Trinity Anglican College - 2022 Annual Report

2022

ANNUAL REPORT

Table of Contents

Acknowledgement of Country

Pg 2

Our Vision, Mission and Motto

Pg 3

Theme One

A message from key school bodies

Pg 4

Theme Two

Contextual information about the school

Pg 6

Theme Three

Student outcomes in standardised national literacy and numeracy testing

Pg 9

Theme Four

Senior secondary outcomes

Pg 15

Theme Five

Teacher professional learning and accreditation

Pg 17

Theme Six

Workforce composition

Pg 21

Theme Seven

Student attendance, retention rates and post-school destination in secondary school Pg 24

Theme Eight

Enrolment policies

Pg 25

Theme Nine

Other school policies

Pg 28

Theme Ten

College determined improvement targets and achievements

Pg 31

Theme Eleven

Initiatives promoting respect and responsibility

Pg 32

Theme Twelve

Parent, student and teacher satisfaction

Pg 36

Theme Thirteen

Summary financial information

Pg 37

Acknowledgement of Country We acknowledge Traditional Owners of Country throughout Australia and recognise the continuing connection to lands, waters and communities.

We acknowledge and pay respect to the Traditional Custodians of the Land on which our College is situated, the Wiradjuri people. We pay our respect to Aboriginal and Torres Strait Islander cultures; and to Elders past, present and emerging.

2

Our Vision Growing people of joy and purpose, through engaging and personalised learning experiences.

Our Mission Our mission is to engage tomorrow’s leaders, forging the path to the future where our students are equipped with all the tools and skills to succeed in any given environment.

Our Motto Omnia possibilia apud Deum.

All things are possible with God.

3

Theme One A message from the key school bodies The year 2022 was a special year for Trinity Anglican College, marking the 20th anniversary of the College.

The growth and maturation of our school over its two-decade long history was reflected in record enrolments in 2022, reinforcing Trinity's standing as a leading K-12 education provider in regional NSW. Trinity’s role and achievement in regional education is not a chance outcome. Guided by Anglican faith, it is due to the dedicated expertise and care of our superb leadership team, teaching and professional staff, and the wonderful students and their families, which together comprise our Trinity community. They make our school a truly vibrant centre of learning, activity, friendship and service. We are proud Trinity Anglican College is a school of the Anglican Schools Commission, which is committed to the provision of accessible Anglican education and provides excellent expertise, support and overarching governance of our College.

To lead our Trinity community from 2022, we were delighted to announce the appointment of our new Principal, Dr Adrian Johnson. His selection by the Anglican Schools Commission and the College Council reflects the College’s ability to attract exceptional talent to our leadership team.

Dr Johnson brings extensive experience in leading educational environments, both nationally and internationally, coupled with a warmth and level of care that will enable our community to thrive. We were delighted to celebrate Dr Johnson’s appointment was at a beautiful Commissioning Service on 25 November 2022.

The College is deeply grateful for the superb interim leadership provided by Mr Tony Scheumack during the search phase. His expertise will continue to enrich our College through his role as Director of the new Eastern States Office of the Anglican Schools Commission.

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Theme One cont A message from the key school bodies We also took time to reimagine Trinity’s planned major capital works program in light of the Covid experience. We were thrilled to announce 'Trinity Toward Tomorrow' in late 2022, a major investment in regional education. It responds to our evolving enrolment profile, with strong demand across the junior and senior schools requiring new learning spaces for both younger and older students. It co-locates the new spaces on the main Trinity site, ensuring a continued emphasis on a single community for our K-12 students. The Trinity Towards Tomorrow spaces have also been thoughtfully designed to offer flexibility and freedom for a diverse range of students, enabling student agency in learning and engagement. As the landscape of education continually changes, the need for adaptable, dynamic learning spaces is more critical than ever.

As our community continues to strengthen, and our spaces continue to expand, so do the achievements of our students. We are incredibly proud of the academic, extracurricular and service ambitions - efforts and achievements of our students across a magnificent range of pursuits. We continue to celebrate the strengths of our HSC and NAPLAN results while also encouraging our students to pursue a wide range of pathways that enable their individual talents and interests to thrive.

The College was again fortunate to be guided by the College Council, a team of proficient professionals who generously volunteer their time to ensure the strong governance of our college. We note our sincere appreciation of the contributions of long-standing Council member and previous Deputy Chair, Mrs Alice Glachan, and Dr David Newsom, who completed their terms on Council in 2022.

The achievements in our 2022 Annual Report are a credit to the Trinity community.

Fiona Elgin Chair, College Council

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Theme Two Contextual information about the school Trinity Anglican College is located in Thurgoona (a suburb of Albury), on the NSW and Victoria border.

The College reflects the surrounding thriving, culturally diverse and active community.

