2019 Annual Report Educational and Financial Reports to NESA
80–98 Park Road Hurstville NSW 2220 | 02 9580 1415 | enquiries@danebank.nsw.edu.au | danebank.nsw.edu.au Danebank is a member of The Anglican Schools Corporation Empowered Girls Magnificent Futures 2 Danebank Annual Report 2019
Contents
EXECUTIVE REPORTS STUDENTS 3 Principal 24 Student Body Overview 2019 4 School Council Chairman 24 Student Population 5 Parents and Friends Association 25 Student Wellbeing: 5 Old Girls’ Association Priorities and Achievements 2019 6 School Chaplains 25 Student Wellbeing: Improvement Targets 2020 7 Student Representative Council 26 The Duke of Edinburgh’s Award 27 Respect and Responsibility Initiatives 28-29 School Policies SCHOOL PROFILE 30 Student Attendance 8 Major 2019 Outcomes 30 School Retention Rates 8-9 Contextual Information 30 Management of Non-attendance
ADMINISTRATION ACADEMIC PERFORMANCE 31 Compliance Reporting 10-11 NAPLAN 31 Facilities & Resources: 12-15 HSC Priorities and Achievements 2019 15 Post School Destinations 31 Facilities & Resources: 15 Vocational Training Improvement Targets 2020 15 RoSA 32 Satisfaction Reporting 16 Academic Competition Results 33 Financial Reports: Income and Expenditure 2019 34 Reporting Area Reference page
STAFF 17-20 Staff Professional Learning 17 Professional Learning Costs 21 Teaching Standards and Accreditation A registered non-government school must have policies and procedures that ensure its participation in annual reporting to publicly disclose the 21 Workforce Composition educational and financial performance measures and policies of the school.
22 Teaching and Learning: The Education Act 1990 (NSW) requires each registered non-government Priorities and Achievements 2018/19 school to prepare an annual report of a kind determined by the Minister on the school’s performance measures and policies as identified by the 23 Teaching and Learning: Minister. Accordingly, the Minister has determined that the performance measures and policies that must be included in the annual report relate to Improvement Targets 2020 all reporting areas as outlined on page 34 of this document. Danebank Annual Report 2019 3
Executive Reports Statement from The Principal
Over the past decade, Danebank has been an early adopter of marks, and these are aspects of education that are always various technologies within the educational sphere. We were worthy of celebration. However, at Danebank, we want more one of the first schools to adopt use of iPads and e-texts. Our – we want the girls to have experienced that sense of awe coding in the Junior School occurred before most other junior and wonder and to long for it again. schools. In the Senior School, our use of 3D printers and Antoine de Saint-Exupery expressed it slightly differently virtual reality set the benchmark to which others still aspire. when he said: “If you want to build a ship, don’t drum up We were among the first to introduce Senior School continual people to collect wood and don’t assign them tasks and work, reporting and student reflection on learning experiences. but rather teach them to long for the endless immensity of Our foray into Dragon Boating set us apart from the pack the sea.” and has allowed our girls to compete at district, state and We want to teach our girls to long for the endless immensity international competitions and has provided a pathway for of the sea, for therein lies the key to continual learning, to our girls to represent Australia. When we first introduced innovation, to creativity and to the desire to fulfil our motto, Dragon Boating, our two crews were called the Watermelons Ut Prosim, through service to others. and the Flames. As our girls engage with the life-saving Christian message, The watermelon does not feature in more formal areas, such we also see that sense of awe and wonder that comes from as our sports uniforms and letterhead, but the Danebank understanding the impact of the saving grace of Christ. flame is always evident. We hold the Danebank torch high in This is the flame of our torch that will light the pathway to our public presentation of the School. It is the symbol of all eternity. that is seen as important at Danebank. Mrs Maryanne Davis, Principal But what is it that we seek to see embodied by our flame? What do we do to ensure that we kindle the Danebank flame? What pathway ahead do we want our flame to light?
In my first year at the School, as I sought to understand how best to create a school that was exciting and future-focused, I visited a Kindergarten classroom. The girls in that classroom are now in Year 9.
As I watched, I saw a girl take a pencil from the container on her desk. This particular pencil was sharpened at both ends. The little girl looked closely at the pencil, turned it over and over in her hands – her intense concentration drew me to her, and I asked if she was alright. “Yes”, she declared, “My pencil is sharpened at both ends. This is the best day of my life!”.
Initially, I thought that it was going to be very easy to lead Danebank if all I needed to do to make the School exciting and future-focused was to give each girl a pencil sharpened at both ends. However, thinking about this more deeply, I realised that what I needed to replicate wasn’t the pencil sharpened at both ends, but the awe and wonder that it produced in the Kindergarten girl.
The thing that makes the flame of the Danebank torch burn brightly is that sense of awe and wonder. Any decent school can teach girls the skills and competencies that result in high
REPORTING AREA 1: MESSAGES FROM KEY SCHOOL BODIES 4 Danebank Annual Report 2019
Executive Reports
Statement from the School Council Chairman
Comings and Goings Time - it is such a constant in our lives. We think of future Jesus coming as a baby, growing to manhood, dying on a opportunities, and hope we have the time to pursue them. cross, being put in a tomb, raised from the dead, ascended to We reflect happily on past times, and wish we could have the heaven, and promising to return. Here is the meaning of life time over again. – God has shown us that he’s in charge, he loves us, we can trust him, and we look forward to his return. We even sing about it. Cyndi Lauper sang Time after Time, Chicago wondered Does Anybody Really Know What Time It Is, The Lord bless you and keep you, and Billy Joel sang For the Longest Time. The Lord make his face shine on you With time comes change. We see this each year in the seasons. We groan when we realise it’s just one week before and be gracious to you, the new school year starts. Those who are finishing primary The Lord turn his face toward you, school will move on, leaving one phase of school life and and give you peace. starting in another.
The Bible is full of comings and goings. Abraham was called to leave the place he knew and go to an unknown country, Dr Richard Sharp, School Council Chairman based on God’s promises. Moses, it seems, was always coming and going – he was put into a basket as a baby and floated down a river; later, as a young man, he left the wealth of Egypt to head into the desert; years later, he was met by God in a burning bush and told to go back to Egypt; and eventually he led the Israelites out of Egypt towards the promised land.
What about us – what are our comings and goings? Do we have a direction, or does it feel like we’re being dragged along by events? Where are we heading? Three thousand years ago, King Solomon pondered the same question, and wrote the following: There is a time for everything, and a season for every activity under the heavens. Solomon talked about “a time to weep and a time to laugh”, “a time to mourn and a time to dance”, and even “a time to be born and a time to die”. In the book of Ecclesiastes, he went on to ponder the meaning of life.
A thousand years later, God answered the question about the meaning of life, when Jesus set foot on the planet. And these were the most famous comings and goings of all –
REPORTING AREA 1: MESSAGES FROM KEY SCHOOL BODIES Danebank Annual Report 2019 5
Statement from the Statement from the Parents & Friends Association Old Girls’ Association
We began the year with a welcome to new parents cocktail 2019 has been a busy year for the Danebank Old Girls evening, which was attended by more than 100 new parents Association. We again offered the e-Text subsidy for Old Girls and was a great opportunity to meet other new families. whose daughters entered Year 7, actively participated in the Autumn Fair and Open Day, played in the Old Girls versus Our fundraising activities this year included a Birthday Current Students Water Polo match, and attended the Year 12 Book program, entertainment book sales and Mother’s and Final Service/Valedictory Dinner, 5-Year Reunion, end-of-year Father’s Day stalls, where students in the Junior School were Carols Service and Speech Night. We also took great pleasure able to purchase special gifts for their loved ones. in being able to speak to Year 12 about the Association and Our Autumn Fair was well attended, with many stalls run how the girls leaving the School can stay connected. by Danebank parents. We had more than 60 external The Old Girls Association Citizenship Award was presented to stallholders and the support of local businesses by way of Year 10 student Talia Kesby. Talia’s mother, Antoinette Kesby donations and sponsorship of the event. This event brings (nee Saab), graduated from Danebank in 1990. The calibre of the Danebank community together and raised $45,000. the applications for this award continues to delight us, as it We would like to thank all the volunteers and supporters. allows us to provide the award to extremely deserving young Special thanks to the executive members of the P&F women. Committee, as well as Mrs Davis and her executive team, After 12 months in the making, in September/October, three who continue with their generous support. In 2019, we were of our Old Girls were privileged to be part of an exhibition proud to hand over $100,000 to the School, for the benefit at the Hurstville Museum & Gallery called ‘Education in of all the girls. St George’. The exhibition centred on school life in the St Mrs Nadine Lee and Mr Silas Dassakis, P&F Co-Presidents George area over the past 50 years. Alison Hartley (2015) and I had oral history interviews of our time at Danebank displayed, and Stephanie Sekulovska (2018) was the opening night speaker.
