Impact Report 2025

Impact Report St Philip’s Christian Education

2 Impact Report

Impact Report

3

4 Impact Report

Impact Report

Contents St Philip’s Earns Ethical Accreditation from Christian Ministry Advancement

6

St Philip's Global Partnerships Strategy Map: 2023-2026

8

Modern Slavery Statement for SPCC

10

Daisy’s Story: The Transformative Power of Education at Dynamic Learning College

12

A Worimi School Immersed in Culture and Language

14

Introducing the Foundation Trust for St Philip’s: A New Chapter in Benevolent Service

18

Fundraising Update for St Philip’s Christian Education

20

St Philip's Christian Education Foundation Solar Energy Initative

24

5

Impact Report

St Philip’s Earns Ethical Accreditation from Christian Ministry Advancement In an increasingly complex and scrutinised world, integrity matters more than ever—especially for organisations grounded in faith. That’s why St Philip’s Christian Education is proud to announce that we have been awarded Ethical Accreditation by the CMA Standards Council, a significant milestone that reflects our commitment to governance, transparency, and Christ-centred accountability.

Why Pursue Ethical Accreditation?

“We are taking pains to do what is right, not only in the eyes of the Lord but also in the eyes of man.”

2 Corinthians 8:21

As part of our strategic goal to maintain the highest levels of governance and stewardship, St Philip’s set out to obtain independent accreditation that would affirm our dedication to Christian mission, both internally and in the eyes of our wider community.

In early 2024, we began the journey toward Ethical Accreditation through Christian Management Australia (CMA), a program of Christian Ministry Advancement. The process was far from simple—it required deep reflection, detailed submissions, and a firm commitment to continual improvement. And after months of work, we’re excited to share that in March 2025, we officially received our accreditation.

A Standard Founded in Scripture

do what is right, not only in the eyes of the Lord but also in the eyes of man.”

As the Executive Director of the CMA Standards Council explains: “At a time when charities and schools are under increasing scrutiny, it’s more important than ever for Christian organisations to hold themselves publicly to high standards of governance, transparency and accountability. Accreditation is a visible sign of that commitment.”

What Does the Accreditation Process Involve?

The CMA Standards Council evaluates organisations against nine key principles, all built on a foundation of biblical values and ethical stewardship.

These principles include: God First – Declaring and living out our Christian ethos Charitable Status – Operating as a legitimate Australian charity

Diligent Governance – The core of CMA’s mission is captured in 2 Structured and careful board Corinthians 8:21, where Paul reminds oversight the early church, “We are taking pains to

6

•

Enhanced credibility with stakeholders and regulatory bodies

•

Charitable Purpose – Staying true to our mission

•

Opportunities for greater generosity, with research showing that accredited charities often see a 9–30% increase in giving

A Step Forward for Mission, Stewardship and Trust

Financial Oversight – Responsible financial management Risk Management – Identifying and addressing risks Transparency and Accountability – Open, honest stakeholder engagement Honest Communication – Ethical and truthful appeals and messaging Each of these areas required us to provide documentation and demonstrate practical implementation. In many cases, this also meant developing or refining policies—especially around board membership and governance practices.

What Does Accreditation Mean for St Philip’s?

Accreditation brings significant, tangible benefits to our community: For St Philip’s: • Independent confirmation that we meet biblical standards of governance •

Public recognition via the CMA’s directory and use of the official accreditation seal

•

Access to resources, tools, and expert guidance from CMA

For Our Stakeholders: • Stronger governance, leading to more effective impact •

Clearer accountability, inspiring greater trust

•

Reassurance for donors, staff, board members, and volunteers that we’re acting responsibly and ethically

•

Greater confidence for those considering a relationship with St Philip’s— whether giving, serving, or leading

For the Broader Christian Sector: • A collective demonstration that Christian organisations care deeply about integrity •

A shared platform for advocacy, credibility, and mutual support

While this accreditation is a powerful endorsement of the work we’ve already done, it’s also a roadmap for the future.

It reminds us that excellence in governance isn’t a one-time achievement—it’s an ongoing act of discipleship, service, and witness to the world.

Impact Report

Responsible Leadership – Competent and legally compliant leadership

At St Philip’s, we believe that how we lead is just as important as where we’re going. With CMA’s Ethical Accreditation, we move forward with renewed confidence, knowing that our structures, policies, and practices are aligned with Godhonouring principles.

