2024 MLC School Annual Report

Annual Report 2024 mlcsyd.nsw.edu.au

EDUCATION AND FINANCE ANNUAL REPORT

Annual Report 2024 Foreword ����������������������������������������������������������� 4 Chair of School Council, Dr Paraskevi (Eve) Tsironis ����������������������������������������������������������������������������������4 Principal, Lisa Moloney ���������������������������������������������������������������������������������������������������������������������������5 Vision ��������������������������������������������������������������������������������������������������������������������������������������������6 Mission ������������������������������������������������������������������������������������������������������������������������������������������6 Values ��������������������������������������������������������������������������������������������������������������������������������������������6

2024 Educational and Financial Reporting ����������������������������������� 7 Evidence of Compliance ������������������������������������������������ 8 1. Key School Bodies Reports ������������������������������������������������������������������������������������������������������������������8 MLC School Council �����������������������������������������������������������������������������������������������������������������������8 The Parents and Friends (P&F) Committee ���������������������������������������������������������������������������������������8 Student Representative Council (SRC) ����������������������������������������������������������������������������������������������8 Junior School Student Council (JSSC) �����������������������������������������������������������������������������������������������8 2. Contextual Information About MLC School �����������������������������������������������������������������������������������������9 3. Student Performance in National and Statewide Tests and Examinations ���������������������������������������������10 Summary ��������������������������������������������������������������������������������������������������������������������������������������10 NSW Education Standards Authority (NESA) Higher School Certificate 2024 ������������������������������������10 2024 Higher School Certificate – MLC School Results ���������������������������������������������������������������������11 2024 International Baccalaureate (IB) Diploma Programme ������������������������������������������������������������12 NESA Record of School Achievement Results 2024 �������������������������������������������������������������������������13 NAPLAN Results 2024 �����������������������������������������������������������������������������������������������������������������15 4. Senior Secondary Outcomes ��������������������������������������������������������������������������������������������������������������15 5. Professional Learning and Teaching Standards, Attendance and Non-Attendance ��������������������������������16 6. Workforce Composition ��������������������������������������������������������������������������������������������������������������������17 7. Student Attendance and Retention Rates �������������������������������������������������������������������������������������������18 8. Year 12 Destinations – Class of 2024 ������������������������������������������������������������������������������������������������19 9. Enrolment Profile, Policy and Procedure ���������������������������������������������������������������������������������������������21 Profile ������������������������������������������������������������������������������������������������������������������������������������������21 Policy �������������������������������������������������������������������������������������������������������������������������������������������21 Procedure ������������������������������������������������������������������������������������������������������������������������������������23 10. School Policies ������������������������������������������������������������������������������������������������������������������������������24 Student Welfare Policies ���������������������������������������������������������������������������������������������������������������24 MLC School – A Safe and Supportive Environment �������������������������������������������������������������������������25 11. School Determined Improvement Targets �����������������������������������������������������������������������������������������26 12. Initiatives Promoting Respect and Responsibility �����������������������������������������������������������������������������28 Junior School ��������������������������������������������������������������������������������������������������������������������������������28 Senior School �������������������������������������������������������������������������������������������������������������������������������28 13. Stakeholder Survey 2024: Perspectives, Our School in Focus ������������������������������������������������������������29

2024 ANNUAL REPORT

3

Foreword Chair of School Council, Dr Paraskevi (Eve) Tsironis The year 2024 has seen MLC School students flourish academically, in sport, music and co-curricular activities. In the 2023 Higher School Certificate (HSC) and International Baccalaureate (IB) Diploma programs, 46% of Year 12 students achieved an ATAR above 90, with a top ATAR of 99.95. Three students were listed on the NSW Premier’s All Rounder Award list, two earned state rankings, and 46% of the HSC cohort appeared on the Distinguished Achievers list. In the IB Diploma, one student earned a perfect score of 45, five achieved 44, and over 27% received an ATAR equivalent of 97 or above.

three supporting in roles such as Australia’s first female Olympic Chief Medical Officer.

Several were recognised in the Alumnae Awards for contributions to culture, philanthropy and professional fields.

In the inaugural year of MLC School’s Emerging Athletes Program, 25 students enrolled and 12 teams won premierships.

38 students were selected for representative sport pathways, with four representing NSW at the School Sports National Championships.

Students across year groups performed strongly in International Competitions and Assessments for Schools and mathematics competitions. MLC School won the Archdale Debating Shield. Dance students won multiple awards at the Wakakirri Story Dance Festival, and the Year 10–12 Scholastic HipHop team was crowned 2024 NSW Battle Grand Scholastic Grand Champions at the AASCF Competition. The Illuminate Festival showcased student creativity in art and STEM, and the Town Hall Concert highlighted musical talents.

Planning for the new Performing Arts and Sports Centre (PASC) progressed, with the State Significant Development Application submitted. PASC will include a theatre, dance and drama studios, music rooms, and sports courts, enhancing programs.

Service Learning continued with the Exodus Loaves and Fishes Restaurant and the inaugural Sony Camp. Cultural immersion opportunities allowed students to travel and learn across Australia and overseas, including trips to Japan, Europe, New Zealand, Uluru, Arnhem Land and regional NSW. MLC School explored a sister school partnership with Queen Salote College in Tonga, assisting with academic streaming.

