Annual Report 2025
Chair of School Council, Kylie Bryden-Smith
MLC School has, for 140 years, prepared girls to navigate change, contribute with purpose and make a positive difference in the world In 2025, that mission has continued to be reflected in the many ways students have flourished academically and across the wider life of the School Girls have embraced opportunities to think boldly, challenge themselves, take risks and grow in confidence, capability and character This spirit of aspiration is at the heart of an MLC School education and is made possible by the dedication of teachers and staff who encourage each student to step beyond her comfort zone and discover what she is capable of achieving
I took on the role of Chair in February 2025, after serving on Council for eight years, including the past five as Deputy Chair� As an Old Girl, former School Captain and parent of an Old Girl, it is a privilege to support the governance of a School I am enormously proud of and to contribute to its future at such an important time in its history
The strength of MLC School lies not only in the achievements of its students, but also in the shared commitment of the wider community On behalf of Council, I thank Principal Lisa Moloney, her Executive Team, and all teachers and staff for their wisdom, hard work, patience and perseverance in making 2025 another strong year for the School I also acknowledge the P&F and the Old Girls’ Union for the important role they play in building connection across the community and supporting the School through their ongoing generosity and service
Behind the scenes, Council continued to work closely with the Principal and Executive Team on a number of important priorities that will help shape the future of MLC School� In 2025, this has included completing development of a new Masterplan to guide and prioritise future building and facilities projects, and monitoring the first year of implementation of the School’s new Strategic Plan Together, these initiatives are helping to provide a strong foundation for the future while remaining grounded in the values and sense of community that have defined MLC School for 140 years
We wish the Class of 2025 every success in the years ahead We are proud of all they have contributed to the life of the School and confident they will carry forward the spirit of MLC School with purpose, courage and compassion in the communities they go on to serve
Kylie Bryden-Smith (1989) Chair of MLC School Council
Principal, Lisa Moloney
In 2025, MLC School continued to build on its long and proud tradition of educating girls with courage, confidence and purpose Since its foundation, MLC School has challenged expectations of what girls can achieve Established at a time when educational opportunities for young women were limited, the School was built on a belief in intellectual rigour, character formation and the importance of equipping girls to lead lives of substance and contribution That spirit remains central to MLC School today and continues to shape the experience of every student�
MLC School’s academic results remained exceptionally strong, with our long term median ATAR across both IB and HSC of 90, means that although we are an open entry school, more than 50% of our students place in the top 10 to 15% of all those who sit Year 12 each year Strong NAPLAN results also reflected excellent learning growth, while HSC students earned notable recognition across Music, Dance, Drama, Extension English, Design and Technology, Industrial Technology: Multimedia, Textiles and Design, and Visual Arts� This success was accompanied by a clear commitment to continual improvement, with a major academic review leading to new initiatives including subject acceleration in some HSC subjects, supervised study programs, enhanced assessment tracking, stronger
literacy intervention, expanded support for high potential learners, and increased investment in professional practice and data-informed teaching
The breadth and quality of the School’s co-curricular life were also on full display throughout 2025 Music continued to be a defining strength, with the Sydney Opera House Concert, the return of the European Music Tour, exceptional examination results and success in competition all highlighting the depth of student talent Students in Drama and Dance also achieved at a high level through showcase performances, productions, examinations and national recognition Our Senior Wakakirri Story Dance received a National Nomination and multiple awards� Together, these achievements reflect the School’s longstanding commitment to nurturing creativity, confidence and excellence beyond the classroom
Sport was another area of strong growth Increased participation across the School, especially in Saturday sport, was matched by significant team and individual success Open Girls Football won the NSW CIS Plate Grand Final, our IGSA Athletics team won Division 3 and was named Most Improved School MLC School was awarded the Spender Trophy for being the Most Improved School in the Tildesley Tennis competition, ranking 5 places higher than 2024 We’ve also had remarkable success in Rowing including the team winning the Melbourne Head Regatta and claiming gold in the school girl Quad� These results reflect a strategic focus on building both performance and engagement, and affirm the importance of physical wellbeing, teamwork and resilience as part of an all-round education
