A Christ-centred community valuing people and learning

2020 ANNUAL REPORT

Higher Expectations

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OVERVIEW OF CONTENTS

1 PRINCIPAL’S REPORT

2 CONTEXTUAL INFORMATION ABOUT THE COLLEGE

3 WORKFORCE COMPOSITION

4 PROFESSIONAL LEARNING

5 TEACHER QUALIFICATIONS

6 DETAILS OF TEACHER ACCREDITATION

7 STUDENT ATTENDANCE AND MANAGEMENT OF NON-ATTENDANCE

8 PROMOTING RESPECT & RESPONSIBILITY

9 RETENTION OF YEAR 10 TO YEAR 12

10 RECORD OF STUDENT ACHIEVEMENT (ROSA)

11 HSC RESULTS

12 POST SCHOOL DESTINATIONS

13 NAPLAN RESULTS

14 SCHOOL IMPROVEMENT PLAN

15 PARENT, STUDENT AND TEACHER SATISFACTION

16 SUMMARY FINANCIAL INFORMATION

17 FOUNDATIONAL POLICIES

18 SCHOOL POLICIES

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1. PRINCIPAL’S REPORT

It is with pleasure that I present our 2020 Annual School Report.

In His name we never work in vain, and we thank our God for all that He has given us.

COVID-19 Pandemic

At the start of 2020, tragically, the world was afflicted with the COVID-19 Pandemic. The loss of life, suffering and misery caused by the pandemic continues to be both distressing and incomprehensible. As a result of the Pandemic, schools across Australia were forced to close for extended periods of time so as to stop the spread of the virus. So, like thousands of other schools, St Paul’s switched to remote online learning via technology. Great credit to our staff who engaged with, and embraced, this new teaching challenge. Thanks also to our students and their parents for persevering during remote learning. Strategic Priorities 2021-2023

2020 saw the end of our previous Strategic Plan, and therefore in the second half of 2020 the College undertook a series of surveys within the community to gather data which would assist to inform and discern the next three-year strategic priorities and strategic plan. Five surveys sourced from LEAD Surveys (Independent Schools Victoria) were undertaken. The surveys were offered to parents, staff, College Board, students, and Year 12 exiting students. The College Board will now shape and approve the next series of strategic priorities for 2021-2023, and subsequently the Executive Team will develop a strategic action plan to ensure these priorities are achieved. Inclusive education

As part of our continuing efforts to improve the teaching and learning facilities of the College, three learning area access ramps have been installed to enable students with disabilities and impairments (including those in wheelchairs) access into more learning areas and spaces of the College. These areas include music; drama; and agriculture. Higher Expectations

Each year our College has introduced a theme, a focus, for the year. A focus that will help to shape improved attitudes and behaviours in all that we do around the College. Our focus for 2020 has been to encourage and challenge our students and staff to work towards higher expectations of performance and effort. Through classroom activities, College Assemblies, and Weekly Bulletins we have endeavoured to promote this focus. Our College continues to appreciate the support and guidance from the College Board, Lutheran Education Victoria, New South Wales & Tasmania, along with the NSW District Church Council – it takes a village to raise a child – and we value our Village very much

Blessings

Donald M Walkley PRINCIPAL

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2. CONTEXTUAL INFORMATION ABOUT ST PAUL’S COLLEGE

2020 December Enrolments

St. Paul's College is situated on spacious and attractive grounds, approximately 40 kilometres north of the cities of Albury and Wodonga. Located in a rural area, the College enjoys a vista of trees, fields and farm animals, as it nestles into the outskirts of the quiet NSW country town of Walla Walla.

St Paul's is a co-educational secondary day and boarding school. It is a member school of Lutheran Education Australia – a network of 84 schools educating in excess of 35,000 students Australia-wide. Students come from a wide cross section of communities from within the Greater Hume Shire, the Riverina, Victoria and further afield from Sydney and Canberra.

The vision of St Paul's College is that of a Christ-centred community, valuing people and learning. Its mission is to provide a Christian education that is complete, distinctive and of quality.

The student cohort is a diverse but cohesive group with a strong sense of community, enhanced by a pastoral care system which creates considerable interaction between different Year level groups.

