Annual School Performance Report 2024
Love Laughter Learning
COLLEGE DETAILS
Sheldon College is an independent, co-educational, non-denominational College that was established in 1997. The College is organised into 4 Sub-Colleges:
Early Learning (Kindergarten - Ages 3 to 5)
Junior College (Preparatory to Year 4)
Middle College (Years 5 to 8)
Senior College (Years 9 to 12)
Principal: Ms Kate Mortimer
B. ED (Honours)
Master of Education (Educational Leadership)
School sector: Independent
Address: Taylor Road, Sheldon QLD 4157
Year levels offered: Kindergarten/Preparatory to Year 12
Co-educational or single sex: Co-educational
Total enrolments: 1460
Characteristics of the student body:
MISSION STATEMENT
Our role is to provide a world-class educational experience in a safe and supportive environment which nurtures students’ resilience and a love for learning in readiness for an ever-changing world.
Principal’s Foreword
Sheldon College is an independent, coeducational, non-denominational College located in Redland City, offering a world-class education from 15 months of age through to Year 12. Guided by the philosophy of Love, Laughter and Learning, the College provides a nurturing, values-rich environment where students are supported to thrive academically, socially, and personally.
Situated on a spacious 60-acre semi-rural campus on Taylor Road, Sheldon, the College has been proudly serving the community for over 27 years. We are committed to delivering high-quality education in a secure and future-focused setting, with clear expectations for staff and students regarding academic performance, work practices, behaviour and presentation.
Sheldon College is a learning community where every student is encouraged to achieve the extraordinary. Here, aspiration meets innovation, and traditional values such as respect, service, and integrity shape our culture and outcomes. Our mission is “to provide a world-class educational experience in a supportive environment, which nurtures students’ resilience and love for learning in readiness for an ever-changing world.”
Our vision is aligned with The Alice Springs (Mparntwe) Education Declaration, which champions excellence and equity in education for all Australian students. Our Student Exit Outcomes reflect this commitment, ensuring graduates leave as confident, creative thinkers; effective communicators and collaborators; and responsible, capable global citizens.
At Sheldon College, empowering young people to reach their full potential is not just a goal—it’s at the heart of everything we do.
For further information go to: www.sheldoncollege.com.
Ms Kate Mortimer Principal
B. Ed (Honours) Master of Education (Educational Leadership)
College Values
As a College we are committed to the following Core Values:
• Excellence in teaching
• Excellence in learning
• A foundation of wellbeing
• An environment that is safe, organised, inclusive and supportive of learning
• Collaborative partnerships among the school, families, and the wider community
• Shared decision making
• Acknowledgment and appreciation
• A service-focused approach
• Continuous feedback and improvement
• High standards in dress and appearance, behaviour and individual scholarship and work habits
• Individualised support related to intellect, emotions, socialisation, wellbeing, and physical health.
Distinctive Curriculum Offerings
From Preparatory to Year 12, Sheldon College’s core philosophy of Love, Laughter, and Learning is central to everything we do. In Academics, this philosophy is realised through our unwavering commitment to excellence in both learning and teaching, supported by a strong foundation in wellbeing. This ensures that all our students have the ideal school environment to progress, achieve, and thrive.
2024 saw the introduction of the College’s Learning with Impact framework. This framework was embedded into classroom practices to encourage our students to demonstrate the learner characteristics for now, and for their future. These characteristics lead to future-focused outcomes for our students across the College.
Learning with Impact
As a Sheldon College learner,
I nnovate
M ake a difference
P romote relationships
A chieve my potential
potential. I am So that I can Curious Creative Engaged Resilient
C ultivate a growth mindset
T ransform
our
At Sheldon College, learning is a continuous cycle. We understand that how we learn, unlearn and relearn empowers us all to reach
Co-Curricular Activities
Sheldon College provides a comprehensive array of programs in sports, arts, academic enrichment, technology, personal development, and community service. These programs ensure that students have diverse opportunities to develop self-esteem, teamwork, and advanced thinking skills.
The College’s extensive co-curricular Sports Program caters to young beginners and social athletes through to those representing Australia in international competition. Students from Prep to Year 2 are offered a range of sport development programs, while students in Years 3 to 12 have access to weekly Saturday morning interschool sporting fixtures and associated training programs. Sports on offer in such weekly interschool fixtures include Australian Rules Football, Basketball, Football (Soccer), Indoor Cricket, Netball, Touch Football and Volleyball, while interschool carnivals are run for Swimming, Cross Country and Track & Field.
In addition to interschool sport, a number of opportunities exist for students to compete in club sport for the College. At present such opportunities exist for Basketball and Touch Football. The College also actively participates in a number of State and National tournaments to offer our students further opportunity to compete and grow in their chosen sport.
