Annual Report 2024
Message from the Chair of the College Board
The Board is incredibly proud of Pymble’s continual innovation, which spans all aspects of learning and development and is driven by our commitment to delivering a world-leading, future-focused education for our students.
It was an honour to officially step into the Chair’s role this year, following five years of working with the Board as a director alongside former Chair Mr James Hunter, Deputy Chair Mrs Melinda Graham and Board members Ms Eve Clark, Rear Admiral Lee Goddard CSC, QM, Rev Dr Chris Goringe, Dr Kate Highfield, Mrs Li-Enn Koo, Mrs Suzy Nicoletti, Dr Fiona Roughley, SC, and Mrs Kristen Wydell. While this report gives a broad overview of some of the
key initiatives and outcomes of teaching and learning at Pymble in 2024, it is my pleasure to recap some of the highlights from the Board’s perspective.
We were especially excited about the College being designated as an Australian Olympic Pathway School in an Olympic year. This is official recognition that Pymble offers the highest level of athletic and academic development for students, and we congratulate our trailblazing athletes and staff for making this happen.
“We have watched on with pride as our girls continued to build on their Academic, Digital, Emotional and Social Intelligence through an incredible range of learning opportunities.”
MASTER PLAN HIGHLIGHTS
However, it’s fair to say the most visible work of 2024 is related to our ambitious Master Plan and, following an official soil-turning ceremony at the start of the year, we quickly progressed to watching our first new building, Grey House Precinct, rise up before our eyes.
The building will feature a host of new facilities, including classrooms for Years 5 and 6, a state-of-the art Robotics Lab, Wellbeing Centre, expanded Out of School Hours Care Centre, and an Early Years School for 90 children aged 0 to 5 years, however, no one is more excited about this project than our 1,300 Dance students and their Dance teachers.
When work is completed in 2026, students and staff will have their own dedicated Dance Centre on Level 1, which will include:
• 6 new studios
• a performance space with seating for 100 audience members
• outdoor warm up and cool-down area
• physiotherapy room
• changerooms, costume storage space, and much more.
In terms of completed Master Plan projects, in 2024 we were proud to open our new Boarding House for Year 7 Boarders. Avonmoore is much more than a beautiful home-away-fromhome for these girls. Having a dedicated residence for Year 7 allows our staff to provide specialist care to our youngest Boarders to help them settle into their first year of living on campus.
We also officially opened the new Upper School Common Room for students in Years 9 and 10, which has been a huge hit with the students, who now have an indoor space to use during breaks. Additionally, the Upper School Office was refurbished to create a welcoming reception and meeting facilities for visitors and staff.
Over at Vision Valley, our two new outdoor classrooms will be ready for use in early 2025. These have been appropriately named by some of our current Year 10 students as the Kookaburra and Wedgetail classrooms – and if you consider the unique biomimicry of the designs, you won’t be left wondering why.
We’ve also made more useable spaces at The Valley for outdoor learning, and family campouts and events.
INTERNATIONAL OPPORTUNITIES AND EXCELLENCE
Increasing the profile of Pymble on a global scale is another strategic intent the College has been working towards for a while now, with the full support of the Board. By the end of 2024, we had plans in place to become a Cambridge School and to formalise partnerships with the Rafa Nadal Tennis Academy in Mallorca, Spain, and Tottenham Hotspur Football Club in the UK in 2025.
Our strategy is to partner with international universities, sporting clubs and associations to ensure a Pymble education is valued for excellence, all over the world, and to provide more pathways to tertiary study, sport at elite level, and global careers. This is important for our graduates who seek to employ their influence and compassion beyond our shores.
The benefits swing back to our academic composition, too. Our growing international profile for excellence in all aspects of girls’ education is assisting us in recruiting the very best teachers and coaches, from Australia and all over the world.
DEVELOPMENT OF ALUMNI MENTORING PROGRAM
Another area of strategic focus is supporting Pymble alumni. While our students’ formal education at Pymble ends with the final ‘pens down’ in November, we aim to continue our relationship with our students beyond graduation, and throughout their lives as adults.
The College is working hard to shore up local connections for graduates through the development of our Alumni Mentoring and Networking Program to support key stages of their careers – starting out, mid-point, and at Board entry level.
Highlights of this year’s Alumni Networking Event include the Qantas Group Chief Executive Officer and Managing Director and former Pymble student, Vanessa Hudson, sharing her career advice; workshops on interview techniques, entry-level workplace skills, and transitioning from executive to Board level; and one-on-one mentoring sessions with 83 professionals. We look forward to continuing to grow this program and
opportunities to connect with our Alumni in 2025.
ACKNOWLEDGEMENTS
There are many people in our community who work incredibly hard to ensure Pymble delivers the best educational experience and outcomes for our students, today and in the future.
Our remarkable Principal, Dr Kate Hadwen, and the leadership team are to be congratulated for continuing to raise the benchmark for girls’ education to extraordinary heights in every area, from academic programs, to sporting pathways, character development, wellbeing initiatives, and campus facilities.
Our brilliant academic staff go above and beyond in extending their care and expertise to guide and support our students at every point of their school journey.
Our tireless co-curricular and coaching staff enable our girls to pursue their passions in more than 55 sports and activities, with excellence, always.
Our professional services and administration teams are dedicated to supporting our students and staff behind the scenes.
My fellow Board Members and Pymble Foundation Board Members volunteer many hours, along with their vast collective acumen, to put the future of our students at the heart of their work.
And of course, our parents, carers and families of our students are our active partners in their daughters’ education, volunteering for roles on the Pymble Parent Association or in the many Parent Support Groups, in addition to spending countless hours at College events, carnivals, performances, fundraisers, competition, learning discussions, and many other connection points throughout the year.
Thank you to one and all for working together to make a world-class team of champions for our changemakers, our Pymble girls.
MR CHRIS FYDLER OAM CHAIR OF THE COLLEGE BOARD
It then roared into action following the unveiling of our Year 12 Prefects’ theme for the year, 2024: Hear Us Roar. Inspired by The Lion King movie, Katy Perry’s song and the lion on our College crest, our students certainly brought their roar to ’24 to achieve outstanding success in academics, sport, robotics, dance, drama, music, language arts and, more broadly, through the character and actions of our Pymble family.
Together, our community worked to raise an incredible $74,900, of which $41,650 was gifted to our major charity, The Barbara May Foundation, to help fund maternal health care for young girls and women in East Africa. The College also co-hosted our eighth Sony Camp for children with disabilities, where student and adult volunteers from Pymble and Shore care for these
Message from the Principal
By all accounts, 2024 at Pymble was a roaring success. The year got off to a racing start on day one with the launch of Pymble Pulse, a student-led initiative designed to amplify school spirit and celebrate the co-curricular passions of students across the College.
young people around the clock and, in doing so, give their parents and carers a few days of much-needed respite before Christmas. Well done, team Pymble, I am so proud of you.
It is a privilege to lead this remarkable school and bear witness to the development of our students’ Academic, Emotional, Social, and Digital Intelligence. Our girls are to be congratulated on a fabulous year of having a go, stepping out of their comfort zones, and leaning into our values to support each other and be of service to the broader community.
With that in mind, it’s my pleasure to handover to our elected 2024/25 Prefects to share highlights of the year and a sneak peak of what’s coming up in the year ahead.
SERVICE
In addition to supporting our two main College charities, The Barbara May Foundation and Sony Camp, students and staff served communities in need through our work with:
• The Ku-ring-gai Youth Development Service
• The Hornsby Women’s Shelter
• The Indigenous Literacy Foundation
• Bear Cottage
• HARK Refugee Clinic
• Mental Health Services in Australia
• The Bobbo Head Cycle Classic
• The Leukaemia Foundation
• The Kids Cancer Project, and
• Shoes for Planet Earth.
The College also began working on a Service Framework to launch in 2025. This will formalise our approach to service, make it more meaningful for all, and open the door for our entire community to be involved.
We’re excited about connecting more deeply with our service partners, working collaboratively to achieve their goals, and shaping the world together through care, solidarity, respect, justice and our College values.
