Pymble Ladies’ College 2016 Educational and Financial Report

Annual Report 2016

Al l ’ Ul tim o La vo ro – St r i v e fo r t h e h i g h e s t

ANNUAL REPORT 2016

Contents THEME 1: A Message from Key School Bodies

Message from the Chair of College Council..........4

Message from the Principal ........................................6

Message from the Head Prefect..............................10

Message from the Pymble Parent Association.... 11

THEME 2: Contextual Information about the School

and Characteristics of the Student Body ...........12 THEME 3: Student Outcomes in Standardised

National Literacy and Numeracy Testing ..........13

THEME 7: Student Attendance, Retention Rates

and Post-School Destinations

in Secondary Schools

Annual Attendance Report 2016............................ 30

Attendance Summary................................................ 30

Secondary School....................................................... 30

Preparatory and Junior Schools............................. 30

Student Retention Rate............................................. 30

Post-school Destinations..........................................31

Student Absence Procedures...................................31

Responsibilities..............................................................32

NAPLAN 2016 THEME 8: Enrolment Policies

THEME 4: Senior Secondary Outcomes

Scope...............................................................................33

Higher School Certificate Overview.......................14

Definitions......................................................................33

Best in Subject...............................................................14

Policy...............................................................................33

All-round Achievers ....................................................14

Procedure...................................................................... 34

Honour Roll ..................................................................15

- Applications for Enrolment .................................. 34

HSC Showcase and Exhibitions ..............................15

- Final Enrolment Offer............................................. 36

2016 Higher School Certificate Results

by Course.......................................................................16

- Enrolment Confirmation........................................ 36

- Enrolment Cancellation......................................... 36

2016 Extension Courses............................................. 17

- Conditions of Attendance..................................... 36

Vocational Education and Training ........................16

- Revocation of an Enrolment..................................37

Student Population......................................................37

THEME 5: Teacher Qualifications and

Professional Learning

Learning and Teaching Overview ...........................18

Art, Design and Applied Technologies...................22

Conde Library................................................................23

THEME 9: Other School Policies

Policies for Student Welfare..................................... 38

Dance .............................................................................23

THEME 10: School-determined Priority Areas

for Improvement ......................................................39

Drama..............................................................................24

Priorities/Intents for 2017 – 2018 .......................... 38

English.............................................................................24

Geography, Business and Economics....................24

History, Society and Ethics........................................25

THEME 11: Initiatives Promoting Respect

and Responsibility

Mathematics................................................................. 26

Preparatory School .................................................... 42

Modern and Classical Languages........................... 26

Junior School............................................................... 42

Music................................................................................27

Middle School.............................................................. 43

Upper School............................................................... 44

Senior School .............................................................. 45

Personal Development, Health and Physical Education...............................................27

Science........................................................................... 28

Teachers’ Professional Development ................... 28

THEME 6: Workforce Composition

THEME 12: Parent, Student and Teacher Satisfaction

Year 12 Parents..............................................................47

Year 12 Students.......................................................... 48

Teacher Standards 2016............................................ 29 THEME 13: Summary Financial Information ...........................50

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Pymble Ladies’ College

THEME 1: A Message from Key School Bodies MESSAGE FROM THE CHAIR OF COLLEGE COUNCIL

The year 2016 represented an historic milestone for the College.

Our Centenary year brought together the community of past and present students, staff and parents in a range of carefully orchestrated events to acknowledge and celebrate 100 years of outstanding service educating generations of young women at Pymble Ladies’ College.

The celebrations were made even more meaningful by the fact that many of these commemorative events offered a host of new learning opportunities for students. I refer here to the two exceptional musical performances, Aurora – Dawn of a New Century and Blackwatch Tales: 100 years of Memories and Recollections. Both experiences were built into the classroom curriculum to allow the girls to build on their production, performance and collaboration skills as well as become immersed in the history of the College. Even our youngest students in the Preparatory School enjoyed unique learning experiences courtesy of our Centenary, working with their 2016 Artist-in-Residence, author Jacqueline Harvey, to create children’s books based on significant historical facts and events unearthed from the College archive.

Pymble had much to celebrate and be proud of in 2016, however, for me, one of the most symbolic moments was the unveiling of the Centenary Artwork (pictured left) on the same day we officially opened our magnificent new Centenary Sports Precinct. To me the sculpture expresses the very essence of Pymble: • It is elegant, strong and purposeful; • It symbolises the five core values of the College: Care, Courage, Integrity, Respect and Responsibility; • It represents the five schools of the College: Preparatory, Junior, Middle, Upper, Senior; • It invites inclusivity; and • It reaches for the sky; a visual representation of our motto All’ Ultimo Lavoro — Strive for the highest.

Our Centenary celebrations afforded us the opportunity to acknowledge and express appreciation for the foresight, wisdom and courage of those who have guided and made Pymble what it is today.

The delivery of quality education does not just happen on its own accord. Here I must acknowledge and applaud the commitment of the Principals who have led the College since its establishment in 1916, particularly our current Principal, Mrs Vicki Waters, who has been an outstanding and visionary leader of our single-sex College for the past nine years. Our wonderful teaching and non-teaching staff at Pymble also lead by example, and I thank them all for the passion, purpose and dedication they bring every day to our girls.

There will always be debate around whether co-education or single-sex education is the best model for students, however, we firmly believe that girls perform best in a single-sex environment. This is partially reflective of the cerebral and physical developmental differences between boys and girls, which creates an imbalance between the genders in the same year group.

At Pymble, we remain committed to maintaining a single-sex learning environment for our girls, however, we also recognise the benefits and necessity of social interaction between boys and girls during their formative years. As such, we will continue to embrace the benefits of both worlds through a number of co-educational extra-curricular activities developed in conjunction with boys’ schools with which we have had a long association.

We also continue to give our girls every opportunity to hone their leadership skills and experience, offering a variety of prefect and captain roles across year groups, Spirit Houses, sports and activities, service learning, and co-curricular groups ranging from debating to robotics teams. Our aim is to make leadership the norm amongst our community of young women, to empower our graduates to redress the gender imbalance in their post-graduation world by becoming leaders in business and within their communities.

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ANNUAL REPORT 2016

On the subject of leadership, I would also like to take this opportunity to acknowledge the dedication of successive College Councils who, over the past 100 years, have been committed to providing the highest quality education for young women. I thank my current colleagues on the College Council for their boundless energy, commitment of time and expertise to the governance of the College. Their wisdom and counsel has enabled the College to go from strength to strength.

Several members of Council announced their retirement at the end of 2016.

On that note, I would like to thank Mrs Sonya Willis and Mr Paul Goyen for their passion and contribution during their time on Council.

Our Deputy Chair of Council, Mrs Sonia Powell, also retired this year after an impressive 20 years of service. An ex-student and mother, Sonia has pursued a successful career and made a valuable contribution to the stewardship of Pymble and we thank her sincerely for her outstanding efforts, positive attitude and good humor.

Our Chair of the Asset Management committee, Mr Roger Parker, also retired after 13 years on the Council. Roger was instrumental in guiding and overseeing the asset management functions of the College for a number of years, overseeing the delivery of a number of key projects of the College, the most notable being the Centenary Sports Precinct.

Pymble is in a sound financial position thanks to the strong stewardship of the College since day one and the generosity of our community, past and present families. As a result of its financial strength, Pymble has continued to invest heavily in quality teaching through ongoing professional learning – and by investing in our people, we are investing in our students.

In 2016, our consulting experts included: • • • •

Director of the Yale Centre for Emotional Intelligence, Dr Marc Brackett CEO of LearnLabs, Simon Breakspear Director of Gateways Education, Bronwyn Macleod Associate at the Ontario Institute for Studies in Education, University of Toronto, Lyn Sharratt • Director of Research at Growth Coaching International, Christian van Nieuwerburgh In addition, our teachers were awarded grant projects focusing on Science, Technology, Engineering and Mathematics (STEM); Creativity in Learning; and Narratives in Literature.

All in all, 2016 was a remarkable year with many student and staff achievements which you will read about over the following pages. It was also memorable in that it showcased our community as a strong, proud and caring collective with an unwavering aim: to empower our girls to take on the world with passion and purpose – today, tomorrow and for the next 100 years.

Mr Braith Williams BBUs, FAIBF, FFin Chair of College Council

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Pymble Ladies’ College

THEME 1: A Message from Key School Bodies

2016 was an extraordinary year for Pymble Ladies’ College.

We celebrated our 100th birthday on 8 February with a Foundation Day Ceremony to honour our past, as well as the Principal and principles on which the College was founded.

MESSAGE FROM THE PRINCIPAL This milestone day marked the start of a year of Centenary events designed to reflect the growth, achievements and proud traditions of the College and to bring our past and present students, parents and staff together in meaningful celebration of who we were, are and will be as a community.

Our major Centenary events included: • The magnificent Aurora – Dawn of a New Century, Centenary Gala Concert at the Sydney Opera House, featuring 600 performers of all ages in a variety of musical performances, including two specifically commissioned works from renowned Australian composers, Luke Byrne and Matthew Hindson AM. • A Commemoration Day Service and Centenary Luncheon in the War Memorial Chapel, with 250 ex-students as well as staff and College Council.

• The Back to Boarding Weekend for ex-student boarders from 1950-1989.

• The delightful Kindergarten – Year 6 Centenary Musical, Blackwatch Tales: 100 Years of Memories and Recollections, starring 650 students singing and dancing their way through Pymble history.

• The Longest Lunch, with 250 friends of Pymble, including a 103-year-old exstudent, held on Marden Lawn, which is named after our founding Principal.

• Our Inaugural Centenary Sports Dinner, attended by current student athletes and ex-students, several of whom competed in the Rio 2016 Olympic Games.

Perhaps the most significant Centenary event of the year was the highlyanticipated opening of our Centenary Sports Precinct (CSP) in April. The $34 million capital works project features the state-of-the-art Braith Williams Aquatic and Fitness Centre, redeveloped Mollie Dive Field, undercover carpark for 200-plus cars, Centenary Walkway and Centenary Artwork. Not only does the CSP offer world-class swimming, diving and fitness facilities, it also reflects our ongoing commitment to sustainability, having achieved Green Star status.

2016 also represented the completion of our fourth year of focusing on our Towards 2020 strategy, which is based on the four signposts of Personalised Education, People and Culture, Community and Sustainability.

As a College, we remain committed to creating a personalised learning environment for each girl so she develops a passion for learning and scholarship, a strong assurance of her own worth and the desire and values to contribute meaningfully to her local and global communities. The way we approach learning has advanced to the point where we don’t simply teach a curriculum based on mastering knowledge and understanding of specific subjects. Our role

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ANNUAL REPORT 2016

THEME 1: A Message from Key School Bodies

as educators is to help our students to develop the skills required to synthesise the knowledge they acquire to solve complex problems and to communicate effectively, to be creative, critical and innovative in their thinking and to be flexible and collaborative.

Our 2016 Higher School Certificate graduates exemplify the rigorous approach to learning at Pymble. In 2016, 262 students sat for final examinations in 46 courses offered at the College. In addition, a further 25 Year 11 students sat for the HSC examination in Mathematics. Our girls gave their all in subjects ranging from Agriculture to Classical Languages, Music and Visual Arts. I am delighted to say Pymble students have performed with great distinction, including a First in Course in NSW – an extraordinary result in a non-selective school.

HSC highlights included: • First, third and fourth in course in Italian Beginners.

• 16 Pymble students secured 19 places on the state’s Top Achievers in Course List, including one Year 11 mathematician who undertook an accelerated HSC course.

• 19 exceptional students achieved results in Band 6 (90 or better in a 2 Unit course) or Band E4 (45 or better in an Extension course) in 10 or more units studied.

• 99.00+ ATAR achieved by 17 students (6%).

• 95.00+ ATAR achieved by 71 students (27%).

• 90.00+ ATAR achieved by 125 students (48%).

• 80.00+ ATAR achieved by 190 students (73%).

Of our HSC candidates, seven Visual Arts students were nominated for ARTEXPRESS, three Music students were nominated for ENCORE, two Dance students were nominated for Callback and one Drama student was nominated for OnSTAGE. Two Year 12 students were awarded university scholarships and one was awarded a cadetship.

We also increased our focus on Science, Technology, Engineering and Mathematics (STEM) throughout the College. STEM highlights for 2016 included: • The introduction of College-wide, co-curricular STEM Games in which students from Kindergarten to Year 12 participated in STEM challenges.

• The Junior School Amazing Race, in which Years 3 to 5 Mathematics Extension students worked with engineering students from the University of New South Wales on engineering challenges.

• Middle School students’ visit to NASA in the USA to gain a better understanding of STEM in relation to space exploration.

• The establishment of a Secondary School Robotics Team.

• The launch of the Pymble Coding Club for students in Years 5 to 12.

Some of our other notable academic achievements included: • Our da Vinci Decathlon team took third place in English and Science, second place in Coding and third place overall.

• Two budding poets in Year 6 won two of the eight top awards in the national Dorothea Mackellar Poetry Awards.

• We hosted our fifth annual Kids Teaching Kids Sustainability Conference, led

by Year 8 students who hosted 45 workshops for Years 5 and 6 students from Pymble and other local schools • One Year 11 History student won the prestigious Simpson Prize.

