2021 College Annual Report

ANNUAL REPORT

2021

ST GREGORY'S COLLEGE

TABLE OF CONTENTS

4 5

Introductrion from Regional Director - Dr John Robinson

From the College Principal

14 15

Student Attendance

Professional Development

24

Record of School Achievement

25

Desination Survey

7

Financial Information 2021 Summary

16

School Policies

26

HSC Minimum Standards

8

Strategic Priorities Achievements in 2021

17

HSC Summary

27

2021 Naplan Results

HSC Results

31

Parent Satisfaction

12

Staffing

18

13

Students

23

Vocational Education & Training

FROM THE REGIONAL DIRECTOR F RRO EL SCAO LTLRE MA I SM T S CTHH OO US A LG I AE P R I N C I P A L This 2021 Annual Report provides an insight into the vibrant Catholic learning community that is St Gregory’s College Campbelltown. Founded in 1926, the vision and daily life of St Gregory’s College Campbelltown is animated by the person and Good News of Jesus Christ and enriched by Marist tradition, spirituality, and approaches to learning and teaching. As a Catholic school in the Marist tradition, we celebrate the life of the St Gregory’s community captured in this Annual Report.

Recently, His Holiness, Pope Francis met with the participants of the General Conference of the Marist Brothers in Rome. During this audience, Pope Francis encouraged the Marist Brothers to remain

faithful to the service of educating and evangelizing young people, according to the charism of Saint Marcellin Champagnat. (St Marcellin) knew how to “look beyond”, and to teach young people to “look beyond”, to open themselves to God, to the horizons of Gospel love. He was guided by the example of the Virgin Mary, our “Good Mother”, as he used to say: Mary was an insignificant woman from a remote village, but her heart looked beyond; she looked forward to the Kingdom of God, she was open.

Surely this encouragement is also ours as Marist students and teachers, family members, Old Boys, and community members.

This Annual Report provides testimony to the commitment of the College community to its Vision as an expression of Marist life and mission. We celebrate the continued emphasis of the College on the provision of contemporary, life-giving opportunities for all in the community to experience the person of Jesus within the beauty of our Catholic tradition. We acknowledge the achievements of students and teachers, testimony to the pursuit of excellence in learning and teaching and grounded in the belief that every child is precious, and every student can learn. Further, given the complexities of the global pandemic and its impact on the College community, we extend our thanks to all families and the broader College community for your support in the past year, the collective commitment of all to the wellbeing of each other and the strength of the partnerships which exist in this most wonderful community.

While celebrating the achievements of so many and the life of the broad College community, echoing the words of Pope Francis, we are at the same time invited to “look beyond” and “to open ourselves to God, to the horizons of Gospel love.” And so, grounded in the successes of the past year and looking to the future with hope, we commend this Annual Report to you and celebrate the ongoing achievements of the students, staff, and the broad family of St Gregory’s College Campbelltown .

Dr John Kyle-Robinson Regional Director (NSW/ACT) Marist Schools Australia Ltd

FROM THE COLLEGE PRINCIPAL St Gregory's College Campbelltown was founded in 1926, following a generous grant of land in late 1924 by Thomas Donovan, a local land holder in the Macarthur Region, to the Marist Brothers, Sydney Province. It has its origins in the vision of Saint Marcellin Champagnat, a man dedicated to the education of children from the rural areas of southern France in the nineteenth century. This Marist College community lives out the vision of Saint Marcellin Champagnat by providing a day and boarding school to serve the needs of students from the metropolitan, Macarthur, and rural areas of New South Wales and beyond.

St Gregory’s College Campbelltown has a proud reputation as one of Australia’s leading independent Day and Boarding Catholic schools. For the past 96 years, the College has educated boys to become confident, intelligent, and compassionate young men, capable of making a valuable contribution to their world. Since 2018, the College has offered boys and girls from Kindergarten to Year 6 an opportunity to learn and grow in a community that has its foundations immersed in the Marist charism.

A large number of students in the college are day students who are drawn from the surrounding region, including the expanding south west areas of Sydney. A great number of girls and boys at the College have a close relative who previously attended St Gregory's College as a student.

The Boarding Houses for our Years 7-12 boys bring students together from many towns and cities in country NSW, Lord Howe Island, and as far afield as the Northern Territory and Queensland. Many of these boys will return home after completing their studies at St Gregory's, moving into tertiary education and vocational education pathways. The College has a growing weekly Boarding cohort from suburbs nearby and within the Sydney metropolitan area.

