2022 St Gregory's College Annual Report

FROM THE REGIONAL DIRECTOR –MARIST SCHOOLS AUSTRALIA

This 2022 Annual Report provides an insight into the vibrant Catholic learning community that is St Gregory’s College Campbelltown. Established in 1926, St Gregory’s College 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 College community captured in this Annual Report.

In this the Sesquicentenary Year of Marist education, we reflect on those first Marist Brothers who perhaps nervously disembarked in Sydney from the ship, the Star of Peace, in 1872 after their journey of 81 days from London. From this humble beginning we consider with gratitude how much Marist life has become part of the fabric of this great nation, especially through the work of Catholic Education. The Founder of the Marist Brothers, St Marcellin Champagnat, had a passion for God expressed in his abiding and deep compassion for young people, especially those most in need. Generations have been inspired by his example of humility, simplicity and audacious courage expressed in and through the education of young people. The spirit St Marcellin and the early founders, with ‘hearts that knew no bounds’, continues to inspire and encourage us as we, Marist students and teachers, family members, and community members seek to make this generous spirit our own.

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. 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 strengthening of the partnerships which exist in this most wonderful community.

In presenting some of the life of the College community during 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.

We pray with Mary, our Good Mother, that God will continue to bless the St Gregory’s College community.

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

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 97 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.

Many 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, Western Australia and Queensland. The College has a growing weekly Boarding cohort from suburbs nearby and within the Sydney metropolitan area, with the Cronulla Shire gaining momentum in 2022.

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.

Back in 2021, St Gregory’s College Junior School became accredited as part of the International Baccalaureate World School offering the PYP (Primary Years’ Programme). St Gregory’s College utilises the extensive research of the International Baccalaureate Organisation (I BO) to provide each student with the best possible framework to support learning in these early years of Kindergarten to Year 6. 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.

In March 2022, I was announced as the Principal (K-12) of St Gregory’s College after leading St Augustine’s Cairns as College Principal for three and a half years. I re-joined the St Gregory’s College community in August 2022, after previous roles as Director of Boarding and Assistant Principal, Head of Senior School from 2007 –2018. I am excited to be back at St Gregs and look forward with anticipation to many wonderful years ahead.

Matthew Brennan

FINANCIAL INFORMATION 2022 SUMMARY

2022 SOURCE OF RECURRENT & CAPITAL INCOME

2022 RECURRENT & CAPITAL EXPENDITURE

Note: Partly funded by State and Australian Govt Recurrent Grants

These graphs are based on the Australian Government 2023 Financial Questionnaire (2022 Data)

Prepared by: Brian Schick – Chartered Accountant, Director of Business Operations

STRATEGIC PRIORITY ACHIEVEMENTS FOR 2022

STRATEGIC PRIORITY – A LEARNING-CENTRED COLLEGE

Where are we at the end of 2022?

Key Focus Area: Learning opportunities for students will be built on a contemporary, evidence based leaning practices with a view to creating a T/L Framework

Planned Actions for 2022

• To develop a Teaching and Learning Framework which will encompass a shared understanding of quality practice, common language, quality assessment practices, annual review process, PLG, use of data, Academic Care, student engagement, professional learning, Agile Graduate

• Review Assessment and Reporting framework

Evidence of Achievement

• PYP Exhibition in JS (Year 6) using mentors across K-12 and external contacts

• K-6 Curriculum Reform (Maths and English) –Catherine Attard facilitated evidence based PL to support staff in the development and implementation of quality pedagogies

• JS – K-2 Syllabus implementation (New K-2 English / Mathematics Syllabus)

• Little Learners Love Literacy PL in the JS

• Sally Robinson-Kooi PL – Evidence based reading practices

• Professional Learning Groups used to facilitate Professional Learning opportunities for all staff in the SS

• Academic Care Statement launched – based on the Agile Graduate

• Academic Care Procedures document being developed to outline the program and scope and sequence for the course

• Survey conducted about Academic Care

• Reporting reflects PYP attributes and approaches to learning (JS)

