2016 ANNUAL REPORT CONTENTS
EXECUTIVE REPORTS The Principal ...... 3 School Council Chairman ...... 4 Parents and Friends Association ...... 5 Old Girls’ Association ...... 5 Student Representative Council ...... 6
SCHOOL PROFILE Major Initiatives 2016 ...... 7 Contextual Information ...... 7 CONTENTS ACADEMIC PERFORMANCE NAPLAN ...... 9 HSC ...... 11 Post school destinations ...... 14 Vocational Training ...... 14 RoSA ...... 14 Academic Competitions ...... 15 Debating and Public Speaking ...... 16
STAFF Professional Learning Record ...... 17 Professional Learning Costs ...... 19 Teaching Standards ...... 19 Teaching and Learning Priorities and Achievements ...... 20 Teaching and Learning Priorities 2017 ...... 21 Workforce Composition ...... 21
STUDENTS Student Body Overview ...... 22 Student Population ...... 22 Student Welfare Priorities and Achievements ...... 23 Respect and Responsibility Initiatives ...... 24 School Policies ...... 25 Addressing Complaints Guidelines ...... 27 Attendance and Retention Statistics ...... 28 Management of Non-Attendance ...... 28
ADMINISTRATION Educational and Other Reporting ...... 29 Enrolment Policies ...... 29 Facilities and Resources Priorities, Achievements and Targets ...... 30 Surveys ...... 31 Financial Reports - Income and Expenditure ...... 32 Reporting Area Reference page ...... 33
2016 Danebank Annual Report | 2 EXECUTIVE REPORTS
STATEMENT FROM THE PRINCIPAL
Accomplish extraordinary things The start of a child’s educational journey resembles the challenge of climbing Mount Everest. Each student, as she embarks on her school journey, will confront multiple challenges, some of which will seem daunting. And yet, each child will, ultimately, make the climb and surmount whatever obstacles she finds in her path.
We take inspiration from Edmund Hillary, who said: EXECUTIVE “With practice and focus, you can extend yourself far more than you ever believed possible.”
At our school, we look at the Mount Everest before us through three lenses. Firstly, the calibration lens – this is the lens of our spiritual compass; it is the lens that will be our base camp and provide our organisational culture and our temperature check. This lens was established by Miss Edith Roseby Ball, the founding Principal of our school, when she said she wanted to build “a fine Christian girls’ school with a high standard of work and behaviour”. As a Christ- centred community, Danebank believes that every student can be a successful learner, and teachers strive to provide educational opportunities that are real, immersive and purposeful. Indicators of success in learning are different for every girl; however each girl should develop a passion to serve others and Finally, we need a telescopic lens to see the details the level of engagement from which academic of the goals ahead, the mountain summit, but also, achievements flow. This is evidenced by our girls’ when we have climbed high, to look at the horizon NAPLAN and Higher School Certificate results which as we continue our search for excellence. Our have been marvellous. School Council has developed a strategic plan for Danebank’s future. It is a plan which continues to Secondly, our kaleidoscopic lens gives us relativity, look beyond to new challenges that lie ahead. innovation, continual improvement and the ability to consider things differently. On our Everest climb 2016 has been a year when many of us have in 2016, the kaleidoscopic lens has been particularly encountered our own personal Everest and we have evident. Innovation has influenced approaches discovered, to again quote Edmund Hillary: to positive education, growth mindset, pedagogy, “People do not decide to become extraordinary. plans for future classrooms and many academic They decide to accomplish extraordinary things.” challenges as well. Mrs Maryanne Davis | Principal
REPORTING AREA 1: MESSAGES FROM KEY SCHOOL BODIES
2016 Danebank Annual Report | 3 STATEMENT FROM THE CHAIRMAN
A key element of good education is character development. Eleanor Roosevelt said “People grow through experience if they meet life honestly and courageously. This is how character is built.” Character is much more about what someone does, than what that person says. Often, what people choose to do is evidence of their character. More than that, what we choose to do depends on what’s going on in our mind. Ralph Waldo Emerson said “Sow a thought and you reap an action; sow an act and you reap a habit; sow a habit and you reap a character; sow a character and you reap a destiny.”
At Danebank, we aim to challenge students, and EXECUTIVE encourage the thoughts, actions and habits that build character. In shaping the environment to make that possible, it is the responsibility of the Council of Danebank to develop and communicate In developing character, the Bible provides us the direction and strategy for the school, to with encouragement and challenge. In the address the challenges and opportunities we book of Romans, we’re reminded that it’s often face. The members of Council are appointed difficult times that produce endurance, endurance by the Anglican Schools Corporation and come produces character, and character produces hope. from diverse backgrounds – including education, Importantly though, that hope does not disappoint business, law, engineering and clergy. All are us, if it is founded in God’s love, demonstrated volunteers. In practice we work to understand the in Jesus Christ. That hope is our foundation, and environment in which we exist, setting the strategic we encourage each other to build character that direction, guiding leadership appointments, and reflects that hope. overseeing the management and operation of the school from a governance perspective. This means addressing the inevitable challenges, seeking the Dr Richard Sharp | School Council Chairman right opportunities for the school to develop, and communicating that direction.
Danebank has just refreshed the School’s five year Strategy. As a Christian school, we set our strategy and planning within the context of the good news of Jesus Christ. Our school culture aims to reflect that good news, in the way we care for each other, the way we teach, the way we learn, and the way we encourage students to develop their God-given abilities in the service of others.
In doing this, we seek to maintain and strengthen connections within our community – students, parents, alumni, staff, and the wider community. All of this is intended to build character, and we seek our community’s support in doing so.
REPORTING AREA 1: MESSAGES FROM KEY SCHOOL BODIES
2016 Danebank Annual Report | 4 STATEMENT FROM STATEMENT FROM THE PARENTS AND FRIENDS ASSOCIATION THE OLD GIRLS’ ASSOCIATION
The Parents and Friends Association aims to support the The Old Girls’ Association was established in 1973 school by raising funds that support the establishment to uphold the lives of our alumnae and to support of facilities, infrastructure and equipment. Perhaps the school. For many years, the Association has more importantly, the P&F aims to friend-raise, to provided support for the school community through develop goodwill throughout the parent community. assistance with text book fees for students in Year 7, We are a very active body that supports the school in prizes at Speech Night and gifts for Year 12 at their a number of ways. Valedictory Dinner. The Association also presents a very special Citizenship Award to the daughter of an In 2016 the Association again broke the fund-raising Old Girl who has earned congratulations for being a record for the Autumn Fair. This year, the event raised fine citizen. over $62,000 exceeding all previous tallies. Apart from the wonderful financial outcome, it was a special 2016 was a busy year, with some big changes to the day of goodwill. The weather was kind, the stalls were Old Girls Association. We farewelled two long term EXECUTIVE fantastic and the kids had a great time too. Once executive members, who had held both Secretary again, the Farmers Market stalls were a hit with the and Treasurer positions for many years. We thank adults, providing produce presented with great flair. them for the wonderful contribution to the OGA The girls performances on stage were wonderful across this time. New members have also joined in and there was so much to enjoy on the day. I 2016 and we aim to continue to grow the group of must acknowledge and thank all parent volunteers, dedicated members driving the OGA forward. especially Mrs Nadine Lee, Fair Co-ordinator. Our annual August Fest celebration event was an We ran a full complement of events and Programs opportunity for Old Girls across the years to get during the year, including the termly Parents Coffee together. The event was again held at The Loft in Club, the new parents Cocktail Party, the Guessing the city where old girls across different year groups Competition, Entertainment Books, Mother’s and enjoyed High Tea at the same time as they enjoyed Father’s Day stalls, the Birthday Book Program and catching up with each other. August Fest is held more. My thanks to all members of the P&F Committee annually on the third Saturday every August. who managed these events and programs or supported them, especially the members of the P&F Our LinkedIn page continues to grow with now Executive who worked tirelessly for the school. over 175 connections. This is a great way to network with other OGA members and share professional Representatives of the Association worked as part of experience. Our Facebook page is also popular, with the new uniform committee and we were very pleased over 530 members. that a sharp, new uniform has been introduced to the school. We welcome feedback from members and friends of the Association in order to continue to progress, so Once again, the Parents and Friends Association has if you have any ideas/feedback, please feel free to been pleased to support the school, and our girls, at contact us at [email protected] Danebank. As this is my last year as President of the or Danebank Old Girls Association, Danebank P&F, I would like to thank the Committee, PO Box 349 Hurstville BC 1481. the school executive, especially Mrs Davis, and the Alternatively, join us on Facebook or LinkedIn many parent volunteers who supported the school at – Danebank Old Girls Association, and keep up throughout this year and previous. We enjoy the to date with any events and/or reunions that are friendly Danebank environment and I thank Mrs Davis happening. and the school executive for all their support. Our activities have added to an enjoyable year, Mrs Petty Heather | OGA President enabling us to raise $127,000 in 2016 for the school.
