2025 Annual Report

WENONA ANNUAL REPORT 2025

From the Principal

From the Head Prefect

It was a privilege to join the Wenona community at the commencement

This year has held moments that drew headlines and others that

of 2025. From those first days it quickly became apparent to me

passed quietly. Stepping into the role of Head Prefect, I have thought

that this is a community focused on nurturing each girl’s potential,

most about the quiet ones: the small, routine hours that, taken

challenging her to discover her authentic voice, embrace intellectual

together, shape who we are becoming.

courage and pursue excellence. This focus is guided by our enduring values of Courage, Strength, Grace, Wisdom and Kindness. It is

Much of what makes Wenona distinctive happens between the big

nurtured within a supportive and joyful learning community.

events: a friend spending the last five minutes of English writing notes to encourage younger students, or a Mathematics teacher writing a

In 2025, our girls thrived as learners, participating in a broad

song we hum for weeks. These moments rarely reach the stories we

range of learning and co-curricular programs and opportunities.

bring home, yet they are where character quietly takes shape.

They questioned, created and strived with ambition; they supported one another, met challenges with curiosity rather

What strikes me most is that our community is not united by a single

than caution, and led with compassion and purpose. Their

ambition. Walking to class, we pass debaters, scientists and sailors,

individual growth as learners and citizens, and their commitment

with more passions than any of us could name and learn in a culture

to contributing to community through service, both individual

that makes room for everyone.

and collective, are the truest measure of success.

That understanding guides our 2026 Prefect initiative, Give More to This year we embarked on a comprehensive consultation process

Grow More: what we offer our community returns to us as our own

with students, staff, families and Alumnae to best understand what

growth. As one line I came across this year put it, “Life is so subtle

our community values highly about Wenona and our ambitions for

sometimes you never notice yourself walking through doors you once

the future. This involved a dedicated program of workshops, surveys

prayed would open”. That is how Wenona works on us: slowly, through

and focus groups with stakeholders, providing rich and valued

ordinary days, until we find ourselves transformed.

feedback and discussion. With the full strategic plan scheduled for launch in Term 1, 2026, we identified our strategic priorities as: Academic Mastery, Empowering Girls, Valuing People and Culture, Engaged Community and Responsible Stewardship.

I thank our staff for their expertise, dedication and care, our Board of Governors for their commitment and counsel and our families for the partnership and support that underpin all we do.

In 2026 we will mark 140 years of Wenona, a fitting moment to

Poppy Hardy

carry our strong tradition forward with renewed ambition.

Head Prefect 2025 to 2026

Ut Prosim.

Ms Linda Douglas Principal

About Wenona

Vision, Mission and Values

Founded in 1886, Wenona is an independent day and boarding school for girls from Kindergarten to Year 12 in North Sydney.

Wenona enrols a diverse range of day and boarding students, as well as a small number of overseas students who are required to board. In 2025, there were 1,384

Vision

To educate and empower young women, in a global learning community, to serve and shape their world.

students, including 46 boarders drawn from across regional Australia and overseas.

Academic results are sustained by an evidence-based approach to teaching, with a rich and broad curriculum offering, expert teaching practice, and an academic peer culture that respects effort and personal growth alongside achievement. Wellbeing is supported through ageappropriate programs and practices, the School’s vertical House system, professional psychological and counselling services, and an Allied Health Clinic. Our dedicated Careers team guides students through an increasingly diverse range of post-school pathways.

Mission

To provide a preeminent global education for the girls in our care by developing a contemporary, innovative and engaged learning community, committed to the inherent value and potential of each child.

Through the School’s Renaissance Woman philosophy, and signature program Renaissance Studies, our girls are immersed in an holistic education specifically designed for girls. Curriculum and teaching practice includes deep thinking, ethics, philosophy, culture and humanities, creative expression, STEM and physical development.

This intentional focus strengthens our girls’ understanding of self and their world, encouraging active engagement as

Motto

Ut Prosim, that I may serve

global citizens.