Key Focus Area: Teaching will be built on collaborative, contemporary practices which will engage and inspire students, further developing them to be graduates ready to successfully take their place in a changing world

Planned Actions for 2022

• K-3 focus on displaying concepts in classrooms (JS)

• Plan and program using concepts in Mathematics (JS)

• Re-engage staff with the Agile Graduate and 5 Rs – Make it visible around the school by placing visuals in each classroom

• Year 12 Leaders to promote and model 5R’s to students

• Signage on stairs / walls

• Parent forum

• Agile graduate awards in PC

• Reporting to reflect Agile Graduate attributes and approaches to learning

Evidence of Achievement

• Learner Profiles – pencils displayed at the front of the JS

• Updated prospectus to include PYP and Learner Profiles in the JS

• Reporting includes Learner Attributes (JS) for both mid and end of year reports

• Included explanation of Learner Attributes (JS) into Staff handbook, Parent Handbook and Student Diary

• Published the K-12 Agile Graduate model and commenced implementation into College programs and culture

• Parent workshops across K-12 – focused on: Reading, Maths

• Differentiation focus K-12 including the expansion of a K-12 Learning Enrichment Team

• Transition and Pathways – development of micro credentials program, individualised pathways support, careers expo, subject selection advice and support, SBAT, TVET, VET opportunities

• Published the K-12 Agile Gregory’s Graduate model and commenced implementation into College programs and culture

• SS – Leaders of Learning discussion and development of strategies to improve Literacy and Writing (using data to inform practice)

• Marian Centre – Displays

• Academic Care Statement launched – based on the Agile Graduate

• Academic Care Procedures document being developed to outline the program and scope and sequence for the course

• Survey conducted about Academic Care

• Reporting reflects PYP attributes and approaches to learning (JS)

STRATEGIC PRIORITY ACHIEVEMENTS FOR 2022

STRATEGIC PRIORITY – AUTHENTIC AND ENGAGED CATHOLIC COLLEGE IN THE MARIST WAY

Where are we at the end of 2022?

Key Focus Area: – Empowering staff as active contributors to the Catholic culture of the College

Planned Actions for 2022

• Social Justice in Action and Fundraising policies written as a result of discussion sheet sent to staff, parents, students; data collated

• Make Timor Leste the focus for 2023 – using student leaders and Marist Solidarity Coordinator

• Embed College prayer into the culture of the Senior School

• Marist Association growth and engagement (Bring a friend, build component into Staff meetings in JS, PLG in SS)

• Work with staff to develop confidence in being present and active engagement in the faith life of the College

• Engage parents in the Catholic life of the College through regular newsletter inclusions and Facebook posts

Evidence of Achievement

• Policy created and distributed

• Videos at PC

• Students at Assembly

• Immersion booked for June 2024

• College Prayer posters on Top Quad and in College Diary

• Tuesday Prayer in Homeroom (2023)

• Working with RE Staff

• Regular Newsletter/Facebook posts

Key Focus Area: – Improve pedagogical practice in Religious Education classes

Planned Actions for 2022

• WOW in Junior School /Teacher Development

• Curriculum unit planning session in the Junior School

• Shared practice in faculty meetings

Evidence of Achievement

• Junior School Staff meetings

• Agenda Item – RE Meeting

STRATEGIC PRIORITY ACHIEVEMENTS FOR 2022

STRATEGIC PRIORITY – A RESPECTFUL AND UNIFIED COLLEGE COMMUNITY

Where are we at the end of 2022?