Juliette Mouton and Jessica Worrell, 2024/2025 Service Prefects
COMMUNITY
Throughout the year, Pymble Pulse ambassadors celebrated the cocurricular activities and achievements of students across the College, from Artistic Gymnastics to Water Polo and everything in between.
We also conducted surveys to help the leadership team define a behaviour statement for each of our five College values. Care represents kindness to ourselves and to others. Courage is being open to new experiences to learn and grow. Responsibility is taking ownership of our actions. Integrity is always doing the right thing, even when no one is watching. And the final value is, of course, Respect.
Respect means valuing diversity, our own worth, and the worth of others. It is about acknowledging that it is ok to be different, and showing up respectfully in
the classroom, the playground, and in all areas of life at Pymble.
Christiana Soo and Madeleine Watson, 2024/2025 Community Prefects
SPORT
We had an incredible year in sport, with highlights including IGSA Championship wins in Artistic Gymnastics, Athletics and Cross Country, and our Junior School skiers claiming the Primary Female Overall National Championship. In addition, just before the Paris Olympics commenced, Pymble became the first independent school in Australia to be designated as an Australian Olympic Pathway School. We also formed new partnerships with Tennis Australia, Badminton Australia, and Lauren Jackson, who launched her exclusive Basketball Academy at the College.
And it didn’t stop there. Pymble became the first school in Australia to collaborate with the Rafa Nadal Tennis Academy in Mallorca, Spain, which opens the door for our Kindergarten to Year 12 families to attend his training camps in 2025. We have also signed an exclusive partnership with the Tottenham Hotspurs Football Club to provide development opportunities for our athletes and coaches.
“Our girls are to be congratulated on a fabulous year of having a go, stepping out of their comfort zones, and leaning into our values to support each other and be of service to the broader community.”
Our students now have more pathways than ever to achieve their personal best in their chosen sport in 2025 and beyond.
Maya Atkinson and Samara Bond, 2024/2025 Sports Prefects
EMOTIONAL INTELLIGENCE
2024 was the first year our entire Year 9 cohort participated in our groundbreaking Vision Valley Residential Program for four consecutive weeks. The year also had a wellbeing focus on sleep and movement, with walking trails established around the school to encourage girls to get outdoors, increase movement, and enjoy our beautiful campus.
Coming into 2025, Houses will embrace the student voice and the House Points system will recognise a greater diversity of activities beyond the traditional realms of sport and music.
We are excited to continue amplifying the student voice and making Pymble an even more connected community next year.
Anais Burnicle and Olivia Xu, 2024/2025 Student Representative Council Prefects
ACADEMIC INTELLIGENCE
Pymble had some amazing achievements in 2024, including an incredible 83 HSC nominations across CALLBACK, SHAPE, ENCORE, OnSTAGE, ARTEXPRESS and Young Writers Showcase. Each of our da Vinci Decathlon teams placed in the state, and our Year 10 team even made it to nationals. We are so proud of everyone for their hard work across all areas of learning.
Our academic staff have been working on developing a new framework for teaching and learning, which encompasses skills, knowledge, character and metacognition, and this will be implemented next year. Pymble has also registered to become a Cambridge School, and we are thrilled to announce that Cambridge Mathematics will be offered to some Year 10 students in 2025, with a view to expanding the Cambridge program in years to come.
Additionally, we have partnered with the Centre for Curriculum Redesign in Boston to develop a new elective, Biotechnology. Curriculum writing will continue next year, and Biotechnology will be offered to Years 9 and 10 from 2026.
We’re so excited for the future of learning at Pymble.
Lauren Korenblyum and Evelyn Zhu, 2024/2025 Learning Prefects
DIGITAL INTELLIGENCE
In 2024, Pymble embraced the challenge of using technology wisely, blending innovation with purpose. Year 5 students used Artificial Intelligence (AI) to prototype paper prosthetic arms. Year 6 collaborated with Maisy Meadow Mouse, a chatbot with the personality of a wise farm mouse, to explore agriculture, code microcontrollers, and even fly drones. In Year 9, students used AI to break down assessment tasks, create timelines, and refine ideas, making learning more efficient and engaging.
In 2025, we will be expanding AI integration across all year levels. Our goal is to create personalised AI tutors for every student; tools that are guided by teachers, built to align with our
curriculum, and designed to enhance learning while fostering independence. We will also continue growing our AI champions, equipping staff and students with the skills to design AI tools that empower each learner.
Most exciting of all was the launch of the Pymble Wise Phone Initiative, an ambitious program that encourages students in Years 4 to 8 to develop healthier digital habits by replacing traditional smartphones with devices designed for mindful use. By 2025, more than 700 students will be using our ‘wiser’ phone choice.
Together, we’re using and shaping technology to support a community that values ethical, innovative, and mindful engagement with the digital world.
Nandika Singh, 2024/2025 Academic Learning Prefect
PERFORMING ARTS
It was a big year for the Performing Arts at Pymble. We produced our spectacularly spooky whole school musical, The Addams Family. We staged three hilarious plays, Fangirls, Girl Asleep and The Government Inspector and our dancers dazzled the audience with their amazing talents at our annual three-day Dance Showcase.
At the end of the year, our musicians journeyed to Spain and Portugal for the school’s first Music Tour in five years, while our Language Arts students participated in the Model United Nations event in The Hague.
Next year, our annual Performing Arts Competition (PAC) is going to be bigger and better than ever and there may even be a launch of something involving bagpipes – so, stay tuned!
Elizabeth Tang and Madeline Taylor, 2024/2025 Performing Arts Prefects
ACKNOWLEDGEMENTS
Thank you to our Prefects for these summaries – and a huge thank you to our parents and carers for all the support they have provided to the College in 2024. Learning at Pymble is a genuine three-way partnership between our staff, our students, and their families.
The lyrics of one of the most loved songs from The Lion King movie, the Circle of Life, remind us that “There’s more to see than can ever be seen, more to do than can ever be done.”
I am in awe of how our Board Chair, Mr Chris Fydler OAM, manages to see all perspectives, and do more than is humanly possible for most of us to get done. Chris has my deepest gratitude for a wonderful year of supporting all of us as we find our way through the circle of life at Pymble.
Chris leads a team of dedicated Board Members and, also sits on our Pymble Foundation Board of Directors. These passionate volunteers are integral to the operations of the College and give generously to support the education and opportunities we provide for students at Pymble.
Our amazing, dedicated staff continue to inspire and navigate our girls along a pathway of growth and learning, unlocking potential, empowering them with essential skills, fostering resilience and adaptability, and ultimately, preparing them for a successful life beyond the College. It is with the greatest respect that I thank our Deputy Principals and Senior Executive, the Executive Team, Heads of Schools, Heads of Learning Areas, Head of Boarding and Boarding staff, Vision Valley staff, and our teaching, cocurricular and professional services staff, each of whom plays an integral role in the education of our girls.
It’s easy to draw parallels with 2024 at Pymble and the themes of The Lion King. They are both stories of courage and growth, community and care. We’ve seen these themes beautifully reflected in our College family this year; they lie at the heart of what makes our Pymble Pride Lands, and the people in it, so special.
DR KATE HADWEN PRINCIPAL
Message from the Pymble Parent Association ( PPA )
At Pymble Ladies’ College, we have a strong and passionate parent community. We are dedicated to supporting and building an inclusive and dynamic environment in partnership with staff at the College to enable our girls, from Kindergarten to Year 12, to learn, grow and flourish. We create opportunities for parents to come together and build connections and bonds of friendship and be a part of the Pymble community.
The Pymble Parent Association (PPA) is a crucial part of Pymble life, organising and supporting many key events and activities that bring us together throughout the year. The Icebreaker event held at the start of the year had about 650 attendees across the parent and school community. We had a beautiful floral theme and a DJ which helped to create a wonderful, vibrant atmosphere. It was a great opportunity to make connections between parents and staff across all year groups from Kindergarten to Year 12.
The Trivia Night, held in June, was a great success and so much fun for the parent community. The theme was Rock/Pop Stars and parents dressed
up in amazing costumes such as Cher, Elvis, Elton John, Led Zeppelin, Guns N’ Roses and many more. The convenors worked very hard to create an amazing event and our parent community were so generous in donating items, bidding in the silent auction and live auction and purchasing raffle tickets. Lunch with the Principal, Dr Kate Hadwen, for a group of girls and lunch for a group of girls with the Head of Junior School, Kate Brown, were extremely popular items for the live auction and wonderful to have their support in hosting these lunches as auction items.
