2025 eport
2025 Annual Community Report
1
AT A GLANCE
2025 at a Glance
365
473
838
Junior School students
Secondary School students
Total enrolled students
83.5
100%
2
Year 12 students passed VCE
Perfect Study Scores
21%
15%
#63
VCE students with an ATAR over 90
Study Scores over 40
Rank by Median Study Score
Teaching Staff (FTE)
2
(Better Education, n.d)
Contents Letter from the Principal
5
College Values
8
Philosophy
10
History & Origins
12
Strategic Education Plan
15
Junior School
16
Secondary School
20
Class of 2025
24
NAPLAN Outcomes
26
Enrolment
28
Staffing
29
Business Summary
30
Child Safety
32
Teaching Qualifications
33
To support the production of the 2025 Annual Report, information has been collected from a variety of sources, including College databases, internal and external reports, and the College’s Strategic Plan. Copies of this report are available on the Oxley
It is our pleasure to share the 2025 Annual Report for Oxley Christian College with the community.
website and on the Victorian State Register, which the VRQA manages. A big thank you to everyone who collaborated to create this edition of the Oxley Christian College Annual Report.
2025 Annual Community Report
College Principal Michael Bond
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PRINCIPAL’S LETTER
Letter from the Principal Throughout the year, the Oxley community was guided by the theme of Connection. Our theme invited us to ref lect deeply on what it means to be truly connected —to one another, to our community, and to God.
“ I am the vine; you are the branches. If you remain in Me and I in you, you will bear much fruit; apart from Me you can do nothing.”
At the heart of this reflection is the truth that our connection with God is a constant, steadfast through every season of life. Our theme verse captured the desire to strengthen our connection with Christ beautifully.
– John 15:5
At Oxley, we believe that education is about more than acquiring knowledge. Our motto, Wisdom and Virtue, reflects our commitment to nurturing the whole person.
Connection has been a meaningful reminder that God is the one and only sovereign God and that He created us to be in community. We are reminded that we are made to be in relationship with God, being guided by God and His Word.
Through our Christ-centered approach, we seek to form Scholars of Character who not only pursue academic excellence but also grow in faith and character. We aim to see our students grow into young people who embody wisdom, demonstrate virtue, and develop a genuine thirst for truth.
2025 Annual Community Report
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PRINCIPAL’S LETTER
Biblical Curriculum Framework
We commend our College Captains, Chloe Daly and Ruby Warburton, along with our Junior
During 2025, significant progress
School Captains, Noah S and
was made in refining our
Sarah W, for their leadership
Biblical Curriculum Framework,
throughout 2025.
intentionally aligning teaching and learning with the lenses of
Our thriving Performing Arts
Truth, Goodness, and Beauty.
program brought energy and creativity to the College with
This framework reflects our
wonderful performances in
commitment to holistic education,
music and theatre throughout
where rigorous learning and deep formation work together to shape both mind and character.
Wellbeing At Oxley Christian College, wellbeing is a core aspect of our community, shaped by a culture of care, compassion, and pastoral responsibility. Our Home Group system provides each student with consistent support through a teacher who oversees their wellbeing and development. This structure fosters a relational environment in which students are known, supported, and connected. Alongside a range of programs and initiatives, staff work collectively to ensure that students are equipped to grow and flourish across all aspects of College life.
the year. The Junior School and College Captains Chloe Daly & Ruby Warburton
Oxley Horizons Across the year, students from Prep to Year 12 engaged in a rich and diverse range of learning opportunities. Our Oxley Horizons co-curricular program continued to flourish, offering enriching experiences across the domains of Discovery, Influence, Expression, and Service. Through camps, excursions, creative and performing arts, sport, service opportunities, and leadership experiences, students were encouraged to discover and develop their gifts for God’s glory. As Scholars of Character grounded in the example of Jesus and His servant leadership, students in leadership led with humility, integrity, and care.
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Middle Years productions of Alice in Wonderland JR. and Frozen JR. featured colourful, enchanting costumes and set designs while the students delivered outstanding performances. Participation in House Competitions and Interschool Sport provided memorable opportunities to engage in competitive sport in a safe and supportive environment. Sport provides students with an opportunity to demonstrate character and develop a broad range of skills, including teamwork, perseverance, respect, discipline, decisionmaking, and problem-solving.
As a College community, we
More broadly, we recognise the
We are equally grateful to our
place Christ at the centre,
commitment of our students
parents, families, past students,
providing opportunities for
across the College, as seen in
and volunteers for their ongoing
students to delight in the joy of
their engagement in learning,
support and partnership.
learning and worship.
their participation beyond the
Through Chapel services, Christian Studies classes, worship, devotions, and prayer, students can deepen their faith and reflect on His truth,
to the Elders and Directors
commend our Year 6 students as they achieved the significant milestone of completing their Junior School years and are preparing to continue their learning in Middle School in 2026.
It is an honour to serve as the
Appreciation
Celebration them on their VCE results. We also
has been accomplished in 2025.
and Beauty in daily life.
As a College community, we
Class of 2025 and congratulate
for His faithfulness and for all that
of the values of Truth, Goodness
goodness and beauty.
Notably, we celebrate the Year 12
Above all, we give thanks to God
classroom, and their reflection
Principal of Oxley Christian College. I am grateful to work alongside a committed College
express our sincere gratitude
Council and an exceptional staff team as we deliver a rigorous
of Life Ministry Centre, the
academic program grounded in a
College Council, and Ps Graham
strong Christian foundation.
Nelson for their faithful leadership and commitment to
As you read this Annual Report,
providing Christian education.
I invite you to reflect on the
I acknowledge and thank
many ways our community has
Ps Graham Nelson for his
grown, flourished, and remained
outstanding leadership and commitment regarding protecting the vision of Pastor Hal Oxley and the pioneers of our College.
As we look ahead to 2026, we do so with a sense of purpose, building on this foundation as we continue
We also thank our Executive
to follow Christ—the Way, and the
team for their wisdom, professionalism, and dedication: Mr James Avram, Mrs Amy Liddle, and Mrs Jin Ai Tan.
connected in Christ.
