ANNUAL REPORT 2019 The Association of Independent Schools of New South Wales Coogee Boys’ Preparatory School, Randwick

This publication is produced by The Association of Independent Schools of New South Wales.

With thanks to AISNSW member schools for their contribution of images.

Cover photo: Australian Christian College, Marsden Park.

© 2020 AISNSW All rights reserved Contents

Empowering Independent Education 3

From the Chairman 4

From the Chief Executive 6

Our Board 8

Sector Overview 11

Services 17

Peak Body 33

Partnerships in Education 47

Appendices 55

AISNSW Annual Report 2019 1 The Scots College, Bellevue Hill

2 AISNSW Annual Report 2019 Empowering Independent Education

Our Purpose

 To promote equity of educational opportunity in NSW independent schools so that all students can reach their academic potential, regardless of background or personal circumstances.

 To advocate for the rights of NSW independent schools and their communities to ensure they are able to offer choice, diversity and excellence in education to the whole community.

 To provide the necessary support that enables NSW independent schools to provide the best possible educational environment and outcomes for students.

 To support innovative and inspirational leadership in education in independent schools and within the wider education community.

Our Organisational Values

 Integrity  Respect

 Professionalism  Collegiality

We Describe our Values in these Ways

 A commitment to always act with integrity and professionalism.

 To demonstrate trust and respect for others through our actions.

 To collaborate with and support others to make a positive difference.

 To develop and grow relationships through collaboration and support.

Principles that Guide our Work

 Parents have the right to choose the schooling that they wish for their children.

 Funding of children in independent schools should be provided under the principles of a funding entitlement for all children, plus additional support based on needs.

 Each independent school community has the right to have its ethos, religious beliefs and values reflected in the nature and individual characteristics of its school.

 Each independent school has a right to exercise its independence through its ethos, religious beliefs and the values reflected in the nature and characteristics of its school community.

AISNSW Annual Report 2019 3 From the Chairman

By the standards of recent years, And late in 2019, parts of NSW 2019 was one of relative stability. were devastated by ferocious bushfires which impacted scores The re-election of incumbent of communities, both physically governments at the state and and emotionally. The Federal federal level suggests a degree of Government announced a $2 billion continuity in the immediate future Bushfire Recovery Fund over two after several years of political years that will invest in rebuilding upheaval and ministerial changes. infrastructure – including schools – Federal Minister for Education affected by the fires. Dan Tehan retained his portfolio However, AISNSW’s key focus after the May 2019 election, has been on the development allowing him – and the sector – the and implementation of the new opportunity to fully implement the Direct Measure of Income (DMI) new school funding arrangements arrangements, which will determine announced after his appointment as the level of government funding John Ralston OAM Minister in the second half of 2018. that all non-government schools will Chairman In NSW, Sarah Mitchell succeeded attract for the next decade. Rob Stokes as the state Minister for Thankfully, 70 per cent of NSW Education; despite the change, it independent schools will receive appears at this stage to be a case As we enter a new similar or more government funding of ‘business as usual’ with minimal decade, we look to under the new arrangements. policy disruption at a state level. build on the dedication This of course means 30 per cent The perennial subject of funding of every person of schools in our sector will be for schools was again an area of adversely affected; throughout 2019, involved in our sector concern for our sector, although not AISNSW has been in consultations since Australia’s first as prominent as it was in 2018. with the Commonwealth on key independent school was Much work nevertheless was elements of the DMI formula to established in 1793. There undertaken in the background by moderate its impacts on those will be challenging times AISNSW to protect the interests of schools. independent schools. ahead, and we can learn Although the new school funding from the challenges Special Circumstances funding model is based on a sector blind faced by those who built of $10m (later doubled to $20m) approach, there remain complex was provided by the Federal issues to be addressed before the schools we are so Government to the most drought- its full implementation in 2022. honoured to represent affected non-government schools, AISNSW will continue to work with today. following representations by the Commonwealth on behalf of AISNSW on behalf of schools. affected schools to achieve the best and fairest outcome possible.

