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Kesser Torah College

ANNUAL REPORT 2018

KTC Annual Report 2018 Page 2 of 49

Contents

Theme Description Page 1 Message from Key College Bodies 4 2 Contextual Information about the College and Characteristics of 18 Student Body 3 Student Outcomes in Standardised National Literacy & Numeracy 19 Testing 4 Granting of Records of Achievement and Higher School Certificate 21 Results 5 Teacher Professional Learning, Accreditation Status and Qualifications 26 6 Workforce Composition 30 7 Student Attendance Retention, Destinations and Management of Non- 31 Attendance 8 College Enrolment Policy 37 9 Summary of School Policies 39 10 Priority Areas for Improvement for 2018 and the Achievement of those 40 Priorities 11 Initiatives Promoting Respect and Responsibility 43 12 Parent, Student and Teacher Satisfaction 45 13 Financial Summary Information 46 14 Publication / Information 47

Our Mission

Kesser Torah College (KTC) is a child-centred, learning-driven, Jewish Orthodox school that is governed by Torah. The College has a Chabad ethos and embraces all Torah-true Hashkafot (approaches) in a nurturing and stimulating environment. A KTC education provides the following value-add for every student: ▪ Mastery of Torah and General Academic skills and knowledge ▪ Academic outcomes in a learning-driven environment ▪ High standards and expectations ▪ Family and community values ▪ Quality teaching ▪ Constant focus on improvement ▪ Small enough to provide individuality and large enough to provide challenge.

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College Principal | Roy Steinman

At the end of 2017, we launched our 2018 saw Rabbi Chaiton assume the pioneering Israel Trip with 39 students responsibility for Jewish Studies in Boys’ and experiencing a five-week study tour in Girls’ High Schools. He is a gifted and Israel, which had a significant impact on the charismatic teacher and his overall Girls’ and Boys’ High Schools. It created leadership of Limmudei Kodesh has made enormous spirit – particularly in those year inroads into curriculum and classroom groups and gave the High Schools a unity delivery in both High Schools. Rabbi of purpose. The Israel Trip was enjoyable, Chaiton set himself ambitious goals informative and spiritually rewarding. regarding the re-writing and re-structuring of Students were taken through a rollercoaster curriculum and is very “hands-on” in of emotions and managed to gain an insight monitoring the delivery of the curriculum in into the historical and geographical the classrooms. Rabbi Berel Light assumed significance of the country and its deep the position of Head of Student Welfare connection to the Tanach they studied in across the High Schools. Supported by a school. My thanks to Y2i, who have done team of Year Coordinators, he re-wrote and an amazing job getting Sydney Jewish re-structured our Behaviour Management children to Israel. My thanks to the donors Protocols and introduced a Merit System in outside of Y2i who supported KTC in this the Boys’ High School leading to improved incredible endeavour. behaviour.

We pioneered our 1-year old class in our We commissioned an external Information Early Learning Centre: “The Nest”. We Technology (IT) Report, which explored anticipate a minimum of 14 children in 2019 hardware, software, infrastructure and and I am certain this number will grow and delivery and produced a significant roadmap that this will be a feeder to our Carl Rose to help us clarify the short, medium and long- Early Learning School (CRELS) and term goals in order to improve our e-learning Education and Care Centre (ECC), and ICT delivery. underpinning enrolments in Year K of the future. We managed to end the year on a We are keen to establish our day-to-day high, with record numbers and full communications with parents through the enrolments, which augurs well for the future App, Skoolbag - allowing parents to receive of our Early Learning. communications on their phones or other devices. Once this is working, parents will We were honoured to have the Prime be able to submit permission slips, apply for Minister of Australia, the Honourable excursions and receive correspondence and Malcolm Turnbull, inaugurate The Sam Moss the weekly Newsletter in a user-friendly Library on 13 April 2018. Speaking to a manner. We will continue to print the weekly packed auditorium and to both Boys’ and newsletter Connections, so that families can Girls’ High Schools, he praised the work read this over Shabbat and for a time we will done by generations of Jewish citizens who also continue emailing important letters, but contributed so significantly to Australia. He in the fullness of time, we will diminish the also spoke warmly about Sam Moss after use of email and use the Skoolbag App. whom our Library is named. Our thanks to the Federal Government and to the Moss We embarked on a fundraising project, Ignite Family for their generosity in making this the Spark Within, and I thank Lisa Garlick for happen. her outstanding leadership in initiating the mechanics and goals of the project. At the end of 2017, we re-structured our Senior team regarding the management of We previously communicated to parents how Boys’ and Girls’ High Schools. the funds raised are intentioned to be spent

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College Principal | Roy Steinman

and this - combined with our significant We pioneered a Year 12 Showcase evening projects drive, funded by both State and of Visual Art, which coincided with the Year Federal Governments and donor funding - 12 Graduation Dinner. Parents and guests has made a significant impact on the school. were treated to the creative talent at the College and I thank our High School Art I thank Chana Chaiton for her leadership in Teacher, Melanie Waugh for her dedication establishing the KTC / Yeshiva Alumni and inspirational teaching. Association which began with an Alumni Cocktail Party and heralded the fundraiser. We had two very successful High School It was amazing to see so many past students Shabbatonim and plan to have Boys’ and and teachers on campus in The Sam Moss Girls’ Camps in 2019 for students from Years Library. We hope the Alumni will play a vital 5 to 12. role in the school and we are looking to establish greater communication ties to keep We were fortunate to appoint two Shluchot track of their wonderful achievements around for our Girls’ High School (Faigy Niasoff and the globe. Chaya Gutnick). We look forward to their continued contribution in informal and The renovations and redevelopment of our experiential education next year. external playground in our Early Learning Centres will commence over the summer We experienced an 8% growth in enrolments holidays. This will give our Early Learning between 2017 and 2018. Thanks to Centres a much-needed facelift and become Enrolments Committee Chairperson, Kayla the intended external classroom. Barber, members of the Board and our Enrolments Officer, Rachelle Smith, we have When we return in 2019, all classrooms will grown our Enrolments towards the end of have been renovated and fitted with air- 2018 and look forward to welcoming conditioning, Smartboards/screens, Wi-Fi increased numbers in 2019. and Bluetooth. We are also looking forward to the upgrade and renovation of our Food I thank our College Vice President, Ilana Technology Kitchen so that we can offer food Kaplan, for the incredible support she has technology classes for the HSC. given me in the last two years. Ilana served as Vice President since August 2012, Board There were a number of highlights during the Member since February 2004 and parent year which impacted the College positively: since 1996, with two years as President of the Parents & Friends Association (P&F), The Art Fair featured works of art from Early 2000-2002. Ilana and her family will make Learning to Year 12; attracted a large crowd; Aliyah in 2019. We wish her family and raised significant funds. We are hatzlacha and thank her for an amazing fortunate to have such gifted and committed contribution to the College. students and teachers and hope this will be a biannual event. My thanks to President, Meir Moss, whose inspirational leadership, vision and incredible I note the improvement in our Inter-School support of the College makes it possible for Sports Programme with our Boys’ High this College to do the work it does. His School winning the Inter-School Futsal. My commitment goes above and beyond – it is a thanks to their Coach, Jeremy Smith who led passion and a labour of love and we thank High School PDHPE, in addition to him and his family for their ongoing support. classroom teaching and Year Coordinator responsibilities. I thank the Board of Management for their service to the College. This too is a dedication well beyond the call of duty.

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College Principal | Roy Steinman

We cannot exist without strong lay I thank the members of the Senior leadership – and their guidance, passion, Management Team for their dedication, vision and commitment have made it all insight, commitment and integrity: Michele possible. Hanwell-Short, Rabbi Yaacov Chaiton, Rabbi Berel Light, Noelene Bellingham, Rabbi Levi We are grateful to the P&F Association Milecki, Hannah Trenowden, Wendy Altman, headed by Michal Ben Shimol and her team. Virginia Aghan, Mushky Chaiton, and Saville They too have made a fine contribution Abramowitz. These are highly gifted people during the year in raising funds and being the with incredible technical proficiency, link between College and parent body. commitment and passion. It is my absolute honour to work with them in the delivery of Schools like ours cannot exist without our programmes. passionate and dedicated Educators. We are privileged to have some of the best. Our parents are the College’s greatest “PR”. These are men and women who are highly We need to reach out and attract the many professional, incredibly skilled and dedicated new students who will benefit from a KTC - not only to education, but to the vision of education: where they will graduate with true KTC. They spend many hours beyond and Jewish literacy; a clear understanding of who above the College and make the significant they are; why they are; and what they need difference that it takes to transform our to do to enhance their Jewish identity. At the school into a great school. This is a work in same time, we need to show these students progress, and I am gratified to know that my that the dual curriculum that is offered at colleagues often venture beyond the KTC enables them to achieve their absolute confines of formal curriculum and are always best academically and enter the professions there to support and engage our children. of their choice at the many tertiary We are truly fortunate to have such institutions of learning around the country, or wonderful people working with us, for the even the world. benefit of our children. It is not for nothing that the motto of KTC is I also thank our Parents who have made “Live it”. This is our identity. A Judaism that significant strides in their involvement and is lived each day. A reality that enhances engagement. It is important that we become identity, life and meaning. A Judaism that is the positive ambassadors that spread the not just theoretical but one that is practical word that the College is going places, and embellished with meaning and purpose. making huge strides, and is sincere in resolving problems in a strategic and I look forward to 2019 with great anticipation. professional manner. No school is without its turbulence. This happens in every educational environment. What really matters is this: We listen and we care. Work with us. Come with us on this journey. Let us all understand the significance of what it means for KTC to be successful.

