Annual Report 2024
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
Our Purpose and Values
Our Purpose
We are committed to living our Anglican Identity, fostering a community grounded in faith, compassion and service
Through inspiring leadership and sound governance, we provide a foundation for excellence, ensuring a future-focused learning environment.
We strive to deliver engaging experiences that ignite curiosity, challenge minds, and nurture a love of learning
Our school values our people and community, recognising that every student, staff member and family, contributes to our shared success
We celebrate who we are, embracing our unique traditions, achievements and aspirations, to create a vibrant and inclusive school culture.
Our Values
Faith - Living and teaching Gospel values and Anglican traditions
Excellence - Pursuing high standards in all things
Justice - Demonstrating fairness, compassion and conviction; advocating for the educationally disadvantaged
Respect - Respecting self, others and our world
Integrity - Acting with honesty and openness
Inclusion - Promoting diversity and celebrating difference
Our Motto
Omnia possibilia apud Deum
All things are possible with God.
Theme One
A message from the key school bodies
Trinity in 2024 is a wonderful reflection on what is possible when an incredible community of students, families, colleagues and wider supporters come together to create a thriving school. As we again mark a new high in our enrolments this year, we celebrate that we continue to achieve excellent academic results as the school grows. We are incredibly proud of what we have collectively accomplished this year, especially the successes of inspiring, vibrant, and talented students. They are the reason we strive and challenge ourselves every day to be the very best school we can be.
Our vision for what Trinity looks and feels like has been captured in our Trinity Toward 2030 Strategic Plan launched this year. It has been written with great care by our College for our College, and we are thrilled with the distinctive, ambitious and exciting future it maps for every member of our school community. We are clear in this plan that we aspire to be a leader in regional education in Australia. For us, this means challenging regional educational statistics to create opportunities and choices for each of you. By nurturing your individual talents, we celebrate the diversity and richness of our College, and the community in which we live.
Within that frame is our Trinity Towards Tomorrow capital development, which will be near completion at the end of 2024. This substantial capital works project is a significant statement about our commitment to regional education, and we are so thrilled to provide these spaces for our school community in 2025.
While we celebrate these milestones for our school, I wish to acknowledge with immense gratitude that our vision is possible because we are a school of the Anglican Schools Commission, which will be renamed AngliSchools in 2025, marking its 40 anniversary. The support of the Anglican Schools Comission, and the other schools that comprise this dynamic system, is fundamental to our success.
As we close 2024, on behalf of Council, I acknowledge the superb leadership of Dr Johnson, which enables us all to have such an expansive vision. Also, Business Manager, Sharon Finlay, whose fiscal management gives us great confidence in our decision-making. And all our Trinity staff, who enrich our Trinity community and the lives of our students with their care and expertise.
It has been a privilege to Chair the Trinity Council again in 2024. I am incredibly grateful to each member of Council for generously volunteering their expertise and time for the benefit of Trinity.
Mrs Fiona Elgin Chair - College Council
Theme Two
Contextual information about the school
Trinity Anglican College, is part of the vibrant Albury region on the NSW/Victoria border and reflects the dynamic and culturally diverse community it serves. As a respected independent co-educational institution for students from K–12, Trinity is one of 16 schools under the Anglican Schools Commission across Australia.
At Trinity, we embrace our Anglican identity, fostering a culture where hope and love take centre stage in our community. Our curriculum highlights the importance of spiritual and moral education, emphasising Christian values that guide our students’ behaviour, attitudes, relationships, and commitment to service. We focus on the holistic development of each individual, nurturing their spiritual journey alongside academic and personal growth.
Recognised for our encouraging and inclusive learning environment, Trinity inspires students to embrace wisdom and courage in their endeavours. We are committed to providing a comprehensive education that combines a robust curriculum with outstanding co-curricular opportunities, all aimed at preparing students for a successful future beyond their years at school.
Our dedicated team of highly qualified staff enhances our educational programs and strategies, supported by a compassionate pastoral care system. With an optimistic perspective on the future, we empower our students to take an active role in shaping their futures.