We’re grateful for the dedication of everyone who contributed to this milestone, and we look forward to continuing the journey—with integrity, transparency, and faith.

A tool for standing against misperceptions and potential over-regulation

7

Impact Report

St Philips Global Partnerships Strategy Map: 2023-2026 SPCC Mission Statement: St Philip’s Christian College will continue to provide quality education in a caring, secure and challenging learning environment based on Christian beliefs, values and practice.

CHRIST FIRST

Global Partnerships Pupose Statement In alignment with the St Philip’s Strategic Plan, we will create mutually beneficial and sustainable partnerships that allow for relationship building between St Philip’s and selected communities in order to facilitate faith development, cultural learning, capacity building and empowerment.

SERVE ONE ANOTHER STRIVE FOR EXCELLENCE BUILD COMMUNITY DO WHAT IS RIGHT

To achieve these outcomes

By extending beyond the school curriculum, all students in St Philip's schools will be actively engaged and involved in global partnerships through: learning, fundraising, praying and/or participating in cultural exchange trips.

Through meaningful relationships, partner communities, SPCC students and staff will be mutually enriched through cultural interaction that builds faith, understanding and capacity.

Key Principles SUSTAINABILITY | EMPOWERMENT | CAPACITY BUILDING | MUTUALLY BENEFICIAL | STRENGTHSBASED APPROACH | PARTNERSHIP MODEL

8

1. Productive and Dynamic Partnerships

2. Actively Engaged SPCC Community

Empowering partnerships based on best practice principles, ideally working alongside Christian ACFID registered organisations.

Regularly engaging the whole St Philip’s community in relevant partnerships in contextually appropriate ways.

Promoting an attitude / philosophy of ongoing development and strengthening of the partnerships, focusing on mutual understanding and support.

Facilitating learning within and beyond the school curriculum, with teaching and engagement opportunities woven through all subjects.

3. Faith Development

4. Best Practice Governance

Practically encouraging students to respond to Jesus’ call to go into all the world.

Providing opportunities for students’ faith to be stretched and grown through interactive learning, simulations and cultural exchange trips.

Providing opportunities to identify and utilise students’ God-given gifts and abilities through service activities and international and domestic trips.

While building our internal capacity

Impact Report

We will focus on four key learning areas

Preparing and sending groups on trips to build relationships and support

Regular monitoring and evaluation to ensure effectiveness and compliance with ACNC external conduct standards & 83c.

Partnerships approved in accordance with St Philip's Global Partnerships criteria and Board requirements.

Provision of necessary resources to effectively manage and facilitate this strategy, including the establishment of a crosscampus committee.

Strong governance structure

Up to date knowledge on best practice models of global engagement

Cross-campus collaboration

Spirit-lead vision casting and discernment

Continuous evaluation of projects and partnerships

9

Impact Report

Modern Slavery Statement for SPCC As part of our ongoing commitment to ethical and responsible business practices, we are pleased to introduce our Modern Slavery Statement.

Modern slavery remains a widespread and deeply concerning global issue, impacting millions of lives through exploitation, coercion, and abuse. As a Christian organisation, we are guided by our values to uphold human dignity, act with integrity, and promote justice in all aspects of our operations and partnerships.

Our Modern Slavery Statement, together with our Modern Slavery Policy and the accompanying infographic, outlines the steps we are taking to identify, address, and prevent modern slavery within our supply chains and business activities.

These resources are designed to deepen our collective understanding of this complex issue and clarify our shared responsibility in combating it.

We believe that through awareness, action, and collaboration, we can contribute meaningfully to the global effort to eliminate modern slavery and uphold the rights and freedoms of all people.

10

St Philip's Christian Education Foundation Modern Slavery Awareness

Risks of Modern Slavery Practices St Philip's have initiated a framework to ensure all obligations are met in accordance with our Modern Slavery Policy. An assessment of our operations and supply chains was initiated, including the entities that the organisation controls, to evaluate the risk of modern slavery practices. This assessment has now been incorporated into the planning for the College’s progressive risk mitigation strategy and actions.

In assessing the risk of modern slavery practices within our supply chain, several factors were considered, including: Geography High Risk Industries Labour Status

Today, (Anti-sl Slavery farms a of these exploite

What is Modern Slav Modern slavery is a cr law. The following are slavery under interna Reducing a person Possessing a slave right of ownership Engaging in slave involving a slave Causing a person labour, or conduc Intentionally caus Causing a person Trafficking of peop The worst forms o

St Philip's recognises that a multi-stage approach is needed to mitigat related issues within our operations and supply chain.