Key Focus Area: Further enhancement of the high expectations College culture

Planned Actions for 2022

• Supporting staff with targeted professional learning that supports student behaviour management

• Focus on consistency of approach in relation to behaviour management inside and outside the classroom

• Development of a Stage 5 achievement matrix to support students transitioning into Stage 6 or from school to work

• Further development of the Agile Graduate program in relation to the Wellbeing and Academic profile of the College

Evidence of Achievement

• Presentation by Rocky Biasi – Human Connections

• Student Behaviour Management and Wellbeing of Staff PD

• Careers and Vet Coord and Leader of Learning Careers and Transition appointed

• Pathways and Careers Expo

• Development of the Academic Care Leader Role incorporating the Stage 5 Subject Selection

Key Focus Area: Enriching the positive relationships between staff and students

Planned Actions for 2022

• Continued implementation of the Agile graduate through staff and student immersion in the College wellbeing program

• Development of a respectful relationship profile, through the wellbeing program and targeted visual resources

• A renewed focus on mutual respect and relationship building

Evidence of Achievement

• 5 R’s added to the positive merit programme

• Visual Displays around the College 5 R’s posters

• Completion of the initial Rite Journey for Year 9 and 10 Students

STRATEGIC PRIORITY ACHIEVEMENTS FOR 2022

STRATEGIC PRIORITY – SUSTAINABLE AND CONTEMPORARY PROCESSES AND FACILITIES

Where are we at the end of 2022?

Key Focus Area: Contemporary, vibrant, and sustainable infrastructure and facilities

Planned Actions for 2022

• The completion of the above mentioned capital projects

• All approvals achieved for commencement in 2023 of the renovations to the 000, 100 and 200 Blocks

• The development of a College sustainability plan

Evidence of Achievement

• The completion of the 2021 and 2022 CAPEX Projects by the end of 2022 ready for 2023

• MSA to sign off on plans. Fresh Tender for project and signed contract approved by CBGA

• Sustainability framework and plan has been developed

• Sustainability Audits Completed

• A solar power purchase agreement investigated in 2022

Key Focus Area: Streamlined and comprehensive communication and data information processes.

Planned Actions for 2022

• The essential modules in Sentral Enterprise implemented

• The continued review and implementation of the College Style Guide

• The continued review and implementation of the Plan Check Go Excursion System

Evidence of Achievement

• Sentral App fully implemented K-12

• Training ongoing

• Permissions and Risk Management is online for excursions and co-curricular K-12

STUDENT ATTENDANCE

2022 saw the emergence of stability and some semblance of normality after two years affected by COVID19. Our students returned to school rested and hopeful that lockdowns were a thing of the past. Student attendance continues to be monitored daily with the well-being of each and every student paramount. The Director of Students, Homeroom teachers, Year Leaders and parents work together to maintain a high level of student attendance across the academic year. Attendance is marked via the SENTRAL system each morning during homeroom. Parents of students who are absent without any notification from Parents will receive an email asking for an explanation of the absence. If a student is absent for three or more consecutive days without explanation, then the Homeroom teacher will make a phone call to the parents/carers. Parents can notify the College of a student’s absence in a number of ways; by telephone, by email, via the SENTRAL Portal or write a note in the student’s College Diary.

91.12%

WHOLE SCHOOL ATTENDANCE

2022 has seen a continuing higher rate of student retention due to a number of factors. Some of the strategies included additional one on one Student, Parent and Teacher interviews during the Stage 6 course selection process as well as the resources committed to our Transition and Pathways program, the Annual Careers Expo held onsite at St Gregory’s College, as well as the additional VET and School Based Apprenticeship courses and opportunities provided to Stage 6 students.

PROFESSIONAL DEVELOPMENT

The College Strategic Plan comprises 4 Strategic Priority Areas, one being “A learning Centred College”. Within this priority area are 2 key focus areas. One of these key focus areas is “Teaching will be built on collaborative, contemporary practices which will engage and inspire students, further developing them to be graduates ready to successfully take their place in a changing world”. The College is committed to the professional development of all staff, ensuring staff continually undertake professional learning opportunities that will enrich their teaching practices and increase their teacher capacity. All staff are required to develop their own individual professional learning plan each year to support and guide their own professional development.