With such a big turnout in 2018 for August Fest, this year we decided to pause and reflect on how we can make the Association’s annual reunion event better than ever. As such, we are taking ideas from members and friends and look forward to being able to host an event in 2020.
Ms Petty Heather, OGA President
REPORTING AREA 1: MESSAGES FROM KEY SCHOOL BODIES 6 Danebank Annual Report 2019
Executive Reports
Statement from the School Chaplains
Junior School Senior School As the Junior School Chaplain for the past 5 years, it has been When I first arrived at Danebank 5 years ago, I was a joy and a privilege to share with the girls the wonder of introduced to the school motto, Ut Prosim. Before then, the God’s amazing love for them through Jesus. only Latin phrases I used regularly were “status quo”, “et cetera” and “vice versa”. When I learned the meaning of the Jesus said, “Let the little children come to me, and do not Danebank motto, ‘that I may serve’, and became acquainted hinder them, for the kingdom of heaven belongs to such as with the ethos of the School, I realised how fine and fitting these.” Matthew 19:14 (NIV) this particular Latin phrase is. From the time they are in Pre-K, Danebank girls have multiple Ut Prosim is an integral part of Danebank school life and the opportunities throughout the week to learn about God’s message of ‘service’ is taught and caught, intentionally and love for them, whether it be at our weekly Chapel services, accidentally, through words and actions, by the Executive, by Christian Studies lessons or our voluntary lunchtime groups. teachers, by school leaders and by other students. In one of our Chapel series this year, we looked at the Gospel In Chapel in Term 1, we looked at how Jesus was the ultimate of Luke and explored what it looks like to follow Jesus – to model of Ut Prosim, as he served the people around him, trust in Him, listen to Him, talk like Him and love like Him. It is by teaching, healing, praying and having compassion. His wonderful to see the girls growing in their understanding of service of others was expressed most fully in His willingness who Jesus is and what it means to trust in Him as their King to die on the cross on behalf of all people – past, present and Saviour, and to live lives that honour Him. and future, including us. Jesus’ sacrifice and service are a At Danebank, we are so thankful for all the good gifts God great encouragement to the Danebank school community, gives us, our families, our friends, our beautiful School and a community which seeks to reflect the love of Jesus in all our teachers, but we are especially thankful for Jesus, who aspects of school life. makes it possible for us to be part of His family forever. Mrs Emma Pfahlert, Senior School Chaplain Mrs Liana Maze, Junior School Chaplain
REPORTING AREA 1: MESSAGES FROM KEY SCHOOL BODIES Danebank Annual Report 2019 7
SRC 2019
The Student Representative Council (SRC) comprised 26 students from Years 7 to 12, and was led by Year 11 students.
Statement from the Student Representative Council
2019 SRC Year in Review February 2019 June 2019 We welcomed Abby, Amali, Amelia, Audrey, Erin and Isabelle The SRC “Funraiser” was a “hoodie” mufti day. The SRC girls from Year 7 onto the SRC. The rest of the SRC had been handed out cups of hot chocolate, while dancing in the rain meeting since Term 4 2018. at Rave on the Quad. We also organised a “beanie” mufti day for the last day of term. March 2019 Some of us trialled different fabrics and some style August 2019 modifications for our summer uniform. We obtained The SRC dance is always a night to remember and the perfect feedback from the student body, as well as making our own opportunity to raise money for Danebank’s sponsored evaluations. students at Katoke-Lweru School in Tanzania.
April 2019 September 2019 We held the end-of-term mufti day and Easter bake sale. We held the House Festival Day Sausage Sizzle. We were also very excited to receive a letter from Mindanaw Poverty Relief May 2019 Action, with photos of children from Manaol Elementary The MAD for Homelessness sleepover at school was jointly School in Lagonglong in the Philippines receiving some of our organised with the other leadership groups in the School. old school uniforms and backpacks that had been collected It was held in the PAC, and each girl was allowed to bring through the SRC uniform initiative. This was the first time a simple toiletries bag and a sleeping bag and mat. At the they had ever received aid! start of the night, a soup kitchen was held, with basic foods available. There were a range of activities to help raise The SRC also ran Student Year Meetings each term, plus a awareness of homelessness. Thank you to everyone who combined Year Group meeting in Term 3. sponsored us.
REPORTING AREA 1: MESSAGES FROM KEY SCHOOL BODIES 8 Danebank Annual Report 2019
Campsie Dulwich Hill Bankstown Earlwood
Wolli Creek Bardwell Park School Profile Roselands
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Arncli e Riverwood Bexley North Hammondville Kingsgrove Beverly Rockdale Hills Padstow Botany Panania Riverwood Holsworthy Beverly Rockdale Hills Penshurst rs ille Kogarah Padstow Peakhurst Panania Mortdale Allawah Peakhurst Penshurst rs ille Kogarah Mortdale Oatley Allawah Lugarno
Sans Souci Oatley Blakehurst
Lugarno
Illawong Sans Souci Blakehurst Como
Illawong Menai Sylvania Como Jannali Bangor Menai Sylvania
Jannali Bangor Woronora Barden Heights Sutherland Gymea Every individual is known, valued,Ridge supported, extended Miranda Woronora Barden Heights and encouraged Sutherlandto becomeGymea the magnificent woman Ridge Miranda Caringbah Loftus Mrs Maryanne Davis, Principal (2010-2019) she no doubt will be. Gymea Bay
YarrCaringbahawarrah Loftus Cronulla Major 2019 Outcomes Gymea Bay Yarrawarrah Engadine y Mrs Maryanne Davis, Principal 2010-2019, retired at the end of 2019. Lilli Cronulla Pilli y Dr Emma Burgess appointed as our Principal starting January 2020. Engadine Royal y The new Danebank School App was launched providing our school community withLilli access to important notifications,National diary Pilli Park dates, student timetables and much more. Royal Heathcote Bundeena y Outstanding HSC results, with Danebank being theNational best performing, non-selective school in the St George and Sutherland shires, ranking above all selective schools in this area,Park bar one. Details on pages 12-15.
Heathcote Bundeena
Christian Foundations Governance The school’s motto, Ut Prosim (That I May Serve), expresses Danebank is a member of The Anglican Schools Corporation the Christian view that God created us to serve Him and each which supports Anglican education and ensures Danebank’s other. The ideal of service is fundamental to a Danebank strong financial position. The school is administered by education. Every student is introduced to the Christian the School Council which numbers among its members, faith through the teaching of the Bible and the practical representatives of the Corporation, the Anglican Synod, experience of Christian care. Each student’s personal highly qualified educators and experienced members of the response to the Christian message is respected. Danebank business community, and alumnae. Day-to-day management welcomes students from all backgrounds. is the responsibility of the Principal.