Many of the day-scholars come from farms or their parents work in agriculture-related industries (approx. 35%). A number of day scholars make the daily trek from Albury, while others spend an hour each way on buses travelling from more distant rural areas. We also have a number of Indigenous students; international students; and a number of students from non-Anglo Australian backgrounds.

Approximately 17% of St Paul's students identify themselves as Lutheran.

The student body is a vibrant community within the broader school community, fiercely loyal to one another, and very accepting of newcomers.

Characteristics of the Student Body

Our students originate from many states and territories of Australia including Australian Capital Territory (ACT), Victoria, & New South Wales (NSW).

Learning in residence (boarding) is offered on a full time, weekly, or casual basis (a total of 54). About a third of the residents (boarders) are full time boarders, and 45% of boarders are female. The appointment of a new Director of Learning in Residence (Boarding), along with Head of Girls Residence, has led to a positive cultural change in operations and environment.

Day students are bused in from the local area including Albury, Wodonga, Culcairn, Henty, Alma Park, Holbrook, Gerogery, and Jindera.

Year Group/Age

7 8 9 10 11 12 Total

12 Years 5 5

13 Years 40 7 47

14 Years 39 4 43

15 Years 2 48 6 56

16 Years 37 8 45

17 Years 2 30 4 36

18 Years 2 23 25

19 Years

Total 45 48 52 45 40 27 257

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3. WORKFORCE COMPOSITION

4. PROFESSIONAL LEARNING

During 2020 staff have participated in a range of professional learning activities. Some of these activities have included whole staff or group staff activities, as well as individual activities. Whole staff or group staff activities include: 1 Growth Mindsets 2 Spiritual Formation 3 Child Protection 4 First Aid Training 5 Student Wellbeing 6 VET Teacher Training 7 HSIE teachers Sydney School visit 8 Accreditation for Boarding supervisors 9 ABSA Webinars

Individual professional learning activities include:

• Progressive Reporting

• History Conference

• Commerce Conference

• Mental Health Seminar

• PDHPE workshops

• Careers Course

• Marketing Master Class

• Clinical Supervision for school counsellor

• Stage 6 History

• Equine Safety Conference

• Voice Workshops

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5. TEACHER QUALIFICATIONS

TEACHER

QUALIFICATIONS

AGUILERA, Benjamin Bachelor of Creative Arts (Music) UW 2017 Master of Teaching Secondary (Music) UW 2018

ANDERSON, Cassie Bachelor of Veterinary Biology, CSU, 2010 Bachelor of Teaching (Secondary), CSU, 2011

BARBER, Julie Assoc Dip in Horse Husbandry & Mgt; Bachelor Equine Science CSU 2015

BARRETT, Alison Bachelor Arts Bendigo College of Adv Ed 1989; Dip Ed Bendigo CAE 1991

BARTHOLOMAEUS, Joel B Sc, CSU 2009, B Secondary Teaching, CSU, 2010

BRINKMANN, Dorothy BA, University of Adelaide, 1985; GradDipEd, SACAE, 1986; GradDipTh(Ed), LTC, 1987

BROGDEN, Courtney BCommerce UniSA, 2010; BTeach (Secondary); BArts University of Adelaide, 2015

CAMPBELL-SMITH, Donna BEd(TAS), CSU, 2001; Cert IV Training and Assessment; Cert IV Career Development & Cert IV Employment Services; Cert III Hospitality – Commercial Cookery – trade; Cert II Hospitality – F&B

CAMPBELL-SMITH, Matt BA (TV Prod) CSU 2002; GDE (Secondary) CSU 2009

HANNON, Jessica B Ed K-12 Middle Schooling (CSU 2010), M Ed. 2018; Master of Education (Educational Leadership) CSU 2019

CUNNINGHAM, Sarah Bachelor Health Science UWS 2000; Grad Dip Education UWS 2001

GODDE (Clancy), Caroline B, Soc Sci (CSU 00); Grad Dip Ed (CSU 2002), M Ed (CSU 2011)

EDWARDS, Meagan BEd K-12 Middle Schooling (English), CSU, 2014

FETINEIAI, Daniel Bachelor Education/Bachelor of Health & Physical Education (UN 2001)

