Building Master Plan to ensure that our classrooms and specific learning areas, such as Hospitality and Visual Arts and Photography, will meet the highest standards of quality.
• Vocational Education and Training (VET): School-based apprenticeships and traineeships, and work placements, set St Edward’s apart by providing real-world experience and practical skills regularly leading to full-time employment and ongoing training beyond school.
• Extracurricular Activities: An extensive selection of clubs, sports, and cultural activities to cater to a wide variety of interests, gifts and talents.
• Pastoral Care and Wellbeing: St Edward’s College is committed to the holistic development of each student, fostering a supportive and inclusive environment where wellbeing is a priority. Through structured pastoral care programs, mentoring, and values-based education, students develop resilience, confidence, and a strong sense of community. The College’s commitment to student welfare ensures that every individual feels valued and supported in their personal and academic journey.
• High Potential Learners and Talent Workshops: The College has established a Stage 4 High Potential Learners program and has recently introduced an ISTEM Elective in Stage 5. The College has an established High Potential Learners program for Year 4 and 5 students from local primary feeder schools.
• “A Day in the Life” Experience: A March event for Year 6 boys, offering an interactive day exploring lessons and subjects available at the College.
• College Open Day: Following “A Day in the Life,” families attend a physical tour of the campus led by current students and visit working classrooms and impressive campus facilities.
• Service-Learning Program: The Waterford Project, connect students to their local community through a compulsory service-learning program, fostering a spirit of compassion and responsibility.
3. Branding Message
St Edward’s College positions itself as an inclusive, all-encompassing educational institution within the Edmund Rice Education Australia network. This affiliation reinforces the College’s commitment to establishing a safe and inclusive learning community that prioritises academic development in young people, providing learning experiences that develop the necessary knowledge, skills values and attitudes to thrive in a world which is constantly changing. Branding emphasises:
• A Place for Everyone: Highlighting the broad selection of subjects and activities, the College appeals to students with diverse interests and abilities.
• Values-Driven Education: Building Good Young People
At St Edward’s College, Catholic values are seamlessly integrated into academics, extracurricular activities, and service programs, reinforcing the College’s commitment to fostering respect, compassion, forgiveness, inclusivity, resilience, and community engagement. Through a collaborative partnership with families, we ensure that these values are not only taught but actively lived, helping to shape young people who are morally grounded, compassionate, and committed to making a positive impact in the world. This holistic approach nurtures the personal and spiritual growth of every student, preparing them to lead with integrity and purpose.
• Real-World Preparation: Through VET programs and apprenticeships, students gain skills for academic and career success.
• National and Global Network: St Edward’s is a proud member of the Edmund Rice Education Australia network of Schools of which there are 55 and the worldwide movement of schools under the banner of Edmund Rice Education Beyond Borders.
This brand message assures families that St Edward’s is a comprehensive learning environment dedicated to nurturing well-rounded individuals ready to succeed in various fields.
4. Target Audience
Primary Target:
Parents of primary-aged students in Catholic and nonCatholic schools, particularly Year 6 boys interested in Year 7 enrolment.
• Catchment Area: Primarily the Central Coast region, including Gosford, Wyong, Woy Woy, and surrounding suburbs, where families seek strong academic and pastoral care options for secondary education.
• Socioeconomic Profile: Middle-income and higher-income families, including professionals, tradespeople, small business owners, and executives. Many families value a well-rounded education that emphasises academic achievement, faith-based learning, and character development.
• Psychographic Profile: Parents who prioritise holistic education, balancing academic success with personal development, social responsibility, and extracurricular engagement. Many are drawn to the Edmund Rice tradition and values of service, respect, and integrity.
• A Place for Everyone.
• Values-Driven Education.
Secondary Target:
Families looking for openings in other year levels and those interested in the extensive VET program, schoolbased traineeships, and apprenticeships.
• Catchment Area: The broader Central Coast and surrounding areas, including families willing to travel for specialised programs.
• Socioeconomic Profile: Families from diverse economic backgrounds, including middle-income and higher-income households. This includes families seeking alternative pathways to university through practical, skills-based learning. Many parents work in trades, healthcare, retail, business, and other vocational industries.
• Psychographic Profile: Parents and students who value hands-on learning opportunities, career preparation, and real-world experience. They may be looking for a school that offers structured pathways into employment or further study, with a focus on practical skills and workplace readiness.
Early Engagement:
Families of students in Years 4 and 5 interested in “Talent Workshops.”
• Catchment Area: Predominantly the Central Coast, with a focus on both Catholic feeder schools and public primary schools that align with the College’s values and educational offerings.
• Socioeconomic Profile: A mix of middle-income and higher-income families, including upwardly mobile households seeking early exposure to secondary school programs to make informed enrolment decisions.
• Psychographic Profile: Parents who actively research school options well in advance, seeking institutions that align with their child’s academic strengths, interests, and extracurricular potential. These families often value a nurturing transition from primary to secondary education, ensuring their child is comfortable and confident in a new school environment.
College Old Boys (Alumni) with School-Aged Children or Grandchildren:
Former students of St Edward’s College who have children or grandchildren approaching secondary school age.
• Catchment Area: Primarily the Central Coast, though some alumni may now live further afield and consider St. Edward’s due to family ties and tradition.
• Socioeconomic Profile: A diverse range of middleincome and higher-income alumni, including professionals, tradespeople, business owners, and community leaders who maintain a strong connection to the College and its values.
• Psychographic Profile: Alumni who have positive memories of their time at St. Edward’s and wish to continue the tradition by enrolling their children or grandchildren. Many value the College’s commitment to academic excellence, faith-based education, and community service.
