Annual Report 2024
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
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
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
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�
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
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�
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
VISION
The MLC School girl is at the heart of everything we do�
MISSION
MLC School’s mission is to educate and inspire young women to be fearless thinkers with moral courage and compassion, to be agents of change in their own lives and the lives of others�
VALUES
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�
2024 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 2025 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 2024 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 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
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
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
School Facts
School sector Non-Government School type Combined
Year range
Pre-Kindergarten to Year 12
Total enrolments 1422
Girls 1422
Boys 0
8
*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
3. Student Performance in National and Statewide Tests and Examinations
MLC School offers two courses to attain a Year 12 school leavers’ qualification, the NSW Higher School Certificate (HSC) and the International Baccalaureate (IB) Diploma Programme Students are guided and counselled in their choice of course
Options include:
a. Pathways – Each year some MLC School students in Year 11 and Year 12 select the Pathways option of extending their HSC or IB Diploma by up to two years to accommodate their demanding commitments in extra-curricular activities or to provide, in special circumstances, flexible program delivery over a longer period of time
b. NSW Education Standards Authority (NESA) Endorsed Curriculum Framework courses that gain credit towards the HSC, count towards the ATAR and credit towards national vocational qualifications under the Australian Qualifications Framework (AQF)
c. All examinable courses, including Vocational Education and Training (VET) courses, from 2025 HSC will count towards the ATAR
SUMMARY
In 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
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
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
2024 HIGHER SCHOOL CERTIFICATE
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
2024 IB – MLC School Results and World Average
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
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
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
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
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
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
^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 2024 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
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 $279,491 on professional learning for both teaching and support and operational staff in 2024
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)
Teacher Accreditation as 31 December 2024
Teacher Qualifications*
1. Teachers having teacher education qualifications from a higher education institution within Australia or as recognised within the National Office of Overseas Skills Recognition (AEI-NOOSR) guidelines, or
2. Teachers having a Bachelor degree from a higher education institution within Australia or one recognised within the AEI-NOOSR guidelines but lack formal teacher education qualifications
*Note that the number of teachers falling within these two categories may not sum to the total number of teachers as reported in the previous accreditation table as some teachers with Conditional accreditation may not be included
6. Workforce Composition
In 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%
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
As reported to Department of Education and Training (DET)
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 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 Three Elite Athlete and Performer Scheme admissions
Ì One student was accepted into the Qantas Academy (Pilot training)
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
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
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
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
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
An
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 and Grievances – MLC School Community Policy and Procedures
Ì Complaints Handling Policy and Procedures
Ì 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
10.2 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
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 2024
Focus Action
Learning and Teaching
Outcome
Continue rollout of Immersive Learning programs across Senior School cohorts In progress
Introduce new subjects for Senior Years In progress
Develop roadmap for student related data In progress
Review of timetable structure in the Senior School Held over
Integrate new and emerging technologies in and beyond the classroom to engage and enhance the learning of our students Ongoing
Undertake wide ranging review of School reports
Pastoral Care and Wellbeing
Co-curricular
Spiritual Life
Communication and Family Experience
Partnerships
Held over
Implementation of the Kindergarten to Year 2 English syllabus Completed
Review Early Years program and structure (Pre-Kindergarten) Ongoing
Preparation for the implementation of the new syllabi in Mathematics, English (Year 7 to Year 10) and Science In progress
Continue integration of ATSI perspectives Ongoing
Review student leadership structure and process Completed
Introduce Senior School Behaviour Guidelines Completed
Introduce tailored ICT technologies to further monitor and support students with appropriate interventions Ongoing
Enhance staff capability in Pastoral Care practice through professional learning and appropriate ICT programs Ongoing
Review Pastoral Care and Wellbeing structure Ongoing
Reinvigorate the House system In progress
Appoint House Coordinator Completed
Review of co-curricular administration Completed
Pilot new Round Square experiences In progress
Continue rollout of new outdoor education experiences for specific year groups In progress
Development of the Service-learning Framework aligned to the Experiential Pedagogy Framework Held over
Continue promotion of Round Square conferences In progress
Develop plans to build stronger connections between pastoral care program and the spiritual life of the School In progress
Investigate opportunities for staff service participation Held over
Investigate greater connections between the service-learning program and the Uniting Church Ongoing
Introduce parent app
Completed
Develop new parent portal and roll out stage one for testing Completed
Review campus directional and wayfaring signage Completed
Engage community in Giving Day to support key initiatives Held over
Partner with university provider to pilot pre-service teacher development program Completed
Development of the Partnerships framework
Our Staff
Governance and
Sustainability
ICT
Facilities
Completed
Pilot partnerships with selected organisations Ongoing
Investigate opportunities for greater student connection with STEM Ongoing
Investigate future focused opportunities In progress
Plan and implement staff consultation processes and focus groups Ongoing
Develop staff engagement plans Held over
Establish Staff Wellbeing Committee Held over
Further develop health and wellbeing programs to support staff wellbeing Held over
Review administrative functions with view to enhancing coordination and service delivery Held over
Continue staff cultural awareness and safety program Ongoing
Review financial tracking and reporting Completed
Continue to refine business management system Ongoing
Undertake external ICT Review Completed
Continue implementation and training process for new Student Information System In progress
Review phone systems and consider alternatives Completed
Ensure consistency of WIFI across campus Completed
Investigate School-wide dashboards In progress
Upgrade full school fibre network infrastructure Completed
Appoint architects for Performing Arts and Sports Centre Completed
Appoint project team for Performing Arts and Sports Centre Completed
Consider new sport precinct as second phase of design concept for Performing Arts and Sports Centre Ongoing
Finalise design for upgrade of Grantham Street entrance Held over
Review classroom usage and allocation of teaching/admin spaces Ongoing
Upgrade undercroft flooring Completed
Upgrade basketball courts in Music Centre Completed
Install spectator seating on Hockey Fields Completed
Commission new workshops for Kent House Completed
Upgrade main School reception area
Completed
Targets 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
Learning and Teaching
Pastoral Care and Wellbeing
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
Co-curricular
Spiritual Life
Communication and Family Experience
Partnerships
Our Staff
Governance and Sustainability
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
Implement National Institute of Standards Technology (NIST) cybersecurity security framework
Streamline financial reporting and budgeting analysis
Centralise co-curricular management and application process
Facilities 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
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 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�
SENIOR SCHOOL
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�
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
Ì 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