Mr Glenn Simpkin | P&F President
REPORTING AREA 1: MESSAGES FROM KEY SCHOOL BODIES
2016 Danebank Annual Report | 5 STATEMENT FROM THE STUDENT REPRESENTATIVE COUNCIL
In 2016 the Student Representative Council was made up of 29 girls from Years 7–12, led by Year 11 students. The aim of the 2016 SRC was to be “a voice for all students, to be approachable, to take into account the ideas and opinions of others involved with the School and to make an impact on the School and the wider community.”
The girls took on more extensive leadership roles within the school. Following a special training day in Term 1, the SRC leaders ran four meetings for their Year cohorts over the year, as well as a combined assembly in Term 4. EXECUTIVE
The SRC also organised several events: “Ribbon Week” was the last week of Term 1 and culminated in a mufti day. Each Year group researched and supported a different charity that represented a particular colour. For that week, the girls were able to wear ribbons in the colour of their charity.
In Term 2, the girls organised a ‘fun-raiser’ day that comprised outdoor activities at lunchtime, and students were encouraged to come to school in active wear.
In Term 3, the annual Danebank dance and a sausage sizzle on House Festival Day raised $2,900 to continue to sponsor six female students to study and board at Katoke-Lweru School in Tanzania. The SRC also organised a Gelato Day to support the Anglicare Christmas Appeal at the end of Term 4.
Mrs Jocelyn Hartley | SRC Co-ordinator
Student Representative Council Executive, 2016
REPORTING AREA 1: MESSAGES FROM KEY SCHOOL BODIES
2016 Danebank Annual Report | 6 SCHOOL PROFILE
MAJOR INITIATIVES 2016 response to the Christian message is respected. Development of Strategic Plan and Danebank welcomes students from all backgrounds. Commencement of new building work. Governance Establishment of the Pre-Kindergarten year as the Danebank is a member of the Anglican Schools first official year of entry at the school. Corporation which supports Anglican education and ensures Danebank’s strong financial position. The Establishment of an English Writing Club. school is administered by the School Council which numbers amongst its members representatives of the SCHOOL Outstanding HSC Results. Details later in this report. Corporation, the Anglican Synod, highly qualified educators and experienced members of the business community. Day to day management is the responsibility of the Principal, Mrs Davis. CONTEXTUAL INFORMATION Background Information Reputation Danebank was founded in 1933 with five pre-school Danebank is widely acknowledged in the St George aged students. It has grown to become one of and Sutherland Shires for its nurturing, Christian the leading girls’ schools in Sydney. Danebank is environment, excellent academic outcomes, non-selective and currently enrols students from educational innovation and fine facilities. Students Pre-Kindergarten to Year 12. In 2016 there were 339 are supported and challenged in dynamic learning students in the Junior School and 597 in the Senior situations to become confident, articulate, successful School plus 22 in Pre-Kindergarten. women who will take leading roles in the wider community. Christian Foundations The school’s motto, Ut Prosim (That I May Serve), Academic Traditions expresses the Christian view that God has created Danebank has a strong academic tradition. Almost us to serve Him and each other. The ideal of 100% of HSC graduates in 2016 qualified to enrol in service is fundamental to a Danebank education. degree courses. Danebank was once again listed Every student is introduced to the Christian faith as the top scoring non-selective school in St George through the teaching of the Bible and the practical and Sutherland Shires. Danebank scores well above experience of Christian care. Each student’s personal state averages in all academic measures. In the 2016 Higher School Certificate, more than 30% of the year group scored ATARs above 90.
REPORTING AREA 2: CONTEXTUAL INFORMATION ABOUT THE SCHOOL AND CHARACTERISTICS OF THE STUDENT BODY
2016 Danebank Annual Report | 7 Broad Curricula and Co-Curricula Opportunities Facilities Danebank is a thriving educational environment Danebank’s impressive campus contains facilities where students are empowered to discover their with state-of-the-art infrastructure and equipment talents, develop their strengths and maintain the especially for Drama, Music, Visual Arts, Technology highest personal and academic standards. A broad and Sports, enhancing opportunities for students ranging extra-curricula program provides students to excel. In particular, the school has a reputation with many opportunities to develop their personal for outstanding sporting achievements, including at strengths. Students are also challenged to support national and international levels. the school’s motto of service, to make a difference www.danebank.nsw.edu.au/location-facilities/ in the wider community. Mission Statement Student Body Danebank is a Christian School which aims to Danebank students come from a wide geographical provide quality, affordable education that will equip SCHOOL area, mainly from St George and the Sutherland girls for all aspects of life. Shires. The school runs two classes in each year group from Pre-Kindergarten – Year 6 and four classes in each secondary year. Additionally, Danebank provides support for students with learning disabilities through two Life Skills classes in Years 7-12. These 18 students are supported and valued by all sectors of the school community and study a separate Life Skills Program.
