2022 MLC School Annual Report

Annual Report 2022

Chair of School Council, Dr Paraskevi (Eve) Tsironis

After two extraordinary and disruptive years, 2022 saw a hive of activity return to the campus; with the resumption of sporting, music, drama and other co-curricular activities as well as the reintroduction of several social events and celebrations

The results for the Class of 2022 were once again outstanding Nineteen students achieved an ATAR over 99, with three achieving 99 95 The students shone in the arts – music, drama and visual arts, being recognised as exemplars in these fields by selection and nomination in the HSC recognition showcase events

In the sporting arena, there were brilliant individual and team performances in a vast array of sports MLC School teams won multiple prizes and premierships this year across swimming, cross country, badminton, netball, water polo, volleyball and rowing

The School’s debaters also excelled, winning the Friday Evening Debating (FED) Competition, the Archdale Grand Final and being awarded Top Debating Girls' School for 2022

Arts, Music, Dance and Drama students continued to impress, showcasing their talents at various successful and well attended events including:

Ì Illuminate, our Design, Art and Technology (DART) Showcase

Ì The Resounding Voices Concert at Sydney Town Hall

Ì The drama production, Little Women, and the 2022 Dance Showcase, Finding Alice

Importantly, parents returned to campus for Chapel services, assemblies, Celebrations of Learning and social events� Having an active, involved and well-connected community is vital for the support of our students and for the enrichment of all our families

The generosity of our girls and community is well known, with many highlights for the year, some of which include:

Ì The P&F Fees Raffle raising almost $50,000� $25,000 for new spectator seating around the Hockey fields

Ì The MLC School team for The World’s Greatest Shave raised over $56,000 for the Leukaemia Foundation

Ì The Margaret and Rosalind Coulson Scholarship was announced following a generous donation of $1,000,000 to establish an endowment to support a scholarship for an Indigenous girl to attend MLC School from Year 5 to Year 12�

The Council remained focused on improvement and upgrades to teaching facilities Projects included the commencement of the upgrade and extension of the Junior School, upgrades to the Senior School teaching kitchens and the creation of the Wellbeing Centre to house nursing, clinical psychology and Heads of Years to enhance the pastoral care of our girls

The Performing Arts Centre is a focus and main priority for the Council Late in the year, a design competition to select the architects commenced and the selection of an architect will ensure the momentum continues�

The School’s strong enrolments, financial sustainability, excellent results and emphasis on putting the girl at the heart of all we do, means MLC School has a very bright future

Dr Paraskevi (Eve) Tsironis (1988) Chair of MLC School Council

Principal, Lisa Moloney

This year, as with every other at MLC School, our focus has been to help our students to develop their own internal navigation system When the School’s Chaplains encourage us all to ‘walk as daughters of the light’ or when we unpack our School Values of Courage, Compassion, Respect and Growth, it is with this very clear goal in mind When they graduate, we want our students to have the skills and capabilities to forge their own paths and have the insight and confidence to know when it’s time to do a u-turn or try a different destination

There are many people involved, working tirelessly to support our students These include the MLC School Executive team, Chaplains, the Senior Leadership Team, the Heads of Years, Heads of Houses, House Patrons, Heads of Department, Year Coordinators, the Health and Wellbeing team, and all those who teach and support our students or who work behind-the-scenes to make the School a fabulous place to work and learn

The School Council comprises incredibly talented, committed and hard-working people committed to the School’s governance, sustainability and strategic direction

Completing the support structure for our students are our parents, who are true partners with the School Being able to welcome them back for events of all kinds during 2022 meant that we felt things had returned to ‘normal’

Our graduating students, the Class of 2022, faced the challenges of recent years with good humour, grace and maturity These students have grown through involvement in a vast array of co-curricular activities, from rowing to debating, clubs and committees� They raised funds for those in need, represented the School at conferences and tested themselves in pursuit of gold in the Duke of Edinburgh Award Scheme

We are also proud of our students’ impressive achievements across the Higher School Certificate (HSC) and the International Baccalaureate (IB) Diploma Programme�

They have achieved high academic results in many subjects, along with selections and nominations in the creative and performing arts

