Total Completing High School

Year 9 Total Enrolment who remained to complete High School

Apparent Retention Rate

Actual Retention Rate

2016/2019

125

123

108

98.4%

86.4%

2015/2018

123

115

104

93.5%

84.6%

2014/2017

129

131

108

100%

83.7%

2013/2016

121

139

117

100%

96.7%

2012/2015

141

139

127

100%

91.4%

2011/2014

124

136

110

100%

88.7%

2010/2013

126

145

115

100%

91.3%

2019 ANNUAL REPORT

17


8. Post School Destinations Year 12 2019 Cohort The MLC School Careers Department provides multiple opportunities for students to stay informed about new and exciting courses at university. In addition to the annual Careers and Tertiary Expo they hold a series of Career Conversations where students can hear from inspiring young women, who have successfully forged careers in a variety of areas.

in the Destination Survey, this event has influenced a number of students to apply to overseas institutions, as well as interstate universities. There has also been a trend for students to choose a greater variety of courses as well as combined degrees, which allow more flexibility and a broader skillset.

The annual Study Abroad Evening is another opportunity where MLC School Old Girls studying overseas, return to school and provide insight into why they chose to study abroad. As indicated

Faculty

18

Number

Institution

Number

Science/Engineering/Data Science

18

University of Sydney

27

Law/Business/Commerce

15

University of Technology Sydney

24

Sports Scienc/Physio/ Occupational Therapy

13

Macquarie University

19

Arts/Politics/International Studies

12

University of NSW

17

Design/Architecture/Built Environment

12

Australian Catholic University

11

Psychology/Criminology/Social Work

11

Australian National University

3

Media/Communications

6

University of Wollongong

3

Nursing/Midwifery

6

Western Sydney University

3

Clinical/Medical Science

5

University of New England

2

Education

5

Australian Defence Force Academy

1

Data Science/Cyber Security/IT

3

Arizona State University, USA

1

Agriculture/Animal Studies

2

Berklee School of Music, USA

1

Fine Arts

2

International College of Management Sydney

1

Music

2

Kings College London, UK

1

Speech and Hearing

2

Princeton University, USA

1

Defence

1

St. Francis College, Brooklyn, USA

1

Medicine

1

TAFE

1

Optometry

1

Torrens University

1

Tourism/Events/Hospitality

1

University of Melbourne

1

NUMBER TAKEN AS COMBINED DEGREES

47

University of North Carolina at Chapel Hill, USA

1

SCHOALRSHIPS AWARDED

21

University of Notre Dame

1

University of the Arts London, UK

1

MLC SCHOOL


9. Enrolment Profile, Policy and Procedure PROFILE

POLICY

The total number of students enrolled at the Commonwealth Census date of 1 August 2019 was 1246 (includes 28 Pre-Kindergarten students). As in previous years, the Inner West maintains the highest proportion of students, increasing by 1.93%. Inner Sydney and St George/Sutherland Shire are the next most significant drawing areas, with both showing a decrease in last year’s figures by 0.21% and 0.93% respectively. Central Northern Sydney and the Outer West regions showed increases of 0.4% and 0.08%. MLC School students reflect a wide range of family backgrounds. More than 31 nationalities and 38 religions are represented in the MLC School environment.

Residential Distribution

Enrolment Entry Levels

Although the School has formal entry points, we welcome entry at all year levels. This will be at the discretion of the Principal and only if places are available. Formal or regular points of entry are: Ì

Pre-Kindergarten – Early Years (students must turn 4 years by 31 May in the year of entry). This is either a 3-day or a 5-day program

Ì

Kindergarten – Early Years (students must turn 5 years by 31 May in the year of entry)

Ì

Year 5 – Junior School

Ì

Year 6 – Transition

% of Student

Ì

Year 7 – Senior School

Blacktown

0.24

Ì

Year 9 – Senior School

Canterbury/Bankstown

6.46

Ì

Central Northern Sydney

2.18

Year 10 – in readiness to commence either the Higher School Certificate (HSC) or the International Baccalaureate (IB) Diploma Programme

Central Western Sydney

5.09

Eastern Suburbs

0.48

Fairfield/Liverpool

1.94

Inner Sydney

19.47

Inner West

41.36

Lower Northern Sydney

8.48

Outer South West

0.08

Outer West

0.32

St George

10.26

Sutherland Shire

4.28

Metropolitan Area

Year Group Distribution at Census 2019 Secondary

Primary

Year Level

No. of Students

Year Level

No. of Students

Year 12

124

Year 6

70

Year 11

164

Year 5

64

Year 10

123

Year 4

65

Year 9

123

Year 3

61

Year 8

139

Year 2

49

Year 7

124

Year 1

60

Kindergarten

52

TOTAL

421

TOTAL

797

An additional 28 students (FTE approximately 23.2) attend early childhood programs at MLC School’s Junior School. These students are not included in the census statistics.