KINGSGROVE
BEVERLY HILLS ROCKDALE
PEAKHURST BRIGHTON
HURSTVILLE
MORTDALE ALLAWAH
MONTEREY
OATLEY
CONNELLS POINT
SANS SOUCI
REPORTING AREA 2: CONTEXTUAL INFORMATION ABOUT THE SCHOOL AND CHARACTERISTICS OF THE STUDENT BODY
2016 Danebank Annual Report | 8 ACADEMIC PERFORMANCE - NAPLAN
NAPLAN - OVERVIEW 2016
% OF STUDENTS WHO ATTAINED NATIONAL MINIMUM BENCHMARKS OR HIGHER IN 2016
NAPLAN TESTS OVERALL LITERACY OVERALL NUMERACY
YEAR 3 100% 100% RESULTS
YEAR 5 99.5% 98%
YEAR 7 97.75 % 98%
YEAR 9 98.5% 99%
*Note that the overall literacy percentages are a compilation of the four literacy results
% AT OR ABOVE THE NAPLAN NATIONAL MINIMUM STANDARD
YEAR 3 YEAR 5 YEAR 7 YEAR 9 LAST 4 CATEGORIES YEARS SCHOOL NATIONAL SCHOOL NATIONAL SCHOOL NATIONAL SCHOOL NATIONAL
2013 100 97 100 98 100 96 99 95
2014 95 93 92 93 99 95 94 91 READING 2015 95 94 98 94 98 96 97 92
2016 100 95 100 93 98 94 99 93
2013 100 97 100 94 100 91 99 84
2014 98 95 94 91 100 90 94 80 WRITING 2015 98 96 100 93 98 88 93 78
2016 100 97 100 93 97 91 98 82
2013 100 96 100 95 100 95 99 94
2014 93 95 97 93 100 93 94 91 SPELLING 2015 98 94 100 94 98 92 96 90
2016 100 95 100 93 98 93 98 90
2013 100 97 100 97 99 92 98 89 GRAMMAR & 2014 98 95 95 93 99 92 96 88 PUNCTUATION 2015 95 94 100 92 98 91 96 88
2016 100 95 98 95 98 93 99 89
2013 100 98 100 95 100 97 98 92 OVERALL 2014 98 95 94 93 99 96 97 96 NUMERACY 2015 98 94 100 95 98 97 96 96
2016 100 95 98 94 98 96 99 96
For further NAPLAN results, go to https://myschool.edu.au/SchoolProfile/Index/107253/DanebankAnAnglicanSchoolForGirls/43914/2016
REPORTING AREA 3: STUDENT OUTCOMES IN STANDARDISED NATIONAL LITERACY AND NUMERACY TESTING AND COMPETITIONS
2016 Danebank Annual Report | 9 ACADEMIC PERFORMANCE - NAPLAN
NAPLAN RESULTS 2013-2016 - % OF STUDENTS IN TOP 2 BANDS NAPLAN
YEAR 3 2013 2014 2015 2016
READING 78.3 65.1 76.2 78.7
WRITING 93.5 74.4 73.8 78.7
SPELLING 80.5 67. 4 66.7 78.7
GRAMMAR 84.7 76.7 66.7 78.7
NUMERACY 67. 4 51.2 47.7 61.7 RESULTS YEAR 5 2013 2014 2015 2016
READING 62 53.1 67. 3 54
WRITING 44.2 26.6 33.3 30.6
SPELLING 61.6 64.1 68.6 51
GRAMMAR 80.8 67. 2 68.7 53.1
NUMERACY 40.4 37.1 32.7 44 YEAR 7 2013 2014 2015 2016
READING 53.3 60 46.3 41.1
WRITING 39.6 40.5 24.4 20.5
SPELLING 52.7 60.7 64.6 45.5
GRAMMAR 55 67. 5 61 41.9
NUMERACY 47. 3 52.3 45.7 39.3 YEAR 9 2013 2014 2015 2016
READING 41.4 42.6 43.8 46.2
WRITING 36.4 20.8 18 23.4
SPELLING 43.5 44.9 45 47.9
GRAMMAR 40.4 37.9 33.7 38.3
NUMERACY 48.9 45.6 49.4 47. 3
DANEBANK NAPLAN RESULTS 2013-2016 - % OF STUDENTS IN TOP 2 BANDS 100% 100%
NAPLAN 2013
80% 80% NAPLAN 2014
NAPLAN 2015
NAPLAN 2016 60% 60%
40% 40%
20% 20%
0% 0% WRITING WRITING WRITING WRITING SPELLING SPELLING SPELLING SPELLING READING READING READING READING GRAMMAR GRAMMAR GRAMMAR GRAMMAR NUMERACY NUMERACY NUMERACY NUMERACY YEAR 3 YEAR 5 YEAR 7 YEAR 9 REPORTING AREA 3: STUDENT OUTCOMES IN STANDARDISED NATIONAL LITERACY AND NUMERACY TESTING AND COMPETITIONS
2016 Danebank Annual Report | 10 ACADEMIC PERFORMANCE - HSC
HIGHER SCHOOL CERTIFICATE - OVERVIEW 2016
In 2016 Danebank continues to be listed among 48 students were listed as Distinguished Achievers in the State’s top 100 schools, coming 68th out of more a range of subjects; than 700 schools in New South Wales. In fact, our Danebank girls have achieved the best non-selective 100% of Danebank students in 6 courses achieved results in both St George and Sutherland Shires. a Band 5 or 6 (i.e. above 80%); RESULTS
Highlights were: Three students successfully completed their HSC in Once again, English and Mathematics results were Life Skills. listed as consistently high; 100%100% In English, Danebank came 6th in the State in English Standard (combined with ESL) and 34th in the combined English Advanced and Extension courses; 80%80% In Mathematics, Danebank came 28th in General Mathematics 2 Unit Course and 30th in Mathematics Extension 1 and 2 courses (combined); 60%60% Three students were designated as All-Rounders, 48.3% i.e. they each achieved Band 6 or more than 45/50 in 10 units. They were: Sophie Anderson, Rebekah 40% Oliver, Antonia Tzortzatos. 40% 30.4%
School Dux, Sophie Anderson scored an ATAR of 99.65 and placed 5th in the State in 1Unit Studies of Religion; 20%20% ATAR ABOVE 90 ATAR ABOVE 80 0%0% REPORTING AREA 4: SENIOR SECONDARY OUTCOMES STUDENT ATAR RESULTS 2016
Three students who were listed among the Best All Rounders in the state in the 2016 HSC.
REPORTING AREA 3: STUDENT OUTCOMES IN STANDARDISED NATIONAL LITERACY AND NUMERACY TESTING AND COMPETITIONS
2016 Danebank Annual Report | 11 ACADEMIC PERFORMANCE - HSC
HIGHER SCHOOL CERTIFICATE: PERCENTAGES OF BANDS 5/6 IN COMPARISON DANEBANK % WITH STATE % DISTANCE EDUCATION/COMMUNITY IN THE TOP 2 BANDS - 2016 LANGUAGES COURSES 2015-2016
DANEBANK STATE % IN % IN COURSE BAND 5/6% BAND 5/6% BAND BAND RESULTS LANGUAGE COURSES 5/6 5/6 Ancient History 31 31 2015 2016
Biology 38 35 Chinese Background - 66 Speakers Business Studies 50 35
Chemistry 47 41 French Beginners 100 - Design and Technology 63 41 Drama 33 43 French Continuers 100 - Economics 65 45
English Advanced 87 62 German Beginners 100 - English Extension 1 100 95
English Extension 2 100 78 Italian Beginners - -
English Standard 42 13
Food Technology 55 30 Italian Continuers - -
French Beginners 50 47 Japanese Beginners - 0 Geography 60 41
History Extension 1 67 81 Japanese Continuers - 100 Hospitality 86 34
Legal Studies 72 43 Japanese Extension - 100 Mathematics 62 53
Mathematics Extension 1 80 80 Modern Greek 100 - Beginners Mathematics Extension 2 100 85 Mathematics General 59 26 Spanish Continuers 100 100 Modern History 54 41
Music 1 100 63 Spanish Extension - 100 Music 2 100 90
PDHPE 63 35
Physics 30 22
Studies of Religion 57 50
Textiles and Design 100 47
Visual Arts 93 55
REPORTING AREA 3: STUDENT OUTCOMES IN STANDARDISED NATIONAL LITERACY AND NUMERACY TESTING AND COMPETITIONS
REPORTING AREA 4: SENIOR SECONDARY OUTCOMES
2016 Danebank Annual Report | 12 ACADEMIC PERFORMANCE - HSC
HIGHER SCHOOL CERTIFICATE – % OF BANDS 5 AND 6 IN SCHOOL SUBJECTS 2013-2016
COURSE 2013 2014 2015 2016
Biology 61.53 64.28 37. 5 38
Business Studies 72.97 66.66 88.2 50 Chemistry 62.5 63.14 48.7 47 RESULTS
Design & Technology 100 100 66.7 63
Drama 30 100 58.8 33
Economics 85.71 82.34 66.6 65
English - Standard 39.02 28 38.5 42
English - Advanced 81.08 87. 5 0 89.1 87
English - Extension 1 100 100 100 100
English - Extension 2 100 100 66 100
Food Technology 66.66 72.72 61.5 55
French - Beginners - - - 50
French - Continuers 50 - 100 -
Geography 100 100 66.6 60
German - Continuers - 66.66 - -
History - Ancient 64.28 66.66 37. 5 31
History - Modern 63.63 59.08 73.3 54
History - Extension 33.33 100 100 67
Hospitality 60 58.33 84.6 86
Industrial Technology - - - -
Japanese Continuers 100 100 - -
Japanese - Extension 100 - - -
Legal Studies 76 80 68.8 72
Mathematics 65.38 67. 8 5 76.0 62
Mathematics - General 42.10 56.09 62.5 59
Mathematics - Extension 1 100 86.66 99 80
Mathematics - Extension 2 85.71 83.33 99 100
Music 1 100 100 100 100
Music 2 - - - 100
PDHPE 33.33 63.63 50.0 63
Physics 30 46.44 33.0 30
Studies of Religion - 58.21 60.0 57
Textiles & Design 75 100 87. 5 100
Visual Arts 100 80 95.8 93
REPORTING AREA 3: STUDENT OUTCOMES IN STANDARDISED NATIONAL LITERACY AND NUMERACY TESTING AND COMPETITIONS REPORTING AREA 4: SENIOR SECONDARY OUTCOMES
2016 Danebank Annual Report | 13 ACADEMIC PERFORMANCE - HSC
100% 100%
DANEBANK HSC RESULTS 2013-2016 - % OF STUDENTS IN TOP 2 BANDS
80% 80%
60% 60% % OVER 90 RESULTS % OVER 80
40% 40%
20% 20%
0% 0% 2013 2014 2015 2016
Ms Kate Nunn | Director Teaching & Learning
REPORTING AREA 3: STUDENT OUTCOMES IN STANDARDISED NATIONAL LITERACY AND NUMERACY TESTING AND COMPETITIONS
POST SCHOOL DESTINATIONS To the best of our knowledge, almost all of our 2016 cohort went to study tertiary degree courses at universities or other tertiary institutes. Some entered full-time employment. While 100% of our Year 12 group could have nominated a university course, some chose other tertiary options, including degree courses at TAFE and with private vocational providers, including courses in Design, Digital Media, Fashion Design and Hospitality areas.