FLANIGAN, Eliza BEd K-12 Middle Schooling (Mathematics), CSU,2014

FOSTER, Melissa Bachelor of Applied Science CSU – Equine Studies 2002; Dip Edu CSU 2003

GILMOUR, Catherine DipAppArts, Riverina College of Advanced Edu, 1980; GradDipEd, Riverina College of Advanced Edu, 1981

HARTWICH, Stacey BA Theatre UNE 2005; Grad Dip Ed UNE 2008

HOLMAN, Peter Graduate Diploma Of Technology Education (LaTrobe Uni - 2011)

HUTCHINGS, Courtney Grad. Dip Ed (UNE 2014; B Ag Science (Hons), 2008

KOTZUR, Jessica Bachelor Ed Studies CSU Albury 2018; Master of Teaching La Trobe Uni Wodonga

KRANZ, Paige Bachelor Mathematics/Bach of Teaching 2017 UNE

MITCHELL, Chloe B Ed K-12 Middle Schooling (CSU 2011)

O’NEILL, Peter Master of Education (2015 Fed Uni.); B. Ed (1992 Ballarat University)

PULLIN, Michelle Grad. Dip. Ed (QLD U.T. 2007); B. Science & Biomedical Science in Molecular & Cellular Biology (1999 Flinders University S.A.)

SEHM, Lourdes Approval to teach in Vic (Vic DoE) 2006; Grad DipEd (Primary) (MU) 2004;EALD Primary accreditation (NSW DET) 2005;Community Language Accreditation (Spanish) (NSW DET) 2001; Bachelor of Teaching (Secondary) (Spanish/EALD) (UWS) 1998; BA (Languages) (Spanish) (UWS) 1997

WALKLEY, Donald Dip T; BEd; Grad Dip Ed Studs; MEd (Melb)

WELLINGTON, Jesse B Ed (PDHPE) with a sub-major in Mathematics, University of Ballarat, 2011

WILSON, Michelle B Soc. Sci. (Human Movement and Recreation) 1998, DipEd (PDHPE Secondary) 1999 (CSU Bathurst)

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6. DETAILS OF TEACHER ACCREDITATION

PROVISIONALTEACHER PROFICIENT TEACHER

SENIOR TEACHER

Paige Kranz Cassie Anderson 2028 ext – leave maternity

Caroline Clancy / Godde 2022

Ben Aguilera Julie Barber 2023 Alison Barrett 2022

Stacey Hartwich 2022 Cath Gilmour 2022

Matt Campbell-Smith 2022 Melissa Foster 2022

Donna Campbell-Smith 2022 Michelle Wilson 2022

Peter Holman 2021 Peter O’Neill 2023

Jesse Wellington 2025

Jessica Cottrell 2023

Joel Bartholomaeus 2021

Eliza Flanigan 2023

Donald Walkley 2021

Dorothy Brinkmann 2022

Chloe Mitchell 2022

Courtney Brogden 2024

Jessica Kotzur 2024

Sarah Cunningham 2025

Meagan Edwards 2023

Lourdes Sehm 2022

Daniel Fetineiai

Courtney Hutchings 2023

Michelle Pullin 2024

Chloe Mitchell 2023

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7. STUDENT ATTENDANCE

Recording & monitoring student attendance

1. 8.40am: Teachers mark attendance roll, this generates through to TASSWEB

2. 8.55am: A print out of TASSWEB absentee report for that day.

3. 9.00am: Work through absentee list entering each student’s absentee reason (eg

leave, lesson other, excursion or unknown) into each students TASSWEB file.

4. Attach emailed explanation/document or enter note of phone call for absence from

Parent/Carer to student’s file.

5. If contact cannot be made with Parent/Guardian, or there is an extended period of frequent absence, the Director, Student Wellbeing is alerted, and contact is made with the Parent/Guardian listed on TASSWEB. Manager Enrolments will use the enrolment destination unknown form if the student is believed to have left the school.

6. Parent/Carer can enter children’s/child’s absence from school via Parent lounge

the day before or morning of.

7. Students who have unexplained absence (unknown) from school, Parent/Carer

can update absentee/approve via Parent Lounge

8. If an explanation is returned via Parent lounge, it is then updated and noted onto

the students TASSWEB file.