The MLC School enrolment process begins when an application for enrolment form has been completed and sent to the School, together with the application fee. This form must be accompanied by several supporting documents, including the child’s birth certificate. We encourage parents to enrol their daughters as soon as possible. Entry is not academically selective. The School accepts enrolment applications any time after birth. Attending a tour morning is a recommended step in the enrolment process for all families. Once a completed application for enrolment has been received, each applicant is placed on a waiting list. For entry into Year 8 to Year 11, at least two years prior to the nominated year of entry, and prior to being interviewed, the School will invite students to undertake a learner profile assessment to determine their current learning level. Those students entering the School from outside the New South Wales education system will also be asked to sit for a diagnostic assessment, to determine the most appropriate entry level. An acceptable standard of English is a prerequisite for all students within this entry range. After completion of all the entry requirements, parents and their daughters may be invited to an interview. Families with girls entering the School from Pre-Kindergarten to Year 6 will meet with the Head of Junior School or their delegate for an interview. Appropriate to the year group, families with girls entering the School from Year 7 to Year 11 will meet with the Deputy Principal, or Head of Senior School, for their interview. An invitation to interview is not a guarantee of an offer.

2019 ANNUAL REPORT

19


It is the parent/carer's responsibility to advise the School of any changes to contact details once their daughter is enrolled. If the School is unable to contact a parent/carer their daughter’s enrolment application may be forfeited. Changes to entry year should be advised as soon as possible and will be considered but cannot be guaranteed.

MLC School Old Girls and Current Families

Preference is given to daughters of MLC School Old Girls and to current MLC School families. It is recommended that application be made by their daughter’s first birthday or at least three years prior to the nominated entry level. Families with preference need to observe the School’s enrolment procedures.

Enrolment Fee

If an offer is made, families are required to pay the nonrefundable Final Enrolment Fee of $A2900 per student and sign an enrolment agreement (Final Enrolment Form) with the School. This payment should be received within 10 days of the receipt of the letter to confirm enrolment at MLC School. If the offer is not accepted within the timeframe, it will lapse, and places will be offered to others on the waiting list. NOTE: the Enrolment Fee is separate from the tuition fees. NOTE: the School reserves the right to not offer a place, at any stage of the enrolment process. The School also reserves the right to determine the appropriate entry level for each applicant, based on their age.

Conditions of Enrolment

These Conditions are to be agreed to by parents or carers when they accept an offer of a place for a child at the School.

Interpretation ‘Parents’ includes carers or any other person who has applied to have a child entered on the waiting list or enrolled at the School and, where the child has only one parent, means that parent.

Fees 1. We agree to pay to the School all fees for tuition, extra subjects, excursions, camps and the supply of goods and services to the student as determined by the School Council and as published in the Scale of Fees from time to time 2. All fees are payable in advance and are due within 14 days of the date of the fee statement. If we fail to pay by the due date, we agree to pay an Overdue Charge calculated on the amount outstanding from the due date until the date of payment. The Overdue Charge is a rate percent per annum determined by the School from time to time. It is based on the average rate received by the School on its deposits plus an amount to reflect the administrative costs to the School in collecting outstanding fees. The Overdue Charge represents a genuine pre-estimate by the School of the loss that it would suffer if fees were not paid by the due date.

20

MLC SCHOOL

We understand that we may obtain the current rate from the Finance Office. 3. If an account for fees is not paid in full by the end of the term in which they were due for payment, the student’s enrolment may be suspended and the School may subsequently without further notice refuse entry to the student or terminate her enrolment. 4. A full term’s notice in writing must be given to the Principal before any student is removed. The notice must be given no later than one week prior to the end of the preceding term. If this notice is not given, we agree to pay a term’s fees plus GST. This amount is a genuine pre-estimate by the School of the loss that it will suffer if we do not provide the required notice. 5. We understand that no remission of fees, either in whole or in part, will be made if the student is absent due to illness, leave or suspension. 6. We authorise the School to incur expenditure on our behalf such as purchases of books, stationery and equipment, and to advance such fares from time to time as the School considers necessary. 7. We agree to pay all medical and ambulance expenses incurred on behalf of the student.