Heritage buildings sit alongside contemporary facilities, including The Athenaeum, with water polo and Learn to Swim pools, cardio and fitness spaces, STEM laboratories, and a Senior College university-style learning commons.

Local, national and global co-curricular and servicelearning opportunities develop leadership and teamwork, guided by the School motto Ut Prosim, that I may serve.

Values

Academic Outcomes Higher School Certificate Combined Band 5 and 6 HSC Results in comparison to state Subject Aboriginal Studies Ancient History

Wenona

State

100%

34.83%

100%

35.47%

67% 46% 29%

Biology

65%

35.73%

Business Studies

78%

37.59%

Chemistry

42%

38.05%

Chinese Continuers

100%

78.74%

Chinese Extension

100%

100%

Dance

83%

70.29%

Design & Technology

100%

48.88%

Drama

100%

58.77%

Economics

77%

52.68%

Engineering Studies

0%

28.62%*

EAL/D

0%

23.4%

English Standard

42%

12.87%

English Advanced

82%

65.24%

English Extension 1

100%

95.24%

English Extension 2

100%

88.4%

Food Technology

69%

32.34%

French Continuers

67%

62.92%

French Extension

100%

87.5%*

Geography

66%

42.45%

Institution

Italian Beginners

33%

49.66%*

• • • • • • • • • • • •

Japanese Continuers

33%

55.79%

Legal Studies

100%

44.7%

Mathematics Standard 2

66%

29.78%

Mathematics Advanced

66%

51.46%

Mathematics Extension 1

76%

77.33%

Mathematics Extension 2

93%

84.41%

Modern History

84%

35.9%

History Extension

100%

87.45%

Music 1

100%

66.89%

Music 2

100%

86.09%

PDHPE

65%

35.29%

Physics

61%

37.73%

Science Extension

100%

76.49%

Spanish Continuers

50%

62.22%

Spanish Extension

100%

98.24%

Studies of Religion 1

100%

46.26%

Textiles & Design

88%

48.52%

Visual Arts

100%

64.18%

* studied elsewhere

90

of students achieved a mark of

90

of students achieved an ATAR of

95

of students achieved an ATAR of

UAC (NSW/ACT Offers)

or above in one or more subjects

Total Number of Students

or above

Class of 2025 = 146

UAC Offers

204

VTAC Offers

21

QTAC Offers

11

SATAC Offers

0

TASC

1

International Offers

3

93%

Early Offers (Prior to the release of the HSC)

or above

Degree Structure – Class of 2025

98.25%

of students in Year 12 attained a Year 12 certificate or equivalent VET qualifications

50%

50%

Single – 86/172

Double – 86/172

Area of Study

Tertiary destinations – Class of 2025 NSW/ACT Institutions

VIC Institutions

The University of Sydney (USYD)

International Class of 2025 41

Class of 2025

Commerce/Business/Economics

36

Health & Medical Science

20

Law

18

Engineering & Construction

16

Arts & Social Sciences

13

Psychology/Criminology

11

Creative Industries

10

Communications and Media

7

Architecture & Design

6

PPE

6

Education

3

Science

3

The University of Technology, Sydney (UTS)

36

ANU

19

Macquarie University

11

Vet Science & Animal Studies

2

University of Newcastle

11

Food Science, Cookery

2

University of New South Wales (UNSW)

10

Aviation

1

Information Technology

1

University of Notre Dame

6

Australian Catholic University

4

University of Melbourne

3

The University of Queensland

1

Charles Sturt University

1

% of students taking a gap year

International (Oxford)

1

Non University Pathway (number of students)

STEM-Related Disciplines

Gap Year

25%

Class of 2025

12% 5

National Assessment Program – Literacy and Numeracy (NAPLAN) NAPLAN was completed online by students in Years 3, 5, 7 and 9. NAPLAN results indicate that Wenona students are performing well above the national standard in all areas of literacy and numeracy.