Truth, and the Life—in how we live, learn, and flourish together as a community.
We extend our heartfelt appreciation to all staff— teaching and support—whose commitment and service have shaped the life of the College this year.
Michael Bond Principal
Junior School Captains Sarah W & Noah S
2025 Annual Community Report
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COLLEGE VALUES
Our Values College Motto Wisdom & Virtue
Truth
College Vision
Proverbs 18:15
To delight in God’s love through inspired learning.
The heart of the discerning acquires knowledge, for the ears of the wise seek it out.
College Mission To provide an education for excellence within a Biblical Christian worldview.
We seek to... Pursue knowledge and understand it. Challenge preconceptions, using critical thought to gain understanding. Use wisdom to inform our beliefs and the way we conduct ourselves.
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Goodness
Beauty
Galatians 6:9
Ecclesiastes 3:11
Let us not become weary in doing good, for at the proper time we will reap a harvest if we do not give up.
He has made everything beautiful in its time. He has also set eternity in the human heart...
We strive to...
We know how to recognise beauty...
Persist and overcome obstacles. Do justice, love kindness, and walk humbly. Apply ourselves wholeheartedly.
In the deep truths of all disciplines. In the quiet contemplative moments. In the unique ways that we are all different.
2025 Annual Community Report
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PHILOSOPHY
Wisdom & Virtue OUR PHILOSOPHY
Our educational philosophy concentrates on the holistic formation of students. Embedded in a Christian framework and community, our approach to schooling aims to nurture the inner person or human soul. Students are encouraged to grow in wisdom and virtue, delight in the joy of learning and worship, marvel at the mysteries inherent in nature, and deeply embrace gratitude for a life enriched by God’s grace. We emphasise an exploration of objective truth, goodness, and beauty in each facet of life. Drawing inspiration from the Biblical depiction of the Garden of Eden as a place of delight and inspiration, Oxley envisions learning programs and experiences as metaphorical gardens of delight for students. Just as the first home of mankind was characterised by natural splendour, human virtue and wholesome desires, we cultivate an academic journey filled with similar joys and inspiration.
In our pursuit of knowledge across various disciplines, we aim to instil in students a sense of wonder and awe at the mysteries woven into creation, recognising God’s fingerprints in the laws of nature. Biblical imagery underscores this and God’s boundless love for humanity and His creation, serving as a source of inspiration and delight. We aspire to mirror and participate in this divine expression of love in our teaching and learning experiences. Here we foster an environment where students are not only enthusiastic and motivated but also empowered to excel. Our vision is to cultivate learning that is exceptional, intuitive, and informed, sparking a desire for knowledge that is both deep and enduring. In essence, our vision is rooted in a deep appreciation for God’s love and a commitment to focusing that love into every aspect of the teaching and learning process, creating a truly inspirational environment.
Finally, brothers and sisters, whatever is true, whatever is noble, whatever is right, whatever is pure, whatever is lovely, whatever is admirable—if anything is excellent or praiseworthy—think about such things. – Philippians 4:8
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Portrait of a Graduate SCHOLARS OF CHARACTER
Character, fundamentally, encompasses the mental and moral qualities unique to each individual. It is the inner compass that guides decisions, actions, and interactions.
Cultivating Virtue An Oxley Graduate reflects Christian spiritual and intellectual virtues. They recognise the objective quality of truth, goodness, and beauty in the world.
Above all, a Scholar of Character has a love for learning—an insatiable curiosity that propels them forward.
Embracing Academic Rigour An Oxley Graduate values academic rigour and embraces the journey of continued academic learning, finding enjoyment in deepening their understanding of classical Christian scholarship.
Upholding Christian Ideals An Oxley Graduate embraces cultural practices that are steeped in a Christian worldview and community.
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Timeline HISTORY
From humble beginnings, Oxley Christian College has grown into a thriving and respected leader in Christian education. Guided by God’s Word we remain committed to our founding vision.
1979 Life Christian Academy commences in Warranwood by Pastor Hal Oxley, with Mr Dale Kent as Principal.
1983 The Academy relocates to Chirnside Park. 363 students are enrolled from Pre-School to Year 12, with 33 staff.
1985 Pastor David Odd begins his role as Principal and reforms curriculum.
1986 The Academy changes name to Oxley College,
1992
the new crest is designed by then art teacher, Mrs
Mrs Sally Broadley begins
Sally Broadley.
her role as Principal.
1993
1988
Oxley College
International Program
Library opens.
commences.
2000 Senior School Buildings opens.
LEADERSHIP THROUGH THE YEARS
2003
Our principals have led the College with integrity and a heart for God. Their servant-hearted leadership has supported staff as the College tends to the formation of Scholars of Character.
Administration and Resource Centre Buildings open.
Mr Dale Kent
Ps David Odd
Mrs Sally Broadley
Dr Douglas Peck
1979 TO 1984
1985 TO 1991
1992 TO 2016
2017 TO 2024
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FOUNDING AIMS “ Our aim is to produce a sound, academically trained person with a Christian foundation specif ically in regard to standards, behaviour and absolutes; in short, a balanced, stable, mature and useful citizen of our community.” – Pastor Hal Oxley, Founder
2025 Mr Michael Bond begins his role as Principal.
2017
2023
Dr Douglas Peck begins his role as Principal.
Middle School Building opens. Oxley completes the 2018 Master Plan.
2021
2011
Junior School Buildings open.
Broadley Performing Arts Centre opens in honour of Mrs Sally Broadley’s visionary leadership.
2008
2011
The Oxley Stadium
The College changes
and Oval works are
name to Oxley
completed.
Christian College.
Mr Michael Bond FROM 2025
LOOKING AHEAD Under the leadership of Principal Michael Bond, our focus remains on the cultivation of students who are wise and virtuous, inspired by the Word of God and our values of Truth, Goodness, and Beauty.
