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From the Head Girl As Tara women, we are encouraged to strive for excellence, and are empowered to achieve the best in all we do. The Christ centred environment ensures that each girl is nurtured and welcomed, and is evident in all aspects of the School, from the staff to the students.

Message from key school bodies From the Principal At the end of 2018 we have completed the third year of our current Strategic Plan. The plan comprises five strands, with goals within each strand. In order to achieve the set goals, we develop action plans each year, which help us to determine priorities in terms of resourcing as we work towards achieving our purpose to be a Christian learning community characterised by excellence, which encourages girls to achieve and serve in a dynamic world. The gains made in each area represent considerable research and consideration that have helped us respond to the changing expectations of student wellbeing across the School. The implementation of the Primary and Middle Years Programmes of the International Baccalaureate is resulting in great gains in student learning as we not only focus on what they need to learn according to the NSW curriculum, but we also strengthen them as learners. It is amazing how courageous girls are in their learning when adults remove the limits and allow students to apply their knowledge to real world issues. We were so very pleased for Tara girls as the results for the 2018 HSC cohort were released. Two students achieved ATARs above 99 and 25% achieved an ATAR above 95. More than 40% of the grade achieved an ATAR over 90 and more than half the Year 12 group gained early entry to university courses in Australia and overseas, before they had undertaken their final examinations. We remain very pleased for every girl who achieved her goals and acknowledge their considerable effort together with the support of their very fine teachers and families. The graduates of Tara continue to impress with their ability to engage with world issues and willingness to take on their roles in contributing to the many facets of life that make up our society. A very exciting event, almost a year in the planning was launched at the end of October. “Beyond the Gates” allowed us to welcome and draw on the expertise of Tara Alumni as they shared their stories and reconnected with each other for the world of work. Women need to build connections and learn from each other and even just here each other’s stories about their journey for work and how they have built their life based on the decisions they have made and experiences they have had. It was a wonderful event and students in the current senior years were able to see the possibilities of life beyond their school years. As we continue to plan for the future, we announced the next major project for the School in 2018 an Aquatic and Fitness Centre to complete our sports precinct. This project will provide for the future health and wellbeing of Tara girls for many generations to come. At Tara, we remain committed to the development of young women in a manner which allows them to grow and thrive and become women who are articulate, accomplished, grounded in Christian values and ready to step out and contribute to the world. Mrs Susan Middlebrook, Principal

This translates to both excellent academic results and cocurricular opportunities, exemplifying Tara’s dedication to the holistic education of young women. The Tara Values of Service to Others, Integrity, Affirmation and Opportunity underpin the girls’ actions where they learn and grow together to become the next leaders of their generation. The Tara Community fosters strong and confident women, united to reach our full potential, where we are well prepared for life beyond School. Sophie Robson, Head Girl (2018/2019)

Contextual information about the School About Tara Anglican School for Girls Tara Anglican School for Girls is a specialist in girls’ education. Tara is an independent, Anglican day and boarding school for girls located on 12 hectares of beautiful grounds in North Parramatta. Established in 1897, Tara has a rich heritage of more than 121 years, an active School community, and a bright and exciting future. Under Principal, Mrs Susan Middlebrook, our purpose is to be a Christian learning community, characterised by excellence, which encourages and empowers girls to achieve and serve in a dynamic world. Tara is an inspirational learning environment for close to 760 students from Pre-Kindergarten to Year 12, including 60 boarders. Tara has a strong and proud tradition as a non selective school for girls which nurtures its students academically as well as provides wonderful opportunities in the cocurricular arenas of the performing and creative arts, sports and the service of others. It is a school filled with energy and vitality and the students enjoy impressive facilities and excellent teaching by passionate and dedicated staff. The Strategic Plan 2016-2020 provides the impetus and direction for the development of the School. Our aim is to build a future that optimises each girl’s ability to learn and develop as a strong, resilient young woman who leaves Tara well prepared to embrace life’s adventures. Our vision in our current plan is that by the end of 2020, Tara will be a leader in girls’ Christian education: research informed teaching and learning with an emphasis on the holistic development of each student, and where every student is cared for, challenged and equipped to live out the distinctive values of the School. Tara will continue to promote excellence in all aspects of School life. The relational aspects of connection and support will continue to be key defining aspects of the School’s culture and the Christian faith will continue to form our foundation.