Many Old Girls obtained notable achievements. Two received the Medal of the Order of Australia. Three represented Australia in the Paris Olympics, with another

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MLC SCHOOL

Renovations of the Junior School and the historic tower were completed. The Year 12 common room has been refreshed, and improvements to the Aquatic Centre and Drama Theatre are underway. New staff facilities are being developed, and the wayfinding and signage project has been finalised.

MLC School’s updated Masterplan and new Strategic Plan, shaped by our stakeholder survey, puts ‘the girl at the heart of everything we do’. There are seven key focus areas: Learning and Teaching, Spiritual Life, Pastoral Care and Wellbeing, Co-curricular and Service, Staff, Community and Stewardship.

We thank departing Council Members Rev Danielle Hemsworth-Smith and Lynn McNally for their service. To the Class of Year 12 2024: I am told you have been one of the most cohesive cohorts. It is said ‘that it takes a village to raise a child,’ and MLC School certainly is a vibrant and energetic village.

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

Principal, Lisa Moloney In 2024, MLC School focused on the learning disposition of Curiosity—an essential trait for navigating an ever-changing world. In the past, education emphasised memorising and applying knowledge. Today, when information is instantly accessible, it is no longer enough to know facts. The ability to ask meaningful questions—especially “what if?”—has become a critical skill.

Futurist Kevin Kelly reminds us that technologies like artificial intelligence, genetic manipulation, and quantum computing will raise entirely new questions that we haven't yet imagined. He believes our biggest questions still lie ahead.

Similarly, Alan Gershenhorn, Executive Vice President at UPS, describes the rise of the internet as a massive exercise in “what if?” that reshaped entire industries—from ride sharing to music. This mindset is one we hope to instil in every student.

This year has been one of extraordinary achievement, joy and growth at MLC School.

We welcomed record numbers of families on tour days and celebrated accomplishments across academics, co-curricular programs, and community initiatives. At the heart of this success is our commitment to preparing girls not just with knowledge, but with the courage and curiosity to shape the future.

As we developed our 2025–2027 Strategic Plan, we reflected deeply on how education must adapt. COVID-19 reminded us that the world can shift rapidly, and long-term plans must remain flexible. While our vision holds firm—that every girl deserves to thrive, belong, and become her best self—we also look ahead with boldness. The new Strategic Plan will reflect a focus on curiosity, resilience, and risk-taking, while building strong connections with university and professional partners. We want every student to ask the big questions and develop the skills and confidence to find answers.

We also take this moment to thank and farewell two valued members of our community. After nearly 25 years at MLC School, Annie Conway is stepping away to begin a new chapter. Annie has been a passionate educator in History, Religious Education, and Theory of Knowledge, and served with dedication as Head of Mooramoora and, more recently, Churunga House. Her energy and leadership— especially in House events—have left a lasting mark.

We also farewell Linda Emms, Head of Learning and Teaching since 2019. Linda has played a pivotal role in shaping curriculum and educational practice at MLC School. She has also served as Acting Deputy Principal and Head of Senior School, and previously led the Technology and Applied Studies Faculty. Her commitment to innovation, improvement, and research-based practice has greatly benefited our students and staff. Linda now moves on to an exciting new role as Principal of Emmanuel School. We wish her every success.

Finally, thank you to our staff, parents, Old Girls, Council, and wider MLC School community. Our strength lies in our shared purpose—to place the girl at the heart of everything we do.

Lisa Moloney Principal

2024 ANNUAL REPORT

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VISION

VALUES

The MLC School girl is at the heart

Ì

Courage

Ì

Respect

of everything we do.

Ì

Compassion

Ì

Growth

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

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MLC SCHOOL

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.

2024 Educational and Financial Reporting POLICY

PUBLIC DISCLOSURE

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.

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 2025 will be made via the MLC School Community e-newsletter. It will also be made available in hard copy upon request.

PROCEDURES Annual Report Procedures for implementing the policy include: Ì

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 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:

FINANCIAL INFORMATION SUMMARY The financial position of MLC School continues to remain sound, with all key budget parameters for 2024 achieved.

4% 12%

Income

84%

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

Fees and private income Recurrent federal grants Recurrent state grants 0% Government capital grants 0% Other capital income

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 4% that any requests are dealt additional information. To ensure with appropriately, the School will identify the staff member 12% 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.

Income 84%

16%

29%

Expenditure

55%

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.

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

2024 ANNUAL REPORT

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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 2024, MLC School Council met 10 times under the Chair, Dr Paraskevi (Eve) Tsironis.

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 and the Cardboard Challenge.

Parent ambassadors continued their efforts to keep fostering community by welcoming new families, organising parent events and maintaining communication.

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MLC SCHOOL

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 2024 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 coordinating the activities of Teacher Appreciation Week and assisting with RUOK Day and the Colour Run.

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 raise any issues that the class may have and suggest initiatives to the Head of Junior 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 2024, the JSSC organised a Friendship Day with lots of activities that promoted friendship, the most popular involved making friendship bracelets. They ran Staff Appreciation Week and organised a teacher Kahoot about MLC School, a poster of appreciation messages from the girls, students made a video of appreciative messages for staff which was shown at Assembly that week and gave staff certificates. Stay and Play was another highlight of the year. A lot of work was put together by the JSSC in organising their class stall which paid off, as it was a very enjoyable event.