The College maintains and delivers a contemporary and comprehensive curriculum. With outstanding facilities and resources, our programs support broad student involvement and growth within dynamic pastoral care structures and social justice initiatives. St Gregory's College provides a holistic, well-balanced education for our students.

Inspired by the spirit of Saint Marcellin Champagnat, the founder of the Marist Brothers, and the vision of the generations who came before us, we work to help each student be the best they can be – academically agile, physically agile, spiritually agile, and emotionally agile. Students, staff and parents work in partnership to ensure quality outcomes, lifelong learning, and everlasting relationships. It is our aim at St Gregory’s College to ensure our students are young men and women ready to take their place in an ever-changing world. This can only be achieved through excellence in teaching and learning in an environment that allows our students to grow and prosper.The Boarding Houses for our Years 7-12 boys bring students together from many towns and cities in country NSW, Lord Howe Island, and as far afield as the Northern Territory and Queensland. Many of these boys will return home after completing their studies at St Gregory's, moving into tertiary education and vocational educational pathways. The College has a growing weekly Boarding cohort from suburbs nearby and within the Sydney metropolitan area, In 2021, St Gregory’s College Junior School became an accredited International Baccalaureate World School offering the PYP (Primary Years’ Programme). St Gregory’s College utilises the extensive research of the International Baccalaureate Organisation (IBO) to provide each student with the best possible framework to support learning in these early years of Kindergarten to Year 6. The International Baccalaureate Primary Years Programme (PYP) is designed for students aged 5 to 12. It focuses on the total growth of the developing child, touching hearts as well as minds and encompassing social, physical, emotional, and cultural needs in addition to academic development. The PYP aligns itself nicely to the St Gregory’s College's mission of ‘providing and promoting holistic education which strives to enhance the spiritual, intellectual, social, cultural and physical potential of young people’. The PYP draws on research and best practice from a range of national systems with a wealth of knowledge and experience from international schools to create a relevant, engaging, challenging and significant educational framework for all children.

At the end of 2021, Mr Lee MacMaster concluded his time as College Principal at St Gregory's College to take up a position as an Assistant Director in the Diocese of Lismore.

Mr Paul Brooks Acting College Principal

ST GREGORY'S COLLEGE

FINANCIAL INFORMATION 2021 SUMMARY 0%

2021 SOURCE OF RECURRENT AND CAPITAL INCOME Other Capital Income 0% Government Capital Grants 0% Fees & Private Income 40% State Government Recurrent Grants 14% Australian Government Recurrent Grants 46%

27%

46%

40%

14% 5% 2021 RECURRENT AND CAPITAL EXPENDITURE

68% Note: Partly funded by State and Australian Govt Recurrent Grants

Non-Salary Expenses 27% Capital Expenditure 5% Salaries, Allowances & Related Expenses 68%

These graphs are based on the Australian Government 2022 Financial Questionnaire (2021 Data) MR BRIAN SCHICK CHARTERED ACCOUNTANT- DIRECTOR OF BUSINESS OPERATIONS

S TTRR AA T ETGEI C RIO I ER S ITY ACHIEVEMENTS FOR 2021 S G PI C PRRI TI O

Strategic Priority - AUTHENTIC AND ENGAGED CATHOLIC COLLEGE IN THE MARIST WAY Key Focus Areas - 2021

Actions in 2021

Achievements in 2021

Enliven and enrich the Catholic culture of the College by creating engaging opportunities for all members of the community - students, staff and families - to explore their faith.

Integration of spirituality into Pastoral and Academic Care programs in Years 7-12.

Faith formation modules included in meetings of Leaders of Learning, Academic Care Leaders, Year Leaders and Boarding Coordinators.

Regular gatherings of the Marist Association.

Enquire where the Marist Association is strong in other Marist schools.

Policies written for Social Justice in Action and Fundraising for the College.

Involvement of students in prayer, reading and reflection during online learning and some Pastoral meetings; prayer roster for Year gatherings; Faith based version of TRJ. Meeting minutes; presentation of faith formation modules once per semester per leadership group (LOLs, YLs) Invitations to breakfast, prayer gathering, Marian lecture, reflection from Br Bob Nathan Ahearne visit, phone calls, Marist Association Local Coordinators’ Forums

Improve pedagogical practice in Religious Education classes.