2025 Annual Community Report
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HISTORY
Our Story ORIGINS
Oxley has a rich, faith-based and academic history. Life Ministry Centre Ltd. founded the College as an expression of the church’s ministry. Opening as Life Christian Academy in Warranwood in 1979, it had 89 students from Prep to Year 8. In 1983, the College relocated to it’s current site in Chirnside Park. Since its inception, Oxley has strived for high academic standards in a Christian setting. Oxley offers excellent teaching, leading to outstanding results from our Year 12 students. Pastor H.K. Oxley, OBE, founder of Life Ministry Centre (LMC,) defined the Academy’s purpose in 1983. His vision laid the groundwork for our enduring mission and values. Oxley is still as deeply committed as ever to its founding principles with Christian perspectives and values underpinning all aspects of the College program. Every member of teaching staff is committed to the Christian ethos. Each student is encouraged in the development of a deep and enduring personal faith and the College seeks to discover and nurture the individual student’s talents, which are cherished and encouraged as unique, God-given gifts.
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The College changed its name to Oxley College in 1986, and later, Oxley Christian College. Today, across Oxley Kids and Oxley Christian College, the campus has grown to accommodate more than 1,100 Pre-School to Year 12 students. Since the launch of the International Program in 1988, the College community has been enriched by the diverse cultures, perspectives and experiences of students from around the world. Oxley Kids, another Division of Life Ministry Centre Ltd, offers education and care for children from 18 weeks to 4 year old kindergarten, while also supporting the College with the provision of outside school hours care programs for Junior School students. Over the years, we have made many changes. From just a few portable buildings, we have progressed to modern, innovative learning spaces. Our state-of-the-art Broadley Performing Arts Centre opened in 2011. Our latest project, the tailor-designed Junior School and Middle School buildings, was completed in 2022. Since Oxley Christian College’s induction, LMC has continued to be committed to its founding objectives for the College.
STRATEGIC EDUCATION PLAN
Strategic Education Plan CULTIVATION
Academic excellence serves as a vital tool in fostering competent engagement within the Christian worldview, complemented by holistic personal development and active community involvement. Our approach to Christian education encompasses a broad spectrum, integrating faith and reason to shape the character and intellect of our students. Guided by a strategic and evolving framework, we prioritise the following key components:
1. Development of a Responsive Christian Worldview and Community Our aim is to cultivate a deep understanding of, and active participation in, the principles of Classical Christian Education. This includes nurturing our identity as a Christian Community, fostering Christian faith, virtues, and wisdom. We embrace learning as a source of delight, truth, goodness, and beauty.
2. High Quality Teaching and Learning Through methodologies such as Explicit Direct Instruction and Active Learning, both our faculty and students engage in schooling that promotes personalised learning experiences. We emphasise the teaching of skills and fundamental concepts across core disciplines and strive for excellence in educational practices and outcomes.
3. Engagement with the Learning Community and Beyond We encourage our students to actively participate in community partnerships, service initiatives, and cross-cultural exchanges. By fostering a spirit of service and inclusion,we aim to broaden student perspectives and enhance a sense of global citizenship.
4. Pastoral Care and Holistic Formation The wellbeing of our students and staff is paramount. We provide a nurturing environment where individuals feel safe, valued, and supported in their spiritual, intellectual, emotional, and physical growth.
5. Commitment to Sustainable Christian Practices
Our community embraces a culture of prayerful gratitude and generosity. We promote humility, compassion, and stewardship of the environment, encouraging individuals to embrace a lifelong journey of faith and learning.
2025 Annual Community Report
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Junior School Captains
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JUNIOR SCHOOL
Junior School Our Junior School provides a rich and supportive environment in which students are shaped both academically and spiritually, grounded in a Christ-centred worldview.
So then, just as you received Christ Jesus as Lord, continue to live your lives in Him, rooted and built up in Him, strengthened in the faith as you were taught, and overflowing with thankfulness.
At Oxley Christian College, learning and faith are intentionally woven together, creating a community where students are encouraged to grow and belong. We are committed to nurturing the whole child, developing not only knowledge, but also character, relationships, and a deepening faith.
– Colossians 2:6–7
As we partner with families, we seek to cultivate an environment where relationships are strengthened, faith is nurtured, and each student is equipped to flourish. Through this shared commitment, we aim to develop young people who live with confidence, purpose, and resilience, grounded in their identity in Christ and prepared to navigate an ever-changing world.
In 2025, our College theme of Connection has been central to all that we do. We are reminded in John 15:5-6 that true growth comes from remaining connected to Christ. This truth underpins our approach to learning and community, as we encourage students to remain connected to God, to one another, and to their learning.
2025 Annual Community Report
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JUNIOR SCHOOL
Junior School Highlights Hands-on learning experiences
In addition to the production,
At Sovereign Hill in Ballarat,
continued to play an important
students enjoyed showcasing
Year 5 students stepped back
role in enriching the Junior School
their musical talents through
into the gold rush era through
program throughout the year. Each
Soirée Evenings, the Year 2
hands-on activities, historical role
year level engaged in opportunities
Strings Concert, and the Year 5
play, and exploration of period-
beyond the classroom that
and 6 Instrumental Concerts.
style buildings. Extending this
supported personal growth,
The Prep Nativity once again
learning further, the Year 6 camp
independence, and deeper learning.
provided a joyful retelling of the
to Canberra saw students fly to
Christmas story, celebrating the
the nation’s capital, where they
Oxley Horizons
true meaning of the season.
deepened their understanding of
Across 2025, Junior School students
Sporting events provided
have been immersed in a broad range of opportunities designed to support their growth in every area of school life. They have approached these experiences with enthusiasm, rising to new challenges and discovering their strengths as they developed their unique gifts. The Performing Arts program once again played a central role in Junior School life. A highlight of the year was our Junior School production of Alice in Wonderland JR., which brought energy, creativity, and colour to the stage. Students across all year levels contributed to this memorable performance, whether through acting, singing, dancing, or supporting roles. The production was a testament to the dedication of both staff and students and reflected the strong sense of community and collaboration within our school.
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opportunities for students to demonstrate perseverance, teamwork, and sportsmanship. The Year 3–6 Swimming Carnival, Cross Country, and Athletics
Australia’s system of government and witnessed democracy in action. These shared experiences not only enriched learning but also strengthened friendships and created lasting memories.