Affirmation Service to Others Opportunity Integrity 1


Student outcomes in NAPLAN Junior School NAPLAN 2018

Senior School NAPLAN 2018

Overall, in Years 3 and 5 our NAPLAN results remain strong, as evidenced in the comparison tables below. This year, the average has been compared through SCOUT Data who have drawn comparisons with Statistically Similar Schools, rather than specifically AIS Schools. The tables below do not provide the whole student picture, which is about individual student growth when comparing our Year 5 students with their Year 3 results. Tara is always above the State average.

Overall, the 2018 Year 7 cohort results compare extremely well with the State and SSSGs. The results in Spelling, Reading and Writing were well above State and SSSGs. Writing and Numeracy both compare well with State and SSSG results, however, this particular group is not as strong in those areas as previous Tara groups over the last 5 years. The majority of students demonstrated above expected growth.

In Year 3, Tara is also above the average for Statistically Similar Schools, except in Grammar and Punctuation where there is a slight difference. In Year 3, over 85% of our students were in the top 2 bands for Reading, Writing and Spelling. This cohort is the first group to have had the full three years of learning through the new approaches in reading and spelling which arose from the whole school Literacy project. In Year 5, our results were stronger this year in Numeracy. This is encouraging and a good indicator that changes in teaching approaches begun in 2017 are starting to make an impact in the School. In 2018, there will be a whole school focus on Writing.

2018 Year 9 results are strong and generally an improvement on previous cohorts over the last 5 years. This cohort far exceeded state averages in all areas. Reading, Writing and Numeracy are particular areas of strength where they have exceeded results from SSSGs, particularly in the very top band. In Spelling, this cohort have significant strengths at the higher performance bands, compared to SSSGs and previous cohorts, but are also weaker at the lower performance bands. Grammar and Punctuation results are more similar to SSSGs. The majority of students demonstrated above expected growth.