The annual Garden Party was held in September. The PPA second-hand uniform stall and the PPA BBQ stall were
“The Pymble Parent Association is a crucial part of Pymble life, organising and supporting many key events and activities that bring us together throughout the year.”
both a great success. It was wonderful to have parents and members of staff volunteering together at the BBQ stall. These stalls provide a wonderful opportunity for parents to volunteer and to model the spirit of service. Our Year Coordinators also play a key role at Garden Party in organising all of the Year Group stalls.
In October, the PPA hosted a barbecue lunch for teachers and staff in celebration of World Teachers’ Day. This was an opportunity for parent volunteers to serve lunch to all our teachers and staff and thank them for their ongoing support and dedication to our girls.
Throughout the year the PPA, the Secondary School Parent Group (SSPG) and Junior School Parent Group (JSPG) and many parent volunteers generously donated their time and resources to organise and host numerous events throughout the College. Some of these events included:
• SSPG Mother-Daughter day event and Father-Daughter overnight camp at Vision Valley
• Secondary School Mother’s Day event
• JSPG Welcome Parent Breakfast
• JSPG Pedal Your Own Smoothie Day
• JSPG Easter Decorating Activities
• JSPG Parent Daughter Dance
• JSPG Mother-Daughter and FatherDaughter camps at Vision Valley
• JSPG Build a Bear
• JSPG Athletics Carnival Stall
• JSPG Jeans for Genes Sausage Sizzle
• JSPG Family Fun Day and Movie Night.
The support and generosity of parents in organising these events throughout the year meant that we were able to give back to our community. The JSPG made donations to a number of charities including Bear Cottage, Barbara May Foundation, Jeans for Genes and the Literacy Foundation. The JSPG also made a donation to the Junior School. The PPA sponsored annual Professional Learning Grants for staff, hosted the World Teachers’ Day luncheon and donated to the new Wellbeing Centre in Grey House Precinct, which is currently under construction at our school.
We are very thankful to Sunny Hres, our PPA President for 2023 and 2024, for all her dedication and enthusiasm throughout her term as President. We are looking forward to another wonderful year in 2025 and the opportunity to continue building a strong parent community in partnership with our school, and to create many avenues for service and lasting memories as we go through the journey of our daughters’ school years at Pymble.
SHIVA RICH PPA PRESIDENT
Message from the Head Prefects
2024 was a year of shining bright and being bold. With our theme “2024: Hear us Roar” guiding our leadership vision, we strove to empower every student within the school community to recognise the value of their voice, exchange their opinions, and engage in Pymble life as active changemakers.
Term 1 began with the unveiling of the vibrant theme banner, accompanied by the tune of Katy Perry’s “Roar”. In our fortnightly addresses at Combined Assembly, we inspired students to confidently voice their unique perspectives, as well as respect the diverse viewpoints of others. In Term 2, we focused on “Hakuna Matata” from The Lion King, drawing the students’ attention to a “problem-free philosophy” which prioritised balance of play and work over the attainment of perfection. By sharing wellbeing tips, self-care advice and study strategies, we communicated to the students that they were heard, seen, and cared for. Our time as Head Prefects drew to a close in Term 3 and we passed on the torch to the new Head Prefects of 2025 as part of the “Circle of Life”. We encouraged our peers to keep the flame of leadership burning strong, inspiring them to continue the legacy
of sharing their ideas and having the courage to stand by their beliefs. During 2024, the Prefect Team was honoured to participate in a project that amplified the resonance of the College Values throughout the school community, promoting students, staff and parents to understand and practise Care, Courage, Integrity, Respect and Responsibility in fresh and exciting ways. Throughout our entire leadership journey, we sought to weave these values - already evidently embedded into school life - even more deeply into the College’s culture, with statements created by our girls allowing these values to resonate closely with student life.
2024 was also the year of Pymble Pulse. Uniting the entire student body and fuelling school spirit, Pymble Pulse acted as the heartbeat of the College. All through the year, students proudly
displayed school colours and gathered in song, coming together as one to support our peers in sporting events such as AFL, Soccer, Water Polo and the Pymble v. Knox Netball competition. The rhythm of Pymble Pulse extended beyond sports, invigorating students to cheer on those competing in Language Arts, Robotics, Drama and Music. Pymble Pulse truly spurred students to not only roar and strive for the highest in their co-curricular activities, but to also honour the achievements, big or small, of those around them.
Adding to this robust sense of community, our House Representatives further strengthened the student bonds within the College. In addition to holding the annual Swimming Carnival, Athletics Carnival and Cross Country, they introduced new initiatives such as a Just Dance competition and a
Masked Singer contest to promote house spirit and solidarity. 2024 was also a momentous year for Sport at Pymble, with the College becoming officially designated as an Australian Olympic Pathway School, and entering into a partnership with the Lauren Jackson Basketball Academy. Pymble’s “Sleep and Movement” initiative encouraged students to enhance their mental and physical health. Lunchtime activities, such as a walk around campus or skipping, provided students with a chance to engage in exercise, whilst the Wellbeing Team held a Wellbeing Week where students could relax and take the time to treat themselves with kindness. The Performing Arts portfolio demonstrated keen initiative, holding a successful Performing Arts Competition (PAC) week where students proudly displayed their artistic and musical talents, and assembling the whole school for a Nutbush dance as part of International Dance Week. The Learning Prefects helped students to thrive in the present and plan for the future, continuing to provide opportunities for students to network with industry professionals through emPOWER lunches, as well as establishing Pymble’s first Artificial Intelligence (AI) Conference, where students were invited to present their own research on the very topical issue of AI. The Intercultural Prefect, alongside the Student Intercultural Committee, celebrated the cultural diversity at Pymble with events such as Lunar New Year and Diwali festivities, as well as an Intercultural PAC, where students shared their culture with their peers through music and dance. With an Environment and Outdoor Education Yarning Circle Plant Out, where students enjoyed gardening as well as learning about the significance of the Yarning Circle to First Nations Peoples, the Environment and Outdoor Education Prefects collaborated
“In our fortnightly addresses at Combined Assembly, we inspired students to confidently voice their unique perspectives, as well as respect the diverse viewpoint of others.”
to connect students with nature and First Nations culture. Throughout 2024, the Prefect Team worked closely together to create and deliver initiatives to the student community that enhanced students’ experiences with sports, performing arts, academics, culture, the environment and community.
Pymble has always appreciated the importance of giving back to the wider community and leading through service. In 2024, the students of Pymble enthusiastically participated in various community service initiatives that supported charities such as the Barbara May Foundation, The Smith Family, and Wayside Chapel. A whole school ‘Knit-In’ contributed towards Wrap With Love’s aim to donate knitted blankets to people at risk of hypothermia, and students hand-wrote letters that were mailed to a retirement home during Service Day. Pymble’s dedication supporting and uplifting the community has instilled a love of service into every Pymble student.
All of this, however, could not have been possible without the great effort and commitment of the teachers and staff at Pymble. We would like to extend our heartfelt gratitude towards them: to our Deputy Principal, Ms Rockwell, for her devotion to making Pymble a place of growth and joy; to our Deputy Principal - Students, Mr Raymond, for being an unwavering and dependable source of care to the Pymble community; to our Deputy Principal - Academic, Mrs Kenny, for encouraging us to work diligently and pursue our academic ambitions; to our Head of Secondary Wellbeing, Mrs Hunt, for always creating an atmosphere of positivity and kindness; to our fantastic reverends, Reverend Cass and Reverend Danielle, for blessing our time at Pymble by exuding peace and joy; to our Head of Senior School, Mrs Wyse, for nurturing us and supporting us through our final
years; to our Deputy Head of Senior School, Ms Gallardo, for giving us invaluable guidance and advice; to our Heads of Year, Mrs Michie and Mr Stern, for unfailingly encouraging, motivating and supporting us as we navigated our Pymble journeys; to our former Head of Year, Ms Beaumont, for urging us to seize the day and accomplish our goals; to Mrs Sengupta and Mrs Chambers, for their tireless work behind the scenes to ensure that everything is running as smoothly as possible for us; and to the administrative staff at the Senior School Office, Mrs Schreuder, Ms Brownlee and Mrs Foord, for the compassion and understanding they show to every Senior School student.