• One Year 9 public speaker was the regional winner for Legacy Junior Public Speaking Award, and two students in Years 8 and 9 won their categories of the United Nations Youth Australia Voice public speaking competition.

• One Year 8 student placed first amongst 12,600 students in the Language Perfect State Championships.

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Pymble Ladies’ College

THEME 1: A Message from Key School Bodies

At Pymble, we pride ourselves on the remarkable breadth and strength of our co-curricular offerings. In 2016, several individuals and teams earned remarkable state, national and international sporting achievements, including: • One Year 12 student competed in the women’s 10-metre platform diving at the Rio 2016 Summer Olympics.

• A Year 12 student qualified for two international figure skating competitions.

• One Year 7 alpine skier was selected for the Australian National Children’s Squad.

• A Year 11 water polo player toured Europe with the Australian Water Polo Team.

• Two students competed internationally in football.

• Three students competed in international gymnasts competitions.

• One swimmer was ranked by Swimming Australia for four open events.

• A fencer won her state event.

• Our Tildesley Tennis team finished in second place – our best result since 1997.

• The Pymble Junior and Secondary Snowsports teams ranked best in the state.

• Our Year 7 and 8 students won the national final of the MILO T20 Blast competition.

• Our footballers won the prestigious Bill Turner Trophy.

Students who followed their passions in the Performing Arts also achieved outstanding results including: • Pymble being placed in the top five most outstanding accredited schools according to the Australian Music Examinations Board.

• One Year 12 violinist won the Dorcas McClean Travelling Scholarship and the NSW Secondary Schools Concerto Competition.

• Two of our dance teams placed first in their categories at the Extreme Eisteddfod.

• Our Jazz team received the People’s Choice Award at the Sydney Eisteddfod Dance of Champions.

On a community level, our students, staff and families continued to support local and global charities, events and organisations to foster social responsibility and real-life connections to other people and cultures.

Locally, our significant projects included: • The Upper School Service Learning Program, where students participated in 24 projects addressing issues such as women’s rights, environmental protection, animal welfare and refugee assimilation.

• Our Boarders’ Inaugural Boarding Charity Event to raise money for Aussie Helpers.

• Co-hosting the Sony Foundation Camp for families with disabilities.

• Year level support for key Australian charitable events, including Cancer Council Australia’s Biggest Morning Tea, Wrap with Love Knit-In and RU OK Day. • Hosting the 100% hOPE Ugandan Children’s Choir on their Sydney fundraising tour.

On a global level, our students benefitted from cultural and language exchange programs to America, Argentina, Canada, England, France, Germany, India, Italy, Japan, New Zealand, Scotland and South Africa. Year 10 students also expanded their view of the world in a two-week Service Learning tour to Tanzania to engage with students at The School of St Jude, East Meru Community School and Moivaro State School and help the local community to build and paint classrooms. Students from Year 10 and Year 11 visited Vietnam and Cambodia to promote a social, historical and cultural understanding of the two countries and

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ANNUAL REPORT 2016

THEME 1: A Message from Key School Bodies

attend a memorial service at the Long Tan Cross in Phuoc Tuy Province.

Back home, we also welcomed a number of influential mentors and artists in residence to inspire our students to achieve their best in their school years and beyond. These included: • Children’s book author, Jacqueline Harvey, who worked with Preparatory students to write children’s books based on Pymble history.

• Australian composer, Luke Byrne, who worked with students to create bespoke pieces for our Centenary Gala Concert.

• Australian adventurer, Tim Cope, to inspire resilience in Upper School students.

• Renowned athletes, including ex-students Ellyse Perry (2008, football and cricket), Genevieve Horton (2012, rowing) and Chloe Dalton (2011, Rugby Sevens), as well as Christian Sprenger (swimming); Adam Goodes (AFL) and Michael O’Loughlin (AFL).

• As a College, we continued to invest heavily in Professional Learning through workshops, programs and additional opportunities. In 2016, we delivered 14 accredited programs with the Quality Teaching Council, including training for 200 staff to help them empower our students to take ownership of a goal or a problem, as well as identify the steps required to move forward. This included a visit from Dr Christian van Nieuwerburgh from Growth Coaching International in the UK to present to staff and parents.

Our Centenary celebrations of 2016 were simply the backdrop to outstanding commitment and performances in classrooms, on the field, on stage, during examinations and assessments and in the innovative learning spaces within the Pymble Ladies’ College campus in 2016.

I would like to extend my thanks to College Council members and the more than 700 teachers, coaches and support staff who know, guide and challenge our students each and every day. In this Centenary year and, going forward, we are united in the College motto All’ Ultimo Lavoro – Strive for the highest.

Mrs Vicki L Waters MSchM, BEd, DipT, MACE, MACEL, GAICD PRINCIPAL

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Pymble Ladies’ College

THEME 1: A Message from Key School Bodies

MESSAGE FROM THE HEAD PREFECT To commemorate the College’s 100th year, we were privileged to celebrate the past century with numerous events, such as the Centenary Gala Concert, a special 1916-themed Foundation Day Ceremony and the opening of the Centenary Sports Precinct. Over three years, we witnessed an amazing transformation that started with the Turning of the Sod Ceremony, and culminated in the opening of the state-of-the-art Braith Williams Aquatic and Fitness Centre and Centenary Walkway and Artwork. The Precinct is a timeless representation of the College’s ties to the past and aspirations for the future.

To tie in with the College’s Centenary, girls were guided by the theme “100%enary”. This encouraged us to embrace our individuality, and to approach our academic, co-curricular, and personal goals with 100% of our dedication, commitment, and enthusiasm. The Olympic Rings were used as our symbol, acknowledging the unity of the College’s five schools, as well as perseverance in the journey to success and pride in being a Pymble girl.

I was incredibly privileged to serve as Head Prefect in the College’s Centenary year. It allowed me to be at the crossroad of centuries, reflecting on the past hundred years of the College and looking forward to the years to come.

In 2016, the student leadership team focused on broadening the horizons of Pymble girls by promoting a holistic approach to learning. Students were encouraged to participate in community service outreach, sporting activities, music and the arts. The response was enthusiastic – countless girls got involved in areas that they were passionate about and helped those in local, national and international communities. Students marched in protest against domestic violence on White Ribbon Day, raised awareness and funds for Cancer Council Australia’s Biggest Morning Tea, gave up something meaningful to them in the 40-Hour Famine and raised funds for our school charity, Literacy in Vanuatu. Our Captains of Community Service organised a Diversity Week, inviting the College community to reflect on the Rio 2016 Summer Olympics and how, despite the different beliefs and backgrounds of competitors, they inspired people around the world to unite in the spirit of the Games. Students were also encouraged to think twice about activities that may negatively impact our environment when our Captains of Sustainability began a termly ‘Nude Food Day’ where students brought rubbish-free recess snacks to school.

The year was filled with even more sporting achievements, and the opening of the new Precint provided students with wonderful facilities for their chosen sport.

Many of our Pymble teams dominated in their sport, with our athletics and diving teams being named overall champions in the Independent Girls’ Schools Sporting Association (IGSSA) competition. Our cross-country team was a close runner-up and our swimming team placed third overall. Our football teams brought home the Combined Independent Schools (CIS) Cup for the ninth year in a row, and our rowing squad and Tildesley Tennis teams showed great determination and Pymble pride. One of the most exciting sporting achievements of the year came from our very own Olympian, a Year 12 student who represented Australia at Rio and placed 15th overall in the semi-finals of the ten-metre platform diving competition.

Pymble girls were encouraged by our Captains of Performing Arts to simply ‘be a part of the arts’. Girls performed in various ensemble concerts, dance eisteddfods and the highlight of the year, the Aurora – Dawn of a New Century, Centenary Gala Concert. Students from past and present, staff and members of the Pymble community were given the opportunity to showcase their talents at the Sydney Opera House as part of this concert. The College’s 100th birthday was celebrated with the performance of a lifetime, with specially commissioned works from Australian composers. In the Junior School, the Centenary Musical allowed girls from Kindergarten to Year 6 to re-enact momentous events that have occurred during the College’s first hundred years. It was an event to remember, and a highlight of my wonderful years at Pymble.

Laura Gongolidis HEAD PREFECT, 2016

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ANNUAL REPORT 2016

THEME 1: A Message from Key School Bodies

MESSAGE FROM THE PYMBLE PARENT ASSOCIATION (PPA) We believe that our daughters’ journeys through the College are three-way partnerships between the school, parents and girls. As the key parent body, we adopt a very inclusive approach, engaging all parents on this journey – across year groups, schools and cultural backgrounds.

The PPA works very closely with the Principal, staff and other parent, sport and music support groups across the school to organise and drive key initiatives and activities, with the primary goal of community engagement and involvement in our daughters’ school journeys. Our goal is to actively co-ordinate the social and community events of students’ parents at the College contributing to the Pymble experience.

2016 was a very exciting year for the PPA. Some of our key events included: • • • • •

•

The “Red, White and Blue” themed Icebreaker cocktail evening, with a record attendance of over 725 guests.

Our New Mother’s Lunch, which was attended by 170 new Pymble parents.

A Garden Party featuring 30 parent-led stalls, which was attended by thousands of guests The Staff Barbecue for World Teachers Day. Our Cultural Community Network lunch celebrating Pymble’s culturally diverse community, which attracted a record turnout of more than 75 parents representing 17 different nationalities.

PPA meetings with strong attendances of up to 95 of College parents attending.

We also had the pleasure of being part of wonderful events and activities to celebrate the momentous occasion of our Centenary! The Pymble parent community was closely involved in all Centenary events, whether it was sewing costumes and making sets for the Kindergarten – Year 6 Centenary Musical, Blackwatch Tales: 100 Years of Memories and Recollections, baking cupcakes for the Student Music Festival, or convening and decorating the venue for the Combined Sports Dinner or Longest Lunch. Our main fundraising initiative for the year was organising DVDs for the Aurora – Dawn of a New Century, Centenary Gala Concert and the Kindergarten – Year 6 Centenary Musical. We sold 650 DVDs, raising $21,500, with a profit of $9,200. The PPA was pleased to award $5,000 to the Professional Development Grant supporting a Pymble teacher’s professional growth.

It was the PPA’s pleasure to support the College to the best of our efforts, and a personal pleasure for me to serve as the PPA representative for 2016. This has been an extremely rewarding experience. I have thoroughly enjoyed working with all the parents and staff, and am very grateful to have had this opportunity to support the College.

Pymble Ladies’ College has a strong, supportive and active parent community.

The Pymble Parent Association is the umbrella group that engages our parents in social, fundraising and parent/daughter events to foster community spirit and friendship.

Mrs Raj Narayan PRESIDENT – PYMBLE PARENT ASSOCIATION

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Pymble Ladies’ College

THEME 2: C ontextual Information about the School and Characteristics of the Student Body Established in 1916, Pymble offers extensive opportunities for students and young women to explore and excel. They enjoy advanced learning technology, outstanding facilities and extensive choices in the performing arts, sporting and cultural arenas.

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A strong academic record and focus on each student as an individual creates a stimulating environment, which inspires a balanced educational experience.

As we look to 2020, our College mission remains the foundation for our plans.

We remain committed to creating a personalised learning environment for each Pymble girl so she develops a passion for learning and scholarship, a strong assurance of her own worth, and the desire and values to contribute meaningfully to her local and global communities. We continue to journey toward our vision of providing an education for our girls that is universally acknowledged for its outstanding quality and exceptional opportunities. Five important values reflect our spirit, heritage and traditions, our Christian beliefs as a Uniting Church school, and our commitment to providing meaningful, personal learning experiences for every Pymble girl: Care, Courage, Integrity, Respect and Responsibility.

The College motto of All’ Ultimo Lavoro – Strive for the highest inspires our students and staff to go beyond and to be the best that they can be.

Please visit MySchool website for further information about the College: https://www.myschool.edu.au/SchoolProfile/Index/107189/ PymbleLadiesCollege/43846/2016

ANNUAL REPORT 2016

THEME 3: S tudent Outcomes in Standardised National Literacy and Numeracy Testing NAPLAN 2016 Literacy and Numeracy Assessments were undertaken in Years 3, 5, 7 and 9.

Please visit the MySchool website for a full breakdown of Pymble Ladies’ College NAPLAN results for 2016. The results can be found in graphs, number and bands. https://www.myschool.edu.au/ResultsInGraphs/Index/107189/ PymbleLadiesCollege/43846/2016

The National Assessment Program – Literacy and Numeracy (NAPLAN) is a series of tests focused on basic skills that are administered annually to Australian students.

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Pymble Ladies’ College

Theme 4: Senior Secondary Outcomes In 2016, 262 students from Pymble Ladies’ College sat for the NSW Higher School Certificate in 46 courses. A further 25 Year 11 students sat for the HSC examination in Mathematics.

HIGHER SCHOOL CERTIFICATE (HSC) OVERVIEW On average, 78% of Pymble candidates across all 2 Unit courses offered at the College achieved results in Band 5 and 6, compare with 46% of students across the state in the same subjects. In the 1 Unit Extension courses, on average, 94% were placed in Band E3 or E4, compared with 90% across the state.

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 high, with student achievement above State level in most courses offered at the College.

In 2016, the Band 5 and 6 results were 30% or higher than State averages in the following subjects: Agriculture, Ancient History, Biology, Business Studies, Chemistry, Drama, English as a Second Language, Food Technology, Geography, Mathematics General 2, Mathematics, Modern History, Senior Science, Studies of Religion I, Textiles and Design, Visual Arts, German Continuers and Hospitality.