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 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

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

Non-Government Combined Pre-Kindergarten to Year 12 1422 1422 0 1417.8 15 Metropolitan 93% 249 238.9 146.7 146.7

*An additional 44 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.

In 2024, our Year 12 students achieved strong academic results.

The median ATAR for the HSC cohort was 82.15 and the median IBAS score (ATAR equivalent) for the IB cohort was 91.75.

2024 ANNUAL REPORT

9

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.

SUMMARY

Options include:

In 2024, our Year 12 students achieved strong academic results.

The median ATAR for the HSC cohort was 82.15 and the median IBAS score (ATAR equivalent) for the IB cohort was 91.75. The median for the combined cohort was 86.95.

a.

Ì

11% of students scored 97.00 or above

Ì

26% of students scored 95.00 or above

Ì

37% of students scored 90.00 or above

b.

c.

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.

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).

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

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 2024 In 2024, there were 47 instances of students being awarded Band 6 or E4 (the highest bands possible) while 73% of the cohort achieved a Band 6 in at least one subject.

There were 30 students (48% of the HSC 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 49 mentions on the Distinguished Achievers list with many girls achieving more than one mention.

For detailed information, please visit mlcsyd.nsw.edu.au

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MLC SCHOOL

2024 HIGHER SCHOOL CERTIFICATE – MLC SCHOOL RESULTS Subject Bands Ancient History Biology Business Studies Chemistry Dance Design and Technology Drama Economics English Advanced English Standard Entertainment Industry Examination Food Technology Geography Human Services Examination Mathematics Advanced Mathematics Standard 2 Modern History Music 1 Music 2 Personal Development, Health and Physical Education Physics Studies of Religion I Studies of Religion II Textiles and Design Visual Arts

Extension Bands English Extension 1

No. of students 11

No. of students

Mean score for MLC School students

% of MLC School students in Bands 5 and 6

% of MLC School students in Bands 3 and 4

% of MLC School students in Bands 1 and 2

2 17 27 8 5 18 10 10 49 12 9 3 12 1 13 30 16 4 3

92.40 78.44 84.49 76.23 86.56 82.26 90.40 81.68 81.93 75.68 76.73 70.00 77.23 85.40 78.40 79.30 79.35 90.75 82.60

100 41 81 25 100 88.89 100 60 69.39 33.33 66.67 66.67 41.67 100 53.85 56.67 50 100 100

0 58.82 18.52 75 0 11.11 0 40 30.61 66.67 22.22 0 58.33 0 46.15 40 50 0 0

0 0 0 0 0 0 0 0 0 0 11.11 33.33 0 0 0 3.33 0 0 0

20

83.44

65

35

0

5 1 10 4 10

69.00 40.00 81.62 84.30 86.62

20 100 80 100 90

60 0 20 0 10

20 0 0 0 0

Median score % of MLC School % of MLC School % of MLC School % of MLC School for MLC School students in students in students in students in students Band E4 Band E3 Bands E2 Bands E1 41.24

18.18

81.82

0

0

English Extension 2

4

41.18

0

100

0

0

History Extension

13

36.88

0

76.92

23.08

0

Mathematics Extension 1

9

76.78

33.33

55.56

11.11

0

Mathematics Extension 2

3

76.07

0

100

0

0

Music Extension

2

45.60

100

0

0

0

Science Extension

6

39.22

0

100

0

0

2024 ANNUAL REPORT

11

2024 INTERNATIONAL BACCALAUREATE (IB) DIPLOMA PROGRAMME In 2024, all Year 12 IB Diploma students at MLC School were awarded the full IB Diploma, with 21 students receiving Distinction Certificates for scores of 40 or above. Three students achieved an outstanding IBAS (ATAR equivalent) of 99.05, and the median IBAS score was an impressive 91.75. A total of 24 students earned the maximum three bonus points for exceptional work in Theory of Knowledge and the 4000-word Extended Essay.

Across the cohort, the top grade of 7 was awarded 88 times, highlighting the strength and depth of academic achievement at MLC School.

MLC School students consistently outperformed global IB Diploma averages across a range of subjects. In Mathematics Applications SL, the cohort achieved an average grade of 5.51, well above the global mean of 3.60. In Business Management HL, MLC School students averaged 5.90 compared to the world average of 4.80, and in Sports, Exercise and Health Science HL, the School posted an exceptional average of 6.32 against the global 5.50. These results reflect the academic depth and subject mastery that define the IB Diploma experience at MLC School.