Our learning community is well supported by our key attributes of:
Theme Two
Characteristics of the student body
The total enrolment was 1335 students at the August 2024 census.
Year group distributions are in the tables below:
Junior School Senior School
The majority of our students live within geographically accessible suburbs near the College – largely coming from Thurgoona/Wirlinga (40%), Albury (18.7%), Lavington (14%), Tabletop(6.5%), Wodonga (5.5%), NSW surrounding regions (6.8%) and Victoria surrounding regions (8.5%).
Male/female ratios are relatively equal with the total enrolment made up of 50.5% female and 49.5% male. We have a population of approximately 2.3% who identify as Aboriginal, Torres Strait Islander or both.
The College comprises 9.7% of students who have a language background other than English (LOTE).
Theme Three
Student outcomes in standardised national literacy and numeracy testing
The National Assessment Program – Literacy and Numeracy (NAPLAN) is an annual assessment for all students in Years 3, 5, 7 and 9.
In 2023, NAPLAN introduced enhanced assessment domains encompassing Numeracy, Writing, Reading, Spelling, and Grammar & Punctuation. These domains are evaluated against four proficiency standards: Exceeding, Strong, Developing, and Needs Support. This shift replaces the previous numerical NAPLAN bands and the national minimum standards. As a result, the NAPLAN results for 2024 are directly comparable to those from 2023.
Note - Proficiency Standards
Exceeding: the student’s result exceeds expectations at the time of testing.
Strong: the student’s result meets challenging but reasonable expectations at the time of testing. Developing: the student’s result indicates they are working towards expectations at the time of testing.
Needs support: the student’s result indicates they are not achieving the learning outcomes expected at the time of testing. They are likely to need additional support to progress satisfactorily.
In 2024, the Year 3 school mean scores across all domains exceeded the state means. The percentage of Year 3 students who were assessed as ‘Exceeding’ or ‘Strong’ exceeds state percentages across all domains, with the greatest difference in Numeracy (76% for school compared to 66% for state).
The Year 5 school mean scores are above, or equal to, state mean scores in Reading and Writing. The percentage of Year 5 students who were assessed as ‘Exceeding’ or ‘Strong’ exceeds state percentages across the domains of Reading, Writing, Spelling and Numeracy with the greatest difference in Writing (79.3% for school compared to 72.7% for state).
Theme Three cont.
2024 NAPLAN Results – Years 3 and 5
NAPLAN Results: Year 3 Students Proficiency Standard
Theme Three cont.
2024 NAPLAN Results – Years 3 and 5
NAPLAN Results: Year 5 Students Proficiency Standard
Theme Three cont.
2024 NAPLAN Results – Years 7 and 9
Theme Three cont.
2024 NAPLAN Results – Years 7 and 9
In 2024, the Year 7 and Year 9 school mean scores across all domains continue to be above state means. There is marked improvement in the school’s Year 7 Reading scores (2023, 551), Writing (2023, 545), and Year 9 Writing scores (2023, 596) and Numeracy (2023, 591) demonstrating consistent growth across the two years of NAPLAN data collected according to the new domains.
Theme Four
The granting of Records of School Achievements
Results of the Higher School Certificate
During 2024, 105 Year 10 Students were eligible to receive a RoSA; and from the Year 11 cohort, 57 students were eligible to receive a RoSA. These students engaged in 6 courses across all Key Learning Areas.
Fifty-seven students progressed to the 2024 HSC Course.
Results of the Higher School Certificate 2024
Trinity saw 99% of Year 12 students sit their HSC examinations. A total of 25 ATAR courses were offered.