Day were key highlights, with strong participation and house spirit. Events such as the Year 3–6 Basketball Day and the Community Sports Day further enriched our physical education program, fostering both skill development and enjoyment. Camps and overnight experiences provided valuable opportunities for students to grow in confidence and independence throughout the year. The Year 3 onsite sleepover was an exciting introduction to overnight school experiences in a familiar setting. This was followed by the Year 4 camp at Mill Valley Ranch, where a range of outdoor and team-based activities fostered resilience and collaboration.
Year 5 Camp Sovereign Hill Expedition
Student Leadership Student leadership continues to be a valued aspect of Junior School life. Students are encouraged to take responsibility, serve others, and contribute positively to the school community.
Our Year 6 students embraced leadership through their roles as Captains and specialist leadership positions across Visual Arts, Performing Arts, STEM and Physical Education. Students in Years 4 to 6 participated as Home Group Captains, supported class initiatives and strengthened student voice, while Enviro Captains across the school modelled stewardship of
Junior School Production Alice in Wonderland JR.
God’s creation. Students were encouraged to lead with humility, integrity, and compassion, reflecting a Christ-like approach to leadership and service.
Professional Learning In 2025, professional learning remained a key priority within the Junior School, with staff working collaboratively in Professional Learning Communities (PLCs) to strengthen their teaching practice. Through engagement with the WalkThrus framework, teachers focused on a number of targeted strategies, including Establishing Expectations, building Positive Relationships, Sequencing Concepts in Small Steps, Live Modelling, Scaffolding, and Guided Practice. These approaches supported the development of consistent, high-quality classroom practice, enabling teachers to deliver clear instruction and respond effectively to student needs.
The PLC structure provided
This shared commitment
a valuable platform for
creates a strong and supportive
collaboration, reflection,
environment in which students
and professional dialogue,
are able to thrive.
fostering a culture of continuous improvement. Teachers were also encouraged to set personal professional goals and refine specific strategies to meet the diverse needs of their students.
We give thanks for the many blessings of the 2025 school year. It has been a year of growth, opportunity, and community, where students have been encouraged to pursue excellence, develop character,
Parent Partnership
and grow in their understanding
Our Junior School community continues to be strengthened by the support and involvement of our families. We deeply value the partnership between home and school, recognising that this collaboration plays a vital role in
of God’s love. We are grateful for the dedication of our staff, the support of our families, and the enthusiasm of our students. Together, we continue to build a Junior School community where
each child’s success.
each child is known, valued, and
Parents contribute in many
and into the future.
equipped to flourish both now
ways, from supporting learning at home to attending events and engaging in school life.
Amy Liddle Head of Junior School
2025 Annual Community Report
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Middle Years Production Frozen JR.
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SECONDARY SCHOOL
Secondary School Following an exceptionally strong 2024, the Secondary School continued at a high level, characterised by strong academic outcomes, purposeful learning, and a vibrant community life shaped by faith, service, and aspirations.
Trust in the Lord with all your heart and lean not on your own understanding; in all your ways submit to Him and He will make your paths straight. – Proverbs 3:5– 6
Guided by a firm Biblical understanding of education, Middle Years and Senior Years staff and students continue to seek God’s wisdom and guidance in all that we do. We do so trusting that “in all your ways submit to Him, and He will make your paths straight” (Proverbs 3:6). While academic success is a key cornerstone of Oxley’s culture and ethos, our vision for students is broader and more enduring. In Secondary School, we seek to guide students through these formative years as they develop into intellectually resourced and spiritually engaged individuals. From Year 7 through to graduation, students are invited into a learning journey that values intellectual curiosity, personal responsibility, and character formation, recognising that each student brings a unique combination of gifts, interests, and strengths.
2025 Annual Community Report
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SECONDARY SCHOOL
Secondary School Highlights Academic Outcomes Our whole-student approach again bore fruit with excellent VCE results reflecting the sustained effort of students, the commitment of staff, and the strength of the College’s learning culture. While not viewed as an end in themselves, they provide evidence of effective practice and a strong foundation for future pathways.
Pedagogy & Practice Academic learning in the Secondary School is intentionally sequenced and cumulative, building on the strong foundations established in the Middle Years to support success in Senior Years studies. From Year 7, VCE pathways begin to take shape, informing curriculum design, study habits, and expectations across all year levels.
Curriculum & Learning Pathways Student engagement and agency were strengthened through the expansion of subject and elective offerings, providing greater choice and flexibility as students shaped personalised learning pathways aligned with their interests and post-school aspirations. This ensured that learning remained purposeful and connected to future opportunities. A key highlight was the further extension of the
that fostered growth, creativity, and connection. The Performing Arts program enjoyed outstanding success, particularly through the Middle Years production of Frozen JR., showcasing creativity, collaboration, and commitment across year levels. Instrumental music and strings programs continued to thrive,
expression and growth. Sport and
remained an important focus, with programs such as GATE and Aspire providing students with particular strengths and interests with a challenge and stimulation.
provided meaningful avenues for House competitions remained integral to student life, promoting wellbeing, resilience, teamwork, and sportsmanship.
Student Leadership Student leadership flourished throughout 2025, with students across year levels stepping into
of VCE programs and practices
roles of responsibility and service.
during 2025. Our review examined
Leadership is understood not
curriculum coherence, assessment
simply as holding a title, but as
design and delivery, feedback
modelling values, initiative, and
practices, student workload, and
care for others.
overall wellbeing from Middle Years through to VCE. In doing so, it enabled faculties to confirm effective approaches,
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range of co-curricular opportunities
Extension and enrichment
Senior School continued its review
sustainable excellence.
participated in a rich and diverse
while visual arts, music, and drama
of strong VCE performance, the
and refine practice to support
Beyond the classroom, students
STEM program.
Following three consecutive years
identify areas for improvement,
Oxley Horizons
STEM Program Extension STEM Lab
Through formal roles, House structures, and everyday acts of contribution, students demonstrated leadership marked by integrity, humility and understanding, reflecting the call to act justly and to love mercy and to walk humbly with your God (Micah 6:8).