Expectations and Behaviour 8. We understand that our acceptance of the School’s offer of a place for the student implies that she will complete her schooling at the School unless unforeseen circumstances arise. 9. We acknowledge that the School is a Christian community and that behaviours and attitudes based on Christian values are encouraged. 10. We agree that all communication between students, parents, visitors and staff members should be conducted in a courteous and respectful manner. We agree to avoid confrontation and criticism in public and accept that there is no place in the School community for sarcasm, derogatory remarks, inappropriate familiarity or offensive comments. 11. As parents/cares, we agree to support the values and to abide by the rules of the School as set out in the appropriate publications such as the Parent Information Handbook and the Student Diary as published from time to time at the Principal’s discretion. We note that the student must do the same and we agree to encourage her in this. We have noted the School’s requirements in relation to discipline, home study, uniform code, attendance and leave. 12. We accept that the School may determine which particular programs, courses and activities are offered and/or provided at any time and which of these programs, courses and activities are compulsory. We agree to obtain for the student the textbooks, technology and learning resources recommended by the School for its compulsory programs, courses and activities and to ensure that the student has these available for use at school.


13. We agree that all students must participate in and/or attend the following activities, as determined by the Principal: a. As a school of the Uniting Church in Australia, their annual Sunday House Chapel Service, end of term Holy Communion Services (partaking of Holy Communion as a sacrament is optional but attendance at the Services is required), and devotional assemblies b. Co-curricular activities c. The School sports program including Junior School and Senior School swimming and athletics carnival and the School fun run d. Important School events such as Speech Day, Speech Night, the biennial Opera House Concert for students in Year 4 to Year 12 and other events as required by the Principal, from time to time; e. Various school camps and excursions that occur from time to time as an integral part of the School curriculum 14. Leave from School activities, including academic and co-curricular programs, and for early departure at the end of a day or term and/or late return from breaks will not be permitted. In exceptional circumstances however, leave may be requested in writing, submitted to the MLC School Principal, or the MLC School Deputy Principal, with at least eight (8) weeks notice. There is no guarantee of approval.

PROCEDURE All applications are processed in accordance with the School’s Enrolment Policy. Each applicant’s statement/interview responses regarding her ability and willingness to support the School’s ethos is considered. Each applicant’s educational needs are considered. To do this, the School gathers information and consults with the parents/ family and other relevant persons. Any strategies are identified to accommodate the applicant before a decision regarding the enrolment is made. Subject to availability, offers of a place will be made according to whether there are siblings of the student already at the school, whether they are the child of a former student and in the order of receipt. Continuing enrolment is subject to the student’s adherence to school rules (see Enrolment Contract, Pastoral Care Policies and Behaviour Management Policies) and payment of all school fees. The applicant and her family are then informed of the outcome. MLC School policies can be found on the MLC School website or in print form upon request from the Principal’s office.

15. We accept the School’s Discipline Policy contained in the policy section of the My MLC School Portal. We agree to support the administration of the School’s discipline policy. In particular, we accept that the Principal may in her absolute discretion, but subject to affording the student procedural fairness, suspend or dismiss the student for breaches of rules or discipline or where we have failed to comply with these conditions of enrolment. 16. We understand that the School requires parents to be actively involved in the School through attendance at parent/teacher interviews and parent forums, participation in courses offered by the School relevant to the student’s education and assistance to the School in a voluntary capacity from time to time. 17. We agree that the Principal may, by giving us one term’s written notice, exclude a student if the Principal considers that a mutually beneficial relationship of trust and cooperation between the School and us has broken down to the extent that it adversely impacts on that relationship. 18. We acknowledge that the Principal may, by giving us reasonable notice, ask us to remove the student from the School at the end of a school year where the student has, in the Principal’s opinion, failed to meet the requirements of the NSW Education Standards Authority (NESA) or has otherwise failed to make satisfactory progress in her academic work.