The highest ATAR achieved was 95.6, making Trinity the highest-ranked HSC school in Albury and we ranked in the top 100 independent Schools in NSW. Other points of note included:
16% of our students achieved an ATAR over 90
35% of our students achieved an ATAR over 80
51% of our students achieved an ATAR over 70
Our average ATAR 72.54 was is the second-highest average since 2010
33% of students were recognised on the Distinguished Achievers List (Band 6 or E4) across 19 courses including:
Biology
Business Studies
Construction Examination
Engineering Studies
English Advanced
English Extension 2
Food Technology
Information Processes and Technology
Korean Continuers (Distance Education)
Legal Studies
Mathematics Advanced
Mathematics Standard 2
Modern History
PDHPE
Visual Arts
Theme Five
A summary of professional learning undertaken by teachers (as defined by the Teachers Accreditation Act 2004) during the year Accreditation status of all teaching staff (as defined by the Teacher Accreditation Act 2004) who are responsible for delivering curriculum. Summary of qualifications of teaching staff
Trinity Anglican College remains committed to developing the capacity of our teaching staff by investing in professional learning opportunities, both on a school-wide and individual level. As part of the routine start-of-year processes, new teaching staff at Trinity completed a comprehensive induction program. This induction focused on familiarising staff 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 Child Protection Mandatory Training and Reportable Conduct. Our training program also included refresher courses in CPR/First Aid and Anaphylaxis Management and Workplace Health and Safety information. In this way, all staff have the necessary knowledge and skills to meet their professional obligations.
By offering a comprehensive range of professional learning opportunities, both online and in-person, the College 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.
Our teaching staff attended an Anglican Identity Day as part of the Anglican Schools Commission eastern state group. This was a day for teachers to reflect on their practice and to network with staff in nearby Anglican Schools Commission schools.
The keynote speaker was Mrs Debbie Dunwoody, Principal of Camberwell Girls Grammar School and President of Anglican Schools Australia, who spoke about service learning in schools. The second key note address was from Mr Brennon Dowrick OAM, a former Olympian, who spoke candidly about his setbacks and triumphs on his journey in gymnastics; an inspirational message for our staff about the importance of connection and relationships with students.
Theme Five cont
We remain dedicated to staff development in the online delivery of the NAPLAN assessment, actively participating in online training modules to both upskill new staff and refresh the skills of more experienced colleagues. This initiative ensures teachers are well-equipped with the necessary knowledge and skills to effectively administer the NAPLAN assessments through online platforms.
Our teachers in the Junior School actively participated in professional development through the Berry Street model, engaging in several workshops and practical activities. This program is designed to enhance teaching strategies by focusing on student well-being, resilience and engagement. The benefits of this program include improved classroom management, increased student participation, and the development of a positive learning environment. By implementing these techniques, our teachers are better equipped to support the diverse needs of our students, fostering a more inclusive and effective educational experience.
In the Senior School, teachers actively engaged in various opportunities to enhance their teaching skills, particularly in relation to new curriculum and syllabus requirements. These professional learning activities aimed to enhance their pedagogical approaches, subject knowledge, and familiarity with the curriculum requirements at the senior level. Additionally, several staff members participated in Higher School Certificate marking, providing both valuable insights into assessment practices and contributing to their professional growth and understanding of the examination system.
Teacher Accreditation
All teachers employed in 2024 met the standards set by the New South Wales Education Standards Authority (NESA). This requirement applied to all teaching staff, including ongoing employees, those on short-term contracts, and Casual Replacement Teachers (CRT).
Meeting NESA standards ensures teaching staff at the College possessed the necessary qualifications, knowledge, and skills to provide high-quality education to students. By adhering to these standards, we uphold our commitment to maintaining a professional teaching workforce that meets the requirements set by the education regulatory body.
Theme Six
Workforce composition
Trinity Anglican College recognises the importance of acknowledging and embracing a wide range of individuals from different backgrounds, including race, age, ethnicity, gender and perspectives This dedication involves appreciating diversity in all personal, professional, and business interactions
The College appreciates a diverse workforce brings together a wealth of experiences, viewpoints, and ideas, thereby enhancing the educational environment and fostering understanding and inclusivity
Theme Six cont.