Professional Practice & Development Teaching and learning are underpinned by high expectations, clarity of instruction, and a commitment to evidence-informed practice. Staff engaged in a comprehensive program of professional learning, including targeted development in gifted education and ongoing coaching
Senior School Leaders Secondary School Investiture
Impact Through our integrated approach, students are well prepared for success in VCE and beyond, equipped with the character, confidence, and sense of purpose needed to contribute positively as global citizens. Students grow in knowledge and skill, alongside their understanding of who they
and faculty review processes.
are, how they learn, and how
Professional Learning Communities
service to others, reflecting the
(PLCs) remained central, enabling staff to analyse student data, refine pedagogy, and share strategies. These collaborative communities empowered teachers to refine instructional approaches and strengthen learning standards.
This partnership plays a significant role in supporting student wellbeing and achievement, enabling the College to respond effectively to student needs, celebrate progress, and address challenges with clarity and care. We give thanks for God’s continued provision and for the privilege of working alongside
they might use their gifts in call that each of you should use whatever gift you have received to
students and families this year. The Secondary School remains committed to sustaining
serve others...(1 Peter 4:10).
excellence while continuing to
Parent Partnership
We look ahead with confidence
Central to the strength of
to the opportunities before us,
refine and strengthen practice.
trusting that the work begun in
the Secondary School is the
Focus was placed on equipping
partnership shared between the
Senior Years students with the
College and families. Parents
habits and skills required through
play a vital role in supporting
organisation, self-regulation,
students, and through open
resilience, and active reflection.
communication, mutual trust, and collaboration.
our students will continue to grow and bear fruit in the years to come.
James Avram Deputy Principal & Head of Secondary School
2025 Annual Community Report
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CLASS OF 2025
Class of 2025 We commend the Class of 2025 for their exceptional results. The VCE results in 2025 were excellent, with our students well rewarded for their efforts, hard work, and dedication. For the third consecutive year, the Oxley Christian College VCE cohort achieved a top 100 ranking among Victorian schools, reflecting the continued strength of student outcomes and academic performance.
VCE Results
21%
ATAR over 90
40%
100 %
1.5%
VCE Pass Rate
Vocational Training
of students attained a Year 12 Victorian Certificate of Education
The percentage of Year 12 students undertaking Vocational Education & Training (VET)
#63
99.80
ATAR over 85
15%
Study Scores over 40
33
Median Study Score
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Better Education Rank
Highest ATAR
Rank by Median Study Score against other Victorian Schools (Better Education, n.d)
Our College Dux achieved an ATAR of 99.80 placing her in the top 0.2% of Victoria
Tertiary Destinations % OF OFFERS ACCEPTED
From the Class of 2025, 58 Oxley Graduates have accepted an offer into tertiary study through VTAC. Monash University and Deakin University remained the most popular tertiary destinations.
28%
of accepted offers were from Monash University
21%
Deakin University
14%
University of Melbourne
10%
Swinburne University of Technology
10%
RMIT University
9%
La Trobe University
5%
Australian Catholic University
3%
Victoria University
100% Received a VTAC Offer DOMESTIC STUDENTS
3
Course Selection NUMBER OF STUDENTS
First round VTAC offers
Oxley Graduates chose courses that highlighted the diversity of their strengths and interests, selecting courses from a wide range of disciplines. Society & Culture
17
Health
16
Natural & Physical Science
12
Management
10
Engineering
9
Education
6
IT
5
Creative Arts
4
Sport & Exercise
3
INTERNATIONAL STUDENTS
22% Received offers for double degrees DOMESTIC STUDENTS
2025 Annual Community Report
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NAPLAN
NAPLAN Outcomes The data below includes NAPLAN results for Oxley Christian College from 2020 to 2025. 2020 to 2022 results should not be compared with 2023 to 2025 results due to a change in Proficiency Standards.
Reading Year Level
2020
2021
2022
3
N/A
95%
100%
5
N/A
92%
96%
7
N/A
99%
95%
9
N/A
93%
93%
Spelling
NAPLAN Proficiency Standards (2008 – 2022) For NAPLAN results during this period, a “National Minimum Standard” was defined and located on the assessment scale for each year level. Band 2
Year Level
2020
2021
2022
3
N/A
95%
94%
5
N/A
90%
92%
7
N/A
95%
91%
9
N/A
95%
87%
was the minimum standard for Year 3, Band 4 was the minimum standard for Year 5, Band 5 was the minimum standard for Year 7 and Band 6 was the minimum standard for Year 9. These standards represented increasingly challenging skills and required increasingly higher scores on the NAPLAN scale.
Grammar & Punctuation Year Level
2020
2021
2022
3
N/A
95%
98%
5
N/A
98%
94%
7
N/A
95%
91%
9
N/A
97%
89%
Writing
Numeracy Year Level
2020
2021
2022
Year Level
2020
2021
2022
3
N/A
98%
100%
3
N/A
93%
100%
5
N/A
100%
94%
5
N/A
100%
90%
7
N/A
99%
92%
7
N/A
99%
93%
9
N/A
98%
96%
9
N/A
98%
89%
NOTE: No NAPLAN was conducted during 2020 due to COVID-19 and the resulting decision taken by the Victorian State Government.
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NAPLAN Proficiency Standards (Commencing 2023)
Reading
Achievement in NAPLAN is now reported against
Year Level
2023
2024
2025
proficiency levels instead of the previous numerical
3
98%
98%
95%
5
100%
94%
100%
7
99%
97%
99%
9
100%
99%
99%
NAPLAN bands. Students’ results will show how they performed in each of the NAPLAN assessment areas against the 4 new proficiency levels (Australian Curriculum, Assessment and Reporting Authority [ACARA], 2026). Exceeding
Spelling
The student’s result exceeds expectations at the time of testing. Strong
The student’s result meets challenging but reasonable expectations at the time of testing. Developing
Year Level
2023
2024
2025
3
98%
100%
96%
5
100%
98%
98%
7
98%
98%
100%
9
99%
100%
99%
The student’s result indicates that they are working towards expectations at the time of testing.