The Sheldon Academy of Sport (SAS) offers year-round, professionally coached individual performance sports in Athletics, Swimming and Tennis, with Strength & Conditioning and rehabilitation support. Some students enrol in SAS programs as casual/social participants, while the more serious athletes commit significant time and effort to more advanced pathways in their goal of reaching their full sporting potential. All three SAS programs are affiliated with their relevant sport governing body, opening direct competition pathways to state and national representation. The SAS+ program caters for the College’s highest performing athletes by offering mentorship with
professional athletes and personalised support to manage sporting commitments and academic success.
The Australian School of the Arts (ASTA) offers a comprehensive and innovative co-curricular Arts Program, catering for students in Preparatory to Year 12 across all facets of Arts Education. This program builds on Arts curriculum to identify, equip, extend and nurture students who show a passion and talent for any area of the Arts, thereby enabling them to become resilient, confident, creative individuals and equipping them to follow their chosen pathways beyond school. The ASTA Academy Programs offer students in Prep to Year 8 the opportunity to gain skills and excellence in Drama, Dance and Visual Art. The ASTA Professionals Program is a suite of audition based, specialist excellence courses that support talented Arts students in Years 9 to 12 in the areas of Combined Performing Arts, Fine Art, Fashion Design and Film, Television and New Media.
In 2024, our Performing Arts students performed The Wizard of Oz at the Redlands Performing Arts Centre and our Dancers competed in three local eisteddfods: Dancelife Unite, Ipswich Eisteddfod and QUOTA Beenleigh eisteddfod. From here, they then progressed to the Dancelife Unite Nationals in Sydney. Additionally, our musicians provided the drumline for the Cleveland ANZAC Day march.
Various eisteddfods and competitions are also part of the yearly program, providing students with the incentive to rise to the next level in the pursuit of excellence. The Percussion Ensemble went to Sydney for a National Eisteddfod and various
ensembles competed at Music Fest. Our composers entered a state competition; Soul Band performed at Battle of the Rock Bands and Rock Fest. The string ensembles performed at Redlands Eisteddfod and Big Band performed at a Swing Dance evening with The Queensland Youth Orchestra. Symphonic Winds performed at the Queensland Youth Music Awards.
The Academic Enrichment component of the Co-curricular Program is designed to provide opportunities that enhance students’ academic and social development beyond the classroom. Each week, students can participate in a variety of tutorials led by subject area professionals, offering consolidated learning opportunities across different subjects. Additionally, other programs focus on advancing 21st Century Learning skills and dispositions, as well as the skills foundational to all Queensland Senior syllabuses—critical thinking, creative thinking, communication, collaboration and teamwork, personal and social skills, ICT/Technology skills, innovation, entrepreneurialism, and global citizenship.
The Social and Emotional Wellness component of the Cocurricular Program is designed to foster a positive approach to student well-being by offering a variety of opportunities for students to engage in both local and global communities, enhancing their social and emotional skills. These opportunities include participating in the Duke of Edinburgh Award and supporting various charities.
Student Wellbeing
At Sheldon College, student wellbeing is not an add-on—it is the foundation of our educational approach from Kindergarten to Year 12. We are committed to developing socially, emotionally, and ethically capable young people who thrive both within the College and in the world beyond it.
We believe wellbeing is best nurtured through a combination of explicit teaching, positive relationships, and genuine student voice. Our aim is to ensure that every student leaves Sheldon College as a confident, capable, and compassionate individual, ready to contribute meaningfully to society.
PRIMARY WELLBEING PROGRAM - LUMINARE
In the Primary Years, students engage in weekly wellbeing lessons delivered by their classroom teachers. These lessons build foundational skills across topics such as:
• Healthy Mind / Healthy Body
• Active Citizenship
• Values and Emotions
• Digital Safety and Consent
• Friendship Dynamics and Conflict Resolution
Students also participate in regular gratitude circles, wellness check-ins, and shout-outs—simple but powerful rituals that build a culture of connection and appreciation.
SECONDARY WELLBEING PROGRAM - LUMINARE
In the Secondary Years, our College-developed Luminare Program delivers targeted, year-level specific wellbeing lessons and experiences. These sessions are designed to give students space to reflect, grow, and connect with others while developing practical life skills. Topics include:
• Emotional Regulation and Mindfulness
• Time and Stress Management
• Positive Decision-Making and Goal Setting
• Study Strategies and Future Planning
• Digital Wellbeing and Healthy Relationships
• Mental Health Awareness and Resilience
Through Luminare journaling, goal setting, and regular reflection, students take ownership of their personal growth. Lessons are supplemented with input from Heads of Year, guest speakers, and collaborative feedback from students themselves—ensuring Luminare remains relevant and responsive.