Innovation and future-focused learning also continued to expand� Our Junior STEM Academy and co-curricular STEM programs saw record enrolment, with over 95 students in Year 1 to Year 6
and 125 students across Year 1 to Year 12 participating Robotics teams achieved state and national success, and new investment in advanced STEM facilities will further strengthen opportunities for students At the same time, the School broadened its offering through revamped Immersion and Adventure programs, to ensure that we offer the appropriate levels of challenge and growth alongside opportunities for reflection of what matters and time for our girls to consider who they want to become, and what they will need to do to achieve their goals
And, our commitment to service as the heart of our expression of faith and the importance of our relationship with Uniting Church are evidenced by our ever expanding service-learning program, regular meetings with the UC Schools Relationship Manager, student participation in forums led by the Moderator and the strengthening of connections with our Tongan sister school, Queen Salote College�
Above all, 2025 was a year that demonstrated the enduring strength of MLC School’s mission Across classrooms, stages, sporting fields and service initiatives, students were encouraged to aspire, to contribute and to grow into the fullest version of themselves� I would also like to acknowledge the commitment and hard work of our former Chair, Dr Paraskevi (Eve) Tsironis, and welcome Kylie Bryden-Smith into her new role as Chair The School’s success continues to rest on the shared efforts of staff, students, families, Council, Old Girls and the wider community, whose support ensures that MLC School remains a place where girls are equipped to thrive now and into the future
Lisa Moloney Principal
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�
INTENT
The MLC School girl is at the heart of everything we do
VISION
To be renowned as a leading school for girls
VALUES
Ì Courage Ì Compassion Ì Respect Ì Growth
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�
2025 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 2026 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 2025 achieved�
Fees and private income
Recurrent federal grants
Recurrent state grants
0% Government capital grants
0% Other capital income
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 (ACN 645 102 325), a company incorporated in October 2020, 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 the strategic direction and overseeing the proper and efficient management of MLC School
There are currently 10 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 2025, MLC School Council met 7 times under the Chair, Kylie Bryden-Smith
THE PARENTS AND FRIENDS (P&F) COMMITTEE
The Parents and Friends Association (P&F) is the main parent body at MLC School Its purpose is to enhance family involvement in the MLC School community, 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, and held two Business meetings open to all parents The P&F hosted a number of events and fundraisers including Cocktails, Canapes and Conversation Evening, Mother's Day Classic Walk and two Parent Forums The P&F also recognised staff by providing morning tea on World Teacher Recognition Day Secondhand clothing sales provided a highly regarded avenue for parents to purchase quality uniforms, and maintains a sustainable approach to recycling various items
The Junior School P&F, a sub-committee, is highly active and their team of volunteers act in support of a number of initiatives� Junior School P&F hosted numerous events, including Mother's Day and Father's Day celebrations, as well as the highly successful and well attended International Night Parent ambassadors continued their efforts to keep fostering community by welcoming new families, organising parent events and maintaining communication
STUDENT REPRESENTATIVE COUNCIL (SRC)
The SRC is a committee that acts as the voice of the student body comprising three representatives each from Year 7 through to Year 11 The members are elected to the SRC by their peers Year 6 class representatives are also appointed Year 12 is represented by the School’s Vice-Captains, who also lead and co-chair the group�
The SRC provides girls with opportunities to collaborate across year groups on a variety of events and initiatives, including raising issues of concern to the student body, liaising with staff, including heads of year, on matters affecting students and planning student-led events