Students of every age, from Pre-Kindergarten to Year 12 are supported to take measured risks and the return of our Camps and Immersions program in 2022 means that we can build these skills by providing greater opportunity for learning to take place outside the classroom Camps and Immersions fall under the umbrella of Experiential Pedagogy, an intrinsic and well-renowned aspect of an MLC School education for decades COVID-19 forced a pause in these activities However, we used this time to assess and reinvigorate the program, which has re-emerged with a renewed scope and affords our girls the chance to evaluate their learning within a 21st century context This includes an Indigenous perspective and culture, environmental sustainability and physical challenges

In terms of progress with our 2020–2024 Strategic Plan, much has been achieved despite the pandemic� Facilities and infrastructure continue to improve; the growth in enrolments builds our financial capacity and provides assurance for major capital works; the new pastoral care framework is evolving; staff are gaining insight about each student through data and this remains a key focus; recruiting and retaining talented staff is a fundamental priority

As I reflect on all that we have achieved, I note that it truly is a result of the collaboration, commitment and expertise of our whole community

I thank our hard-working and talented staff for their commitment to MLC School and our parent community for their ongoing support

Lisa Moloney Principal

VISION

The MLC School girl is at the heart of everything we do�

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�

VALUES

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�

2022 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:

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

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 responsible for coordinating the School’s response This person is responsible for the collection of the relevant data and for ensuring it is provided to the relevant authority in the appropriate form

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

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 30 June 2023 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 2022 achieved�

 Fees and private income

 Commonwealth recurrent grants

 State recurrent grants

 Salaries, allowances, related expenses

 Non-salary expenses

 Capital expenditure

Evidence of Compliance

1. Key School Bodies Reports

MLC SCHOOL COUNCIL

The MLC School Council oversees the governance of MLC School Limited, a company incorporated in mid-2021, and is the guardian of the vision of the School's founders The Council provides a link to the Uniting Church of Australia� The Council is responsible for determining School policy, monitoring performance and maintaining relationships with external bodies such as government

There are currently 12 Council members The Council has three standing Committees: Finance Risk and Audit Committee, Nominations and Review Committee as well as the Facilities and Infrastructure Committee

In 2022, MLC School Council met seven times (including the Annual General Meeting), under the Chair, Dr Paraskevi (Eve) Tsironis

THE PARENTS AND FRIENDS (P&F) COMMITTEE

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

The P&F Executive continued to meet online or face to face throughout the year� The P&F hosted a number of events and fundraisers including the inaugural P&F Fees Raffle The Junior School P&F, a sub-committee, is highly active and their team of volunteers act in support of a number of initiatives Parent ambassadors continued their efforts to keep the community by welcoming new families, organising parent events and maintaining communication

STUDENT REPRESENTATIVE COUNCIL (SRC)

The SRC is the voice of the student body and is an elected committee with three representatives each from Year 7 through to Year 11 The members are voted by their peers Year 6 includes a class representative, while Year 12 is represented by all interested students

The SRC provides 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 SRC was active in 2022 running a number of initiatives designed to support, engage and connect girls in School-wide activities and recognise staff SRC initiatives included popular events such as Teacher Appreciation Week, World’s Greatest Shave and the Christmas Toy Drive�

JUNIOR SCHOOL STUDENT COUNCIL (JSSC)

The JSSC consists of members from Year 3 to Year 5� There are two members representing each class, and it is their role to bring up any issues that the class may have and suggest initiatives to the Head of School and Principal

From fundraising, to organising community events, the JSSC’s main goal is to bring the MLC School Junior School community together The JSSC works to display the School Values of Courage, Compassion, Respect and Growth In 2022, the JSSC met with the Senior School Student Representative Council (SRC) as a way to develop their leadership skills and align events This included Crazy Hair Day and Teacher Appreciation Week Stay and Play returned in 2022, under the guidance of the JSSC

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 It is situated 11 kilometres from the CBD in Sydney� Established in 1886, MLC School pioneered young women’s education and was one of the earliest to prepare its students for university This view that it is encumbent upon the School to break barriers and set new expectations around the education of girls continues today