We would especially like to express our sincere thanks to our Principal, Dr Hadwen, who has served as our wise mentor throughout our leadership term. As an excellent exemplar of what gracious and selfless leadership looks like, she has inspired us to develop as leaders, encouraged us to flourish as the best version of ourselves, and made our journey through Pymble truly wonderful.
Finally, we thank the students of Pymble for their courage to ‘roar’ this year, for their boundless enthusiasm, for their presence at every one of our initiatives, and for their unending support of us as we made our way through 2024. The bonds we have created within the student community will no doubt last a lifetime, and we will always be connected to each other by our shared Pymble experience. It has been our immense honour to have served as the Head Prefects of 2024, and as we look forward to the next chapter of our lives, we remember our incredibly special time at Pymble Ladies’ College.
JULIE
SHENG AND BELLA WALKER 2024 HEAD PREFECTS
Contextual information about the school
Pymble offers exceptional opportunities for girls and young women. Students enjoy extensive curricular and co-curricular programs, advanced learning technologies, outstanding facilities and extensive choices in the performing and visual arts, sporting and cultural arenas.
A strong academic record and focus on each student as an individual creates a caring, safe and stimulating environment that inspires a balanced educational experience. The College is as deeply committed to academic, sporting and cultural excellence as we are to service, contribution and giving back to the community.
Our vision is to foster influential and compassionate women. Our mission is to develop young women with a passion for learning and scholarship, a strong assurance of her own worth and a desire and values to contribute meaningfully to her local and global communities.
Our five core values – Care, Courage, Integrity, Respect and Responsibility – reflect the spirit and heritage of our community, our identity as a school of the Uniting Church of Australia and our commitment to providing a nurturing and meaningful learning experience for every Pymble girl.
The College motto of All’ Ultimo Lavoro – Strive for the highest inspires our students and staff to be the best version of themselves.
Pymble offers a multidimensional, holistic approach to wellness and growth through our Mind-Body-Spirit Framework, which underpins our Watch Us Change the World strategic direction and its four key learning pillars: Academic, Social, Emotional and Digital Intelligence.
The College comprises four distinct schools on the one campus, providing four tiers of leadership opportunities and age-specific academic and personal care for each student. Each school has its own precinct within the College grounds, including a Junior School (Kindergarten to Year 6), a Middle School (Years 7 and 8), an Upper School (Years 9 and 10) and a Senior School (Years 11 and 12). Four Boarding Houses are the ‘home away from home’ for 137 Boarders. We also have a campus called Vision Valley, at Arcadia, for outdoor activities, experiential learning and residential programs.
Each School has its own Head of School, Deputy Head(s) and Heads of Year.
Please visit the MySchool website for further information about the College: myschool.edu.au/school/43846
Characteristics of the student body
Throughout 2024, our students from Kindergarten to Year 12 participated in a range of learning opportunities and activities which focused on developing their intellectual curiosity, building their connection our values, empowering their voices and strengthening their confidence and resilience.
JUNIOR SCHOOL (KINDERGARTEN TO YEAR 6)
Our College values are authentically embedded in all activities for our Junior School students, Kindergarten through to Year 6. Our five College values –Care, Courage, Integrity, Respect and Responsibility – are the anchor for the behaviours we expect our students to show every day, and they provide a strong foundation for explicit teaching in our wellbeing ‘Compass’ program and academic programs.
Our Junior School assemblies and grade assemblies also highlight one of our College values each week, and students are recognised with assembly awards that reflect their demonstration of the value in focus that week through their academic learning or social and emotional learning and behaviour.
In 2024, we introduced a leadership role for a group of Year 6 students who assume responsibility for building a deep understanding of the value featured that week through presentations and role
plays in weekly assemblies, particularly to our Kindergarten to Year 2 students. This opportunity has empowered Year 6 students with a sense of responsibility and heightened the impact of the value amongst our youngest students as they engage with and relate to the older students.
During assemblies, individual student talents are recognised through celebrations of achievements and musical/dance performances helping to build a community of respect, kindness and inclusion.
A central focus of our Junior School is kindness; to self, others and to the environment. We use this language purposefully across Kindergarten to Year 6 to develop the students’ understanding of their responsibility for their behaviour and to help them build social relationships which are built on respect. A key part of our social kindness and responsibility is our commitment to service in the community. Groups of Year 5 and 6 students attended local Uniting Care
Aged Care Facilities throughout the year on a fortnightly basis and developed strong friendships with the elderly residents. Additionally, we had a Year 4 student who led an initiative to provide food for the homeless and needy through a program she developed called Cook2Care. A strong sense of community responsibility amongst the students meant the program was highly successful and our families not only provided significant amounts of non perishables but also established a program where they cooked meals on a weekly basis to support St John’s The Dish program.
Empowering student voice has been a growing focus within our Junior School and is supported through peer-elected, term-based leadership positions available to girls from Years 1 to 6 as Kindness Captain, STEM Captain, Sustainability Captain and Student Representative Council Captain. Year 6 students are offered additional roles of responsibility as House Leaders, leaders of each Captain group and as Chapel
“A central focus of our Junior School is kindness; to self, others and to the environment.”
Leaders. Each of these student leaders were mentored weekly by a teacher or member of the Junior School leadership team. Throughout 2024, our Year 6 leaders stepped into the additional challenge of helping to host our inaugural STEAM Festival which involved all students, and Junior School parents, in a day filled with a range of learning activities, creative challenges and performances. In the lead up to the festival, the Year 6 leaders assumed many different responsibilities as they encouraged the younger students to engage with all aspects of the planning and resources for the festival.
Our Outdoor Education Program provides challenge to the students, encouraging them to step outside their comfort zone, immersing them in nature as they camp and offering
a myriad of activities designed to foster collaboration, responsibility and resilience. In addition, we offer each student the challenge of choosing to engage with ‘100 Adventures to complete before you leave the Junior School’ and they assume responsibility for recording the completion of each activity through their journey across Kindergarten to Year 6. Those who complete the 100 challenges are awarded a special certificate from the Head of Junior School.
MRS KATE BROWN, HEAD OF JUNIOR SCHOOL
“We acknowledge the importance of empowering students to demonstrate a growth mindset in their approach to learning opportunities.”
MRS JENNY O’DONNELL, HEAD OF MIDDLE SCHOOL
MIDDLE SCHOOL (YEARS 7 AND 8)
Throughout 2024, the Middle School team worked to ensure that the girls were appropriately supported as they embraced holistic experiences that stretched them academically and nurtured their personal growth. Throughout our programs and initiatives, the team continued to focus on fostering a culture of inclusivity within the community. We acknowledge the importance of empowering students to demonstrate a growth mindset in their approach to learning opportunities, as well as developing respectful relationships amongst teachers and peers. Our engaging Mind Body Spirit programs for Stage 4, provided students with abundant opportunities to explore relevant issues and, in turn, develop strategies to foster better connections as individuals whilst finding their place within the secondary school context.
Our extensive Year 7 Transition program demonstrated a commitment to empowering each student and providing them with an appropriate toolkit to navigate new situations whilst building confidence and resilience. Many of these events provided a platform for student leaders to take
responsibility and grow from the experience. We continued to run our Year 10 Peer Support program which fostered bonds between the girls across sub-schools and enabled for authentic mentoring conversations to build trust. By foregrounding and valuing student voice and clearly articulating Middle School expectations, individuals were able to set formal goals and challenge themselves to step up. This provided a framework that promoted individual responsibility and independence. The girls were asked to set an academic goal alongside a community goal as a reflection of the significant value we place on both these areas of college life.
Providing opportunities for students in Years 7 and 8 to come together to build their social networks and work in respectful collaboration underpins a healthy community. We introduced initiatives such as more Middle School Assemblies to celebrate achievements, share experiences and promote opportunities. Alongside Inter-House Games, Gloucester Gatherings of craft and sporting activities run during lunchtimes, a ‘Year 7’s Got Talent’ competition and social justice initiatives through the Pymble Gives
Back program; a diverse range of opportunities were made available for the students.