Grammar & Punctuation
Needs additional support:
The student’s result indicates that they are not achieving the learning outcomes expected at the time of testing. They are likely to need additional support to progress satisfactorily. The proficiency standards are reported on a new NAPLAN measurement scale that makes better use
Year Level
2023
2024
2025
3
95%
96%
95%
5
96%
100%
98%
7
99%
95%
100%
9
98%
99%
99%
of the online adaptive tests.
Numeracy
Writing
Year Level
2023
2024
2025
Year Level
2023
2024
2025
3
95%
100%
98%
3
97%
100%
100%
5
94%
100%
100%
5
100%
95%
100%
7
100%
100%
98%
7
99%
99%
100%
9
96%
99%
100%
9
100%
100%
99%
2025 Annual Community Report
27
ENROLMENT DATA
Enrolment Data Student Attendance
Enrolment Data
Retention Rate
Student attendance remains strong
Oxley Christian College is
At the beginning of 2022, there
across the College. Absences are
dedicated to cultivating students
were 72 students in Year 9. In
managed through the Attendance
of distinction—scholars of
2025, 51 (71%) of these students
Officer.
character who embody wisdom,
completed Year 12 at Oxley.
Expected absences are entered
virtue, and a thirst for truth.
in advance via the management
We offer a complete
International Program
system. Parents call the absence
coeducational experience from
Oxley can offer up to 150 places
line for any late notice of non-
Prep through to Year 12. Our
to international students from
attendance. Unexplained absences
students are nurtured to grow
Year 1 to Year 12. Our well-
are followed up promptly.
their innate talents and develop
established program offers
new strengths.
students the opportunity
Attendance by Year Level Prep
93%
Year 1
93%
Year 2
96%
Year 3
94%
Year 4
94%
Year 5
94%
Year 6
95%
Year 7
94%
Year 8
91%
Year 9
93%
Year 10
96%
Year 11
95%
Year 12
94%
28
to integrate culturally and
Enrolments
academically into Australian
838
Total Enrolled Students Prep To Year 12
365
Junior School Students Prep To Year 6
473
Secondary School Students Year 7 To Year 12
Attendance by Sub-School
educational life. The International Program at Oxley was introduced in 1988. International students broaden their knowledge of language, culture and academics. We deeply understand our students’ backgrounds and incorporate an integrated approach. To support international students with their English language ability, we offer an Integrated English program. The individual needs of the student determine the length of the program, which is typically 10 to 20 weeks before entry into the mainstream class
Junior School
94%
setting. Integrated English provides a strong foundation for students’ successful studies and
Secondary School
94%
cultural adjustment.
STAFFING
Staffing Staff Experience
Professional Development
Oxley employs dedicated and
Oxley is committed to investing
Graduate teachers are
passionate individuals who wish
in the professional development
supported through the process
to teach or facilitate Christian
of our staff. Staff have access
of applying for full registration
Education.
to conferences and seminars
with the Victorian Institute of
beyond the College, and a
Teaching. All teaching staff
formal program of professional
receive first-aid training as part
development is built into the
of the professional development
College’s operations. As a result,
program.
Oxley’s team of 167 staff members in 2025 is diverse and experienced, with 40 male staff members and 127 female staff members.
all staff are involved in rich and
Teachers at Oxley participate
diverse professional learning.
Of our staff, 96 are teachers, with 29% having over 10 years of teaching experience at Oxley. This experience enhances the quality of our education.
in professional learning and
Professional Learning development Framework New staff members participate in in accordance
a thorough induction program, with the Professional Learning Teachers refine their professional knowledge, skills, practice and values as described in the Victorian Teaching Profession’s Code of Conduct, Code of Ethics and the Australian Professional Standards for and mentors Framework as outlined by the Teachers. guide them through
professional learning can take a variety of forms, the Professional Learning Framework outlines the first As year at the College. Victorian Institute of Teaching these opportunities to support teachers on their professional learning journey.
(2024).
The below demonstrates the interrelationships between ethical practice, professional knowledge and professional learning.
Staff Statistics
Teaching Staff (Full Time Equivalent)
29%
of teachers have more than 10 years service length
Aus tra lia n
Conferences and workshops
ional Standa rd ess sf of o Pr
Professional reading
Codes of Conduct and Ethics
Journals, research papers, books, reports
Further education Research participation, multi session PD, short courses, post-graduate study
Inquiry into practice
Action research into own teaching practice
Aus tra lia n
83.5
Seminars and conferences
Professional conversations
Collegiate meetings and conversations focusing on improving practice
rs che ea rT
96.3%
Staff retention rate
Collegial visits, meetings, discussions
rs che ea rT
Average service length
Online modules, webinars, seminars, podcasts, wikis
Coaching / mentoring
ional Standa rd ess sf of o Pr
7.4 yrs
Webinars / online resources
Research
Resource research using Scootle, Arc Learning, professional associations or education organisations
Staff meetings
Whole school, curriculum, APST domains
Professional Learning Framework. (Victorian Institute of Teaching, 2024). vit@vit.vic.edu.au
1300 888 067
www.vit.vic.edu.au
2025 Annual Community Report
29
BUSINESS SUMMARY
Business Summary At Oxley, we are committed to faithful stewardship and transparent financial management. We strive to have open dialogue and meaningful engagement with our community.