REPORTING AREA 2: CONTEXTUAL INFORMATION ABOUT THE SCHOOL Danebank Annual Report 2019 9
Danebank was founded in 1933 with five pre-school aged students. It has grown to become one of the leading girls’ schools in Sydney. Danebank is non-selective and currently enrols 975 students. 44 379 552 Pre-K Students Junior School Students Senior School Students
Reputation Broad Curricular and Co-Curricular Danebank is widely acknowledged in the St George and Opportunities Sutherland shire for its nurturing, Christian environment, Danebank is a thriving educational environment where excellent academic outcomes, educational innovation and students are empowered to discover their talents, develop fine facilities. their strengths and maintain the highest personal and Students are supported and challenged in dynamic learning academic standards. situations to become confident, articulate, successful women A broad-ranging extra-curricular program provides students who will take leading roles in the wider community. with many opportunities to develop their personal strengths. Girls are also challenged to support the school’s motto of Academic Traditions service and to make a difference in the wider community. Danebank has a strong academic tradition, having been again listed as the top scoring non-selective school in the St Mission Statement George and Sutherland shire. Danebank scores well above Danebank is a Christian school which aims to provide quality, State averages in all academic measures. affordable education that will equip girls for all aspects of life. In the 2019 Higher School Certificate, more than 42.7% of the year group scored ATARs above 90. 59 Danebank students Facilities were Distinguished Achievers, 8 received NSW All Rounder Danebank offers state-of-the-art facilities, infrastructure status and 2 students were NSW Top Achievers. and equipment for Drama, Music, Visual Arts, Technology and Sports among others, thus improving opportunities Student Body for students to excel. The school has a reputation for Danebank students come from a wide geographical area, outstanding sporting achievements, including at national and mainly the St George and Sutherland shire. The school international levels. generally runs two classes in each year group from Pre-K to Mrs Ina Dorfling, Community Networks Year 4, three classes in Years 5 and 6, and four or five classes in each senior year, depending on the demand for places.
Additionally, Danebank provides support for students with learning disabilities through its Life Skills Program, with a class for girls in Years 7-10 and one for girls in Years 11 and 12. These students are supported and valued by all sectors of the school community as they study the separate program. REPORTING AREA 2: CONTEXTUAL INFORMATION ABOUT THE SCHOOL 10 Danebank Annual Report 2019
Academic Performance NAPLAN Overview 2019
% OF STUDENTS WHO ATTAINED NATIONAL MINIMUM BENCHMARKS OR HIGHER IN 2019
NAPLAN TESTS OVERALL LITERACY OVERALL NUMERACY
YEAR 3 99% 94%
YEAR 5 99.3% 100%
YEAR 7 99.3% 98%
YEAR 9 99.6% 100%
*Note that the overall literacy percentages are a compilation of the four literacy results
% ABOVE THE NAPLAN NATIONAL MINIMUM STANDARD
YEAR 3 YEAR 5 YEAR 7 YEAR 9 LAST 4 CATEGORIES YEARS DANEBANK STATE DANEBANK STATE DANEBANK STATE DANEBANK STATE
2016 100 88 96 81 90 81 93 78
2017 100 90 94 83 98 84 93 79 READING 2018 98 96.2 98.5 94.6 100 95.2 98.1 94.8
2019 98 88.8 97.2 86.6 97.1 84.4 96.1 80.8
2016 100 94 90 84 90 73 88 61
2017 100 94 100 84 97 70 87 65 WRITING 2018 100 97.2 98.2 91.2 99 91.9 96.1 81.3
2019 100 94.8 98.6 83.6 97.1 73.4 96.1 63.8
2016 98 88 100 86 95 83 92 79
2017 100 88 98 87 98 86 98 81 SPELLING 2018 100 95.5 100 95.9 100 93.8 98.1 91.6
2019 98 88.8 100 88 97.1 86.2 97.4 83.5
2016 100 92 94 85 90 77 92 73
2017 98 87 96 78 99 82 90 76 GRAMMAR & PUNCTUATION 2018 96 95.8 98.2 94.5 99 93.7 97.1 93.1
2019 98 89.7 98.6 82.4 93.2 78.5 96.1 74.2
2016 100 86 84 83 92 84 98 81
OVERALL 2017 98 88 96 85 97 86 100 84 NUMERACY 2018 96 97.9 100 97.3 100 97.8 100 97.5
2019 92 87.7 97.2 86.1 95.1 85.5 100 84.7
For further NAPLAN results, go to https://myschool.edu.au/school/43914/naplan
REPORTING AREA 3: STUDENT OUTCOMES IN STANDARDISED NATIONAL LITERACY AND NUMERACY TESTING AND COMPETITIONS Danebank Annual Report 2019 11
NAPLAN RESULTS 2016-2019 - % OF STUDENTS IN TOP TWO BANDS NAPLAN
YEAR 3 2016 2017 2018 2019
READING 78.7 63.4 76.0 76.0
WRITING 78.7 90.4 82.0 84.3
SPELLING 78.7 88.4 86.0 78.4
GRAMMAR 78.7 86.5 80.0 80.4
NUMERACY 61.7 73.1 70.0 60.0
YEAR 5 2016 2017 2018 2019
READING 54 69.5 57.9 58.3
WRITING 30.6 39.1 33.9 36.1
SPELLING 51 56.5 51.8 73.6
GRAMMAR 53.1 54.4 53.6 72.2
NUMERACY 44 54.3 56.1 58.3
YEAR 7 2016 2017 2018 2019
READING 41.1 46.6 43.6 53.4
WRITING 20.5 43.3 39.6 32.7
SPELLING 45.5 63.3 53.5 50.0
GRAMMAR 41.9 55.6 46.5 53.8
NUMERACY 39.3 56.7 43.6 60.8
YEAR 9 2016 2017 2018 2019
READING 46.2 37.8 32.0 49.4
WRITING 23.4 24.4 33.0 31.2
SPELLING 47.9 33 44.7 37.7
GRAMMAR 38.3 35.4 39.8 40.3
NUMERACY 47.3 47.6 46.5 49.4
REPORTING AREA 3: STUDENT OUTCOMES IN STANDARDISED NATIONAL LITERACY AND NUMERACY TESTING AND COMPETITIONS 12 Danebank Annual Report 2019
Academic Performance HSC Overview 2019
Two students were designated TOP as Top Achievers in 2019 Non-selective girls school in St George & Sutherland Shire These students achieved one of the state’s highest places in an HSC course and also achieved a result in the highest band (Band 6).
• Olivia Christodoulou (5th - Hospitality Examination)
8 • Claire Xue (16th - Chemistry) HSC All Rounder Awards 99.85 Highest ATAR scored, Claire Xue 59 HSC Distinguished Achievers
REPORTING AREA 4: SENIOR SECONDARY OUTCOMES (STUDENT ACHIEVEMENT) INCLUDING HSC, VOCATIONAL TRAINING AND VET Danebank Annual Report 2019 13
2019 HSC Highlights 2019 HSC: COMPARISON DANEBANK % WITH STATE % IN THE TOP TWO BANDS
y 8 ‘All Rounders’ in the HSC (achieved Band 6 in 10 units). DANEBANK % STATE % SUBJECT This the highest number of students to achieve All BANDS 5/6 BANDS 5/6 Rounder status in the last decade. Ancient History 75 35
th y Two Top Achievers – Claire Xue 16 Chemistry and Olivia Biology 83 31 Christodoulou 5th Hospitality. Business Studies 61 33 y 59 girls were listed as Distinguished Achievers in the HSC (gaining a Band 6 in one or more subjects). Chemistry 70 46
y 42.7% of students gained an ATAR above 90. Design & Technology 85 47
y Carissa James had her Textiles major work selected for Drama 100 43 inclusion in TexStyle at the Powerhouse Museum. Economics 58 52 y Rachel Fitzpatrick and Alice Wang were nominated for English Advanced 91 62 ENCORE 2019 for their music performance.