Our Heads of Year and Compass teachers worked to establish connections with individual students across Mind Body Spirit time each day and through regular one-on-one conversation. Our Mind-Body-Spirit Framework and Compass Curriculum programs emphasised the importance of balance through reference to ‘5 Ways to Wellbeing: Connect, Take Notice, Keep Learning, Be Active and Give.’ The girls were encouraged to take responsibility for ensuring their routines reflected this balance and were held accountable for their choices. Guest speaker Melissa Juergens, a qualified Sports Dietitian/Nutritionist, presented a workshop to Years 7 and 8 entitled ‘A Healthy View,’ which was informative and empowering. Years 7 and 8 enjoyed a Mind Body Spirit Day at Long Reef learning to surf and exploring the coastline, to further consolidate these priorities. The ‘5 Ways to Wellbeing’ were also actioned regularly within the weekly Mind Body Spirit schedule, where the focus was on establishing and maintaining respectful relationships and taking responsibility for our own wellbeing. Recognition and celebration of individual talents across the Middle School in 2024 fostered a climate that embraced diversity and encouraged acceptance. One key project was to survey students in relation to languages spoken at home and to build a signpost with ‘welcome’ written in all representative languages. The signpost is displayed in our Middle School Garden. Through the Values Award and the Jacaranda Award, students were acknowledged and encouraged to live the College values of Care, Courage, Integrity, Respect and Responsibility; alongside our motto of All’ Ultimo Lavoro – Strive for the Highest.
Digital Nutrition was an important aspect of the Middle School program, promoted through various Compass activities in conjunction with recommendations from the eSafety Commissioner and guest presenters
from ySafe. ySafe and Family Zone are two useful platforms that assisted families to monitor their daughters’ digital profiles and limit online access. Police Liaison Officer, Senior Constable Lynda Hart, also spoke with the girls to facilitate a better understanding of the implications of dangerous online behaviour whilst promoting responsible digital citizenship.
Leadership is seen as something every Middle School girl should aspire toward either through formal positions such as our Middle School Leaders, Compass Captains, Chapel Leaders, House Liaison Leaders, Sustainability Leaders, Wellbeing Leaders, Transition Leaders and Student Representative Council representatives, or through more informal opportunities such as our volunteer Tour Guides for Pymble Mornings. The concept that “representation imbues responsibility” was celebrated and encouraged through mentoring opportunities with the Upper and Senior Schools. Our Year 12 Prefects ran workshops to upskill Middle School girls around writing position applications and honing interview skills, these workshops were available for all to participate. The girls always take great pride in representing the College and acting as role models for others. The Student Leadership model was introduced across the College to provide more formal opportunities for our elected leaders to work in conjunction with older students within committees. This mentoring initiative was enthusiastically embraced throughout 2024 by our Middle School girls.
Throughout the English and History syllabus, Middle School students explored new and different worlds across time to build knowledge, perspective and empathy. Units on Identity, Our Moral Compass, Representation of Women in the Media and various case studies of cultures and historical periods aimed to build respect for those who have gone before us and those who now positively influence our own paths into the future. Celebrating diversity and tradition is an important pillar for the Middle School.
Students in Years 7 and 8 took part in an Outdoor Education Program throughout the year, which provided an opportunity for the girls to step out of their comfort zone and embrace a ‘challenge by choice’ adventure. Year 7 were stationed at Vision Valley for four days and Year 8 were invited to join a five-day program facilitated by Somerset on the Colo River. The girls took part in a vast array of physical and mental challenges that built resilience and fostered new connections.
The team worked to assist the girls to recognise their responsibility as global citizens and foster the need to ‘give back’. Our celebrations of International Women’s Day foregrounded Mahboba Rawi, of Mahboba’s Promise, a notfor-profit organisation that works with Afghan refugee children. By educating the girls about challenges beyond our borders, we hope to foster greater understanding and empathy. This focus coincided with the launch of the Pymble Foundation which sponsored three Afghan refugee students who entered Year 7 in 2024.
This year proved to be a year of growth and opportunity where we saw our Middle School girls flourish as a result of their resilience and willingness to open their eyes and take responsibility.
UPPER SCHOOL (YEARS 9 AND 10)
2024 marked the first year in which all Year 9 students at the College attended the Residential Program at Vision Valley. Students were challenged to step outside of their comfort zone and take part in a range of outdoor educational activities, expeditions and immersive learning. The four-week program enabled students to detox from technology, connect with one another and gain a greater awareness of their strengths and skills.
Over the course of the year, Year 9 and Year 10 students were provided with a range of opportunities to work in co-educational environments. In Term 2, Year 9 students attending the Residential Program at Vision Valley were joined by students from Anglican Church Grammar School (Churchie) for the duration of their program. In Term 3, our Year 10 students were provided with an opportunity to opt-in to after-school sporting and service-based co-curricular activities with students from Knox Grammar School. Over a three-week period, students took part in Netball, Basketball, Soccer, Volleyball, cooking, knitting and working in our Pymble Out of School Hours Care Centre. In Term 4,
Year 10 students also joined with Year 10 from Shore for the Pymble-Shore dance, with a committee of students from both schools convening in the weeks prior, in order to prepare a range of icebreaker activities ahead of the dance. These opportunities allowed our Upper School students to develop healthy and respectful relationships with their male peers, and to develop their confidence in co-educational environments.
In Term 4, Year 10 students were able to ‘choose their own adventure’ as they embarked on one of four outdoor education experiences. Students chose between an expedition across the Victorian High Plains (Namadgi), a canyoning adventure in the Blue Mountains, a rafting trip across the Snowy Mountains, and a beach escape along the NSW South Coast. This enabled students to choose the program that best suited their level of readiness and challenge. To end their final term in the Upper School, Year 10 students also took part in a three-day ‘Future You Festival’, which was aimed at preparing students for their future pathways. Students attended a range of workshops and keynotes offered by staff and industry professionals.
Service continued to be a central theme in the Upper School with Year 9 and 10 students taking part in an Undie Drive and weekly lunchtime workshops in support of Days for Girls, a global nonprofit working to eliminate the stigma and limitations associated with menstruation.
With the aim of empowering students as they moved from dependency to independence, Year 9 and 10 students took part in a range of programs designed to build their knowledge of themselves, their peers and the wider community. This included:
• Road Safety Awareness training by RYDA
• The Urban Challenge
• Peer support with Year 10 mentoring Year 7 students
• Drug and Alcohol Awareness presentation by Paul Dillon
• International Exchange Opportunities for Year 10 students
• Leadership opportunities in Years 9 and 10 and within our spirit Houses
• Participation in the Duke of Edinburgh’s Award
• Ongoing recognition of College values at Assemblies.
“With the aim of empowering students as they moved from dependency to independence, Year 9 and 10 students took part in a range of programs designed to build their knowledge of themselves, their peers and the wider community.”
MRS VICTORIA HARRISON HEAD OF UPPER SCHOOL
SENIOR SCHOOL (YEARS 11 AND 12)
As the most senior students in the College, they take on a variety of formal and informal leadership roles, serving as strong role models for their peers and younger students. They are encouraged to engage in meaningful advocacy, using their voices to address issues that matter to them. Through this, they develop an understanding that change is achievable and learn the value of diverse perspectives in shaping thoughtful, respectful, and well-rounded viewpoints.
Senior School students participate in a range of service programs within the College and the wider community. These experiences deepen their connection to local, national, and global communities while fostering an awareness of privilege and how it can be harnessed to positively impact the lives of others. By actively engaging in these initiatives, students develop a strong sense of purpose. The College models how taking responsibility within a community and embracing diversity can lead to genuine and lasting change.
To reinforce values of respect, responsibility, and belonging, several initiatives were introduced to strengthen the sense of community across the Senior School and the broader
“The College models how taking responsibility within a community and embracing diversity can lead to genuine and lasting change.”