Our Modern Slavery Roadmap is set out below: 1. Identify a. Map & identify high-risk operations & supply chains b. Determine high level risk in initial risk assessment review 2. Mitigate a. Review policies & procedures to strengthen governance & controls b. Communicate and educate modern slavery risks and concept to sta c. Introduce measures to address gaps in operations and supply chain 3. Remediate a. Ensure policies & procedures reflect our Modern Slavery Policy b. Inform Board and authorities as required 4. Monitor and Improve a. Regular audit and monitoring of our supply chain divisions b. Undertake annual Modern Slavery report assessing the effectivenes

Reporting Modern Slavery

If you have a suspicion o please report your conce

Impact Report

n

49.6 million people live in modern slavery. lavery Australia) y is often hidden in homes, in restaurants, on and on building sites. What is common to all e examples, is that someone is being ed and controlled.

very? riminal offence under Australian and international e examples of conduct that is classified as modern ational and domestic law: n to slavery e, or exercising any other powers attached to the p over a slave trading or entering into a commercial transaction

to enter into or remain in servitude or forced cting a business involving servitude or forced labour sing a person to enter into debt bondage to enter into or being a party to forced marriage ple and organs of child labour

te any potential modern slavery risk and

aff ns

ss of our actions in accordance with our policy.

of modern slavery in the operations of SPCEF, ern to: compliance@spcc.nsw.edu.au

St Philip's will endeavour to undertake a number of actions to assess and address the risks of modern slavery throughout its operations and supply chains.

These could include, but are not limited to:

Screening existing and new suppliers for modern slavery risks Consistently mapping operations and supply chains, tracing product sources

Governance, Risk & Compliance group assess and address any reports of modern slavery Engaging with suppliers about how they are addressing modern slavery Notifying staff of their obligations to report any suspicions of modern slavery.

Building partnerships with business peers, community groups and industry bodies to improve understanding Internal audits, and policy improvement Addressing practices and policies to include and address modern slavery.

SCAN FOR FULL MODERN SLAVERY STATEMENT

11

Impact Report

Daisy’s Story

The Transformative Power of Education at Dynamic Learning College At Dynamic Learning College, we are proud to witness firsthand the incredible power of education to transform lives — especially for students like Daisy.

Daisy’s early years were marked by constant movement and uncertainty.

Born in Dubbo, raised in Newcastle, and spending much of her teenage life in Sydney, Daisy grew up never knowing the stability of a permanent home.

“My mum’s a renter,” Daisy shares.

“We’ve never owned a house. Once a rental lease ended, we’d pack up and move to another town or area that fit Mum’s budget and had enough bedrooms for us. Over my life, I’ve lived in about 10 different houses and attended 8 different schools.”

“Now I’m able to complete all my assessments during school hours with help from my teachers and the wellbeing assistants, so I can regulate and have my downtime at home with no worries.”

The upheaval didn’t stop there. In recent years, after returning from Sydney, Daisy, her mum, and her two siblings found themselves moving between temporary accommodations across Newcastle, Maitland, and Port Stephens. The family often stayed in motel rooms, where Daisy recalls washing dishes in the bathroom sink and doing laundry in the shower

12

— four people squeezed into a single room with little privacy.

It was a heavy burden for a young person to carry, watching her mum struggle and facing the daily reality of instability.

But then, Daisy found Dynamic Learning College at Port Stephens.

Here, Daisy discovered not just a school, but a community — a place designed specifically for young people who, like her, have faced anxiety, depression, PTSD, autism (Level 1&2), and the challenges of a life shaped by uncertainty. Through our tailored learning program, vocational pathways, and wraparound support system, Daisy found the stability, encouragement, and sense of belonging she had long been missing.

“After joining DLC Port Stephens in year 10, I’m no longer worried or stressed out about my final years of high school.

Now I’m able to complete all my assessments during school hours with help from my teachers and the wellbeing assistants, so I can regulate and have my downtime at home with no worries.”

At Dynamic Learning College, Daisy has flourished. She has

For students like Daisy, education — when delivered with care, flexibility, and individualised support — becomes more than just learning; it becomes a lifeline.

Without a place like DLC, many students experiencing hardship would slip further behind, facing barriers that mainstream schooling often struggles to bridge.