2024 IB – MLC School Results and World Average Subject

Grade 5–7

Grade 3–4

Grade 1–2

MLC School average grade

World average grade 5.20

English A: Literature HL

71

64

7

0

5.37

Chinese B: Mandarin SL

4

1

3

0

4.00

6.40

French B SL

10

6

4

0

4.90

5.30

Japanese B SL

5

5

0

0

5.40

5.50 6.00

Mandarin ab initio SL

1

1

0

0

5.00

Spanish ab initio SL

9

8

1

0

5.89

5.20

Italian ab initio SL

42

34

8

0

5.26

5.00

Business Management HL

30

26

4

0

5.90

4.80

Business Management SL

1

1

0

0

5.00

4.40

Economics HL

6

5

1

0

5.83

5.30 5.20

Economics SL

3

2

0

1

4.33

Geography HL

11

11

0

0

5.82

5.30

Geography SL

4

4

0

0

6.50

5.10

History HL

5

5

0

0

5.80

4.10

History SL

2

2

0

0

6.50

4.30

Psychology HL

21

20

1

0

5.43

5.30

Psychology SL

11

11

0

0

5.64

5.00

Biology HL

5

4

1

0

5.60

4.60

Biology SL

18

16

2

0

6.00

3.80

Chemistry HL

6

6

0

0

6.00

5.30 4.00

Chemistry SL

9

3

6

0

4.33

Design Technology HL

7

5

2

0

5.14

4.50

Design Technology SL

7

5

2

0

5.00

4.00

Physics HL

1

1

0

0

7.00

5.00

Physics SL

4

0

4

0

3.50

3.70

Sports, Exercise and Health Science HL

19

18

1

0

6.32

5.50 4.00

Sports, Exercise and Health Science SL

11

11

0

0

6.00

Mathematics Analysis and Approaches HL

1

1

0

0

7.00

5.10

Mathematics Analysis and Approaches SL

24

22

2

0

6.08

3.90

Mathematics Applications and Interpretations HL

5

3

2

0

4.40

4.00

Mathematics Applications and Interpretations SL

41

36

5

0

5.51

3.60

Music HL

3

3

0

0

6.67

5.40

Music SL

1

1

0

0

7.00

4.60

Theatre HL

8

8

0

0

6.75

5.80

Theatre SL

3

3

0

0

6.67

4.60

Dance HL

5

5

0

0

6.60

6.30 4.40

Dance SL

1

1

0

0

7.00

Visual Arts HL

11

7

4

0

4.91

4.40

Visual Arts SL

2

1

1

0

4.50

4.10

No. of students

Grade A

Grade B

Grade C

Grade D

Grade E

Extended Essay

71

17

29

20

5

0

Theory of Knowledge

71

15

43

13

0

0

Subject

12

No. of students

MLC SCHOOL

NESA RECORD OF SCHOOL ACHIEVEMENT RESULTS 2024 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 2024 and compares them with the State’s pattern of grade distribution.

Subject

School State MLC School Pattern total total % of students in Grade distribution students students A

B

C

D

E

N

State Pattern % of students in Grade distribution A

B

C

D

E

N

English 200 hours (300)

144

93089

21.53 47.92 30.56

12.17 29.48 36.83 15.32

5.1

1.09

Mathematics 200 hours (323)

143

86943

37.76 17.48 33.57 11.19

14.95 22.55 32.16 23.2

6.15

1

Science 200 hours (350)

144

93183

11.81 34.72 45.83 7.64

Commerce 100 hours (431)

1

6746

Commerce 200 hours (430) Geography Elective 200 hours (440) Geography 100 hours (4015)

64

23176

25

17

803

17.65 70.59 11.76

145

93128

15.17 64.14

20

History Elective 200 hours (450)

16

5586

18.75

6.25

History 100 hours (4007)

145

93091

26.21 55.86 14.48 3.45

Chinese 100 hours (811)

1

244

100

Chinese 200 hours (810)

20

1058

30

35

French 200 hours (870)

65

2287

16.92 29.23 29.23 23.08 1.54

Indonesian 200 hours (910)

11

122

Japanese 100 hours (931)

1

647

Japanese 200 hours (930) Design and Technology 200 hours (1650) Food Technology 100 hours (1626)

20

2619

35

36

4107

1

Food Technology 200 hours (1625) Industrial Technology: Multimedia 200 hours (1816) Textiles Technology 200 hours (1900) Dance 200 hours (2000)

14 10

Drama 200 hours (2010) Music 200 hours (2050) Photographic and Digital Media 200 hours (2080) Visual Arts 100 hours (2061)

1

4393

100

Visual Arts 200 hours (2060)

31

12461

58.06 41.94

Visual Design 200 hours (2070) Personal Development, Health and Physical Education 200 hours (2420)