The SRC was active in 2025 in not only representing student concerns, but also in running initiatives designed to support, engage and connect members of the school community� These initiatives included included coordinating the activities of Candygrams for Christmas spirit, Teacher Appreciation Week, assisting with RUOK Day and the Colour Run They also advocated for many causes on behalf of their peers, with notable achievement being the installation of new water bubblers in the Senior School Bird Bath Quad and a water bottle filling station on the Senior Centre ground floor They also made suggestions to resolve issues with the lunchtime cafe line which was very well received by the student body
JUNIOR SCHOOL STUDENT COUNCIL (JSSC)
The aim of the JSSC is to be a voice for the student body and build community in the Junior School There are two representatives from each class from Year 3, Year 4 and Year 5, plus the Junior School Captain and Vice-Captain
From fundraising to organising community events, in 2025 the JSSC led a number of initiatives A big success was the organising of wet weather boxes for each class The JSSC made a list of suitable games and then surveyed every class to find out which games each group wanted These have been well used and there has been positive feedback from the students about them
The JSSC ran Staff Appreciation Week and Stay and Play Both events brought the Junior School community together with lots of fun and laughter At Christmas, a number of craft activities were organised in which many students engaged and added to the festive spirit in the Junior School� The JSSC continues to find ways to engage as a School across campus and with the Year 12 leaders Their support and mentoring is invaluable and contributes to the School as a whole
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, Chinese (Mandarin), Spanish and Italian
Ì Extensive co-curricular and sporting programs that focus on leadership, personal challenge and resilience in multiple domains
Ì Co-curricular activities including a world-renowned Music department
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 2025, our Year 12 students achieved strong academic results�
School Facts
School sector Non-Government School type Combined
Year range Pre-Kindergarten to Year 12
Total enrolments 1437
Girls 1437
Boys 0
Full-time equivalent enrolments 1432 6
students 16
*An additional 43 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 count towards the ATAR
SUMMARY
In 2025, our Year 12 students achieved strong academic results
The median ATAR for the cohort was 90 26
Ì 9% of students scores 99�00 or above
Ì 16% of students scored 97 00 or above
Ì 29% of students scored 95 00 or above
Ì 53% 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 2025
There were 49 students (59% of cohort) who were placed on the HSC Distinguished Achievers list for those who achieved a result in the highest possible Band for one or more courses Overall, MLC School had 131 mentions on the Distinguished Achievers list with many girls achieving more than one mention
For detailed information, please visit mlcsyd nsw edu au
2025 HIGHER SCHOOL CERTIFICATE
2025 INTERNATIONAL BACCALAUREATE (IB) DIPLOMA PROGRAMME
2025 IB –
MLC School Results and World Average
NESA RECORD OF SCHOOL ACHIEVEMENT RESULTS 2025
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 2025 and compares them with the State’s pattern of grade distribution
NAPLAN RESULTS 2025
NAPLAN participation for MLC School is 99%
NAPLAN participation for all Australian students is 95%
Comparison with students of a similar background
Comparison with all Australian students
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
Please note: The NAPLAN summary tables do not exist for 2024 due to reporting changes MLC School was not provided with the data for statistically similar schools
4. Senior Secondary Outcomes
^Some students completed more than one VET qualification�
5. Professional Learning and Teaching Standards, Attendance and Non-Attendance
Professional Learning
MLC School staff undertook professional learning opportunities throughout 2025 which included:
Ì HSC/IB DP marking
Ì Staff development days
Ì Keynote speakers
Ì Mentoring programs
Ì School-based workshops
Ì Online training courses
Ì External conferences and workshops
Ì Professional learning workshops
Ì Professional learning teams
Ì Instructional coaching
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 $228,941 on professional learning for both teaching and support and operational staff in 2025�
All staff participated in professional learning about child protection, First Aid and Warden Training, as part of the whole School professional learning days
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 Gifted and Talented Teacher Development (GATSTA)
Ì Chinese Language Teachers Assoc (CLTANSW)
Ì CPA Australia
Ì Lawsense
Ì Mathematical Association NSW (MANSW)
Ì Sydney Community College
Ì Drama NSW
Ì KODALY Music Institute of Australia
Ì Round Square
Ì International Coalition of Girls School (ICGS)
Ì Legal Studies Association (LSA)
Ì Science Teachers Association (STA)
Ì English Teachers Association (ETA)
Ì Primary Teachers Association (PETTA)
Ì Growth Coaching International
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 0
*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 2025, the average daily staff attendance rate for teachers was 95 21% The proportion of teaching staff retained from 2024 to 2025 was 81 1%