y Bronte Ballantine-Jones was selected to perform at English Extension 1 100 93 ENCORE in March 2020, as a result of her Viva Voice. English Extension 2 100 80
y Five TAS students had their projects nominated for SHAPE English Standard 39 11 2019: Georgia Bananis, Angelina Elsarky, Emma Kesby, Emily Maythers and Vella Tudor-Brown. Food Technology 71 34
y Alice Wang was chosen as one of 30 select nominees to History Extension 100 77 audition for The Berklee College of Music in Boston. Hospitality 64 34 y Chelsea Mitchell’s ceramic sculpture “She Grows Where Japanese Continuers 80 60 She Is Planted” and Vella Tudor-Brown’s portrait “Addie” were selected for ART RULES at Hazelhurst Gallery. Legal Studies 65 41
y Bethany Arentz has accepted a full sporting scholarship Mathematics 71 49 for August 2020 at Iona Private College in New York City. Mathematics Extension 1 93 80 y The only two maths scholarships offered by UNSW for girls were awarded to Danebank students: Rachel Mathematics Extension 2 100 86
Fitzpatrick (UNSW Beautiful Minds Scholarship), Claire Xue Mathematics Standard 2 54 24 (UNSW Advanced Mathematics scholarship). Modern History 73 39 y SMH states that Danebank was placed 34th overall in HSC results. Danebank was once again the highest performing Music 1 100 66 non-selective school in the St George and Sutherland Music 2 100 91 Shire. Music Extension 100 62 HSC Top ATAR/UAI PDHPE 75 32 2015 99.55 Physics 50 37
2016 99.65 Science Extension 100 68
2017 99.8 Studies of Religion – 1 unit 78 46 Studies of Religion – 2 unit 88 45 2018 99.65 Textiles and Design 100 54 2019 99.85 Visual Arts 100 62
REPORTING AREA 4: SENIOR SECONDARY OUTCOMES (STUDENT ACHIEVEMENT) INCLUDING HSC, VOCATIONAL TRAINING AND VET 14 Danebank Annual Report 2019
Academic Performance HSC Overview 2019
HSC RESULTS 2016-2019 - % OF STUDENTS IN TOP TWO BANDS (5 & 6) IN DANEBANK COURSE SUBJECTS
COURSE 2016 2017 2018 2019 Ancient History 31 55.55 56 75 Biology 38 69.42 78 83 Business Studies 50 36.14 48 61 Chemistry 47 42.71 55 70 Design & Technology 63 99.99 86 85 Drama 33 60 100 100 Economics 65 53.83 58 58 English Advanced 87 87.8 89 91 English Extension 1 100 99.99 100 100 English Extension 2 100 100 100 100 English Standard 42 54.34 34 39 Food Technology 55 81.25 100 71 French - Beginners 50 - - - French - Continuers - 50 - - Geography 60 - - - History Extension 67 100 78 100 Hospitality 86 74.99 67 64 Japanese Continuers - 100 100 80 Legal Studies 72 77.5 67 65 Mathematics 62 65.11 67 71 Mathematics General 59 54.75 65 - Mathematics Extension 1 80 70 87 93 Mathematics Extension 2 100 100 100 100 Mathematics Standard 2 - - - 54 Modern History 54 66.66 68 73 Music 1 100 85.7 - 100 Music 2 100 - - 100 Music Extension - - - 100 PDHPE 63 80 64 75 Physics 30 7.69 30 50 Senior Science - - 40 - Science Extension - - - 100 Studies of Religion – 1 Unit 57 59.59 54 78 Studies of Religion – 2 Unit - 75 100 88 Textiles & Design 100 55.55 100 100 Visual Arts 93 99.99 90 100
REPORTING AREA 4: SENIOR SECONDARY OUTCOMES (STUDENT ACHIEVEMENT) INCLUDING HSC, VOCATIONAL TRAINING AND VET Danebank Annual Report 2019 15
HSC RESULTS 2016-2019 - % OF STUDENTS IN TOP TWO BANDS (5 & 6) IN NSW SCHOOL OF LANGUAGES COURSES/COMMUNITY LANGUAGES
COURSE 2016 2017 2018 2019
Chinese Literature 66 - - 100
French Beginners - 66 - -
French Continuers - - - 100
French Extension - - - 100
Korean Beginners - - - 100
Japanese Beginners - 100 - -
Japanese Continuers 100 - - -
Japanese Extension 100 - 100 100
Modern Greek Beginners - 100 50 100
Spanish Continuers 100 66 - -
Spanish Extension 100 - - -
REPORTING AREA 4: SENIOR SECONDARY OUTCOMES (STUDENT ACHIEVEMENT) INCLUDING HSC, VOCATIONAL TRAINING AND VET
Post School Destinations
Students who completed Year 12 are encouraged to identify post-school options 100% that will best suit their interests, talents, and career goals, and are supported with applications for scholarships, early entry schemes, and Educational Access Scheme (EAS) as well as other pathways for non-university options. All of our 2019 Year 12 For those electing to go to university, many students applied for and accepted graduates either received early offers, and will study diverse disciplines at a wide range of universities.
a university placement or Danebank alumni of varying stages of their studies and careers are invited to were eligible for one. share post-school experiences with current students, to pass on knowledge and inspire young women as they prepare to complete their schooling.
Mrs Monique Ryan, Careers Facilitator
REPORTING AREA 6: POST SCHOOL DESTINATIONS (SENIOR SCHOOL)
Vocational Training RoSA
In 2019, 15 students (16.6% of the Year 12 cohort) Danebank is registered to award the RoSA (Record of School participated in vocational or trade training, completing a Achievement) to students who conclude their studies prior to Certificate/VET qualification. the HSC. In 2019, no students received this report.
Mrs Lisa Vos, Head of TAS Mr Glenn Wilkins, Deputy Principal Administration
REPORTING AREA 4: SENIOR SECONDARY OUTCOMES (STUDENT REPORTING AREA 5: THE GRANTING OF RECORDS OF SCHOOL ACHIEVEMENT) INCLUDING HSC, VOCATIONAL TRAINING AND VET ACHIEVEMENT (ROSA) 16 Danebank Annual Report 2019
2019 Academic Competition Results
AUSTRALIAN MATHEMATICS CHALLENGE
CREDIT DISTINCTION HIGH DISTINCTION
13 4 2
AUSTRALASIAN PROBLEM SOLVING OLYMPIAD
LEVEL TOP 10% OF AUSTRALASIA TOP 25% OF AUSTRALASIA
JUNIOR SCHOOL 10 12
SENIOR SCHOOL 7 12
ACER LANGUAGE COMPETITIONS - SENIOR SCHOOL
SUBJECT CREDIT DISTINCTION HIGH DISTINCTION
FRENCH 5 - -
JAPANESE 32 12 4
AUSTRALIAN HISTORY COMPETITION
MERIT CREDIT DISTINCTION HIGH DISTINCTION
18 15 14 2
ICAS COMPETITIONS - JUNIOR SCHOOL YEARS 2-6
SUBJECT MERIT CREDIT DISTINCTION HIGH DISTINCTION
MATHEMATICS 11 39 13 6
ENGLISH 9 34 16 -
SPELLING 12 32 12 4
WRITING 13 43 29 2
SCIENCE 13 26 11 1
DIGITAL TECHNOLOGIES 5 20 11 -
ICAS COMPETITIONS - SENIOR SCHOOL YEARS 7-11
SUBJECT MERIT CREDIT DISTINCTION HIGH DISTINCTION
MATHEMATICS 18 43 13 4
SCIENCE 13 30 13 2
ENGLISH 12 40 21 3
REPORTING AREA 3: STUDENT OUTCOMES IN STANDARDISED NATIONAL LITERACY & NUMERACY TESTING AND COMPETITIONS Danebank Annual Report 2019 17
Staff Professional Learning
Overview PROFESSIONAL LEARNING 2019 Danebank is a professional learning community that seeks to explore and implement productive and effective learning PASTORAL practices. Teacher professional learning helps teachers gain insight into and knowledge of their craft. Advanced Counselling Skills for Teachers & Support Staff
Danebank encourages the development of new ways of Anti-Discrimination: Minimising your School's risks in an uncertain landscape thinking about content and embraces diverse approaches to teaching. The core focus is the design and delivery of effective pedagogy that leads to improved student outcomes. Circle of Security
Contextual Wellbeing, belonging, connection, motivation, To this end, teachers are involved in professional self-direction, engagement development experiences that advance pedagogical content knowledge, access current research on how students learn, build our professional community and are aligned with school Ensuring Equity and Access for students with Specific priorities. Learning Difficulties
Miss Kate Nunn, Director of Innovative Teaching & Learning Mental Health in Schools Conference Program
Seminar - Treatment for Selective Mutism in Schools
Teaching Happiness: Positive Psychology for Behaviour and Learning
Professional Learning Costs The Healthy Patch Formula
The Mental Health & Well Being of Young People $ 107,276 Total cost Professional Learning Tuning in to Kids $ 382 Average expenditure per Teacher (excluding relief) Youth In Distress
$ 69,070 Total cost of casual/relief to replace staff on Professional Learning
$ 19,495 Junior School
$ 29,414 Senior School
$ 20,161 Other* (Admin, Counsellors, etc.)