9. The final absentee report for that day is then printed out and filed.

10. If any student is absent from school for more than 2 days without an explanation

email from Parent/Carer, or via Parent Lounge, an email is sent Director, Student

Wellbeing who will follow up personally via email or phone to the student’s

Parent/Carer.

11. Late arrivals are update to student’s files throughout the morning as the student

signs in via computer system on arrival.

12. Early departures must have email/or parent present for student to sign out via

computer system on departure.

13. Class rolls are marked at start of every lesson

14. The Principal will be informed when there appears to be 3 unexplained absences

from school

Copies of all forms are kept on the student file and all action listed on Notes on TASWEB.

2020 Year 7 Year 8 Year 9 Year 10 Year 11 Year 12 School Total

Day Students

34 36 45 36 23 24 198

Boarders 11 12 7 9 17 3 59

Total 45 48 52 45 40 27 257

Average Attendance Rate %

90% 89% 87% 88% 92% 96% Overall Average Attendance Rate 90%

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8. PROMOTING RESPECT & RESPONSIBILITY

At St Paul’s we want all students to feel valued and part of a community. The community includes staff, parents and students, and we encourage all members of the community to have mutual respect for one another.

The school promotes respect and responsibility through a number of programs and activities including:

• Weekly participation in Care Group activities specifically designed to promote respect,

responsibility, inclusion and community spirit

• Participation in online workshops to promote cyber safety and the responsibility of using

social media, especially in relation to respectful relationships

• Continual education of the ten values for Lutheran education through Daily Devotions,

weekly Chapel Services and Christian Studies programs

• Weekly Assembly that includes Acknowledgement of Country & Australian National

Anthem, plus community announcements and an opportunity to share and celebrate

success and achievement

• Participating in Community Garden activity alongside community volunteers

• Engaging in Agriculture and Equine program – students taking on responsibility of

looking after animals, participating in teams, caring for our environment and contributing

to the future of Agriculture in Australia

• Sharing of information in the Weekly Bulletin and Residence Read encourages

awareness of our diverse curriculum and programs and celebrates achievements and

success of our students

• Participating in SRC and school leadership activities promoting responsibility.

• Participating in service learning projects

• Many ongoing sporting programs including Interschool and Interhouse competitions, as

well as Care Group sport which fosters promotion of good health, community

participation, engagement and fun

• Participation in ‘The Rite Journey’ program for Year 9 students, a program that focusses

on personal development and responsibility as well as creating active citizens

• Year 12 Retreat camp designed to inform students of their responsibilities as student

leaders and encourage them to rise to the challenge of leading the student community

• Year 7 camp designed to foster relationships and set the standard of participation,

inclusion and respect we value throughout all years of St Paul’s College

• Programs to promote learning and enable students with special gifts and talents to shine

for example School Productions, Tournament of Minds, and Livestock Show Teams.

Students are honoured and respected for their willingness to be involved in

extracurricular pursuits

• Implementing Positive Behaviour Framework (below)

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POSITIVE BEHAVIOUR FRAMEWORK

At St Paul’s College, we have a student code of conduct embedded within a positive behaviour framework. It outlines the expected positive behaviour of all our students with regards to how they conduct themselves at school during the day; within the Residences; in their relationships with other students and staff; and, in their role as an ambassador for St Paul’s College.

CHRIST CENTRED COMMUNITY

• Undertaking the duties and requests made of me with appropriate commitment and a sense

of service

• Implementing the values of Lutheran education

• Appreciating and recognising all who contribute positively to the school community

OPPORTUNITY

• Making the most of the opportunities presented by the College

• Seeking opportunities to build a positive school culture

RESPECT AND RESPONSIBILITY

• Acknowledging, welcoming and hosting visitors to the College and Residences.