7. Student Attendance and Retention Rates
Students at MLC School have high attendance rates The School monitors student attendance administratively through both Junior School 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 four per cent of students attended school on average each school day in 2025 This figure maintains the daily attendance achieved since 2011 when attendance reporting became a requirement
As reported to Department of Education and Training (DET)
8. Year 12 Destinations – Class of 2025
The post-school destinations of the Class of 2025 reflect a cohort of students pursuing pathways with confidence, breadth and ambition A total of 147 university destinations were recorded across a diverse range of disciplines, with particularly strong representation in Management and Commerce (30), Society and Culture (30), Health (29) and Creative Arts (14)� There were also 39 destinations across Natural and Physical Sciences, Information Technology, Engineering and Architecture/Building, highlighting strong engagement in future-focused fields and the growing presence of young women in areas where female representation continues to expand
Highlights and Special Achievements Scholarships
Impressive outcomes included nine University of Sydney Dalyell Scholars, four University of Sydney Chancellor’s Award Scholarships, two UNSW Scientia Scholarships, two University of Sydney Future Leaders Scheme Awards, two UTS Faculty Women in Engineering and IT Scholarships, one UTS Women in Engineering and IT Dean’s Scholarship, one UNSW Women in Engineering Co-op Scholarship, one UTS Accounting Co-op Scholarship, and one Macquarie University Doctor Arthur Pryor Scholarship in Physics and Astronomy These achievements reflect both the calibre of the students and their success in pursuing highly competitive opportunities
Students accepted places at a broad range of institutions, with the largest numbers attending the University of Sydney (53), UTS (29), UNSW (23), Macquarie University (15) and Western Sydney University (11)� Other destinations included the Australian National University, the University of Newcastle, Australian Catholic University, the University of Melbourne and a range of specialist providers This breadth of destinations reflects the diversity of student interests and aspirations, and it is especially encouraging to see students pursuing pathways across a wide range of industries and disciplines, including health, business, design, science, engineering and technology�
International Destinations
The School also celebrated excellent outcomes in overseas applications� Students received offers from highly regarded international institutions including the University of Oxford, King’s College London, the University of Edinburgh, Durham University, the University of Manchester and the Royal Academy of Music, London Applications were also submitted to a wide range of universities in the United States, with early offers received from NYU, DePaul University and Columbia College, alongside additional international applications to institutions such as the Conservatorium van Amsterdam and Royal Academy of Music, London These outcomes reflect the increasingly global outlook of MLC School students and the strong support provided for international pathways
Vocational Education and Training (VET)
Four graduates gained a Certificate III in Health Services Assistance (Assisting in Nursing Work in Acute Care) alongside their HSC, and students have gone on to pathways including a Bachelor of Medical Science at UTS, Nursing and other healthrelated studies In addition, one student who completed a Certificate II in Animal Care is now enrolled in the Bachelor of Wildlife Conservation (Taronga) at the University of Sydney, while another student completed a Statement of Attainment in Information and Digital Technology� These outcomes highlight the value of applied learning and the importance of diverse postschool pathways
Overall, the destinations of the Class of 2025 reflect a cohort of capable, motivated and future-focused young women pursuing a broad range of local, interstate and international opportunities Their success across university admissions, scholarships, global applications and vocational pathways is a strong reflection of both their individual ambition and the School’s commitment to informed, aspirational and personalised pathway planning
9. Enrolment Profile, Policy and Procedure
PROFILE
The total number of students enrolled at the Commonwealth Census date of 1 August 2025 was 1437 (includes 43 PreKindergarten students) As in previous years, the Inner West and Inner Sydney maintain the highest proportion of students, increasing by 3 69% and 0 63% respectively Lower Northern Sydney and Central Western Sydney are the next most significant drawing areas, with St George and Sutherland Shire decreasing by 3 43% from the previous year Central Western Sydney, Fairfield/Liverpool and Canterbury/Bankstown all show slight decreases, and the Eastern Suburbs and Outer West have marginal increases