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10. School Policies STUDENT WELFARE POLICIES The School seeks to provide a safe and supportive environment which: Ì

Minimises risk of harm and ensures students feel secure

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Supports the physical, social, academic, spiritual and emotional development of students

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Provides student welfare policies and programs that develop a sense of self worth and foster personal development

Anti-Bullying Policy

Bullying and harassment in all forms – physical, verbal, electronic, emotional, psychological, and social, are totally unacceptable and will not be tolerated. The School has a supportive Pastoral Care structure of Heads of Year, Heads of House, Luminaries, Counsellors and other staff, as well as tailored Pastoral Care programs and strategies to support its students. The School employs a variety of approaches to deal with any bullying incident including restorative justice. Bullying issues are dealt with quickly, sensitively and firmly. Dealing with bullying is a priority and will be managed as such. Serious or repeated bullying may result in suspension of the student(s) from the School.

Discipline Policies

At MLC School, students are required to demonstrate courtesy, respect, integrity and co-operation to all members of the school community at all times. Students are required to abide by the MLC School Student Code of Conduct and School Rules and to follow the directions of teachers and other people with authority, as delegated by the School. There is no corporal punishment at MLC School under any circumstances. MLC School follows procedural fairness in all discipline issues, working to ensure that the Student Code of Conduct and School Rules are implemented fairly and consistently. Where disciplinary action is required, the impact of the inappropriate behaviour on others or on the School Community provides the basis for a range of consequences. MLC School strives to maintain a safe and supportive environment. The full text of the School’s Discipline Code and associated procedures is provided to all members of the School Community through: Ì

Parent Information Handbook

Ì

Student Diary

Ì

The My MLC School Portal

Policies for Complaints and Grievances Resolution

The School’s policy for dealing with complaints and grievances includes processes for raising and responding to matters of concern identified by parents and/or students. These processes incorporate, as appropriate, principles of procedural fairness. The full text of the School’s policy and processes for employee complaints and grievances is provided on the School’s website. Processes in relation to student and parent complaints are outlined in the Grievances and Complaints Policy for Parents and Students, available on the MLC School website.

MLC SCHOOL – A SAFE AND SUPPORTIVE ENVIRONMENT 10.1 Support

MLC School promotes a learning environment where teachers and pupils are mutually supportive. The School expects teachers and students to respect each other and not engage in conduct that undermines this mutual trust and support, and also to respect the philosophy and ethics of the school. The School encourages consultation between all members of the School community in matters that affect them.

10.2 Security

The School will implement measures designed to promote the safety and wellbeing of students, particularly having regard to its professional judgment as to what is required, and will include in its consideration such matters as: a. Appropriate levels of supervision b. Security of buildings c.

Procedures in case of fire

d. Use of grounds and facilities e. Travel on school-related activities f.

Other appropriate matters

The implementation of these requirements and procedures will be monitored for compliance from time to time.

10.3 Supervision

Appropriate measures will be taken by school staff to seek to ensure that all students are adequately cared for and supervised while undertaking both on-site and off-site activities, bearing in mind the type of activities and age of the students involved.

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10.4 Conduct a. The School has a Code of Conduct for staff and students that may be supplemented from time to time by specific rules and directives. The Code of Conduct includes such matters as: i. The rights and responsibilities of students and staff within the school community ii. Behaviour management iii. The role of any school leadership system (or equivalent) in the school and the monitoring of that system

10.8 Welfare

Welfare procedures for students undertaking distance education, outside tutoring, courses/subjects with an external provider or students taking up alternative residential/accommodation arrangements for the purposes of their schooling are as per school-based procedures. All of the above policies have been implemented in a manner that is appropriate to the School, its students and the School community and with regard to the relevant legislative requirements that apply to the School and the students within its care.

iv. The management and reporting of serious incidents b. The School implements appropriate behaviour management practices for students, consistent with the philosophy of the school and with other aspects of this policy. c.

The School implements a student leadership system.

10.5 Complaints and Grievances

The School has in place processes for dealing with complaints and grievances raised by students and/or parents. These processes will incorporate, as appropriate, principles of procedural fairness.

10.6 Pastoral Care a. Students are aware of, and have access to, appropriate Pastoral Care arrangements and access to, and use of, counselling within the school. b. The School takes reasonable measures to identify students with special needs and provide them with an appropriate level of support to assist them with their schooling with minimal disruption, taking into account the resources available. c.