We have an excellent Academic Programme and Jewish Studies in both Primary School and High Schools and we rigorously evaluate and assess delivery of these programmes throughout the year.

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President | Meir Moss

I am pleased to provide the President’s Donor matching. This work is expected to be Annual Report for 2018 for our school completed in February 2019. and community at KTC. These initiatives would not happen without One very satisfying element has been the the hard work of our CEO, Saville continued growth and development of our Abramowitz. He continues to maintain the young Board members in driving and guiding financial viability of the school whilst creating the Board responsibilities. I would efficiencies to ensure we can continue to particularly like to thank Kayla Barber, provide the best education for our students in Jeremy Kinstlinger, Alex Rybak, Rabbi a financially responsible and efficient Zalman Kastel, David Leinkram and Shaul manner. Schapiro, who have all recently joined our The Fundraising Committee continues to Board and are making a significant work hard on capital funding and has made difference in enrolments, financial progress, which will enable us to commence management and reporting, PR Marketing work on the Food Technology kitchen and Communications. These Board (approx. $200,000), partly funded by Charidy members and young people like them, are and Donor matching. the future of our Board and we thank and encourage them for the future. The Board would also like to thank the parent body’s ongoing commitment to their Our longer-standing Board members: Dovid fee obligations. We do not underestimate Deitz, Rabbi Gourarie, Sam Roberts, Kevin the impact of school fees on young families. Rothschild and Robert Sonnenschein, We are doing our best to ensure that parents continue to provide expertise and wisdom. pay a fair and reasonable level of school Their commitment and generosity of time is fees according to their stated financial unwavering and KTC is fortunate for their position. involvement. Special thanks to those parents actively Our College Principal, Roy Steinman, has involved in the College, such as our Ignite been working tirelessly and with great focus the Spark campaign headed by Lisa Garlick to continue to improve the educational and a core team comprising Tova Moss, offering of the school both in Kodesh and Chana Chaiton and Rachelle Smith, who secular studies. Roy’s focus ensures that we devoted many hours to ensure the success have the best quality educators in the right of the campaign and a change in perception position to maximise student engagement. of KTC in the community. The Board acknowledges Roy’s dedication and commitment and thanks him for a full Thank you also to the P&F, especially and accomplished 2018. President Michal Ben Shimol, for their continued hard work and support. The We continued our Capital Works Program of continued involvement as KTC Parents is refurbishing 15 classrooms, with over 50% acknowledged and appreciated. complete - at a cost of $750,000 – $400,000 from the Federal Government and $350,000 We say goodbye to Mrs Ilana Kaplan, whose from Capital Donors. We purchased 30 new contribution to KTC has been profound and laptops (approximately $53,000), part-funded selfless. I thank her deeply for her by the Charidy campaign and donors. We invaluable impact on the Board, our school are due to commence the Early Learning and our community. playground upgrade (approx. $250,000), funded partly by the Charidy Funds and I look forward to an exciting 2019.

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Head of High School General Studies | Michele Hanwell-Short

2018 was a busy, exciting, productive and ▪ Year 9 and 10 2019 Elective selections inspiring year. ▪ Year 9 and 10 Mid-Year & Yearly Exams 2018 started with New Staff Orientation and ▪ Trial HSC and End of Preliminary Exams Induction. General Studies Staff welcomed with the HSC taking place at Kambala Sean Rattos and Patrick Tyson (HSIE); (GHS) and Randwick Boys High (BHS) Evelyn Michael (Science); Eimear Henry (English); and Cheryl Friedman ▪ Speech Night (Mathematics). In Term 3 we welcomed Holly Medcalf (Creative Arts) as an This year saw the GHS take possession of experienced teacher of Mandatory the revamped courtyard area outside the Technology and Design & Technology. At Library for use at recess and lunchtime. The the end of Term 1, we farewelled Nicky new Sam Moss Library has seen the Bishop and welcomed Emily Cole as implementation and use of the Senior Study Academic Administrator. Emily also taught areas for the BHS and GHS, which has Year 7B Biology for Terms 3 & 4. allowed senior students to have a dedicated area where they can study and work quietly. Staff, students and parents have taken part, produced or watched, the following in 2018: Term 3 saw the spectacular fundraiser culminating in over 1 million dollars being ▪ Elevate presentations on Study Habits, raised and we look forward to this reflected Preparation for Assessment Tasks and in resources and facilities at KTC. Examinations (Years 7, 11, 12) In Nelson Mandela’s book, ‘Long walk to ▪ Special Assemblies in the BHS and GHS Freedom’, he ends with the following to present and acknowledge the fine statement: work of our students in 2017 “I tried not to falter, I have missed many ▪ Year 11 and Year 12 Expo evening in the a step along the way. But I have Library with school Alumni to talk about discovered the secret that after climbing destinations after the HSC a great hill, one only finds that there are many more hills to climb. I have taken a ▪ Swimming and Athletics Carnivals moment to rest, to steal a view of the ▪ Parent/Student/Teacher three-way glorious vista that surrounds me, to look conversation evenings back on the distance I have come. But I can rest for only a moment.” ▪ Anzac Day and Remembrance Day assemblies This has been a year to climb the mountain and to rest at the top to look back on our ▪ Year 7 2019 Orientation days achievements here at KTC. We must also look to the future to plan for another busy, ▪ NAPLAN Testing for Year 7 and Year 9 engaging, exciting and productive 2019. (KTC average for every test in each Year was above the National average) We have some big challenges ahead, but the joy is in achieving, journeying, being tested ▪ Science Week with two spectacular and sharing the simple things. It is what we science experience evenings put into tackling these challenges that will determine whether we as teachers, and you ▪ The Art Fair as parents and students, can say if we are ▪ Year 11 2019 Subject selection evenings successful or not.

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Head of High School Jewish Studies | Rabbi Yaacov Chaiton

The end of the year is a perfect time to A strong out-of-class program complemented stop and reflect on our accomplishments: our class schedule: themed lunchtime 2018 was a wonderful, action-packed year learning; student-run chitas; Pre-Pesach and with progress in many areas. Pre-Tishrei “Yemei Iyun”; and a full day of Torah study in Term 4. Numerous programs From the outset, the year was infused with – in and after-school – provided students the energy of the students who returned from with educational opportunities for growth in a their Israel trips, which had a real positive happy and nurturing environment, including: effect on the Jewish feeling in both the Boys’ personal growth checklists; volunteering and Girls’ Schools. opportunities; special day breakfasts; amazing Purim and Lag B’omer programs; In classrooms, we encouraged students to Rosh Chodesh Adar and Tu Be’Av dancing; be independent and excited learners, with a silent-disco; glow in the dark program; deep sense of pride and passion in their melave-malkes; farbrengens; mesibos Yiddishkeit. In the Boys’ High School, we Shabbos; Shabbos meals and BBQs! started with 5 streams in our Gemorah program, studying the first and last chapters The Shabbatons on the North Shore were of Meseches Pesachim. We also brought another highlight: fun, excitement and unity better structure to our Dinim curriculum experienced by all students who attended. studying themes from several different areas in Halacha including Kashrus, Shabbos, Throughout 2018, we had many shiurim and Krias Hatorah and Mitzvos between man and talks from international and local guests: his fellow. Year 9 and 10 boys who selected Rabbi Ken Spiro, Rav Pini, Rav Taragin, “Advanced Jewish Studies” truly progressed Rabbi Fleischer, Rebbetzin Dr Lichtenstein, in their ability to understand and converse in Rav Sussman, Prof Dershowitz, Prof Yiddish through their study of The Rebbe’s Sukenik, Justice Richard Bernstein, Liora Sichos. In the Girls’ school, we updated the Gavri (GHS), Lena Goldstein, Rav Meyer, Novi course so that the right focus was and injured IDF soldiers amongst others. placed on the relevant chapters studied in We are proud of the students who took class. In both schools, we created a advantage of extra learning initiatives: successful weekly Parsha/Middos program: Sunday breakfast shiur, Tuesday & Thursday studying and focusing on a particular Middos afternoon boys’ learning, girls’ after-school as it is portrayed in the Parsha. We also Masmidos program - elevating and developed a refined and detailed Chumash complementing our students’ Torah study. curriculum, which will commence in 2019. Mivtzoim continued to be a pivotal and In Term 3, two shluchos joined the GHS. positive activity: GHS weekly visits to the They introduced initiatives such as COA; BHS Friday mivtzah-tefillin; visiting the Masmidos, after-school learning, Mivtzoim elderly (Purim and Shabbos Project); and recess activities. packing and distributing matzos and The BHS had Sydney Kolel Avreichim come mishloach manos. and learn with us, as well as visits from the An incredible year with tangible growth – for YG shluchim from Melbourne. which we thank: Teachers and Staff for their Two (2) KTC students represented Australia efforts; Parents for their support in live on stage at the International Bible Quiz educational partnership; and the Students for Final in Jerusalem. One student made it to providing us with a source of immense pride. the final 8 – bringing immense pride to KTC 2018 was great but 2019 promises to be and to Australian Jewry. bigger and better.