MLC School offers:

Ì A culturally and ethnically diverse student body

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

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

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 Opportunities 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 2022, our Year 12 students achieved strong academic results

The median ATAR for the HSC cohort was 86�40 and the median IBAS score (ATAR equivalent) for the IB cohort was 96

*An additional 35 students attend early childhood programs at MLC School These students are not included in the census statistics that relate to full-time equivalent enrolments from Kindergarten to Year 12 only

3. Student Performance in National and Statewide Tests and Examinations

MLC School offers two courses to attain a Year 12 school leavers’ qualification, the NSW Higher School Certificate (HSC) and the International Baccalaureate (IB) Diploma Programme Students are guided and counselled in their choice of course

Options include:

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 up to 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. 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 (AQF)

c. All examinable courses, including Vocational Education and Training (VET) courses, from 2025 HSC will count towards the ATAR

SUMMARY

In 2022, our Year 12 students achieved strong academic results The median ATAR for the HSC cohort was 86 40 and the median IBAS score (ATAR equivalent) for the IB cohort was 96 The median for the combined cohort was 91 65

Ì 15% of students scored 99 00 or above

Ì 32% of students scored 95�00 or above

Ì 54% of students scored 90 00 or above

The University Admissions Centre (UAC) awards the Australian Tertiary Admissions Rank (ATAR) for HSC students� A University Admission Centre Rank (UAC Rank) awards the IBAS for IB students

For detailed information, please see mlcsyd nsw edu au

NSW EDUCATION STANDARDS AUTHORITY (NESA) HIGHER SCHOOL CERTIFICATE 2022

In 2022, there were 111 instances of students being awarded Band 6 or E4 (the highest bands possible) while 60% of the cohort achieved a Band 6 in at least one subject

In 28 HSC subjects of 35 courses offered, MLC School’s average exceeded the state average In 28 of the 35 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� Two students achieved 50/50 for Music Extension

For detailed information, please visit mlcsyd nsw edu au

2022 HIGHER SCHOOL CERTIFICATE – MLC SCHOOL RESULTS AND STATE COMPARISON

2022 INTERNATIONAL BACCALAUREATE (IB) DIPLOMA PROGRAMME

The 2022 IB results for MLC School were high, with three students achieving a perfect score of 45, converting to an ATAR rank of 99 95 Twenty-three students received Distinction certificates having gained a score of 40 or more and 56 students were awarded the International Baccalaureate Diploma

2022 IB – MLC School Results and World Average

The median IB Diploma ATAR rank was 96 Twenty-four 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 108 times (51% of all grades attained)�

NESA RECORD OF SCHOOL ACHIEVEMENT RESULTS 2022

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

The table below gives MLC School’s pattern of Grades for all Year 10 courses in 2022 and compares them with the State’s pattern of grade distribution

The table below gives MLC School’s pattern of Grades for all Year 11 courses in 2022 and compares them with the State’s pattern for distribution of grades

NAPLAN RESULTS 2022

NAPLAN participation for MLC School is 100%

NAPLAN participation for all Australian students is 95%

Comparison with students of a similar background

Comparison with Australian students

SUMMARY Year 9

MLC School has a higher proportion of students in the top 2 reportable bands (≥ Band 9) compared to the statistically similar school group (SSSG) cohort across ALL domains:

Ì Grammar and Punctuation (+20�0 %)

Ì Numeracy (+5 9 %)

Ì Reading (+9 4 %)

Ì Spelling (+18 6 %)

Ì Writing (+17 8 %)

Year 7

MLC School has a higher proportion of students in the top 2 reportable bands (Bands 8 and 9) compared to the SSSG schools across ALL domains:

Ì Grammar and Punctuation (+9�5 %)

Ì Numeracy (+4 4 %)

Ì Reading (+1 4 %)

Ì Spelling (+5 8 %)

Ì Writing (+9 9 %)

MLC School has a higher proportion of students in Band 10 (Well above expected level) compared to SSSG schools across ALL domains:

Ì Grammar and Punctuation (+3 8 %)

Ì Numeracy (+5 2 %)

Ì Reading (+5 6 %)

Ì Spelling (+6�4 %)

Ì Writing (+5 2 %)

Year 5

Interpreting the tables

Selected school’s average when compared students of similar background and all Australian students.