Team teaching.

Lesson observation.

Religious Education resource development.

Teacher development opportunities explored.

Integration of Religious Education through the PYP units of inquiry in the Junior School.

Junior School Revision of Curriculum and effective pedagogical practices – use of story and story telling kits Restaff WOW Presentations of successful classroom practice for effective staff are made aware of role as teachers of literacy and religious literacy Integration of Religious Education through the PYP units of inquiry in the Junior School.

S TTRR AA T ETGEI C RIO I ER S ITY ACHIEVEMENTS FOR 2021 S G PI C PRRI TI O Strategic Priority - A LEARNING-CENTRED COLLEGE Key Focus Areas - 2021

Actions in 2021

Achievements in 2021

Implement a St Gregory’s College (K-12) Learner Profile

·Present the Agile St Gregory’s Graduate to students and parents for information and to identify ways forward. ·Publish the K-12 Agile Gregory’s Graduate model and begin implementation into College programs and culture Enunciate what the learner attributes look like in practice, how they can be measured and reported on, and how teachers can provide opportunities for students to develop the attributes (a student attributes toolkit); build language and experience around Growth Mindset, learning challenges and learner agility.

PC Leaders presented to students in Pastoral Care.

Presence of Agile Graduate in Communications – Parent forums, newsletter, social media, information nights Open Day pamphlet Integration into PLG program in SS Integration into meetings – (JS weekly collaborative planning meetings; SS permanent agenda item) Visual prompts and cues in classrooms and common areas (Junior school – yes PYP; Senior school – posters in classrooms but lost momentum with other items and remote learning) Staff Development Day agendas included Agile Graduate/ learner agility and teacher engagement External partnership – James Anderson.

External PD – Catherine Attard (JS).

Develop an understanding of contemporary, evidence-based learning practices with a view to creating a Teaching & Learning Framework.

Establish a core working party – Junior School – currently in action (PYP).

Establish a core working party – Senior School – to review existing baseline evidence (Parent, student and teacher surveys).

Investigate effective practices and models – through research and observation of other schools. Share findings with staff.

Commence pilot PBL projects in Stages 4 and/or 5 to build understanding of the place of inquiry learning in contemporary education.

Propose key elements of frameworks and seek stakeholder feedback – survey and focus groups.

Recommend a Teaching and Learning Framework.

PYP collaborative planning meetings/ PYP accreditation.

Working party (‘T & L Framework Team’) Investigated effective practices and models – through research Commenced pilot PBL projects in Stage 5 to build understanding of the place of inquiry learning in contemporary education, Implementation of pilot PBL in Stage 5 HSIE Student and teacher feedback/ level of agency/engagement/depth of learning.

(Commenced in Term 4 2021 – to be continued in 2022) School visit schedule and observation record. (Junior yes, senior no) Professional research completed.

T/L Framework Development team established. Team met in Term 4, 2021 to develop an action plan for the development of a Teaching and Learning Framework in 2022.

S TTRR AA T ETGEI C RIO I ER S ITY ACHIEVEMENTS FOR 2021 S G PI C PRRI TI O Strategic Priority - A RESPECTFUL AND UNIFIED COLLEGE COMMUNITY Key Focus Areas - 2021

Actions in 2021

Achievements in 2021

Build our College community by creating trusting, respectful and life-giving relationships.

·Enhance the offerings to our students and parents through the work of the Transition & Pathways specialist. ·Improve our targeted communications to parents.

Ensure opportunities exist for our community to participate in College events.

Creation of College Careers Evening; Increased acknowledgement of students successfully obtaining SBAT; continuously improving the subject selection process including individual meetings with students and families; Introduction of the University recommendation schemes with key staff including Transition & Pathway specialist, Stage 6 Academic Coordinator and Director of Studies; Improved support in post school transition pathways for students at risk.

Introduction of Year Level and Boarding Stage blogs; Development of the Hearts and Minds Publication; Targeted newsletter programming; launch of the new college website; increased social media presence across all platforms.

Parent engagement across the College through our Parent Engagement Coordinator, including the development of a Events Program from 7 to 12 e.g. Year 10 Art night, College Trivia night; Introduction of the Rite Journey Program for our Stage 5 students and families; moving parent forums online increased participation rates for the broader community.