• Respecting the College property, whilst ensuring my living and study area, and myself, is at

all times presentable

• Acknowledging other students and staff at all times

• Respecting the views and actions of other students

• Respecting the privacy of other students and their possessions

• Treating staff, and my peers, with respect and courtesy that I would expect towards me

EXCELLENCE

• Contributing positively, and with initiative, to the Christian life of the school

• Engaging positively in my own learning and support others through my approach and actions

• Represent the College to the best of my ability

• Presenting myself to the highest standard throughout

• Supporting other students in their studies, sports and activities

9. RETENTION OF YEAR 10 TO YEAR 12

14 of the 50 students enrolled at a time in Year 10 during 2020 left the College. Of these leavers, 8 transferred to other schools and 6 students took opportunities for traineeships or apprenticeships. 10. RECORD OF STUDENT ACHIEVEMENT (RoSA)

At the end of Stage 5, teachers award a grade for each course based on the completion of course requirements and assessment tasks – all of which is reported on the RoSA. The grades are allocated according to NESA course performance descriptors. Student access of these results has been done online; historically, few students apply for the award of the RoSA before they leave school at the end of Year 12. The process of allocating grades is done in consultation with KLA Coordinators. Students who are on Individual Programs have information about this process discussed with them during the planning phase because individual student goals often do not match NESA Performance Descriptors and school-based results will vary. This message is made clear to students and families during the early phase of Term 1 Year 10 and is apparent when reports are issued.

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11. HSC Results 27 students

Boys - 8 Girls - 20

Boarders Day Boarders Day

1 7 93 17

Band 6 results in:

SUBJECT

Spanish Beginners Yasmin Lieschke

Premier’s All Rounder List (10 units in top band) nil Top Achievers List nil Distinguished Achievers list (one or more Band 6 result) Yasmin Lieschke Band 5 Results 54% of students achieved a Band 5 or higher in at least one of the following subjects:

SUBJECT

1 Ancient History

2 Community and Family Studies

3 English (Advanced)

4 Legal Studies

5 Mathematics Standard 1

6 Mathematics Standard 2

7 Music 1

8 Personal Development, Health and Physical Education

9 Studies of Religion 1

10 Visual Arts

11 Spanish Beginners

12 VET Hospitality

13 VET Primary Industries

12. POST SCHOOL DESTINATIONS

Students in Years 11 and 12 also left the College for reasons most commonly employment or completion of schooling and further study.

Year Number of Students

Number of leavers

Destination

Employment Tertiary study Transfer Unknown TBC

11 2020 48 9 6 1 2

12 2020 31 31 14 16 1 nil

13. NAPLAN Due to the COVID-19 pandemic there was no NAPLAN Testing in 2020.

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14. PRIORITY AREAS FOR IMPROVEMENT

2020 School Improvement Plan (SIP)

- An explicit agenda (ACER, 2016) providing the roadmap for the year ahead –

Higher Expectations

Our annual school improvement plan is based on a distinct school improvement model

encompassing twelve foundational pillars for ongoing improvement of the College:

Curriculum Teaching & Learning Student Wellbeing

Maintenance Cleaning Grounds Equine Program

Learning in Residence Leadership

Agriculture I & C Technology

Administration Operations

Finance Community

Our SIP is based on our commitment to:

1. High expectations of achievement

2. Effective use of data to inform practice

3. Accountability for performance

4. Targeted resourcing to achieve objectives

5. Nurturing a culture of learning

Finally, our SIP is shaped by our College values of:

Love Justice Compassion Forgiveness Service Humility

Courage Hope Quality & Appreciation

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Our annual school improvement tasks and projects for 2020 include:

(not in priority order)

Foundational Pillars

Intent Tasks & Projects Driver/s

1 Curriculum, Teaching & Learning

Providing quality education

1.1 promote Christian Studies program in community 1.2 utilise and respond to student achievement data 1.3 embed Coaching for Growth & Development 1.4 improve report writing & editing systems

Don/Jess

2 Student wellbeing

Ensuring the care & safety of students

2.1 enhance Care Group processes & activities 2.2 clarify & implement procedures to support Student Wellbeing 2.3 develop staff capacity to effectively manage student behaviour

Caroline

3 Facilities & grounds

Providing contemporary and functional facilities

3.1 discern next phase of Master Plan 3.2 investigate shade areas for back oval 3.3 remove annex 3.4 install more bubblers

College Board/Don

4 Equine Leading the way in equine education

4.1 promote equine program in regions across Australia 4.2 implement Equine Development Plan