 Well above

 Above

 Close to

 Below

 Well below

 No comparison available

MLC School has a higher proportion of students in the top 2 reportable bands (Bands 7 and 8) compared to the SSSG schools in the following domains:

Ì Numeracy (+8�5 %)

MLC School has a higher proportion of students in bands Band 9 and Band 10 (Well above expected level) compared to SSSG schools in the following domains:

Ì Spelling (+1 5%)

Ì Writing (+1 6%)

Year 3

MLC School has a higher proportion of students in the top 2 reportable bands (Bands 5 and 6) compared to the SSSG schools in the following domains:

Ì Grammar and Punctuation (+1 5 %)

Ì Numeracy (+0 6 %)

Ì Reading (+2 2 %)

MLC School has a higher proportion of students in bands Band 7 to Band 10 inclusive (Well above expected level) compared to SSSG schools in the following domains:

Ì Grammar and Punctuation (+4 2 %)

Ì Reading (+0 9 %)

Ì Writing (+1 9 %)

4. Senior Secondary Outcomes

In 2022, MLC School continued its excellent academic results sustained over a wide range of student achievements The median Australian Tertiary Admission Rank (ATAR) for the HSC cohort was 86 40; Average IBAS score (ATAR equivalent) for the IB cohort was 96

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

Professional Learning

MLC School staff undertook professional learning opportunities throughout 2022 which included:

Ì HSC/IB DP marking

Ì Staff development days

Ì Mentoring programs

Ì School-based workshops

Ì Online training courses

Ì External conferences and workshops (many were delivered virtually)

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 $145,376 on professional learning for both teaching and support and operational staff in 2022

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

Teaching staff participated in professional learning workshops related to student learning dispositions, coaching and mentoring, mental health and wellbeing, the implementation of the new English and Mathematics syllabus, literacy, pedagogical approaches to the use of technology in improving student learning outcomes, cyber safety and working with Aboriginal and Torres Strait Islander histories and cultures throughout 2022

In addition to the school-based workshops teaching staff also participated in accredited courses provided by the following organisations:

Ì Association of Independent Schools NSW (AIS NSW)

Ì NSW Education Standards Authority (NESA)

Ì International Baccalaureate Organization (IBO)

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)

Ì Gifted and Talented Secondary Teachers Association (GATSTA)

Teacher Accreditation as 31 December 2022

Teacher Qualifications*

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

*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 2022 the average daily staff attendance rate for teachers was 90�7%� The proportion of teaching staff retained from 2021 to 2022 was 81 7%

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 two per cent of students attended school on average each school day in 2022 This figure maintains the daily attendance achieved since 2011 when attendance reporting became a requirement

8. Post School Destinations Year 12 2022 Cohort

The Careers Department at MLC School facilitates numerous possibilities for students to stay informed about new university courses, admissions schemes, emerging industries and opportunities

In 2022, students selected a diverse range of courses and continue to favour combined degrees Combined degrees allow students to gain knowledge and skills from two different fields, often leading to a broader perspective and the ability to approach problems in a more holistic and interdisciplinary manner For some students, the opportunity to study two areas they are passionate about can also make their university experience more fulfilling and enjoyable

Most Year 12 students are applying for early admission through numerous schemes, predominantly at The University of Technology Sydney (UTS), Macquarie University and Australian National University (ANU), prior to lodging their University Admissions Centre (UAC) preferences in September

Receiving an early offer can give students more capacity to use their five UAC preferences on other courses not listed in admissions schemes

Students successfully applied for interstate courses and will study in Queensland and Victoria There were also two students who were successful in gaining admission with scholarships to the following international universities:

Ì Tulane University in New Orleans

Ì Georgetown University in Washington, DC

A small number of students have deferred their studies as they embark on Gap Year programs, with boarding schools in the UK being a preferred option