MLC School students reflect a wide range of family backgrounds More than 30 parent/carer nationalities and 35 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 7 – Senior School
Ì Year 11 – 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
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
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 $A3200 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
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
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 Students, Heads of Year, Heads of House, Luminaries, Counsellors and other staff, as well as tailored Wellbeing 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 or exclusion of the student(s) from the School
Discipline Policies
At MLC School, students are required to demonstrate our School Values of Courage, Compassion, Respect and Growth, showing care for 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 Code of Conduct and associated procedures is provided to all members of the School Community through:
Ì Parent Information Handbook
Ì Student Diary
Ì Omnia
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 all students, staff, parents/carers and external parties These processes incorporate, as appropriate, principles of procedural fairness
The full text of the School’s policy and procedures for Complaints Handling is provided on the School’s website�
Processes in relation to student and parent complaints are outlined in the Complaints and Grievances – MLC School Community Policy and Procedures are available on the MLC School website
School Policies
The following policies are publicly available on the School's website here: https://www mlcsyd nsw edu au/about-mlc-school/ our-policies
Ì Enrolment for Australian Residents Policy and Procedures
Ì Child Protection Policy
Ì Anti-Bullying for Students Policy
Ì Complaints Handling Policy and Procedures
Ì Student Code of Conduct
Ì Whistleblower Policy
These policies are also made available in electronic or hard copy from from Reception on request
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 or other emergencies
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 on a regular schedule
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, students and parents that may be supplemented as needed by specific rules and directives The Code of Conduct and Behaviour Management and Student Discipline Guidelines include such matters as:
i. The rights and responsibilities of students, staff and parents 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 all students, staff, parents/carers and external parties� 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 additional 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 carer 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 2025
Focus Action
Undertake academic review and implement findings
Full implementation of the new English and Mathematics syllabus Kindergarten to Year 6
Recruit High Potential Learning Leader, identify students in Kindergarten to Year 6 and research, develop High Potential
Learning Program Pre-K to Year 12
Recruit Director of Professional Practice and map relevant PD to career stages
Learning and Teaching
Pastoral Care and Wellbeing
Establish Professional Learning Teams focused on evidence-based pedagogy for girls
Enhance subject selection processes and advice with increased focus on data and student engagement
Review class structure and introduce flexible ability grouping
Introduction of student engagement assessment and tracking, implementation of students’ progress conversations and academic callover
Outcome
Completed
Completed
Completed
Completed
Completed
Completed
Completed
Completed
Review of reporting In progress
Review and enhance Senior School Behaviour Guidelines
Continue to review whole-school wellbeing framework and transition programs
Enhance staff capability in pastoral care practice through professional learning
Completed
Completed
Completed
Enhance student attendance tracking and monitoring Ongoing
Review timetable structure in Senior School Ongoing
Develop social and emotional scope and sequence to guide Pastoral Care programs
Develop programs that support students with ‘Tier 2’ pastoral care needs
Development of the Service-learning Framework aligned to the Experiential Pedagogy Framework
Expand STEM offerings including VEX robotics
Co-curricular
Spiritual Life
Communication and Family Experience
Partnerships
Our Staff
Governance and Sustainability
Completed
Completed
Held over
Completed
Map activities against graduate attributes to identify gaps and opportunities In progress
Explore effective models for the leadership of the Sports department Held over
Continue to build opportunities for students to engage in service Ongoing
Actively promote and seek to live out the Uniting Church’s vision for a diverse and inclusive community Ongoing
Continue to enhance features on Omnia portal Ongoing
Develop plans to celebrate 140 year anniversary in 2026 Completed
Investigate podcast series for community Completed
Roll-out annual giving fundraising campaign for alumnae
Held over
Develop gift in wills program Held over
Continue to foster existing partnerships Ongoing