YEAR 7

YEAR 3 READING % BAND

Tara

WRITING %

State SSSG

Tara

GRAMMAR & PUNCTUATION %

SPELLING %

State SSSG

Tara

State SSSG

Tara

READING %

NUMERACY %

State SSSG

Tara

State

SSSG

6

65.9 29.3 46.3 26.9 15.5 21.8 58.5 26.8 39.1 51.2 33.2 47.3 41.5 15.3 28.4

5

19.5 25.7 25.4 58.5 40.1 47.1 29.3 26.2 28.2 24.4 17.5

4

12.2 20.3 11.9 12.2 23.6 17.3

7.3

21.8 18.1

22

23.1 15.9 29.3

28

24.9

3

2.4 12.1

18

7.6

18

24.4 25.4 34.3

5.5

2.4

15.4

7.1

4.9

12.9

6.7

0

11.4

4.8

2.4

2

0

6

1.4

0

3.6

0.7

0

7.1

2.2

2.4

7.1

2.1

2.4

1

0

2.9

0.4

0

1.4

0.3

0

3.2

0.6

0

3.2

0.9

0

10.4 20.4 1.9

0

BAND

Tara

State SSSG

10 9 8 7 6 5 4 3 2 1

0 37.3 25.3 24 8 4 1.3 0 0 0

0.6 11.8 18.9 27.2 24.6 12.0 4.6 0.2 0 0

BAND

8

Tara

State SSSG

22.5 17.3 33.6

WRITING % Tara

State SSSG

SPELLING %

GRAMMAR & PUNCTUATION %

Tara

State SSSG

Tara

State SSSG

Tara

State

SSSG

5.9

12.1

25

15.1 26.5

35

19.9 35.5 25.6 10.1 21.5

35

24.2 32.1

20

19.4 24.9 20.5 18.8 30.2

7

30

22.4 28.9

20

14.1 23.1

6

35

24.9 21.1

45

30.7 35.6 32.5 32.3 28.5 37.5 29.8 23.7 30.8

5

7.5 19.3

9

4

2.5 10.1

2.7

2.5

8.7

3

2.5

0.6

0

4.4

3.6

State SSSG

Tara

State SSSG

GRAMMAR & PUNCTUATION % Tara

State SSSG

NUMERACY % Tara

State

SSSG

3.2 1.3 1 1.8 0 0.6 2.3 0 1 3.9 0 0.8 4.1 23.2 10.7 3.7 7.2 34.7 12.7 19.3 42.7 14.8 26.1 37.3 13.5 25.9 29.6 26.7 14.9 26.1 30.7 23 31.4 21.3 15.4 23.7 17.3 17.7 28.7 27.3 32 20.7 27.5 20 25.9 27.5 21.3 26.5 27.2 28 28.7 28.2 12.9 21.3 27.2 24.7 9.3 22.2 14.3 9.3 22.1 13.6 16 25.3 10.9 3.1 6.7 22.9 10.7 4 9.5 3.6 5.3 14 4.4 1.3 11.7 2 0.6 0 6.3 1.6 1.3 5.7 1.4 0 5.9 0.9 0 2.2 0.2 0.1 1.3 2.3 0.3 0 0.3 0.1 0 0.3 0.1 0 0 0 0 0 0.5 0 0 0.2 0.1 0 0.1 0 0 0 0 0 0 0.7 0.1 0 0 0 0 0 0 0 0 0

READING %

NUMERACY %

0

32.5 34.7 23.4

Tara

SPELLING %

YEAR 9

YEAR 5 READING %

WRITING %

27

26.6

7.5

17.2

9.2

7.5

15.3

7.6

23.1 28.8 17.4

3.1

0

7.9

2.4

0

9.5

2.7

0

12.4

3

0.9

0

2.5

0.4

0

3.6

0.8

0

2.3

0.1

WRITING %

SPELLING %

GRAMMAR & PUNCTUATION %

NUMERACY %

BAND

Tara

State SSSG

10 9 8 7 6 5 4 3 2 1

25 20 33.8 15 6.3 0 0 0 0 0

8.2 16.4 15 5.6 10.7 22.5 8.2 13 17.5 9 18.5 31.3 13 27.6 16.6 27.9 18.8 9.8 17.3 30 18.8 29.4 28.8 17.9 26.3 25 17.4 29.8 30.1 36 33.8 24.9 35.4 25 29.2 33 36.3 29.3 32 33.8 26.2 28 25.6 15.3 21.3 21.5 21.1 10 24.7 18.2 10 19.5 15.9 8.8 27.5 12 14.2 3.8 8.8 19.6 11.3 8.8 10.7 4.5 6.3 17.5 6.3 1.3 13.3 2.4 5.1 0.6 2.5 14 3.8 3.8 7.9 1.8 1.3 6.4 1 0 2.4 0.2 0.1 0 0 2.3 0.2 0 0.3 0.1 0 0.4 0.1 0 0.1 0 0 0 0 1.2 0 0 0.2 0 0 0.1 0 0 0 0 0 0 0 0.3 0 0 0 0 0 0 0 0 0 0 0 0 0 0.9 0.1 0 0 0 0 0 0 0 0 0

Tara

State SSSG

Tara

State SSSG

Tara

State SSSG

Tara

State

SSSG

2


HSC results

HSC Longitudinal Band Comparison (Bands 5 and 6 from 2016 to 2018)

Combined Band 5 and 6 HSC results in comparison to the state. SUBJECT STATE % TARA %