REPORTING AREA 7: STAFF PROFESSIONAL LEARNING AND TEACHERS STANDARDS, ACCREDITATION AND QUALIFICATIONS 18 Danebank Annual Report 2019
Staff Professional Learning
PROFESSIONAL LEARNING 2019 PROFESSIONAL LEARNING 2019
TEACHING/ADMINISTRATION/CONFERENCES TEACHING/ADMINISTRATION/CONFERENCES - CONT.
2019 - STANSW Teachers Conference - BEEINS (biology) Ceramics Workshop
2019 AIS 2019 Visual Arts Conference: Art and About CIMarketing Masterclass
Clipboard Set-up 2019 Be Inspirational : K-12 Teachers Conference - Biology, EES, INV & Primary Sci Tech Coding + Game Development with Unity
2019 Edcomm Conference Collaboration with Corrie Bourke/IT to setup eportfolios
2019 STANSW K-12 Chemistry STEM Conference Creative Connections: The Currency of the Future
2091 AIS Music Conference: Beyond The Keys Definitely EEVEE - Definitive Interiors
A Coach - Approach to Building Growth Mindset Deputies Conference
A Teacher Wellbeing Toolkit - Recharge and regain control Desinging Rubrics for Learning and Assessment K-6
ACHPER Stage 6 conference Diploma of Project Management
Adobe InDesign Essentials Director Of Studies Conference
AIS Drama Conference Dyslexia & Literacy Series: What the Pho? Phonemes, AIS Languages Conference Graphemes, Phonemic Awareness & Phonics
AIS Teacher Librarian's Conference - Putting the 'T" back EdComm Conference 2019 in Teacher Librarianship Edutech AIS Visual Arts Conference ELC Business Studies Teachers' Conference ANSTO Teacher Professional Development Day English on Stage (AIS Conference) Archbishop's Day Enrolling and Supporting Students with Diverse Needs: ASBA NSW June PD Day Executive Masterclass
Beyond the Keys Epilepsy Essentials + Emergency Medications for Seizures Big Ideas from Reggio in Daily Practice Experienced Teacher Accreditation Breaking Shackles: Liberating the Mind for Learning Extension 2 English ETA Webinar Business Studies Teachers' Conference 2019 Finalise Pre-K eportfolios CA's Day ACU, Strathfield Foundations of Teaching Sprints CAA's New Careers Advisers Day and UAC Information Day for New Careers Advisers G&T Umbrella Group
REPORTING AREA 7: STAFF PROFESSIONAL LEARNING AND TEACHERS STANDARDS, ACCREDITATION AND QUALIFICATIONS Danebank Annual Report 2019 19
PROFESSIONAL LEARNING 2019 PROFESSIONAL LEARNING 2019
TEACHING/ADMINISTRATION/CONFERENCES - CONT. TEACHING/ADMINISTRATION/CONFERENCES - CONT.
Growing Religious Consciousness - Exploring Worldviews Metropolitan East Maths Head Teachers Association and Traditions Network Meetings
Hospitality at Your Service Sydney Mind Reading for Teachers: How to tell, and what to do, when working memory isn’t working Hospitality Network Day
How to teach debating Mini-COGE Advanced Course
HSC Assessment in English Mitie Conference
HSC Mathematics Feedback Day Mitie Term 2 Conference
ICT Management and Leadership Conference NCCD Term 4 Network Meeting: Review and Reflection
Implementing Digital Technologies in K-2 Networks - The What and the How
Innovate Year 9 Food Technology NSW K-6 Physical Activity and Sport Conference
Introductory Paleontology, Bachelor of Zoology NSW Class or Kind Investigators Accreditation Course
IPSHA Country Weekend Conference NSW Enhancing your Child Protection Investigation Skills
IPSHA Deputies Conference Oxysok/CPR/Basic Spinal Course
IPSHA Teacher Librarian Umbrella Group Meeting Pool Life Guard Update
JTAN AGM and workshops 2019 Professional Experience & Mentoring Supervising Professional Experience APST & PEX K-12 Heads of Sport Conference
Law and School Counselling Programming the K - 10 PDHPE Syllabus Workshop
Law for School Counsellors NSW 2019 Programming the K - 10 PDHPE Syllabus – South West Sydney Lawsense Law for School Counsellors NSW
Learning Difference Convention Sydney 2019 Retirement planning
Learning Difficulties Symposium SASMA Annual Dinner
Literacy and Numeracy Learning Progressions School Law NSW 2019
Making the most of the literacy block Years 3-6 School to Work
Mark Treadwell Session Selective Mutism
Single-sex schools in a multi-gender world Mathematics Stage 6 - Statistics for Advanced & Extension 1 SMH Schools Summit
SMH Schools Summit Webinar Maximising HSC Marks for New English Syllabus covering all Modules Softlink 2019 User Conference
REPORTING AREA 7: STAFF PROFESSIONAL LEARNING AND TEACHERS STANDARDS, ACCREDITATION AND QUALIFICATIONS 20 Danebank Annual Report 2019
Staff Professional Learning
PROFESSIONAL LEARNING 2019
TEACHING/ADMINISTRATION/CONFERENCES - CONT.
Soundwaves Spelling Masterclass
Spelling Masterclass
STANSW conference
Statistics 101
Studies of Religion Teacher's In-Service
Supporting Teachers through Accreditation
Teaching strategies and behaviour support
Teaching Strategies and Behaviour Support with Sue Larkey
Tertiary Update Day 2019
TEXSTYLE 2019 Teacher Seminar
The AIS Education Research Symposium 2019 - Valuing Educator Experience
The AIS History Conference 2019
The AIS Mathematics Conference: HoDs Day
The AIS PDHPE Conference 2019 - On Track with PDHPE K-10
The Explicit Teaching of Writing F-6
The plausibility problem
The principles of purposeful programming
Treatment for Selective Mutism in Schools and Preschools
VADEA Conference: Future Present
Working at the Pointy End - AIS School Counsellors Conference
Writing Across the Curriculum: Years 5-9
WSU CA's Day
REPORTING AREA 7: STAFF PROFESSIONAL LEARNING AND TEACHERS STANDARDS, ACCREDITATION AND QUALIFICATIONS Danebank Annual Report 2019 21
Teaching Standards
CATEGORY NUMBER OF TEACHERS
Teaching staff having teacher education qualifications from a higher education institution within Australia or as recognised within the National Office of Overseas Skills Recognition 100 (AEI-NOOSR) guidelines, or Teaching staff having a bachelor degree from a higher education institution within Australia or one recognised within the AEI-NOOSR guidelines but lack formal teacher education 0 qualifications
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
y All teachers at Danebank are accredited with NSW Education Standards Authority (NESA).
REPORTING AREA 7: STAFF PROFESSIONAL LEARNING AND TEACHERS STANDARDS, ACCREDITATION AND QUALIFICATIONS
Workforce Composition
y There were no indigenous, Aboriginal or Torres Strait Islander peoples on staff during 2019.
SCHOOL STAFF 2019 NUMBER
Teaching staff 100
Full-time equivalent teaching staff 59
Non-teaching staff 61
Full-time equivalent non-teaching staff 21
Refer to My Schools website: www.myschool.edu.au/school/43914
* Figures are excluding maternity leave & LWOP
REPORTING AREA 8: WORKFORCE COMPOSITION 22 Danebank Annual Report 2019
Teaching & Learning Priorities, Achievements & Improvement Targets
2018 PRIORITIES 2018 ACHIEVEMENTS
1. Manage NESA teacher accreditation and ensure staff are 1. NESA Accreditation and Registration on the eTams all registered to teach under the new system. site complete.