9. Enrolment Profile, Policy and Procedure PROFILE

The total number of students enrolled at the Commonwealth Census date of 1 August 2022 was 1345 (includes 35 PreKindergarten students) As in previous years, the Inner West and Inner Sydney maintain the highest proportion of students, with the Inner West increasing by 2 9% on last year’s figures St George and Sutherland Shire are the next most significant drawing areas, declining by 2 20% in the previous year Central Northern Sydney, Central Western Sydney and Fairfield/Liverpool all showed slight increases

MLC School students reflect a wide range of family backgrounds More than 40 parent nationalities and 21 different religions are represented in the MLC School environment

POLICY 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 3 – Junior School

Ì Year 5 – Junior School

Ì Year 6 – Transition

Ì Year 7 – Senior School

Ì Year 9 – Senior School

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

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�

Year Group Distribution at Census 2022

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

An additional 35 students (FTE approximately 28 6) attend early childhood programs at MLC School’s Junior School These students are not included in the census statistics

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

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 (Enrolment Contract) 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 guardians when they accept an offer of a place for a child at the School

Interpretation

'Parents' includes guardians 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. The School Council determines the fees and charges that will be payable from time to time which are set out in a Schedule of Fees The fees are revised regularly and may be amended each year

2. Fees and Charges may also be levied for co-curricular activities, elective subjects and sport

3. 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

4. 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� We understand that we may obtain the current rate from the Finance Office

5. 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

6. A full term’s notice in writing must be given to the Principal before any student is withdrawn/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

7. 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

8. 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

9. We agree to pay all medical and ambulance expenses incurred on behalf of the student

Expectations and Behaviour

10. The School may terminate the enrolment of the student without notice if, either before or after the commencement of enrolment, the School finds the relevant particulars of the special needs of the student have not been provided to the School or the particulars provided are materially incorrect or misleading

11. 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�

12. We acknowledge and agree that the student is expected to respect the School values, adhere to all School rules, work diligently at her studies and consistently behave in a manner appropriate for an MLC School student, including in regard to her personal presentation and conduct, and in relation to any digital and social media profile and activity

13. We acknowledge and agree that students are expected to wear the School uniform as prescribed including when travelling to and from school and follow conventional standards of appearance while at school in accordance with the School’s guidelines and the expectation of the School community�

14. We acknowledge and agree that as parents it is our obligation to support the student to meet the School’s expectations at all times Should the Principal deem that the student is not meeting these requirements, she may, in her absolute discretion, give one term’s written notice to cancel the student’s enrolment

15. We acknowledge and agree that we must ensure the student has each item of officially required uniform, clean

and in good repair, and all other requirements such as textbooks and stationery

16. We have noted the School’s requirements in relation to discipline, home study, uniform code, attendance and leave and agree that the student must abide by them, and we agree to abide by them where they specifically apply to parent responsibility

17. We acknowledge that the School is a Christian community and that behaviours and attitudes based on Christian values are encouraged

18. We acknowledge and agree that we should communicate with students, parent/carer(s), visitors and staff members in a courteous manner, and follow the communication guidelines laid down by the School from time-to-time and observe any relevant Code of Conduct� 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

19. We accept the School’s Discipline Policy and we agree to support the administration of the School’s Discipline Policy

20. We acknowledge and accept that the Principal may in her absolute discretion, but subject to affording the student procedural fairness, suspend or expel the student for breaches of rules or discipline Failure on our part to comply with these conditions of enrolment could also lead to suspension or expulsion of the student�

21. We acknowledge and agree that the Principal may, by giving us one term’s written notice, cancel the student’s enrolment 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

22. We acknowledge that the Principal may cancel the enrolment of the student or ask us to remove the student from the School 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 and/or that the School can no longer meet the student’s needs, by giving not less than one term’s notice

23. We acknowledge and agree that the Principal may cancel the student’s enrolment on the basis of a pattern of behaviour and/or non co-operation between the student and/or the parent and the School, which the Principal considers is not beneficial to the School

24. We understand and agree that the student is expected to maintain a consistent level of participation in School activities including the co-curricular program (fees may apply)� We understand and agree that as parents it is our obligation to support the student to meet these expectations at all times

25. We accept that the School will 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

26. We acknowledge and agree that the School has the right to assess the suitability of each student to automatically progress to the next academic year, and determine whether it is in the best interests of the student to do so