Summary Year 3

Summary Year 7

Numeracy

Proficiency Level

Grammar & Punctuation

Reading

Writing

Spelling

School

State*

School

State*

School

State*

School

State*

School

State*

Needs additional support (NAS)

2.3

8.6

7.0

14.9

0

9.5

0

4.0

2.3

8.9

Developing

14.0

23.2

16.3

25.4

9.3

20.3

0

13.6

7.0

Strong

62.8

53.6

46.5

43.1

46.5

47.7

72.1

70.8

Exceeding

20.9

12.8

30.2

14.6

44.2

20.4

27.9

9.7

Proficiency Level

Grammar & Punctuation

Reading

Writing

Spelling

School

State*

School

State*

School

State*

School

State*

School

State*

Needs additional support (NAS)

0

8.2

2.3

11.8

0

7.8

0

9.2

0

6.1

22.5

Developing

2.9

18.9

5.2

21.1

2.9

19.5

4.6

22.3

5.2

16.2

53.5

46.4

Strong

51.2

52.0

42.5

45.1

37.9

48.1

46.6

48.3

46.0

47.9

37.2

20.3

Exceeding

46.0

19.5

50.0

20.5

59.2

23.1

48.9

18.7

48.9

28.3

Summary Year 5

Summary Year 9

Numeracy

Proficiency Level

Numeracy

Grammar & Punctuation

Reading

Writing

Spelling

School

State*

School

State*

School

State*

School

State*

School

State*

Needs additional support (NAS)

0

7.2

0

10.8

1.0

6.8

0

7.7

1.0

7.5

Developing

7.3

20.3

6.3

21.1

5.2

17.0

6.3

22.4

9.4

Strong

64.6

54.5

53.1

47.2

42.7

53.0

63.5

57.0

Exceeding

28.1

16.5

40.6

19.4

51.0

21.7

30.2

11.3

*does not total 100% as a proportion of students are exempt

Numeracy

Proficiency Level

Grammar & Punctuation

Reading

Writing

Spelling

School

State*

School

State*

School

State*

School

State*

School

State*

Needs additional support (NAS)

0.6

9.0

0.6

12.4

0

9.2

0.6

9.9

0.6

5.7

18.5

Developing

10.6

21.5

10.0

27.1

6.5

22.8

5.3

26.0

9.4

17.5

50.0

48.6

Strong

53.6

53.2

43.5

40.6

44.7

47.0

40.0

41.0

48.8

53.9

39.6

23.8

Exceeding

35.3

14.7

45.9

18.3

48.8

19.4

54.1

22.4

41.2

21.1

Staffing Teacher accreditation

Staff identification

Professional learning highlights

At Wenona we embrace all faiths and backgrounds for all our staff.

In 2025, the School-based professional development focus for teaching

As of December 2025 staff was Educating Girls, Education Futures and School Culture. Teaching Level of accreditation

Number of teachers

Conditional

3

Provisional

2

In 2025 we had one full time academic and one full time

staff also engaged in professional learning in Educating Girls, Generative

professional services staff member who identify as Aboriginal or

Artificial Intelligence and Using Academic Data. The Mental Health First

Torres Strait Islander.

Aid course was also made available to all staff. A number of our staff attended and presented at the International Coalition of Girls’ Schools

Proficient Teacher

151

Workforce composition In line with 2025 census

Teaching staff

144

Full-time equivalent teaching staff

132.3

Non-teaching staff

98

Full-time equivalent non-teaching staff

90

Symposiums.

Attendance and Policies Attendance

School Policies

Wenona is committed to supporting student wellbeing and

On the day of an absence, parents are required to contact the

The following School Policies are available on the School’s website:

regular school attendance. The overall attendance rate across

School before recess to report that their daughter is unable to

wenona.nsw.edu.au/our-publications

the School in 2025 was 93.90%, consistent with previous years.

attend and to give the reason. The School follows up all unexplained absences daily by contacting parents directly.