Deb

5 Learning in Residence

Creating a positive residential experience

5.1 enhance evening study program 5.2 continue adjustments to meet Australian Boarding Standards

Kris

6 Agriculture Continuing an important curriculum option

6.1 implement Ag Development Plan 6.2 develop partnerships with wider community

Courtney

7 Leadership development

Implementing LEA growing deep leadership & formation framework

7.1 support coordinators as coaches 7.2 continue to provide opportunities for all staff to develop their leadership skills

Curriculum Team

8 Operations Ensuring the efficiency of systems and procedures

8.1 training for back-up timetabler 8.2 implement progressive reporting 7-10

Peter ONeill

9 Finance Enabling our Mission

9.1 implement electronic purchase orders on TASSWEB 9.2 implement online payments for excursions

Matthew N

10 Community Building a connected village

10.1 continue support of P&F 10.2 continue regional visits to promote College 10.3 support a positive work environment

Executive

11 Learning Technologies

Supporting all College operations & curriculum

11.1 continue to support integration of ICT in delivery of curriculum 11.2 enhance staff skills & knowledge in applying ICT 11.3 complete construction of new website

Sean

12 Admin Welcoming & supporting our College community

12.1 enhance customer service 12.2 continue TASS training

Karen

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15. SATISFACTION SURVEY

In preparation for the discernment of the next Strategic Priorities for (2021 – 2023), during 2020 the College undertook the implementation of a series of surveys within the College community. These surveys were facilitated by LEAD Surveys from Independent Schools Victoria. Respondents to the surveys included five distinct groups.

1. Staff 2. Students 3. College Board 4. Parents 5. Year 12 exiting students

Data gathered from these surveys were subsequently reviewed by the College Executive and the College Board and in turn, the Strategic Priorities were approved by the College Board.

Equine Development Plan 2020-2022

PRIORITIES (not in order)

CONSIDERATIONS

ACTION

1 Marketing & promotion 1. Consider changes to uniform 2. Attendance at events 3. Create a video 4. Update website 5. Offer national & international

equine scholarships

• Produce video

• Update website

• Exposure on rural TV

• Explore 5000 sponsoring students to attend an event eg Equitana

2 Program development 1. Engage external consultants in specialist topics

2. Organize excursions to clinics & events

3. Create a racing (thoroughbred) industry unit of work

4. Continue unit of work on breeding

5. Promote equi-skills 6. Explore other disciplines beyond

Olympic sports

• Promote Equiskills on website

• Jesse to draft unit on racing industry

3 Resources & facilities 1. Horse acquisition 2. Refurb tack rooms 3. Cover arena/s 4. Purchase a classroom 5. Purchase new horse transport

truck 6. Review shelters in paddocks

• 15,000 allocated to purchase another horse

4 Culture & ethos 1 Focus on safety 2 Enhance team spirit 3 Enhance respectful conduct

towards people & horses 4 Introduce house competitions 5 Introduce LEAP Awards

• Years 7/8 are travelling okay

• DW to meet all equine students before end of year

• Deb to send Equine Team info on LEAP

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Agriculture Development Plan 2019-2021 St Paul’s College is committed to providing a contemporary and rigorous program of agriculture curriculum and experience for our students. In order to realise this commitment, the College, after consultation with staff students and parents, has developed a three-year plan to further develop & enhance our agriculture curriculum & experience.

PRIORITIES (not in order)

CONSIDERATIONS

1 Upgrade farm infrastructure 6. Sheep handler 7. Sheep yards cover 8. Shearing shed (OHS) 9. VE machine 10. Sheep yards 11. Gator 12. Seeder 13. Truck 14. Tractor 15. Classroom

2 Enhance community engagement

7. Annual Farmers Day 8. Visiting speakers 9. Parent Farm Network 10. Partnerships 11. Farm stays 12. Industry contacts 13. Henty Field Day 14. NSW Farmers 15. Biennial Ag Tour 2020

3 Broaden range of livestock & introduce cropping

7. Chooks 8. Sheep 9. Cattle 10. Alpacas

4 Expand ag curriculum 1. Excursions: pigs, chooks alpacas, cropping, saleyards, cattle, corn, sowing

2. Diversification 3. Innovation 4. Animal health 5. Farm management

5 Offer formal training (open to wider community)

1. Wool-classing 2. Firefighting Course 3. Farm Vehicle Safety Course 4. Chemcert Course (Cert 11 in PI 5. Clipping Course 6. Chainsaw Course 7. Other TAFE Certs