27. We agree and accept that all students must participate in and/or attend any activities deemed compulsory by the Principal, including but not limited to:

i. 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 weekly ChapeL

ii. Co-curricular activities

iii. The School sports program including Junior School and Senior School swimming and athletics carnival

iv. Important School events such as Speech Day, Speech Night, whole school music or other whole school events and other events as required by the Principal, from time to time

v. Various school camps, immersive learning experiences and excursions that occur from time to time as an integral part of the school curriculum

28. 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

29. Requests for 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 be refused unless in the most exceptional circumstances and must be applied for in writing to the Principal�

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 Marketing and Community Relations' office

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

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

Ì 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 mastters 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

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

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

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

11. School Determined Improvement Targets

Achievements Against Targets Set for 2022

Focus Action

Pilot Immersive Learning programs for two Senior School cohorts

Appoint Director of Indigenous Education

Appoint Director of Teacher Accreditation

Review Learning and Enrichment program and structure

Learning and Teaching

Integrate new and emerging technologies in and beyond the classroom to engage and enhance the learning of our students

Undertake wide ranging review of School reports

Develop feedback calendar and introduce regular feedback surveys for all Senior students

Continue rollout of feedback surveys for all parents

Review approach to mathematics in Junior School

Facilitate greater accessibility and visibility of Careers team and Senior students

Introduce specialised wellbeing hub in Senior School

Introduce Junior School Behaviour Guidelines

Pastoral Care and Wellbeing

Introduce tailored ICT technologies to further monitor and support students with appropriate interventions

Enhance staff capability in Pastoral Care practice through professional learning and appropriate ICT programs

Introduce the Experiential Pedagogy Framework

Appoint Director of Experiential Pedagogy

Pilot new Round Square experiences

Co-curricular

Introduce outdoor education experiences for specific year groups

Introduce a recognition program to encourage involvement across all terms

Continue to focus on enhanced participation in IGSA sport from Year 3 to Year 12

Spiritual Life Promote opportunities for staff service participation

Communication and Family Experience

Our Staff

Governance and Sustainability

ICT

progress

Facilities

Develop plans to build stronger connections between pastoral care program, the teaching of Religion and Christian Studies and Chaplaincy Held over

Review current bus routes and plan for new routes

Introduce parent app Held over

Develop position with focus on parent liaison

Implement new alumnae and events information management system

Held over

Expand the AV capacity of the School Ongoing

Plan and implement staff consultation processes and focus groups Ongoing

Develop staff engagement plans

Reinvigorate Staff Social Club

Further develop health and wellbeing programs to support staff wellbeing Held over

Review site cleaners

Review bus operators

Implement new business management system

Continue to improve environmental credentials by decreasing consumption of utilities and generated waste

Restructure team and appoint Business Analyst

Continue implementation and training process for new Student Information System Ongoing

Implement new complementary systems to enhance effectiveness of Student Information System and improve user and customer experience Ongoing

Finalise data warehouse

Finalise design brief for Performing Arts Centre

Upgrade teaching kitchens

Upgrade Junior School ground floor rooms

Complete upgrade of Grantham Street classrooms

Commence upgrade of student bathrooms on Senior campus

Upgrade Main School Reception area

Targets for 2023

Focus Action

Continue rollout of Immersive Learning programs across Senior School cohorts

Introduce new subjects for Senior Years

Develop roadmap for student related data

Review of timetable structure in the Senior School

Integrate new and emerging technologies in and beyond the classroom to engage and enhance the learning of our students

Learning and Teaching

Undertake wide ranging review of School reports

Implementation of the Kindergarten to Year 2 English syllabus

Review Early Years program and structure (Pre-Kindergarten)

Preparation for the implementation of the new syllabi in Mathematics, English (Year 7 to Year 10) and Science

Continue integration of ATSI perspectives

Review student leadership structure and process

Introduce Senior School Behaviour Guidelines

Introduce tailored ICT technologies to further monitor and support students with appropriate interventions

Pastoral Care and Wellbeing

Enhance staff capability in Pastoral Care practice through professional learning and appropriate ICT programs