Today, Daisy and her family have found more stable accommodation in Williamtown and are hopeful about securing a permanent, affordable home in the area. Thanks to her hard work and the support of DLC, Daisy’s future is bright — and her story is a testament to how the right educational environment can open doors to a lifetime of success.

Impact Report

“Being at Dynamic Learning has given me so many pathways for after school. I’ve done two VET (vocational educational training) courses, and I have also been given the opportunity to go out and do work experience which has helped build my confidence in the workforce. After Year 12 I want to go to university and do something related to tourism or business.”

At Dynamic Learning College, we believe every student deserves a chance to shine.

Daisy’s story reminds us why we do what we do — and why every student’s journey matters.

“Being at Dynamic Learning has given me so many pathways for after school. I’ve done two VET (vocational educational training) courses, and I have also been given the opportunity to go out and do work experience which has helped build my confidence in the workforce.”

Dynamic Learning College’s unique approach — combining individualised learning, evidence-informed classroom design, vocational training, and dedicated wellbeing support — is proof of what is possible when education is truly studentcentred.

Daisy DLC Port Stephens Captain

13

Impact Report

A Worimi School Immersed in Culture and Language ABSTRACT Aboriginal students across Australia face significant educational disadvantages, with many falling behind early and becoming increasingly disengaged by high school. The 2023 NAPLAN tests highlighted this issue, revealing that two-thirds of Indigenous students did not meet proficiency benchmarks. In response, the St Philip’s Christian Education Foundation, with the backing of the Yadha Muru Foundation and the Worimi community, established St Philip’s Christian College Gilibaa in January 2024. This school-within-aschool aims to bridge the gap by offering a culturally supportive environment where Aboriginal students can learn both academic subjects and their heritage, including the Gathang language. With small class sizes and intensive programs in literacy and numeracy, SPCC Gilibaa emphasises cultural identity and aims for its students to continue thriving in their education beyond primary school. This initiative is supported and celebrated by the Worimi community, highlighting the importance of cultural immersion in fostering both educational and personal growth among Aboriginal students.

Aboriginal students in schools nationwide are not being provided with an educational environment which encourages success. Research indicates that many students are falling behind early in their academic journey, and as this gap widens by high school, they often become disillusioned, despondent, and lose interest and motivation in continuing their education.

St Philip’s group of schools, the structures in place would provide a foundation conducive to success in this venture.

St Philip’s developed an Aboriginal Education Team who worked alongside the Worimi Community to begin a journey toward the establishment of an Aboriginal school which would ‘Australia has a long way to go to achieve address both the academic and excellence and equity. About one in cultural need for our Aboriginal three primary and secondary students students. fell short of the proficiency benchmark In partnership with the Worimi in reading and numeracy in the 2023 community and its organisations, NAPLAN tests. In outer regional and St Philip’s Christian College remote schools, nearly half of students did not meet the proficiency benchmark. Gilibaa was launched at SPCC Port Stephens in January of 2024.

And about two-thirds of Indigenous students were below the benchmark.’ * Gilibaa means ‘The Place of Light’ and the desire of the Our Aboriginal students are not only community at St Philip’s is that deprived of the chance to learn in a the school will be a place where manner that aligns with their cultural Aboriginal and Torres Strait learning style, but they are also denied the opportunity to immerse themselves in Islander students will have the opportunity to develop not their culture while at school. just in education but also in St Philip’s Christian Education Foundation their understanding of local was first was approached in 2019 by Aboriginal culture. Students will the Yadha Muru Foundation, led by learn in both English and the prominent Aboriginal community leader, Gathang language (the language Sean Gordon and UNSW’s Deputy Viceof the Worimi people) and be Chancellor Indigenous, Prof Leanne Holt embedded within the broader to propose the idea of the establishment community at St Philip’s Christian of an Aboriginal school-within-a-school as College Port Stephens. part of the St Philip’s Christian Education Nadine Russell is a Worimi group. It quickly became evident that Registered Owner, Worimi LALC due to the multi-school nature of the

*Hunter, J., Haywood, A., and Parkinson, N. (2024). Spreading success: Why Australia should trial multi-school organisations. Grattan Institute.

14

‘This is a great thing for our community. Our kids will be receiving the best of both worlds. To be able to learn in both English and our Gathang language is truly special. Our kids will grow up speaking our language and then teach their family at home, our language begins to thrive again. My hope for this school is to instil in our kids the sense of cultural strength and high educational morals. We are teaching the next leaders in our community and I fully support what they are trying to achieve. I know our old people would be proud.’