SUBJECT

% OF TARA CANDIDATES IN BANDS 5 & 6 IN 2018

% OF STATE CANDIDATES IN BANDS 5 & 6 IN 2018

% OF TARA CANDIDATES IN BANDS 5 & 6 IN 2017

% OF STATE CANDIDATES IN BANDS 5 & 6 IN 2017

% OF TARA CANDIDATES IN BANDS 5 & 6 IN 2016

% OF STATE CANDIDATES IN BANDS 5 & 6 IN 2016

Ancient History

36

74

Biology

37

56

Ancient History

84

36

76

36

64

31

Business Studies

37

48

Chemistry

42

65

Biology

56

37

52

40

46

35

Chinese In Context

95

100

Business Studies

48

37

68

36

67

34

Chinese and Literature

69

100

Chemistry

65

42

58

43

29

41

Design and Technology

46

57

Design & Technology

57

46

60

43

40

41

Drama

42

100

Drama

100

42

91

42

63

43

Economics

46

43

Economics

43

46

80

49

0

45

English Extension 1

95

100

English Advanced

74

61

67

64

69

62

English Extension 2

71

66

English Extension 1

100

96

94

93

100

95

English Advanced

52

74

English Extension 2

66

70

100

78

75

79

ESL

25

40

English Standard

0

15

0

16

n/a

n/a

Food Technology

32

80

ESL

40

25

25

25

67

27

French Beginners

42

100

Food Technology

80

32

75

30

100

29

French Continuers

74

100

French Continuers

100

64

67

66

100

65

Geography

43

91

French Extension

n/a

n/a

n/a

n/a

100

89

History Extension

78

88

Geography

90

43

40

42

81

41

Hospitality

19

55

German Continuers

n/a

n/a

14

59

n/a

n/a

Industrial Technology

22

100

History Extension

88

78

89

80

100

81

Japanese Continuers

61

100

Hospitality

54

17

79

21

100

22

Japanese Extension

90

100

IPT

100

22

n/a

n/a

n/a

n/a

Legal Studies

44

83

Japanese Continuers

100

61

100

61

83

56

Mathematics 2U

52

68

Japanese Extension

100

89

100

90

100

89

Mathematics Extension 1

79

95

Legal Studies

83

44

70

43

82

42

Mathematics Extension 2

85

80

Mathematics 2U

67

52

45

53

78

53

Mathematics General

26

48

Mathematics Extension 1

95

79

64

82

93

79

Modern History

42

71

Mathematics Extension 2

80

85

67

84

75

83

Music 1

64

100

Mathematics General

48

26

63

25

58

26

Music 2

90

100

Modern History

71

42

71

39

76

41

Music Extension

95

100

Music 1

100

20

100

65

100

63

PDHPE

33

54

Music 2

100

90

100

89

100

90

Physics

34

67

Music Extension

100

66

100

95

100

93

SDD

37

83

PDHPE

53

33

75

30

75

34

Senior Science

21

66

Physics

66

34

13

34

40

30

Spanish Continuers

46

100

SDD

83

36

75

35

100

33

Studies of Religion

36

54

Senior Science

66

21

0

24

60

29

Visual Arts

53

100

Studies of Religion

54

37

79

50

85

50

Visual Arts

100

52

86

54

91

54

• 2 All Rounders • 107 Band 6 results from 70 candidates • 15 courses achieving Band 6 results at more than double the State average • 14 courses with 100% of students achieving at Band 5 or 6 level • 26 courses above the State average • 22% of students achieving an ATAR over 95, 40% over 90 ATAR, 80% over 80 ATAR

Please Note: • This data is not longitudinal i.e. it does not attempt to map the students’ progress through School Certificate, NAPLAN and Allwell • The proportion of Band 6 results awarded across the state for different courses varies. The proportion of Band 6 results across years also varies. There is greater stability across Bands 5 and 6 thus making comparisons across these bands, across courses and years more valid.

Record of student achievement Three Year 10 students requested and received a Record of Student Achievement in 2018. 3


Post school destinations - Number of University Offers

Workforce composition Total number of staff - 341* Staff who identified themselves as indigenous - 1 Female

Casual

Male

Permanent *Total number of staff based on permanent and casual support and teaching staff, including cocurricular and coaching staff

Teacher accreditation status • 93% (up from 87% in 2017) of students received at least 1 offer from a university or college in the UAC Offer Round period from November 2018-February 2019 • 133 offers were made to students from UAC with approximately 32% being double degrees • 1 student received 6 offers, 1 student received 5 offers, 5 students received 4 offers, 7 students received 3 offers, 30 students received 2 offers and 21 students received 1 offer • Prior to the offers made via UAC from November 2018-2019, at least 54 early offers were made directly to students by universities or private institutions in Terms 2 and 3, 2018.

Senior secondary outcomes • 12 students completed the VET Hospitality Course, which represents 17% of the year group. • 70 students completed the HSC/Year 12 certificate, representing 100% of the year group.

Summary of professional learning undertaken by teachers Well educated and resourced teachers are essential for girls’ learning. This year teachers and staff have engaged in a range of professional learning experiences borne of personal professional interest or need, or that align with the strategic priorities of the School.