The range of courses chosen at university included options within the Faculties of Arts, Architecture, Commerce, Creative and Fine Arts, International Studies, Media Studies and Design. Using their science backgrounds many students enrolled in science/mathematics based programs. Mrs Gwendolyn Cartwright | Careers Advisor
VOCATIONAL TRAINING In 2016, 14% of the Year 12 cohort participated in vocational or trade training, attending a Certificate/VET qualification. Mrs Lisa Vos | Head of TAS
RoSA Danebank is registered to award RoSA (Record of School Achievement) to students who conclude their studies prior to the HSC. In 2016, no students received this Report.
Mr Warwick Fogden | Deputy Principal Administration
REPORTING AREA 7: STUDENT ATTENDANCE, RETENTION RATES AND POST-SCHOOL DESTINATIONS IN SENIOR SCHOOL
REPORTING AREA 4: SENIOR SECONDARY OUTCOMES
2016 Danebank Annual Report | 14 ACADEMIC COMPETITION RESULTS 2016
The Australasian Problem Solving Olympiad AUSTRALIAN MATHEMATICS CHALLENGE 1 student scored in the top 10% of Australasia CREDIT DISTINCTION HIGH DISTINCTION and 4 others scored in the top 25% of 9 10 5 Australasia.
ICAS SCIENCE COMPETITION
CREDIT DISTINCTION HIGH DISTINCTION RESULTS
47 24 2
AUSTRALIAN HISTORY COMPETITION
CREDIT DISTINCTION HIGH DISTINCTION
8 11 3
AUSTRALIAN GEOGRAPHY COMPETITION
DISTINCTION HIGH DISTINCTION
INTERMEDIATE 5 2
SENIOR 4 5
ICAS ENGLISH COMPETITION
MERIT CREDIT DISTINCTION HIGH DISTINCTION
18 47 22 2
ICAS MATHEMATICS COMPETITION
MERIT CREDIT DISTINCTION HIGH DISTINCTION
30 67 25 6
ACER LANGUAGE COMPETITIONS - SENIOR SCHOOL
SUBJECT CREDIT DISTINCTION HIGH DISTINCTION
FRENCH 17 6 1
GERMAN 6 - -
JAPANESE 17 6 8
ICAS COMPETITION AWARDS - JUNIOR SCHOOL YEARS 2-6
SUBJECT CREDIT DISTINCTION HIGH DISTINCTION
MATHEMATICS 24 17 5
ENGLISH 30 22 1
SPELLING 24 15 3
WRITING 23 4 2
SCIENCE 24 6 2
DIGITAL TECHNOLOGIES 15 8 3
| Heads of Departments
REPORTING AREA 3: STUDENT OUTCOMES IN STANDARDISED NATIONAL LITERACY AND NUMERACY TESTING AND COMPETITIONS
2016 Danebank Annual Report | 15 DEBATING PUBLIC SPEAKING
Seven teams from Danebank participated in the In 2016 Danebank appointed a Public Speaking Archdale Debating Competition. Coach, who conducted sessions on Monday afternoons to assist students in refining their public Following many weeks of training, the girls travelled speaking skills, whether for competing in interschool across Sydney each week, debating against competitions or presenting in the classroom setting. schools such as Abbotsleigh, Pymble, SCEGGS and The coach travelled with various students to Wenona. competitions, providing them with positive support and constructive feedback.
The students engaged with a range of challenging RESULTS topics over the course of the season, enabling Public speaking training sessions covering each them to expand their knowledge of current events, stage of the process: from developing a speech sharpen their analytical thinking skills and refine idea and articulating thoughts into written words, their persuasive speaking style. The teams were to delivering the speech. Each week was focused mentored by coaches and past Danebank on a different aspect of oratory, such as pitch or debaters who offered invaluable support and eye contact. expert tuition. Students participated in a variety of competitions, Ms Tara Nandi | Debating Coordinator including Rostrum Voice of Youth and Festival of Speech.
It is hoped that more students will avail themselves of the opportunity to learn more about public speaking and to hone their skills. It is important that we make our spoken words count.
Mrs Daniela Clark | Public Speaking Coordinator
REPORTING AREA 4: SENIOR SECONDARY OUTCOMES
2016 Danebank Annual Report | 16 PROFESSIONAL LEARNING RECORD
OVERVIEW PROFESSIONAL LEARNING 2016 Danebank is a professional learning community that seeks to use the most effective learning practices. CONFERENCES Data analysis is used to initiate discussions about Annual Science Teacher's Conference STAFF student performance and formulate strategies that AIS Mathematics Conference: HoDs Day can improve school, year group, faculty, stage and AIS Drama Conference individual outcomes. Statistics are never a perfect reflection of how children learn, but they can provide AIS Conference 2017 - Re-conceptualising Assessment: Unlocking Learning and Broadening insights that are useful to enhance the way learning Pract. takes place. As part of the process we predict outcomes, then review our predictions once new AIS Visual Arts Conference data is available. ASBA National Conference
Biology, Earth and Environmental Science & All data analysis at Danebank involves multiple Senior Science Teachers Conference indicators; they are used together to assess CAA PD & Annual Conference achievement levels and shape teacher practice. Deus Ex photos Photomedia Conference No one measure will accurately reflect or be used Lego Education STEM Conference to judge ability or a student’s capacity to learn. The areas of analysis allow teachers, and the school as MET East Maths Head Teachers Association Meetings & Conference a whole, to help students achieve their potential through the design of curricula that develop critical Positive Schools 2017 Mental Health and thinking, the construction of rigorous tests that target Wellbeing Conference HSC outcomes and the creation of unique pastoral SMBC Womens Conference programs that support students through their studies. The Learning Difference Convention Danebank Teachers are highly professional and undertake extensive professional learning each year.