The College was very fortunate to have John De Courcy facilitating Professional Learning sessions throughout 2022. The aim for this professional learning was that all staff would have an understanding that data is not just numbers, rather the need for a common approach to data and that a learning gain focus is highly valuable. Subsequent sessions looked at “So what builds the learning?”. Two particular areas were highlighted for future exploration with staff; Resilience as an underpinning of achievement, and the impact of collective efficacy.

The College was fortunate to have a partnership with an educator such as John as we continue to build the capacity of all our teaching staff to ensure student achievement is a priority.

Professional Learning Groups were established at the College in previous years to develop a culture of staff collaboration and collective efficacy. These PL groups continued to provide opportunities for staff to be collaborative, share quality practice and engage in dialogue to consolidate shared understandings of the College’s Vision. These groups will continue to support professional learning opportunities in 2023 and beyond, with a focus on the use of data to know our students and the consolidation of shared common approaches to learning and teaching.

Professional Learning opportunities supporting preparations for Curriculum Reform was a priority in 2022 for the Junior School, ensuring that planning and preparation for implementation of the new K-2 English and Mathematics Syllabuses occurred seamlessly in 2023. Senior School teachers were also preparing for curriculum reform, with draft syllabuses due for release in 2023 and implementation by 2025.

In 2022, teachers participated in a range of external professional development opportunities in areas such as:

• HSC Data Analysis

• IB Primary Years Program

• NSW Curriculum Review Workshops

• NCCD

• Child Safeguarding

• First Aid and Remote First Aid

• Youth Mental Health First Aid

• Law Sense

• Primary Mathematics Seminars

• ICT Management

• TENS conferences (NESA)

• Disability Standards for Education

• CSNSW Efficacy project

• Tech Education Conference

• Middle Leaders Leadership program

• Black Dog Institute

• AGTA Conference

• HSC meet the markers sessions

• PYP

• AHISA Conference

• CSNSW Forum

TEACHER ACCREDITATION STATUS 2022

0 Highly Accomplished or Lead Teacher accreditation

110 Proficient Teacher accreditation

6 Conditional accreditation

1 Provisional accreditation

POSITIVE WELLBEING PROGRAM AT ST GREGORY’S COLLEGE

In 2022, the College continued the theme of “Consent” across the 7-12 Year groups.

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 2022.

Positive Health

Healthy habits

Body Image

Mental Health

RUOK? Day

Community Service Project (Yr 10 & 11)

Positive Relationships

Bullying Prevention

Positive Friendships

Consent Yr 7-12 Education

Child Protection

NDA Bullying & Violence

Harmony Day (Yr 7)

Positive Family Engagement

ALL

Yr 7

Positive Spirituality

Being Catholic (Yr 7)

Being Marist (Yr 8)

The Rite Journey (Yr 9)

Being Just (Community service project) (Yr 10)

Being a servant (Yr 11)

Finding God (Yr 12)

Positive Education

Intro to Positive Education

Positive Outdoor Education

2 night camp (Yr 7)

2 x 1 night expeditions

Duke of Edinburgh Bronze (Yr 9)

2 day camp Rite Journey (Yr 9)

Duke of Edinburgh Silver (Yr 10)

Spirituality Day

MARIST Immersion program (Yr 11)

Retreat Mittagong (Yr 12)

Intro to The Agile St Greg’s graduate

Intro to the 5 R’s Respect

Resilience

Resourceful

Relational

Responsible

• Lunch on the Lawn (JS & SS)

• Family Trivia Night (JS & SS)

• Grandparent’s day

• Mum and Sons breakfast & liturgy

• Boys and Blokes Mini-Olympics

• Study skills evening

• Twilight Dance

• New Parent cocktail Evening

HSC 2022 SUMMARY

HSC RESULTS

ACADEMIC ACHIEVEMENTS

St Gregory’s College continued to demonstrate student growth in the 2022 HSC.

The College continued its steady achievement of Band 5 and Band 6 results. In 2022, there were 41 Distinguished Achievers (6.3% of students who attempted HSC Exams). 35.8% of student results were in the Band 5 – 6 range and 73.1% of results were in the Band 4 – 6 range. The College Dux, Jordan Messer, obtained an ATAR of 98.45 and 9 other students obtained an ATAR over 90 There were 53 students who obtained VET TAFE credentials in Construction, Fitness, Primary Industries, Retail Services and a range of School-Based Apprenticeship courses.