Trinity is a co-educational Anglican independent school for students from Kindergarten to Year 12 – one of 15 Anglican Schools Commission (ASC) schools across the country, and is serviced by an extensive bus network, with some students travelling significant distances to be with us each day.

Trinity provides hope and love through sharing and celebrating our faith. As an ASC school, the spiritual and moral dimensions of education find a significant place within the curriculum. Our students live out our Christian values through building respectful relationships with one another and serving their community.

Many opportunities are available to challenge and inspire those who attend Trinity. We strive to develop young people with a well-rounded education, encompassing an excellent curriculum and exceptional cocurricular opportunities. We also pride ourselves on our Pastoral Care Programs. Our aim here is to prepare students for a successful life beyond their school years.

We provide a positive learning environment, delivers a holistic education and offers opportunities for all.

We cater for the individual students’ needs, passions and aspirations. Our programs and approaches are founded in Christianity and are well supported by highly qualified and committed staff.

56

Theme Two cont Contextual information about the school Our mission and values are well supported by four key pillars:

Learning At Trinity, our teachers seek to deliver a personalised and targeted learning experience. We aim to help our students better understand their own learning. We want them to appreciate their capacity for growth and to regularly experience the joy and power of learning.

Character The purpose of education is to develop people with a 'tool kit' for life. At Trinity, we believe a rich and fullbodied education is one that is holistic. We grow young people of integrity, grit, faith, hope and purpose.

Opportunity We believe every child is fantastic at something. We offer a broad range of learning opportunities in, and beyond, the classroom so every child can discover new talents and passions.

Community We want every child to feel a deep sense of belonging at Trinity. As an Anglican school, we believe every one of us is created by God. We are all valuable – formed with hope and a purpose.

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Theme Two cont Contextual information about the school At the August 2022 census, the total enrolment was 1198 students.

Year group distributions are confirmed in the tables below:

Kindergarten

86

Year 7

114

Year 1

77

Year 8

114

Year 2

89

Year 9

109

Year 3

88

Year 10

76

Year 4

90

Year 11

95

Year 5

105

Year 12

64

Year 6

91

SENIOR SCHOOL

572

JUNIOR SCHOOL

626

The majority of students live within a geographically accessible suburb to the College – largely coming from Thurgoona/Wirlinga (45%), Albury (21%), Lavington (12%), Wodonga (12%), and surrounding regions (9%).

Male/female ratios are relatively equal - with the total enrolment made up of 51.2% female and 48.8% male. We have a population of approximately 1.6% who identify as Aboriginal, Torres Strait Islander or both.

Trinity has 8.74% of students who have a language background other than English (LOTE).

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Theme Three Student outcomes in standardised national literacy and numeracy testing 2022 NAPLAN Results: Year 3 and Year 5 Percentages in Skill Bands YEAR 3 STUDENTS

Bands

1-2

Bands

3-4

Bands

5-6

NAPLAN Test

School

State

School

State

School

State

Reading

0

11.1

18.3

31

81.7

57.9

Writing

0

6.5

19.3

33.9

80.7

59.7

Spelling

3.8

12.9

34.2

32.7

62

54.4

Grammar & Punctuation

1.3

10.9

31.6

32.9

67.1

56.3

Numeracy

6.3

13.8

50

46.4

43.8

39.8

YEAR 5 STUDENTS

Bands

3-4

Bands

5-6

Bands

7-8

NAPLAN Test

School

State

School

State

School

State

Reading

5.1

11.4

45.5

44.9

49.5

43.8

Writing

14

15.3

53

55

33

29.8

Spelling

8.1

12.2

48.5

44.8

43.4

43.1

Grammar & Punctuation

10.1

13.7

58.6

49.8

31.3

36.6

Numeracy

9.3

14.7

57.7

54.2

33

31.2

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Theme Three cont Student outcomes in standardised national literacy and numeracy testing 2022 NAPLAN Results: Year Mean School Mean

State Mean

Reading

487

446.94

Writing

465.3

433.74

Spelling

446.8

430.03

Grammar & Punctuation

458

446.35

Numeracy

418.9

410.63

School Mean

State Mean

Reading

528.5

514.74

Writing

494.7

493.1

Spelling

517.6

513.73

Grammar & Punctuation

498.6

508.86

Numeracy

504

499.12

NAPLAN Test - Year 3

NAPLAN Test - Year 5

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Theme Three cont Student outcomes in standardised national literacy and numeracy testing Percentage of students meeting national benchmarks: 2019-2022

NAPLAN Test

Year

2019

2021

2022

2022 State

Reading

3

97.3%

100%

100%

88.9%

Writing

3

100%

100%

100%

93.6%

Spelling

3

98.6%

97.3%

96.2%

87.1%

Grammar & Punctuation

3

93.2%

100%

98.7%

89%

Numeracy

3

100%

100%

93.8%

86.2%

Reading

5

98%

98.8%

95%

88.7%

Writing

5

97%

100%

86%

84.8%

Spelling

5

98%

97.6%

91.9%

87.9%

Grammar & Punctuation

5

95%

98.8%

89.9%

86.4%

Numeracy

5

100%

98.8%

90.7%

85.4%

The percentage of Trinity students in Years 3 and 5 achieving national benchmarks exceeds those of state schools in each test domain.