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16. SUMMARY FINANCIAL INFORMATION

INCOME

NSW State Recurrent Grant $ 1,081,308

Commonwealth Recurrent Grant $ 3,773,734

Fees & Private Income $ 2,519,537

Other Income $ 124,300

Capital Income $ 1,002,123

EXPENSES

Total Salaries, Allowances & Related Expenditure $ 5,410,179

Non-Salary Expenses $ 2,294,294

Capital Expenditure $ 589,906

13%

44%

30%

1%

12%

INCOME REPORT

NSW State Recurrent Grant Commonwealth Recurrent Grant

Fees & Private Income Other Income

Capital Income

65%

28%

7%

EXPENDITURE REPORT

Total Salaries, Allowances & Related Expenditure

Non-Salary Expenses

Capital Expenditure

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17 Foundational Policies

Enrolment Policy

Policy Statement St Paul’s College offers a Christ-centered education service to applicants regardless of ethnic origin, gender, religion, ability or disability, subject to the terms of this policy. Applicants are expected to support the mission, values, ethos and polices of the College. The College will exercise its discretion in determining whether to make an offer of enrolment and enrolment decisions shall be based on a range of information and factors and determined on a case-by-case basis. Each case shall be judged on its merits, taking individual circumstances, finances and practical implications into account as well as current enrolment numbers; resources available to cater for the educational needs of students; and, the willingness of the student and applicant to comply with the College policies and procedures. An offer of an enrolment may be withdrawn, regardless of the availability of places, in situations where relevant information is withheld or information provided is found to be inaccurate; or where there is a significant change in the circumstances of the applicant and/or the student which cannot be reasonably accommodated by the School. In these circumstances, all due consultation will take place with the Applicant involved, and the Student where appropriate. Rationale The purpose of this policy is to provide clear and upfront information to a prospective Applicant regarding the conditions and priorities which relate to prospective enrolment at our College. Principles

Our accepted rules for action include:

o Infusing College values in the enrolment process o Ensuring the learning needs and wellbeing of the student is given priority o Ensuring that the enrolment process is fair and just o Complying with antidiscrimination legislation o Considering the requirements of students with special needs

Responsibilities

1. College Board To approve this Enrolment Policy 2. Principal To ensure this policy is implemented 3. Staff To comply with this policy its subsequent procedures

Approved by College Board: February 2018 Review Date: February 2020

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Discipline Policy

Policy Statement

St Paul’s College seeks to be a place of physical, social and psychological safety for all, and where caring, cooperative and respectful relationships contribute to a secure and supportive community. Where a student disregards rules, disobeys instructions, or otherwise engages in conduct which causes or may cause harm, inconvenience or embarrassment to the College, staff or other students, the students may be subject to disciplinary action such as detention, suspension, or discontinued enrolment (expulsion). Should a student’s enrolment be discontinued at the College, he/she will not be excluded from applying to enroll in another school. This Discipline Policy seeks to inform and guide the College community on how it will discipline students through the implementation of detention, suspension or discontinued enrolment (expulsion). St Paul's College will not discount students from other schools as part of its disciplinary processes. Processes of suspension and discontinued enrolment (expulsion) will be applied for any illegal activity and for serious breaches of expectations. The objective of suspension is to change behaviour. Students on suspension will continue to be supported by the College. Processes and decisions to suspend or discontinue enrolment will be supported with opportunities for pastoral support, restorative conversations, and reintegration processes.

The College expressly prohibits corporal punishment of any kind by staff, or any member of the College community, at the College

Rationale

The purpose of this policy is to provide clarity and information on the detention, suspension & discontinued enrolment (expulsion) of students who fail to meet College expectations.