Current Students and Their Families (Including Younger Siblings):
Existing students and their families, including younger siblings who may be future enrolments.
• Catchment Area: Families already within the College community, residing across the Central Coast region.
• Socioeconomic Profile: Middle-income and higher-income families who have already chosen St. Edward’s for their eldest child and are likely to consider it for younger siblings.
• Psychographic Profile: Families who value consistency in education, a sense of community, and the benefits of siblings attending the same school. They are engaged in College events, co-curricular activities, and the broader school community.
April
• Enrichment Days commence for Years 3 and 4
• Email prospective families if they have not enrolled
May
• Enrolments for Year 7 close and offers sent
• Enrolment interviews
• Continued daily social media promotion of events
June
• Enrichment Days for Years 3 and 4 continue
October
• Social media daily promotion
November
• Primary School Football Gala Day
• Year 6 Orientation
• Year 6 Information Evening
December
• Commence ‘Day in the Life’ advertisement (paid)
• Christmas Hamper Presentation and Advertising
• Community Christmas Carols Event
10. Evaluation and Metrics
• Social Media Ads
• Website Analytics
• Email Campaigns
• Event Attendance
Evaluation and Metrics:
• Generation of enrolment enquiries: Achieve the target number of enquiries from prospective families.
• Year 6 student participation:
o Target number of Year 6 students from feeder schools attend “A Day in the Life.”
o Target number of Year 6 students from nonfeeder schools attend “A Day in the Life.”
11. Budget Allocation
Channel/Activity
Social Media Paid Ads
Digital Signposts and Erina Fair
Email Marketing
Website and SEO Content
Open Day, “A Day in the Life,” and “Talent Workshops”
• Open Day attendance: Target number of families attend the Open Day.
• Enrolment applications: Target number of families submit enrolment applications.
• Offers of places: Target number of families are offered places at the College.
• Acceptance of enrolment offers: Target number of families accept the enrolment offer.
December to March, February to May, March and November for Talent Workshops’
February to May
December and February
Year-Round
February to March, March and November
12. Future Recommendations
Objective: Re-engage website visitors and families who have interacted with our advertisements but have not yet completed an enrolment application.
Implementation Steps:
• Generate Google Analytic reports for the College website to analyse social media platforms to identify engaged users.
• Create personalised retargeting advertisements highlighting unique aspects like the VET program, “A Day in the Life,” and testimonials from current students.
b) Partnerships with Local Schools
Objective: Strengthen ties with Catholic feeder schools and build relationships with non-feeder schools for student referrals and early engagement.
Implementation Steps:
• Schedule collaborative events with feeder primary schools, such as sports days.
• Offer exclusive tours and presentations to nonfeeder schools to introduce Year 6 students to St Edward’s College.
• Provide resource-sharing or professional development opportunities for teachers in local primary schools to reinforce relationships.
c) Community Storytelling
Objective: Leverage stories from the St Edward’s community to showcase values, achievements, and unique programs, building an emotional connection with prospective families.
Implementation Steps:
• Feature weekly “Student Spotlights” on social media, highlighting achievements in academics, VET, and community service.
• Publish a series of blog posts and videos on the website featuring alumni success stories, community service projects, and partnerships with St Joseph’s College.
d) Virtual Open Day Experiences
Objective: Offer virtual tours and interactive webinars for families who cannot attend Open Day, broadening access and reach.
Implementation Steps:
• Organise a live Q&A webinar featuring teachers, students, to answer common questions about the curriculum, VET program, and extracurriculars.
e) Enhanced Alumni Network Engagement
Objective: Utilise alumni connections for mentorship opportunities, potential partnerships, School Based Traineeships, and building community loyalty.
Implementation Steps:
• Include alumni spotlights in the College’s marketing material and social media, reinforcing the value of the St Edward’s community.
• Work with alumni to explore sponsorship opportunities or community partnerships that further support College programs and initiatives.
f) Sponsorship of Local Community Events
Objective: Increase visibility in the local community and strengthen the College’s reputation as a communitycentred institution.
Implementation Steps:
• Identify popular local events, such as community festivals, sports tournaments, and charity events, that align with the College’s values and target audience.
• Sponsor events by providing branded materials (eg banners, merchandise) and student volunteers, who can help at the event while sharing their experiences at St Edward’s.
• Set up a booth or information table at key events or local shopping centres where staff and student representatives can distribute information, answer questions about the College, and discuss enrolment opportunities.
• Use social media to promote the College’s sponsorship of these events, highlighting the College’s active role in supporting the community. Post-event, share photos and stories to further engage prospective families.
• Football Academy students setting up displays at local grounds on weekends.
g) Parent and student testimonials
Objective: Incorporate powerful messages of satisfaction, by students, parents, staff and community members on the College Website and in social media.
Implementation Steps:
• Video successful alumni to speak of their experience at the College.
• Request permission from parents who provide positive feedback to the College via email and verbally to use this feedback as testimonial.
• Interview and record staff speak about their teaching experience at St Edward’s. Utilise these testimonials in the recruitment process.
• Interview and record students talk about their educational experience at St Edward’s
h) Redesign and Update College Website
Objective: Enhance marketing impact and improve usability for current families.
Implementation Steps:
• Create a two-user profile which includes a public marketing profile and a current parent profile.
• Improve visual appeal and messaging from a marketing perspective and simplify information for current parents.
• Optimise navigation and performance as well as improve Search Engine Optimisation to ensure all prospective users are targeted.
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info@stedwards.nsw.edu.au