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Head of Student Management | Rabbi Berel Light

There were two important welfare ▪ Team-building activities to promote a programs that were restructured and healthier social interaction between updated this year, which had a dramatic students. impact in the High School. ▪ National days, including RUOK Day, The High School Behaviour Management which saw each year level performing Policy was simplified and fine-tuned, allowing activities and listening to guest speakers it to be applied more efficiently. This enabled on the topic of mental wellbeing. The the students to reflect on their actions and SRC also led activities for Anti-Bullying take ownership of their behaviour. In Day, educating students about the addition, this structure aims to target severity of this matter as well as behavioural issues as soon as they arise. appropriate avenues within the school to deal with it. The Mobile Phone policy was also amended. Students are currently only permitted to use The incredible welfare achievements and mobile phones when traveling to and from developments throughout the year were only school, and not during any part of the school made possible through an amazing team of day. coordinators. In the Girls’ High School, they were Mrs Hanwell-Short, Mrs Rutter, Mrs The Merit Award system was also revised, Phillips and Ms Kruit. In the Boys’ High making the process easier for teachers to School, the coordinators were Mr Smith, access and administer. The objective of this Rabbi Rapoport and Mr Steinman. initiative is to foster a culture and work ethic that focuses on student learning and Overall, 2018 set the tone for behaviour engagement, rather than actual academic management and positive recognition within results. As the saying goes: the High School.

“The best preparation for tomorrow is Our aim is for students to feel safe and doing your best today.” supported throughout their journey in school. This bodes well for 2019, which promises to The program aims to instil a growth mindset be an ever better, healthier and more in students, which is the ultimate goal of positive year. education.

Some welfare-related events that took place during 2018:

▪ Merit excursions, including kayaking in Point Piper, indoor and outdoor soccer at Waverley and wake-boarding at Penrith’s cable park.

▪ Class welfare informal outings, including Watson’s Bay hike, swimming at private pools, Sky Zone trampoline park, activities at Rodney Reserve, dance classes, orienteering and basketball at Homebush.

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Head of Primary School | Noelene Bellingham

Another educationally inspirational year beautiful and quirky sounds of brass is complete and with the help of our instruments when Música Viva visited with a dedicated and passionate Primary brass ensemble. teachers and support staff, we have Our Creative Arts program was enhanced by continued to achieve some amazing our Art Fair, where students learnt about the results. concepts of Visual Art by creating individual Our NAPLAN results showed outstanding and group art works. achievement in all areas for Year 3, and The Year 5 & 6 trip to Canberra was another Year 5 also demonstrated well above State highlight of 2018. Students travelled to average in all areas. Significant Canberra in the early hours of the morning to achievement by some hard-working experience Australia’s Capital City. Students individual students was also a highlight. visited Parliament House, Questacon and Students had the opportunity to participate in the Australian War Memorial. This the ICAS competitions, with many achieving experience enhanced the classroom learning Distinctions. Students were also introduced in all areas of the curriculum, aiding students to the Australian Mathematics Competition, with their understanding of how our great where their higher-order thinking skills were country works. really challenged. To enhance the success of our PBIS We continued to focus on inquiry-based program, we introduced the Kindness on learning, expanding and enhancing the Purpose Program for Primary students. This learning for students. Students enjoyed program focuses on students displaying topics such ‘The Rube Goldberg Machine’, random acts of kindness, in order to develop ‘Australia’s Connections with Asia’, ‘Light empathy. Sources’, ‘Film’ and ‘Art Culture’. Students Students seeking extension enjoyed and teachers went on a quest to find the participating in our Personal Interest Project. answers to key questions such as ‘How does This year students had access to a higher what we choose to do today, change the level of guidance to assist them in Earth tomorrow?’ developing ideas than in past years. The In 2018 we saw the introduction of new Ivrit final showcase displayed academic programs K-6, such as Kessem Hamilim. excellence for all involved. It is clear that we Dynamic lessons taught by our Hebrew have exceptional students with vast department allowed our students to develop interests. their reading, writing, speaking and listening Our extra-curricular program expanded again skills at a level beyond what we have seen in this year. While we are still offering our the past. regular activities, we also added instrumental Specialist Science lessons continued to piano lessons and Zumba to our timetable. enthral the students. These lessons open Our dedicated teachers must be thanked for the minds of our students who always ask their continued support with this program. ‘why?’ The enthusiasm in these classes is Events such as Book Week, Science Week indescribable, with many students saying this and our Interschool Sport were also is “the best part of the week!” highpoints of 2018. Relive these experiences Our music program expanded to include the through the photos within the Year Book. introduction of the recorder for many Thank you all for another amazing year at students. All students experienced the KTC.

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Head of Primary Jewish Studies | Rabbi Levi Milecki

Wow! What an incredible year it’s been! We also saw an incredible rise and involvement in the Tzivos Hashem program, On all levels, from Jewish learning to Jewish with so many more students completing their experiential living and informal education, the Mitzvah missions and going up in rank in Kodesh team have raised the bar yet again, Hashem’s army. and our students have enjoyed a most spectacular year of authentic Torah learning I would like to extend my deepest and Jewish living. I would like to share with appreciation to the Primary Jewish Studies you some of our most significant highlights. team for their tireless efforts throughout the year, giving their students the very best Our Chumash program has jumped to a Torah education and experience. whole new level. With our revised outcomes and the new World within a Word And of course, a big thank you to all the Programme, our students are enjoying administration and General Studies staff for learning Chumash grammar and have all their support throughout the year. significantly improved their independent learning skills. I welcome you to enjoy the many photos and articles of these and many more special We have achieved fantastic results in Kriah moments from our amazing year! too! Our Year K students began reading with nekudos earlier than ever before, our Year 1 students completed all the nekudos before the end of the year, and our Year 2 students are becoming proficient at reading Tehillim!

Our Year 4-6 boys had the incredible opportunity to benefit from our ‘Talmud Club’ initiative where, through differentiated groups, the boys were able to study Mishnah and Gemora at their level. The program ran incredibly successfully, as seen from the depth of learning achieved and the quantity of Mishnah covered by the students. Most importantly, the boys looked forward to and enjoyed their respective lessons.

We had a very busy year on the Jewish living and experiential side of things too, with fantastic programs in the lead-up to all the Yomim Tovim and on Special Days.

From our rocking Purim rally and carnival to lighting up the world on Chanukah, and everything in between, our students had the opportunity to fully experience these significant days, helping to further their excitement for Yiddishkeit.

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Head of Primary Learning Support | Wendy Altman

Initiative, innovation, and improvement, at To ensure competent vision and visual the heart of learning support in the KTC perception, (evidence-based essentials for Learning Centre, has led to a productive adequate decoding skills), students were and successful 2018. examined by a children’s optometrist. The improvement in students’ reading once Rigorous and precise research supports the appropriate lenses were prescribed, is teaching and learning that forms an integral remarkable. part of the educational development of our students. The outstanding assessment The profound care and persistent belief that results are testament to this approach. our students will succeed, lies at the core of our Learning Centre philosophy. Collaboration between learning support staff/classroom teachers, staff/parents, The emotional support and the focus on teachers/students and student/student (peer student strengths, which comes so naturally tutoring), ensures a team approach where all to the learning support staff, is publicised by participants are active in the learning research to be a key element for educational process. Individual learning plans and progress. literacy goals are created in which the Deep gratitude goes to our incredible students’ learning intentions are made clear learning support team; Rutti Israel, Lisa to all involved. Learning support staff liaise Goldberg, Tamar Kerner and Katrina Siegel with classroom teachers through discussion (nee Silvers). and team teaching, parents are kept informed of their child’s literacy development The success of our students is enhanced through a variety of communication through the academic and emotional support approaches and the Allied Health staff report provided by these passionate educators. regularly to the Learning Support team. The child at the centre of this collaborative approach benefits educationally, emotionally and socially.

To ensure that we employ an evidence- based practice, the learning support staff attended professional development courses on ADHD, working memory, research-based comprehension skills, pragmatics and multisensory learning.

In addition, during the weekly learning support staff meetings, pertinent information gauged from journals, courses and learning support colleagues is shared. Further examples of applying research to practice include the use of appropriate feedback and the improvement of fluency targets. Much celebration was evident as goals were reached and/or surpassed!

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Director of Early Learning | Virginia Aghan

2018 was a year of firsts, connections and The end of year Picnic celebration connected changes at KTC. our families and the community drumming workshop. Parent play workshops were Early Learning (EL) enjoyed many firsts and popular with our families who got to welcomed the youngest members to the experience the learning at school first-hand. community in October. Our Nest children (1- This provided valuable two-way feedback on year-olds), have embraced school life and the program, activities and practices of EL. bring so much joy to our community. The team have thoroughly enjoyed working Another significant first was our Alef Beis with the children watching them grow and program for the Rimon and Gefen children. become independent learners. The team has This hands-on, play-based program brings worked cohesively to embrace change and the Hebrew language to life through games, collaborated on programs and environmental songs and activities in interactive small strategies to create the best learning groups. This highly successful and engaging environment. A highlight was the Visual program has given the children a solid Literacy program, where staff and children of foundation for future studies. all stages used art as the vehicle for making their thinking and learning visible. Connections were forged with the rest of the school on many levels, including: visiting In addition to the learning gains, we have students from older years and sharing their undertaken a significant capital works with talents and experiences during festivals and the renovation of the main classroom in EL regular class time; developing a transition to and the commencement of the outdoor Kindergarten practice and documentation learning environment. These changes will with the Head of Primary; developing and provide optimum learning opportunities for presenting parent workshops with Primary; the children now and in the future. Far from participating in whole school events including being disruptive, the building and The Art Fair, ‘Ignite the Spark’ and KTC fair. construction has provided the children the chance to enjoy being the ‘project managers We provided the children with opportunities and designers’ as they watch the space to connect and explore the world beyond develop from a safe distance. school by going ‘out the gate’. We visited Dover Heights Shule, local parks, posted This year also saw changes to government letters ‘down the street’, visited the funding and reporting responsibilities, Montefiore Home and journeyed to the requiring us to navigate these changes and Museum of Contemporary Art. These support families. The transition was experiences significantly enhanced the successful, and families now have secure children’s learning and perception of their electronic access to their records and can place in our world. This ties in with KTC’s update as required. Thank you for your commitment to the Early Years Learning patience while this necessary transition took Framework of Belonging, Being and place. Becoming. I would like to thank the KTC community, The parents and extended families are an especially the EL staff and children for integral part of our daily life and we were making my first year so special. I feel privileged to have numerous opportunities to privileged to experience the joy and magic of connect. This included: Grandparent the children every day. Shabbos parties, ‘Coffee and Chat sessions’, Fathers’ Day breakfast, Mothers’ morning, I look forward to another amazing year in ‘Mums and Bubs’ workshops. 2019.