Create opportunities for staff and students to work collaboratively on initiatives and environments that promote improved wellbeing.

·Track bullying data and further develop our anti-bullying program. ·Enhance and continually evaluate the College Merit system. ·Evolve the Boarding program so that it further enhances collaboration between staff and students. ·Develop options for student representative committees across K-12.

Develop wellbeing outcomes for students through positive education initiatives.

·Development of tracking through ongoing online surveys of students resulting in targeted changes such as, increased supervision in particular areas of the College; new initiatives added to the Wellbeing program such as Bullying Prevention Week, National Day of Action Against Bullying. ·Launched a new merit system, including student rewards program; aligned merit system to AGILE graduate profile; increase in teacher and student usage of the merit system ·Introduction of Senior Boarding retreats; Introduction of Boarding involvement in the Wellbeing team meetings and programming; continuous improvement of the Boarding study routine and program; preparation for the introduction of targeted tutoring in 2022, through A-Team tuition; development of boarding ‘Life Beyond’ program ·Introduction of a boarding student representative council; Introduction of vertically integrated groups and programs in boarding; introduction of boarding buddy program; Year 9 trial of student class leaders.

The Agile Graduate program launch; All 7 to 12 wellbeing programs have been imbedded with positive education character strengths – the 5R’s; enhanced consent education across 7 to 12 well-being programs

Promotion of a high expectations culture

Consistent emphasis by staff on continuous improvement and high standards.

Introduction of leadership retreat and planning days; James Anderson training for whole staff on Growth mindset; boarding staff completed ‘Active Supervision’ training through ABSA.

S TTRR AA T ETGEI C RIO I ER S ITY ACHIEVEMENTS FOR 2021 S G PI C PRRI TI O Strategic Priority - SUSTAINABLE AND CONTEMPORARY PROCESSES AND FACILITIES Key Focus Areas - 2021

Actions in 2021

Achievements in 2021

Contemporary, vibrant, and sustainable infrastructure and facilities.

The completion of the abovementioned capital projects.

All approvals achieved for commencement in 2022 of the STEM building projects.

The development of a College sustainability plan.

The following projects are currently under construction with an expected completion of 25/1/2022.

Basketball Precinct Futsal Project All Purpose Court JS College Front Entrance and Undercover Walkway Boarding House Renovations The Heritage Building (010-014) has been rescheduled for 2023 as it is now Stage 2 of a CBGA grant with the STEM Building The indigenous Yarning Circle has been designed and will be constructed by our maintenance team over the Christmas holiday period MSA has approved the plans, which also now have DA approval. They are currently out for tender with a contract needing to be signed by 31/12/2022.

LED lighting has been installed throughout the Senior School to bring down the electricity consumption.

A solar power purchase agreement will be investigated in 2022.

Streamlined and comprehensive communication and data information processes.

The implementation of the College Learning Management System with associated training.

Fully implemented Sentral Enterprise system.

The development and approval of the College Style Guide.

Fully implemented Plan Check Go Excursion System.

LMS system has been selected and contracts signed. A small working party has started working on the project and training has commenced with that group.

Sentral Parent Portal was approved in November.

Until the LMS is implemented we won’t know which modules will be used in Sentral and which will be in Schoolbox. The timeline for Schoolbox will now be Term 3.

College Style Guide has been approved and is in the process of being implemented K-12.

This is all ready to go and the first excursions using this system will occur in 2022.

STAFFING ALL TEACHING STAFF HAVE TEACHING QUALIFICATIONS RECOGNISED BY

NESA

TEACHING STAFF K-12

2

ABORIGINAL STAFF WORKING AT ST GREGORY'S COLLEGE

NON - TEACHING STAFF K-12

53 MALES FT

19 MALES FT

48 FEMALES FT

26 FEMALES FT

11 FEMALES PT

11 MALES PT

Teacher attendance rate (average)

97%

Teacher retention rate (2020 / 2021)

93%

20 FEMALES PT

Teacher Satisfaction St Gregory’s College enjoys a loyalty of service with its staff. As a consequence, the turnover of staff is quite low. Once again, we intend to provide the staff with a survey later in 2022, to gather their collective voice. The significant support is shown by teachers at College events and full participation at College liturgical events.

Teaching staff are surveyed in August/September each year to seek their preference for classes for the following academic year. Most teaching staff have their requests accommodated.