The entire Year 3 cohort achieved national benchmarks in Reading and Writing in 2022. The mean of the Year 3 results for the cohort are above the state mean in Grammar and Punctuation, Numeracy, Reading, Spelling and Writing.

The Year 5 cohort achieved results above the state mean in Numeracy, Reading, Spelling and Writing.

Further information about the NAPLAN results for Trinity Anglican College can be accessed via the MySchool website - www.myschool.edu.au

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Theme Three cont Student outcomes in standardised national literacy and numeracy testing 2022 NAPLAN Results: Year 7 and Year 9 Percentages in Skill Band YEAR 7 STUDENTS

Bands

4-5

Bands

6-7

Bands

8-9

NAPLAN Test

School

State

School

State

School

State

Reading

6.6

14.1

56.6

54

34.9

28.7

Writing

17.9

16.5

50

51.1

31.1

27.6

Spelling

11.2

12.5

45.9

45.8

39.8

37

Grammar & Punctuation

17.4

16.7

53.1

51.6

52.1

44.1

Numeracy

7.5

15.9

51

45.8

36.2

30.2

YEAR 9 STUDENTS

Bands

5-6

Bands

7-8

Bands

9-10

NAPLAN Test

School

State

School

State

School

State

Reading

13.6

18.6

63.1

52.8

23.3

25.6

Writing

22.8

24.7

60

52.1

16.2

19.2

Spelling

18.2

15.5

71.7

60.1

10.1

22.3

Grammar & Punctuation

15.2

21

64.7

48.2

18.2

26.8

Numeracy

12.2

16.3

67.7

58

20

25.5

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Theme Three cont Student outcomes in standardised national literacy and numeracy testing 2022 NAPLAN Results: Year Mean School Mean

State Mean

Reading

560.9

548.11

Writing

545.2

538.52

Spelling

558

557.23

Grammar & Punctuation

541.3

543.07

Numeracy

567.9

557.49

School Mean

State Mean

Reading

590.2

584.51

Writing

570

567.77

Spelling

572.2

585.1

Grammar & Punctuation

581.3

582.93

Numeracy

598

593.67

NAPLAN Test - Year 7

NAPLAN Test - Year 9

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Theme Three cont Student outcomes in standardised national literacy and numeracy testing Percentage of students meeting national benchmarks: 2019-2022 NAPLAN Test

Year

2019

2021

2022

2022 State

Reading

7

100%

97.6%

99%

95.2%

Writing

7

94%

96.7%

97.1%

93.9%

Spelling

7

96.4%

97.5%

96.9%

94.8%

Grammar & Punctuation

7

97.6%

96.7%

95.9%

93.2%

Numeracy

7

100%

99.2%

98.9%

94.1%

Reading

9

97.5%

97.6%

96.1%

91%

Writing

9

84.5%

95.1%

93.3%

88.6%

Spelling

9

95.2%

92.4%

98%

93.6%

Grammar & Punctuation

9

90.5%

96.2%

93%

89.3%

Numeracy

9

100%

100%

98.8%

97.6%

The percentage of Trinity students in Years 7 and 9 achieving national benchmarks exceeds those of state schools in each test domain.

The entire Year 7 cohort achieved national benchmarks in Reading and Writing in 2022. The mean of the Year 7 results for the cohort are above the state mean in Grammar and Punctuation, Numeracy, Reading, Spelling and Writing.

The Year 9 cohort achieved results above the state mean in Grammar and Punctuation, Numeracy, Reading, Spelling and Writing. There has been a marked improvement in Writing and Spelling results for Year 9 over time which is above state mean in 2022.

Further information about the NAPLAN results for Trinity Anglican College can be accessed via the MySchool website - www.myschool.edu.au

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Theme Four Senior secondary outcomes Granting of Record of School Achievement (ROSA) The Record of School Achievement (RoSA) is a cumulative exit credential that students obtain in Years 10, 11 and 12, and is issued by NSW Education Standards Authority (NESA) for students who decide to leave school prior to completing the Higher School Certificate.

The RoSA records any completed courses and grades, and participation in any uncompleted Preliminary Stage 6 courses or HSC courses where applicable. Eligibility depends upon students satisfactorily completing all curriculum requirements of Stage 5 which culminates in Year 10.