The College introduced Chinese into the curriculum in 2011 and our first group of Pymble students completed the HSC Chinese Continuers and Extension courses in 2016. The results for this small group of five dedicated students were very pleasing, with our Extension student placing 3rd in the State.

In the period from 2015-2016, the following are examples of percentage improvement in Band 5/6 results (Band E4/E3 for Extension subjects): Biology 9%, Drama 28%, English Standard 20%, English as a Second Language 13%, Geography 16%, PDHPE 20%, Senior Science 8% and Visual Arts 5% In the same period there was a drop of 15% in Agriculture, 13% in Business Studies, 22% in EES, 11% in Economics, 13% in Mathematics General 2, 9% in Mathematics Extension 1, 8% in Mathematics Extension 2 and 15% in Physics.

BEST IN SUBJECT - A Pymble student topped the state in one subject: • Italian Beginners - In addition, students earned places in the Top Achievers in Course List in 15 subjects: • Agriculture • Chinese Extension • Classical Greek Extension

(two mentions) • English (Advanced) • English as a Second Language • English Extension 1 • Food Technology • French Extension • Italian Beginners (two mentions) • Japanese Extension • Mathematics (achieved by a Year 11 accelerant) • Music 2 • Music Extension • Senior Science (two mentions) • Studies of Religion I

ALL-ROUND ACHIEVERS 18 Pymble students were named in the All-round Achievers list. We acknowledge the outstanding achievement of the girls who achieved Band 6 results (90 or better) in a 2 unit course or a Band E4 result (45 or better) in an Extension course in 10 or more units.

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ANNUAL REPORT 2016

HONOUR ROLL The Honour Roll 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 2016, Pymble students earned 494 places on the Honour Roll. These places were achieved by 192 individual students.

HSC SHOWCASES AND EXHIBITIONS ARTEXPRESS Four Visual Arts students had their Bodies of Work selected for exhibition, a further four had their Bodies of Work nominated for inclusion.

ENCORE Three Music students were nominated for inclusion in ENCORE. CALLBACK Two Dance students were nominated for inclusion in Callback.

TEXSTYLE Two Textiles and Design students had their Major Textiles Projects selected for exhibition.

SHAPE 2016 One Textiles and Design student’s Major Textiles Project was selected for the Shape 2016 exhibition at the Powerhouse Museum, Sydney.

ONSTAGE One Drama student was nominated for inclusion in OnSTAGE. Note that Senior Secondary outcomes are documented on the My School website: www.myschool.edu.au

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Pymble Ladies’ College

THEME 4: Senior Secondary Outcomes

2016 HIGHER SCHOOL CERTIFICATE RESULTS BY COURSE Performance Band Achievement by Percentage (rounded)

Course

Students

School Median

Bands 5-6 School %

Bands 5-6 State %

Bands 3-4 School %

Bands 3-4 State %

Bands 1-2 School %

Bands 1-2 State %

Agriculture

18

89

44

7

94

31

6

51

Ancient History

40

85

25

8

70

31

28

51

Biology

116

86

28

9

81

35

19

55

Business Studies

66

85

20

9

64

34

36

52

Chemistry

83

84

19

10

71

41

29

53

Dance

5

81

20

9

60

48

40

47

Drama

26

90

54

14

96

43

4

55

Earth and Environmental Science

10

79

0

6

50

34

50

54

Economics

26

84

23

14

69

45

31

49

English (Standard)

20

73

5

1

20

13

80

73

English (Advanced)

239

87

30

15

80

62

20

37

3

95

100

5

100

27

0

56

English as a Second Language Food Technology

18

91

56

7

89

29

11

51

Geography

43

84

7

8

74

41

26

48

Legal Studies

50

85

24

12

68

42

32

46

Mathematics General 2

128

83

14

5

65

26

33

49

Mathematics

100

89

49

23

90

53

10

39

Modern History

55

86

24

9

76

41

24

46

Music 1

4

96

100

18

100

63

0

35

Music 2

7

92

86

34

86

89

14

10

Personal Development, Health and Physical Education

46

86

28

11

78

34

22

43

Physics

27

82

19

8

52

30

48

58

Senior Science

51

90

53

6

84

29

16

62

Studies of Religion 1 Unit

9

44/50

44

13

100

50

0

45

Textiles and Design

22

89

36

15

91

47

9

47

Visual Arts

62

88

35

14

100

54

0

43

Chinese Continuers

5

88

40

45

80

83

20

14

Classical Greek Continuers

3

92

67

75

67

81

33

19

French Continuers

11

94

91

30

91

65

9

31

German Continuers

3

92

67

23

100

54

0

41

Italian Beginners

21

79

24

15

48

35

14

43

Japanese Continuers

6

91

50

23

83

56

17

37

Latin Continuers

7

93

71

49

71

80

29

30

Hospitality

14

87

21

3

100

30

0

49

16

ANNUAL REPORT 2016

THEME 4: Senior Secondary Outcomes

2016 HIGHER SCHOOL CERTIFICATE RESULTS BY COURSE Performance Band Achievement by Percentage (rounded)

Course

Students

School Median /50

Band E4 School %

Band E4 State %

Bands E3-4 School %

Bands E3-4 State %

English Extension 1

45

46

64

35

100

95

English Extension 2

7

48

57

18

100

79

Mathematics Extension 1

68

42

34

33

88

79

Mathematics Extension 2

25

82/100

20

32

92

85

History Extension

20

42

35

22

100

81

5

50

100

52

100

94

Music Extension Chinese Extension

1

48

100

84

100

100

Classical Greek Extension

3

48

67

92

100

100

French Extension

7

46

86

39

100

89

German Extension

3

43

0

39

100

96

Japanese Extension

1

49

100

36

100

89

Latin Extension

7

47

71

70

86

98

VET Pymble offers one VET course – Hospitality. In 2016, 14 students (6% of the cohort) completed this course and achieved Certificate II in Kitchen Operations and Cookery. All of these students also sat for the HSC examination in the course.

17

Pymble Ladies’ College

THEME 5: T eacher Qualifications and Professional Learning Pymble nurtures a professional learning culture that celebrates creativity, engagement and critical thinking.

Just as learning is dynamic for our students, we are agile in our professional learning for our teachers, enabling all teachers to be involved in targeted professional learning that is responsive to their own needs for growth as Pymble teachers.

TEACHING AND LEARNING OVERVIEW In 2016, grade and faculty teams set tangible goals in response to College priorities, as did individual teachers in regards to their own practice and professional learning, led or supported by Executive staff. Based on these goals, teachers continued to improve their practice through participation in three types of professional learning: i. Internal Opportunities: a suite of elective workshops (single interactive sessions of 90 minutes to whole day duration) and professional learning teams (small teams meeting regularly over a sustained period of time) designed in response to teacher-articulated needs and the College vision for Personalised Learning. The College works to enable all teachers to embed this kind of professional learning within their day-to-day work (QTC Endorsed and Teacher Identified). ii. Collaborative Planning for Personalised Learning: teams of teachers meet in response to an articulated problem of practice, to innovate curriculum and learning experiences or respond to new curriculum requirements (Teacher Identified). iii. External Opportunities: access to next practice thinking, emerging research, knowledge and expertise beyond the school as required (QTC Endorsed preferred).

Internal opportunities utilised the extensive experience of College staff to deliver highly contextualised professional learning. In 2016, the College defined its suite of internal professional learning opportunities in the following areas: • • • • •

Learning Design and Assessment Accreditation Wellbeing Educational Leadership Coaching Culture

One of the principal means via which teachers advanced team and personal goals for professional practice was through collaborative planning sessions.

Teams of teachers utilised the expertise of Learning Support, Teacher Librarians and Information and Communication Technology (ICT) integrators to design meaningful learning experiences using co-teaching models. Teachers used the emerging Pymble Learning Design Process to provide a protocol and means of documenting curriculum decisions. A single team may have been involved in a curriculum planning event for a half or full day, or, more often, multiple teams with similar focus areas worked synchronously with opportunities to share and give / receive feedback. The Director of Teaching and Learning or a learning area leader led each of these events.

Teachers prepared for these sessions by identifying a particular aspect of their work for focus (for example, a unit of work, a learning area such as literacy, numeracy, research and inquiry, a particular aspect of practice such as assessment or pre-testing) and collecting relevant data to this focus (for example, student survey data, student questions, NAPLAN data, assessment data). The session was then personalised for the team / group of particular participants by the Director of Teaching and Learning and involvement of other teaching and learning specialists (such as Teacher Librarians, Learning Support, high potential learner coordinator, ICT integrators and other College staff with relevant expertise) as indicated by initial planning.

18

ANNUAL REPORT 2016

The following table curates the focus of each area, number of professional learning opportunities offered and numbers of participants:

Area

Nature of focus

No. of 2016 participants

Learning Design and Assessment

‘Learning Design’ explores how teachers can embrace their own creativity and innovation to design learning experiences that are student-centred, transparent, authentic and inclusive of all learners. The Pymble Learning Principles provide the guidelines that all successful design requires. This focus area includes the Supporting Students Series to deepen understanding of the individualised needs of particular students and the way learning design principles can meet these diverse needs. It also includes ongoing work in assessment reform, supporting teachers to continue advancing the College Assessment Principles developed in 2015.

Workshops and Professional Learning Teams = 460

Accreditation

Wellbeing

The accreditation process is a key aspect of the Gifted Teaching, Inspired Learning agenda to deliver quality teaching in NSW. Pymble Ladies’ College continues its commitment to supporting teachers on this journey as they learn about excellent teaching, collect evidence and evaluate their own professional practice at Proficient, Experienced, Highly Accomplished and Lead Teacher.

Neuroscience research shows that healthy brain development depends not only on supportive physical environments, but also on supportive social and emotional environments. This theme continues to explore the ways in which teachers at Pymble Ladies’ College can foster these kinds of environments and attitudes, making the link between wellbeing and learning ever more transparent.

Collaborative Planning for Personalised Learning sessions = 141 601

17

All staff Mental Health First Aid Workshop = 206 RULER program = 16 222

Educational Leadership

Participation in embedded learning opportunities for contextually relevant leadership supports the development of sustained, collective capability.

Through professional reading, reflection, discussion and mentoring, this suite of courses enables our current leaders to flourish and new leaders to emerge

38

Coaching Culture

Coaching cultures for learning enables all stakeholders to develop learning, understanding and personal responsibility. At Pymble our vision is for a College-wide practice of coaching and reflective conversations that contribute to the personalised learning journey of every Pymble girl and every Pymble teacher. This suite of courses enables all teachers to develop practice in support and encouragement, reflection, and growth-focused conversation with students, colleagues and leaders.

94

All internal professional learning opportunities offered by the College.

972

Total

External experts were engaged to support leadership in designing, implementing and delivering professional learning within these focus areas and included: •

•

•

Professor Lyn Sharratt, Ontario Institute for Studies in Education, University of Toronto, continuing work on literacy and data to inform practice in the Preparatory and Junior Schools.

Dr Simon Breakspear, CEO Learn Labs, working with a team of 26 teachers from K – 12 to produce a Pymble Learning Design Process to support teachers’ capacity to deliver increasingly personalised learning in alignment with the College’s strategic vision.

Professor Marc Brackett, Centre for Emotional Intelligence, Yale University, working with teachers both within and beyond the College to understand the social-emotional wellbeing of students and leading the Wellbeing team in the implementation of the Recognising emotions in self and others, Understanding the causes and consequences of emotions, Labelling emotions accurately, Expressing emotions appropriately, Regulation emotions effectively (RULER) program.

19

Pymble Ladies’ College

THEME 5: Teacher Qualifications and Professional Learning

At the end of 2015, the College expanded its endorsement by the Quality Teaching Council to achieve broad endorsement for Standards 1, 2, 3, 5 and 6 of the Australian Professional Standards for Teachers. In 2016, the College offered 16 internal registered courses for our own teachers. These QTC Endorsed courses and numbers of participants were: Title

Overview

Dates delivered

No. participants

PBL taster

This course uses a Project-Based Learning (PBL) structure to introduce the 8 Essential Elements of project-based learning. It is highly interactive as participants work collaboratively to construct and share developing understanding of this learning design, and then use a protocol to ‘seed’ and give / receive feedback on a PBL idea.

25/2

18

Assessment: asking the right questions

Assessment practices have the power to drive robust and deep learning. This professional learning opportunity deepens participants’ understanding of the College Assessment Principles and develops the capacity to design authentic assessment repertoires that reflect these principles. The work is based around key readings with scope to explore the assessment questions pertinent to particular groups and individuals.

Teams work collaboratively to discuss current tensions in assessment practice, use protocols for evaluation and feedback, and design assessment opportunities.

4/4

42

Assessment: consistent teacher judgement

Consistency in relation to assessment occurs when teachers are able to make judgements about student learning that are not dependent on the individual teacher, student, location or time and are instead based on a shared understanding of syllabus standards of learning. In order to advance Personalised Learning and assessment, teachers must be able to rely upon consistency of judgement in relation to syllabus outcomes and the common grade scale across a range of different demonstrations of learning. When teachers make consistent judgements about the grade level demonstrated by student performance, they and their students are liberated from the constraints of all students completing the same assessment task at the same time. This course is the third in a series of three short courses which continue to build assessment literacy for Pymble teachers.