Work closely with Queen Salote College to support their introduction of the NESA curriculum Ongoing
Partner with leading organisations to build capacity and implement training and new programs Ongoing
Review administrative functions with a view to enhancing coordination and service delivery Ongoing
Develop staff engagement plans Ongoing
Investigate support staff KPI’s and professional development program Ongoing
Undertake HR Governance overview In progress
Implementation of the Risk Appetite Statement metrics reporting in an online Board platform to improve risk governance and reporting Completed
Develop Council Evaluation Standards development and implementation for improved governance processes Completed
Development of long range financial model integrated with the School’s accounting software for accuracy and efficiency of financial sustainability analysis Completed
Engage specialists to undertake Masterplanning review
ICT
Facilities
Completed
Investigate and select new Student Information System Completed
Develop proof of concept for School-wide dashboards and datacentre Held over
Implement National Institute of Standards Technology (NIST) cybersecurity security ramework Held over
Streamline financial reporting and budgeting analysis Ongoing
Centralise co-curricular management and application process
Develop whole-of-asset-life-cycle planning over the long term to enable better resource, maintenance and asset replacement planning
Renovate St Helen’s to accommodate administrative staff
Completed
Completed
Completed
Targets for 2026
Focus Action
Develop an instructional playbook for teachers in line with agreed MLC School approaches to learning
Full implementation of the new English and Mathematics syllabus Kindergarten to Year 6
Design new programs aligned to reform agenda in Senior School on new MLC School templates, and establish and socialise MLC School standard of learning design
Refine and expand student engagement assessment and tracking, implementation of student progress conversations and academic callover
Learning and Teaching
Further develop High Potential Learning Program Pre-K to Year 12 and build teachers’ capacity to extend high potential learners through professional learning
Continue to expand staff professional learning in catering for diverse student needs, such as ASD, ADHD etc
Further develop professional learning teams, focused on evidence-based pedagogy for girls
Implement leadership coaching for Junior School and Senior School Middle Leaders to enhance instructional leadership capacity
Define a whole-school approach for student use of CoPilot
Review of reporting
Formalise tracking of student wellbeing through academic and social lens
Socialise the Senior School Behaviour Guidelines
Pastoral Care and Wellbeing
Co-curricular
Spiritual Life
Communication and Family Experience
Partnerships
Our Staff
Continue to enhance whole-school wellbeing framework and transition programs
Formalise Pastoral Care practice through professional learning
Enhance student attendance tracking and monitoring through implementation of new Student Information System
Review timetable structure in Senior School
Development of the Service-learning Framework aligned to the Experiential Pedagogy Framework
Expand STEM offerings including VEX robotics
Map activities against graduate attributes to identify gaps and opportunities
Explore effective models for the leadership of the Sports department
Continue to build opportunities for students to engage in service
Actively promote and seek to live out the Uniting Church’s vision for a diverse and inclusive community
Continue to enhance features on Omnia portal and ensure improved parent experience through new Student Information System
Celebrate 140 year anniversary throughout 2026
Deliver podcast series for community
Develop tender document and seek out suitable providers for a new website
Streamline enrolment process for new families through new Student Information System
Continue to foster existing partnerships
Work closely with Queen Salote College to support their introduction of the NESA curriculum Partner with leading organisations to build capacity and implement training and new programs
Conduct a staff wellbeing and engagement survey to inform employment experience initiatives
Review administrative functions with a view to enhancing coordination and service delivery
Develop staff engagement plans
Investigate support staff KPI’s and professional development program
Undertake HR Governance overview
Embedding of the finalised Risk Appetite Statement reporting into School processes to improve risk governance and reporting
Continue to refine the Council Evaluation Standards for improved governance processes
Governance and Sustainability
ICT
Continue regular update and reporting of long-range financial modelling that is integrated with the School’s accounting software to enable effective financial planning and analysis
Annually review the School’s Masterplan
Develop proof of concept for School-wide dashboards and datacentre
Migrate and implement new Compass Student Information System across the whole school