During 2022, 74 Year 10 students (100%) were eligible to receive the RoSA. In addition to the mandatory subjects, all Year 10 students completed at least three or, as many as, five elective subjects from TAS, Visual Arts, HSIE, Performing Arts, Languages and PDHPE Departments.

From the Year 11 cohort, 92 students (100%), were eligible to receive the RoSA. These students were engaged in 27 courses across all key learning areas. All students progressed to the 2023 HSC Course.

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Theme Four cont Senior secondary outcomes Results of the Higher School Certificate In 2022, Trinity Anglican College had 64 Year 12 students sit their HSC Examinations.

We are proud to report that our students achieved: 91 x Band 5 results 9 x E3 results 1 student achieved 5 Distinguished Achiever awards 10% of our cohort achieved an ATAR of 90 or above 45% of our Year 12 cohort have received early offers to their chosen university course.

From this cohort, 13 students achieved either a Band 6 or E4 and were listed on the NSW Distinguished Achievers list across a range of subjects including: Community and Family Studies x 2 students English Extension 1 x 3 Food Technology Legal Studies Mathematics Standard Music 1 x 4 Personal Development, Health and Physical Education

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Theme Five Teacher professional learning and accreditation At the beginning of 2022, Trinity Anglican College prioritised professional learning opportunities for its teaching staff, primarily delivered online. Despite the challenges posed by the ongoing pandemic, the College ensured teachers had access to opportunities for learning whenever possible.

As part of the routine start-of-year processes, new teaching staff at Trinity underwent a comprehensive induction program. This induction focused on familiarising them with the College's ethos, policies and procedures. Additionally, they received training on computer systems and online learning platforms to facilitate their effective integration into the College's teaching environment.

To ensure a safe and supportive learning environment all staff, including both teaching and support staff, completed mandatory training in CPR/First Aid, Anaphylaxis Management, and Child Protection. They also received training in areas such as Mandatory Reporting and Reportable Conduct, equipping them with the necessary knowledge and skills to meet their professional obligations.

Recognising the importance of digital literacy in the modern educational landscape, the College provided staff with opportunities to enhance their digital skills. Staff were given access to sessions conducted internally by Trinity staff, specifically focusing on improving their proficiency in platforms such as One Drive, SharePoint, Teams, and the SEQTA learning management system. This investment in digital literacy aimed to empower teachers to effectively utilise technology in their teaching practices and facilitate a seamless integration of digital tools into the curriculum.

By offering a comprehensive range of professional learning opportunities, both online and in-person, Trinity demonstrated its commitment to equipping its teaching staff with the necessary skills and knowledge to deliver high-quality education in a rapidly evolving educational landscape.

17 16

Theme Five cont Teacher professional learning and accreditation In May, Trinity hosted Christian Purposes Day as part of the ASC eastern states group of schools. This was a day for teaching staff to reflect on their practice and to network with colleagues. The keynote speaker was Jules Allen who spoke to teachers and support staff about her history of working with challenging young adults and how her life experiences enabled her to better connect with them.

The College remained dedicated to staff development in the online delivery of NAPLAN, actively participating in online training modules. This initiative ensured teachers were equipped with the necessary knowledge and skills to effectively administer NAPLAN through online platforms.

In addition to NAPLAN training, several teachers at Trinity engaged in professional development activities to enhance their proficiency in utilising specific systems. This included updating their skills in Edval Timetabling and Daily Organisation systems which are essential tools for efficient scheduling and organisation within the College. Furthermore, teachers also sought to stay up to date with the latest updates and enhancements in the SEQTA Learning Management System, a platform utilised for curriculum management and communication.

In the Senior School, staff members who participated in the Rite Journey Program underwent specific professional learning activities aligned with the program's objectives. This training equipped them with the necessary knowledge and skills to effectively engage with students within a supportive environment, fostering personal growth and development.

Within different departments of the Senior School, teachers actively engaged in opportunities to enhance their teaching skills, particularly in relation to Stage 6 subjects. They participated in online modules and webinars specifically designed to support staff members teaching Year 11 and 12 courses. These professional learning activities aimed to enhance pedagogical approaches, subject knowledge, and familiarity with the curriculum requirements at the senior level.

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Theme Five cont Teacher professional learning and accreditation Additionally, Trinity had three staff members undertake Higher School Certificate (HSC) marking. This involvement in the marking process of the HSC examinations provided valuable insights into assessment practices and contributed to their professional growth and understanding of the examination system.

In terms of leadership development, middle and senior leaders engaged in various experiences such as The Impact Cycle (presented by Global Coaching International), Restorative Practices in Schools, a variety of Lawsense modules aimed at working with parents and students with disabilities, Human Resources and Investigations Masterclass, Workplace Health and Safety training, and online modules in preparation for Registration and Accreditation.