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Head of Early Learning Jewish Studies | Mushky Chaiton

We always say that in Early Learning we Our Jewish Holiday celebrations this year don’t just teach about Judaism we were joyous and special and ensured that experience Judaism. As we look back at the spirit and excitement of the Yomim Tovim the incredible year of 2018, it is all of were felt throughout Early Learning. these incredible experiences that stand out in our minds. The fact that we can We enjoyed a Tu B’Shvat fruit party, Rosh experience it all through the eyes of the Chodesh Adar dancing with Primary school, children just takes it all to an even higher exciting Purim Circus show, model Pesach level. Seder, Shavuos ice cream party, Israel day ‘Trip to Israel’, Rosh Hashana Party, There have been many highlights - some just Chanukah celebrations and much more. small every day encounters such as the daily mitzvos and Torah study that the children do, A special highlight was welcoming our and some large, such as the many Jewish parents to join the children for pre-Shavuos holiday celebrations and activities that take learning and activities as part of the place for every Yom Tov. worldwide ‘Generation Sinai’ initiative.

Our morning Jewish Studies circle time has Another highlight that stands out for 2018 always been a highlight in all of the Early was the introduction of our new ‘Alef Beis Learning classes. The children sing along to Program’. The multi-sensory-play-based all the tefillah (prayer) songs and start their curriculum was introduced at the beginning day by thanking Hashem for all that we have. of 2018 and the results were beyond our This year, we saw even our youngest expectations. The children in the Gefen and children in the newly opened ‘Nest’ for one- Rimon classes, that are leaving Early two year olds, enjoy clapping along to the Learning this year and going to year K next morning tefillah songs. year, are all able to recognise all the letters of the Alef Beis. The Alef Beis party was a Our integrated curriculum has always special way to recognise the children’s brought the weekly parshah and Jewish achievements and was truly a special holidays to life. We saw the weekly parshah morning. topics expressed through art, craft, stories and games and the children were always I would like to express a huge amount of eager to share their knowledge with their gratitude to the entire Early Learning team families each week. for their dedication and hard work. It is through their incredible efforts that Judaism A special highlight of our year was the is brought to life and the children are given ‘Grandparent and Special Friend Shabbos the chance to experience the special Parties’. The children invited their moments that will set the tone for their future grandparents and special friends to a Jewish education. We are looking forward to beautiful ‘Shabbos Party’. From the seeing all of the sweet smiling faces back incredible shabbos decor, the individualised again in 2019! song books, smiling faces and sweet singing, these shabbos parties were truly a moment to remember. The pride on the children’s faces as they welcomed their special guests was truly a sight to see and we look forward to once again inviting grandparents and special guests to shabbos parties in 2019.

KTC Annual Report 2018 Page 15 of 49 Theme 1: Message from Key College Bodies

College Captain | Graduation Speech Nemi Lobel

I’m Emma Anna Ne’emana (Nemi) Lobel. In Mrs Niasoff’s Chumash class, I broke my Tonight is the graduation of my bourgeoisie hand writing thousands of opinions on one and me. word of a pasuk. We studied the Parsha of bereishit. The first pasuk reads: “Bereshit People say graduating High School is one of bara Elokim et hashamayim v’et ha’aretz.” the happiest days of your life… besides Rashi exclaims that this pasuk cries out for marriage - but I’m not there yet. interpretation. He then explains that the word “Bereshit” stems from “Reshit” Our Common Room whiteboard has been (beginning) and alludes to the Torah and the counting down the days to graduation, from people of Israel - both referred to as “Reshit” 120 to now, but I didn’t feel ‘happiness’. elsewhere in the Tanach. Thoughts of leaving KTC include sadness, fear and, of course, excitement to show off Fellow Year 12s: graduating marks the my “graduation look”. beginning of our lives. We are the creators of our future; we choose how we want to live I moved to Australia in 2010 and began at it. We can either turn out like Adam and KTC soon after. I bonded quickly with staff, Chavah, or we can choose differently. I my class and other school students, hope that we proceed to live it with joy and especially in High School, but never thought happiness like our own personal Gan Eden. of the day I’d have to say goodbye. In the wise words of Winnie The Pooh: “I’m lucky to I love KTC. There were moments of hating have something that makes saying goodbye school or wanting out, but I won’t remember so hard.” Five years ago, my sister stood in those moments after today. I’ll remember this robe and hat. I’m also pleasantly and treasure the love and support KTC has surprised there are no pigeons in graduation given me. I’ve had numerous leadership attire - they’ve been with me throughout my roles: head of the worm farm in Year 6 to schooling at KTC. School Captain. I’ve participated in our Productions and been able to express myself Here’s my take on former teacher, Mr and my passions. There’s no way for me to Wagner’s “Year 12 Math Poem/Algorithm”: show my gratitude or explain how much I’ll miss my KTC family. 14 girls fill the Common Room; some stay till 4; some leave at noon; others have class till Thank you to my parents for sending me 6. here. Thank you to my peers’ parents - they are amazing girls and I’m grateful I got to 6 x noon ÷ 4 = the Class of 2018. spend so many years with them. 2018 – 14 of us = Fellow graduates: I don’t know how we got (Some of us need all the luck we can get, to get here, but I’m very impressed with all of us. an ATAR we won’t regret!). I love you all and will miss seeing all of you 4 directions: North, South, East, West - no in the common room, heater wars, crying matter where you stand, you’re all the best. over assessments, and blasting music. You are all amazing and have changed my life. I 11 Year 12 bespectacled girls x 2 (non- don’t know how I’ll cope without you all there bespectacled) = 22, and Taylor Swift says: making a bad situation hilarious. This isn’t “everything will be all right if we just keep goodbye, more a “KTC-ya’ later”. dancing like we’re 22.” I wish you all luck, success, happiness and every other synonym.

KTC Annual Report 2018 Page 16 of 49 Theme 1: Message from Key College Bodies

Parents & Friends Association | Michal Ben Shimol

In 2018 the Parents & Friends Association Thanks to the core group of the Parent (P&F) afforded the KTC community many Council ladies who worked tirelessly for social opportunities for parents, friends, each event, particularly behind the scenes, and grandparents, to attend the College. as well as all the volunteers who gave so generously of their time and assistance. These events included: Thank you to rest of the P&F Executive: ▪ A Welcome Barbecue ▪ Galit Gershowitz, Vice-President ▪ Rosh Chodesh Gatherings ▪ Devorah Niasoff, Treasurer ▪ A Wine & Cheese Night ▪ Chana Chaiton, Secretary ▪ A Womens’ Purim Event

▪ The End of Year Chanukah Fair and Parade, which was a tremendous Michelle Cohen success President

▪ Mothers’ Day Stall

▪ Book Week and Book Fair

▪ Mums & Bubs Shabbat Party

KTC Annual Report 2018 Page 17 of 49 Theme 2:

Contextual Information about the College and Characteristics of the Student Body

KTC is a Jewish educational facility offering At Kesser Torah College education is also Jewish Education and care for children aged about life itself, “going above” and “looking two (2) years, to Year 12. In October 2018, beyond” the academic and extra-curricular the College opened a room for 1-year olds. program and applying learning to living. The College incorporates the Early At Kesser Torah College we believe Childhood Centres (Carl Rose Early passionately in the power of the question. Learning School and the Education & Care We encourage students to ask why. It’s only Centre), Primary School and High Schools, by questioning that students can learn who situated in beautiful Dover Heights, Sydney. they are, understand Torah values, KTC is a Jewish Orthodox school with a understand their place in the world and Chabad ethos. It accommodates 310 ultimately make choices that are true to students (Years K-12), catering to over 200 themselves. families. With a staff complement of over 90 Because the Jewish Studies and General professionals, the school is committed to Studies programmes across the entire enhancing academic and extra-curricular school are integrated, students can learn learning for each child as an individual, and first-hand how an excellent general to providing the highest quality Jewish and education can enhance life as a Torah Jew Secular education, as well as pastoral care. and how spirituality can give meaning to their The teachings of the Lubavitcher Rebbe existence, undertakings and activities OBM continue to inspire the educational throughout life. philosophy of KTC.

The College is co-educational to Year 1

(First Grade). From Year 2 (Second class) in Primary School and throughout High School, boys and girls are taught separately.