Implement National Institute of Standards Technology (NIST) cybersecurity security framework
Facilities Continue to use and update whole-of-asset-life-cycle planning report over the long term to enable better resource, maintenance and asset replacement planning
12. Initiatives Promoting Respect and Responsibility
JUNIOR SCHOOL
MLC School’s four School 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 School 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 These competencies are tracked across the Junior School’s Scope and Sequence to ensure all grades are developing all competencies 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 We continued to review and refine the Guidelines to ensure they meet the needs of our students and the MLC School community
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
Students in Year 4 and Year 5 participate in our Leadership Program, founded on the Round Square Discoveries This program aims to support girls in their discernment and choice for the various leadership portfolios on offer in Year 5, and upskilling them in the necessary skills for effective leadership, such as teamwork, communication and problem solving
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� In 2025 the Junior School focused on diversity and inclusivity through our School Value of Respect Understanding differences and similarities, ensuring everyone feels connected and a has a sense of belonging to the School is an important aspect of Junior School life The voice of students, parents, carers and staff were saught to ensure everyone has a voice in creating a strong, inclusive communit
SENIOR SCHOOL
Wellbeing initiatives such as Peer Support, the Buddy program and the Big Sister Little Sister program have fostered respect and a sense of community across the year groups
Leadership skills are developed across the Senior School and are highlighted through the appointment and training of the School Captains and Co-curricular sub-captains, the Middle Year Leaders, the Student Representative Council and the Strathfield Youth Advisory Council representatives� A sense of community and gratitude are built and demonstrated through Teacher Appreciation Week, RUOK Day, the Colour Run, SONY Camp, and various House-based fundraising and awareness efforts These opportunities have enriched the character of the students in the Senior School
The partnership with Exodus Foundation, a community outreach program, continued in 2025, with students developing their sense of empathy and social responsibility A key element of this program was the partnership with the Loaves and Fishes Restaurant in Ashfield, which provides free meals to those in need Students actively volunteered at the restaurant, aiding in meal preparation, serving food and engaging with patrons to create a welcoming environment This hands-on involvement not only reinforced the School Values of Compassion and Growth, but also offered students invaluable insights into addressing food insecurity and supporting the local community
The School Values of Courage, Compassion, Respect and Growth are upheld through school rules that emphasise respect for others, self and property In 2025, students reviewed their diaries and signed the Code of Conduct in a commitment to upholding the School Values�
13. Measures of Satisfaction in 2025
Parent Survey Strategy 2025–2027
A survey to test understanding of and progress around the 2025 – 2027 Strategic Plan was sent to 2,187 parents and carers in November 2025 462 responses were received (21% response rate)
Questions were asked around each strategic pillar, using the language of the public document
What is MLC School doing well?
Across the large volume of open text responses, parents consistently highlighted five key areas of strength Parents and carers see MLC School’s strengths to include wellbeing, community, facilities, co-curricular opportunities and standout individual teachers�
These elements contribute positively to their daughters’ happiness and overall school experience
Year 12 Parent Exit Survey
This survey was introduced in 2018 and is operated by an independent company which specialises in school exit and withdrawal insight, all responses are deidentified
The survey is issued in September to all Year 12 parents and carers� Survey responses were received from 123 out of a total of 303 eligible respondents (response rate of 40 6%)
MLC School recorded an overall satisfaction score of 75% (3 75 out of 5)
Best practice areas included:
Ì Co-curricular
Ì Learning Environment
Ì Resources and Facilities
Fair to good areas included:
Ì Reporting
Ì Curriculum
Ì Homework
Ì Student Transition
Ì School Communication
Ì Values and Culture
Ì Pastoral Care/Wellbeing
Ì Overall
Ì Parent Engagement
Ì Leadership and Direction
Ì Student Engagement
Ì Learning and Extension
Ì Teaching Standards
What is MLC School doing well?
The 2025 Final Year Exit Parent Survey indicates sustained strength in MLC School’s learning environment, co curricular offerings and facilities, which continue to be highly valued by families� Parents and carers also expressed confidence in the breadth of the curriculum and the quality of reporting processes