In line with its commitment to inclusive education, Trinity prioritised professional development in catering for students living with disabilities. This year, several staff members completed modules specifically focused on working with students with Autism Spectrum Disorder. Moreover, the entire teaching staff participated in a workshop led by Sue Cairns, from AISNSW, aimed at enhancing their understanding and practices in this area.

Furthermore, the College encouraged individual teachers to pursue professional learning opportunities aligned with their specific interests and areas of growth. Some of the identified areas of professional interest teachers elected to undertake included: Registration and Accreditation - NSW Education Standards Authority (NESA) Reconciliation Action Planning - ASC SEQTA: Academic Careers Advisors Annual Conference PDHPE Conference - ACHPER Mathematics Conference - Association of Independent Schools NSW (AISNSW) NAFT (French Teachers Association) Conference Religious and Values Education Professional Development - ASC Supporting Students with Disability in Stage 6 - AISNSW The Zart Conference AISNSW Wellbeing Conference

19

Theme Five cont Teacher professional learning and accreditation Teacher accreditation At Trinity, all teachers employed in 2022 met the standards set by NESA. This criterion applied to all teaching staff, including ongoing employees, those on short-term contracts, and Casual Replacement Teachers.

Meeting the NESA standards ensures teaching staff at the College possess the necessary qualifications, knowledge and skills to provide high-quality education to students. By adhering to these standards, the College upholds its commitment to maintaining a professional teaching workforce that meets the requirements set by the education regulatory body.

Level of Accreditation

# Teachers

Conditional / Provisional

9

Proficient

93

Highly Accomplished / Lead teacher

0

20

Theme Six Workforce composition Trinity Anglican College real­ises a rich diver­si­ty of employees - in terms of race, age, eth­nic­it­ y, gen­der and points of view - con­tributes to the cre­ativ­it­ y and learning outcomes of our students.

We seek to cre­ate and main­tain a diverse staff at all lev­els and to show sen­si­tiv­it­ y to, and respect for, dif­fer­ences in all our per­son­al, pro­fes­sion­al and busi­ness rela­tion­ships.

Full-time / Part-time College Leadership Team

Female

Male

5

4

5 4 3 2 1 0

College Leadership Team

Female

Male

21

Theme Six cont Workforce composition Non-teaching staff Female

Male

Full-time

13

13

Part-time

28

4

TOTAL NON-TEACHING

41

17

Female

Male

Full-time

40

19

Part-time

27

6

TOTAL TEACHING

67

25

Full-time / Part-time

Teaching staff Full-time / Part-time

40

30

20

10

0

Non-teaching: Full-time

Female

Non-Teaching: Part-time

Teaching Full-time:

Teaching: Part-time

Male

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Theme Six cont Workforce composition Diversity by generation Generation

Female

Male

Baby Boomer (1946 -1964)

14

5

Gen X (1965 - 1979)

39

17

Gen Y (1980 - 1995)

53

20

Gen Z (1996 - 2010)

7

4

60

40

20

0

Baby Boomer

Female

Gen X

Gen Y

Gen Z

Male

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Theme Seven Student attendance, retention rates and post-school destinations in secondary school

Student attendance and management of non-attendance On average, student attendance for 2022 was 87% (Semester 1, 2021) – this data is published on the ‘My School’ website www.myschool.edu.au. We monitor and manage student attendance through our student administration system. Rolls are marked at the beginning of each day in the Junior School and at the beginning of each lesson in the Senior School. Parents are contacted regarding absences via the SEQTA SMS System.

Any ongoing unexplained absences are also followed up by the College Leadership Team. Any serious nonattendance issues are managed by the Principal in consultation with Heads of School.

Student retention Overall, the College’s retention rate is steady - January 2022 saw 1198 students enrolled and, in December 2022, we finished with 1193 students.

A number of students in both the Junior and Senior School who leave the College do so because their parents relocate elsewhere or they want a change of environment.

Post-school destinations During 2022, 64 students of post compulsory school age (15 years and above) completed Year 12 and then graduated from Trinity Anglican College.

The following table outlines the post-school destinations of these students: Destination

No. of Students

University

26

Other study - TAFE

8

GAP year before university in 2024

21

Joined the workforce

0

Travelling overseas

8

Unknown

1

As it is not compulsory for students to report their final decisions post-secondary school, we are not informed of each of our students’ final decisions regarding tertiary education.

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Theme Eight Enrolment policies Enrolment policy We are proud of our inclusive Christian values, in the Anglican tradition; we welcome families of all faiths, and embrace diversity and inclusion.

Our Enrolment Policy can be viewed here - www.trinityac.nsw.edu.au/community/policies/

Enrolment criteria Children should turn 5 years of age by 31 March in the year they start school in Kindergarten (NSW).