13/5

20

Supporting students: inferential skills in the secondary years

This workshop looks at the complexity of inferential skills and how these impact learning in the classroom across subject areas. It examines why carefully constructed classroom talk can be more effective in strengthening inference making skills than predetermined strategy teaching. Participants employ reflexive conversation techniques to elicit inference making.

Supporting Learning and memory are closely related concepts. If learning is students: memory understood as the acquisition of skill or knowledge, then memory is and learning the expression of what has been acquired. Students operating with a memory deficit, particularly in working memory, need to be identified and supported in order to achieve their learning goals. This workshop assists teachers to identify and create strategies for students with particular needs in this area.

Supporting students: EAL-D and support in the secondary classroom

20

Students with English as an Additional Language or Dialect (EAL-D) needs have the potential to excel and flourish within the mainstream classroom. This workshop looks briefly at the theory and characteristics of second language acquisition of students as well as practical strategies that can be put in place within the Secondary classroom. This workshop provides opportunities to explore particular questions relating to EAL-D within the Pymble Ladies’ College context as well as a follow up with continued support.

3/6 2/9 16/9

18 /7

10

18/7

20

21/9

18/7

12

ANNUAL REPORT 2016

THEME 5: Teacher Qualifications and Professional Learning

Collaborative learning: more than playing nicely!

The capacity to collaborate in order to learn and to create knowledge, products and solutions beyond that which the individual may produce alone, is a key learning capacity. This workshop explores collaboration using a four point continuum from working in parallel to negotiating substantive decisions, as well as protocols, tools and resources for explicitly teaching and developing student collaboration skills.

Participants understand the place of collaborative learning in a repertoire of instructional practices.

18/7

28

Learning by design: integrating technology – flipped learning

The flipped classroom describes a reversal of traditional teaching where students first gain exposure to new material outside of class, usually via reading or lecture videos, and then class time is used to do the harder work of assimilating that knowledge through strategies such as problemsolving, discussion, debates and collaborative challenges. This approach asserts that learning is not a ‘spectator sport’ and classroom time is best used to engage students in active, conceptual learning where they apply and manipulate the knowledge they are developing.

18/7

23

Learning by design: technology as an accelerator

This session demonstrates the ways in which technology can accelerate student collaboration, inquiry and organisation of learning. Participants explore ways in which they can work with ICT integrators over the coming term to use technology as an accelerator for learning in their own classrooms, both in PBL and other learning designs.

26/4

25

Learning by design: physical space as an accelerator

This session asks ‘what kind of learning are we seeking to accelerate?’ and looks to recent research and scholarship to assist in exploring this question. This session seeks perspectives from teachers who are currently, or are seeking to, create Innovative Learning Environments (ILE) in traditional classroom spaces, specialist spaces, breakout and extra curricula spaces, and shares emerging best practice for studio learning.

24/5

20

Learning by design: integrating technology Schoolbox and ipads

Schoolbox is a virtual learning environment that promotes connection, collaboration, curation and communication for students, teachers and parents – and it works fabulously on iPads! This workshop is designed to support our K – 4 iPad programme. It demonstrates the Schoolbox system and features, and gives teachers opportunity to design and create in the Schoolbox environment.

18/7

18

Using data to inform practice

The purpose of this session is to enable teachers to access the full range of student assessment data available to them, and to assist them in how to analyse this data and use it to inform their teaching practice. In order to assist students to achieve the best possible outcomes, teachers will be able to identify interventions and to modify their teaching practices based on the analysis of the student data in the classroom.

9/9

18

19/9

External opportunities for professional learning continue to be significant for Pymble staff and focus principally upon remaining engaged with current directions in learning theory and educational research, discipline-specific knowledge and networking with a wide range of educators. Teaching staff engage in conferences and workshops, Webinars, lectures and online courses. The table below indicates the total number of external courses in which Pymble teachers participated in 2016:

No. of professional learning opportunities offered externally to the College 142

No. of participants in all opportunities 266

21

Pymble Ladies’ College

THEME 5: Teacher Qualifications and Professional Learning

A significant number of teachers from Pymble are also actively engaged in presenting at conferences, both local, national and international. Throughout 2016, Pymble staff regularly presented at Association of Independent Schools (AIS) Conferences, Association of Heads of Independent Schools of Australia (AHISA), Independent Primary School Heads of Australia (IPSHA) and other professional bodies.

The Director of Teaching and Learning made the following professional presentations to share the professional learning directions of the College: •

Learning Differentiation, Criterion Conference, November 2016: ‘Learning Design for Personalisation’, Sydney.

•

Research and Innovation in Classroom Assessment Conference, September 2016: ‘Towards Personalised Assessment: A Whole Community Approach’, Brisbane.

•

AHISA 2016 Leading, Learning Caring Conference, August 2016: ‘Measuring the Immeasurable? Using A Big Data Approach to Track Student Progress From Functioning to Thriving’, Adelaide.

•

AIS English Conference, May 2016: ‘Classroom Reality: Can We Foster Genuine and Joyous Engagement with Literature and Attain High-Level Examination Success in Stage 6: Designing for both in Secondary English Learning’, Sydney.

•

Project Zero Conference, March 2016: ‘Thinking Routines and Critical Literacy: Deconstructing Complex Text in Senior English’, Sydney.

ART, DESIGN AND APPLIED TECHNOLOGIES 15 members of this learning area participated in over 40 professional learning events in 2016, demonstrating their strong commitment to their own development and ensuring currency and relevance in their classroom practice.

These development opportunities focused around compliance, college priorities, subject-specific developments, industry Vocational Education and Training (VET) currency, growth coaching and transdisciplinary planning.

Staff in this faculty have made modifications to classroom programming and teaching practice as a result of this professional learning in the following ways:

22

•

Growth coaching strategies are being employed by teachers in their day-today conversations with students both in and outside the classroom. As much of the TAS learning is project based and student directed, these conversations are integral to improving educational outcomes for students.

•

The safety of students is a high priority in this practical learning area and staff valued the reiterative nature of this training to ensure current emergency practices are implemented when necessary.

•

All staff commented on the significant ability to improve classroom practice when they have opportunities and time given to collegial conversations. This was made possible in developing transdisciplinary units. An example of this was the new Stage 4 Techlish Unit.

•

Subject-specific relevancy is important for all subjects but is also a VET requirement for Stage 6 Hospitality. They learnt new skills in the preparation of seafood at the Sydney Fish Markets and had opportunities to work with world-class restaurants, chefs and kitchen staff to meet mandatory industry hours. Skills learnt by teachers have been included in two of the Stage 6 Hospitality programs.

•

This learning area explored developments in e-Textiles, 3D design and printing, integrating technology, flipped classrooms and creativity.

Conversations are currently taking place to see how teachers can integrate creative and innovative practices into the classroom.

ANNUAL REPORT 2016

THEME 5: Teacher Qualifications and Professional Learning

•

Subject-based network meetings, conferences and HSC marking opportunities are also highly valued by teachers in this learning area, and a number of staff were able to attend and participate in a number of these types of events for their subject.

•

Some long-term, experienced teachers in this learning area took up and prepared for new leadership opportunities within the College by participating in school-based educational leadership training and supported the secondary curriculum review.

•

A number of professional learning opportunities in 2016 revolved around the use of collaborative planning, innovative technologies, electronics and creativity for which there continues to be ongoing discussions around implementation, particularly in preparation for the new Technology Mandatory syllabus.

CONDE LIBRARY Outside of the College, representatives from the Library attended the copyright seminars offered by the Copyright Agency, which allowed us to update our copyright policies and information provided to staff. The newly appointed warden position required training for one of the Library Technicians. Finally, to equip all non-teaching staff to properly serve all our clients, the support staff participated in a customer satisfaction course.

Term meetings for both the Audio Visual staff and the Library staff provided opportunities for networking, sharing resources and problem-solving issues which are particular to school libraries. The Annual Teacher Librarian Conference was attended by several Teacher Librarians. It addressed current issues facing Teacher Librarians and provided solutions for the attendees to take back to their own schools.

Professional development relating to pedagogy focused on Wellbeing, learning design and improved student outcomes and engagement. Wellbeing courses in areas such as mental health helped teachers to respond appropriately to common Wellbeing issues faced by educators. Teachers also opted into special professional learning opportunities afforded by the College, including Educational Leadership 2, supporting students whose first language is not English. Finally, external conferences such as the Australian Council for Educational Leaders (ACEL) provided participants with the opportunity to engage with the big issues in education and reflect on how they translate into the local school context.

DANCE The two teachers in the Dance Department took part in a range of professional learning activities in 2016.

Dance teachers participated in the organisation of the AIS ‘An Opportunity to Collaborate in Stage 4 – 6 Dance’ Conference. Both teachers attended The Come Together Dance Convention conference in Queensland.

One staff member presented a seminar on the correlation between social media and the dance studio in relation to feedback. One member of staff participated in both HSC Practical marking with BOSTES and HSC Trial marking at another independent school. One member of the Dance Department took part in a course on anatomy and injury prevention, as well as an internal College workshop on grammar.

23

Pymble Ladies’ College

THEME 5: Teacher Qualifications and Professional Learning

DRAMA The two Drama teachers engaged in a number of professional development opportunities in 2016.

One member of the Drama Department served as Vice-President of the Drama NSW Committee for Professional Learning, and presented at the Drama NSW State Conference on a film noir filmmaking project. One member of staff was involved in the development of a Learning Design Framework at the College, working with Dr Simon Breakspear.

ENGLISH Professional learning within the English Department in 2016 continued to be dynamic and in line with our vision of best practice; it was aligned closely to the College agenda for Personalised Learning and the role assessment has in driving this commitment to students. Creativity, engagement and critical thinking continue to be the focus of our teaching practice and the College provided staff with opportunities to support their personal goals and develop specific teaching skills throughout the year. The English Department continued to work to this agenda and support and mentor staff to ensure ongoing academic rigour.

At the College, Personalised Learning is valued. This means that it is learner centred, personalised and differentiated. In the English Department, assessment is designed to allow all learners access and this drives our processes; assessments are designed with escalating exit points, and there is student voice and choice as learning is developmental. These assumptions were therefore at the centre of professional learning for the English staff in 2016. A suite of professional learning opportunities was provided for the staff at the College, which also allowed them to work collaboratively and to deepen areas of personal interest in their practice.

English teachers continue to utilise critical thinking strategies as part of best practice within their classrooms and have extensive opportunities to share their experiences: peer observations, learning walks and debriefing sessions to consolidate critical thinking skills are actively encouraged. Staff continue to learn from and with their colleagues, to share experiences and develop strategies to foster independence and deeper inquiry.

GEOGRAPHY, BUSINESS AND ECONOMICS (GBE) In 2016, the GBE team participated in a diverse range of professional learning opportunities to enhance professional capacity and student learning outcomes.

In total, 14 staff participated in 34 different opportunities both within and external to the College. The information below identifies the professional learning that was undertaken and specific to GBE and student learning outcomes:

24

•

One staff member participated in the 2016 Economics and Business Educators (EBE) NSW Economics Update Conference to attain recent statistics and information relating to current and future economic trends and how to integrate such data into the learning environment.

•

One staff member participated in the Economic Literacy Centre (ELC) HSC Conference to update knowledge of current economic issues presented by experts in the field.

•

One staff member participated in the EBE Professional Development Event ‘Teaching the Preliminary Course (Year 11) in Economics for the First Time?’ to attain insight into and strategies for delivering Preliminary Economics. This course provides an opportunity for teachers to share ideas and resources and to develop critical networks to support teaching and learning outcomes.

•

One staff member participated in the EBE Professional Development Event ‘Teaching the HSC Course (Year 12) in Business Studies for the First Time?’ to attain insight into and strategies for delivering HSC Business Studies. This course provides an opportunity for teachers to share ideas and resources, and to develop critical networks to support teaching and learning outcomes.

ANNUAL REPORT 2016

THEME 5: Teacher Qualifications and Professional Learning

•

One staff member participated in ‘Transforming Service: An Ecumenical Conference for Educators and Leaders in Service Learning’. This conference provided the opportunity to gain a greater insight into the importance of Service Learning in student development and its undeniable relevance when embedded into curriculum areas. The conference highlighted the capacity of Service Learning to enrich curriculum understanding and student development.

•

One staff member participated in Growth Coaching (in addition to staff who had already completed this course) to enhance listening and questioning techniques that prompt inquiry and problem solving, and that encourage students and colleagues alike to use evidence to reflect on their learning and explore their own practice from multiple perspectives.

HISTORY, SOCIETY AND ETHICS In 2016, departmental professional learning goals centred on developing effective PBL units at Year 9 and 10 levels, differentiation in assessment and collaborative planning for Personalised Learning. These goals were aligned to specific standards, as staff continue to prepare for accreditation.

Department members attended broad courses on the flipped classroom, building PBL units and practicing consistent teacher judgement. In addition, teachers also attended subject-specific conferences, including the annual History Teachers’ Association (HTA) and Legal Studies Association (LSA) Conferences. The focus for History in 2016 was preparing for the introduction of new Stage 6 syllabuses, so staff attended professional meetings at the Shore School to consult on and review the draft documents. Both History and Legal Studies teachers continue to mark at the HSC and contribute to their professional associations through attendance and delivery of specialised presentations, including ‘History Extension: Embedding Historical Understandings’ at the AIS Conference.