1

1390

145

73077

12.9 24.28 36.51 19.19 6.15

0.96

100

19.18 33.58 32.37 10.45 4.25

0.16

43.75 26.56 4.69

24.23 34.28 30.31 8.46

2.41

0.31

46.08 29.89 16.94 4.61

2.49

14.82 29.28 35.09 14.55 5.51

0.75

30.65 33.26 24.81 7.64

3.11

0.52

14.92 28.36 35.21 15.06 5.66

0.81

49.18 28.28 14.75 6.15

1.23

0.41

48.96 27.41 16.26 6.81

0.47

0.09

38.04 29.21 24.05 7.48

1.22

36.36 18.18 9.09 27.27 9.09

42.62 30.33 20.49 4.92

1.64

100

26.74 26.89 25.81 13.91 6.18

0.46

25

36.54 27.34 21.42 10.5

3.82

0.38

52.78 38.89 8.33

30.31 33.31 25.81 7.82

2.41

0.34

7112

100

17.25 31.16 32.11 13.34 5.71

0.42

17320

28.57 35.71 35.71

18.93 30.6 32.17 12.16 5.15

0.99

1561

70

10

20

26.01 30.43 29.47 11.02

2.5

0.58

16

2367

56.25 37.5

6.25

32.02 32.57 26.49

6

2.58

0.34

9

1033

44.44 33.33 22.22

39.88 34.37 18.01 4.45

2.42

0.87

36

4197

63.89 30.56

36.22 36.72 19.18 5.62

1.74

0.52

9

8422

88.89 11.11

27.52 31.95 24.64 10.82 4.26

0.81

10

4324

60

23.8 33.16 26.34 10.66 4.97

1.06

17.6 34.26 30.32 11.86 5.44

0.52

28.2 35.01 25.34 7.58

3.12

0.76

100

32.16 38.06 19.64 6.12

2.95

1.08

14.48 48.28 35.17 2.07

12.43 34.99 37.35 10.76 3.57

0.9

75

15

40

30

20

0.69

5.56

10

2024 ANNUAL REPORT

13

The table below gives MLC School’s pattern of Grades for all Year 11 courses in 2024 and compares them with the State’s pattern for distribution of grades.

Subject

14

School total students

State total students

MLC School Pattern % of students in Grade distribution

State Pattern % of students in Grade distribution

A

A

B

C

D

E

N

B

C

D

E

N

English Advanced (11140)

85

30395

12.94 64.71 22.35

19.92 46.28 29.52 3.89

0.35

0.04

English Extension (11150)

30

5702

33.33 63.33 3.33

40.83 43.6 13.56 1.75

0.19

0.07

Mathematics Advanced (11255)

37

25409

27.03 18.92 48.65 5.41

26.82 26.63 30.99 12.92 2.61

0.03

Mathematics Extension (11250)

16

11887

37.5 43.75 18.75

28.91 31.75 28.05 9.78

0.04

Mathematics Standard (11236)

32

43006

34.38 37.5

25

9.16 22.09 36.8 22.85 8.49

0.6

Biology (11030)

45

26946

6.67

20

62.22 11.11

12.65 28.24 39.55 15.6

3.7

0.26

Chemistry (11050)

20

14742

10

25

55

18.53 28.69 34.44 14.77 3.43

0.15

Physics (11310)

10

11958

50

20

30

16.47 29.86 36.59 13.91 3.01

0.15

3.13 10

1.47

Aboriginal Studies (11000)

2

1301

50

50

15.68 25.83 30.44 14.14 10.15 3.77

Ancient History (11020)

10

10564

60

30

10

15.31 27.49 34.54 15.5

Business Studies (11040)

20

27077

20

35

40

Economics (11110)

12

8041

25

Geography (11190)

20

6030

25

Legal Studies (11220)

12

Modern History (11270)

32

Studies of Religion I (11350) Studies of Religion II (11360)

6.22

0.95

5

12.24 28.97 37.16 16.23 4.89

0.51

25

41.67 8.33

20.35 34.75 31.43 10.77 2.62

0.09

50

20

17.1 31.56 33.18 13.48 4.11

0.56

13788

41.67 33.33

25

17.68 29.32 33.34 14.7

4.39

0.57

14892

28.13 53.13 18.75

16.02 31.53 33.72 13.86

4.3

0.58

3

10403

100

14.62 33.58 39.02 11.79 0.97

0.02

4

8714

25

14.83 35.38 38.26 10.04 1.39

0.1

44.97 33.38 18.02 2.93

50

5

25

French Continuers (11640)

5

716

60

Design and Technology (11080)

13

6147

38.46 38.46 23.08

Food Technology (11180)

17

5909

11.76 47.06 35.29

Industrial Technology (11200)

8

9221

62.5

37.5

Textiles and Design (11370)

5

2084

80

20

Dance (11070)

4

1040

25

50

25

43.85 35.67 15.87 3.85

0.67

0.1

Drama (11090)

15

4008

40

53.33 6.67

32.36 37.6 20.88 6.24

2.2

0.72

Music 1 (11280)

7

6052

57.14 42.86

19.7 35.82 29.05 10.96 3.29

1.19

Music 2 (11290)

8

951

100

51.21 36.8 10.52 1.37

Visual Arts (11380) Personal Development, Health and Physical Education (11300)

23

11722

30.43 47.83 21.74

21.19 36.09 28.63 10.08 2.93

1.07

32

22412

9.38 43.75 34.38 12.5

11.37 27.46 37.65 18.57 4.54

0.4

MLC SCHOOL

20

20 5.88

0.56

0.14

20.63 31.41 32.18 11.89 3.37

0.52

13.72 28.23 36.18 16.03 4.72

1.12

12.11 27.61 36.11 16.52 6.52

1.13

22.36 30.52 29.51 12.67 4.27

0.67

0.11

NAPLAN RESULTS 2024 NAPLAN participation for MLC School is 99%.

NAPLAN participation for all Australian students is 95%.

Comparison with students of a similar background Reading

Writing

Spelling

Grammar

Numeracy

Year 3

481

482

457

497

461

Year 5

558

553

537

572

550

Year 7

607

607

597

615

622

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

Year 9

641

656

619

646

649

 Well above  Above  Close to

Comparison with all Australian students

 Below

Reading

Writing

Spelling

Grammar

Numeracy

Year 3

481

482

457

497

461

Year 5

558

553

537

572

550

Year 7

607

607

597

615

622

Year 9

641

656

619

646

649

 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 Year 12 Results

Vocational Education and Training (VET)

Senior Secondary Certificate Awarded

133

Awarded a VET Qualification^

12

Completed Year 12

133

Attaining a Year 12 Certificate or Equivalent VET Qualification

100%

Year 12 Students Undertaking Vocational or Trade Training

19%

^

Some students completed more than one VET qualification.