2. Assess current reporting system and develop new 2. Various means of reporting student progress over elements to offer additional information about student time investigated and reviewed by staff. progress over time. 3. Staff mentoring program undertaken. 3. Trial staff mentoring program. 4. Timetable committee set up and various priorities 4. Undertake a review and evaluation of the current identified. New timetable structure implemented for timetable structure. 2019.
5. Student evaluation of teaching staff and curriculum. 5. Student surveys of all senior teaching staff undertaken and reviewed for trends. 6. Provide opportunities for student engagement in external academic challenges. 6. Students involved in range of external academic activities to extend their engagement beyond the 7. Review plans for Stage 2 building program. curriculum.
7. Review of Stage 2 building plans and timelines undertaken.
2019 PRIORITIES 2019 ACHIEVEMENTS
1. Review and update NCCD processes and records. 1. NCCD procedures and records were reviewed by TASC and modifications were made to best meet the 2. Investigate and trial Edumate Danebank App. reporting requirements. 3. Identify and implement key differentiation strategies. 2. Danebank app was trialled and Phase 1 of the app 4. Monitor and facilitate maintenance of NESA teacher was rolled out to the school community. accreditation. 3. Differentiation strategies targeted and professional 5. Academic reporting review. development of staff undertaken.
6. Preparations for online NAPLAN. 4. NESA teacher accreditation was achieved at both the 7. Develop timeline for next stage of the Master Plan. proficient and experienced teacher level. 5. Hard copy and online reporting structures reviewed and evaluated.
6. Review of online NAPLAN revealed ongoing issues so transition to online NAPLAN deferred for one year.
7. Master plan under revision and subject to approval.
REPORTING AREA 14: SCHOOL-DETERMINED PRIORITIES, ACHIEVEMENTS AND IMPROVEMENT TARGETS Danebank Annual Report 2019 23
Teaching & Learning Improvement Targets 2020
1. Develop a Student Graduate Profile with a futures focused vision for girls.
2. Embed the revitalised Learning Enrichment and Support program with a particular focus on literacy and numeracy.
3. Establish Danebank Professional Learning Committee with a view to developing a Whole School Professional Development framework and plan.
4. Develop staff capacity and competency with online teaching and learning tools.
5. Conduct readiness tests for NAPLAN online 2021.
REPORTING AREA 14: SCHOOL-DETERMINED PRIORITIES, ACHIEVEMENTS AND IMPROVEMENT TARGETS 24 Danebank Annual Report 2019
Student Body Overview 2019
The physical and mental well-being of students at the school. The student wellbeing network in the Senior Danebank is our highest priority. The Student Wellbeing School consists of the Deputy Principal: Student Wellbeing, network encompasses every facet of the school culture and School Clinical Psychologists, School Chaplains, Year Co- curriculum. It is based on God’s desire for us as His creation, ordinators, Student Wellbeing (BOND) teachers, House to live life to the fullest in relationship with Him. Therefore, Patrons, all classroom teachers, learning support teachers, student wellbeing is nurtured by developing close, trusting specialist teachers and teacher’s aides. relationships with all members of the school community. Year Co-ordinators take on the responsibility of the student Our wellbeing initiatives are both explicit and implicit. They wellbeing for their year group. The school has a year group are proactive and reactive. We aim to teach our students based student wellbeing program operating in the Senior about the factors that contribute to a flourishing life (such School. This program runs for 25 minutes each day. Chapel, as relationships, grit, positivity, resilience, growth mindset, Principal’s assemblies, Year meetings, Showcase assemblies engagement, and mindfulness, amongst others) and we also and Prefect-run activities occur. In addition to this, students partner with students to support them in their areas of need. meet twice a week with their BOND teachers to look at goals, character strengths, stresses and how to deal with them in a The Deputy Principal: Student Wellbeing and the Head of resilient manner. They learn how to re-frame setbacks, look the Junior School have the responsibility for the successful for solutions and plan their way forward. implementation of student wellbeing programs throughout
STUDENT SUPPORT PROGRAMS OPERATING WITHIN DANEBANK
Kindergarten: Buddy System run by Year 6 students
Year 5: New class intake buddies assigned from the current Year 5 group
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
Pre-K
Total Student STUDENT Population 975 POPULATION *953 students on any given day
Senior 2019 Junior Senior students 552 Junior students 379 Pre-K students 44 *22 in 2-day group, 22 in 3-day group
REPORTING AREA 9: CHARACTERISTICS OF THE STUDENT BODY REPORTING AREA 10: INITIATIVES PROMOTING RESPECT AND RESPONSIBILITY Danebank Annual Report 2019 25
Student Wellbeing Priorities, Achievements & Improvement Targets
2019 PRIORITIES 2019 ACHIEVEMENTS
1. Build positive connections by establishing several 1. In Junior School, targeted social skills groups were targeted social skills groups. These will help established to help students develop and sustain students foster healthy friendships by learning positive relationships. The ‘Bounce Back’ and conversation skills and how to deal with conflict ‘Resourceful Adolescents’ programs continued to be effectively. reviewed and improved with consideration of the new PDHPE syllabus. 2. Identify additional opportunities to serve in local In the Senior School, School Counsellors attended areas and further afield. Implement increased Year 10 camp and presented a workshop on conflict service opportunities and measure effectiveness resolution skills. of these opportunities for both the students and School Counsellors also visited each BOND group and organisations we serve. Year 8 discussed issues around dealing with conflict and 3. Improve our communication about the school’s friendships. student wellbeing initiatives, including partnering with families to educate and support them as they 2. Year 5 students engaged in an inspiring leadership and help their daughters to flourish emotionally and service training day off site. through their online and social interactions. The K/6 buddies program was a successful peer support initiative helping Kindergarten students settle into school and Year 6 students develop leadership skills. The Ut Prosim group set up a knitting club to make blankets for ‘wrap with love’ who distribute these to the Improvement homeless and disadvantaged in Australia and overseas. The combined Senior Student Leadership groups held Targets its inaugural sleepover to raise awareness and money for homelessness. Over 100 students attended and $8,000 was raised.
3. The School Counselling team communicated to parents 2020 through the newsletter various educational and support strategies such as the importance of stress 1. Promoting mental-health initiatives amongst management for student wellbeing, self-care, managing students in the Junior School such R-U-OK day. transitions and friendships. In the Junior School, partnerships with families were 2. Responding to crisis situations with timely continued and developed through breakfasts, parent/ and effective resources to support Student daughter camps and parent groups. These events help Wellbeing. build community and support parents. 3. Assist students to manage setbacks when faced The Senior School Wellbeing team further developed with concerns about study, friends, self-efficacy. content to be used on the School website in the upcoming Student Wellbeing section.
REPORTING AREA 14: SCHOOL-DETERMINED PRIORITIES, ACHIEVEMENTS AND IMPROVEMENT TARGETS 26 Danebank Annual Report 2019
The Duke of Edinburgh’s Award 2019 Student Participation
Danebank has continued to offer students the opportunity to participate in The Duke of Edinburgh’s Award.
In 2019, 156 girls participated: 52 girls worked towards their Bronze Award, 50 their Silver and 54 their Gold.
The girls have all worked hard and have hiked everywhere from the Great North Walk, Bungonia National Park, Royal National Park, Blue Mountains National Park, Northern Territory and New Zealand.
This program continues to flourish with ever-increasing numbers engaged in rich and rewarding experiences. This facilitates an opportunity for the students to challenge themselves with self-determined goals, to build confidence in new skills and build deeper relationships with others.