Religion and Ethics (RE) staff completed the Growth Coaching course, enabling them to engage in meaningful discussions with peers, in addition to directing positive mentoring relationships with students. In order to develop creative programs, RE staff travelled to Brisbane for the three-day Dialogue Australasia biannual conference, where ideas on creative teaching in arts and philosophy were shared. This was reinforced by Pymble’s own workshops on ‘Teaching as an accelerator’ and ‘Emotional literacy in the classroom’ where RE teachers learned about how to encourage opportunities for emotional literacy through the Religion and Ethics curriculum, and inculcate high-level thinking skills in all students.

Following attendance at ‘Teacher collaboration in the Senior School: a win’ and ‘Teaching about the end of life’, which were presented by the renowned theologian Dr Peter Vardy, inter-disciplinary discussions were held with the Science department. These discussions resulted in the Year 10 Bioethics program being enriched with fresh ideas drawing from a multitude of fields, allowing students to adopt a more holistic approach to their studies. Ideas for the ethics program were also influenced by Dr Anne-Marie Slaughter’s lecture on ‘Ethical policy making’ at the United States Studies Centre, where deontological and consequentialist thinking was applied to the US elections. This provided upto-date information that generated much discussion in the classroom. Further inter-disciplinary links were set up with the History department, following RE staff attendance of Professor Sahar Amer’s ‘ARAB Diasporas: Migration, citizenship, and transnational identities’ lecture at the University of Sydney. In consequence, the Year 8 unit of study on anti-Semitism was reviewed and developed to include a study of Arab diasporas.

25

Pymble Ladies’ College

THEME 5: Teacher Qualifications and Professional Learning

MATHEMATICS During 2016, the Mathematics Department developed a renewed assessment process in Stage 4 aligned to the College’s online feedback and assessment intent. Using the Pymble Assessment Principles, the Department endeavoured to ensure that assessment opportunities are seen as a part of the student learning journey and that feedback continues to provide the girls further growth in mathematical achievement. As research has demonstrated that student learning is hindered when marks are given after an assessment opportunity, the Faculty has engaged with developing a process that would assign a grade and give feedback, designed to promote growth, rather than to provide a mark on assessment tasks.

The Department also revisited the Mathematics Progressive Achievement Tests (PAT) results for Stage 4 and Stage 5, in order to drill down on what this data can contribute to teachers’ understanding of each of their students as learners.

MODERN AND CLASSICAL LANGUAGES In addition to professional learning options provided internally by the College, all 12 members of the Modern and Classical Languages Department availed themselves of external opportunities during 2016.

HSC marking was undertaken by a number of staff members across the languages. In addition, several teachers conducted the oral examination for the HSC. These experiences are invaluable for both professional development and networking purposes.

In the Classics area, staff attended termly meetings conducted by the Classical Languages Teachers Association as well as a seminar day on HSC texts. One staff member was invited to be a member of the expert panel for the Classical Languages Curriculum at the Australian Curriculum and Assessment Reporting Authority (ACARA), and attended working meetings from April 2015 through 2016 to write curriculum content for Latin and Classical Greek for the Australian Curriculum. Another Classics teacher was asked to give feedback on the Australian Curriculum before it was accepted.

French teachers were involved in setting the NSW Association of French Teachers (NAFT) Trial examination, HSC marking, conducting the oral examination for the HSC and attending the National French Teachers’ Languages Conference in Adelaide, as well as a two-day French immersion workshop organised by the AIS. Our lead German teacher completed a sixth year as Chief Examiner with responsibility for setting the German Beginners HSC examination. The Italian teacher led two Italian Language Teachers Association (ILTA) study days at Pymble Ladies’ College for Italian Beginners in HSC skills and also engaged in professional leadership for the ILTA and mentoring three new Italian teachers. In addition, she contributed to the writing of the Italian Beginners’ Trial Paper with the ILTA. The Japanese teacher presented at a Japanese Extension workshop and HSC marking. They also conducted the oral examination for the HSC and attended a one-day course run by the Japanese Teachers’ Association of NSW. The Chinese teachers attended the Chinese Language Teachers Association NSW ‘Making Chinese Learnable for all: Growing Our Language’ Conference as well as the inaugural Chinese Language Teachers Federation of Australia (CLTFA) Asia-Pacific Chinese Conference and the Teaching with Comprehensible Input-Teaching Proficiency through Reading and Storytelling (TCI-TPRS) Conference in Brisbane. Both teachers also visited two other schools to see their Chinese teaching practice in action. The Languages team is committed to the achievement of excellence in teaching and to this end a large proportion of departmental meetings is devoted to reflecting on our practice, new ideas in pedagogy and the sharing of ideas amongst peers.

26

ANNUAL REPORT 2016

THEME 5: Teacher Qualifications and Professional Learning

MUSIC All members of the Music Department were engaged in a range of professional development opportunities that enhanced teachers’ innovative classroom practice in line with Pymble’s strategic vision, Towards 2020: Striving for the highest. Staff benefited from completing College-run courses, Education Leadership Modules 1 and 2, and Pymble’s Reflect, Review, Renew process to improve individual teaching practice through lesson observations.

One Music teacher took up the opportunity of shadowing a member of the Executive staff for a day, to develop leadership skills and an awareness of roles within the Executive. Music staff took part in professional development provided by the Sydney Symphony Orchestra at the Opera House, attending an open rehearsal, concerts, and workshops.

All staff were involved in ICT training, developing skills in manipulating loops and stems, and creating movie trailers on both Macs and PCs. In addition, one member of staff completed a course on Garage Band and iMovie at the Apple Store. Another member of staff participated in a sound engineering course with John Martin Cass (JMC) Academy, along with Year 10 students.

The Music Department was fortunate to have two composers-in-residence, Luke Byrne and Matthew Hindson, who worked with staff and students at all Stages.

These composers, staff and Stage 6 students developed strategies for teaching and learning composition skills, as well as participating in preparations for the College’s Centenary Gala Concert.

2016 was also an exciting time for professional development in Co-curricular Music at the College. The Music Department facilitated a workshop with percussionist Graham Hilgendorf on Taiko drumming, which involved staff as well as students. Staff and Chorale students participated in a workshop with Paul Dyer and the Brandenburg Orchestra, focusing on performing Mozart’s Requiem.

Classical pianist Kathryn Selby worked with staff and senior students, developing chamber music skills.

PERSONAL DEVELOPMENT, HEALTH AND PHYSICAL EDUCATION (PDHPE) The PDHPE Department has attended a range of internal professional learning opportunities, which equipped them with a variety of new teaching resources and learning activities. These courses have addressed collective learning, student memory, using data to inform practice, integrating technology, technology as an accelerator, filmmaking basics, grammar and the College Reflect, Review, Renew process.

Professional learning via conferences, workshops and webinars was also undertaken through external providers to improve student outcomes in PDHPE and to enhance teachers’ understanding of current issues regarding the mental health and wellbeing of students. Two staff members completed workshops on Stage 6 Assessment Practice and HSC Marking Simulation.

Two staff members completed the Growth Coaching International workshop, which has allowed them to improve their skills in coaching colleagues and students. One staff member completed Educational Leadership Module 1, and another contributed to the Secondary Curriculum Review discussion. Two staff members completed workshops on Stage 6 Assessment practice and HSC marking simulation.

One staff member is currently undertaking post-graduate work towards achieving his PhD, which is expected to be completed in 2018. The research findings he has shared with PDHPE staff members have contributed to effective assessment and feedback practices in PDHPE. Three staff members also successfully completed their Experienced Teacher accreditation. This process required them to reflect carefully on their classroom practice, evaluate their teaching and to adjust their programs to better meet student needs.

27

Pymble Ladies’ College

THEME 5: Teacher Qualifications and Professional Learning

SCIENCE The Science Department embraced a host of professional learning opportunities throughout 2016. Staff benefitted from attending a range of College-run and external courses in order to enhance teaching and learning. Internally, teachers from the Science Department participated in courses on supporting EAL - D students, creating Innovative Learning Environments (ILE), educational leadership, mental health, storytelling as pedagogy, integrating technology into classrooms, basics in filmmaking, technology as an accelerator and collaborative planning for collaborative learning. Additionally, Laboratory staff attended the ‘Be confident using Chemwatch/ChemGoldFFX (Advanced)’ course.

Externally, Science staff attended the following conferences: •

ACER Research Conference 2016 – Improving STEM Learning, which addressed the challenges of STEM learning.

•

AISNSW Digital Technologies Symposium, which offered approaches to teaching with and about technology.

•

Arduinos Bringing Programming to Life with Physical Computing, exploring relevant pedagogical approaches for integrating computing into the syllabus.

•

Maths From a Different Angle.

•

National Science Teachers Summer School, a professional development program designed to re-engage teachers with their own love of Science and Technology.

•

Secondary Curriculum Review.

TEACHERS’ PROFESSIONAL DEVELOPMENT 1 January to 31 December 2016

Description

Amount ($)

Salaries - co-ordination of Professional Development

108,733

Salaries - permanent relief

54,427

Library - teacher resource texts and periodicals

34,996

Library - teaching and learning software Salaries - casual staff relief for PD absences

72,3702

Staff development and training

324,508

Travel allowance - staff development Total Teaching staff - full-time equivalents Average expenditure per teacher

28

7,590

83,794 686,749 184 3,732

ANNUAL REPORT 2016

THEME 6: Workforce Composition College Staff

Total

Teaching Staff

213

Aboriginal/Torres Strait Islander Teaching Staff

1

FTE Teaching Staff

196.3

Non-teaching Staff

131

Aboriginal/Torres Strait Islander Non-teaching Staff

• PDHPE

Teacher (employed full-time since November 2006) Please follow the link to the MySchool website for more information on workforce composition: www.myschool.edu.au/SchoolProfile/Index/75030/ PymbleLadiesCollege/43846/2016

0

FTE Non-teaching Staff

110.7

Total Staff

345

Operational Staff consists of the following: • • • • • • • • • • • • • • • •

Positions held by Indigenous staff:

Administration After School Care Boarding Co-curricular (Sport related) College Shop Development Facilities Finance Health Care Human Resources I.T. Marketing, Communications and Enrolments Risk and Compliance Student Support Services Technician (Library, Science, TAS and Visual Arts) Theatre Staff

TEACHER STANDARDS 2016 Category Teachers who have teacher education qualifications from a higher education institution within Australia or as recognised within the National Office of Overseas Skills Recognition (AEI-NOOSR) guidelines Teachers who have a bachelor degree from a higher education institution within Australia or as recognised within the National Office of Overseas Skills Recognition (AEI-NOOSR) guidelines but lack formal teacher qualifications

Total

Number

214

0

214

29

Pymble Ladies’ College

THEME 7: Student Attendance, Retention Rates and Post-school Destinations in Secondary Schools

ANNUAL ATTENDANCE REPORT 2016 Class

Percentage

ATTENDANCE SUMMARY CALCULATION ASSUMPTIONS SECONDARY SCHOOL •

Preparatory Kindergarten

96

Year 1

95

Year 2

95 Junior

• • • •

Partial attendance is calculated as a percentage based on number of periods attended.

Students are calculated as present 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 only for Term 1, Term 2 and Term 3.

Attendance is calculated only for school days.

Year 3

95

Year 4

95

PREPARATORY AND JUNIOR SCHOOLS

Year 5

95

•

Year 6

94 Middle

•

Students are calculated as present even if they are present for a single period in a day.

Students are calculated as present if they have notified their absence to the school.

Attendance is calculated only for school days.

Year 7

93

•

Year 8

93

Please follow the link to the MySchool website for further information on student attendance:

Year 9

91

Year 10

92

https://www.myschool.edu.au/SchoolProfile/Index/107189/ PymbleLadiesCollege/43846/2016

Upper

STUDENT RETENTION RATE FROM YEAR 10 TO YEAR 12

Senior Year 11

92

Year 12

92

30

Of the 2014 Year 10 cohort, 95.4 percent completed Year 12 in 2016. This retention rate is lower than that for 2015.

ANNUAL REPORT 2016

POST-SCHOOL DESTINATIONS In 2016, 264 students over the age of 17 years left the College. All but two of these students matriculated as the Year 12 Class of 2016. Of the students who applied, 92% received an offer of place at a university that is managed by the Universities Admissions Centre (UAC).

Of the two students over the age of 17 years who left the College before matriculation, one moved overseas to complete her education in the United Kingdom and the second student did not share her future plans after her withdrawal from Pymble.

This information shows that very few students leave the College before matriculation to pursue employment or vocational training.

STUDENT ABSENCE PROCEDURES •

Each School has an absentee line and parents 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.

•

In the event of an absence or late arrival of a student, the parent/guardian 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:

- Student Co-ordinator in the Secondary School; or

- Head of School in the Junior or Preparatory Schools.

•

The Heads of Schools will be notified of extended or unexplained absences.

The College will endeavour to make contact with students’ parents or emergency contacts to ascertain the reason.

•

If contact cannot be made with the parent or emergency contact, the Deputy Principal/Dean of Students is notified to determine the appropriate course of action.

•

Parents/guardians are requested to seek leave of absence in writing from the Head of School prior to any known leave, including 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. The School Administrative Assistant will enter this information and it is recorded as an absence. Notes should be retained in the student’s file.