Financial Data
% OF INCOME/EXPENDITURE
This data provides an overview of our sources of income and expenditure for the year, reflecting our commitment to financial transparency and responsible stewardship of the resources entrusted to us. Maintenance & Cleaning
Other Income
Government Grants
4%
Other
5%
Curriculum Expenses 7%
4%
50 %
Depreciation & Finance 14 %
Technology 3%
Utilities 2%
Income
School Fees & Levies 45 %
Expenditure
Salaries, Oncosts & Professional Development 66 %
30
Govenerance
Community Feedback
The purpose of all divisions of
Oxley Christian College
This simple, safe process
Life Ministry Centre Ltd (LMC Ltd)
appreciates the chance to
encourages students to ask for
is to proclaim the gospel of the
consult with parents and staff
help when needed and gives
Lord Jesus Christ and to spread
through biennial surveys.
wellbeing staff and Home Group
and increase the Christian faith
Survey responses provide the
teachers timely insights into
both in Victoria and throughout
College with an opportunity to
how individuals are feeling.
the rest of the world by any
review and respond to feedback,
By replacing infrequent, long-
means possible.
guiding continuous school
form surveys with continuous
improvement.
feedback, Pulse helps us better
LMC Ltd is a diverse organisation
understand student wellbeing
in which each division operates
During 2025, Oxley’s parents
independently within structures
participated in a survey during
approved by the Board of
Term 4. This survey provided
Directors and amended from time
valuable feedback for the
Staff satisfaction was regularly
to time as required.
College Executive and College
monitored through personal
Council as they continue to
interviews with members of
review and develop the College’s
the College Executive. Staff
Strategic Plan and plan for
meetings, along with evaluation
continuous school improvement.
processes, provide diverse
Each division is accountable for its own operations and finances, either directly to the Board of Directors or through a committee structure as approved from time to time and
Additional feedback is gathered
provided for in the Constitution.
from students throughout
learning experience.
opportunities for staff to express their levels of satisfaction openly and collegially with areas of the
the year via the Student
Oxley supports and promotes the principles and practices of Australian democracy in accordance with Australian law. This includes respect for the authority of the elected government, the rule of law, equal rights for all, freedom of religion, freedom of speech and asscociation.
and strengthen the overall
College and specific operations.
Representative Council (SRC). Oxley also hosts a Student
Satisfaction amongst parents,
Leadership Forum, which provides
teachers and students is
an added opportunity for the SRC
continually measured through
to share their feedback.
various means. Feedback from parents is welcomed through
We are committed to actively
formal and informal meetings
listening to students and
and interviews.
responding to their needs. Through Pulse—a weekly, 60 second check in—we regularly gather student feedback on wellbeing and engagement.
Jin Ai Tan
Business Manager
2025 Annual Community Report
31
CHILD SAFETY
Child Safety Oxley Christian College is a child safe organisation
When child safety concerns are raised or identified,
that welcomes children, young people, and their
they are treated seriously and responded to
families who seek a Christian education as outlined
promptly and thoroughly.
in its Governing Standards, policies and statement of mission.
Particular attention is given to the child safety needs of vulnerable students. Inappropriate or harmful
The College is committed to providing environments
behaviour targeting vulnerable students is not
where students are safe and feel safe, where their
tolerated at the College, and any instances identified
participation is valued, their views respected, and
will be addressed with appropriate consequences.
their voices are heard about decisions that affect
Child safety is a shared responsibility. Every person
their lives. College child safe policies, strategies and
involved in the College has a role in promoting
practices are inclusive of the needs of all children
child safety and wellbeing and promptly raising any
and students enrolled at the College.
issues or concerns about a child’s safety.
The College has no tolerance for child abuse and
The College is committed to regularly reviewing its
takes proactive steps to identify and manage any
child safe practices and seeking appropriate input
risks of harm to students in College environments.
from students, families, staff, and volunteers to
The College promotes positive relationships among
inform ongoing strategies.
students, adults, and peers. These relationships are
For more information, please refer to the College’s
based on the Christian ethics of trust and respect,
Child Safety and Wellbeing Policy.
among others, and on the College values of truth, goodness and beauty. The College takes proactive steps to identify and manage any risk of harm to students in the College environment.
View Online Scan QR code to view our Child Safety Webpage.
Senior Child Safety Officer
Child Safety Officer
Mr James Avram