Mrs Alison Underwood, Outdoor Education / D of E Coordinator
REPORTING AREA 10: INITIATIVES PROMOTING RESPECT AND RESPONSIBILITY Danebank Annual Report 2019 27
Respect and Responsibility Initiatives
Within the curriculum Paul Dillion, founder of Drug and Alcohol Research Training Across the school, classroom learning is presented without Australia (DARTA), delivered presentations to students in years gender bias and with multicultural and Aboriginal perspectives. 10-12 on a range of alcohol and other drug issues. The School Values are embedded in the classroom both in Year 10 students were involved in one of two Homelessness the content of lessons and in the mode of delivery. Danebank experiences; one feeding the homeless through Newtown students are taught that everyone belongs and we seek to Mission’s Jordan Café and clothing the homeless through foster a culture of respect that celebrates inclusivity and MAD – Make a Difference. The combined Student Leadership diversity regardless of cultural or linguistic background. The groups (Prefects, SRC, Ut Prosim and House Officials) helped Junior School is proud to celebrate Harmony Day. The school raise money to help clothe the homeless through different upholds safe use of the Internet as part of everyday learning. activities. Year 9 students were involved in a Community Service program which included staging a Christmas Concert Fundraising for Nursing Home Residents. Students are given the opportunity to demonstrate Parents were also supported by presentations from Yasmin responsibility towards others. All students (K-12) are involved London from ySafe . in caring for others’ needs through support of local, national and international aid organisations. Faith based organisations Leadership that we supported in 2019 included: Anglicare, Bible Society, Leadership programs train students to accept responsibility Bush Church Aid Society, CMS, and Samaritan’s Purse. within the school community through: Fundraising also assisted various organisations that provide cancer research for patients and family, including: Sydney y K-Team connections of Year 6 & Kindergarten girls Children’s Hospital, 7 Bridges Walk, and the Biggest Morning y House Leaders in both Junior and Senior School Tea. Other charities were supported, namely: Share the y Monitors (K-Year 6) Dignity, ASPECT, PLAN International, MAD for Homelessness. y Class Captains (Years 1-6) The School also supported the education of students overseas y Student Representative Council (SRC) Senior through sponsoring OneGirl and Katoke. As part of our 75th Anniversary celebration, Danebank set up a Scholarship y Christian Student groups Program for students in Katoke Tanzania, and now sponsor y BOND Leaders seven students in all: six by the High School students for all y Peer Support Leaders their high school education and one by the Junior School. y Ut Prosim Leaders Junior School held a fundraiser and Senior School held a y House Officials dance. All funds raised go into those scholarships. y Prefects In addition, Junior School students participated in fundraising y Captains of Sports programs through the House system as well as whole school appeals. Captains of various extra and co-curricular groups such as Debating Captain, Public Speaking Captain, BAND Captain, Student Wellbeing Vocal Ensemble Captain. In 2019, Year 6 students were split into two groups for their Motivation service activity. One group assisted and served at the Mother’s Day breakfast and the other group at the Father’s Day The Principal regularly addresses the students at weekly breakfast. Assemblies on a variety of inspirational topics. In 2019 her theme for the Senior School assembly talks was ‘SEAL of Students in Years 7-9 looked at Cyber Safety. They heard Approval’. Through this theme she inspired students to strive Yasmin London from ySafe speak. Students in Years 7 and to be the best they can be in all areas of life through being 9 partook in workshops run by Enlighten Education which Service-minded, Enthusiastic, Agile in their Leadership. focused on building resilience when faced with challenges. Miss Lisa Romberg, Deputy Principal: Student Wellbeing
REPORTING AREA 10: INITIATIVES PROMOTING RESPECT AND RESPONSIBILITY 28 Danebank Annual Report 2019
School Policies
Overview 2019
School Policies are published on the school’s website, behaviour and effective processes to maintain a professional the School Handbook and on the school’s intranet. The learning environment. important policies for students (such as Uniform and Code of The Code of Behaviour ensures that, when serious breaches Behaviour) are published in Student Diaries. need to be actioned, communication with parents is an All policies maintain adherence to consistency and fairness integral part of the process. The school does not permit as well as a sense of appropriateness for students of different corporal punishment of students or sanction corporal ages. School policies aim to support the school as a safe, punishment by non-school persons. nurturing environment with clear guidelines for acceptable
Full Policies can be found at: www.danebank.nsw.edu.au/school-policies/
Student Welfare and Duty of Care Policies Danebank is committed to maintaining a safe and just environment for all its members. Therefore all members of the Danebank community are expected to be courteous and considerate of others at all times regardless of nationality, religious beliefs or age.
Student Duty of Care Policy This is an overarching Student Welfare policy which outlines Other policies outline provisions for student wellbeing such how Danebank and its teachers provide care for students as for student disabilities, how the student wellbeing system whilst they are involved in school activities, or are present for works, (including the availability of counselling services), the purposes of a school activity. medical and illness procedures and homework policy.
Policies that have a student welfare component that are Clear guidelines as to staff obligations are given for found on our website include: supervision of students, OHS requirements, critical incident y Acceptable use of Technology Policy reporting and evacuation procedures. y Attendance Policy y Plagiarism & Malpractice Senior School Policy y Procedural Fairness y Safe and Supportive School Policy
REPORTING AREA 11: SCHOOL POLICIES Danebank Annual Report 2019 29
Anti-Bullying Policy Discipline Policy
Known as the ‘Safe and Supportive School Policy’ Student Discipline The policy gives a clear definition of bullying as “intentionally The Code of Behaviour gives clear explanations for students aggressive behaviour, repeated over time, involves an of acceptable behaviour based on the School’s core values: imbalance of power.” All three of these elements must be present. Examples of types of aggression are cited, including • Compassion exclusion, talking nastily about the target, indirect harassment, and care for ourselves and others such as aggression through social networking sites.
The impact of the varying kinds of aggression are also made • Truth clear. The steps the school takes to address the various forms seeking Truth in all situations of aggression are cited and advice is given on how students can address aggressive situations. • Integrity measured against the Word of God
• Respect Complaints & Grievances for persons and property at all times Policies
Complaints Handling Policy and Procedures • Responsibility for our own behaviour and actions The School’s policy for dealing with complaints and grievances includes processes for raising and responding to matters of concern identified by parents and/or students. • Understanding and tolerance of those less fortunate 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 • Character guideline set down by The Anglican Schools Corporation. striving to do one’s personal best
Documents that have a complaints or grievances component These core values act as a guiding principle for expectations that are found on our website include: of student behaviour while in class, while at school, when y Conditions of Enrolment - These Conditions form part travelling to and from school. of the enrolment contract between the Parents and the The policy also outlines the correct wearing of School Anglican Schools Corporation. Uniform as well as giving examples of offences that may y Parent Guidelines - Building Positive Partnerships - Given lead to detentions, suspensions or expulsion. Guidelines the clear benefits of positive parental engagement in used for students to make amends for their behaviour is also student learning, the school places great emphasis on explained. working in positive partnership with parents/carers to ensure that a student’s learning experiences are fully Other policies that have a discipline component include: supported and optimised. The Parent Code of Conduct y Acceptable use of Technology Policy is intended as the foundation on which this partnership y Attendance Policy can be built in trust, with respect and in mutual understanding of the school’s goals and expectations as y Plagiarism & Malpractice Senior School Policy we interact. Adhering to and supporting this Code will y Procedural Fairness promote positive and productive relationships within the y Safe and Supportive School Policy school community.
REPORTING AREA 11: SCHOOL POLICIES 30 Danebank Annual Report 2019
Student Attendance
Average Attendance Statistics Average attendance for each Year Group from Kindergarten - Year 12 as a percentage.
97.2% 98.9% 97.7% 98.6% 97.9% 97.5% 97.8% 97.2% 96.3% 96.4% 96.7% 96.8% 96.4%
KINDER YEAR 1 YEAR 2 YEAR 3 YEAR 4 YEAR 5 YEAR 6 YEAR 7 YEAR 8 YEAR 9 YEAR 10 YEAR 11 YEAR 12
Average Student Attendance Kindergarten - Year 6 97.9% On average 97.1% of students attended school each day in 2019. Year 7 - Year 12 96.6%
School Retention Rate Year 10 - Year 12: 91.58% of students who started Year 10, continued on to finish Year 12 in 2019.