KTC Annual Report 2018 Page 18 of 49 Theme 3:

Student Outcomes | NAPLAN

2018 Mean values for KTC compared to the State for Years 3, 5, 7 and 9

Year Grammar & Numeracy Reading Spelling Writing Punctuation

KTC 3 471 444 446 462 463

NSW 3 438 414 438 426 421

KTC 5 530 502 519 522 517

NSW 5 509 500 511 509 478

KTC 7 612 582 883 566 552

NSW 7 549 555 545 552 517

KTC 9 649 653 617 598 627

NSW 9 586 604 589 590 559

2018 Percentage of Students in the Top 2 Bands Versus the State (NSW)

Year KTC 3 NSW 3 KTC 5 NSW 5 KTC 7 NSW 7 KTC 9 NSW 9

Grammar & 78% 52% 53% 38% 54% 31% 57% 27% Punctuation

Numeracy 65% 45% 37% 33% 46% 32% 70% 30%

Reading 70% 56% 44% 40% 39% 31% 35% 25%

Spelling 83% 53% 47% 38% 39% 36% 24% 27%

Writing 85% 49% 22% 17% 15% 20% 38% 15%

Years 3 and 5

Strengths Weaknesses ▪ Grammar and Punctuation (3, 5) ▪ Reading (5) ▪ Numeracy (3) ▪ Growth between Years 5 and 7 ▪ Reading (3) ▪ Spelling (3,5) ▪ Writing (3, 5)

KTC Annual Report 2018 Page 19 of 49 Theme 3:

Student Outcomes | NAPLAN

Year 7

Strengths Weaknesses ▪ Grammar and Punctuation showed 100% ▪ Reading, Spelling and Writing (Literacy) above expected growth for students, shows some disappointing results with the compared to their Year 5 results, whilst Average Scaled Growth for these tests being Numeracy showed 40% above expected less than the results for SSSG and the State. growth and 60% still showing growth but ▪ The percentage of students in the top 2 growth below expectations bands for Reading, Spelling and Writing were ▪ The Average Scaled Growth Scores for 39%, 39% and 15% respectively, with 36%, Grammar and Punctuation were well above 37% and 20% for SSSG and 31%, 36% and the State average and the SSSG average. 20% for the State. ▪ The percentage of students in the top 2 bands for Grammar and Punctuation and Numeracy were 53% and 46% compared to 31% and 32% for the State and 34% and 36% for SSSG.

Year 9

Strengths Weaknesses ▪ Numeracy showed 75% above expected ▪ Grammar & Punctuation, Reading and growth for students, compared to their Year 5 Spelling shows some disappointing results results whilst Writing showing 68% above with the Average Scaled Growth for these expected Growth. tests being less than the results for SSSG ▪ The Average Scaled Growth Scores for and the State. Of special concern was Numeracy was well above the State average Spelling at only 13% as an average Growth and the SSSG average whilst Writing was Score. well above the State average and equal to ▪ The percentage of students in the top 2 the SSSG average. bands for Reading, Spelling and Writing were ▪ The percentage of students in the top 2 35%, 24% and 38% respectively compared bands for Numeracy, Writing and Grammar & with 29%, 27% and 16% for SSSG and 25%, Punctuation were 70%, 38% and 57% 27% and 15% for the State. respectively compared to 29%, 15% and 27% for the State and 32%, 16% and 28% for SSSG.

KTC Annual Report 2018 Page 20 of 49 Theme 4:

Granting of Records of School Achievement and Higher School Certificate Results

Senior Secondary Outcomes

Item % Students

Percentage of students who were awarded the HSC in 2018 100

Percentage of students who completed Senior Secondary College in 2018 100

Percentage of students who achieved VET units of competence in 2018 21.4

Percentage of Year 12 students undertaking a VET course in 2018 21.4

The percentage of Year 12 students attaining the HSC and VET qualification in 2018 21.4

Number of RoSAs issued in 2018 0

2018 HSC Results

In 2018, two (2) KTC students featured on the Top Achievers List. This list acknowledges students who achieved in the first 10 or 20 students in each HSC course in the State.

2018 Top Achievers

Subject Rank in State

Classical Hebrew Extension 1st

Modern Hebrew Continuers 4th

2018 Percentage of Students in Top 2 Bands

Subject Number of % in top 2 Bands at KTC % in top 2 Bands in students State

Ancient History 1 0 36

Business Studies 7 57 37

Biology 4 75 37

Chemistry 3 100 42

Classical Hebrew Continuers 4 50 82

Classical Hebrew Extension 3 100 100

English Standard 8 63 15

English Advanced 6 100 63

Geography 2 100 43

KTC Annual Report 2018 Page 21 of 49 Theme 4:

Granting of Records of School Achievement and Higher School Certificate Results

Subject Number of % in top 2 Bands at KTC % in top 2 Bands in students State

Hospitality 3 0 19

Mathematics General 2 6 33 27

Mathematics 7 57 52

Mathematics Extension 1 4 100 79

Mathematics Extension 2 1 100 85

Modern Hebrew Continuers 3 100 95

Physics 0 20 36

Visual Arts 6 67 53

2018 HSC Marks of 90 or above

Subject Number of students

Biology 2

Classical Hebrew Continuers 2

Classical Hebrew Extension 3

English Advanced 1

Mathematics General 2 2

Mathematics 2

Mathematics Extension 1 1

Modern Hebrew Continuers 3

2018 HSC Examination Mean Data

KTC students performed above the state in 15 out of 18 Courses.

Course # Students KTC EM State EM Variation

Ancient History 1 71.40 72.76 -1.36

Business Studies 7 85.74 74.09 11.66

Biology 4 79.69 73.62 6.07

KTC Annual Report 2018 Page 22 of 49 Theme 4:

Granting of Records of School Achievement and Higher School Certificate Results

Course # Students KTC EM State EM Variation

Chemistry 3 87.80 74.82 12.98

Classical Hebrew Continuers 4 82.85 88.95 -6.10

Classical Hebrew Extension 3 46.70 46.40 0.30

English Standard 8 80.75 68.66 12.09

English Advanced 6 89.10 80.60 8.50

Geography 2 82.20 69.92 7.49

Hospitality 3 75.00 72.00 3.00

Mathematics General 2 6 73.00 69.92 3.08

Mathematics 7 83.37 78.20 5.17

Mathematics Extension 1 4 86.60 79.29 7.31

Mathematics Extension 2 1 79.20 81.36 -2.16

Modern Hebrew Continuers 3 94.40 90.05 4.35

Physics 0 74.80 73.18 1.62

Visual Arts 6 80.37 79.80 0.57

KTC Annual Report 2018 Page 23 of 49 Theme 4:

Granting of Records of School Achievement and Higher School Certificate Results HSC Subject School Exam School Mean versus State (last 5 years) Course 2018 2017 2016 2015 2014 KTC NSW KTC NSW KTC NSW KTC NSW KTC NSW Ancient History 71.40 72.26 n/a n/a n/a n/a n/a n/a 80.76 71.68 Biology 85.74* 74.09 n/a n/a 70.62 73.71 n/a n/a 70.43 71.65 Business Studies 79.69 73.62 77.53 73.17 74.42 73.21 n/a n/a n/a n/a Chemistry 87.80* 74.82 n/a n/a 83.00 75.59 76.27 75.81 72.53 76.13 Classical Hebrew 82.85 88.95 90.23 87.25 87.41 84.77 86.13 84.00 81.48 81.71 Classical Hebrew Extension 46.70 46.40 43.35 44.67 45.67 45.74 45.93 44.61 45.50 44.57 English Standard 80.75* 74.82 76.25 69.19 78.64 68.70 68.58 67.10 77.36 67.46 English Advanced 89.10 80.60 86.50 80.96 89.17 80.72 82.65 80.43 82.88 80.53 English Extension 1 n/a n/a 39.60 41.26 n/a n/a 42.32 41.80 38.90 41.19 English Extension 2 n/a n/a 38.60 38.68 n/a n/a 39.30 39.54 41.15 38.49 Food Technology n/a n/a 71.00 71.52 n/a n/a 61.67 70.55 76.58 70.84 Geography 82.20 69.92 n/a n/a n/a n/a n/a n/a n/a n/a Hospitality 75.00 72.00 n/a n/a n/a n/a n/a n/a n/a n/a Legal Studies n/a n/a n/a n/a 81.30 75.01 71.72 74.60 n/a n/a Mathematics General 73.00 69.92 n/a n/a 76.80 68.51 68.29 68.64 70.80 68.89 Mathematics 83.37 78.20 85.20 77.96 75.49 77.84 92.44 77.89 71.00 78.37 Mathematics Extension 1 86.60 79.29 n/a n/a 84.40 79.68 84.96 81.20 72.15 80.58 Mathematics Extension 2 79.20 81.36 63.80 81.09 87.00 81.03 76.33 82.28 59.20 81.58 Modern Hebrew 94.40 90.05 93.10 91.04 89.52 90.51 89.38 88.72 88.80 89.65 Modern History n/a n/a 75.60 73.73 87.60 74.45 82.27 75.29 n/a n/a History Extension n/a n/a n/a n/a n/a n/a 40.00 38.64 33.81 38.71

KTC Annual Report 2018 Page 24 of 49 Theme 4:

Granting of Records of School Achievement and Higher School Certificate Results Course 2018 2017 2016 2015 2014 KTC NSW KTC NSW KTC NSW KTC NSW KTC NSW Music 1 n/a n/a n/a n/a 76.43 80.91 n/a n/a n/a n/a PDHPE n/a n/a 69.00 71.03 70.13 72.13 82.65 73.10 90.80 72.86 Physics 74.80 73.18 n/a n/a 81.60 72.65 n/a n/a n/a n/a Visual Arts 80.37 79.80 84.03 79.74 83.74 79.55 77.30 79.21 85.40 78.30

Below State Mean Above State Mean

*these subjects for 2018 were more than 10% above the State Exam mean.

KTC Annual Report 2018 Page 25 of 49 Theme 5:

Professional Learning, Accreditation Status and Qualifications Professional Development

All staff are required to attend Staff Development Days, of which there were five (5) days allocated throughout 2018.