Ms Kate Nunn | Director Teaching & Learning PROFESSIONAL LEARNING 2016
PASTORAL
Building motivated, engaged and high performing classrooms
Behaviour Management Dealing with Difficult Parents God and Girls Faith Formation in Christian Schools Managing Parent Expectations Positive Schools 2017 Teacher Wellbeing Workshop
ADMINISTRATION ASBA TI PD & AGM CI Marketing Masterclass Developing Engaging Play Spaces
ICT Management and Leadership Conference 2017
Kevin Hennah - Vision 2020
REPORTING AREA 5: TEACHER QUALIFICATIONS AND PROFESSIONAL LEARNING
2016 Danebank Annual Report | 17 PROFESSIONAL LEARNING 2016 PROFESSIONAL LEARNING 2016
TEACHING TEACHING Art in the Primary Classroom Meet the Markers ACU Careers Day Morrisby Report Training
Designing STEM units of learning in the K-6 Notre Dame Careers Day Classroom NSU Day Career STAFF Advanced Course - Module B - Speeches Numeracy: Assessment to Intervention using the Autodesk Fusion 360 response to intervention model
BEEST Operate as part of an emergency control Close Study of Text - Wilfred Owen organisation
Cloud Based 3D CAD Software for 3D Printing, Planning and Programming the new Extension 1 CNC & Laser cutting Stage 6 Syllabus
Designing Stem Cross-Curricular Units of Learning Planning and Programming the new Stage 6 for Stage 4 Syllabus
Distinctively Visual - The Shoe-Horn Sonata Pool Lifeguard Update Distinguished Lecture : Professor Tamara Davis Positive Sports Coaching Ecol100 Ecology Principles of Effective Teaching in Languages EduTech (Standard Package) Provide an emergency first aid response in an Enhancing Student Learning in Studies of education and care setting Religion Reinvigorating History - Excellence in Leading Evidence-based classroom behaviour support and Learning
Examination of Outcomes for Pre-K yearly Religion and Belief: Understanding Australian & report based on an early childhood movement Global Perspectives program Sharing and Caring: A workshop for newly Exploring New Horizons in History Extension appointed and beginning Science Teachers
Familiarisation: Revised Stage 6 Mathematics Specific Skills for Teaching Legal Studies 2017 Syllabuses STEM teacher training Familiarisation: Revised Stage 6 English Syllabus Teaching HSC Food Technology Successfully Familiarisation: Revised Stage 6 History Syllabuses Teaching Strategies and Behaviour Support
Finalising E-portfolios and Blogger Page for 2017 Teaching Strategies and Behaviour Support: Fountas & Pinnell Levelled Literacy Intervention Teaching Autism Spectrum
HASSE Junior Space Program Teaching Strategies for School and Home Head of Department Online Behaviour Support for School and Home
HLTAID001: Provide Cardiopulmonary The Craft of Writing Imaginatively in the Senior Resuscitation School
HLTAID004:Provide an emergency first aid The Craft of Writing Imaginatively in the Senior response in an educational and care setting School (Extension 2)
Hospitality Validation and Network Day Thinking of a Leadership Role? How high-performing systems shape teacher Understanding Autism Spectrum Disorders quality UTS Careers Day HSC Feedback and Advice Day Visibly Learning Symposium HSIE Supporting Historical and Geographical YARC Workshop and Disability Provisions Inquiry in K-6 Classrooms Year 10 Food Technology Recharged Introduction to Systemic Thinking & Practice Year 9 Food Technology Fun Leaders of ICT MacLit Making Literacy Visible MANSWA HSC Feedback DAY
REPORTING AREA 5: TEACHER QUALIFICATIONS AND PROFESSIONAL LEARNING
2016 Danebank Annual Report | 18 TEACHING STANDARDS PROFESSIONAL LEARNING COSTS LEARNING PROFESSIONAL REPORTING AREA5:TEACHERQUALIFICATIONSANDPROFESSIONALLEARNING REPORTING AREA6:WORKFORCECOMPOSITION (excluding relief) Average expenditureperteacherforProfessionalLearningwas The totalcostforStaffProfessionalLearningwas The totalinvestmentinProfessionalLearningis CATEGORY teaching experienceorappropriateknowledgerelevanttothecontext Teachers whodonothavequalificationsasdescribedin(a)or(b)butrelevantsuccessful qualifications, or Australia oronerecognisedwithintheAEINOOSRguidelinesbutlackformalteachereducation Teachers whohavequalificationsasagraduatefromhighereducationinstitutionwithin as recognisedwithinthenationalofficeofoverseasskillsrecognition(AEINOOSR)guidelines,or Teachers whohaveteachingqualificationsfromahighereducationinstitutionwithinAustraliaor COST OFCASUAL/RELIEFTOREPLACESTAFF TOTAL Secondary Primary ON PROFESSIONALLEARNING $31,297.08 $17,562.32 $13,734.76 $123,035.82 $91,738.74 $1,020 2016 Danebank AnnualReport TEACHERS NUMBER OF 90 0 0 | 19
STAFF TEACHING & LEARNING PRIORITIES & ACHIEVEMENTS &ACHIEVEMENTS PRIORITIES TEACHING &LEARNING REPORTING AREA 6:WORKFORCECOMPOSITION REPORTING AREA10:SCHOOL DETERMINEDPRIORITYAREASFORIMPROVEMENT and History. in Maths,English,Science 8 &10NationalCurriculum 7. Implementation of Years range ofplatforms. based programsacrossa technology intoweb- 6. Todiversifytheuseof curriculum delivery. environments andhone responsive learning in ordertodelivermore online studentsurveys 5. Todeveloptheuseof across theSeniorSchool. in anticipationofarollout best practicefortheiruse Edumate andestablish reporting featuresof 4. Totrialthe‘JustinTime’ an appraisalprocess. be implementedthrough Learning Frameworkcan which theTeaching& 3. Toexplorewaysin staff appraisalsystem. 2. Todevelopanonline enrich students. Positive Psychologyto abilities toimplement 1. Tofurtherdevelopstaff PRIORITIES 2015 STAFF DEVELOPMENT listed. evaluated inallfaculties implemented and 7. Successfully aided thisprocess. management systemhas as anewlearning Exploration ofCANVAS web basedprograms. app basedprogramsto The transferfromsome towards BYOD*in2017. process aswemove 6. Thisisanongoing fully. – othershavetorealiseit implemented successfully Some subjectshave area fordevelopment. 5. Thisisanongoing implementation. made toreflectthis Reporting changeswere School subjects. Edumate inallSenior implemented through 4. ‘JustinTime’reporting of thisframework. and evaluatedinthelight and Learningframework linked totheTeaching 3. Allappraisalgoalswere modification. successful. Othersrequired Some projectsvery Implemented in2015. 2. K-12appraisal Education. well-being andPositive specific aspectsof Care systemthattargets integrated Pastoral 1. Creationofan ACHIEVEMENTS 2015 PDHPE Department. 7. RestructureSport& implemented. Management system to CanvasLearning 6. TransitionfromMoodle 5. Registrationcomplete. redevelopment. first StageofParkRoad Junior School.Tender teaching facilitiesfor 4. Establishalternative and Leaders. Years 11and12Prefects (SRC), UtProsimLeaders, Representative Council incorporates Student structure which Senior Schoolleadership 3. Refineanintegrated (Illuminate). High Achieversprogram 2. Exploreprototypingfor world. journey andintothewider throughout theirschool who aretransitioning to supportourstudents 1. Developstrategies PRIORITIES 2016 2016 Danebank AnnualReport *BYOD -BringYourOwnDevice. restructure. appointed aspartof 7. DirectorofSport system. Learning Management from MoodletoCanvas 6. Successfultransition completed. 5. Registrationsatisfactorily program. School duringthebuilding accommodate theJunior been constructedto 4. Teachingfacilitieshave established. 3. Thishasbeen Junior andSenioryears. implemented inboth Illuminate. Successfully 2. Prototypingfor Transitions 1. AppointedaDirectorof ACHIEVEMENTS 2016 | 20
STAFF TEACHING & LEARNING PRIORITIES 2017
PRIORITIES 2017
1. Devise and implement a means of making individual students’ learning more visible to parents.
2. Commence implementation of High Achiever’s program (Illuminate). STAFF 3. Undertake appraisal of the Teaching and Learning program and increase students’ understanding of how they learn.
4. Refine Service Learning program in the school. Conduct an audit on student and staff participation, and seek ways to develop involvement in both of these areas, linked into mentoring programs.