Students requiring health and/or medical services and support or medication are assisted to access these in an appropriate manner. The School employs a full-time qualified Nurse to provide appropriate care on a daily basis.

10.7 Communication

The School provides both formal and informal mechanisms to facilitate communication between those with an interest in a student’s education and wellbeing. This may include communications between some or all of the following: student; parent or guardian or other significant family member of the student; teacher; counsellor; principal; representative of an appropriate government, welfare, health or other authority.

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11. School Determined Improvement Targets New Horizons is the strategic design for MLC School, setting out the dimensions and priorities from 2012–2019.

Achievements Against Targets Set for 2019 Focus MLC School model for student care and wellbeing

Information Technology

Learning and teaching

Effective use of data to focus on growth in learning

Effective introduction of Canvas learning platform

Review of programs in Senior School Review of Immersion + Service Learning experiences

Continue to profile MLC School

Enhance culture of generosity

Enhanced diversity and access Refresh Masterplan

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Action Outcome Feasibility study as to whether Round Square Study completed and Head of Student Wellbeing projects appointed to develop MLC School Pastoral Care Model Discovery Framework could be used to articulate the MLC School pastoral care model Trial the use of Trust Mapping Trial completed with three Year groups – two Junior School, one Senior School. Positive feedback received and further implementation agreed Appoint Head of IT Head of IT appointed Review strategic actions and develop plan for IT strategy review started next 3–5 years Develop a plan for new student information SIS review completed, vendors interviewed and tested, and data management platforms SIS selected Introduce Junior School device program Introduction of iPads into Junior School throughout 2019 academic year Appoint Head of Learning and Teaching Head of Learning and Teaching appointed Continue to focus on differentiation in 2019 School Goal for PDP for staff focused on the classroom differentiation. Professional Learning focused on classroom skills in differentiation Further develop Professional Development Professional Development Program completed by Program to enhance teacher’s skills all teaching staff. Supervisors introduced for senior academic staff. Professional Learning dedicated to PDP implementation. Full observation cycle completed Appoint Curriculum Administrator to Curriculum Administrator appointed support staff Identify all current sources of academic and Data review completed and sources identified and shared pastoral data, and consider value of each with all academic and pastoral staff Improve understanding and use of data to Professional Learning with regard to data use completed inform teaching and learning and continued understanding is ongoing Ensure cohort and individual data is used to Power BI introduced to enhance academic tracking and use determine trends and areas for improvement of data to identify areas for improvement across Year 11 and Year 12 Work towards school-wide data dashboard for Ongoing each girl Specific data training for teaching staff Professional Learning with regard to data use completed Appoint eLearning leader to develop a plan for Director of eLearning appointed and customised training implementation and communication program implemented during academic year Learning Management System introduced for Year 7, all staff Provide customised training so that staff are confident and capable users of the platform to trained in LMS use, and preparation for Year 8 and Year 10 completed improve teaching and learning Review the IB MYP in the Senior School Review completed. MYP to be discontinued for Year 7 to Year 9. Year 10 to finish MYP course during 2020 Appoint Director of Immersion programs Director of Immersion Programs appointed Review programs offered and conduct research into possible other programs Implement Marketing Plan Key events such as Grand Opening of Senior School Building Appoint Development Manager Review of current processes and recommendations for improvement Develop support programs to provide access to wider sections of the community Revise masterplan in line with current needs including plan for upgrading of older facilities

Review ongoing, research of alternative ideas ongoing, immersion program continuing to develop Marketing Plan completed and stage 1 implemented Key events took place Development Manager appointed Current processes reviewed and proposals for future development submitted

Master planning review undertaken. Consultation with school staff completed. Review documents finalised for consideration by Master planning committee


Strategic Plan 2020–2024

Facilities Appearance of students

Use the survey feedback to inform focus areas Feedback used. Strategic development planning undertaken by Executive and Council Staff consultation undertaken. Strategic pillars committees Staff involved in discussions and projects around future directions formed to assist with strategic planning Executive and Council align goals and Executive and Council finalised school goals, developed develop strategy strategy for 2020–2024 Senior Centre opened for students, providing a Senior Centre opened and fully functioning as learning and collaborative learning space teaching space across Senior School Review sports uniform to rationalise offering Sports uniform review completed and new items and look introduced to community Consult with MLC School community about Students, parent groups, P&F, staff consulted with regard to uniform refresh uniform refresh