Theme Seven
Student attendance rates for each year level and the whole school
A description of how the school manages student non-attendance Retention of Year 10 to Year 12 (where relevant)
Post-school destinations
Student attendance and management of non-attendance
In 2024, the average student attendance rate for the College was 90.31%. When separating the College cohorts, the Junior School had an attendance rate of 91.38% and the Senior School was 89.25%. Trinity oversees and manages school attendance using our student administration system, SEQTA. Attendance is recorded at the start of each day in the Junior School and at the beginning of every lesson in the Senior School.
For any unexplained absences, parents are notified through the SEQTA SMS System. The College Leadership Team also addresses any persistent unexplained absences, while the Principal handles any significant attendance concerns.
Student Retention
The College’s retention rate during 2024 was positive. In January 2024, we had 1133 students enrolled and, in December 2024, we finished with 1287, a net increase of 154 students.
There are various reasons why students in both the Junior and Senior School decide to leave the College; overwhelmingly, family relocation is the main reason for withdrawals.
Post-school destinations
During 2024, 57 students of post compulsory school age (15 years and above) completed Year 12 and graduated from Trinity.
The following table outlines the post-school destinations of these students:
Theme Eight
The full text of the school’s enrolment policies, including all prerequisites continuing enrolment
Enrolment Policy
Trinity is an independent, non-selective, co-educational school. We are proud of our inclusive Christian values - we welcome families of all faiths, and embrace diversity and inclusivity.
The College is a member of the Anglican Schools Commission system, and complies with their policies and procedures including the Anglican Schools Commission Enrolment and Attendance Policy.
The policy can be viewed here - www.trinityac.nsw.edu.au/about/policies-procedures-publications
Enrolment Criteria
Age Requirements / Years of Entry
Children should turn 5 years old by 31 March in the year they start school in Kindergarten (NSW). Students may enter the College at any year level, depending on the availability of places. Enrolment applications are processed in order of application date. Where enrolment interest exceeds the number of placements available, the school will give priority to enrolment based on the following criteria (at the discretion of the Principal):
Having a sibling currently, or previously, enrolled at the College
Transfers from interstate or overseas schools similar to Trinity
Transfers from other schools of the Anglican Schools Commission
Children of full-time permanent teaching staff
Children or grandchildren of former students of the College
Children of Anglican priests or pastors
Potential to perform at an exceptional standard academically or in other programs
Returning students who were offered priority at the time of departure
Theme Eight cont.
Enrolment Process
The College welcomes enrolments from families of all faiths and non-religious backgrounds. All interested families are invited to visit our website and book a tour of our facilities.
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 the Interest in Enrolment will then be issued. We are happy to accept applications at any time; however, we encourage families to submit an Interest in Enrolment well in advance of the admission year due to the demand for places. Lodgment of this application does not guarantee a place at Trinity.
Step 2: Enrolment Interview
Once we have received all completed documentation in the Registration of Interest in Enrolment process, families will be invited for an Enrolment Interview, conducted by the Head of the Junior School or the Head of Senior School.
Following the Enrolment Interview, and at the advice of the relevant Head 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 payment of a nonrefundable Enrolment Guarantee Fee of $250.
We will then provide written Confirmation of Place once we receive the completed Application for Enrolment form, plus and other any relevant documentation that is required.
Step 4: Welcome and Orientation
It does not matter if a student is starting in Term 1, or part way through Term 3, our teachers and staff ensure a smooth transition to our College.
For our main intake year levels of Kindergarten, Year 3 and Year 7, students are invited to attend a series of Transition Days prior to starting with us.
Enrolment of International Students
The enrolment of International Students is managed by ASC International, a division of the Anglican Schools Commission. ASC International is committed to providing a first-class education that gives students the opportunity to share their cultures, values and experiences in our setting. Their international services and programs are designed to follow a student’s journey throughout their time within the program.
Withdrawals
A period of one term’s notice is requested 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.
Theme Nine
A summary of school policies for student welfare, anti-bullying, discipline and complaints and grievances
Policies Summary
Trinity Anglican College has a number of policies and procedures relating to student welfare and wellbeing.