In addition to staff meetings, faculty meetings, term planning sessions and preparation, the Staff Development Days also included the following sessions:

▪ CPR Training

▪ First Aid

▪ Curriculum Planning

▪ Behaviour Management Workshops

▪ Kindness on Purpose (Primary staff)

▪ Child Protection

The following Professional Development / Inservice activities were undertaken by staff in 2018:

Course Name Provider 3D Printing for Secondary Technologies Teachers AIS NSW

English Conference: A Year in a Day AIS NSW

Registration & Accreditation Briefing AIS NSW Asthma First Aid for School Asthma Australia

Beyond Representation Sydney Jewish Museum Tertiary Update CAA

Coding and Game Development with Unity Game Training Pty Ltd

Workshop for Early Learning Teachings Creative Connections Digital Technologies in the NSW SciTech Syllabus AIS NSW

Early Career History Teaching HTA NSW

Early Numeracy in Action around Road Safety Education NESA

Annual Conference EBE

Academic Reporting Edumate

Tailored Training Edumate Expo 2018 EduTech

Level 1, 2 and 3 Timetable Training Edval

Instrumental Enrichment Module Independent Schools VIC Annual Conference: My Challenging Geography Classroom HTA NSW

KTC Annual Report 2018 Page 26 of 49 Theme 5:

Professional Learning, Accreditation Status and Qualifications Course Name Provider

How to Teach Debating IPSHA

HSC Marking (Chemistry) NESA HSC Visual Arts – Practical Marking Day NESA

Implementing RTA IPSHA

Inclusion in the Curriculum Family Advocacy InitiaLit IPSHA

Introductory Robotics Workshop LEGO Education

NSW Gifted & Talented Umbrella Group IPSHA ITIL Foundations Training ALC Group

Learning Expo Jacaranda

K-6 Curriculum Registration Requirements AIS NSW Learning Difference Convention Learning Difficulties Australia

Learning SCOUT (the new SMART) System AIS NSW

Level 1 and 2 Teacher Certification Education Perfect Making Classroom Observations and Providing Feedback AIS NSW

Mathematics Teachers Professional Development Day UNSW

MEA Interpretation Workshop: Standards, Hybrid & Steps AIS NSW Modern Hebrew Briefing NESA

Most Likely to Succeed Independent Education Union

NCCDS Update AIS NSW & HJEI New Careers Adviser Day & UAC Information Day CAA and UAC

New Perspectives: Teaching Holocaust in Australian Classrooms Australian Jewish Museum NSW Syllabus for the Australian Mathematics K-6 Curriculum NESA

Year 12 Revised Science Syllabus AIS NSW

Positive Discipline Teacher Training Rabbi Levi Feldman Preparing for new NSW Curriculum NESA

Preparing for Year 11 and 12 National Curriculum TTA

Programming and Planning for the new K-6 Science & Tech AIS NSW Programming Year 12 Chemistry Northholm Grammar School

Provide Cardiopulmonary Resuscitation Australian Lifesaving Academy

Provide CPR Surf Life Saving NSW

KTC Annual Report 2018 Page 27 of 49 Theme 5:

Professional Learning, Accreditation Status and Qualifications Course Name Provider

Real World Learning through Business Case Studies AIS NSW

Resistance Training for Teens NSW Dept of Education Richard III and Looking For Richard AIS NSW

ROSA and HSC Curriculum & Accreditation Requirements AIS NSW

School Sports Unit – Football (Soccer) NSW Dept of Education Smart Technologies Conference NESA

Smart Use of Technology in our Community Jewish Care Youth Interagency Stage 6 History HTA NSW

STEM Success with Digital Tech Work Brad Howard

Suicide Prevention Training Wesley Life Force/JewishCare Teacher Intensive: Art Express 2018 Art Gallery of NSW

Teacher Training Seminar Diabetes NSW

Teaching Mathematics Through Inquiry K-6 AIS NSW Testing HSC Students NESA

Texts & Human Experience – Year 12 Common Module AIS NSW

The Craft of Writing: Advanced & Standard English AIS NSW Understanding Autism Spectrum Disorders Sue Larkey Learning Media

Year 12 Experiments for new Physics Sullabus CrookEd Science

Accreditation & Qualifications

Accreditation Level Number of Staff

Conditional 2

Provisional 10

Proficient 28

Pre-2004 17

KTC Annual Report 2018 Page 28 of 49 Theme 5:

Professional Learning, Accreditation Status and Qualifications

Category # Teachers

Teachers who have teaching qualifications from a higher education institution within 100% Australia or as recognised within the National Office (including part-time staff) of Overseas Skills Recognition (AEI-NOOSR) guidelines, or

Teachers who have qualifications as a graduate from a higher education institution 0% within Australia or one recognised within AEI-NOOST guidelines but lack formal teacher qualifications, or

Teachers who do not have qualifications as described in (a) or (b) but have relevant 0% successful teaching experience or appropriate knowledge relevant to the teaching context.

KTC Annual Report 2018 Page 29 of 49 Theme 6:

Workforce Composition

100% of KTC’s workforce are non-indigenous Australians.

Category Number of Staff

Teaching Staff 75*

Full-Time equivalent teaching staff 42.6*

Non-teaching staff 14

Full-time equivalent non-teaching staff 11.5

*Note that our ‘Teaching Staff’ includes non-NESA accredited Religious Educators, Assistants and Learning Support Aides across Primary and High School. Excludes Early Learning staff.

KTC Annual Report 2018 Page 30 of 49 Theme 7:

Student Attendance

Student Attendance Policy – 2017* It should not be assumed that leave will be granted to travel for extended periods of School Day Hours time. The Principal must be notified in writing to request permission for leave, using The KTC school day formally begins at the the form “Parental Application for Exemption beginning of davening. Students (including from Attendance at School” posted on the Year 12) are expected to arrive at KTC KTC website. It is a condition of enrolment premises and be ready to daven at that time, that each student completes all courses of regardless of when the student's first class study required by relevant legislative begins. The relevant times are: provisions, KTC and the Board of Studies. Depending on the circumstances, KTC may Years K – 6 8:20am refuse to approve absences which, in the Years 7 – 12 (Girls) 8:20am Principal's opinion, will compromise this Years 7 – 12 (Boys) 7:50am requirement. It is recommended that leave Students are expected to stay on KTC be taken, as much as possible, during the premises until the end of the school day: term holidays. The relevant school secretary enters the absence into Edumate, and the Years K – 6 3:20pm (Mon to Thurs) Principal’s EA scans and emails the form to 2:40pm (Friday) the parents and teachers notifying them of the outcome. The Coordinators and Years 7 – 12 (G) 4:00pm (Mon to Thurs) Secretary are cc’d on this email. The original 2:30pm (Friday) Exemption from Attendance form is saved in the students’ file. Years 7 – 12 (B) 4:05pm (Mon to Thurs) 2:20pm (Friday) Students arriving late to school must report 11 (B) 4.45pm (Mon to Thurs) to the following people and provide an explanatory note signed by a parent: The school year runs from the first day of Term 1 each year until the last day of Term 4 Primary: Receptionist each year. Attendance on each of these High School: High School Secretary days is compulsory, except on pupil free days, and in cases of illness, injury, personal The above administrators must enter the late emergency or pre-approved leave. Under no arrival into Edumate and forward the note to circumstances is absence from school the Secretary for filing in the students file. without the express approval of the Principal Students will be issued with a late arrival slip or the Principal’s delegate permitted. which must be presented to the relevant class teacher. Notifying the School of Absences Students who need to leave school before Parents must inform the Office/Teacher by the end of a school day must provide a note 9:00am of their child's absence from school signed by a parent to the Office on the because of illness, injury or personal relevant day explaining the reason for early emergency on the day that the student is departure. The Office will enter the early absent. Parents must notify the school about departure into Edumate and issue the the reason for their child’s absence either by student with an early departure slip. a note signed by the student’s parent or an e-mail explaining the absence, on the day of Where possible medical and other health the student’s return to school. appointments for students should not be made during school hours. If there is an The Receptionist or HS Secretary inputs the unavoidable situation where a student needs absence into Edumate. to attend an appointment during school hours, s/he should provide KTC with a note

KTC Annual Report 2018 Page 31 of 49 Theme 7:

Student Attendance from home and a letter from the health attendance and record information about the practitioner to verify this appointment. If this student's attendance on the student's file. is not done, the student's absence may be treated as truancy. If a student is truant from a class or from school for any part of the school day, he/she Year 12 students may leave KTC premises will be given an immediate detention. For after their last period of the day provided repeated truancy, the Principal may meet they get an exit pass from the High School with the relevant student's parents and Secretary. institute consequences for the student.

If parents have not provided a note and their High School Students who leave KTC child’s absence has been recorded in premises without permission will be required Edumate with no reason provided, they will to attend a Wednesday afternoon detention. receive an automatic reminder email, Their parents will be contacted either by generated from Edumate, to complete an email or phone by their relevant Year attached absence from school notification Coordinator. If this happens form. The form must be returned promptly to again, further action will need to be taken the relevant school secretary to input into depending on regularity and individual cases: Edumate. If the unexplained absence has Sunday detention in school uniform; parents still not been updated with a reason after one contacted by Year Coordinators; if in year week, a second reminder email will be 12, could stand to lose privileges. generated automatically from Edumate and sent to the parents. This will continue each For each late arrival, a High School student week until the absence reason has been accumulates 20 points. Together with other updated. demerit points, once 100 points are reached, the student is required to attend Wednesday Recording Attendance afternoon detention for one hour after school. The Year Coodinator is responsible for KTC electronically monitors and records monitoring lateness and must report of any students' daily attendance, punctuality and repeat offenders to the Year Coordinators absence through the Edumate database. who will report to the Principal if and when necessary. Primary Teachers mark the class Roll at the start of Prayers, Period 1, Period 3 and Student on-Campus Requirements Period 6. During school hours, students must be in Each High School teacher marks the Roll on their classroom when the lesson starts and Edumate, at the start of each period. must not leave until the bell has rung. If a student needs to leave the classroom during All notes for absences, late arrivals and early a lesson and has permission to do so, the departures that are handed to the Office are student must return to class as soon as filed in the students’ file. possible. If a student does not attend a class Student files are located with the Primary and does not have a valid excuse, he/she Secretary (Years K – 6) and the High School must attend Wednesday afternoon detention Secretary (Years 7-12 boys and girls). for one hour.