STUDENTS

1336

TOTAL STUDENTS

Student Satisfaction Whilst no whole school surveys were conducted in 2021, it is intended that these will be in place for 2022. In particular, the Year 12 students will be provided with an exit survey to get a better gauge on their experiences of the College. Teaching staff will also be encouraged to determine their level of satisfaction with subjects and

360

976

teaching methodologies.

JUNIOR SCHOOL STUDENTS

SENIOR SCHOOL STUDENTS

students at College events and full participation at College

JUNIOR SCHOOL 204 MALE STUDENTS 156 FEMALE STUDENTS

Student satisfaction is clearly demonstrated by a high retention rate of students, the significant support by liturgical events.

SCHOOL ENROLMENTS www.stgregs.nsw.edu.au

STUDENT ATTENDANCE Student attendance at St Gregory’s College is continually being monitored, the wellbeing of all our students is paramount and attendance at school is extremely important, as a result, the homeroom teacher, parents, and students all work in collaboration to maintain a high standard of attendance across the school year.

During homeroom, each morning student attendance is marked on Sentral. The programme keeps an updated running status on all student attendance. Student attendance can be monitored by parents on Sentral by the parent portal.

Students who arrive late to school need to check in by the kiosk in Student Services, this system is updated every day. Students who are absent on a particular day will receive an email and text notification as to the unexplained absence. Parents will be notified the same day if this occurs. Parents have three ways to communicate a student absence, this is via email, voicemail or simply writing a note in the student College diary.

If a student is absent for three or more consecutive days with no explanation, homeroom teachers are required to make a phone call to respective parents.

In 2020, students were forced to work in remote learning conditions, during this time attendance rolls where actively marked each morning on Google classrooms, this was overseen by the homeroom teacher each morning.

100

Attendance %

75

WHOLE SCHOOL ATTENDANCE

50

25

0

K

1

2

3

4

5

6

7

8

9

10

11

95.5%

12

Year Level

In 2021, the retention rate of students was much higher due to the sucess of the 2020 introduction of a Transition and Pathways Co-ordinator. Students in Year 10 are interviewed by members of the College leadership team at the end of the year and given additional support and advice on the correct pathway and subject selection for their senior school years.

MR BALDINO VETRANO - DIRECTOR OF STUDENTS

Year 10 2021 82.3% retention

Year 12 2021 97.3% retention

PROFESSIONAL DEVELOPMENT In 2021 St Gregory’s teachers continued to engage in Professional Learning opportunities despite the challenges of a tumultuous year. Professional Learning Groups were used to facilitate pedagogical dialogue amongst staff in a cross KLA environment, enabling the discussion and sharing of quality teaching practices. Collective efficacy remained a focus, even when we returned to an online teaching environment. Virtual platforms such as GOOGLE classroom, TEAMS and ZOOM were used by staff in the Senior School to facilitate online learning opportunities to support all students, whilst SeeSaw and TEAMS were used effectively with the Junior School.

Staff Professional Learning days in Term 3 were delivered remotely, with a focus on developing students' mindset and ensuring students were learning how to learn as independent learners. In 2021, teachers participated in a range of external professional development opportunities in areas such as: -

HSC Meet the Markers sessions Inquiry Learning HSC Data Analysis IB Primary Years Program NSW Curriculum Review Workshops NCCD Child Safeguarding First Aid Primary Mathematics Seminars ICT Management Law for School Counsellors Science of learning Principal's Leadership Academy TENS Conferences - (NESA) Disability Standards for Education

TEACHER ACCREDITATION STATUS 2021 0 108 6 3

Highly Accomplished or Lead Teacher accreditation

Proficient Teacher accreditation

Conditional accreditation

Provisional accreditation

SCHOOL POLICIES In 2021, the College mapped the theme of "Consent" across the 7-12 Year groups .

Click here for College policies on Student Welfare and Wellbeing http://www.stgregs.nsw.edu.au/policies-and-procedures The College has further developed a wellbeing program that will foster positive health, relationships, spirituality, education, outdoor opportunities, and family engagement.

Below is a sample program of the themes covered in 2021.