MRS NIKKI WYSE HEAD OF SENIOR SCHOOL
College. The Senior School team implemented targeted experiences to build connections among students. Throughout the year, staff were supported by experts such as Paul Dillon from DARTA (drug and alcohol education), Brent Sanders (personal safety), Katherine Taylor from Turning Point Consulting (leadership and values), and Sally Dwyer from Be Social. Be Smart. (managing your digital footprint). These professionals complemented the College’s programs aimed at fostering a culture of responsibility and mutual respect.
Daily Compass classes provided a foundation for connection and support, while wellbeing curriculum sessions delivered during pastoral care time offered students opportunities to reflect on their own wellbeing, navigate life beyond school, and appreciate different experiences and perspectives. These lessons reinforced the importance of community, self-care, and preparation for the future. Students have the opportunity to engage with Pymble alumni to provide advice, mentoring and positive role models.
Senior School students engaged in a wide range of co-curricular activities spanning academics, sport, and the arts.
Through these pursuits, they acted as mentors and role models for younger students, leading activities, meetings, and competitions. In doing so, they developed adaptability and problemsolving skills while reinforcing values of respect and responsibility. Their efforts fostered confidence, self-efficacy, and gratitude, strengthening their leadership capabilities.
Every student was assigned to a Compass class within their House group, fostering House spirit, belonging, and inter-year connections. As senior members, Year 11 and Year 12 students played a leading role in House initiatives and service projects, instilling a
sense of purpose and responsibility. The Senior School Centre remained a valued space, providing a flexible environment that encouraged collaboration and independence among students and staff. This setting enabled students to refine their decision-making skills, develop self-respect, and cultivate respect for others. As they progressed through Years 11 and 12, they demonstrated increasing independence, preparing for life beyond school, whether in further education, the workforce, or other endeavours.
A voluntary mentoring program provided Senior School students with the opportunity to select a senior staff member as a mentor for personalised
coaching and guidance. This initiative empowered students to take ownership of challenges and make the most of available opportunities. Additionally, each Senior School student was paired with a Year 5 student, fostering leadership skills and reinforcing the positive impact they could have on others.
Theme 2 Outcomes and results
Standardised testing
The National Assessment Program – Literacy and Numeracy (NAPLAN) is a series of tests focused on basic skills that are administered annually to Australian students.
NAPLAN 2024 Literacy and Numeracy assessments were undertaken in Years 3, 5, 7 and 9. Please visit the My School website for a full breakdown of the Pymble Ladies’ College NAPLAN results for 2024. The results can be found in graphs, numbers and bands.
myschool.edu.au/school/43846/naplan/results
Post-school destinations
95% of students who left school following the completion of Year 12 were offered places at university through the University Admissions Centre, with many receiving an early offer before they sat their NSW Higher School Certificate exams. Most offers were for universities in New South Wales, including the University of Sydney, the University of Technology Sydney, Macquarie University and the University of New South Wales. Two students were offered places in Western Australia.
Some students have chosen to defer their university offers to take a gap year and are working in schools in the United Kingdom (UK).
30 students were offered places to study at universities overseas in the UK (including Oxford and the University of St Andrews), the United States (including the University of Massachusetts and George Washington University) and in Asia (including Hong Kong University and International Christian University, Japan).
Senior Secondary Outcomes
Pymble offers a comprehensive and balanced educational experience and nurtures students to make the most of their individual potential. As a result, students consistently achieve top academic results in the NSW Higher School Certificate (HSC).
HSC AND RECORD OF SCHOOL ACHIEVEMENT
In 2024, 285 students (100%) were awarded their HSC. myschool.edu.au/school/43846/ seniorsecondary/2024
VOCATIONAL EDUCATION AND TRAINING (VET)
Pymble offers two VET courses: Hospitality and Entertainment Industry.
28 students (10%) sat for the HSC examination in Hospitality (Food and Beverage) and 28 students (100%) achieved their Certificate II in Food and Beverage.
Eight students (3%) sat for the HSC examination in Entertainment Industry and eight students (100%) achieved their Certificate III in Live Production and Technical Services.
Note that Senior Secondary Outcomes are documented on the My School website:
myschool.edu.au/school/43846/ vetinschools
HSC Results
2024 HSC OVERVIEW
285 students from Pymble Ladies’ College sat for the HSC in 50 courses and were eligible for an ATAR. When compared to the State average, results in Bands 5 and 6 (2-unit courses) and Bands E3 and E4 (Extension courses) have remained consistently well above the State. On average, 80% of Pymble candidates across all 2-unit courses offered at the College achieved results in Band 5 and 6, compared with 48% of students across the State in the same subjects.
“Pymble students achieved an incredible 20 state rankings, and 33 students were named as All-round Achievers with Band 6 or E4 in 10 or more units.”
Outstanding subjects this year with 100% of students in Band 6 or E4 included Chinese Continuers, Chinese Extension, Classical Greek Continuers, Latin Continuers, Latin Extension and Music Extension.
Pymble students excelled in the following 2-unit subjects in which the combined Band 5 and 6 results were 30% or more above the State results: Aboriginal Studies, Agriculture, Ancient History, Biology, Business Studies, Dance, Design and Technology, Drama, Earth and Environmental Science, Economics, English EAL/D, Entertainment Industry, Food Technology, French Continuers, Geography, Hospitality, Investigating Science, Japanese Continuers, Legal Studies, Mathematics Advanced, Mathematics Standard, Modern History, Music 1, PDHPE, Society and Culture, Textiles and Design, and Visual Arts.
In addition, these subjects had 100% of students in Band 5 and 6 (above 80) for 2-unit subjects and E3 and E4 for extension subjects: Aboriginal Studies, Chinese Continuers, Chinese Extension, Classical Greek Continuers, Dance, Drama, English Extension 1, English Extension 2, French Extension, History Extension, Japanese Continuers, Japanese Extension, Latin Continuers, Latin Extension, Mathematics Extension 2, Music 1, Music Extension, Science Extension and Visual Arts.
BEST IN SUBJECT
Six students achieved first place in the State in the following course:
• Aboriginal Studies
• Business Studies
• Chinese Continuers
• Classical Greek Continuers
• Hospitality Examination
• Visual Arts.
In addition, 14 students earned a place in the Top Achievers List across a variety of courses:
• Biology (11th)
• Biology (17th)
• Chinese Extension (2nd)
• Drama (6th)
• Food Technology (9th)
• History Extension (8th)
• Italian Beginners (5th)
• Italian Beginners (5th)
• Japanese Continuers (2nd)
• Japanese Extension (2nd)
• Latin Continuers (3rd)
• Physics (5th)
• Visual Arts (3rd)
• Visual Arts (4th).
ALL-ROUND ACHIEVERS
33 (12%) of Pymble students were named in the NESA All-round Achievers List. This list acknowledges the results of students who achieved Band 6 results (90 or better) in 2-unit courses or a Band E4 result (45 or better) in an Extension course in 10 or more units.
DISTINGUISHED ACHIEVERS LIST
The NESA Distinguished Achievers List acknowledges students who earn a Band 6 result (90 or better) in a 2-unit course or a Band E4 result (45 or better) in an Extension course in one or more subjects. In 2024, Pymble students earned 663 mentions, achieved by 233 individual students or 82% of our cohort.
HSC SHOWCASES AND EXHIBITIONS
In 2024, Pymble students earned 81 nominations in total and inclusion in the following HSC showcases and exhibitions:
• ARTEXPRESS – 24 nominations and four students had their Body of Work selected for inclusion.
• CALLBACK (Dance) – 22 nominations and one student selected for inclusions.
• OnSTAGE (Drama) – Eight nominations for individual performances and three nominations for group projects.
• ENCORE (Music) – Six nominations for Music 2 and Music Extension, and two nominations for Music 1.
• SHAPE – Seven nominations for Design and Technology, eight nominations for Textiles and Design, and one student selected for inclusion for Textiles and Design.
Trends in HSC student performance
HSC RESULTS BY COURSE 2021-2024
Pymble students continue to achieve well above the state percentages in Bands 5 and 6 across a wide range of courses including Extension courses. This is seen in our results from 2021-2024.
Performance Band achievement by
TRENDS IN ATAR
In 2024, the highest reported ATAR achieved was 99.95. Other outstanding ATARs included one student on 99.90, two students on 99.85 and one student on 99.80.