•

The College requests parents/guardians to make appointments, such as medical or dental etc., outside of normal College hours and to avoid taking extended leave outside of scheduled College holidays. The College recognises that at times circumstances are such that this is not possible; parents/guardians should consult with the Heads of School as early as possible on these occasions so the appropriate process will be followed.

ABSENCE FOR SCHOOL-RELATED REASONS NOT ORGANISED BY THE COLLEGE Students requesting leave from the College for events such as elite sporting competitions, must seek exemption from the Principal and complete absence from attendance procedures in line with the policies of the Department of Education and Communities (DEC). The relevant school office administrative staff are responsible for entering approved leave into the learning management system, Edumate.

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Pymble Ladies’ College

THEME 7: Student Attendance, Retention Rates and Post-school Destinations in Secondary Schools

RESPONSIBILITIES The Student Co-ordinators (Secondary School) and Class Teachers (Preparatory and Junior Schools) are responsible for tracking attendance and should: •

Check the roll daily and discuss any discrepancies with the appropriate Head of School.

•

Advise of any patterns of attendance which are of concern, for example a pattern of certain days repeated, as well as absences of more than three (3) days for which there is no personal communication from the parents.

•

Collect completed late slips from the students and indicate the details of the lateness on the rolls.

•

Having received an absent note, record the absence. If this is not possible, the note should be passed on to the Head of School where appropriate.

•

Keep a record of unacceptable late arrivals.

The Student Co-ordinators (Secondary School) and the Administrative Assistants (Preparatory and Junior Schools) are responsible for: •

Telephoning the parent/guardian 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 individual student absences.

•

Discussing with the Connect Teacher/Class Teacher and following up with the parent/guardian about 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 Department (Secondary School) and the Administrative Assistant (Preparatory and Junior Schools) are responsible for: •

Following up with teachers who have not marked their rolls.

•

Advising the Deputy Principal/Dean of Students or Heads of School of those staff who regularly forget to mark rolls.

The Heads of School are responsible for: •

Reporting students with over 30 days of absence to the Deputy Principal.

•

Referring a request for under 100 days of attendance in a year, or a request from the parent/guardian of a student of compulsory school age to leave school to undertake an apprenticeship or traineeship to the Principal.

The Deputy Principal is responsible for:

32

•

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 Reporters Guide can be accessed to determine whether a report is required to the Department of Family and Community Services (FACS).

•

Co-ordinating applications for an exemption from school attendance of compulsory school-aged students in line with the guidelines from the DEC, and making recommendations to the Principal.

ANNUAL REPORT 2016

THEME 8: Enrolment Policies

SCOPE This policy applies to all prospective and current students of the College, their parent/guardian and to all staff involved in the enrolment process. This policy should be read in conjunction with the Enrolment Procedure.

DEFINITIONS Enrolment means a contract between the parent/guardian of a student and the College to provide a course of education over a period of years.

POLICY The College is a single-gender school catering to female students from Kindergarten to Year 12. Full-time boarding is offered to students from Years 7 to 12.

Applications from all religious denominations or non-religious backgrounds will be considered. All students, however, are to act in accordance with the College values and participate in the education programs including religious and chapel services of the College.

The College is non-selective and students will be offered places or waitlisted according to the date of receipt of the enrolment application. Preference may be given to the following categories: •

Siblings of currently enrolled students.

•

Daughters and granddaughters of past students.

•

Daughters of clergy members and staff.

•

Daughters of families on international or interstate transfer from similar schools.

•

Re-entering students.

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Pymble Ladies’ College

THEME 8: Enrolment Policies

The College does not provide a Special Education Unit. Students with special needs or a disability will be considered for enrolment in line with the Special Needs and Disabilities Policy.

Applicants for whom English is not their first language, will be required to demonstrate their proficiency in English and meet the determined proficiency levels.

Recipients of scholarships are not waitlisted and are provided direct entry.

Students entering the College must meet the following age requirements by 1 June: •

Five (5) years for Kindergarten

•

Eight (8) years for Year 3

•

Ten (10) years for Year 5

The responsibilities of all parties and the terms and conditions of enrolment are set out on the Application for Enrolment Form which is signed by the parent/ guardian at the time of enrolment interview.

An offer of a place may be revoked or enrolment cancelled if correspondence is returned unclaimed, or if full and accurate disclosure of all relevant information about the student (including special needs) is not made at all times, including once the student is in attendance at the College.

•

The College will meet all relevant State and Federal legislative requirements.

•

This policy is not intended to extend the responsibilities of the College beyond the law.

•

The College reserves the right to change or modify this policy at any time by notice on the College website.

PROCEDURE This procedure should be read in conjunction with the Enrolment Policy. The Enrolment process for the College is managed by the two Enrolment Managers.

APPLICATIONS FOR ENROLMENT 1.

Enrolment and information packages are forwarded to families on request.

2. Years of entry are Kindergarten, Years 3, 5, 7 and 11. If vacancies occur in other year levels, applicants who are waitlisted for later years, or who were not offered a place earlier because classes were filled, may be invited to express an interest in entering the College.

3. The parent/guardian must return the completed Application for Enrolment Form, with the requested relevant documentation (e.g. copy of Birth Certificate, copy of passport with evidence of resident status, recent school report if applicable, information regarding special needs, family court orders etc.) and the non-refundable Application Fee according to the current Schedule of Fees detailed in the accompanying letter.

4. Applicant details are recorded on the Futures Database upon receipt of the Application for Enrolment Form, supporting documents, and payment of the required fee.

5. If the parent/guardian has indicated that their daughter has special needs but has not provided relevant information, the Enrolment Manager will contact them to do so. On receipt of that information, it is forwarded to the Head of Student Support Services for consideration prior to processing.

6. Applications for students with special needs or disabilities will be processed in accordance with the Special Needs and Disabilities Policy.

34

ANNUAL REPORT 2016

THEME 8: Enrolment Policies

7. For an applicant whose first language is not English: - If the student is entering the Preparatory School (Kindergarten to Year 2), a specific English as an Additional Language or Dialect (EAL–D) program is provided.

- It is a requirement for students entering Year 3 that the Junior School EAL–D teacher is present during the interview and conducts any testing deemed necessary to ascertain the student’s level of English.

- It is a requirement of application that students entering Junior School (Years 3 to 6), Middle School (Years 7 and 8), Upper School (Years 9 and 10) or Senior School (Years 11 and 12) provide a certificate of English Language Ability from the Australian Education Assessment Services (AEAS). The results must fall between stanine 7-9 in each category before an application will be processed. If the results are not to this standard, the student must undertake further external language tuition before sitting the AEAS test again to obtain the required level. It is only at this stage that the application will be processed and the interview appointment made.

8. A photocopy of a current Australian passport or visa and the relevant passport page documenting the student’s date of permanent arrival in Australia will be supplied by the parent/guardian on the date of commencement at the College. These copies are forwarded to the Head of Student Support Services if the student’s date of arrival into Australia is within the previous 6 months to enable application for Government funding.

9. If there are any concerns regarding an individual enrolment, then the Head of School will liaise with the Learning Support Co-ordinators. If a prospective EAL–D student is being interviewed by the Head of School, the Learning Support Co-ordinator will be present. All EAL–D enrolments are flagged by Enrolments following interview.

10. If there is a place available for the requested year, the Enrolment Manager will prepare a letter offering a provisionally confirmed place for the Principal to sign. The letter is forwarded with payment details and a reply paid envelope.

Payment of the non-refundable Acceptance Fee is required within 30 days of receipt of the letter of offer or by the date advised. If the offer is not accepted the enrolment lapses.

11. If a place is not available, the parent/guardian is advised in writing that their daughter has been waitlisted.

12. If the offer is accepted, the Acceptance Fee payment is forwarded to the Finance Department for processing, the Futures Database is updated and a receipt with an acknowledgement is sent back to the parent/guardian. The student is then provisionally confirmed, pending an interview.

13. Once the provisionally confirmed place is accepted, the parent/guardian may apply in writing to transfer their daughter’s year of entry. If there is a place available in the requested year, the enrolment and all fees paid are transferred.

If there are no places available in the preferred year, the enrolment is placed on a waitlist. The date of the original application will be deemed expired and the date of transfer will be applied to the application in reference to the waitlist. A place in a different year of entry cannot be guaranteed.

14. If the parent/guardian requests early entry (accelerated learning), the College will request that the parent/guardian provide a Psychometric Assessment Report. This report will then be forwarded to the Head of Student Support Services for consideration. The parent/guardian and the applicant will be invited to an interview with the Head of Student Support Services prior to an offer of enrolment.

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Pymble Ladies’ College

THEME 8: Enrolment Policies

FINAL ENROLMENT OFFER 1.

Approximately two (2) years from the date of anticipated entry, the parent/ guardian is asked to advise whether they intend to proceed with the enrolment, cancel or transfer.

2. If the parent/guardian confirms their intention to proceed, an interview is scheduled for the parent/guardian and student with the Principal or nominee and the respective Head of School. If the student is to enter the Boarding School, the Director of Boarding will also be included in the interview process.

3. During the interview, the responsibilities of all parties, expectations of the College and the terms and conditions of enrolment are outlined.

4. Following a satisfactory interview, a letter of offer is sent to parent/guardian with payment details of the non-refundable Entry Fee. 5. If the parent/guardian decides not to accept the offer within the designated time period, the student next on the waitlist will be invited to an interview.

ENROLMENT CONFIRMATION The parent/guardian must sign the Conditions of Entry and Continuing Enrolment Form prior to the student commencing.

ENROLMENT CANCELLATION If the parent/guardian cancels the enrolment, the Enrolment Fees are non-refundable.

CONDITIONS OF ATTENDANCE 1.

The student must abide by the Student Code of Behaviour and the rules of the College. The parent/guardian is expected to support the College in matters relating to discipline, attendance, the completion of prescribed work and the wearing of full uniform.

2. The prompt payment of fees and charges due in respect of the student are made within the period stated on the invoice.

3. An overdue account fee may be added to any account which falls into arrears at such amount as the College Council may determine from time to time.

4. At least one school term’s notice must be given to change the status of a boarder in Years 7 to 11. Boarders are expected to remain boarders until the end of their studies in the respective year. Requests to change from a boarder to a day student must be made in writing to the Principal. A change from boarding to day may be granted, subject to vacancies.

5. If a student is to be withdrawn from the College, at least one full term’s notice must be given, in writing, to the Principal or 25 percent of the annual tuition fee in lieu of notice will be charged. If the withdrawal is to take place at any other time, notice of the change must be given before the beginning of the school term preceding the term in which the change is to occur. The NSW Education Standards Authority (NESA) requires the parent/guardian to provide the name of the school to which the student is being transferred.

6. When a student withdraws from the College, the parent/guardian may note in their withdrawal letter to the Principal that they would like their daughter to re-enter the College at a later date. The parent/guardian is advised in writing from the Principal that a place is not guaranteed at the College.

Re-enrolment is dependent on interview and place availability. All students who re-enter the College are required to pay a re-entry fee. This fee is the difference in the Entry Fee which the parent/guardian paid on the student’s original commencement and the applicable Entry Fee at the year of the student’s return to the College. A confirmed re-entry to the College is at the Principal’s discretion.

36

ANNUAL REPORT 2016

THEME 8: Enrolment Policies

7. If more than one parent/guardian has signed this agreement as parent/ guardian, the College may act upon the instruction of either or both parents/ guardians, or: a) If at any time there is in force a Parenting Order or Registered Parenting Plan from the Family Court of Australia relating to the care, welfare or development of the student, or more specifically to her education, the College will act only upon the instruction of the person on whom the Order or the Plan confers duties, powers, responsibilities or authority in relation to the particular matter upon which the College seeks instruction, regardless of who executed this Agreement as parent/guardian. b) In the case of boarders, the Principal (or her nominee) has the authority to give permission on behalf of parent/guardian for students to participate in excursions and activities if the parent/guardian cannot be contacted within a reasonable period.

8. At the time of enrolment and/or at any time during the period of a student’s enrolment at the College, the parent/guardian must advise of any medical problems or special medication required by the student and/or any learning difficulties or other disabilities she might have or acquire.

9. The parent/guardian must regularly complete, update and return a medical disclosure form as required by the College.

10. In the event of any medical or other emergency concerning the student, where the College is unable to contact the parent/guardian, the parent/ guardian authorises the College to give authority for treatment. The parent/ guardian indemnifies the College, its employees and agents in respect of all costs and expenses arising directly or indirectly out of such treatment.

11. These conditions may be changed from time to time by giving not less than one term’s notice. It is recommended that the parent/guardian retain a copy of the conditions for their records.

12. Any breach of the Terms and Conditions will entitle the College Council, at its discretion, to suspend or terminate the attendance of the student at the College; in a matter of discipline or conduct the Principal (or her nominee) reserves the right to discipline, suspend or expel any student whose attitude or behaviour is not in keeping with the expectations of the College, with the proviso that the Principal must confer with the Chair of Council or his/her nominee before expelling a student.

REVOCATION OF AN ENROLMENT An offer of a place may be revoked or enrolment cancelled if correspondence is returned unclaimed or if full and accurate disclosure of all relevant information about the student (including special needs) is not made at all times, including once the student is in attendance at the College.