5. Construct Stage One - Park Road. Tender Stage Two - Park Road.
6. Executive Team Development.
7. Review progress of Strategic Plan in Feb 2017, and tune strategy as needed.
WORKFORCE COMPOSITION 2016 There are no indigenous staff at present. Please refer to My Schools website: www.myschool.edu.au
SCHOOL STAFF 2016 NUMBER
Teaching staff 98 Full-time equivalent teaching staff 84.6 Non-teaching staff 48 Full-time equivalent non-teaching staff 35.1
REPORTING AREA 10: SCHOOL DETERMINED PRIORITY AREAS FOR IMPROVEMENT
REPORTING AREA 6: WORKFORCE COMPOSITION
2016 Danebank Annual Report | 21 STUDENT BODY
OVERVIEW 2016 The physical and mental well-being of students at Any teacher or student can raise concerns about Danebank is our highest priority. The Pastoral Care the well-being of a student to the Year Co-ordinator, network encompasses every facet of the school Deputy Principal (Pastoral Care) or class teacher. The culture and curriculum. It is based on God’s desire for manner in which the student is approached about us, His creation, to live life to the fullest. this issue is determined by the nature and seriousness of the concern. Therefore, student well-being is nurtured by developing close, trusting relationships with all A full copy of this Policy is available on the School members of the school community. website. www.danebank.nsw.edu.au
The Deputy Principal, Pastoral Care (Senior School) STUDENTS and the Head of the Junior School have the responsibility for the successful implementation of pastoral care programs throughout the school. In the STUDENT POPULATION Senior School, the pastoral care network consists of SCHOOL POPULATION NUMBER the Deputy Principal (Pastoral Care), School Clinical Junior School 339 Psychologists, School Chaplain, Year Co-ordinators, Pastoral Care teachers, House Patrons, all classroom Senior School (incl. 6 FF students) 597 teachers, learning support teachers and teacher’s Pre-Kindergarten 22 aides. TOTAL 958
Year Co-ordinators take on the responsibility of the pastoral care for their year group. The school has a REPORTING AREA 9: OTHER SCHOOL POLICIES - WELFARE, house-based pastoral care program operating in the ANTI-BULLYING, DISCIPLINE, COMPLAINTS & GRIEVANCES senior school. This program runs for 25 minutes twice a week. Year Meetings are held regularly. Other student support programs that operate in the school include: Year 7 Peer Support Program run by Year 11 student leaders Year 8 Student Mentor Program run by Year 11 student leaders Year 9 Student Mentor Program run by Year 11 student leaders Years 7-12 BOND (Building Opportunities for Nurture and Development) Groups meet every week
In the Junior School, the pastoral care network consists of the Head of the Junior School, Stage Co- ordinators, Clinical Psychologist, classroom teachers, learning support and teacher’s aides.
Danebank has three school Clinical Psychologists who operate in the school five days a week. Students can self-refer to the School Clinical Psychologists by making an appointment or simply go directly to her. Students can also self-refer through their Year Co-ordinator, the Deputy Principal (Pastoral Care) or class teachers, any of whom can arrange an appointment for the student.
2016 Danebank Annual Report | 22 STUDENT WELFARE
PRIORITIES 2017 ACHIEVEMENTS 2016
1. Investigation of how to 1. Development and integration of activities led by Year 11 BOND Leaders support parents in raising s picture frames for Mother’s Day to celebrate beauty, excellence and love their daughters to be for Year 8 BOND, resilient, speakers to be s gratitude boards for Year 9 BOND booked for 2018. s Cyber Safety aspects such as building a positive reputation, healthy relationships and what are you posting 2. Further develop the 2. Continued emphasis on cyber safety with expert speaker Susan McLean Leadership skills of student engaged to talk to students in Years 7-12 and parents regarding cyber safety. leaders in order to facilitate About 90 parents attended this evening and commented on how much they smooth transition for those had learnt from Susan.
becoming Prefects in Year STUDENTS 11 and 12.
3. Continued investigation 3. Service Learning Programs expanded for and development of s Year 10-12 student trip to Katoke School in Tanzania strategies to better assist s Year 10 with three targeted Homelessness experiences as well as raising teachers of students with funds and awareness for Homelessness through a bake sale; Learning Needs including: s Year 9 with the Nursing Home visits by all Year 9 students and the High Potential Learners, organisation of the Nursing Home Christmas Concert; no links made with KLAs students requiring Learning Support and students with s Year 8 Youth Mentoring Program Mental Health issues.
4. Return to School Procedures for Parents developed and implemented to assist parents whose daughter’s struggle with school attendance. Regular meetings held with parents whose daughter’s struggle with school attendance with one of the school’s Clinical Psychologist, Year Coordinator and Deputy Principal (Pastoral Care) to assist with return to school strategies. 5. A Leadership Training day was run for the Prefects, Ut Prosim Leaders and the SRC representatives at the end of 2016. s SRC student’s led student run Year Meetings twice a term for the majority of the year. These Year Meetings were a great success and student enjoyment was high and helped build connections within the Year Group. s Ut Prosim Leaders organised film nights which raised awareness of different issues as well as building school community. s Prefects ran Faculty morning teas for staff to show how much students appreciated them and build connections with staff and students. They also ran a number of projects to make student connections across year groups. These included the “Olympic Games” the “0.06% project” and “Wellness Month”. 6. The Learning Support Teachers and members of the Executive were involved with reviewing how information is transferred between Junior and Senior School. This review included: s A common approach to recording information about student Learning Needs – this was developed and implemented with the completion of Learning Profiles for students with Learning Needs for Years 6 to 11 by the end of 2016. s Procedures for electronic document transfer were developed and implementation was started with a new staff member employed in Semester 2 of 2016. s Meetings between Junior School Teachers and key Senior School Teachers to assist with the transition of Year 6 students into Year 7.
REPORTING AREA 9: OTHER SCHOOL POLICIES - WELFARE, ANTI-BULLYING, DISCIPLINE, COMPLAINTS & GRIEVANCES REPORTING AREA 10: SCHOOL DETERMINED PRIORITY AREAS FOR IMPROVEMENT
2016 Danebank Annual Report | 23 RESPECT AND RESPONSIBILITY INITIATIVES
SCHOOL MOTTO LEADERSHIP Students are taught to exercise respectful behaviour Leadership programs train students to accept as part of the Christian beliefs upon which the school responsibility within the school community through: is based. The school’s motto, Ut Prosim means ‘That I s K-Team connections of Year 6 & Kindergarten girls May Serve’. The school motto is more than an ideal. s House Leaders in both Junior and Senior School It is expressed in practical terms, through a focus s Monitors (K-6) on being sensitive to the needs of others inside our s Student Representative Council (SRC) Senior community as well as through assistance to others in s Christian Student groups the external community. s BOND Leaders s Peer Support Leaders WITHIN THE CURRICULUM s Ut Prosim Leaders
Across the school, classroom learning is presented s Prefects STUDENTS without gender bias and with multicultural and Aboriginal perspectives. The school upholds safe use of the Internet as part of everyday learning. DUKE OF EDINBURGH AWARD Danebank has continued to offer students the FUNDRAISING opportunity to participate in the Duke of Edinburgh Students are given the opportunity to demonstrate Award Scheme. This year many girls participated - responsibility towards others. All students (K-12) are 58 girls worked towards their Bronze Award, 28 their involved in caring for others’ needs through support Silver and 53 their Gold. This program continues to of local, national and international aid organisations flourish with ever-increasing numbers engaged in such as: Anglicare, TEAR, Samaritan’s Purse, rich and rewarding experiences. This facilitates an Bible Society, Bush Church Aid Society, McGrath opportunity for the students to develop a confident Foundation, Jump Rope for Heart, Worlds Greatest sense of self and build relationships with others. Shave, Collections for the Homeless, Biggest Morning Tea and CMS. MOTIVATION The Principal regularly addresses the students at the Junior School students participate in fund raising weekly Assemblies on a variety of inspirational topics. programs through the House system. In 2016, She chooses a theme each year and inspires the students in Years 8-9 participated in an online Digital students to strive to be the best they can be in all Citizenship program. As well, Year 10 students were areas of life through learning and perseverance. involved in one of two Homelessness experiences and helped raise money to assist Pastor Frank Miss Lisa Romberg | Deputy Principal - Pastoral Care Langford help clothe the homeless. Year 9 students were involved in a Community Service program which included staging a Christmas Concert for Nursing Home Residents. The School, as part of our 75th Anniversary celebration set up a Scholarship Program for students in Katoke Tanzania, and now sponsors seven students in all: six by the High School students for all their high school education and one by the Junior School. Junior School held a fundraiser and Senior School held a dance, all funds raised go into those scholarships.