Ps Matt Daly (03) 9727 9959 mdaly@oxley.vic.edu.au
Mr James Avram, Deputy Principal – Head of Secondary School, is the College Senior Child Safety Officer. The Senior Child Safety Officer is the first point of contact for child safety concerns or queries, and for coordinating responses to child safety incidents.
32
Child Safety Officer Mrs Sarah Witnish (03) 9727 9900 switnish@oxley.vic.edu.au
QUALIFICATIONS
Teaching Staff Qualifications Senior Leadership ROLE
NAME
QUALIFICATIONS
Principal
Mr Michael Bond
BIS, GradCertEd, MScEd, FAICD, MACEL
Deputy Principal Head of Secondary School
Mr James Avram
LLB, BEd, MEd, PGDipEd, MBA, GradCertEd
Head of Junior School
Mrs Amy Liddle
BEd
Director of Chaplaincy and Student Voice
Ps Matt Daly
BComp, DipEd
Head of Learning Innovation and Professional Development
Mr Michael Mancev
BA, GradDipEd, MEd
Head of Curriculum and Assessment
Mr Andrew Piper
BSc, BEd
Head of Senior Years Students
Mr Trevor Whittle
DipTeach, BA, BA (Hons), Prel Cert TEFL
Head of Middle Years Students
Mr David Cutler
DipSp&Rec, BEd(PE)
Assistant Head of Junior School & Teaching and Learning
Mrs Vicky Kirby-Beach
BA (Hons), GradTeachProg, GradDipT&L
Teaching Staff NAME
QUALIFICATIONS
NAME
QUALIFICATIONS
Mrs Madison Adams
BA, BEd
Mrs Michelle Bond
BSc (Hons), MPsych, GradDipEd, MEd
Mrs Emma Ashmore
BAppSc, BTeach, BA
Mrs Caitlin Bonte
AdvDip, BEd
Mr Timothy Ashmore ASM
BSc, BEd
Mrs Anita Bradshaw
BEd, DipTeach
Mrs Gabrielle Bail
BA, BTeach
Mrs Haley Brandon
BEd
Mrs Natalie Bailey
BMus, MTeach
Mrs Rhonda Burns
DipTh, BA, GradDipEd
Mrs Nicole Bell
BTeach
Mrs Merryn Burt
DipEd, BEd
Mr Carl Bird
BA, BEd
Mr Shaw Harng Chan
BMus, GradDipTeach, MTeach
Mrs Janine Boer
DipEC, BEd
Mr Jeffrey Clarke
ADipMus, BEd
2025 Annual Community Report
33
QUALIFICATIONS
NAME
QUALIFICATIONS
NAME
QUALIFICATIONS
Mrs Carolyn Connelly
BHSc, BEd, MA TESOL
Miss Clare Jones
BA, BTeach, DipEvtMgt
Mrs Jenelle Coote
BEd, DipBS, GradDipCS
Ms Monika Kapusi
BSc, GradDipEd, MEd
Mrs Narelle Daly
BAppSc, BTeach
Mrs Jacqui Kelly
DipVA, BTh, GradDipEd, GradCertECE
Mrs Susan De Lange
BA, HDipEd, DipCompStud
Mrs Jeannette Kotzé
BSc, HDipEd, DipR&CTeach, BEd (Hons), MEd
Mrs Arielle Drew
BEd
Mr Daniel Kunst
BAppSc, GradDip, MTeach
Miss Naomi Driessen
BEd
Mrs Druscilla Law
BSc, HDipEd
Miss Victoria Dwight
BA, MTeach
Mrs Sarah Law
Ms Rebecca Dyson
BAppSc, BEd
BSc, PGDipTeach, MTeach, GradCertTh
Mrs Katrina Farley
BTeach, BEd
Mrs Libby Ledwidge
AssocDipRecLead, BEd, CertIV TESOL
Mrs Holly Fevreau
BA, MTeach
Mrs Melissa Lee
BECEd
Mr Mitchell Gaiser
BEd
Mr Timothy Liu
BIS, MEd
Mr Joshua Gaschk
BAppSc
Mrs Kelly Lock
BSc, GradDipEd
Mrs Jenna Goodridge
BEd
Mrs Elise Goodwin
BA, BEd
Mrs Jessica Govender
BSc, PGCertEd
Mr Verlin Govender
Mrs Rebecca McDonald BA, BEd, MEd Mrs Sonia McGill
BASpEd, CertIV TESOL, DipMin
Mr Timothy Monro
BAppSc (Hons)
BSc Eng, MSc Eng, PGDipEd
Miss Sue Moore
BSc (Hons), BLett (Hons), GradDipEd
Miss Melanie Haley
DipTeach, BEd
Mr Riley Moran
BEd
Mrs Rebecca Hauser
BA, MTeach, DDTS
Mr Paul Moseley
BScIT, BSc, GradDipEd
Mrs Marilyn Haylock
DipTeach, BTh (Hons), BEd, BA
Miss Teanau Newton
BEd (Hons)
Miss Eleesha Higbed
BA (Hons), GradDipEd
Mr Benjamin Niemandt BFA, BEd (Hons)
Mrs Cindy Hogan
BSc, GradDipEd, MA
Mrs Bridgette Odd
BA, DipEd
Miss Claire Hogan
BA, BEd, ML
Mrs Kaye Oldman
BA, GradDipEd (Hons)
Mrs Emily Jetten
BA, BEd
Mrs Seh Yeh Ong
LTCL, BA, GradDipEd, MEd
34
NAME
QUALIFICATIONS
NAME
QUALIFICATIONS
Ms Hyo Park
BSc, MTeach
Mrs Claudia Weller
DipEd, GradDipSpecEd, GradDipECTeach
Mrs Rebekah Paul
BA, GradDipEd, MLit
Mr Stephen Whalley
BEd
Mrs Susanna Pereira
BSc, BEd, PGDipTh
Mr Stephen White
BA, GradDipEd
Mrs Naomi Perry
BEd
Mrs Cindy Woodcock
BEd
Mrs Tanya Robinson
BA, BEd (Hons)
Miss Michaela Wynne
BEd
Mrs Caitlin Salomons
BDes, GradDipEd
Mr Yimin Zhang
BEd, GradDipEd
Mrs Sharon Sandison
BA (Hons), GradDipEd, BEd, MLI
Mrs Ting Zhao
BEng, MEng, GradDipEd
Miss Hina Sasuga
BMus, MTeach
Mr Leslie Zhou
BAppSc, GradDipEd, GradDipDiv
Mrs Vinita Seago
DipCE, BSc, GradDipEd
Mrs Pina Sernio
DipEd, BEd
References
Ms Hong Shen
BA, GradDipEd, MEd
Australian Curriculum, Assessment and Reporting
Miss Phoebe Shen
BA, MTeach, MTESOL
descriptions. https://www.nap.edu.au/naplan/
Mrs Caylin Shrivastav
BA (Hons), BMus
Mrs Anniesha Silva
BCom, GradDipEd
Mrs Pauline Steele
BSc (Biomed), BSc (Hons), GradDipEd
Mrs Heather Taylor
DipTeach
Mrs Lynne Taylor
BEd
Mrs Nicole Thorpe
DipEd, GradDip
Ms Maggie Toh
BLaw (Hons), PGDipLaw, PGDipEd, CertIV TESOL, DipMin
Mrs Emma Turnley
BMus, BEd (Hons)
Mr Ryan Van Gaalen
AdvDipDes, BDes, MTeach
Mrs Judy van Tonder
BEd, MEd
Mrs Isabel Watkins
BA, MTeach
Authority. (2023). NAPLAN: Proficiency level results-and-reports/proficiency-level-descriptions Better Education. (n.d.). VCE results and school rankings. Retrieved July 31, 2026, from https:// www.bettereducation.com.au/vce.aspx Victorian Institute of Teaching. (2024). Professional learning framework. vit.vic.edu.au/sites/default/ files/media/pdf/2024-01/Document_ProfessionalLearning-Framework.pdf
2025 Annual Community Report
35
Life Ministry Centre Ltd t/a Oxley Christian College 15-49 Old Melbourne Road, Chirnside Park VIC 3116 +61 3 9727 9900 | office@oxley.vic.edu.au oxley.vic.edu.au CRICOS Provider: 00331C 016943K Primary Years 1–6 016944J Secondary Years 7–12