Review Pastoral Care and Wellbeing structure

Reinvigorate the House system

Appoint House Coordinator

Review of co-curricular administration

Pilot new Round Square experiences

Co-curricular

Continue rollout of new outdoor education experiences for specific year groups

Development of the service-learning framework aligned to the Experiential Pedagogy framework

Continue promotion of Round Square Conferences

Develop plans to build stronger connections between pastoral care program and the spiritual life of the School

Spiritual Life

Communication and Family

Experience

Partnerships

Investigate opportunities for staff service participation

Investigate greater connections between the service-learning program and the Uniting Church

Introduce parent app

Develop new parent portal and roll out stage one for testing

Review campus directional and wayfaring signage

Engage community in Giving Day to support key initiatives

Partner with university provider to pilot pre-service teacher development program

Development of the Partnerships framework

Pilot partnerships with selected organisations

Investigate opportunities for greater student connection with STEM

Investigate future focused opportunities

Plan and implement staff consultation processes and focus groups

Develop staff engagement plans

Establish Staff Wellbeing Committee

Our Staff

Governance and Sustainability

ICT

Further develop health and wellbeing programs to support staff wellbeing

Review administrative functions with view to enhancing coordination and service delivery

Continue staff cultural awareness and safety program

Review financial tracking and reporting

Continue to refine business management system

Undertake external ICT Review

Continue implementation and training process for new Student Information System

Review phone systems and consider alternatives

Ensure consistency of WIFI across campus

Investigate School-wide dashboards

Appoint architects for Performing Arts Centre

Appoint project team for Performing Arts Centre

Consider new sport precinct as second phase of design concept for Performing Arts Centre

Finalise design for upgrade of Grantham Street entrance

Review classroom usage and allocation of teaching/admin spaces

Facilities

Upgrade undercroft flooring

Upgrade basketball courts in Music Centre

Install spectator seating on Hockey Fields

Commission new workshops for Kent House

Upgrade main School reception area

12. Initiatives Promoting Respect and Responsibility JUNIOR SCHOOL

MLC School’s four Values – Courage, Compassion, Respect and Growth – form the foundation upon which our initiatives promoting respect and responsibility are developed Our approach to developing the MLC School girl’s social-emotional learning competencies and our approach to behaviour management which promotes a safe and positive environment, develop from these four Values

MLC School’s Pastoral Care and Wellbeing Framework underpins the Junior School’s weekly pastoral care lessons for each year group The Pastoral Care program is developmental, focusing on one School Value per term, whilst across the year addressing all aspects of the five social and emotional competencies of selfawareness, self-management, social awareness, relationship skills and responsible decision-making It is informed by data to meet the personalised needs of cohorts This includes the Australian Council of Educational Research’s Social Emotional Wellbeing Survey, in-class feedback and assessment for Kindergarten to Year 6, as well as the Trustmapping student survey for Year 4 to Year 6 students

In line with the Pastoral Care and Wellbeing Framework, the Junior School has developed Behaviour Management Guidelines that leads into that of the Senior School Both sets of guidelines outline behavioural expectations using evidence-based management strategies in the learning environment to promote positive behaviour and to support student learning Respect and responsibility are an important aspect of this approach

Co-curricular and leadership programs promote respect and responsibility by encouraging the girls to be involved in initiatives that look outside themselves These are guided by the School’s Experiential Pedagogy Framework Service learning through House activities enables the community to be aware of others in need The girl’s voice and leadership in School activities builds a positive School community

Our diverse multicultural community is valued and respected, in line with our Christian ethos as a Uniting Church school� Throughout the year, we highlight significant faith and cultural celebrations, plus various faiths are studied in religion lessons Our multicultural diversity is always valued and this is celebrated at significant events throughout the year A highlight is International Night, bringing families of various religions, cultural backgrounds and structures together at a celebratory evening early in the School year�

SENIOR SCHOOL

Senior School students have continued to be engaged in a range of activities to promote respect and responsibility within our community The 2022 Student Leadership Team, led by School Captain Anna Gough, has been at the forefront In a year where the School was returning to its regular programming following several years of disruption due to COVID-19, they have worked diligently to engage the School community with a variety of initiatives promoting wellbeing and belonging to thrive These events have emphasised the overwhelming support from students These have allowed others to grow in compassion, strength and understanding

A wonderful example of this wellbeing, belonging and understanding was represented through the participation in RUOK Day, an annual event focused on normalising conversations around mental health The School Captains led the White Ribbon Day campaign, in conjunction with Newington College, as they stood together in solidarity with women who have suffered domestic abuse In 2022, the fourth straight year of Teacher Appreciation Week was a great success, with students sending affirmation messages to individual staff members The School continued to work hard on other initiatives, including Reconciliation Week, NAIDOC Week, International Women’s Day, the thrift shop to recycle pre-loved clothes and the Christmas Toy Drive

This year marked the start of the School’s involvement in Consent Day, where students joined together to educate and discuss the issues associated with consent� MLC School’s School Values of Courage, Compassion, Respect and Growth are represented through School rules which are based on respect: for others, self and property In 2022, the Uniform Taskforce was established to remind students about representing the School with pride through their uniform There was a commitment made to review the Senior School Behaviour Management and Student Discipline Guidelines in 2023, in order to clarify expectations of students, encouraging them to continue to be positive members of the School community

13. Year 12 Parent Exit Surveys 2022

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

In 2022, survey responses were 114 out of a total of 262 eligible respondents This equates to a response rate of 43 5%

The key areas in which parent feedback was sought include:

Ì Values and Culture

Ì Leadership and Direction

Ì School Communication

Ì Curriculum

Ì Co-curricular

Ì Learning and Extension

Ì Teaching Standards

Ì Learning Environment

Ì Resources and Facilities

Best practice areas include:

Ì Learning Environment

Ì Resources and Facilities

Ì Co-curriculum

Ì Overall

Fair to good areas include:

Ì School Communication

Ì General

Ì Pastoral Care/Wellbeing

Ì Teaching Standards

Ì Student Transition

Ì Homework

Ì Reporting

Ì Pastoral Care/Wellbeing

Ì Student Transition

Ì Student Engagement

Ì Parent Engagement

Ì General

Ì Overall

Positive Parent Open-Ended Responses

Parents were asked to reflect on aspects of the School that they view most positively

Ì Positive approach to developing independent, confident young women to realise their potential in their future learning and or career; School challenges young women to have the confidence to make a difference; The environment is highly supportive to the girls developing positive relationships with each other; The School is willing to set its goals high irrespective of the final outcome - this challenges the girls, staff and parents to be quite fearless; Extra curricular activities are positively encouraged and accommodated - this sets the girls up for life well beyond their high school years

Ì MLC School has a great co-curricular program and encourages girls to build self-confidence; girls have the option of HSC or IB in their final years

Ì Parents are welcome on campus and there are social opportunities as well as educational ones; The Principal coffee mornings are excellent; Broad range of co-curricular

Ì Homework

Ì Values and Culture

Ì Curriculum

Ì Teachers are invested in the girls as individuals

Ì Students’ backgrounds are diverse and balanced

Ì Daughters are so happy, have lovely friends and want to be so involved in school life; History of the school and the uniform; Genuine care that the leadership team has for students and the School as a whole

Ì Parent Engagement

Ì Student Engagement

Ì Leadership and Direction

Ì Reporting

Ì Learning and Extension

Ì The range of opportunities and experiences that the School offers to suit different girls to help them find their way and perform at their best

Ì The commitment of teachers and staff to create a positive impact

Ì The passion of the teachers, the openness of the teaching staff and Principal By hosting the morning teas, just knowing that they are available and actions are made as a result of these meetings should provide any parent the comfort that their voice would be heard

Ì The openness and transparency in communication from the Year Coordinator, made me feel that they had things under control and they had my daughter's best pastoral care at heart I am very grateful that my daughter was able to attend the School, and be challenged and encouraged to dare Thank you

Ì The School has a holistic approach; beautiful buildings; strong pastoral care

Ì It’s a safe nurturing environment; the facilities are exceptional

Ì It’s an all-rounded school