Targets for 2020 Focus

Action Research and develop the MLC School Learning and Teaching Framework, to align with the Learning and teaching Pastoral Care Framework Implement a mentoring program for early career teachers Seek accreditation as NESA approved provider of Professional Learning Further develop data tracking of student progress to enhance student achievement Development of a professional learning program that is aligned to the School’s strategic priorities Pastoral care and wellbeing Research best practice, map and develop Pastoral Care Framework for MLC School Enhance staff capability in Pastoral Care practice through Professional Learning and appropriate ICT programs Introduce tailored ICT technologies to further monitor and support students with appropriate interventions Enhance parent support and education to further support their daughters Review all co-curricular programs and conduct a gap analysis and develop vision and mission for Co-curricular co-curricular programs Review and refine selection processes for co-curricular activities and teams Enhance participation in IGSSA sport from Year 3 to Year 12 Review exchange program for 2021 pilot scheme with other Round Square Schools Spiritual life Evaluate current service opportunities and investigate if UCA agencies could be engaged Promote opportunities for staff service participation Ensure a spiritual aspect for each student is embedded within the learning and teaching, and pastoral care frameworks Introduce a range of further opportunities for girls to explore faith Communication and family experience Improve customised level of communication to parents and the broader community Improve online enquiry experience and prospective parent experience, and review and improve orientation programs for new students and parents Implement tools to collect timely, deep and rich feedback from the School community Develop protocols and deliver online events where face to face is not possible Continue to develop support for the bursary and scholarship programs Our staff Use technologies to improve employee experience with regarding to recruitment and onboarding new staff Implement an employee engagement and staff feedback system Improve employee access to data and employment history through the introduction of an Employee Self Service Portal Investigate and introduce health and wellbeing programs to support staff wellbeing Partnerships Work with universities to develop scholarship program for final year teaching students Review and enhance Round Square opportunities Explore and develop opportunities with boys’ schools for co-curricular and curricular joint ventures Continue to track and monitor Government funding requirements based on new needs-based model and Governance and sustainability develop financial planning as necessary Begin to streamline school administration processes for parents Review School bus service offering Continue to work towards incorporation as a School ICT Develop and implement a school-wide staff intranet Create a stronger customer focus for the ICT team Commence implementation strategies and work schedules for the new Student Information System Develop and implement a new online payment system the Aquatic Centre and other external facing departments of the School

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12. Initiatives Promoting Respect and Responsibility JUNIOR SCHOOL

SENIOR SCHOOL

Respect and responsibility are promoted throughout the Junior School in various facets. As the academic year commenced the Junior School students celebrated Chinese New Year with a number of cultural activities. This annual celebration deepens our growing awareness and appreciation for this important cultural festival in Australia and our nearby Asian neighbours.

MLC School rules are based on respect: for school, others, self and property.

The Junior School Student Council incorporates Citizen of the Term across Kindergarten to Year 5. This student-led initiative acknowledges the girls who show respect towards others and other things, and demonstrate responsible behaviour, throughout each school term. The Junior School’s Pastoral Care program supports all girls social and emotional learning. It incorporates our friendship program URSTRONG, supporting all students and empowering teachers and parents/carers as girls learn respect for each other, developing the skills of dealing with friendship challenges how be maintain healthy relationships. This year we were fortunate to be able to host parent-daughter workshops. Junior School promotes respect and responsibility through other initiatives. Students may partake in the Kitchen Garden Club, as a means to extend their respect for the environment. The Jesus and Me co-curricular club, teaches the importance of respect to others through reflection of our Christian values and Gospel teachings. The Friendship Club provides extra skills and support for students under the guidance of our school counsellor. The Year 6 to Year 10 Big Sister program is a new initiative, further enhancing our primary to secondary transition program.