Summary of Policy
Student Welfare
At Trinity, our commitment is to foster a secure and supportive atmosphere that enhances the overall wellbeing of our students in every facet of their lives The Student and Staff Codes of Conduct delineate the rights and responsibilities of all members within the College community Students are entitled to fair and respectful treatment, a sense of safety and security, a conducive learning environment, free from peer pressure, and instruction from educators who are honest, skilled, and empathetic to their students' needs
The Child Protection Policy equips teachers and school staff to effectively address child safeguarding issues and encourages a cohesive approach among all schools under the Anglican Schools Commission
The Reporting of Allegations of Reportable Conduct Policy and Procedures guide educators and staff in appropriately managing reports of child abuse and neglect.
The Mandatory Reporting of Children at Risk of Significant Harm Policy and Procedures (NSW) offers direction to teachers and staff on the proper handling of mandatory reports concerning child sexual abuse.
The Privacy Policy and its associated procedures outline our methods for managing personal information submitted to, or collected by, the College We adhere to the Australian Privacy Principles as stipulated in the Commonwealth Privacy Act Each staff member is contractually obligated to safeguard school information and must comply with the privacy act requirements as detailed in the Anglican Schools Commission’s Privacy Policy
Reviewed
Reviewed in October 2024
Access to Full Text
The full text of all polices relating to student welfare are available on the College website
Reviewed in June 2024
Reviewed in June 2024
Reviewed in June 2024
Reviewed in August 2024
Theme Nine cont.
Summary of Policy
Anti-Bullying
Trinity Anglican College acknowledges its responsibility to create a secure and supportive educational atmosphere that honours and embraces the unique differences and diversity among its students.The College maintains a strict policy against bullying.
Anti-Bullying Policy
Student Code of Conduct
Reporting Complaints and Resolving Grievances
The College has a Disputes and Complaints Resolution Policy and Procedures to assist staff, student, and parents.This policy emphasises procedural fairness in the management of complaints and grievances, outlining the steps for raising and addressing concerns reported by parents, students and/or staff. Additionally, it details the College's approach to handling such complaints and grievances.
Student Discipline: Behaviour Management Guidelines
We are committed to creating a supportive environment where students can reach their full potential. Our approach to discipline is grounded in strong pastoral care and the development of positive relationships. Students are expected to demonstrate self-discipline and meet the College’s high standards of behaviour. We value and reward positive choices while providing support to help students grow and succeed.
Effective learning and behaviour are built on mutual respect and strong relationships—among staff, between staff and students, and among students. Clear boundaries, high expectations, and personal responsibility are essential. We adopt a restorative approach to managing behaviour, focusing on repairing relationships and understanding the impact of actions.This approach encourages accountability, empathy, and personal growth.
Discipline Policy
Behaviour Management Guidelines
Reviewed
Reviewed in October 2024
Reviewed in October 2024
The full text of all polices are available on the College website.
Reviewed in March 2024
The full text of the Disputes and Complaints Resolution Policy and Procedures are available on the College website
Reviewed in October 2024
Reviewed in September 2024
The full text of the Discipline Policy is available on the College website
Theme Ten
Priority areas for improvement as selected by the school for achievements in 2022 and what was achieved
A major building program commenced at the College in late 2023. The Trinity Towards Tomorrow project was jointly supported by the NSW Government and, our parent organisation, the Anglican Schools Commission. With a total budget of just over $30m, construction commenced on:
A Kindergarten to Year 2 building containing 12 classrooms.
A Senior School teaching block containing 12 classrooms.
A Performing Arts Centre containing four specialist classrooms (music, dance and drama), and associated performance and rehearsal spaces.
Two multipurpose playing courts.
Seven bus bays and associated roadways.