•

Enrolment Policy

attendance patterns are monitored by Class Teachers (Junior

Where a pattern of non-attendance emerges, the Head of

•

Child Protection Policy

School) and Connect Teachers (Senior School), with issues

School works with the family to identify the cause and put

addressed on a case-by-case basis.

appropriate support in place, drawing on the School

•

Student Welfare

•

Anti-Bullying Policy

•

Discipline Policy

•

Complaints and Grievance Policy

While non-attendance is not a significant issue for the School,

Counselling team, School Nurses, the Learning Enrichment The School maintains a register of daily attendance for every

team, or external specialists as needed.

student, recording the reason for each absence and the documentation that substantiates it.

Student attendance rates Year Level

Attendance %

Year Level

Attendance %

K

>95

7

>94

1

>96

8

>93

2

>96

9

>92

3

>94

10

>92

4

>95

11

>94

5

>95

12

>93

6

>93

Whole School

>93

Stakeholder Survey Stakeholder Satisfaction

Student Satisfaction

In 2025, we invited our community to take part in an

Students gave Wenona a ‘very high’ rating for overall

independent and confidential survey, conducted by MMG

satisfaction and a ‘high’ rating for non-sport co-curricular,

Education, to provide performance and perspective feedback

facilities and resources, reputation, academic program,

on a broad range of educational factors. Feedback was

Sport program, management and leadership, and

sought from parents, staff, and students regarding their

affinity (loyalty). Students showed great appreciation

views, expectations, and satisfaction with key elements of the

for their class teachers (Junior School) and Connect

School’s value proposition. The survey covered more than

teachers (Senior School), the strength of the academic

300 aspects of a Wenona education, and participation was

program, and the range of co-curricular activities.

strong with 57% of parents (Kindergarten to Year 12), 93% of students (Years 5 to 12), and 73% of staff taking part.

The key area students identified for continued attention was communications, with reference to the Portal,

These survey results have informed our operational and

homework and assessment and improved alignment

strategic planning. We sincerely thank members of our

communications with students and parents at times.

community for their valuable and thoughtful feedback.

Parent Satisfaction

Staff Satisfaction Staff gave Wenona a ‘very high’ rating for student wellbeing,

Parents gave Wenona a ‘very high’ rating for overall

boarding, and non-sport co-curricular. They gave a ‘high’ rating

satisfaction, community engagement, boarding, student

for overall satisfaction, reputation, affinity (loyalty), academic

wellbeing, and the School’s reputation. Parents told us that

program, sports program, and facilities and resources.

their daughters’ happiness and wellbeing matter most to them, followed by the strength of the Wenona community

The key areas staff identified for continued attention:

and the connections it creates, and the quality of our

staff professional development, staff wellbeing,

teaching and staff. They also value the School’s values and

goal alignment and leadership support.

the breadth of opportunities open to their daughters.

The academic program was given a ‘high’ rating. Parents pointed to the range of subjects on offer, the support given to students in building their confidence as learners, the relevance and currency of the curriculum, and a learning environment that is both stimulating and challenging.

The key areas parents identified for continued attention: how we pursue academic excellence, the way we support student wellbeing, academic reporting, differentiation to meet each student’s learning needs, and the ongoing development of our co-curricular Sport program (where parents noted improvement since the previous survey).

Financial Information Summary Income

Expenditure

Fee and private income

Wages and on costs

Commonwealth grants

Capital

State grants

Admin and other expenses

Donations

Student resources and events

89% 7% 3% 1%

70% 10% 12% 8%

Borrowing costs

0%

Publication requirements Wenona’s 2025 Annual Report is available for download on the Wenona website at wenona.nsw.edu.au/our-publications and has been provided in electronic form to NESA on RANGS Online.

Wenona contacts A: 176 Walker Street, North Sydney NSW 2060 T: +61 2 9955 3000 E: reception@wenona.nsw.edu.au W: wenona.nsw.edu.au