REPORTING AREA 11: INITIATIVES PROMOTING RESPECT AND RESPONSIBILITY
2016 Danebank Annual Report | 24 SCHOOL POLICIES
OVERVIEW
School Policies are published on the school’s website, A number of Policies were revised during 2016 the Staff Handbook and on the school’s intranet. The including: important policies for students (such as Uniform and Acceptable Computer Use Code of Behaviour) are published in School Diaries. Attendance All policies maintain adherence to consistency and Care and Protection of Children fairness as well as a sense of appropriateness for Classroom Procedures students of different ages. School Policies aim to Code of Behaviour support the school as a safe, nurturing environment with clear guidelines for acceptable behaviour and The Code of Behaviour ensures that, when serious STUDENTS effective processes to maintain a professional learning breaches need to be actioned, communication with environment. parents is an integral part of the process. The school does not permit corporal punishment of students or The values that underpin school policies are widely sanction corporal punishment by non-school persons. published. They are: Full Policies can be found at COMPASSION (and care for ourselves and others) www.danebank.nsw.edu.au/school-policies/
TRUTH (seeking truth in all situations)
INTEGRITY (measured against the Word of God)
RESPECT (for persons and property at all times)
RESPONSIBILITY (for our own behaviour and actions)
UNDERSTANDING (and tolerance of those less fortunate)
CHARACTER (striving to do one’s personal best)
REPORTING AREA 9: OTHER SCHOOL POLICIES - WELFARE, ANTI-BULLYING, DISCIPLINE, COMPLAINTS & GRIEVANCES
2016 Danebank Annual Report | 25 A full review of all school policies in conjunction with the implementation of a Compliance Policy Framework, was completed across 2016.
POLICIES SUMMARY
CARE & PROTECTION Danebank aims to be a motivating environment which is free from bullying, harassment OF CHILDREN and violence.
STUDENTS Policies also outline provisions for student well-being such as for student disabilities, how the pastoral care system works, (including the availability of counselling services), medical and illness procedures and homework policy etc.
PARENTS Clear guidelines are in place regarding how visitors to the school, including parents,
should proceed. STUDENTS
ANTI-BULLYING The policy gives a clear definition of bullying as “a destructive form of aggression with harmful physical, social and emotional outcomes for all involved.” Examples of types of aggression are cited, including cyber bullying. The impact of the varying kinds of aggression are also made clear. The steps the school takes to address the various forms of aggression are cited and advice is given on how students can address aggressive situations.
STUDENT DISCIPLINE The Code of Behaviour gives clear explanations for students of acceptable behaviour. This included guidelines for the correct wearing of school uniform and the offences that may lead to detentions, suspensions or expulsion.
ATTENDANCE Attendance Policies were revised to accommodate a new Parent Portal which enables parents to report their daughters’ absences online. Parents are given explanations regarding how absences are followed up and reported on school reports.
COMPLAINTS The school’s policy for dealing with complaints and grievances includes processes for RESOLUTION raising and responding to matters of concern identified by parents and/or students. These processes incorporate, as appropriate, principles of procedural fairness. In relation to grievances and complaints made by students and/or parents, the School follows the guideline set down by the Anglican Schools Corporation.
REPORTING AREA 9: OTHER SCHOOL POLICIES - WELFARE, ANTI-BULLYING, DISCIPLINE, COMPLAINTS & GRIEVANCES
2016 Danebank Annual Report | 26 ADDRESSING COMPLAINTS GUIDELINES
1. The guidelines and procedures of schools of the 5. In cases where allegations are made, reasonable Anglican Schools Corporation group set out the steps should be taken to protect the interests of both standards and services both parents and students the complainant and any respondent (for example, can expect to be provided with, as well as the a member of staff about whom a complaint is being responsibilities of parents and students. made) by not disclosing their identity or the details of their information, except to those with a reasonable 2. Complaints are to be addressed in terms of their need to know. potential seriousness, rather than on the basis of the category of person who is making the complaint. This 6. Principals should maintain a confidential record means that students or community members should of significant complaints dealt with. The outcome be treated on similar terms. of complaints dealt with may also be considered STUDENTS to feed into the school’s quality improvement 3. All members of staff have responsibility for processes. receiving complaints, treating them seriously and dealing with them promptly and courteously. Miss Lisa Romberg | Deputy Principal - Pastoral Care
4. The Principal is ultimately responsible for resolving complaints, and may nominate a Deputy Principal or another member of staff who has not been involved, to investigate, as appropriate.
REPORTING AREA 9: OTHER SCHOOL POLICIES - WELFARE, ANTI-BULLYING, DISCIPLINE, COMPLAINTS & GRIEVANCES
2016 Danebank Annual Report | 27 ATTENDANCE AND RETENTION STATISTICS
YEAR LEVEL ATTENDANCE RATE % Kindergarten 97.7% Year 1 99.6% Year 2 99.2% Year 3 98.5% Year 4 99.4% Year 5 97.4% Year 6 98.8% Year 7 97.3% Year 8 95.4%
Year 9 96.5% STUDENTS Year 10 96.6% Year 11 96.6% Year 12 96.3%
AVERAGE ATTENDANCE Kindergarten – Year 6: 98.66% Year 7 – Year 12: 96.45%
97.56% of students attended school on average each school day in 2016.
MANAGEMENT OF NON-ATTENDANCE
1. Rolls are marked online every lesson in the 6. A lunchtime school detention is given in the secondary school and by class teachers in the Junior secondary school when a student is late to school School. three times per term without parental explanation. An after school detention is given to students 2. Absences are recorded on the School’s who are persistently late, with or without parental Attendance Database. explanation.
3. Parents/Guardians are required to notify the It is the responsibility of the Deputy Principal (Pastoral school by telephone if their child is not attending Care) to investigate whether a student is at school school for the day. and to investigate any patterns of lateness or absences. 4. Parents/Guardians are required to notify the school if their daughter is absent, by contacting Mr Warwick Fogden | Deputy Principal - Administration the office or by accessing the Parent Portal, or alternatively a written note is also accepted.
5. Parents are notified via email if their daughter was absent, and have up to seven days after the occurrence to explain the lateness. If the student’s absence is unexplained after seven days, the absence will be listed on the student’s school report as unexplained. Students in the secondary school are expected to communicate lateness to their parents if a note is required.
REPORTING AREA 7: STUDENT ATTENDANCE, RETENTION RATES AND POST-SCHOOL DESTINATIONS IN SENIOR SCHOOL
2016 Danebank Annual Report | 28 EDUCATIONAL AND OTHER REPORTING POLICY REQUESTS FOR ADDITIONAL DATA The school maintains the relevant data and From time to time the Commonwealth Government, will comply with reporting requirements of the through Minister for School Education, Early NSW Minister for Education and Training and Childhood and Youth and the NSW Government, the Commonwealth Department of Education, through the Minister for Education, may request Employment and Workplace Relations. This reporting additional information. To ensure that such requests includes public disclosure of the educational and are dealt with appropriately, the Director of Finance financial performance measures and policies of the and Enrolments is responsible for coordinating the school as required from time to time. school’s response. This person is responsible for the collection of the relevant data and for ensuring it is ANNUAL REPORT provided to the Board of Studies in an appropriate The Director of Community Networks is responsible for electronic form. coordinating the final preparation and distribution of the Annual Report to the Board and other DEEWR ANNUAL FINANCIAL RETURN stakeholders as required. The Financial Controller at Anglican Schools Corporation is responsible for completing the questionnaire. This person is responsible for the collection of relevant data and for ensuring it is provided to DEEWR in an appropriate form.