In 2024, 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 82.15; median IBAS score (ATAR equivalent) for the IB cohort was 91.75. The median for the combined cohort was 86.95.

2024 ANNUAL REPORT

15

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

MLC School staff undertook professional learning opportunities throughout 2024 which included:

16

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

Ì

HSC/IB DP marking

Ì

Association of Independent Schools NSW (AIS NSW)

Ì

Staff development days

Ì

NSW Education Standards Authority (NESA)

Ì

Keynote speakers

Ì

International Baccalaureate Organization (IBO)

Ì

Mentoring programs

Ì

School-based workshops

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

Ì

Online training courses

Ì

Gifted and Talented Teacher Development (GATSTA)

Ì

External conferences and workshops

Ì

Chinese Language Teachers Assoc (CLTANSW)

Ì

Professional learning workshops

Ì

CPA Australia

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.

Ì

Lawsense

Ì

Mathematical Association NSW (MANSW)

Ì

Sydney Community College

Ì

Drama NSW

Ì

KODALY Music Institute of Australia

MLC School expended an annual figure of $279,491 on professional learning for both teaching and support and operational staff in 2024.

Ì

Round Square

Ì

International Coalition of Girls School (ICGS)

Ì

Legal Studies Association (LSA)

All staff participated in professional learning about child protection, First Aid and Warden Training, as part of the whole School professional learning days.

Ì

Science Teachers Association (STA)

Ì

English Teachers Association (ETA)

Ì

Primary Teachers Association (PETTA)

MLC SCHOOL

Teacher Accreditation as 31 December 2024 Level of Accreditation

Number of Teachers

Conditional

7

Provisional

5

Proficient Teacher

165

Highly Accomplished Teacher (voluntary accreditation)

0

Lead Teacher (voluntary accreditation)

0

TOTAL NUMBER OF TEACHERS

177

Teacher Qualifications* Category

1.

2.

Number of Teachers

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

177

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 2024, the average daily staff attendance rate for teachers was 95.5%. The proportion of teaching staff retained from 2023 to 2024 was 85.4%.

Staff

Teaching

Non-Teaching/Operational

Total

Primary Full-time Equivalent

44.7

38.3

83.0

Secondary Full-time Equivalent

102.0

53.9

155.9

TOTAL FULL-TIME EQUIVALENT

146.7

92.2

238.9

2024 ANNUAL REPORT

17

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 three per cent of students attended school on average each school day in 2024. This figure maintains the daily attendance achieved since 2011 when attendance reporting became a requirement.

Total Attendance Year Level

Enrolment Days

Attendance Days

Attendance %

Kindergarten

6,268

5,840

93

Year 1

9,561

9,097

95

Year 2

7,788

7,484

96

Year 3

9,947

9,488

95

Year 4

10,447

9,898

95

Year 5

10,929

10,299

94

Year 6

16,734

15,912

95

Year 7

15,884

15,033

94

Year 8

27,548

25,904

94

Year 9

24,531

22,782

92

Year 10

21,429

19,304

90

Year 11

24,920

22,807

91

Year 12

19,437

17,488

90

TOTAL

205,423

191,336

93

As reported to Department of Education and Training (DET).

Student Retention Year 9 Total Enrolment

Year 12 Total Completing High School

Year 9 Total Enrolment who remained to complete High School

Apparent Retention Rate %

Actual Retention Rate %

2021/2024

128

133

109

100

85.2

2020/2023

139

149

124

100

89.2

2019/2022

124

131

115

100

92.7

2018/2021

124

129

109

100

87.9

2017/2020

170

155

139

91.1

81.7

2016/2019

125

123

108

98.4

86.4

2015/2018

123

115

104

93.5

84.6

2014/2017

129

131

108

100

83.7

2013/2016

121

139

117

100

96.7

2012/2015

141

139

127

100

91.4

2011/2014

124

136

110

100

88.7

2010/2013

126

145

115

100

91.3

Years Compared

18

MLC SCHOOL

8. Year 12 Destinations – Class of 2024 The Class of 2024 continued the School’s proud tradition of diverse and ambitious post school pathways. Students accepted offers across a broad range of study areas, both in Australia and overseas, with the overwhelming majority continuing directly into higher education.

This year saw an evolving university application landscape, with students navigating an extended application cycle. The first offers began in April with the Australian National University (ANU) Direct Entry scheme, followed by a significant rise in early entry applications across most NSW universities. While early offers have alleviated pressure for some students, they have increased the complexity of the application process and demand on support services.

Highlights and Special Achievements Early Entry Programs Ì

Gap Year A small cohort is taking a structured gap year, with UK boarding schools remaining a popular employment choice.

International Destinations Ì

Stanford University (USA): Bachelor of Science in Symbolic Systems with a minor in Music

Ì

University College London (UK): English

Ì

University of Manchester (UK): Medicine

We continue to see students choosing fields aligned with their strengths, passions, and future aspirations, including health, law, education, creative industries and emerging technologies. Offers were received from major NSW universities and beyond, including Queensland, Victoria, the ACT and internationally. Below and on the next page is a breakdown of student destination choices.