Junior School

ELC

92.30%

KINDERGARTEN

94.30%

YEAR 1

95.40%

Senior School

YEAR 2

95.50%

YEAR 3

96.90%

YEAR 4

94.50%

YEAR 5

95.40%

YEAR 6

95.40%

YEAR 7

96.10%

YEAR 8

95.50%

YEAR 9

95.10%

YEAR 10

93.80%

YEAR 11

96.70%

YEAR 12

96.30%

94% of Year 10 students in 2016 were retained through to Year 12 in 2018.

Student attendance rates and management of non-attendance YEAR LEVEL ATTENDANCE

Junior School attendance for 2018 - 95% Senior School attendance for 2018 - 96%

0 teachers without formal teaching qualification.

Tara has offered Junior School teachers and staff internal professional learning opportunities through our fortnightly professional learning meetings, external workshops and personal professional reading. As an IB World School, through our participation in the NSW PYP Schools Network and North West Professional Development Network, and through our membership of the AIS and IPSHA, staff experience quality professional learning and networking. In 2018, the curriculum focus areas for Junior School teachers were Mathematics (continuing from 2017), which saw us examine the role of rich tasks, number sense and big ideas, and Wellbeing, which saw the implementation of circle solutions and restorative justice practices in every classroom. Individual or small group professional learning included areas such as: green screen technology, growth mindset, debating, assessment, writing, girls’ education, giftedness, the new PDHPE syllabus, CPR, anaphylaxis and asthma.

Retention

• Contact is made to parents each morning if a student is absent from School without notification • Letters are sent to parents requesting reasons for student absences in writing, if these have not been received within a reasonable time of the absence • A formal ‘Request for Leave’ form is required for absences of 3 days or more in succession • Extensive absences or absences of concern are followed up by the Year Coordinator or Class Teacher • Awards are presented to students with full attendance each term

93 teachers with Australian or AEI-NOOSR teaching qualification from higher education.

Tara has offered Senior School teachers internal professional development sessions before and after school, during extended faculty times and staff development days. Such Professional Development was delivered by suitably qualified Tara staff or external providers. In 2018, an average of $500.00 per Senior School staff member, per subject, was allocated to fund attendance at external courses. Many of Tara’s teachers have also had the opportunity to be involved with HSC Examination marking, HSC Examination committees and various NESA committees. Two teachers, who commenced their employment as a teacher in NSW after 1 October 2004 or returned to teaching after a five year break, are currently undergoing the processes to be accredited as a NESA Proficient Teacher. Two teachers are also currently undergoing the process to be accredited at Experienced Teacher Level through ISTAA. Future directions identified for staff professional development included innovations in pedagogy (with an emphasis on girls’ education), pastoral care, curriculum differentiation, International Baccalaureate Middle Years Program, information technology including 1 to 1 laptops and increased use of CANVAS.


Enrolment policies and characteristics of the student body Tara is an Anglican, non-selective day and boarding school for girls, which maintains an inclusive approach to the enrolment of students, regardless of their religious or cultural backgrounds. The School aims to provide the best educational outcomes for all students who become part of the school community. Additional information regarding enrolment and compliance is available via the website: Full text by link for enrolment https://www.tara.nsw.edu.au/enrolment/how-to-enrol Full text by link for international compliance https://www.tara.nsw.edu.au/enrolment/international-students/international-student-compliance

School policies During 2018 no changes were made to the policies listed below.

Student Welfare Attention to student welfare is a central focus at Tara reflecting the Christian faith and values that underpins all aspects of the School culture. Student welfare programs concentrate on strengthening physical and mental health, as well as the development of skills used to promote lifelong personal growth. Such programs at Tara also focus on social and emotional learning as shown in the model below. For more details on our student welfare and pastoral care program see our Information Handbooks and website via the links below. Full text by link Information Handbooks https://issuu.com/taraanglicanschoolforgirls Full text by link - School Policies https://www.tara.nsw.edu.au/school-policies