The classroom programs are systemic and intensive, with an emphasis on literacy and numeracy, delivered in a culturally supportive and enriching environment. Our goal is for Aboriginal and Torres Strait Islander students to reach high school having achieved personal success, maximising their opportunities both in high school and beyond. Our hope is that every student who graduates from SPCC Gilibaa in Year 6 will continue their secondary education at St Philip’s Christian College Port Stephens.

Impact Report

Board Member and Knowledge Holder. She is thrilled to see this new school established,

to understand and celebrate the contributions of Aboriginal and Torres Strait Islander people to our society. A strong cultural foundation is built through immersion in culture, focusing on the Four Pillars of Culture Land, Language, Story, and People.

The curriculum incorporates Gathang, the language of the Worimi people, into everyday classroom use, with designated language sessions to introduce new concepts. Learning Gathang systematically lines up with components of English grammar as students learn how to build language sentences.

Director of Aboriginal Education, Mr Jonathan Lilley, believes this deep immersion into Aboriginal culture within the classroom is a key to the success of the program.

‘One of the examples of immersion of culture into curriculum came during a Geography lesson, mapping, which is achieved through the ‘Going on a bear hunt’ song. Worimi people have a story where our kids find honey through watching the native bee, we sing (in Gathang language) that story and dance that story. We spoke less of bears and more of bees! The students found a beehive and tasted the honey. Geography outcome achieved through local culture, perfect!’

“Our kids will grow up speaking our language and then teach their family at home, our language begins to thrive again."

In order to promote strong academic growth, class sizes are small, between 12 and 16, and are taught by a fulltime teacher and a teacher’s aide.

In addition to promoting numeracy and literacy, the classroom programs emphasise cultural identity and understanding. The Worimi community and its organisations actively participate in teaching Aboriginal practices, history, language, and culture. This partnership gives all St Philip’s students the opportunity

15

Impact Report

SPCC Gilibaa K-2 Teacher, Mrs Rebecca Ferguson, has been excited to see the progress in the students and the indications of success of the program after such a short period of time.

‘It is incredible to see the students becoming bi-lingual; the other day a Year 2 girl was reading a story about catching fish. Without being asked she scanned the word ‘fish’ in her head but instead of saying fish aloud, she used the Gathang word ‘makurr’, Mrs Ferguson explained.

‘Through all of this the students ‘Through all of this the students are “One or two generations back the Worimi people of are growing in growing in their identity and feel their Port Stephens, under the culture is strong and valuable and still their identity Aborigines Protection Board, alive and applicable in the modern world. were restricted to primary level and feel their Instead of saying ‘Aboriginal people used education only. Not to mention culture is strong to…’ they are saying ‘My People…’. our traditional language was prohibited. Aboriginal history Each Thursday, Gilibaa hosts the Worimi and valuable and culture was not taught Aboriginal community for morning tea. and still alive in schools until recently. Now This is a vital time for our College, often we are discussing bilingual the community members share learning and applicable education. This is an amazing experiences with the students and will in the modern development. Local Worimi join reading groups across the morning, Elders will be thrilled to know their involvement in the educational world. Instead that their grandchildren and journey helps to endorse both the of saying great-grandchildren will have teachers and the learning environment. the opportunity to learn in a ‘Aboriginal Worimi Elder Aunty Lorraine Lilley first-class environment. Well people used to…’ reflected on the significance of this done and congratulations for endeavour and the progress that has bold enough to bring they are saying been made in providing children with this being this exciting project to our valuable educational experience.

‘My People…’. community.”

16

Impact Report

“Aboriginal history and culture was not taught in schools until recently. Now we are discussing bilingual education. This is an amazing development.

Local Worimi Elders will be thrilled to know that their grandchildren and great-grandchildren will have the opportunity to learn in a first-class environment."

17

Impact Report

Introducing the Foundation Trust for St Philip’s: A New Chapter in Benevolent Service

18

We are excited to introduce a new and significant development in the mission and ministry of St Philip’s: the establishment of our Foundation Trust, a charitable structure designed to support and expand our benevolent services across our school communities and beyond. This step marks an important milestone in how we extend care, compassion, and practical support to those in need.

Foundation Trust Objectives and Areas of Impact The Foundation Trust focuses on the following core pillars to support the strategic growth and development of SPCE:

The Foundation Trust plays a vital role in advancing the vision and mission of St Philip’s Christian Education (SPCE).