Trend in ATAR range from 2019 to 2024
Trend in Mean and Median ATAR from 2019 to 2024
This data demonstrates an increase in median ATAR and mean ATAR in 2024.
We treasure our caring, inclusive and collegiate community, which we often refer to as our Pymble family.
Staffing
Our academic, co-curricular and professional services staff members are integral to the exceptional educational experiences we offer to students and their families. We express our appreciation for our talented staff in many ways, including through recognition programs, story sharing, celebrations, feedback and competitive remuneration and benefits.
TEACHER ACCREDITATION
* Approximation of Teaching and Operational staff, based on a voluntary staff survey.
TEACHER PROFESSIONAL LEARNING, ACCREDITATION AND QUALIFICATIONS
Pymble invests in its teachers to encourage them to flourish in their professional lives as educators of the highest calibre. In 2024, professional learning included a strong focus on differentiation to amplify the learning of students. Additionally, the College provided extensive training opportunities for staff in the use of Artificial Intelligence. With approximately 3,249 attendances at workshops and keynote addresses offered by the College, there was a clear intent from the Pymble community to ensure that our teachers were working at the forefront of innovation and best practice.
A significant commitment of financial and human resources enabled Pymble to support and deliver a diverse range of internal and external professional learning opportunities which included, workshops, courses, postgraduate
and
INTERNAL PROFESSIONAL LEARNING OPPORTUNITIES
Pymble Curriculum Framework: Charles Fadel – Centre for Curriculum Redesign.
Attendance Theme 4
ATTENDANCE SUMMARY CALCULATION ASSUMPTIONS
SECONDARY SCHOOL
• Partial attendance is calculated as a percentage based on number of periods attended.
• Students are calculated as absent if they have notified their absence to the school.
• Students are calculated as present if they are on school-related leave.
• Year 12 students’ attendance is calculated for Terms 1 to 3 inclusive.
• Attendance is calculated only for school days.
JUNIOR SCHOOL
• Students are calculated as present even if they are present for a single period in a day.
• Partial attendance is calculated as a percentage based on number of periods attended.
• Students are calculated as absent if they have notified their absence to the school.
• Attendance is calculated only for school days.
• Please follow the link to the My School website for further information on student attendance: myschool.edu.au/school/43846
MANAGEMENT OF STUDENT NON-ATTENDANCE
STUDENT ABSENCE PROCEDURES
• Each School has an absentee line and parents/carers are required to use the absentee line before 9.00am to notify the College if their daughter is to be absent.
• The relevant Administrative Assistants enter this information and the reason for the absence into the system using the appropriate code.
• In the event of an absence or late arrival of a student in the Secondary School, the parent/carer of the student will be notified via an automated SMS to their mobile telephone contact and provided with the reason given by the student.
• Partial absences or anomalies in attendance will be followed up on the day or the following day if it occurs late in the day, by the:
– Academic Administrative Coordinator or the Administrative Assistant in the Secondary School
– Administrative Assistant or Head of School in the Junior School.
• The College requests parents/carers make appointments such as medical or dental outside of normal College hours.
• The Head of Year will be notified of extended or unexplained absences of more than three days. The College will endeavour to make contact with the parent/carer or emergency contact to ascertain the reason.
• If contact cannot be made with the parent/carer or emergency contact, the Deputy Principal – Students (K-12) is notified to determine the appropriate course of action.
• Parents/carers are requested to seek leave of absence in writing, using the appropriate form, from the Head of School prior to any known leave, including sports commitments, appointments, holidays, funerals etc. If the student is a Boarder, the
Head of School will consult with the Director of Boarding before final approval is granted.
• Upon approval, a Certificate of Exemption will be provided by the Deputy Principal – Students (K-12).
• The School Administrative Assistant will enter this information and record the leave as an absence.
• All records of the application and the Certificate of Exemption should be scanned and saved in the student’s file.
• The College requests that parents/ carers avoid taking extended leave outside of scheduled College holidays. However, it recognises that at times circumstances are such that this is not possible. Parents/carers should consult with the Heads of School as early as possible on these occasions to seek a Certificate of Exemption from the Deputy Principal – Students (K-12).
ABSENCE FOR COLLEGE-RELATED REASONS NOT ORGANISED BY THE COLLEGE
• Students requesting leave from the College for events such as elite sporting competitions must go through the Head of School to seek a Certificate of Exemption from the Deputy Principal – Students (K-12). Once approved, the Head of School is responsible for checking that the Administrative Assistant has entered the absence into the system and recorded it as ‘College-related leave’.
• If a Secondary School student is at school but absent from class because she is seeing another member of staff, her absence from her timetabled lesson should be entered on the electronic roll by the staff member she is with eg Counsellor, Health Care Centre Nurse, Head of Year, Careers Advisor etc.
RESPONSIBILITIES
The Academic Administrative Co-ordinator (Secondary School), Administrative Assistants and class teachers (Junior School) are responsible for tracking attendance and should:
• check the roll daily and discuss any discrepancies with the appropriate Head of Year
• advise of any patterns of attendance which are of concern. For example, a pattern of absence on certain days or lessons, absences of more than three (3) days for which there is no personal communication from the parent/carer
• in case of a late arrival, or early departure of a student, indicate the details of the lateness or early departure on the roll
• having received an absence note, record the absence and the reason
• keep a record of unacceptable late arrivals.
The Administrative Assistants are responsible for:
• telephoning the parent/carer of any student who is absent without notification, as soon as possible after Period 1 or by the end of the day
• following up concerns about student absences
• discussing with the Head of Year and following up with the parent/carer any situations where they suspect absences may not be legitimate, for instance if friends are absent together and the College has not been notified.
The Heads of Learning Area (Secondary School) and the Administrative Assistant (Junior School) are responsible for:
• following up teachers who have not marked rolls, in addition to an automated email notification to the relevant teacher as a reminder to mark the roll.
The Heads of School are responsible for:
• reporting students with more than 30 days absence to the Deputy Principal – Students ( K-12)
• referring a request by parents/ carers for under 100 days of attendance in a year or a request for a student of compulsory school age to leave school to undertake an apprenticeship or traineeship to the Deputy Principal – Students (K-12).
The Deputy Principal – Students (K-12) is responsible for:
• overseeing the process and implementing corrective action as required
• advising the Principal of the name of any student who has been absent for more than 30 days so that the Mandatory Reporter Guide can be accessed to determine whether a report is required to Community Services
• co-ordinating applications for an exemption from school attendance of compulsory school-aged students in line with the guidelines from the NSW Department of Education and Communities and making recommendations to the Principal.
Theme 5
School policies
The following policies and procedures are available publicly on the Pymble Ladies’ College website:
• Anti-Bullying Policy
• Anti-Bullying Procedure
• Child Protection Policy
• Mandatory Reporting Procedure
• Reportable Conduct Procedure
• Working With Children Check Procedure
• Complaints Policy
• Complaints Procedure
• Complaints Policy – Overseas Students
• Complaints Procedure – Overseas Students
• Enrolment Policy
• Conditions of Entry and Continuing Enrolment
• Privacy Policy
• Risk Warning (Sporting and NonSporting Activities)
• Security Policy
• Student Behaviour Expectation Policy
• Student Behaviour Expectation Procedure
• Student Code of Behaviour Policy
• Whistleblower Policy
Further, the following policies and procedures are available through the staff portal and available to parents upon request:
• Attendance Policy and Procedure
• Student Health and Wellbeing Policy
• Student Support and Disability Policy and Procedure
• Counselling Guideline
• Health Care Centre Procedure.
Theme 6
Stakeholder satisfaction
Pymble Ladies’ College is committed to listening to the views and expectations of key stakeholders, and conducts internal research and commissions independent surveys to provide performance feedback on a wide range of education related topics.
The feedback from these surveys greatly assists the College in its operational and strategic planning and its determination to continually improve the educational experience offered to the students.
In 2024, there were 439 parents and 829 students from selected year groups who participated in surveys and provided views on areas such as academic performance, student wellbeing, drama, sport, communications, reputation and facilities.