It is the responsibility of the parent/guardian to ensure that the College is advised of any changes of address or circumstances related to the student. No fees paid will be refundable.

STUDENT POPULATION Pymble Ladies’ College has an approximate total of 2,133 students comprising of 190 in the Preparatory school, 431 in the Junior School and 1,512 in the Secondary School. There are approximately 120 boarders in the Secondary School (Years 7 to 12).

The College is a non-selective school and caters for students with a wide range of abilities in all areas. The student population encompasses a wide range of backgrounds and abilities.

The College accept students with Australian Residency or Citizenship and full-fee paying overseas students.

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Pymble Ladies’ College

THEME 9: Other School Policies POLICIES FOR STUDENT WELFARE Summary of Student Health and Wellbeing, Anti-bullying, Student Behaviour Management and Complaints (Student and Parents) Policies Policy Summary

Changes in 2016

Access to Full Text

STUDENT WELFARE Student Health and Wellbeing Policy The College: •

Is committed to the holistic development or growth of students intellectually, physically, socially, emotionally and spiritually.

•

Takes reasonable steps to provide a safe, caring, supportive environment and opportunities for students to become independent thinkers and learners, and caring compassionate, confident young women with a strong sense of social responsibility.

•

Has implemented organisational structures, curriculum, programs and positive behaviour management for student health and wellbeing.

In 2016, the Student Health and Wellbeing Policy was reviewed for endorsement and publication early in 2017. It provides a concise overview of the structures and wellbeing systems within the College and is implemented in conjunction with the Student Code of Behaviour and the Behaviour Management Policy.

The full text can be accessed on the College Portal, or on request from the Principal.

The policy and procedure were reviewed in 2016, for endorsement and publication early in 2017.

The full text can be accessed on the College Portal, or on request from the Principal.

The policy and guideline were reviewed in 2016, for endorsement and publishing early in 2017

The full text can be accessed on the College Portal, or on request from the Principal.

In 2016 the policy and procedure were reviewed and expanded to include all complaints and concerns, not only those associated with students and parents, as the process is the same for all.

The full text can be accessed on the College Portal, or on request from the Principal.

Anti-bullying Policy (Students) The policy includes processes based on the principles of procedural fairness and restorative justice for responding to and managing allegations of bullying.

Student Behaviour Management Policy The College prohibits the use of corporal punishment and does not explicitly or implicitly sanction the administering of corporal punishment by non-school persons, including parents, to enforce discipline at the College.

Complaints Policy The Complaints Policy recognises the importance of and provides a framework for a process based on procedural fairness that allows people to voice their concerns and to have them managed in a supportive and co-operative manner, quickly, fairly and with confidentiality and sensitivity. It provides a concise framework of how complaints can be raised and how they will be managed.

38

ANNUAL REPORT 2016

THEME 10: S chool-determined Priority Areas for Improvement PERSONALISED EDUCATION 1a Develop processes to track student progress and pathways online to inform pedagogy, assessment and reporting, and to enable parent access to student progress any time, any place.

1b Implement the Student Health and Wellbeing Framework for Kindergarten – Year 12.

1c Embed learning design and assessment practices to advance Personalised Learning.

1d Investigate alternative schooling pathways and opportunities.

PEOPLE AND CULTURE 2a Develop an evidenced framework to contextualise and build teacher and leadership capacity and skills across our staff.

2b Strengthen our Quality Teacher Council Endorsement and promote greater engagement with the wider educational community.

2c Commence a performance review process to ensure we monitor, evaluate and add value to the growth of staff.

2d Implement changed leadership structures to meet our Towards 2020 vision.

COMMUNITY 3a Develop and implement a comprehensive marketing and engagement plan to promote the College.

3b Strengthen partnerships and share the learning journey of staff and students to celebrate initiatives, progress and achievements.

3c Explore opportunities for our wider community to utilise College facilities and resources.

SUSTAINABILITY 4a Implement and promote a sustainability plan to strengthen College-wide environmental sustainability and financial stewardship.

4b Investigate scholarship opportunities for students to access a Pymble education.

39

Pymble Ladies’ College

THEME 10: School-determined Priority Areas for Improvement

PRIORITIES/INTENTS FOR 2017 – 2018 Signpost

Intents for 2016

Achievements

Personalised Education

1a. Develop processes to track student progress and pathways online to inform pedagogy, assessment and reporting, and to enable parent access to student progress any time, any place.

• • • • •

1b. Implement the Student Health and Wellbeing Framework for Kindergarten – Year 12.

• • • •

1c. Embed learning design and assessment practices to advance Personalised Learning.

• •

• • • 1d. Investigate alternative schooling pathways and opportunities.

• •

40

Commence online reporting for Year 7 students Commence online communication for K-6 and Years 8-12 students Track student academic progress in literacy and numeracy for K-6 and Years 7-10 Utilise the assessment reference group to monitor, evaluate and inform next steps Explore digital tools to make data accessible to inform practice Develop a K-12 mentoring program to maintain a personalised approach to goal setting Continually evaluate the implementation of the Health and Wellbeing Framework Communicate the K-12 Health and Wellbeing Framework to all stakeholders Establish and utilise a Health and Wellbeing reference group Design and develop a Pymble learning design model Provide ongoing opportunities for students and teachers to access Innovative Learning Environments such as Stage 3 learning spaces and, in the case of the Middle School Learning Studio, to develop this access on a ‘some of the time’ model Utilise and evaluate the Bring Your Own Technology (BYOT) program to engage all students in their learning Participate in the AISNSW ELEVATE project to support high potential learners Maximise the K-12 STEM co-curriculum Identify certified courses students may access to broaden their learning opportunities Identify BOSTES courses that could begin in Year 10

ANNUAL REPORT 2016

THEME 10: School-determined Priority Areas for Improvement

People and Culture

2a. Develop an evidenced framework to contextualise and build teacher and leadership capacity and skills across our staff.

•

•

• 2b. Strengthen our Quality Teacher Council Endorsement and promote greater engagement with the wider educational community.

•

2c. Commence a performance review process to ensure we monitor, evaluate and add value to the growth of staff.

•

•

• •

Community

Sustainability

Maximise the Australian Professional Standards for Teachers to develop an evidence guide to explicitly highlight teaching at Pymble within the Knowledge, Practice and Engagement domains Use the AITSL Leadership Framework to develop a sequential evidence guide and support the capacity of leaders Provide Educational Leadership Modules to strengthen capacity and growth Finalise and promote broad endorsement of Proficient Teacher Accreditation professional learning Develop and submit professional learning courses at Highly Accomplished Teacher Accreditation to BOSTES Support K-6 teachers and volunteer Secondary teachers to participate in the College’s Reflect, Review, Renew process Establish, maintain and extend existing coaching triads with professional learning, support and guidance Monitor the coaching culture through a Case Study in partnership with Growth Coaching International

2d. Implement changed leadership structures to meet our Towards 2020 vision.

•

3a. Develop and implement a comprehensive marketing and engagement plan to promote the College.

•

3b. Strengthen partnerships and share the learning journey of staff and students to celebrate initiatives, progress and achievements.

•

3c. Explore opportunities for our wider community to utilise College facilities and resources.

•

Develop a planned approach to enable opportunities to occur to maximise facilities

4a. Implement and promote a sustainability plan to strengthen College-wide environmental sustainability and financial stewardship.

•

Explicitly highlight the sustainability links in the K-12 curriculum Identify key actions from the Sustainability gap analysis to highlight and promote Sustainability at the College Review energy initiatives and act on next steps to meet carbon footprint targets

4b. Investigate scholarship opportunities for students to access a Pymble education.

•

• •

•

•

• •

• •

Review current organisational charts and position descriptions Consult with stakeholders on progress Establish appropriate timelines to outline outcomes Evaluate current status and leverage opportunities to develop a marketing and engagement plan Aim to implement the plan so that the Pymble brand is understood, well-known, trusted and supported Review all learning highlights that can be shared by students and staff and develop a planned approach to communication Identify key opportunities where stories and progress of achievements can be shared and publicised

Research possible scholarship opportunities and funding Develop a business plan to take into consideration possible funding Communicate and share stories of current and exstudents who have had a scholarship at Pymble

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Pymble Ladies’ College

THEME 11: I nitiatives Promoting Respect and Responsibility PREPARATORY SCHOOL The values of respect and responsibility are highlighted within the Preparatory School through the development of student knowledge and language related to these College values.

Understanding of responsible and respectful relationships and actions was promoted through many initiatives and undertakings in 2016, including: •

Year 2 students acted as Buddies to Kindergarten students throughout the year, developing leadership skills and the capacity to respond to the needs of our younger students.

•

Stage 5 students undertaking elective Mandarin mentored Kindergarten students from non-English speaking backgrounds in the Big Sister Language Program. This program involved exploring language in different environments to foster relationships and to develop understanding through dialogue and contextual situations.

•

A component of scheduled Wellbeing sessions, MyTime provided an opportunity for students to select activities important to their personal wellbeing, and also promoted the development of self-respect and understanding.

•

As part of the RULER Social Emotional Literacy program, class and staff charters were developed to highlight how each member of the Pymble community could expect to feel in our environment. Students’ understanding of their own capacity and responsibility in changing their emotional states were also key component of the program.

•

Students from Year 2 participated in a Peer Support Program led by Year 6 students in vertical groupings across Years 2-6.

•

Our Easter Raffle raised funds for the Preparatory School charity, Bear Cottage. The theme for our Easter Hat Parade was Sustainability, so the girls’ hats were made from recycled and sustainable materials.

•

College values, including Respect and Responsibility, were articulated through acknowledgement of observed behaviours of individual students in weekly assemblies as well as a Values Award.

•

All students participated in Jeans for Genes Day and Cancer Council Australia’s Biggest Morning Tea.

•

A group of students from the Groovy Gardeners Club worked together during lunchtimes to establish and care for a vegetable garden.

JUNIOR SCHOOL The promotion of the core College values of respect and responsibility are woven into the fabric of everyday life in the Junior School. Students are encouraged to practice respect for others, respect for self, respect for people of all faiths and religions, social responsibility, environmental responsibility, online responsibility, and responsibility for one’s own actions and learning. Students were awarded and rewarded when they displayed these values, no matter how small or insignificant the action shown.

All students in the Junior School were encouraged and challenged to take responsibility for their own learning. Learning spaces and teaching practice integrated principles of 21st century learning as defined by research conducted by the Organisation for Economic Co-operation and Development (OECD) around Innovative Learning Environments. Learning was student-focused, personalised and flexible, and involved enquiry-and-project-based approaches providing authentic and relevant challenges. Every student devised their own learning goals, discussed them with their teacher and their parent, and regularly

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ANNUAL REPORT 2016

evaluated their own progress. Students took responsibility for presenting the results of their enquiries to audiences beyond the classroom, such as during our Celebrations of Learning, when all parents were invited to cast their eyes and ears over learning that had been taking place. Students were also challenged to be respectful and responsible digital citizens through engagement with guest speakers, regular conversations with key staff, online education and extensive programming initiatives integrated into the core curriculum.

Throughout 2016, students were also encouraged to think and care about the world beyond the school gates, with multiple opportunities facilitated for raising awareness of broader local, national and global issues, as well as raising much-needed funds for organisations whose core values included a sense of responsibility for those in need. Funds and awareness were raised for UnitingWorld, World Vision, the Exodus Foundation, the Cancer Council, orphans from Zambia, the Indigenous Literacy Foundation, St Lucy’s School, students under foster care, World Wildlife Fund, Fijian squatter settlements and Youth Off The Streets. Reflecting the College’s Christian values, students were additionally encouraged to show acceptance of people of all other faiths and religions. Major formal days were acknowledged and celebrated, such as Harmony Day and International Women’s Day. There were numerous leadership initiatives implemented in the Junior School throughout 2016. Students in Year 5 undertook leadership training with the Burn Bright organisation in preparation for the move into Year 6. All students in Year 6 are considered leaders and treated as such, including being provided with badges and officially inducted and challenged from the start of the year. Year 6 portfolios of leadership included Chapel, Sport, Music, Library and Sustainability and leaders were only selected after an extensive interview process, as well as a practical demonstration of leadership qualities – including respect and responsibility – with younger students. Responsibility was also promoted and encouraged through the Outdoor Education Program. As students progress through the Junior School, the difficulty of each challenge is increased, culminating in a fourday, five-night camp promoting respect and responsibility for the environment, for others, and for oneself.

MIDDLE SCHOOL The Middle School approach to respect and responsibility is one of empowerment, where students are encouraged to develop a global social consciousness, and to become advocates for positive change.

Building on the commitment to Service Learning established in Kindergarten, Middle School students were given the opportunity to participate in service activities supporting environmental programs and the College community, as well as other external and global communities this year. A willingness to demonstrate respect and accept social responsibility is fostered, and both leadership and participation skills have been developed through active involvement in various service initiatives, Wellbeing and learning programs and leadership opportunities: •

Year 7 engaged with College community-based programs during lunchtimes, including agriculture plot assistance, creating artworks for aged care, sustainability initiatives, and Preparatory School sports.

•

The School for Life pen pals program allowed each Year 7 Connect Group to correspond and connect with a Year 6 student in Uganda, and the opportunity for pen pal writing assisted Year 7 students to understand the program through a 12-year-old student’s viewpoint.