Discipline By their nature and developmental levels, children need boundaries within which to grow and assimilate into their environment. At Tara, it is recognised that the experience of children at school constitutes a major influence on their lives and provides a broader cultural context in preparation for entering society in general. Where it is necessary for student management to take the form of correction, this will be most effective if approached as a context for learning rather than as an essentially punitive experience. Personal restoration, reconciliation and a sense of moving forward from misdemeanours are the overriding goals when student management measures are required. Policies for Discipline are published in a variety of publications including the Student Planner, Staff Handbook and Parent Orientation Material. For further information on these policies please the links below. Full text by link - Information Handbooks https://issuu.com/taraanglicanschoolforgirls

Anti-bullying At Tara, bullying or harassment is not acceptable in any form. Students have the right to expect that they will be free from the fear of bullying, harassment, intimidation and victimisation during the School day. Policies related to Anti-bullying are published in a variety of publications including the Student Planner, Staff Handbook and Parent Orientation Material. Presentations in Assembly, Chapel, Pastoral Care activities and within the curriculum (PDHPE) reinforce these policies. For further information on these policies please the links below. Full text by link - School Policies https://www.tara.nsw.edu.au/school-policies

Full text by link - Information Handbooks https://issuu.com/taraanglicanschoolforgirls

Complaints and Grievances ELC to Year 6: Students who have a complaint or grievance should go to their class teacher and from there the Deputy Head of Junior School. Years 7 to 12: Students who have a complaint or grievance should go to Student Reception and ask to see their Year Coordinator, Director of Student Wellbeing, Head of Senior School or the Principal. Parents: Parents or support people for the student who have a complaint or grievance should go to the relevant teacher or Year Coordinator and this will be managed appropriately. Policies for Complaints and Grievances are published in a variety of publications including the Student Planner, Staff Handbook and Information Handbooks. Full text by link - Information Handbooks https://issuu.com/taraanglicanschoolforgirls

Initiatives Promoting Respect and Responsibility Junior School The Junior School Wellbeing and Restorative Action Policy uses an approach of restorative justice to build resilience and empathy. Central to this approach is the circle solutions model which is used to support and nurture students towards respect for self and others, personal integrity and responsibility, compassion and appropriate conduct. All students participate in service learning activities, raising awareness and enabling action in support of others.

Full text by link - School Policies https://www.tara.nsw.edu.au/school-policies 5


Initiatives Promoting Respect and Responsibility Senior School Promoting a sense of respect and responsibility for self and for others constitutes a key element of School activities and stems from a consistent focus on the Tara Values of Affirmation, Service to Others, and Integrity and Opportunity. Students who feel safe, supported and engaged are open to being respectful of others and to develop a sense of responsibility for their welfare. Activities in School assemblies, chapel and pastoral programs encourage students to develop a stronger understanding and application of these values. Encouraging a sense of respect and responsibility for self and for others is also embedded in the curriculum and classroom activities at Tara. A number of subject areas, notably including English, PDHPE, History, Geography, Languages and Studies of Religion, include a range of activities focusing on issues related to these values. By way of specific example, the Year 12 Christian Studies unit “Ethics and Ethical Issues” seeks as one of its objectives to “demonstrate respectful dialogue with those who hold differing views” and in this context promotes discussion on personal and corporate responsibility in realising this objective. Involvement in and contribution to both the Tara community and beyond is a highly significant component of school activities. As a Christian school, “learning to serve others” constitutes a key element in the holistic development of the girls at Tara and there is no doubt that this goal is fully embraced by the School community as a whole. As an outworking of “loving our neighbour” the School seeks to action this value as an integral part of our identity. In addressing this objective, the School aims for a holistic response, seeking to “share with humanity” a responsibility for the needs of the planet and with those in the nearer community who obviously are in need. Many Service Learning activities at Tara throughout 2018 serve to highlight the time and attention given to specifically addressing these objectives. By way of example, students in the Year 7 pastoral care program focused on service to others through visiting nursing homes. In preparation for this activity, the girls received advice from an external speaker, prepared appropriate activities for residents of nursing homes and subsequently visited a number of facilities. The girls embraced this opportunity to serve others with initiative and enthusiasm. A Service Learning Project for Year 8 involved knitting squares which were sewn into blankets for the House of Welcome, a not-for-profit organisation providing support for asylum seekers and refugees in Australia. The annual “High Tea and Knit In” provided girls, parents and grandparents with the opportunity to learn more about this organisation and strengthen a sense of shared community. Also focused on the House of Welcome, Year 9 students led the whole School in collecting non perishable food items for distribution as needed. As an extended outcome of this exposure to the needs of refugees a decision was taken by Years 9 and 10 Commerce students to donate a portion of their profits from their Market Day Stores to support the House of Welcome. These additional donations were presented at a combined School Assembly as part of modelling respect and responsibility for others. For their part, Year 10 students participated in a variety of service initiatives in central Sydney. A challenging experience involved the production of over 500 meals for Rough Edges, an inner city centre providing support for people living on the streets in and around Darlinghurst. Additional service activities included sorting clothes for refugees and making scones for the residents of nursing homes, all with the aim of contributing first hand to the Tara value of Service to Others with an engagement of “the head and the heart”. A number of service activities as a total School underlined a sense of personal responsibility for others. In response to the widespread country drought the emphasis of this campaign was not only to raise funds and goods for country communities but in doing so to promote a sense of personal responsibility in accepting involvement in such activities. The campaign generated a positive response with the School providing significant funds for drought relief and assembling over 500 Stationery Packs for students in country schools. The subsequent attendance of Annie Kiefer from the Country Women’s Association at a celebration and delivery of these stationery packs to country regions served to reinforce the value of this experience.