4 AISNSW Annual Report 2019 The community’s trust in In 2019, Geoff was again The non-voting observers of the independent schools continues acknowledged for his service to AISNSW Board, the majority of to grow with Australian Bureau of schools, this time by the Australian whom are heads/principals of Statistics data showing the trend of College of Educators (ACE), which schools, but also some business significant enrolment increases in awarded him its annual NSW managers/bursars – continue recent years extending into 2019. Sir Harold Wyndham Medal in to provide valuable insights into recognition of his 40+ years in the the needs of schools, and their Enrolments in NSW independent education sector. significant contribution to our work schools grew by 4,993 students is greatly appreciated. or 2.4 per cent in 2019 to almost The Wyndham Medal is the ACE’s 209,000 students. This compares highest honour – a worthy accolade Lastly, I thank all AISNSW member favourably with growth in NSW for an outstanding life dedicated to school governing bodies, heads government schools (up 1.0 per cent, furthering education for Australian and their staff for their support or 7,651 students) and Catholic students. during 2019. systemic schools As we enter a new (0.1 per cent, or The community’s trust in independent schools decade, we look 328 students). continues to grow with Australian Bureau of Statistics to build on the dedication of every This rapid growth data showing the trend of significant enrolment is, of course, driving person involved demand for new increases in recent years extending into 2019. in our sector since independent Australia’s first Throughout 2019, Geoff has schools and the expansion of independent school was established maintained his relentless negotiation teaching and learning infrastructure in 1793. As we go to press, all and advocacy on behalf of in existing independent schools. schools are facing their most independent schools. disruptive crisis in decades. AISNSW consults regularly with He continues to represent the the NSW Government on the Let us recall the challenges faced by sector in numerous meetings across need to ensure conditions support those who built the schools we are Australia, supported by committed the development of new school honoured to represent today as we and professional staff who also work infrastructure, so that parents can meet this challenge together and tirelessly every day for independent exercise their right to choose the emerge strengthened and united as schools, students and their school they consider best suits the educators and as a nation. communities. needs of their child. I thank my fellow Directors of the The leadership and advocacy AISNSW Board for their continuing provided by AISNSW in this area commitment to quality governance, and others is due in large part to the and their support and guidance in experience and insight of our Chief John Ralston OAM ensuring AISNSW continues to meet Executive, Dr Geoff Newcombe AM. Chairman the needs of its member schools.

AISNSW Annual Report 2019 5 From the Chief Executive

The 2019 year was both one of hosting the 15th ICT Management exciting developments and new and Leadership Conference at or ongoing challenges for our the Gold Coast with a record sector, particularly in the area of 307 participants, amplifying its government funding. reputation as a national premier The trend of significant enrolment ICT event. Professional Services growth in NSW independent provided excellent support around schools accelerated in 2019, with whole-school wellbeing and digital almost 5,000 additional students. technology across the curriculum, This growth is driving development two areas of growing importance to of new and existing independent schools. schools in NSW, including in regional The AISNSW Regulations communities. and Programs team assisted AISNSW’s focus throughout this independent schools to meet period of growth in the services we their reporting, compliance and provide to member schools – from accountability obligations under Dr Geoff Newcombe AM teaching and learning to operations Australian and NSW government and management. requirements. It also provided Chief Executive advice on regulatory areas and The AIS Leadership delivered funded programs in 2019 including numerous programs in 2019 to overseas students, early childhood AISNSW’s commitment individuals across all career stages, and before-and-after-school care. from early year teachers to middle to educational research leaders and experienced principals. In 2019, AISNSW continued to deliver its Phase 2 Literacy & was underlined by the Its National Flagship Program, a rigorous course for experienced Numeracy Action Plan. The plan has establishment of The senior executives and aspiring achieved outstanding improvements in dozens of schools. Teachers Evidence Institute. The principals, has now graduated 210 participants since its inception in particularly appreciated ESTA-L®, an institute will guide, share 2013. Looking ahead, the Leadership early screening tool developed by and undertake research Centre is creating new learning AISNSW to monitor and assess K-2 opportunities for Australian students’ literacy progress. that reveals high-quality principals and senior school leaders AISNSW expanded its commitment evidence to transform with international partners such as to Aboriginal and Torres Strait educational futures for the University of Nottingham and Islander education in 2019; our the London Business School. Improving Outcomes for Aboriginal independent school and Torres Strait Islander Students In 2019, the former Professional project grew from four to 16 schools, communities. Learning team was strengthened by reaching more than 500 Indigenous creating two new teams: Teaching students. Our annual Aboriginal and Learning and Professional and Torres Strait Islander Education Services. Conference had 90 participants. Teaching and Learning provided Two new programs were introduced school leaders support in K-12 – a networking dinner for more than curriculum, pedagogy, assessment 100 Year 9-12 students and the East and Vocational Education and Arnhem Land Cultural Immersion Training. Its remit also included opportunity.