Students may enter the College at any year level subject to availability of places. To avoid disappointment, particularly in the key intake years of Kindergarten and Year 7, the College encourages early applications. Applications are processed in order of application date.

Where enrolment interest exceeds the number of placements available, the school will give priority based on the following criteria (at the discretion of the Principal):

Having a current or previous sibling Transfers from interstate or overseas schools Transfers from another ASC school Children of full-time permanent teaching staff Children or grandchildren of former students Children of Anglican priests or pastors Potential to perform at an exceptional standard academically or in other areas of our program(s) Returning students who were offered priority at the time of departure

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Theme Eight cont Enrolment policies Enrolment process We welcome enrolments from families of all religious faiths and none. All interested families are invited to visit our website, view our prospectus, and book in for a tour.

Step 1: Complete a Registration of Interest in Enrolment form Before or after a tour, families are welcome to complete a Registration of Interest in Enrolment form and submit with the appropriate administration fee. A letter acknowledging receipt of interest will then be issued. We are happy to accept applications at any time; however, families are encouraged to submit an Interest in Enrolment well in advance of the admission year. Lodgment of this application does not guarantee a place.

Step 2: Enrolment interview Once we have received all completed documentation, families will be invited for an Enrolment Interview.

Interviews are conducted by the Head of the Junior School/Dean of Studies Junior School, or Head of Senior School/Dean of Studies Senior School. Following the Enrolment Interview, and at the advice of the Heads of School, a formal letter of offer may be provided.

Step 3: Confirmation of place Once the Letter of Offer has been received, families can accept the offer with a non-refundable Enrolment Guarantee Fee within seven business days. We then provide written Confirmation of Place once we receive the completed Application for Enrolment form, plus any other relevant documentation.

Step 4: Welcome and orientation It does not matter if starting fresh in Term 1, or part way through Term 3, our teachers and staff will ensure a smooth transition to our College. Students are invited to attend a series of Transition Days prior to starting with us.

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Theme Eight cont Enrolment policies Enrolment of international Students The enrolment of International Students is managed by ASC International. ASC International is committed to providing a first-class education that gives students the opportunity to share their culture, values and experiences.

Withdrawals A period of one term’s notice is required for any family wishing to withdraw their child. Holiday periods do not constitute adequate notice. Notice of withdrawal is required in writing to the Principal.

27

Theme Nine Other school policies Policies summary Trinity Anglican College has a number of policies and procedures relating to student welfare and wellbeing.

Summary of Policy

Changes in 2022

Access to Full Text

Student Welfare The full text of all polices relating to student welfare are available on the College Website.

The College seeks to provide a safe and supportive environment to support the mental, physical and emotional wellbeing of students.

The Child Safe Code of Conduct sets out the rights and responsibilities of all members of our community to be treated with fairness and respect, to be safe, to learn in pleasant surroundings, to attend without interference from other students, and to be taught by teachers who are fair, competent and sympathetic to student needs.

The Child Protection Policy assists teachers and other staff deal appropriately with the issue of child protection and, by doing so, support a consistent approach by ASC schools.

Reviewed and updated in June 2022.

The Reporting of Allegations of Reportable Conduct Policy and Procedures assists teachers and other school staff deal appropriately with reports of child abuse and neglect.

Reviewed and updated in June 2022.

The Mandatory Reporting of Children at Risk of Significant Harm Policy and Procedures provides guidance to teachers and other school staff on how to deal appropriate with mandatory reporting of child sexual abuse.

Reviewed and updated in June 2022.

The Privacy Policy and Procedures manage personal information provided to, or collected by, the College. We are bound by the Commonwealth Privacy Act in this regard. All staff have a contractual obligation in terms of confidentiality of information and are required to abide by the regulations of the Privacy Act as outlined in the ASC’s Privacy Policy.

The Privacy Policy and Procedures were reviewed in December 2022.

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Theme Nine cont Other school policies Policies summary cont Summary of Policy

Changes in 2022

Access to Full Text

Reviewed in August 2022.

These policies are available on the College Website.

Anti-Bullying Trinity recognises its duty to students to provide a safe and positive learning environment where individual differences and diversity is respected and accepted. Bullying is not tolerated at the College.

Anti-bullying Policy Student Code of Conduct

Reporting Complaints and Resolving Grievances The Disputes and Complaints Resolution Policy and Procedures exist for staff, students and parents. The policy encourages procedural fairness and includes the process for raising and responding to matters of concern. This document also explains how the College will respond to complaints and grievances.

Appendix 3 of the Dispute and Complaint Resolution Policy and Procedures is available on the College Website.