In a similar vein, and in partnership with World Vision, students participated in a fundraising 40 Hour Challenge with the School subsequently recognised as having raised the highest level of funds in the school sector in Australia in 2018. Moving beyond the school context, a service learning excursion at the conclusion of 2018 involved a group of students and staff travelling to Cambodia to directly experience this culture and contributing as appropriate to the identified needs of people in various communities. In summary, a sense of respect and responsibility for oneself and others is embedded in the Tara School culture promoting an acceptance and respect for others not only in the School environment but extending to the wider community as these values are realised in practice.

Satisfaction data The School conducted a satisfaction survey for students, parents and staff. An overview of the results are below. STUDENTS Overall the School was 7.5% higher than the national benchmark and showed the highest levels of satisfaction with the areas of school environment, learning opportunities, technology and resources, parent communication, and leadership and management. PARENTS Overll the School was 6.5% higher than the national benchmark and demonstrated the highest level of satisfaction with the areas of school environment, learning opportunities, technology and resources, leadership and management, teacher quality and guidance and support. STAFF Overall the School was 7.2% higher that the national benchmark. The highest levels of satisfaction were demonstrated in school environment, learning opportunities, technology and resources, school curriculum, teacher quality and leadership and management.


Summary Financial Information

School-determined improvement targets

Income The Tara Experience • The extension of a Life Skills and Academic Mentoring Program for students in the Boarding House (Years 5-12) • Development of a leadership model for Junior School students • Provide extended STEM opportunities for Tara students • Extend the Junior School Wellbeing Program with focus on restorative practices

Commonwealth Recurrent Grants

Christian Identity

Fees and Private Income

State Recurrent Grants

Other Capital Income - 0%

• The development of an inspiring Service Learning Program in partnership with World Vision to demonstrate our Christian values and promote social justice • Examine Christian perspectives in teaching

Expenditure

Leaders of Learning • Introduction of student feedback survey for Senior School teachers and these results inform staff professional development • The development of a student tracking tool in both Junior and Senior Schools • Successfully complete the implementation of the IB Middle Years Programme and Primary Years Programme as a learning framework

Capital Expenditure Non Salary Expenses

Resourcing Our Future

Salaries, Allowances & Related Expenses

• The refurbishment of learning spaces in Junior and Senior Schools with a structured and strategic purpose and to reflect best practice • An upgrade of the Boarding House to enhance and complement the Boarding experience • Evaluation of emerging technologies and development of priorities for the future

Masons Drive North Parramatta NSW 2151

publications@tara.nsw.edu.au

Telephone: 02 9630 6655

www.tara.nsw.edu.au

CRICOS 02320A

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Profile for Tara Anglican School for Girls

Tara Annual Report 2018  

Tara Annual Report 2018

Tara Annual Report 2018  

Tara Annual Report 2018