Management of Non-attendance
1. Rolls are marked online every lesson in the Senior School 5. Parents are notified via email if their daughter is absent and by class teachers in the Junior School. for some or all of the day. Absence from school can be explained up to seven days. However if the student’s 2. Absences are recorded on the School’s attendance absence remains unexplained after seven days, the database. absence will be listed on the student’s school report as 3. Parents/Carers are required to notify the school by unexplained. Students in the Senior School are expected telephone if their child is not attending school for the to communicate lateness to their parents and provide a day. note/portal entry to explain the reason.
4. Parents/Carers are required to notify the school if their 6. A lunchtime school detention is given in the Senior daughter will be absent, by contacting the office or School when a student is late to school three times sending an email to [email protected]. per term without parental explanation. An after school au. The Parent Portal is a convenient online system for detention is given to students who are persistently parents where parents explain their daughters’ reason/s late, with or without parental explanation. It is the for absences. In addition, a written note or an email to responsibility of the Deputy Principal: Student Wellbeing [email protected] is accepted. to investigate whether a student is at school and to investigate any patterns of lateness or absences.
REPORTING AREA 12: STUDENT ATTENDANCE AND MANAGEMENT OF NON-ATTENDANCE REPORTING AREA 13: RETENTION RATES OF YEARS 10-12 Danebank Annual Report 2019 31
Compliance Reporting
POLICY The school maintains the relevant data and will comply with reporting requirements of the NSW Minister for Education and Training and the Commonwealth Department of Education,
Employment and Workplace Relations. This reporting includes public disclosure of the educational and financial performance measures and policies of the school as required from time to time.
ANNUAL REPORT The Director of Community Networks is responsible for coordinating the final preparation and distribution of the Annual Report to the Board and other stakeholders as required.
REQUESTS FOR From time to time the Commonwealth Government, through Minister for School Education, ADDITIONAL DATA Early Childhood and Youth and the NSW Government, may request additional information. To ensure that such requests are dealt with appropriately, the Director of Finance and Operations is responsible for coordinating the school’s response. This person is responsible for the collection of the relevant data and for ensuring it is provided to the Board of Studies in an appropriate electronic form.
DEEWR ANNUAL The Group Financial Controller at The Anglican Schools Corporation is responsible for FINANCIAL RETURN completing the questionnaire. This person is responsible for the collection of relevant data and for ensuring it is provided to the DET in an appropriate form.
REPORTING AREA 16: EVIDENCE OF COMPLIANCE
Facilities and Resources
2019 PRIORITIES AND ACHIEVEMENTS 2020 IMPROVEMENT TARGETS
1. Aquatic Centre - major air quality and filtration 1. Building Code Australia audit. improvement project. 2. Security improvements - CCTV upgrade, perimeter fences 2. Security improvements - ground markings, lighting, and gates. security gates installed. 3. Air conditioning upgrade. 3. New Junior School furniture and hospitality equipment 4. Continue to improve school facilities to foster purchased. contemporary student-centred collaborative learning.
5. Progress site Master Planning.
REPORTING AREA 14: SCHOOL-DETERMINED PRIORITIES, ACHIEVEMENTS AND IMPROVEMENT TARGETS 32 Danebank Annual Report 2019
Satisfaction Reporting
Parent, student and staff feedback
Parent satisfaction Student satisfaction Parent satisfaction remains an area of priority at Danebank. Danebank collects feedback from students using both Both formal and informal structures are in place to provide formal and informal methods across the year to monitor a forum by which parents can engage with the school and satisfaction. Students expressed continued high levels of provide feedback regarding their daughter’s learning. These satisfaction in the areas of pastoral care and both core and include: co-curricula learning opportunities.
1. regular parent teacher interviews 2. an online communication portal Agree or strongly agree that 3. meeting with a student’s pastoral care teacher they had learned to treat 4. the employment of an executive staff member with a 100% themselves and others with focus on wellbeing respect and understanding. 5. participation in activities and meetings of the Parents and Friends Committee y 99% agree or strongly agree that they had learned what they needed to succeed in their subjects. y 92% agree or strongly agree that they believe in and support the values of Danebank. y 96% agree or strongly agree that they had known y 90% agree or strongly agree that there are well defined teachers who knew them well and cared about them as policies and procedures at the school. a person. y 87% agree or strongly agree that teachers and students y 96% agree or strongly agree that Danebank had have access to appropriate learning environments and prepared them to be flexible, productive lifelong resources. learners. y 87% agree or strongly agree that the buildings grounds y 92% felt their overall education at Danebank was good and facilities are in a good state of repair. or excellent.
Staff satisfaction
Feedback regarding staff wellbeing is constantly sought y 100% agree or strongly agree that they believe in and by the Executive team from the Heads of Department. support the values of Danebank. The Principal has oversight of pastoral matters relating y 97% agree or strongly agree that their work gives them to teachers and support staff. Staff are also supported a feeling of personal achievement. through an Employee Assistance Program external to the y 97% agree or strongly agree that they have confidence school. in the ability of their colleagues. All educational staff undertake annual performance y 96% agree or strongly agree that they are generally reviews referencing the Australian Professional Standards able to manage the challenges of their job. for Teachers, in relation to personal and faculty/area goals. y 89% agree or strongly agree that teachers have the Staff are also provided with an opportunity to give one- resources to do their job well. on-one feedback regarding relevant issues.
Danebank invests in the opportunity for both teaching and non-teaching staff to engage in professional development, building the capacity and satisfaction of its workforce. Mrs Beth Ellerman, Director Operations and Finance
REPORTING AREA 15: PARENT, STUDENT AND TEACHER SATISFACTION Danebank Annual Report 2019 33
Financial Reporting
Income and Expenditure 2019
Income 2019
Fees and Private Income 23%
State Recurrent Grants
7% Commonwealth Recurrent Grants
70%
Expenditure 2019
2% Salaries, allowances and related expenses
29% Non-salary expenses
Capital expenditure
69%
REPORTING AREA 17: SUMMARY FINANCIAL INFORMATION 34 Danebank Annual Report 2019
Reporting Areas
REPORTING AREA 1 MESSAGES FROM KEY SCHOOL BODIES
REPORTING AREA 2 CONTEXTUAL INFORMATION ABOUT THE SCHOOL
REPORTING AREA 3 STUDENT OUTCOMES IN STANDARDISED NATIONAL LITERACY & NUMERACY TESTING AND COMPETITIONS
REPORTING AREA 4 SENIOR SECONDARY OUTCOMES (STUDENT ACHIEVEMENT) INCLUDING HSC, VOCATIONAL TRAINING AND VET
REPORTING AREA 5 THE GRANTING OF RECORDS OF SCHOOL ACHIEVEMENT (RoSA)
REPORTING AREA 6 POST-SCHOOL DESTINATIONS (SENIOR SCHOOL)
REPORTING AREA 7 STAFF PROFESSIONAL LEARNING AND TEACHERS STANDARDS, ACCREDITATION AND QUALIFICATIONS
REPORTING AREA 8 WORKFORCE COMPOSITION
REPORTING AREA 9 CHARACTERISTICS OF THE STUDENT BODY
REPORTING AREA 10 INITIATIVES PROMOTING RESPECT AND RESPONSIBILITY
REPORTING AREA 11 SCHOOL POLICIES
REPORTING AREA 12 STUDENT ATTENDANCE AND MANAGEMENT OF NON-ATTENDANCE
REPORTING AREA 13 RETENTION RATES OF YEARS 10-12
REPORTING AREA 14 SCHOOL-DETERMINED PRIORITIES, ACHIEVEMENTS AND IMPROVEMENT TARGETS
REPORTING AREA 15 PARENT, STUDENT AND TEACHER SATISFACTION
REPORTING AREA 16 EVIDENCE OF COMPLIANCE
REPORTING AREA 17 SUMMARY FINANCIAL INFORMATION
80–98 Park Road Hurstville NSW 2220 | 02 9580 1415 | [email protected] | danebank.nsw.edu.au Danebank is a member of The Anglican Schools Corporation