STUDENT VOICE AND WELLBEING CULTURE
Students are not just recipients of wellbeing education—they actively shape it. Through a variety of formal and informal opportunities, they contribute to the culture and direction of wellbeing at the College. Examples include:
• Sharing thoughts in Principal and Deputy focus groups
• Leading and participating in initiatives like #beavoice, Culture of Kindness, and Eco Warriors
• Mentoring younger students through peer programs and events
• Providing input through student surveys, post-event reflections, and wellbeing feedback loops
• Contributing to College awareness events like RUOK Day, Reconciliation Week, and Harmony Week
• Co-designing elements of the Luminare Program and contributing to College policy (e.g. dress code, mental health strategies)
• Meeting informally with staff during Morning Tea with Mrs B to share feedback and ideas
These opportunities are not tokenistic—they are embedded into our practice and culture, helping students feel heard, valued, and empowered.
ADDITIONAL SUPPORT AND WHOLE-COLLEGE APPROACH
Our wellbeing approach is further supported by our dedicated College Wellbeing Team, including a Provisional Psychologist who provides confidential counselling, emotional support, and crisis intervention when needed.
Sheldon College also enacts clear policies on Student Protection and Anti-Bullying, accessible via the Parent Portal, to ensure the safety and dignity of every child.
We take seriously our commitment to graduate students who are not only academically prepared, but emotionally intelligent, ethically grounded, and socially responsible. Through our holistic approach—combining curriculum, culture, and connection— Sheldon students are empowered to thrive in a complex and ever-changing world.
Parental Involvement
Parental involvement at Sheldon College is seen as a key opportunity to enhance our students’ academic and personal development. The ultimate goal is for parents to feel personally fulfilled through their service to others. The various opportunities for parental involvement offered throughout the year not only provide practical experiences but also enable parents and family members to enjoy a more engaged and fulfilling College-based life.
During 2024, some of the opportunities for parental involvement included:
• Classroom volunteering
• Co-Curricular volunteering
• Special assemblies
• College sporting, cultural and music events
• Parent education sessions
• Community outreach
The Parent Representative Committee (PRC), established in 2023 continued, in 2024, to facilitate effective communication and collaboration between parents/guardians and the College leadership. The primary objective of the PRC is to provide a platform for parents to contribute to the development, improvement, and wellbeing of the College community.
Staffing Information
STAFF COMPOSITION
TEACHER QUALIFICATIONS
Throughout 2024 Sheldon College employed 119 teachers in classrooms and as school leaders.
TEACHER ATTENDANCE
Based on unplanned absences for sick and emergency leave periods of up to five days, the average ‘teacher attendance rate’ is calculated at 95.03%.
TEACHER RETENTION
Sheldon staff are committed professionals. Of the 116 equivalent full-time teachers employed at the close of the 2024 program year, 110 were retained in 2025, yielding a teacher retention rate of 95%.
STAFF DIVERSITY
Sheldon College supports its employees by building an inclusive, culturally capable and diverse workforce that reflects the College community and Values. We currently have 2 staff members who identify as Indigenous.
SCHOOL INCOME BROKEN DOWN BY FUNDING SOURCE
School income broken down by funding source is available via the My School website at http://www.myschool.edu.au/.
Key Student Outcomes
STUDENT ATTENDANCE (WHOLE SCHOOL)
From the 1460 students (Years P-12 August 2024 Census) attending Sheldon College in 2024, the average student attendance rate for day absences (including part-day absences) registered as ‘Absent from School’, ‘Absent for Morning’, ‘Absent for Afternoon’ or ‘Extended Absence’ was 91.37%.
‘Student Absence’ information for 2024 is tabled as follows:
STUDENT ATTENDANCE (BY YEAR LEVEL)
The break-up by Year Level for student attendance in 2024 is as follows:
APPARENT RETENTION RATE
In accordance with Australian Government regulations, the ‘Year 10 to 12 Apparent Retention Rate’ is defined as the number of fulltime students in Year 12 in any given program year expressed as the percentage of those students who started secondary school five years previously (this may be greater than 100%).
The ‘Year 10 to 12 Apparent Retention Rate’ data for 2022 to 2024 is tabled below:
MANAGEMENT
Each day, the College produces a daily absence report and a 3 day absence report. At the end of each term, the College produces an excessive absence report for each year level. The Student Services Office records all absent from College details as provided by parents and this is cross-checked with daily absence reports. Parents are required to notify the College if their child is absent and a medical certificate is required for absences of 3 days or more.