52 students applied via the University Admissions Centre (UAC) Schools Recommendation Scheme, with 25 receiving offers

Ì

88 students applied to the University of Technology Sydney (UTS) Early Entry Program; 68 received offers

Ì

Macquarie University made 28 offers through its Leaders and Achievers Program

Ì

15 students applied directly to ANU in May and four via UAC in September

Educational Access Scheme (EAS) A record 53 students applied for the EAS through UAC reflects the School’s strong support for students navigating challenges, including personal illness and learning difficulties.

Notable Achievements Ì

One UBS Cadetship recipient, combining commerce studies at the University of Sydney

Ì

One UTS Co-op Scholarship for Accounting

Ì

Two Dalyell Scholars at the University of Sydney

Ì Ì

Institution

No.

NSW

121

University of Sydney

35

University of Technology Sydney

30

University of New South Wales

19

Macquarie University

18

Australian Catholic University

9

Western Sydney University

7

Private Colleges (AFTRS, AIM, SEDA)

3

Interstate

5

Australian National University

5

University of Sunshine Coast

1

University of Melbourne

1

University of Queensland

2 Overseas

3

Stanford University, USA

1

Three Elite Athlete and Performer Scheme admissions

University College London, UK

1

One student was accepted into the Qantas Academy (Pilot training)

University of Manchester, UK

1

TOTAL

129

Vocational Education and Training (VET) Four graduates with HSC and Certificate III qualifications in various VET courses including Human Services (Acute Nursing), Design, Sport and Recreation, and Early Childhood Education. Two were completed as a School Based Traineeship.

2024 ANNUAL REPORT

19

Course Area Health (Medicine, Nursing, Physiotherapy, Psychology, Optometry, Vet Medicine, Dentistry) Management and Commerce (Accounting, Business, Economics, Actuarial) Creative Arts (Communications, Media Arts, Design, Visual Arts) Society and Culture (Law, International Studies, Politics, Social Work, Languages) Engineering and Related Studies Natural and Physical Sciences (Advanced Science, Marine Biology, Mathematics, Physics) Architecture and Building (including Landscape and Interior, Construction and Project Management)

20

No. 25 23 21 20 13 12 9

Education (Early Childhood, Primary and Secondary)

5

Information Technology (Computer Science, Cyber Security, Information Systems)

3

Agriculture and Environmental Studies

2

TOTAL

133

MLC SCHOOL

Reflections on the Evolving Application Landscape One of the most significant shifts in recent years is the growing reliance on early entry schemes. While these opportunities provide valuable security for students, they also make data tracking more complex. Offers made directly by institutions are not recorded centrally, limiting our ability to determine exact enrolment destinations unless confirmed by students or universities. As a result, while UAC data continues to be a primary source for offer information, it no longer captures the complete picture.

Our focus remains on supporting each student’s journey, whether it leads to university, vocational education, employment or creative pursuits. The Class of 2024 has demonstrated exceptional resilience, commitment and clarity in shaping their futures.

9. Enrolment Profile, Policy and Procedure PROFILE

POLICY

The total number of students enrolled at the Commonwealth Census date of 1 August 2024 was 1421 (includes 44 PreKindergarten students). As in previous years, the Inner West and Inner Sydney maintain the highest proportion of students, increasing by 0.83% and 0.75% respectively. St George and Sutherland Shire are the next most significant drawing areas, decreasing by 0.81% in the previous year. Central Northern Sydney shows a slight increase, while Central Western Sydney and the Eastern Suburbs all showed slight decreases.

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.

Residential Distribution Metropolitan Area

% of Students

Blacktown

0.07

Canterbury/Bankstown

5.35

Central Northern Sydney

2.92

Central Western Sydney

6.11

Eastern Suburbs

0.42

Eastern Sydney

0.07

Fairfield/Liverpool

1.88

Inner Sydney

19.79

Inner West

45.26

Lower Northern Sydney

8.26

Northern Beaches

0.07

Outer South West

0.14

Outer West

0.07

St George

6.46

Sutherland Shire

3.06

Upper North Shore

0.07

Year Group Distribution at Census 2024 Secondary

Primary

Year Level

No. of Students

Year Level

No. of Students

Year 12

133

Year 6

101

Year 11

158

Year 5

96

Year 10

145

Year 4

63

Year 9

140

Year 3

59

Year 8

153

Year 2

59

Year 7

165

Year 1

47

Kindergarten

58

TOTAL

483

TOTAL

894

An additional 44 students (FTE approximately 40.8) attend early childhood programs at MLC School’s Junior School. These students are not included in the census statistics.

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 2024 ANNUAL REPORT

21

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.

enrolment application may be forfeited. Changes to entry year should be advised as soon as possible and will be considered but cannot be guaranteed.

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.

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

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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 MLC SCHOOL

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.

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

Minimises risk of harm and ensures students feel secure

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:

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Ì

Parent Information Handbook

Ì

Student Diary

Ì

Omnia

MLC SCHOOL

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

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Anti-Bullying for Students Policy

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Complaints and Grievances – MLC School Community Policy and Procedures

Ì

Complaints Handling Policy and Procedures

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Discipline and Behaviour Management Policy

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.

10.5 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.

10.2 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 and students 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 and staff within the School community

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.

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.