29

Theme Nine cont Other school policies Policies summary cont Summary of Policy

Changes in 2022

Access to Full Text

Reviewed in August 2022.

The full text of the Discipline Policy and Behaviour Management Guidelines are available on the College Website.

Student Discipline: Behaviour Management Guidelines The College endeavours to create an environment where students are actively encouraged to be “the best they can be”. Pastoral care and positive relationships lie at the heart of developing good discipline procedures and protocols. Our expectation is that all our students will learn to exercise self-discipline and comply with the College’s high standards of personal and community behaviour.

Successful management of student learning and behaviour is underpinned by the fostering of positive relationships between all stakeholders.

The use of positively framed and restorative conversations aim to resolve conflict by prioritising repairing harm done to people and their relationships over assigning blame and dispensing punishment. It is about helping students become aware of the impact of their behaviour on others through personal accountability and being open to learning from situations.

Discipline Policy Behaviour Management Guidelines

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Theme Ten College determined improvement targets and achievements During the first semester of 2022, Trinity Anglican College was led by an experienced Interim Principal, Tony Sheumack. This period coincided with the ongoing challenges posed by the COVID-19 pandemic, requiring staff members who were exposed to, or affected by, the virus to isolate for extended periods.

The College placed a high priority on maintaining smooth operations during this time of uncertainty.

In May, Adrian Johnson was appointed as the fourth Principal of the College and assumed his role in July.

As part of his leadership, a restructure of the Executive Team took place. This restructure resulted in the appointment of a new Head of Senior School, Deans of Studies for both the Junior and Senior Schools, and a Dean of Activities. Thus, the new College Leadership Team (CLT) was formed.

The Heads of Schools and Deans of Studies have already begun planning for improved transitions between the Junior and Senior Schools, focusing on both pastoral care and learning programs.

Additionally, there will be a greater emphasis on the importance of House across both sub-schools, with increased inter-age activities and inter-house competitions.

Under the guidance of the Dean of Activities, a review of the current camps was initiated, and the development of an Outdoor Education Program is underway. Discussions with community groups commenced in an effort to explore the potential for student-led social outreach programs. Over the coming years, the College expects to establish a comprehensive Service Learning Program.

The Strategic Plan, which was drafted in 2021, was based on survey data collected two years prior.

Consequently, a new strategic planning process will take place next year, involving consultation with the College Council, CLT, staff, students and parents. The results of MMG Surveys, which includes questionnaires completed by staff, students and parents covering all aspects of the College's operations, will play a central role in shaping the new Strategic Plan.

Aligned with the ASC 'Vision for Learning,' the College aims to refocus its energies on teaching and learning. This undertaking will necessitate the development of a comprehensive staff Professional Learning Program to maximise student outcomes. Opportunities for student extension and enrichment will be key aspects of this initiative.

Furthermore, plans are underway to implement Consent2Go, a system that manages parental permissions and risk assessments for all trips. The College also intends to renew its website in 2023 to better serve prospective families and members of staff.

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Theme Eleven Initiatives promoting respect and responsibility The College places a strong emphasis on prioritising the mental health and well-being of its staff and students. The resumption of student participation in major events marked an important step towards returning to normal operations, both for the College and its community, following the pandemic.

As an Anglican school, we are committed to fostering connections and engagement. The College's Pastoral Care Program played a vital role in facilitating meaningful relationships between students and teachers, as well as strengthening connections among peers. These relationships not only cultivated a sense of belonging but also empowered students to successfully navigate life's challenges.

The Junior School focused on nurturing the well-being of students through the development of a Wellbeing Toolbox, which encompasses gratitude, empathy and mindfulness. Additionally, the introduction of well-being games, such as Seasons for Growth and POWER Games, aimed to assist students in managing grief, enhancing social skills and improving interactions with others.

The Senior School expanded its Pastoral Care Program to include various themes, including Positive Mental Health, Study Skills and Mindfulness. By aligning the Junior and Senior School pastoral care programs, the College nurtured a stronger sense of community.

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Theme Eleven cont Initiatives promoting respect and responsibility The College also prioritised the development of two important programs: "Kinder Konnect" for preKindergarten students, and the year-long transition program for Year 6 to Year 7 students. These initiatives served as pivotal points of connection throughout the academic year, facilitating a smooth transition for new families joining the College and ensuring a sense of continuity for existing students progressing from Year 6 to Year 7. By actively establishing touch points, and nurturing connections, the College created an environment that welcomed new students and instilled a sense of pride and belonging in those continuing their educational journey at Trinity.

We value cultural diversity, welcoming students from various ethnic groups, religious beliefs and backgrounds. Indigenous Australian and Torres Strait Islander perspectives are integrated into the curriculum to promote understanding, while the College actively celebrates diversity through events like Harmony Day. Our involvement in commemorating ANZAC and Remembrance Day, as well as participating in the wider community events, further reinforced its commitment to cultural inclusivity.