PARENT FEEDBACK
A selection of the parents’ top-level findings are detailed below, ranked in order of the importance the parents placed on reasons for choosing a school for their daughter.
The top five areas are noted below:
1. Quality of teaching – 87% of parents noted their expectations were met or exceeded at Pymble.
2. Student wellbeing – 90% of parents noted their expectations were met or exceeded at Pymble.
3. Balanced and challenging education – 90% of parents noted their expectations were met or exceeded at Pymble.
4. Academic standards – 87% of parents noted their expectations were met or exceeded at Pymble.
5. Facilities and resources – 96% of parents noted their expectations were met or exceeded at Pymble.
STUDENT FEEDBACK
A selection of the students’ top-level findings are detailed below, ranked in order of the importance the parents placed on reasons for choosing a school.
The top five areas are noted below:
1. Quality of teaching – 87% of students noted their expectations were met or exceeded at Pymble.
2. Student wellbeing – 87% of students noted their expectations were met or exceeded at Pymble.
3. Balanced and challenging education – 92% of students noted their expectations were met or exceeded at Pymble.
4. Academic standards – 95% of students noted their expectations were met or exceeded at Pymble.
5. Facilities and resources – 95% of students noted their expectations were met or exceeded at Pymble.
2023 PYMBLE LADIES’ COLLEGE STUDENTS – EXPECTATIONS
MOST VALUED ASPECTS ABOUT THE COLLEGE
Parents and students were asked to provide open responses to the most valued aspects of Pymble Ladies’ College.
The most frequently nominated aspects by parents were:
• Opportunities provided
• Safe and caring learning environment
• Academic curriculum and standards
• The College community
• Personal growth, development and achievement.
The most frequently nominated aspects by students were:
• My friends
• Opportunities provided
• Academic curriculum and standards
• Sports program
• Quality of teachers and staff.
PARENTS SHARE FEEDBACK ON WHAT THEY VALUE ABOUT THE COLLEGE
“My daughter has the opportunity to experience so much, to model herself on past students and older students achieving great things.”
“I think the school offers amazing opportunities for my daughter who is very happy at the school. She feels connected to her friends and most of her teachers. She has tried out many different sports/ activities and enjoys the challenges.”
“My daughter feels she belongs and is well supported to take advantage of all the opportunities available to her.”
“High standards, community relations, opportunities provided for my daughter to reach her full potential, core values.”
“The individual staff (compass teachers and specialist teachers) have been well loved by my child.”
“The effect the school has on instilling confidence and pride in being a Pymble girl and investing in an amazing, good quality education that will last a lifetime.”
“The sporting and academic opportunities created by Pymble through attentive and helpful staff with knowledge and experience.”
STUDENTS SHARE FEEDBACK ON WHAT THEY VALUE ABOUT THE COLLEGE:
“The thing I love about Pymble the most is how in Year 5 we focus on ‘noticing our shimmer’ and how we strive to achieve our best both academically and when having fun.”
“The teachers are very down-to-earth and realistic with students, I’ve had positive experiences in their classes. And I really appreciate how a lot of them would go out of their way to support a student.”
“The range of school subjects and activities that are available to me, and that allow me to produce work I am proud of.”
“The quality of education and facilities (including Vision Valley), the nurturing teachers, and how everyone is kind to each other.”
STUDENT RETENTION
Pymble has a strong rate of retaining students to undertake their HSC.
In 2024, 285 students over the age of 17 years left the College, with 98% of the 2022 Year 10 cohort completing Year 12 in 2024. This retention rate is 4% higher than in 2021.
Three students under the age of 17 years left the College before the end of the year. Of these students, one left to pursue vocational training due to wellbeing reasons and two students transferred to different schools.
PARENT ENGAGEMENT AND ATTENDANCE
In 2024, the College held over 27 events across the year aimed at fostering connections between fellow parents and carers, students and the wider Pymble community. Collectively, these events had a total of 8,901 parent and carer attendances.
STAFF SATISFACTION AND ENGAGEMENT
Our three-year People and Culture Strategy was launched in 2021 and is focused on four strategic pillars:
• talent acquisition and onboarding
• staff wellbeing, diversity and inclusion
• staff engagement, development and performance
• recognition, remuneration and benefits.
The strategy is also focused on risk management and compliance. 2024 marked the final year of this strategy.
PROFESSIONAL DEVELOPMENT FOR ALL STAFF
In 2024, we continued our staff Welcome Program which ran each term for new staff to help them make a positive and confident start to their roles. The program was expanded to include a tour of our Outdoor Education facilities at Vision Valley and a more comprehensive Information Technology skills session. Feedback from staff included:
• “It made me feel welcomed and valued as a staff member. It was also nice to meet other new staff, perhaps some who I may rarely work with, but so nice to make that connection and know other departments.”
• “Absolutely was immersed into the culture of Pymble and can see how its vision can empower both students and staff. Especially loved the trip to Vision Valley.”
In October 2024, we ran several Professional Development sessions for our professional services staff with both external and internal facilitators. Topics included:
1. Conflict Prevention and Resolution
2. Communicating for Influence
3. Presenting with Impact
4. Jump into Life – Living Your Best Life Over 50
5. Mindfulness and Meditation
6. Canva Essentials
7. Writing with Impact
8. Introduction to Change Management.
“I was truly honoured to be recognised at the L.O.V.E Awards. It felt amazing to have my hard work acknowledged, and the event was so uplifting and motivating. It reinforced my sense of belonging and made me even more proud to be part of this incredible team!”
Feedback from staff included:
• “Facilitator was engaging and knowledgeable.” – Communicating for Influence course
• “Content was thought-provoking, and it was great having an external presenter.” – Jump into Life course
• “It was an eye-opening approach to the perspective of looking at things differently and having an appreciation of planning for the future.” – Jump into Life course
PARENTAL LEAVE BENEFITS
The College has maintained its program of benefits for staff welcoming a new baby or seeking greater flexibility in their work arrangements. On 1 July 2023, the College increased paid parental leave benefits for secondary carers from two weeks to six weeks, and further increased it to eight weeks on 1 July 2024. These changes have been very well received by staff, especially by our ‘new dads’.
STAFF RECOGNITION AWARDS
Our LOVE (Living Our Values Everyday) Awards are held twice yearly and have seen enthusiastic engagement and participation from staff in 2024. Staff take great pride in receiving the Award which is presented by the Principal in front of an assembly of all staff. Recognition helps employees feel valued and appreciated, leading to higher job satisfaction and a positive attitude toward their work.
• “The energy and positivity at the LOVE Awards were contagious. It was fantastic to see my colleagues being celebrated for their hard work. Can’t wait for next year’s Awards!”
PYMBLE PEOPLE SURVEY (FORMERLY KNOWN AS THE PYMBLE PULSE SURVEY)
In October 2024, we conducted our second Staff Engagement Survey within an 18-month timeframe, utilising Culture Amp as our provider. The survey results showed significant uplift in scores for areas we have focused on since the first survey. This included voice and decision making, staff wellbeing and learning and development. We continued to have ‘top quartile’ scores for pride in working at Pymble, living our values and staff
feeling supported by their managers. We shared the high-level results with all staff members at the end of 2024. In early 2025, our leaders will collaborate with their teams to develop action plans aimed at addressing the identified areas for improvement.
SKIN CHECKS
The College provided free on-campus skin check services in May 2024, giving staff convenient access to an important preventive health measure. The initiative was very successful, with 112 staff members attending appointments over the course of one week. This initiative is well received by staff due to its convenience and flexibility for staff.
FINANCIAL WELLBEING SEMINARS
In August 2024, we launched ‘Financial Wellness Month,’ during which we provided a series of seminars and information sessions over four weeks, focusing on the following key topics:
• Understanding your Superannuation – NGS Super
• Salary Packaging - SouthGate
• Smart Spending – Reward Gateway
• Managing your Budget – TELUS Health (EAP).
PYMBLE LADIES’ COLLEGE INCOME 2024
PYMBLE LADIES’ COLLEGE EXPENDITURE 2024
We acknowledge the traditional custodians of the land on which Pymble Ladies’ College and Vision Valley stand. We pay respect to the Elders past, present and emerging and extend that respect to other First Nations people within the Pymble Ladies’ College community.