The Trinity Towards Tomorrow project will enable some dated facilities to be removed or repurposed and, also, increase capacity as our student population grows. Based on the data gleaned from last year’s MMG Survey, work also commenced on a new Strategic Plan for the College. It is anticipated this document will be launched late 2024. Early in 2023, we were pleased to appoint an Indigenous Connections Coordinator. Our work in this area represents our commitment to promoting not only the perspectives of our Indigenous students, families and staff, but also greater understanding within the broader student population through events such as Reconciliation Week. We also appointed a Service Learning Coordinator who is charged with promoting engagement by students and staff in a culture of giving and awareness raising. Activities supported by our people here included:
The AngliCare Sleepout.
All Saints Anglican School in Apia, Samoa, to work as classroom assistants.
Relay for Life through a range of activities – being acknowledged as the highest fundraiser.
Theme Ten cont.
We also commissioned a six-month program, run by the Australian Council for Educational Leaders, to support the vital work of our middle leaders – the people with a Position of Responsibility who work between classroom teachers and the College Leadership Team:
Stage Leaders
Instructional Leaders
Heads of Department
Heads of House
Heads of Sport
Head of Digital Technology
Daily Organiser
College Timetabler
ICT Manager
Theme Eleven
Actions undertaken by the school to promote respect and responsibility
In 2024, Trinity Anglican College remained deeply committed to fostering a connected, safe, and inclusive school environment for all members of the community. A strong emphasis was placed on supporting the mental health and wellbeing of both students and staff, underpinned by the College’s Christian ethos and Anglican tradition. Central to our belief is every person is created in the image of God - inherently dignified, purposeful, and filled with hope.
Our comprehensive Pastoral Care Program continued to nurture meaningful relationships between students, staff, and peers, providing students with a sense of belonging and the resilience to navigate life’s challenges. In the Junior School initiatives, such as the Buddy Program, promoted peer mentoring and the development of social-emotional skills, with older students guiding and supporting younger peers.
The Junior School continued to expand and deepen its approach to student wellbeing through both program development and staff professional learning. A key focus in 2024 was strengthening our staffs’ “Wellbeing Toolbox”— a framework that supports emotional regulation, empathy, gratitude, and mindfulness in the classroom. Our ongoing professional learning journey through the Berry Street Education Model significantly enriched this work. Staff engaged in targeted training that equipped them with trauma-informed, strength-based strategies to build student resilience, foster positive relationships, and improve classroom engagement.
Alongside this, the wellbeing team was strengthened by the addition of a new counsellor, allowing for more accessible and responsive support across the Junior School. Continued investment was made in training staff to deliver theSeasons for Growthprogram, which helps students develop skills to cope with change, loss and grief, in healthy and constructive ways.
ThePOWERGamesinitiative continued to play an important role in building students’ social-emotional skills. Through structured play and guided interactions, students learned strategies to manage grief, enhance social understanding, and improve peer relationships - all within a supportive and inclusive environment.
Together, these initiatives reflect a holistic and proactive approach to wellbeing, grounded in research, and shaped by a deep understanding of the developmental needs of our students.
In the Senior School, the Pastoral Care Program explored themes such as Positive Mental Health, Study Skills, Cyber Safety, Responsible Technology Use, and Mindfulness. This work included partnering with Project Rockit in Years 3-9to focus on year specific pastoral needs. Alignment between Junior and Senior School programs fostered continuity, connection, and a shared sense of purpose across year levels.
Theme Eleven cont.
The development of strong cross-campus relationships was further enhanced through school-wide initiatives. Trinity celebrated its birthday with a House-based day of activities, reinforcing House culture and encouraging leadership. Senior students actively mentored younger peers, deepening relationships across stages.
Major transition programs, includingKinder KonnectandTaste of Trinity, supported students entering Kindergarten and Year 7, respectively. These initiatives provided valuable touchpoints for new and existing families, easing transitions and building a strong sense of welcome and belonging. Additional focus was placed on preparing senior students for life beyond school, with guidance into future pathways.
In addition, the College also introduced Future Connect, a dedicated transition program to assist Year 12 students with their career pathways beyond Trinity.