HSC RESULTS

HSC PERFORMANCE AGAINST STAGE AVERAGES

In 2022, students continued to perform above state average in 65% of the courses studied. St Gregory’s College offered a wider range of courses this year – 36 courses compared to 35 courses in 2021. The College performed more than 9% above stage average in Physics and Industrial Technology. It also performed between 5 – 10% above state average in 7 courses.

HSC 2022 – Top 10 courses above state average

HSC 2022 – Percentage of students scoring Band 5-6 (E3-4)

HSC RESULTS

HSC IMPROVEMENT

HSC results at St Gregory’s College continue to improve compared with previous years and when compared against expected achievement (DeCourcy). Comparing the expected/typical TES results for all students (DeCourcy, 2023) indicates that there has been growth in 2022. Moreover, the trend over the past 6 years has indicated improved growth. The trend in Band 5-6 results also indicates improvement over the last 4 years.

SGC Band 5/6 Results

SGC Overall Achieved vs Typical (DeCourcy)

VOCATIONAL EDUCATION & TRAINING

The College offers a range of Vocational and Training opportunities. 32% of students undertake at least one VET course for Stage 6. Of these:

• 26 students studied Construction (Certificate II)

• 11 students studied Fitness Training (Statement of Attainment towards a Certificate III)

• 11 students studied Primary Industries (Certificate II)

• 5 students studied external TAFE courses

• 2 students were working towards a School-Based Apprenticeship or Traineeship.

32% STUDENTS STUDYING VET COURSES

45% CONSTRUCTION

20% PRIMARY INDUSTRIES

RECORD OF SCHOOL ACHIEVEMENT

In these cohorts, the following students satisfied the credential of the Record of School Achievement:

YEAR 10 STUDENTS 166 YEAR 11 STUDENTS 157 YEAR 12 STUDENTS 126

DESTINATION SURVEY

The destination survey data illustrated students in Year 12 matriculated to university at the rate of almost 62%. 21% of students attended TAFE or Colleges and 17% of students found full-time work. 11% of students left school in Year 11 and 6% of students left in Year 10. These students predominantly left school for full-time work or TAFE.

HSC MINIMUM STANDARDS

In 2022, all students had passed their HSC Minimum Standards tests by Year 12. In Year 11, there were 4 students who had not yet passed their Numeracy and Writing tests. In Year 10, 5% of students were still working towards Numeracy standards and 8% had not yet passed their Writing test.

NAPLAN – YEAR 3

NAPLAN – YEAR 5

NAPLAN – YEAR 7

PARENT SATISFACTION

From the outset, when we meet parents and carers of our students at the enrolment interview, we speak of the importance of the partnership between parents and the school community and open communication. First and foremost, we let our families know that we welcome feedback. We welcome all communication and use the information garnered to continually improve all that we do at St Gregory’s College.

Throughout 2022 we held Parent Forums both face to face as well as providing online information sessions. We send out surveys after events and we welcome parents to speak to their student’s Year Leader, Academic Coordinator, Director of Students or Head of Senior School.

Some of the feedback we have received is as follows:

I also wanted to take this opportunity to thank you and your amazing team for the wonderful Graduation Day and Night last Friday.

While I have attended a few Grad masses when the girl’s friends had graduated, I hadn’t experienced the “parent side” of the celebrations.

Thank you, thank you, thank you, from the bottom of my heart. While I was overwhelmed with emotions, I was so honoured to be a part of this amazing school over the last 6 years and we feel so very blessed.

I am just writing as I wanted to share with you some of the conversations that took place in our home last night about the assembly that took place yesterday and pass on my congratulations to those responsible for organising what sounds like a very moving and thought provoking event.