POSITIVE WELLBEING PROGRAM ST GREGORY'S COLLEGE Positive Health

Positive Relationships

Positive Spirituality

Positive Education

Positive Outdoor Education

Positive Family Engagement

Healthy habits

Bullying Prevention

Being Catholic Yr 7

Intro to Positive Education

2 night camp Yr 7

Body Image

Positive Friendships

Being Marist Yr 8

Yr 7 - Grandparent’s day - Mum and Sons breakfast & liturgy - Boys and Blokes Mini-Olympics - Study skills evening - Twilight Dance - New Parent cocktail Evening

Mental Health

Consent Yr 7-12 Education

The Rite Journey Yr 9

Child Protection

Being Just (community service project) Yr 10

RUOK? Day Community Service Project NDA Bullying & (Yr 10 & 11) Violence

Being a servant Yr 11 Harmony Day (Yr 7)

Finding God Yr 12

2 night camp Yr 8 Intro to the 5 R’s Respect Resilience Resourceful Relational Responsible Intro to The Agile St Greg’s graduate.

2 x 1 night expeditions Duke of Edinburgh Bronze Yr 9 Duke of Edinburgh Silver Yr 10 Spirituality Day MARIST Immersion program Yr 11 Retreat Mittagong Yr 12

Yr 8

- Family challenge trivia night - Subject selection evening

Yr 9

- The Rite Journey Entrance and Exit Ceremony

Yr 10 - Family activity evening - Etiquette Evening 2022 - Subject selection evening - Halfway There parent cocktail evening Yr 11 p

- Family bush/beach chapel liturgy and Picnic - Information evening

Yr 12

- Amazing Race family evening - Graduation and formal

HSC 2021 SUMMARY

7.8%

97.90

BAND 6 RESULTS

38.3% BAND 5-6 RESULTS

72% BAND 4-6 RESULTS

HSC RESULTS

HSC RESULTS

69%

HSC RESULTS

HSC RESULTS

HSC RESULTS

VOCATIONAL EDUCATION & TRAINING

38% 46%

13%

23%

18%

HSC St Gregory’s College has seen an increasing number or students qualify for their ROSA with 184 students in Year 10 and 138 students in Year 11 qualifying for their ROSA.

DESTINATION SURVEY The destination survey data from 2021 illustrated students in Year 12 matriculated to university at the rate of almost 50%.

Other students found employment and went to TAFE. In Year 11 and Year 10, Just over 10% of students left school. Of these students, the vast majority found employment although several students in Year 11 also decided to attend TAFE on a full-time basis.

HSC MINIMUM STANDARDS In 2021, all students had passed their HSC Minimum Standards tests by Year 12. In Year 11, there were several students who had not yet passed their Numeracy and Writing tests. In Year 10, although most student had passed their Reading, 2% had not yet passed their Numeracy test and 5% had not yet passed their Writing test. There has also been steady longitudinal growth in HSC Minimum Standards results since 2018.

NAPLAN - YEAR 3

NAPLAN -5

NAPLAN -7

NAPLAN -9

PARENT SATISFACTION During 2021, the College did not formally survey parents to gauge satisfaction. We do however receive feedback from Parents and Carers in many ways through our Parent Forums held each term, Parent Teacher interviews, and promoted lines of communication.

Our Parent Engagement Coordinator gathers feedback from parents regularly and provides this information to the College Leadership Team. Each Term, the College invites Parents and Carers to attend a Parent Forum. These forums have been held both online during the lockdowns and onsite when restrictions have eased. The Forums are recorded and then emailed along with agendas, topics and timelines to the parents who were unable to attend. This process has been widely praised and appreciated by families in both the Senior School and Junior School and especially by our Boarding families where geographical distance limits their time onsite.

The College has over 180 registered parent volunteers who assist with many of the College functions each term and the feedback from our Masses, College Liturgies and year group activities is very positive. Attendance at the College Assemblies, the College Masses and community events often surpasses our expectations.

Exemplars of feedback received during 2021 :-

"Dear College Staff, I am so very grateful to all of you for all you do for our boys. It has been such a joy to witness them thrive under your gentle and expert guidance" "I just wanted to say thank you to all of the staff and volunteers who were part of the breakfast and liturgy today. It was equally lovely and moving.

Thank you for all you do and have a wonderful day!"

“We have found the College Community to be wonderful in every way” "I would like to thank the team for the support and guidance that you have provided to my son during his time at the College, we will all look back on this time with very fond memories, sincere thanks and lots of appreciation."