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11. School Determined Improvement Targets Achievements Against Targets Set for 2024 Focus

Learning and Teaching

Pastoral Care and Wellbeing

Co-curricular

Spiritual Life Communication and Family Experience

Partnerships

Our Staff

Governance and Sustainability

ICT

Facilities

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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 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 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 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 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 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 Upgrade full school fibre network infrastructure Appoint architects for Performing Arts and Sports Centre Appoint project team for Performing Arts and Sports Centre Consider new sport precinct as second phase of design concept for Performing Arts and Sports Centre Finalise design for upgrade of Grantham Street entrance Review classroom usage and allocation of teaching/admin spaces 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

Outcome In progress In progress In progress Held over Ongoing Held over Completed Ongoing In progress Ongoing Completed Completed Ongoing Ongoing Ongoing In progress Completed Completed In progress In progress Held over In progress In progress Held over Ongoing Completed Completed Completed Held over Completed Completed Ongoing Ongoing In progress Ongoing Held over Held over Held over Held over Ongoing Completed Ongoing Completed In progress Completed Completed In progress Completed Completed Completed Ongoing Held over Ongoing Completed Completed Completed Completed Completed

Targets for 2025 Focus

Learning and Teaching

Pastoral Care and Wellbeing

Co-curricular

Spiritual Life

Communication and Family Experience

Partnerships

Our Staff

Governance and Sustainability

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 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 Review of reporting 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 Enhance student attendance tracking and monitoring Review timetable structure in Senior School 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 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 Develop plans to celebrate 140 year anniversary in 2026 Investigate podcast series for community Roll-out annual giving fundraising campaign for alumnae Develop gift in wills program 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 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 Implementation of the Risk Appetite Statement metrics reporting in an online Board platform to improve risk governance and reporting Develop Council Evaluation Standards development and implementation for improved governance processes Development of long range financial model integrated with the School's accounting software for accuracy and efficiency of financial sustainability analysis Engage specialists to undertake Masterplanning review Investigate and select new Student Information System Develop proof of concept for School-wide dashboards and datacentre

ICT

Facilities

Implement National Institute of Standards Technology (NIST) cybersecurity security framework Streamline financial reporting and budgeting analysis 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

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12. Initiatives Promoting Respect and Responsibility JUNIOR SCHOOL

SENIOR 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.

Senior School students have participated in various activities to promote respect and responsibility within the community.

The 2024 Student Leadership Team, led by School Captain Anikah Sanan, organised initiatives and activities to support the School Values. These events have focused on developing compassion, strength, and understanding.

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. In 2024, 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.

In 2024, we ran the full Leadership Program for girls in Year 4 and Year 5 using 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.

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MLC SCHOOL

Participation in several Pastoral Care activities illustrated this emphasis on wellbeing. These programs are based on self-social awareness, responsible decision-making and relationship skills.

Other initiatives included E-Safety, the National Day of Action Against Bullying and Violence, the Peer Support program, the Big Sister program, Elephant Ed and Empowerment Week activities, Year 7 Journey, Year 10 Spark Day, student leadership initiatives such as Middle Year Leaders and the Student Representative Council, Teacher Appreciation Week, RUOK Day, SONY Camp, Colour Run and various House-based fundraising and awareness efforts.

Another remarkable initiative in 2024 was the Exodus Foundation partnership, a community outreach effort aimed toward fostering empathy and a sense of social responsibility among Senior School students. 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 2024, students reviewed their diaries and signed the Code of Conduct.

13. Stakeholder Survey 2024: Perspectives, Our School in Focus In May 2024, parents and carers participated in a Stakeholder Survey to inform the priorities for the 2025 – 2027 Strategic Plan.

652 parents and carers responded.

Summary of results: Ì

Vision and Mission: 94% agree that the School’s Vision and Mission clearly explain the School’s priorities

Ì

Cultural Esteem: 96% agree the School holds all cultures in high esteem

Ì

Maintenance: 97% agree that the School’s buildings and grounds are well maintained, clean, and tidy

Ì

Safety: 96% agree their child is safe in the classroom and all areas of the School

Ì

Teacher Awareness: 85% agree teachers know their child’s learning strengths and challenges

Ì

Teacher Responsiveness: 91% agree teachers respond to queries in a timely manner

Ì

Opportunities for Problem Solving: 90% agree there are opportunities for their child to solve complex problems in collaboration with others

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Proactive Care: 90% agree the School is proactive in its approach to their child’s care and wellbeing

Ì

Social Media Responsibility: 89% agree their child is taught to use social media responsibly

Ì

Co-curricular Activities: 90% agree camps, music, sport, and co-curricular activities are well organised

Ì

Communication: 84% agree communications from the School are clear and concise

Open Text Responses Parents and carers provided additional context through open text responses, covering themes such as quality of teaching, uniform policies, mobile phone use, general use of technology, sporting performance and teaching styles.

2024 ANNUAL REPORT

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2024 ANNUAL REPORT

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MLC SCHOOL A UNITING CHURCH DAY SCHOOL FOR GIRLS, PRE-KINDERGARTEN TO YEAR 12 Wangal Country Rowley Street, Burwood NSW 2134 Australia PO Box 643 Burwood 1805 Ph +61 2 9747 1266 Fax +61 2 9745 3254 enquiries@mlcsyd.nsw.edu.au ABN 84 645 102 325 | CRICOS No. 02328D mlcsyd.nsw.edu.au