Consequences for Repeated Lateness or A student must not enter a classroom where Absence another class is being taught unless permission has been granted by the teacher. If a student has an unsatisfactory or poor Students must not wander around on the attendance record, KTC may discipline the school oval during P.E. lessons and must student. KTC may also notify parents of poor

KTC Annual Report 2018 Page 32 of 49 Theme 7:

Student Attendance remain with their class and participate in all tardiness. This system makes it harder set activities. for students to miss school without being detected. During school hours, students are not permitted to leave the grounds without a ▪ Casual teachers take a hand-generated Leave Pass or the direct permission of the roll and also send this record of Principal or an Executive Staff member. attendance down to the office after prayers, after recess and again after Strategies for Dealing with Consistent lunch. and Chronic Absences KTC closely monitors students’ absenteeism PRIMARY through: ▪ Immediate contact with parents of Communication of KTC’s expectations of students who are absent on a particular attendance: day. The receptionist administers these ▪ KTC emphasises the importance of phone calls and records details of student attendance and punctuality at the conversations held with parents or beginning of the School year at Parent caregivers. Information evening and again later in ▪ Details related to absenteeism and late the year. This communication focuses arrivals are registered in Edumate. on the close relationship between attendance and student achievement. ▪ Teachers are required to make contact New student enrolment application forms with parents should a student be absent also highlight the importance of for more than one day. attendance and punctuality. Should a pattern of chronic absenteeism ▪ Teachers convey to their students the arise, the following steps will be followed: importance of attendance in keeping up ▪ The teacher will call the parents to to date with their learning and skills explain the school's concern for the development. student's absence. Parents will be ▪ From time to time, messages about the informed that their child may be at risk of: importance of attendance are included in - Developing gaps in their knowledge communications within the school and understanding of basic concepts community, including Newsletters, assemblies an staff meetings. - Becoming socially isolated ▪ Jewish Studies teachers also emphasise ▪ The conversation is documented and the and reinforce the importance of relevant Coordinator informed. attendance in relation to the importance ▪ If there is no improvement in school of prayers held at the beginning of each attendance, the Coordinator will call the day. parents to reiterate the above concerns ▪ Information about the attendance policy and explain that their child's wellbeing is included in the school handbook and in may be at risk and that possible child the information pack for new parents. protection issues may arise. Record and follow up of absences: Monitoring patterns in absenteeism: ▪ Teachers are required to mark rolls three ▪ Year Coordinators are urged to monitor times a day in accordance with school their students' attendance patterns. The procedures. focus is on improving attendance during the last week of term. when there is often ▪ Timely follow-up is a key preventative a significant increase in absences. strategy in reducing absenteeism and Teachers are reminded that learning

KTC Annual Report 2018 Page 33 of 49 Theme 7:

Student Attendance

should continue up to and including the Should a pattern of chronic absenteeism last day of school to avoid truancy and arise, the following steps will be followed: early holiday making. ▪ The Year Coordinator will call the parents ▪ Families are required to apply in writing to explain the school's concern for the for school leave from the Principal and student's absence. Parents will be are discouraged from taking holidays informed that such students may be at during the school term. risk of: ▪ If chronic absenteeism continues, a - developing gaps in their knowledge formal letter will be sent to the parents to and understanding of basic concepts address the school's concerns. The letter - being socially isolated will also state that if the situation does The conversation is documented and the not improve, the parents will be called in Year Coordinators/Home Room for a meeting with the Coordinator and Teachers and Head of Behaviour School Counselor. Management (HoBM) informed. ▪ If the absenteeism continues, the ▪ If there is no improvement in school Coordinator will refer their concerns to attendance, a meeting is set up between the Principal who should then determine the student and the Year Coordinator if there are any reporting obligations for (and if necessary, the Heads of General Education neglect. Studies and Jewish Studies, HoBM and School intervention and providing support: the Principal) and ▪ Staff may need to work with these - Parents are notified about the students and their families to help identify concerns via a letter. the reasons for poor attendance, promote - The letter will state that if the situation the benefits of attending school, identify does not improve, the parents will be attendance and achievement goals, and called in for a meeting with the develop a realistic plan for improving Coordinator and School Counselor. attendance. ▪ Should there be no significant ▪ Students demonstrating chronic improvement, the parents will be called in absenteeism should be referred to for a meeting with the Year Coordinators relevant professionals outside of the as well as the principal and school school (e.g. counselors, psychologists Counselor to reiterate the above according to individual needs) concerns and explain that their child's ▪ In conjunction with the parents, the wellbeing may be at risk and that School Counselor will develop Individual possible child protection issues may Attendance Plans for students with high arise. levels of absences. ▪ If the absenteeism continues, the HIGH SCHOOL Principal should then determine if there are any reporting obligations for KTC closely monitors students' absenteeism Education neglect. through: ▪ If deemed necessary, the Police Liaison ▪ Administration contacts parents of officer will be contacted to intervene and students who are absent on a given day; where necessary, Jewish Care may need ▪ Records kept on Edumate to be contacted if we feel that the parents are unable to deal appropriately with the ▪ Year Coordinator contact with parents, situation. should a student be absent for more than one day. *2018 Student Attendance Policy to be amended.

KTC Annual Report 2018 Page 34 of 49 Theme 7:

Student Retention, Destinations and Management of Non-Attendance (a) Student Attendance Rates

The school’s Year 12 enrolments for 2018 comprised 14 girls in the High School.

Semester 1 Term 3

All students 93.2% 90.5%

Indigenous Students N/A N/A

Non-Indigenous Students 93.2% 90.5%

Student attendance rates per Year Level

Year Semester 1 (Terms 1-2) Term 3

Kindergarten 97% 96.3%

Year 1 96.8% 95.8%

Year 2 96.4% 94.3%

Year 3 96.8% 90.6%

Year 4 96.8% 90.8%

Year 5 95.3% 93.9%

Year 6 95.5% 95.1%

Year 7 96.2% 94.9%

Year 8 94.1% 91.7%

Year 9 95.2% 92.8%

Year 10 95% 92.1%

Year 11 92.8% 93.4%

Year 12 93.2% 90.5%

Student attendance level (proportion of students attending 90% or more of the time)

Semester 1 Term 3

All students 100% 100%

Indigenous Students N/A N/A

Non-Indigenous Students 100% 100%

KTC Annual Report 2018 Page 35 of 49 Theme 7:

Student Retention, Destinations and Management of Non-Attendance (b) Retention from Year 10 to Year 12

The retention rates for students in Years 10 to 12 from Academic Years 2017 to 2018 are tabled below:

2017 2018 Retention Rate

Year 9 Year 10 88%

Year 10 Year 11 78%

Year 11 Year 12 93%

(c) Post-College Destinations

From the 2018 Year cohort, 16% went to University in New South Wales, while 84% went on to further study overseas.

16%

NSW-based University Overseas study

84%

KTC Annual Report 2018 Page 36 of 49 Theme 8:

School Enrolment Policy

KTC offers places to Jewish students whom (c) KTC may review a student's enrolment KTC considers will contribute positively to from time to time and may cancel the the KTC community. There may be more enrolment if KTC considers that it can no applicants than places available in particular longer appropriately meet the student's year levels. Acceptance into KTC is at KTC's needs or to do so would impose an discretion. unjustifiable hardship on KTC; and KTC assesses applicants taking into account (d) if KTC may not otherwise be able to a range of factors, which generally include: appropriately meet a student's needs, a) the students: KTC may consider accepting an offer from the parents of the student to make ▪ respect for KTC's ethos as an payment (in addition to KTC's usual Orthodox Jewish day school; fees) for special programmes or services ▪ commitment to and ability to which are designed to meet those participate in KTC's educational needs. programme; All families enrolling a child at KTC for the ▪ commitment to and ability to first time must provide a copy of the parents’ participate in KTC's co-curricular or maternal grandparents’ Kesuva (Marriage programme; and Certificate). This condition does not apply to ▪ all-round character; and parents who already have a child enrolled at KTC. Different conditions apply to adopted b) the student’s family’s commitment to children. enrolling their child for the duration of the KTC programme. For example, due Students must be assessed by KTC as being to the limited spaces available in the school-ready before they may progress from KTC Early Childhood Centres, KTC may KTC’s Education and Care Centre to its reserve vacancies to be filled by Primary School. KTC will make its students whose families are committed assessment based on its own information, to sending their child to our Primary and (if it considers this appropriate) an School. external assessment. Students in the Primary School and High School must: Depending on the circumstances, KTC may also offer places to non-Jewish students who (a) abide by KTC rules in effect from time to are working towards Orthodox Jewish time; and conversion. (b) demonstrate satisfactory standards of KTC seeks to meet the individual learning effort, attitude and behaviour in order to and other needs of all its students. continue at KTC and progress to the Accordingly: next year level. If KTC considers that a student is deficient in any of these (a) KTC will only accept a student if it areas, KTC may require the student to considers that its resources and facilities be counselled, to repeat a year level, or will be reasonably able to meet the to leave KTC. student's needs (c) Enrolment is conditional on students and their families providing accurate relevant information to KTC, both before and after enrolment, including but not limited (b) KTC may refuse to enrol a student who to information about the student's has special needs, if the accommodation immunisation status in accordance with of those needs would impose an government requirements from time to unjustifiable hardship on KTC; time.