The College offers a wide range of co-curricular opportunities across five domains: Technology, Environment and Sustainability, Creativity and Enrichment, Performing Arts, and Health and Wellbeing.

Students are encouraged to engage in these offerings, representing the College in various endeavours, particularly in sporting competitions. Notable highlights include student participation in music, drama performances, and the Rural Fire Service Cadets Program. The productions of 'Peter Pan Jnr' and 'Antigone', served as a platform for students and staff to showcase their talents. In the Junior School, the Creative Pursuits Program expanded to include Kindergarten to Year 2 students, providing them with opportunities to explore their individual interests.

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Theme Eleven cont Initiatives promoting respect and responsibility In 2022, students from Year 3 to Year 12 participated in camps, offering structured experiences to promote team building and personal growth. Furthermore, excursions and camp-style activities were arranged for Kinder to Year 6 groups, enabling students to engage responsibly with the local community.

These experiences also played a significant role in supporting student and staff well-being and mental health.

Sport holds a prominent place in the College's life, with students participating in inter-school competitions such as BISSA, RAS, and CIS, alongside local community sporting events. The College demonstrates strong support for athletics, swimming, cross-country and basketball, with its teams representing the College at the national level.

We encouraged students to actively serve others within their school, local, national, and global communities. Through regular assemblies and chapel services, students are reminded to prioritise the needs of others, offer encouragement, and contribute positively to their communities.

Weekly assemblies always include a bible reading and the College prayer. Religious and Values Education is incorporated into the curriculum, fostering students' spiritual growth and understanding from Kinder to Year 10.

The College supports students from Year 9 and 10 to participate in the Duke of Edinburgh’s Award. To earn an award, each student must learn a skill, improve their physical wellbeing, volunteer in their community and experience a team adventure in a new environment. Through this challenging program, students learn to take responsibility for their goals and choices, become connected to, and actively engaged with, their local community and make a positive contribution to society.

Students actively participate in community service and fundraising initiatives. In 2022, the College renewed its support for the Albury/Wodonga 'Relay for Life' event and several other charitable causes, including our partner school in Samoa. The College also strengthened its connections with global organisations like RAW Impact.

Fundraising activities are an integral part of our commitment to active social responsibility. In 2022, students were not only encouraged to raise funds but also to raise awareness about the challenges faced by disadvantaged individuals both locally and globally. By fostering a sense of community responsibility and understanding, the College aimed to inspire action and promote positive change.

Through these community service and fundraising efforts, we aim to instill in its students a deep sense of compassion, empathy, and engagement with the world around them.

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Theme Eleven cont Initiatives promoting respect and responsibility

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Theme Twelve Parent, student and teacher satisfaction Throughout Semester 1 of 2022, as COVID-19 restrictions gradually lifted, we welcomed parents back onto campus for Parent Teacher Interviews and Information Sessions. These occasions provided an opportunity for direct communication between staff and families and were well supported by the community. The College also emphasised the Class Teacher and House Mentor as the primary points of contact for families, ensuring a strong connection between home and school.

To maintain ongoing contact with families, the College continued to communicate through Junior School Class Teachers and Heads of House in the Senior School. Additionally, social media platforms and a fortnightly Newsletter were utilised to keep families informed about our operations and we regularly invited feedback. The return to in-person events and activities, such as Book Week and Christmas Carols, was met with a palpable sense of relief from parents, who expressed their appreciation for a return to normalcy.

Informal feedback received from students, parents, and staff throughout 2022 was particularly positive.

There was a low turnover of students and staff, indicating a strong sense of satisfaction within the Trinity community. In 2023, we plan to engage MMG to conduct formal surveys that will invite written feedback from these three stakeholder groups, providing a more comprehensive assessment of their experiences and perspectives.

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Theme Thirteen Summary of financial Information Income

Percentage

Fees and charges to students

28%

State Government Grant

16%

Commonwealth Government Grants

54%

Other income

2%

TOTAL

100%

Other income 2% Fees/charges to students 28%

Commonwealth Govt. Grants 54%

State Govt. Grant 16%

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Theme Thirteen cont Summary of financial Information Expenditure

Percentage

Employee Benefits Expense

73%

Non-Salary Expense

20%

Finance and Depreciation

7%

TOTAL

100%

Finance and Depreciation 7%

Non-Salary Expense 20%

Employee Benefits Expense 73%

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Trinity Anglican College 421 Elizabeth Mitchell Drive Thurgoona NSW 2640 02 6049 3400 office@trinityac.nsw.edu.au www.trinityac.nsw.edu.au ABN: 95 572 160 729 A School of the Anglican Schools Commission (Inc)