Yesterday afternoon I picked up my son with two of his friends after Maths Help to drive them home. Upon asking them about their day, which is normally met with “fine” “yeah, ok” “hmmph”, I was met with all three young men telling me about the R U OK Assembly and how great they thought it was. Each of them took turns in telling me about the things that occurred in the assembly and what impacted each of them. They all shared how moved they were by the student stories, particularly the Year 12 student who very bravely shared his story and raw emotion. My son shared with me that he felt deeply moved by the events of the assembly and how important he felt it was that the community were able to see that it is ok for young men to show their struggles and emotions. All agreed it was the best assembly they had attended and they had taken away important messages from what had been presented. It was also great to hear both of them share their praise for the Junior School and the Wakakirri performance and what a great job they have done.

Just a brief note of Congratulations on the End of Year Mass held in the Br Luke Hall. My family and I were most impressed. The organisation, which had to be enormous, was excellent. Music was outstanding. Even how your music teacher could arrange to transition from that Little Drummer Boy to the Salve Regina was truly remarkable. Both were stirring renditions. Student behaviour was both notable and inspiring – a very difficult task bearing in mind the wide range of ages from Kindergarten to Year 11 along with their varying attention spans. Class teachers must have worked very hard! The seemingly endless procession of gifts was a sight to behold. Most impressive by anyone’s standards. We were most impressed with the respectful yet not stilted nature of the entire celebration. Could you please pass on our thanks and admiration to all those staff who worked to produce such a great event.

I want to pay tribute to the community of St Greg’s and in particular to the staff who have nurtured the spirit handed on to them by the Marist Brothers. Today, the Brothers must have been really happy and affirmed and I know their presence is important to the community.

What struck me today was the quality of presence in the hall, a warm, participative presence that came as the lights were slightly lowered and silence fell on the gathering. I had a strong sense of relationship throughout the Liturgy and felt very connected in spite of the fact that I knew very few people in the gathering. Such an atmosphere doesn’t ‘just happen’ when we gather for a liturgy. It is a reflection of the way people relate to each other in the everyday events of the College. That sense of warmth and connection continued as I enjoyed morning tea and was waited on, like a VIP.

I really loved the moment of Traditio! What a marvellous way to honour those values most cherished by the College. I was struck too by the confidence and maturity of all the students, relative to their ages. They seemed to be at home in themselves in a place where they know they are loved. I give thanks for the promise it offers to our world in the young men who graduate.

My love and strong hope for all God is doing through St Greg’s community.

Congratulations to you all on putting together such a powerful assembly on an incredibly important issue facing our young people, particularly on such a difficult day for the Macarthur community. Please pass on our congratulations to all involved, especially the young man of Year 12 who was so brave yesterday. Have a great day and thank you for all of the opportunities you provide for our sons.

This award nomination for my son is also a credit to the hard work that everyone at St Greg’s ( staff and teachers ) have done in helping our beautiful son become a great young man. I am truly going to miss you all when he leaves in September. Please thank everyone who has taken him under their wing for 6 years and who have just been there or taught him.

I can’t thank you all enough.

My apologies for the delay in sending this email, I am a shift worker. We wanted to say a very sincere thank you to you and whomever the teaching group is who selected our son to be the recipient of the Champagnat Award. To say he was chuffed is a massive understatement. My husband was able to be there in the day and record it for me and I loved hearing what you had to say about our son and watch him squirm being the centre of attention!

He had been a bit despondent and worried this year as he had hardly received any green stamps, much fewer than previous years. He was worried that he wasn’t being ‘seen’ by his teachers and his good behaviour was just expected and the not-so-good kids were being recognised for occasional good behaviour.

We are more proud of our son receiving the Champagnat Award than getting Dux or any of his academic awards. He is such a good kid at home as well, he has never given us an ounce of trouble. How he behaves at school is truly who he is, not a performance for when he is at school.

I just wanted to say thank you to you and whoever the other teachers were who selected him to receive that award. Can you please pass on our thanks to the selection team. It really has meant an awful lot to him and we love seeing his heart so happy.