Benchmark Data
NATIONAL ASSESSMENT PLAN FOR LITERACY AND NUMERACY (NAPLAN)
In 2024, Sheldon College participated in the National Assessment Plan for Literacy and Numeracy (NAPLAN) at Years 3, 5, 7 and 9. The benchmark data for Sheldon College in 2024 is as follows:
RESULTS
The average NAPLAN score for all students at the school in each domain, compared to the average score of students in Australia for that domain.
STUDENT PROGRESS
In 2020 education ministers decided that NAPLAN testing would not proceed that year due to the COVID-19 pandemic. Therefore, there is no 2020-2023 student progress available.
Alternatively, data on these outcomes may be accessed via the My School website http://www.myschool.edu.au/
Year 12 Outcomes
The information tabled below relating to Year 12 School Reporting 2024 for Sheldon College is provided by the Queensland Curriculum and Assessment Authority (QCAA).
Value Added Curriculum
Sheldon College offers a wide and varied curriculum. Programs on offer that valueadd to the curriculum include such things as:
WONDERLAND
Wonderland, our Long Day Care Facility, operates from 6.30a.m. to 6.00 p.m. for 50 weeks annually. This specially designed facility comprises four air-conditioned classrooms that accommodate children ranging from 15 months to school age. The children enjoy a daily immersion in the three essential elements of education: Love, Laughter, and Learning.
KINDERGARTEN
At Sheldon College Kindergarten, children are encouraged to inquire, investigate, achieve, and enjoy themselves. Our fully accredited Kindergarten Program is administered by highly qualified Early Childhood Educators who collaborate closely with our Preparatory Teachers to ensure a seamless progression into Prep. The exceptional level of care and service provided by our Kindergarten has received recognition for recognition for exceeding THE NATIONAL QUALITY STANDARDS of the NATIONAL QUALITY FRAMEWORK. .
OUTSIDE OF SCHOOL HOURS CARE
We offer a range of Out-of-School Hours Care options, including Before College Care, After College Care, and Vacation Care. These programs are situated in our modern and custom-designed facility known as “Our Place.” Our aim is to provide a well-rounded experience that complements the children’s active school day. The activities at “Our Place” are interactive and tailored to align with the students’ ideas, passions, and requirements.
SHELDON EVENT CENTRE
Located within the Sheldon College campus, the Sheldon Event Centre has the capacity to host up to 2500 people and offers a dedicated hospitality and catering facility. In addition to its own multi-purpose courts, advanced gymnasium, and swimming pool, the event centre includes dance/aerobics rooms, flexible function spaces, and a large stadium arena that can accommodate events of any size.
Valued Added Curriculum (Continued)
SENIOR SCHOOLING
Years 10 -12 at Sheldon College provides high-quality educational programs that foster collaborations between Sheldon College, tertiary and other training institutions, businesses, industries, and the broader community. These initiatives include:
• Individual Student Pathways to Success
• Leadership Coaching
• No-cost Tutorials
• School-Based Apprenticeships and Traineeships
• Senior subject selection guidance
• Weekly Focus lessons on developing wellbeing and 21st century learner skills
• Links with Business and Industry
• Information to assist students with tertiary entry or entry into the workforce
• Guest speakers from universities and TAFE
• Work Experience
• Provision of extension programs such as University courses
• TAFE at school partnership
• Diploma of Business
• Links with Universities
Parent, Student and Staff Satisfaction
Satisfaction Surveys are conducted annually. Sheldon College employs the services of an external marketing agency ‘Engaged Strategy’ to undertake all our surveys. Below is a cross-section of responses received from the 2024 survey conducted for Parents, Students and Staff. Most questions in the survey were rating questions utilising a 1 – 10 scale; with 1 being the lowest and 10 the highest.
Parent Feedback
Rated Functional Elements
Key Statements
• The College celebrates student achievements 7.89
• My children are happy at Sheldon College 7.82
• My child receives a quality education 7.73
• The Administration is approachable and supportive 7.65
• Parents are made to feel welcome at the College 7.57
Staff Feedback
• At Sheldon College students and their parents come first 8.11
• Team members actively cooperate and help each other when required 7.57
• Employees are constantly looking at new ways to improve students’ performance and unleash their potential 7.57
• Offers me opportunities for ongoing professional development 7.01
A positive working environment with supportive and friendly staff
Student Destination Report
At the time of publishing this School Annual Report, the results of the 2024 post-school destinations survey, Next Steps – Student Destination Report for the school was not available. Information about these post-school destinations of our students will be uploaded to the school’s website in September, after the release of the information.
Sheldon College PO Box 1188, Capalaba Qld 4157
Telephone: 07 3206 5555
Email: enquiries@sheldoncollege.com www.sheldoncollege.com