A serious breach of expectations may be defined as an act or pattern of behaviour that:

- seriously undermines the values and ethos of the College

- is non-compliant with the Positive Behaviour Framework

- brings the College into disrepute

- either actually or potentially threatens the safety of any student, staff member, parent or visitor

- consistently and deliberately fails to comply with fair and reasonable instructions from staff

members

- consistently and/or deliberately interferes with the educational opportunities and endeavours of

other students

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Principles

Our accepted rules for action in the discipline of students include:

1 ensuring procedural fairness: sometimes described as the hearing rule and the right to an

unbiased decision

The hearing rule includes the right of the person against whom an allegation has been made to: - know the allegation and any other information

- know the process by which the matter will be considered

- respond to the allegation

- know how to seek a review of the decision made in response to the allegation

The right to an unbiased decision includes the right to: - impartiality in an investigation and decision making

- an absence of bias by a decision-maker

2 decision-making within the context of College values

3 complying with antidiscrimination laws

4 focusing on the wellbeing of the student

5 reporting criminal offences to Police

6 in collaboration with parents, removing a student for a period of time from school (not

considered suspension)

Related documents:

1 Enrolment Policy

2 Grievance (Complaints) Policy

3 Student Wellbeing Policy

4 Responding to students with special needs

5 Positive Behaviour Framework

6 Procedures for detention, suspension & discontinued enrolment,

(expulsion)

Approved by College Board: February 2018 Review Date: February 2021

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Grievance (Complaints) Policy

Policy Statement St Paul’s is committed to addressing grievances (complaints) through processes that seek mutually acceptable solutions. The College has therefore established procedures for responding to grievances by students, staff and parents. Rationale St Paul’s College seeks to be a place of physical, social and psychological safety for all where caring, cooperative and respectful relationships contribute to secure and supportive communities. Such communities reflect the values of the gospel of Jesus Christ and ensure there is a focus on love, justice, compassion, forgiveness, service, humility, courage, hope, quality, appreciation and restoration. Principles Our accepted rules for action include:

➢ applying procedural fairness ➢ receiving grievances constructively ➢ responding efficiently & speedily to any grievances received ➢ taking responsibility ➢ respecting the rights of others ➢ ensuring justice & equity ➢ maintaining confidentiality of the process ➢ infusing the values of Lutheran education ➢ upholding the dignity of individuals ➢ responding to both acceptable & unacceptable behaviors ➢ building quality relationships ➢ ensuring consistency of implementation

Responsibilities

1 College Board to approve this policy 2 Principal to oversee the implementation of this policy

& subsequent procedures 3 Teachers/Supervisors to comply with student well-being policy & procedures

Approved by College Board: November 2017 Review Date: November 2020

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Student Wellbeing Policy

Student well-being is about providing support for the holistic development of a student

– emotional, social, spiritual, psychological, medical, relational and physical

Policy Statement St Paul’s College is committed to the wellbeing of every student. The College will therefore provide a range of resources to support and nurture positive student wellbeing. Structures and procedures will be established to respond to all student wellbeing matters. Rationale As a Christ-centered school in the Lutheran Spirituality, St Paul’s College seeks to be a place of physical, social, and psychological safety for all, where caring, cooperative and respectful relationships contribute to a secure and supportive community. It is from and within such an approach & environment that we believe optimum learning outcomes may be achieved. Principles Our accepted rules for action include:

➢ applying procedural fairness ➢ being accountable ➢ taking responsibility ➢ respecting the rights of others ➢ ensuring justice & equity ➢ engaging in restorative process (working towards reconciliation & renewal of relationships) ➢ infusing the values of Lutheran education ➢ upholding the dignity of individuals ➢ responding to both acceptable & unacceptable behaviours ➢ building quality relationships ➢ ensuring consistency of implementation

Responsibilities

1. College Board to approve this policy 2. Principal to oversee the implementation of this policy 3. Deputy Principal (Students) to oversee the implementation of procedures 4. Teachers/Supervisors to comply with student well-being policy & procedures

Approved by College Board: August 2020 Review Date: June 2023

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18. New/Reviewed SCHOOL POLICIES

During 2020, the following policies were approved by the College Board:

a) Attendance & Exemptions Policy b) Homework Policy c) Animal Welfare Policy d) Behavior Management Policy e) Child Protection Policy f) Critical Incident Policy g) International Excursions Policy h) Pandemic/Epidemic Policy i) Student Wellbeing Policy j) Risk Policy k) Privacy Policy

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