REPORTING AREA 14: PUBLICATION REQUIREMENTS
ENROLMENT POLICIES ADMINISTRATION Danebank is a comprehensive educational K-12 5. Each applicant’s interview responses are Girls school providing an education underpinned considered in regard to their ability to support the by Christian values and operating within the policies school’s ethos. of the NSW Board of Studies. As a comprehensive school, Danebank students come from a wide range 6. Each applicant’s educational needs are of backgrounds, including language backgrounds assessed as far as possible. To do this the school will gather information and consult with the parent/ other than English and a wide range of geographical family and other relevant persons. Potential areas. educational strategies are then assessed with a view to accommodating the applicant before a The secondary school also caters for students with decision regarding the enrolment is made. This may special needs in the Junior and Senior Life Skills include Planning Meetings with parents and/or classes (Years 7-12). Additionally, the school enrols relevant health care or other professionals to ensure a small number (6) of International students in the adequate provisions are available. Secondary School. 7. The family is then informed of the outcome. 1. All enrolment applications are processed in order of receipt through the Registrar’s office. 8. Once enrolled, students are expected to support the school’s ethos and comply with the school rules 2. Consideration is given to the applicant’s support to maintain the enrolment. Failure to pay school fees for the ethos of the school, siblings already attending will lead to termination of enrolment. the school, daughters of alumnae and other criteria determined by the school from time to time.
3. All applications are processed as per the school’s STUDENT POPULATION conditions of enrolment. In 2016, the school had 958 students of whom 597 are enrolled in the Senior School, 339 in the Junior School. 4. Applicants are offered tours on Open Days or In addition there are 22 students enrolled in the Pre- other times and they are interviewed by the Principal Kindergarten class which feeds into Kindergarten the or her delegate. following year.
REPORTING AREA 8: ENROLMENT POLICIES
2016 Danebank Annual Report | 29 FACILITIES AND RESOURCES PRIORITIES & TARGETS
PRIORITIES & ACHIEVEMENTS 2016 TARGETS 2017 Commencement of work on the first stage of a new Commencement and ongoing works on Stage 1 of Junior School facility began in October 2016. Master Plan - completion expected in early 2018.
Completion of work to refurbish cottages took place Redesign and build a new Junior School playground in term 3, 2016 and spaces were occupied in term 4, space in term 4, 2018. 2016.
Mini bus plans completed and building works were Receive DA approval for Stages 2 + 3 of Master Plan completed as planned in Term 3, 2016. by the end of term 3, 2017
Six classrooms and Pre-K facility were provided as purpose-built facilities at the beginning of term 4, 2016.
Complying Development project approval received for Stage 1 of Master Plan in term 3, 2016. ADMINISTRATION Development under the Infrastructure SEPP (2007).
Mrs Louise Hambridge | Director Finance and Enrolments
REPORTING AREA 10: SCHOOL DETERMINED PRIORITY AREAS FOR IMPROVEMENT
2016 Danebank Annual Report | 30 SURVEYS
PARENT, STUDENT AND TEACHER SATISFACTION
The school undertakes numerous feedback surveys • HSC results analysis survey from Heads of across a variety of topics each year. Department.
In 2016 these topics included: • Year 10 Leadership Camp survey – feedback • Junior parents were surveyed regarding mother from students on their experience of the camp. daughter and father daughter camps. • School Council were surveyed 4 times across the • Year 12 students completed an exit survey, year to provide feedback on meeting structures and reflecting on their time and experience at processes. Danebank. • Staff were surveyed for feedback regarding the • Parent Teacher night survey was conducted to process of large scale facilities moves to enable us to assist in planning for future evenings. be well prepared for this when it takes place again in the future. • Staff were surveyed regarding Literacy professional development needs. In addition, parent feedback is sought on a regular basis from the Parents and Friends Association at • Staff were also surveyed regarding identification monthly meetings as well as termly Parent Coffee and support for Gifted and Talented student across mornings. the School. ADMINISTRATION All Staff undertake annual performance reviews in • Ethnographic research survey was undertaken for relation to personal and faculty/area goals, and are Gifted and Talented students. also provided with an opportunity to give one-on- one feedback regarding relevant issues. • Following the trial of a new E Text platform, staff and students were surveyed for feedback. RESULTS We take the feedback from surveys seriously as we • The Gallup student poll survey was conducted to use student, staff and parent feedback to inform assist in assessing successful learning strategies and decisions for future planning as well as assessing the the factors that impact student performance. efficacy of current activities.
• Feedback was received from students who With a current program underway to assess and participated in the Da Vinci Decathlon. redevelop our Gifted and Talented activities across the School, 2016 demonstrates that Danebank • Gateway 8 Academic competition survey was sought significant and ongoing feedback across all completed by participating students. areas as staff assessed the current activities in terms of the School’s Teaching and Learning Framework. • Camp surveys – Years 7, 8 , 9, 11 We also undertake a full parent survey every two • Animal Advocacy program survey for Junior and years, which will be completed in 2017. Senior School students.
• Co-curricular survey of staff regarding participation in a range of extracurricular activities.
• Elevate design brief survey for high potential Mrs Louise Hambridge | Director Finance & Enrolments learners.
REPORTING AREA 12: PARENT, STUDENT AND TEACHER SATISFACTION
2016 Danebank Annual Report | 31 FINANCIAL REPORTING
INCOME
Fees and private income
16%
State Recurrent grants
57% 20% Commonwealth Recurrent grants
7%
Other capital income ADMINISTRATION
EXPENDITURE
13% Salaries, allowances and related expenses
26% 61% Non-salary expenses
Capital expenditure
| Controller at Anglican Schools Corporation
REPORTING AREA 13: SUMMARY FINANCIAL INFORMATION
2016 Danebank Annual Report | 32 REPORTING AREAS REFERENCE
REPORTING AREA 1: MESSAGES FROM KEY SCHOOL BODIES PAGES: 3-6
REPORTING AREA 2: CONTEXTUAL INFORMATION ABOUT THE SCHOOL AND CHARACTERISTICS OF THE STUDENT BODY PAGES: 7-8
REPORTING AREA 3: STUDENT OUTCOMES IN STANDARDISED NATIONAL LITERACY AND NUMERACY TESTING AND COMPETITIONS PAGES: 9-16
REPORTING AREA 4: SENIOR SECONDARY OUTCOMES PAGE S: 11-16
REPORTING AREA 5: TEACHER QUALIFICATIONS AND PROFESSIONAL LEARNING PAGES: 17-19
REPORTING AREA 6: WORKFORCE COMPOSITION PAGE: 19-21
REPORTING AREA 7: STUDENT ATTENDANCE, RETENTION RATES AND POST-SCHOOL DESTINATIONS IN SENIOR SCHOOL PAGES: 14, 28
REPORTING AREA 8: ENROLMENT POLICIES PAGE: 29
REPORTING AREA 9: OTHER SCHOOL POLICIES - WELFARE, ANTI-BULLYING, DISCIPLINE, COMPLAINTS & GRIEVANCES PAGES: 22-23, 25-27
REPORTING AREA 10: SCHOOL DETERMINED PRIORITY AREAS FOR IMPROVEMENT PAGES: 20-21, 23, 30
REPORTING AREA 11: INITIATIVES PROMOTING RESPECT AND RESPONSIBILITY PAGE: 24
REPORTING AREA 12: PARENT, STUDENT AND TEACHER SATISFACTION PAGES: 31
REPORTING AREA 13: SUMMARY FINANCIAL INFORMATION PAGE: 32
REPORTING AREA 14: PUBLICATION REQUIREMENTS PAGE: 29
2016 Danebank Annual Report | 33 80-98 Park Road Hurstville NSW 2220 Senior School Phone +61 2 9580 1415 Provider Code: 02289F Junior School Phone +61 2 9580 9242 Anglican Schools Corporation Fax +61 2 9579 3450 [email protected] www.danebank.nsw.edu.au