KTC Annual Report 2018 Page 37 of 49 Theme 8:

School Enrolment Policy

(d) If there is an outbreak of disease at Rachelle Smith, on 9301 1141 or email KTC, KTC may without notice [email protected]. temporarily exclude any student who is A tour of the College will be organised and a not relevantly immunised. meeting will be arranged with key people (e) Continuing enrolment is also conditional including the Principal and Coordinators. on a student's family: A completed Enrolment Application form (f) abiding by KTC’s rules in effect from must be returned to the Head of Enrolments time to time; together with a $50 application fee per child and a copy of the parents’ Kesuva (Jewish (g) supporting KTC in its endeavours to Marriage Certificate). Primary and High deliver education to the student; School students should include their most (h) complying with KTC fees policies and/or recent report card from their current school fees agreements. as well as the most recent NAPLAN results. (i) KTC may suspend and/or expel any Once KTC has received your application, our student who (or whose family) has staff will review the application. As part of breached any of these conditions. this review process, students will be (j) If a family wishes to remove a student assessed by teaching staff and you and your from KTC, the family must give KTC one child may be required to attend term’s notice in writing, or pay the interviews. After this review, if KTC decides equivalent of one term’s fees in lieu of to offer your child a place, we will send you notice (irrespective of any fee assistance an Offer Letter. received by the family). Commitment With the Offer Letter, you will receive an Deposits paid will only be refunded on Acceptance Form which must be signed and withdrawal when your child has returned to the Enrolments Officer. For completed at least one full year of Education & Care Centre (Preschool) and Primary School at KTC. Commitment Year K enrolments, a $500 commitment Deposits will not be refunded if your deposit is payable at the time of acceptance, child leaves KTC before that point. and will be refunded when the child leaves (k) KTC may, at its discretion, vary this KTC provided that the child has spent a Enrolment Policy and Conditions from minimum on one year at KTC Primary time to time without notice. School. (l) KTC may, at its discretion, vary the New students to the Primary and High Enrolment Policy and Conditions from School will receive an Enrolment Pack time to time without notice. including Uniform Lists, Student Handbooks, and other important information pertaining to Enrolment Procedure enrolment. Enrolment enquiries should be directed to the Enrolments & Development Officer

KTC Annual Report 2018 Page 38 of 49 Theme 9:

Summary of School Policies

The following is a summary of the College Policies, as required:

(a) Student Welfare Policy

KTC seeks to provide a safe and supportive environment which:

▪ Minimises risk of harm and ensures students feel secure;

▪ Supports the physical, social, academic, spiritual and emotional development of students;

▪ Provides student welfare policies and programmes that develop a sense of self-worth and foster personal development.

To ensure that all aspects of the school’s mission for providing for a student’s welfare are implemented the following policies and procedures are in place:

Policy Amendments in 2018 Distribution

Student Welfare encompassing: - Child Protection Policy KTC website Policies reviewed and areas - Welfare team and its aims School Server: Staff for revision identified. Common / Policies & - Mentoring programme Procedures - Student/Parent Review Process

Anti-Bullying encompassing: - What is Bullying? None As above - What can you do about Bullying? - What will KTC do about Bullying?

Discipline encompassing: Updated and implemented a new Behaviour Management As above and - Demerit and Infringement system system for Primary and High School Secretaries - Merit slip system Schools

Complaints and Grievances encompassing: - KTC’s aims for resolving complaints / Updated grievances As above Format and contacts - Who you should contact - How might a complaint be resolved?

KTC Annual Report 2018 Page 39 of 49 Theme 10: Priority Areas for Improvement | 2018

The College drafted its first Strategic Plan in early 2017.

The progress of implementation of the Strategic Framework is shown below:

Complete 15%

33% Commenced

33% Ongoing

19% Not Started

The following table describes the Objectives and status:

Objectives Status 1. Ethos: To ensure the College’s “Point of Difference” advantage of a school that strives to nurture and develop the spiritual growth of our students, as well as their physical, social, emotional and academic growth, in accordance with our unique O ethos. To constantly embed our own unique ethos, culture and hashkafic dimension into everything that the College does, so that we constantly strive to develop the spiritual dimension of the boys and girls entrusted to our care. 2. Recruitment & Retention, Professional Development (PD) of high-performing C classroom teachers (a) Clear and accurate Job Descriptions (JD) for each appointment O (b) Professional recruitment process, including thorough reference checking A Recruitment Policy N (c) Competitive remuneration C (d) Regular formal reviews / appraisals; clear expectations N (e) Commitment to PD O 3. Ensure excellence in both General Studies (GS) and Limmudei Kodesh (LK) O programs

KTC Annual Report 2018 Page 40 of 49 Theme 10: Priority Areas for Improvement | 2018

Objectives Status Review, evaluation and development of the GS and LK programs and delivery (a) O of excellence in both areas (b) Review and evaluation of all subjects offered (esp. HSC level) O (c) PD O (d) Develop Quality Improvement & Development Plans: N i. Literacy N Numeracy C ii. Quality assured viable and accessible Curriculum O iii. A pedagogy that inspires and encourages personalised learning N Informal education: an effective and dynamic informal and experiential iv. education program to complement and underpin formal classroom C learning v. Strategic Plan to increase school pride N vi. Wellbeing program for staff N Wellbeing program for students C Strategic plan to strengthen student engagement in GS and Jewish vii. N Studies (JS) 4. Evaluation, development and improvement of the Colleges’ Communication C systems and processes betwee all stakeholders (a) Between College and parents C (b) Between College and Community C (c) Internally, between management and all staff C (d) Between teachers and students C (e) Develop a comprehensive marketing and public relations strategy N (f) Develop a comprehensive enrolment recruitment program and strategy N 5. Develop and implement a transparent, consistent and workable Behaviour Management Protocol and implementation system in both Primary and High A Schools, encouraging positive reinforcement with clear consequences. 6. Review Evaluation and Development of a comprehensive IT Strategy to improve and enhance both the education management of students as well as to enhance our Teaching and Learning through the use of ICT/eLearning and emerging Digital A Learning Technologies, so as to ensure high quality functioning Technology and infrastructure to enhance both teaching and learning. Costing and Implementation of IT Strategy N 7. To constantly seek to improve our focus on student and teacher wellbeing, emotional and physical safety and the development of a “culture of caring and C respect” that should permeate the entire College and College community Employment of support personnel and supportive systems where possible to (a) A assist teachers. (b) Retention of small class sizes/Year Groups A

KTC Annual Report 2018 Page 41 of 49 Theme 10: Priority Areas for Improvement | 2018

Objectives Status (c) Effective differentiation: Extension and Learning Support. A (d) Ensuring Derech Eretz (proper respect) at all times. A 8. The development of a robust Fundraising Strategy and Programme to ensure the N Colleges’ capacity to keep improving the quality of the educational (a) programme, the upgrading of the Learning Environment and the capacity to C attract and effectively renumerate outstanding educators. In addition: i. Establish an Alumni Association N Establish a KTC Foundation to optimise fundraising potential in the ii. N broader community. iii. Investigate the feasibility of a College Community Bequest Program N iv. Other strategies to expand our capacity to fundraise C Annually review the college cost structure to identify sources of v. O operating leverage to ensure maximum operating efficiency. Develop a medium term plan for improving the College’s Information vi. C and Communications technology infrastructure Annually review the College fee structure and consistently benchmark vii. C our fees subsidy model with best practice models in other schools.

A = Achieved C = Commenced but not yet completed O = Ongoing N = Not yet commenced or requires ‘re-think’

KTC Annual Report 2018 Page 42 of 49 Theme 11:

Initiatives Promoting Respect and Responsibility The following text is contained in the Charter of Students’ Rights & Responsibilities:

KTC Annual Report 2018 Page 43 of 49 Theme 11:

Initiatives Promoting Respect and Responsibility

KTC Annual Report 2018 Page 44 of 49 Theme 12:

Parent, Student & Teacher Satisfaction

During 2018, no parent, student or teacher In addition, all campuses maintain regular satisfaction surveys were scheduled, informal and formal contact with various however, we conducted an internal survey of Community and email groups associated with staff relating to our Early Learning Centres. the College via the Student Management The objective of this survey, using ‘Survey System, Edumate. For example, Early Monkey’ was to ascertain staff feedback in Learning Parents receive ‘Daily Diaries’, High relation to the structure and leadership, which School and Primary School students receive had changed in 2017. specific notifications, such as Uniform and Behaviour Policies. In 2019, we plan to re-instate the formal “Breakfast with the Principal” forums, which provide parents and families with an opportunity to discuss pertinent issues with the College Principal.

KTC Annual Report 2018 Page 45 of 49 Theme 13:

Financial Summary Information

Income and Expenditure Report

2018

Income

Fees and Private Income $ 7,002,208

State Grants 871,319

Commonwealth Grants 2,878,823

Capital Grant 300,000

Total Income 11,052,350

Expenditure

Salaries, allowances, related expenditure 8,672,347

Non-salary expenses 2,292,934

Total Expenditure 10,965,281

Surplus $ 87,069

KTC Annual Report 2018 Page 46 of 49 Theme 14:

Publication / Information

This Annual Report for 2018 will be available on the College website and Parents and staff will be directed to it via an email. Several hard copies will be held at the College reception.

KTC Annual Report 2018 Page 47 of 49

Kesser Torah College

Submitted on 26 June 2019 to the NSW Education Standards Authority (NESA) according to the requirements to provide information about the educational and financial performance measures and policies of the College.

Roy Steinman, College Principal Kesser Torah College 68 Blake Street Dover Heights NSW 2030

ABN: 27 003 164 092 Ph: (02) 9301 1111 Web: www.kessertorah.nsw.edu.au