Trinity continues to celebrate and embrace cultural diversity. The integration of Indigenous Australian and Torres Strait Islander perspectives into the curriculum promotes awareness and understanding. Cultural events such as Harmony Day, Multicultural Celebrations Day, and commemorations for ANZAC and Remembrance Days, were embraced by the community, deepening engagement with our shared history and cultural richness.
A vital part of this whole-child approach is the College’sCreative Pursuitsprogram, offered from Kindergarten to Year 6. This initiative combines student voice with teacher passions to create rich, interest-driven learning experiences beyond the traditional curriculum. Students explore their individual interests while developing essential skills in collaboration, creativity and curiosity.
In 2024, students had the opportunity to engage in a wide range of co-curricular activities across five key domains: Technology, Environment and Sustainability, Creativity and Enrichment, Performing Arts, and Health and Wellbeing. These programs supported both personal development and team collaboration, encouraging students to discover new passions, build confidence, and strengthen peer relationships.
Together, these initiatives reflect our commitment to providing holistic, student-centred learning, and reporting that honours growth in all its forms.
Theme Twelve
A description in plain language of parent, student and teacher satisfaction
WecommissionaWholeofSchoolSurvey,administeredbyMMG,everytwoyears TheMMGsurveywill berepeatedin2025,andsowecanthenmakedirectcomparisonswiththebenchmarkdatafrom2023. Inthealternateyears,werelyonourusualplatformstoengagewithstudents,teachersandparentsto gaugetheirsatisfaction Ourapproachistobealwaysavailableandalwaysopentofeedbackfromour familiessowecanensurethebestcarefortheirchild(ren).
Students
StudentProgressMeetingsareconductedwithfamiliesfromK–Year12 Studentsarestrongly encouragedtoattendthesemeetingsfromYears4–12
Teachers
StaffbriefingsareheldeveryMondaymorning.Staffmeetings–whetherallstaff,insub-schools,or stages/departmentswithinsub-schools-arescheduledeachweek.Suchoccasionspresentan opportunityforatwo-wayexchangeofinformationandideas Oftenwewillnuanceouroperationsbased onfeedbackfromstaffatthesetimes
Parents
Atthecommencementoftheyear,familiesreceiveaCommencementLetterwhichwelcomesthemto thenewschoolyearandaddressesarangeofFrequentlyAskedQuestions.Parentsoftencontactthe Collegeforclarificationofmattersortoprovidefeedbackatthistime
ParentsreceiveaNewslettereachfortnight ArticlesintheNewsletterarewrittenbyarangeofauthors–fromthePrincipal,HeadsofSchools,DeansofStudiesandActivities,andtheBusinessManager. Contactdetailsforthesepeopleareofferedfreelysoparentswithqueriescancontactustoclarifyany issues
Furthermore,weencouragefamiliestodownloadtheTrinityappwheretheycanreceiveupdatesrelating totheyearlevelinwhichtheirchild(ren)areenrolled.Wealsopublishregularnotificationsonour Facebookpage
Weinviteparentstoarangeofinformationeveningsrelatingtoourprograms.IntheSeniorSchool,we commencetheyearwithMeettheMentorevenings,Year12sarepresentedwiththeirjumpers,briefings areheldaboutcamps,andSubjectChoiceeveningsareheldforstudentsenteringYears9and10the followingyear
IntheJuniorSchool,ourfamiliesareverysupportiveofmajorevents,suchasRidetoSchoolDay,Book WeekandtheEasterHatParade DozensoffamiliesalsojoinusforJuniorSchoolAssembliesand Chapelsaswell–withtheseoccasionsprovidingopportunitiesforparentstoengagewithstaff Staff arealsoavailableatcarnivals,Mothers’andFathers’DayBreakfasts,andTasteofTrinityandKinder Konnectgatherings.
Throughoutthistime,enrolmentsattheCollege havecontinuedtogrowfrom1264inJuly2023 to1339inJuly2024.
Theme Thirteen
Summary financial information