•

Year 8 supported the Sony Foundation’s Holiday Camp Program through the sale of Christmas cards and decorations. The cohort worked with Year 8 Connect teachers in small workshops to create decorations and some students volunteered their time to sell their wares at a lunchtime stall in November.

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Pymble Ladies’ College

THEME 11: Initiatives Promoting Respect and Responsibility

•

Both Year 7 and 8 contributed to their respective year group’s community service activity at the College’s Garden Party. Year 7 generously donated themed baskets and Year 8 baked cookies and slices to sell. The majority of both year groups also volunteered their time to manage the stalls on the day of the Garden Party.

•

Year 8 considered the notion of social responsibility through their study of Science. The cohort was involved in the Kids Teaching Kids program, in which students were challenged to research, design and advocate for behavioural change in response to contemporary environmental issues in local, national, regional or global communities.

•

Social responsibility was also a key theme in the text choices in English, with Year 7 studying the novel Trash in conjunction with their Geography studies, and Year 8 working on An Inspector Calls.

•

Leadership opportunities available for Middle School students, including the SRC, Connect group Captains, Pymble Morning Tour Guides, Chapel Leaders, New Student buddies and Hubbies (ICT Captains) all promoted social responsibility. House Liaison Captains also took responsibility for a number of activities to increase House spirit throughout the year, as did Middle School Leaders, who led initiatives, events and Middle School assemblies while upholding and promoting College Values at all times.

•

The Outdoor Education Program for Years 7 and 8 further encouraged positive and respectful relationships as well as raising appreciation for and awareness of the environment.

UPPER SCHOOL Social Responsibility programs are an integral facet of Upper School life. They provide powerful, real-life mechanisms for connecting our students with the community in a meaningful manner, while aiming to foster within each student the belief that they can make a difference.

Year 9 students were provided with the opportunity to select and participate in Community Service initiatives with organizations such as the Exodus Foundation, Easy Care Gardening, Northaven Aged Care, Meals on Wheels, St Edmund’s School, Sir Eric Woodward Memorial School and Lou’s Place.

Student involvement in these organisations was encouraged, as it allowed our girls to serve others, undertake individual reflection and to develop a greater understanding of themes associated with respect and responsibility and diversity.

Year 10 students selected a Service Learning project that they engaged with throughout the year. In groups of approximately 10-15, students met fortnightly during Connect sessions and worked with their partnering organisation and a school mentor to plan, develop, budget, resource, advocate, promote and deliver a project that met the needs of the partnering community/organisation. Service Learning projects were undertaken locally, nationally and globally (for example, in service of East Meru Community School and the School of St Jude, which are both in Tanzania) and addressed issues pertaining to girls’ education, indigenous communities, women’s rights, environmental protection, animal welfare, refugee assimilation, aging with dignity, living with a disability and socio-economic disadvantage. After the successful delivery of their projects, the girls reunited for celebration and reflection. Year 10 students shared their journey of Service with their parents and the wider community at a Service Learning Showcase event.

The positive outcomes of these undertakings enabled our girls to gain a greater understanding of the challenges faced by others and the role they can play in working towards social justice for all.

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ANNUAL REPORT 2016

THEME 11: Initiatives Promoting Respect and Responsibility

These Community Service and Service Learning programs empowered our students to: •

Cultivate an understanding of the variety of human conditions and environmental issues that exist within our community, while encouraging the ideals or respect and responsibility.

•

Appreciate that as individuals, they can undertake actions which will positively impact the lives of others and the world around them.

•

Develop insightful and empathetic responses to address the unique needs of others.

•

Foster their sense of social responsibility and connectedness with our wider community.

•

Advance their leadership capacity, interpersonal skills and organisational abilities.

In addition to these programs, the Upper School provided a variety of other opportunities to promote respect and responsibility among our girls. These initiatives included: •

Language and cultural exchange opportunities.

•

The Year 9 Urban Challenge camp, preceded by the SPARK program.

•

Peer support, where Year 10 provided mentoring to Year 7 students.

•

Year 10 student membership to the NSW Student Alliance Networking Group.

•

Involvement in Paul Dillon’s Drug and Alcohol Awareness program.

•

Participation in the Positive Mental Health program run by batyr.

•

Leadership positions across Years 9 and 10, and the Houses.

•

Participation in the Duke of Edinburgh program.

•

Consistent recognition of the College values at Year assemblies and studentled Upper School assemblies.

SENIOR SCHOOL Our Senior School students are encouraged to nurture respectful relationships with their peers and teachers, and to enhance their sense of personal and social responsibility as they prepare to make the transition to post-school life.

Throughout 2016, Senior School girls continued to build on this foundation of respect and responsibility by leading and participating in self-directed Service Learning projects. These included International Women’s Day, the Senior School Knit-in, Red Cross blood donations, ANZAC Day and Remembrance Day. Most impressive to witness was the Senior girls’ leadership of various school-wide initiatives, such as Australia’s Biggest Morning Tea, Jeans for Genes Day and Red Kite, to name a few. More than 70 Senior School students were also involved with Sony Camp, held in partnership with The Shore School. The students involved supported and cared for children with a disability for four days in a residential camp experience, providing much-appreciated respite for their families. In many of these events and initiatives, older students mentored and supported younger students of the College, endorsing the importance of modelling behaviour and positive peer coaching in the process, building a respectful and responsible community. The strong leadership team of Prefects, Monitresses, Student Council Representatives and Connect Group Captains provided great support while also developing their own leadership styles.

The five core values of the College were discussed regularly throughout 2016, and provided the underpinning for the Senior School Wellbeing program. The Wellbeing scope and sequence was focused on key ideas of belonging, control, self-worth, balance, purpose, humour and a sense of the future. This empowered Senior School girls to develop student-centred and student-led initiatives enhancing self-efficacy.

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Pymble Ladies’ College

THEME 11: Initiatives Promoting Respect and Responsibility

Additionally, the girls were encouraged to develop respectful and responsible relationships with others, and with themselves, through initiatives like Pymble’s Stage 6 mentoring program. Implemented in 2016, this program facilitated mentor-mentee relationships between senior academic staff and girls. Students were able to select the mentors with whom to work, and were responsible for setting the agenda for their meetings.

Senior School students also enjoyed a range of presentations from visiting speakers, including Paul Dillon from the National Drug and Alcohol Research Centre, representatives of the Salvation Army and Brett Lee from Internet Education and Safety Services (INESS). The annual ‘Food for Thought’ luncheon also took place, allowing Year 12 students to meet and discuss their progress with recent alumni, which encouraged personal reflection and self-guidance. These presentations encouraged students to be aware of their communities and their responsibilities within them.

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ANNUAL REPORT 2016

THEME 12: P arent, Student and Teacher Satisfaction

In 2016, 134 parents and 199 students from Year 12 participated in surveys and provided views on such areas as academic performance, student Wellbeing, Christian education, co-curricular, sport, communications, reputation and facilities.

YEAR 12 PARENTS A selection of the parent top-level findings are detailed below, ranked in order of the importance that parents placed on reasons for choosing a school for their daughter: In relation to the top five areas that parents noted as being the most important, the following expectations were met/exceeded: •

75% of parents’ expectations were met or exceeded in relation to the College’s academic standards.

•

84% of parents’ expectations were met or exceeded in relation to a balanced, challenging education.

•

94% of parents’ expectations were met or exceeded in relation to the College’s location.

•

71% of parents’ expectations were met or exceeded in relation to the quality of teaching.

•

87% of parents’ expectations were met or exceeded in relation to the College’s values.

Feedback from regular stakeholder surveys greatly assists with both operational and strategic planning, while reinforcing the College’s determination to continually improve the educational experience offered to the students.

Yr 12 Parents - Expectation Met/Exceeded - Top 10 (n=134) 100%

75%

84%

95%

71%

87%

90%

84%

88%

87%

99%

Academic standards

Balanced challenging education

Location availability of reliable & safe transportation

Quality of teaching

The College’s values

Tradition & reputation

Focus on student wellbeing, providing a safe & caring environment

A leading independent school in the area

Social and cultural diversity

Facilities & resources

0%

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Pymble Ladies’ College

THEME 12: Parent, Student and Teacher Satisfaction

YEAR 12 STUDENTS A selection of the student top-level findings are detailed below, ranked in order of the importance that students placed on reasons for choosing a school: In relation to the top five areas that students noted as most important, the following expectations were met/exceeded: •

81% of students’ expectations were met or exceeded in relation to the College’s academic standards.

•

88% of students’ expectations were met or exceeded in relation to a balanced, challenging education.

•

94% of students’ expectations were met or exceeded in relation to the College’s location.

•

79% of students’ expectations were met or exceeded in relation to the quality of teaching.

•

84% of students’ expectations were met or exceeded in relation to the College’s values.

Yr 12 Students - Expectation Met/Exceeded - Top 10 (n=199) 100%

81%

88%

94%

79%

84%

90%

77%

91%

80%

96%

Academic standards

Balanced challenging education

Location availability of reliable & safe transportation

Quality of teaching

The College’s values

Tradition & reputation

Focus on student wellbeing, providing a safe & caring environment

A leading independent school in the area

Social and cultural diversity

Facilities & resources

0%

Parents and students were asked to provide open responses to the most valued aspects of Pymble Ladies’ College. The most frequently nominated aspects were: 2016 Pymble Year 12 – PARENTS Their daughters’ personal development and maturity The quality of staff – teaching/non-teaching, including leadership The opportunities offered to students The friendships made at the College The quality of well-rounded education provided

2016 Pymble Year 12 – STUDENTS The friendships made during their time at Pymble The opportunities provided to students Pymble’s reputation in the wider community The quality of education received The calibre of teaching staff

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ANNUAL REPORT 2016

THEME 12: Parent, Student and Teacher Satisfaction

YEAR 12 PARENT QUOTATIONS ON WHAT THEY VALUE ABOUT PYMBLE LADIES’ COLLEGE: “The academic level of achievement and leadership skills instilled into the girls. I value the eloquence and confidence they take into life, and their ability to try new things, as well as their resilience, life skills and community awareness.”

“My daughter has matured immensely while at the College and is showing independence, thoughtfulness and empathy I would have only been able to achieve in my early 20s.There were good times and bad, but I must thank the College for forging such a decent and honourable person of my daughter. For this I will constantly be in Pymble’s debt.”

“I value the College because it instils girls with the belief that not only can they achieve anything they set their mind to, but they deserve fantastic resources to make it happen (no second-hand boys’ football jerseys!). I have two competitive, academic and sporting girls who were always told they were too competitive at their former school. Now in a big pond, they are probably more competitive, academic and sporting. Although it’s a big school, my daughters know so many fantastic teachers and students.”

“I value the fact that Pymble has helped me bring up my daughter to be wellbalanced, quietly confident and able to communicate her opinion in a frank and effective way. I think that she will contribute positively to the community and enjoy a full and rewarding career.”

“I value the wonderful friends my daughter has made, the fantastic range of subjects from which she could choose, many of the dedicated and professional staff, the opportunity to travel with a group from school, the relationship with the Uniting Church and the fact that boarding was a possibility if we had needed it. I am proud of the support given to Indigenous students and would like to celebrate that more.”

“I think that the College has provided a well-balanced education for my daughter.

She has been provided with lots of opportunities which I believe has benefited her greatly and has contributed to her being a well-rounded person.”

YEAR 12 STUDENT QUOTATIONS ON WHAT THEY VALUE ABOUT PYMBLE LADIES’ COLLEGE: “The opportunity it has given me to do challenging and rewarding subjects, like History Extension and Classical Greek, the friends I have made here and the support of the Visual Art Department.”

“Being a Pymble girl who is able to show my values and have an overall understanding of the world beyond school. The notion of feminist ideal has really grasped my inner compass and helped be become the strong woman I am.”

“Pymble has instilled various values and lessons that have assisted with my personal development and growth as an individual. I have made great friendships and I am thankful for all the wonderful opportunities that Pymble has provided for me throughout my time here as a student.”

“I value the connections formed and the lifelong friendships made. I didn’t come to Pymble just for the ATAR – I came for the connections and valuable lessons it has taught me in life, as well as the facilities and services that come with the school.”

“The relationship with staff and the ability to feel comfortable talking to them.

Knowing that I was part of such a tight-knit community that cared so much about each other. The fact that Pymble is highly respected and that I am a part of a wonderful community.”

“The support the teachers have given us is amazing. A majority of the girls will leave and uphold the Pymble values.”

“The opportunities it has given me in terms of leadership development, academic merit and ability to participate in community service and sporting programs.”

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Pymble Ladies’ College

THEME 13: S ummary Financial Information

Pymble Ladies’ College Income 2016 Staterecurrent recurrent State 4% grants 4% grants

Commonwealth 8% Commonwealth 8% recurrentgrants grants recurrent

Feesand and Fees privateincome income private 72% 72%

Other Other capital capital income income 16% 16%

Pymble Ladies’ College Expenditure 2016

Non-salary Non-salary expenses expenses 33% 33%

Capitalexpenditure expenditure Capital 15% 15%

Salaries, Salaries, allowancesand and allowances relatedexpenses expenses related 52% 52%

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Pymble Ladies’ College Phone + 61 2 9855 7799 Avon Road, PO Box 136 Fax + 61 2 9855 7766 North Ryde BC NSW Australia www.pymblelc.nsw.edu.au

Al l ’ Ul tim o La vo ro – St r i v e fo r t h e h i g h e s t