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Senior School students have continued to be engaged in a range of activities to promote respect and responsibility within our community. The 2019 Student Leadership Team has been at the forefront, with a variety of initiatives promoting wellbeing in their peers, and organising events where individuals could tell their story. These events emphasised the overwhelming support and acceptance that already exists in our School community. Hearing the stories allowed MLC School students to approach these issues with greater compassion and understanding. The first School event for 2019, was RUOK Day, a day that focused on normalising conversations around mental health. The School Captains then acknowledged White Ribbon Day, where the community stands together in solidarity with women who have suffered domestic abuse. 2019 saw the inaugural Teacher Appreciation Day, where students were encouraged to share messages of gratitude for all staff. In addition, they also celebrated Kindness Day where every member of the School community was presented with a cookie. With the help of Collective Voice, MLC School celebrated Wear It Purple Day, a day to support diversity and social equality. Year 7 girls continue to benefit from relationships forged with Year 11 through the Big Sister Little Sister program, and 2019 saw the introduction of a mentoring program with a selection of trained Year 10 students working with Year 6 girls. MLC School also participated in the ANZAC and Sandakan Memorial Services in Burwood Park, and International Women’s Day, all reminders that MLC School girls are aware of their history as well as the issues in the world today. Our sense of community is not solely within the School. It is also outside our walls, extending into the broader community of Sydney.


13. Year 12 Parent Exit Surveys 2019 MLC School surveys all Year 12 parents about their experience at the School. The survey is run by an external provider and all responses are deidentified.

Positive Open-Ended Responses Ì

‘MLC School has provided my daughter with mostly highquality education. The majority of her teachers have been of a high standard – committed, hardworking and motivated. She has been encouraged to be an independent learner and to develop a strong work ethic.’

Ì

‘The sense of community is very strong, especially between students and teachers. My child has valued the support and mutual respect between all individuals at MLC School.’

Ì

‘What attracted us to MLC School initially was the confidence and friendliness of students that we met on open days. Confidence was something that our daughter was lacking, and MLC School has very successfully supported her in this regard. In addition, the strong ethos of social justice and equality that comes through the school events and spirituality is fantastic for developing well rounded adults. There are many schools offering good academic results but not as many offering holistic education.’

Ì

‘MLC School respects and encourages understanding of diversity; Over the past four years the guest speakers at Speech Night and at parent forums have embodied compassion and acceptance; I feel confident that staff will always keep a protective eye on my daughter. MLC School is a truly empowering environment for girls. The belief that girls can do anything is instilled from early years. MLC School staff embody true feminism; the messages of compassion, social justice and social responsibility are consistently relayed and demonstrated by staff and absorbed by the students.’

Ì

‘MLC School seems to place a lot of focus on producing proud and confident women. Keep doing that.’

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‘Positive attitude and a love of learning; teachers' genuine care for and interest in the girls; strong academically, in music, in sport; clear leadership and direction from the Principal.’

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‘The opportunities that the School gives to the students for example Thailand, Round Square international conferences, Broken Hill, etc. Making the girls better leaders, and agents of change.’

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‘How it helps to train and nurture young women into independent, focused, assertive future female leaders in the society, which is of utmost relevance today, as it is forecast that there will be an increasing proportion of female leaders in all walks of life. Appreciate the School's innovation in technology and how it encourages students to embrace technological changes.’

Ì

‘I most like the focus on the girls’ self-confidence and being able to tackle the world and its challenges.’

In 2019 survey responses were received from 83 out of a total of 230 eligible respondents. This equates to a response rate of 36.1%. The key areas in which parent feedback was sought include: Ì

Values and Culture

Ì

Homework

Ì

Leadership and Direction

Ì

Reporting

Ì

School Communication

Ì

Pastoral Care/Wellbeing

Ì

Curriculum

Ì

Student Transition

Ì

Co-curricular

Ì

Student Engagement

Ì

Learning and Extension

Ì

Parent Engagement

Ì

Teaching Standards

Ì

General

Ì

Learning Environment

Ì

Overall

Ì

Resources and Facilities

MLC School recorded an overall satisfaction score of 81% (4.04 out of 5). Best practice areas include: Ì

Co-curricular

Ì

Values and Culture

Ì

Learning Environment

Ì

Pastoral Care/Wellbeing

Ì

Resources and Facilities

Ì

Student Transition

Ì

Curriculum

Ì

General

Ì

Overall

Some indicating statements in these areas where scores were above those seen elsewhere included:

MLC School has a very welcoming and supportive culture. MLC School offers students opportunities to be involved in an extensive selection of co-curricular activities. Fair to good areas include: Ì Co-curricular

Ì

Values and Culture

Ì

Learning Environment

Ì

Pastoral Care/Wellbeing

Ì

Resources and Facilities

Ì

Student Transition

Ì

Curriculum

Ì

General

Ì

Overall

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Profile for MLC School

MLC School Annual Report 2019  

MLC School Annual Report 2019