Established to provide targeted financial and strategic support across our growing network of campuses, the Foundation Trust is a key enabler of longterm sustainability, educational innovation, and equitable access to Christian education.

2. Infrastructure Development and Expansion Capital investments support the development of new campuses, facility upgrades, and the enhancement of learning environments. Projects include upgrades to classrooms, sports fields, libraries, and digital infrastructure that align with our commitment to excellence in learning.

1. Financial Support for Growth and Innovation The Foundation Trust raises funds to supplement special project budgets and support expansion across the St Philip’s network. This includes coordinated efforts to secure philanthropic donations from individuals, corporations, and foundations.

3. Program Enhancement and Innovation To ensure the delivery of leadingedge education, the Foundation Trust supports curriculum innovation, teacher professional development, and the creation of tailored programs to meet the diverse needs of our students across campuses.

4. Scholarships and Financial Aid The Trust is committed to increasing accessibility to Christian education through the provision of s cholarships and financial aid programs for families in need, helping to remove barriers to enrolment and ensure diversity within our student community.

5. Community Engagement and Advancement Strong community connections are essential to the success of our schools. The Trust supports initiatives that build partnerships with local businesses, community organisations, and industry stakeholders, enriching educational outcomes and career pathways for students.

6. Sustainability and Strategic Planning The Foundation Trust takes a long-term view, supporting robust financial planning, strategic resource management, and sustainability initiatives to ensure the ongoing success of the SPCE group.

7. Alumni Engagement Furthering strong alumni connections is a strategic priority. The Trust is developing programs to re-

Impact Report

Measuring Impact: Accountability Through Outcomes To ensure transparency and continuous improvement, the Foundation Trust tracks its performance against clearly defined, measurable outcomes: •

Financial Aid Distribution: Monitoring the number and value of scholarships and bursaries awarded annually

•

Infrastructure Milestones: Reporting on the completion of facility upgrades, new construction projects, and campus expansions.

•

Business and Community Partnerships: Tracking the number and quality of strategic partnerships, their contributions, and the resulting educational opportunities.

•

•

Alumni Engagement: Measuring alumni participation in events, mentoring programs, and financial contributions.

Financial Sustainability: Assessing indicators such as reserve growth, donor retention, and diversification of funding streams to ensure resilience.

Governance and Collaboration The effectiveness of the Foundation Trust relies on close collaboration with the SPCE Board, Central Office, College Principals, and key stakeholders. This partnership ensures that initiatives remain aligned with campus-specific needs, group-wide strategic priorities, and our shared Christian values.

Looking Ahead As SPCE continues to grow, the Foundation Trust remains central to realising our collective vision. Through strategic fundraising, community engagement, and sustained investment in excellence, the Trust plays a vital role in shaping the future of Christian education in our nation.

Strengthening the Vision: The Role and Imapct of the Foundation Trust in Advancing St Philip's Christian Education

19

Impact Report

Fundraising Update for St Philip’s Christian Education At St Philip’s Christian Education (SPCE), we continue to see the fruit of faithful vision, generous giving, and strategic collaboration through the establishment of Regional Fundraising Committees and the support of key capital projects.

These developments are strengthening our ability to deliver transformative, Christcentred education across all our communities.

20

Establishing Regional Fundraising Committees In 2025, SPCE began the process of establishing Regional Fundraising Committees across each of our locations. These committees are being formed to unify our approach to fundraising and ensure that we build sustainable, long-term support for the mission of Christian education.

The purpose of these committees is fourfold: • To promote a coordinated and collaborative fundraising culture across all SPCE entities •

To generate sustainable funding streams that support bold, innovative education initiatives

•

To align local, state, federal, and international fundraising opportunities

•

To shift from siloed or competitive fundraising efforts toward a unified, cooperative model

These committees bring together representatives from across the SPCE group, including K–12 Colleges, Dynamic Learning, Saints Academy, Narnia Early Learning, and, where applicable, Gilibaa and Young Parents programs, to harness shared networks, expertise, and resources.

By working collaboratively, these committees aim to raise funds more efficiently, equitably, and strategically, ensuring all SPCE communities benefit from the same level of opportunity and investment in their future.

Golf Classic 2024

Gold Classic 2024: Strengthening Partnerships and Advancing the Young Parents Project In November, St Philip’s Christian Education hosted its annual Golf Classic, a signature event that brings together our partners to build relationships, share our philanthropic vision, and raise funds for key projects across the organisation.

Impact Report

Strategic Giving in Action: Key Recent Donations

Young Parents Wyong – A Gift of Transformation A major highlight in the last year has been the extraordinary $1.5 million donation to the Young Parents program at Wyong, enabling the development of a dedicated Young Parents College and Narnia Early Learning Centre on site.

With the land purchase now finalised and the Development Application submitted, this project is poised to offer dualgenerational transformation, supporting young parents in their educational journey while also laying a strong early foundation for their children.

This significant gift represents a milestone for our Wyong community and stands as a powerful example of the kind of impact that visionary philanthropy can make.

21

Impact Report

SPCC Outdoor Education and Retreat Centre

22

Impact Report

SPCC Outdoor Education and Retreat Centre – A Gift of Opportunity We are also deeply grateful for the generous support that has made possible the acquisition of a dedicated SPCC Outdoor Education and Retreat Centre, located at the western end of Port Stephens.

Secured through the extraordinary generosity of a local benefactor, this site has been obtained at minimal cost to SPCE, allowing us to pursue a long-held vision of providing a purpose-built space for student retreats, outdoor learning, staff training, and spiritual formation.

Strategically located within one hour of most SPCC campuses, the site has received full endorsement from the SPCE Board. Planning is now underway to achieve all necessary approvals, certifications, and upgrades, with a target to open the centre by early 2026.

This centre will significantly enhance the educational and spiritual experiences we offer, further strengthening our mission of transforming lives through Christcentred education.

We remain humbled by the generosity of our supporters and encouraged by God’s continued provision.

Together, we are building a legacy of hope, faith, and impact for generations to come.

Looking Ahead These milestones reflect a broader shift within SPCE toward intentional, strategic, and united fundraising. We are excited about the journey ahead as our Regional Fundraising Committees begin to take shape and as we continue to steward every gift, big or small, for the glory of God and the growth of His Kingdom through education.

23

Impact Report

St Philip's Christian Education Foundation

Solar Energy Initative Driving Sustainability Through Innovation

At SPCE, we are committed to building a future that reflects the values we teach in our classrooms every day. As our students explore the importance of environmental stewardship, sustainable living, and responsible innovation, we are working to model these principles in tangible and meaningful ways across our school communities.

This commitment has been the driving force behind our Solar Energy Initiative, a bold step toward reducing our environmental footprint and embracing renewable energy as a core part of our infrastructure strategy. As we undertake significant capital works and building programs across all of our entities, we are intentionally embedding environmentally responsible design and sustainable practices into every stage of planning and construction.

24

From the installation of solar panels to the integration of energy-efficient technologies and materials, we are not only reducing our reliance on traditional energy sources but also setting a strong example for our students, showing them what it looks like to lead with purpose and integrity.

Our goal is not only to create greener campuses but also to empower our young people to become advocates for sustainability in their own lives, equipping them to shape a more responsible and hope-filled future.

Impact Report

EACH YEAR ENERGY SAVINGS WILL EQUATE TO...

888,000

371,000

371,000

PER ANNUM

SYSTEM LIFE

IN THE FIRST YEAR

Kilowatt Hours Generated

Trees Planted

Tonnes of CO2 Reduction

Cessnock

150,000 Cessnock

39,000 Cessnock

64,000

Gosford

130,000 Gosford

38,000 Gosford

63,000

Newcastle

506,000 Newcastle

124,000 Newcastle

196,000

Port Stephens

102,000 Port Stephens

29,000 Port Stephens

48,000

81,000,000

123.2

Households Powered

Engery Generated

SYSTEM LIFE

PER ANNUM

AS A PERCENTAGE OF TOTAL CONSUMPTION

Kilometres of Car Travel

%

Cessnock

13,700,000 Cessnock

22.3 Cessnock

32%

Gosford

13,400,000 Gosford

21.9 Gosford

49%

Newcastle

43,700,000 Newcastle

68.2 Newcastle

67%

Port Stephens

10,200,000 Port Stephens

16.6 Port Stephens

35%

PEAK POWER

PERFOMANCE THIS YEAR

477.62kW

267.89MWh

60 MWh

Energy Produced

Jan Feb Mar Apr May Jun

Jul

25

26 Impact Report

Impact Report

27

St Philip’s Christian Education

Impact Report