6 AISNSW Annual Report 2019 Governance remains a vital area of protection. The team has supported ensure the fairest possible outcome professional support for member member schools in areas such as for independent schools. schools. The 2019 AISNSW investigative processes, support As a member organisation, AISNSW Governance Symposium was in disciplinary meetings, MEA greatly values the Standing Councils attended by a record 726 delegates, interpretation and through various that oversee and support many while during the year 73 school- professional learning opportunities. of our educational initiatives. My based governance workshops were AISNSW also continued to provide sincere thanks to the 2019 Chairs delivered to almost 600 board ongoing advice and support to and members of each council: directors. AISNSW also conducted Australian and NSW government school reviews covering governance  Advisory Council | Paul Teys and agencies on educational and board evaluations, curriculum, Jenny Allum policy matters. These included pastoral care, management  Education Research Council | implementation of the 2019 national structures, faculty dynamics, finance Jenny Allum testing program NAPLAN and and administrative structures. trials for 2020 NAPLAN sample  Leadership Centre | Stephen AISNSW’s commitment to tests. AISNSW also facilitated the Kinsella educational research was underlined implementation of international  ISTAA | Anna Dickinson by the establishment of The programs such as PISA, TIMSS  Centre for Excellence | Bill Low. Evidence Institute. Building on and PIRLS and provided advice to I acknowledge and thank Mark the excellent work of the AISNSW schools on test protocols and other Scott AO, Secretary of the NSW Research and Data department, requirements. Department of Education; Dallas the Institute will guide, share and AISNSW also gave significant support McInerney Chief Executive Officer undertake research that reveals high to ISCA through representation of Catholic Schools NSW; and Tom quality evidence which may impact on the Australian Government Alegounarias, past Chair of the NSW on the educational provision for Department of Education and Education Standards Authority. independent school communities. Training’s International Assessments In 2019, in the area of research I also thank the NSW Minister for Joint National Advisory Committee. professional learning was delivered Education, the Hon Sarah Mitchell to more than 175 educators and Throughout 2019, AISNSW MLC and the Federal Minister for researchers, while more than 130 continued to represent the sector Education, the Hon Dan Tehan MP, for participants attended the AISNSW in key ministerial and departmental their support of independent schools Education Research Symposium meetings to ensure independent and commitment to education. schools receive a fair level of in October. AISNSW continued My thanks also to the Chair of government funding over the to support evidence-informed the AISNSW Board, John Ralston, next decade. Current funding practice through its School Based and to all members of the Board levels will be impacted by the Research Projects, with 10 running for their guidance and support new Direct Measure of Income concurrently in 2019. throughout 2019. (DMI) arrangements, the result AISNSW works with NESA to accredit of a 2018 review by the National I also express my gratitude to the teachers through the Independent School Resourcing Board. The DMI dedicated staff at AISNSW. Their Schools Teacher Accreditation will result in similar or increased commitment and professionalism Authority (ISTAA). In 2019, ISTAA government funding for almost is the main reason that AISNSW accredited 60 independent school 70 per cent of independent schools. can continue to provide the highest teachers at Proficient, Highly The remaining schools will have quality service to its member schools. Accomplished or Lead Teacher. their funding reduced over the next The Workplace Management team decade. AISNSW and its interstate continued to deliver high quality counterparts continue to work support and advice to member closely with the Commonwealth to schools in employment relations, interrogate the current DMI model Dr Geoff Newcombe AM work health and safety and child and validate methodology used, to Chief Executive

AISNSW Annual Report 2019 7 Our Board

AISNSW thanks the Chairman and Directors of the AISNSW Board for their continuing commitment to quality governance.

John Ralston OAM AISNSW Chairman, Wenona School

Mr Michael Jones OAM Mr Les Dell OAM Mr Alan Baker Deputy Chair Honorary Treasurer Appointed Snowy Mountains Grammar Appointed School and Redlands

Ms Julie Gillick Mrs Safia Khan Hassanein Reverend Martin Robinson Frensham Al-Faisal College The King’s School Appointed

8 AISNSW Annual Report 2019 Mr John Wilcox OAM Saint Ignatius’ College Riverview (to July 2019)

Ms Tracey Cain Ms Patricia Cotterell Dr Justin Garrick Knox Grammar School Central Coast Grammar Canberra Grammar School School

The Hon Justice Mrs Barbara Stone AM Ms Kerrie Walshaw Stephen Rothman AM Royal Institute for Deaf Our Lady of Mercy Appointed and Blind Children and College Parramatta Newington College

AISNSW Annual Report 2019 9 Green Point Christian College, Green Point

10 AISNSW Annual Report 2019 Sector Overview

Our Objectives AISNSW aims to AISNSW is a non-profit organisation whose main objectives are to promote provide high-quality the cause of independent schooling and to provide services to its members. representation, As the peak body representing independent schools in New South Wales (NSW), AISNSW works closely with governments and groups within the sector resources and to represent the diverse range of schools and their views, and always aims professional services to provide high quality representation, resources, professional services and to independent professional development activities for independent schools. schools. Our Structure

The members of the Association are the governing bodies of independent schools in NSW, representing many different religious affiliations, educational philosophies and types and sizes of schools.

AISNSW is governed by a board of up to 15 directors. Ten directors are elected representatives of member schools and up to five directors are appointed.

Observers to the AISNSW Board

 Association of Heads of Independent Schools of Australia (NSW/ACT)

 Association of Heads of Independent Girls’ Schools

 Heads of Independent Co-educational Schools

 Association of School Business Administrators (NSW)

 Chairs of AISNSW Standing Councils

Our Services

AISNSW provides a wide range of services predominantly to member schools. AISNSW education consultants work directly with teachers on curriculum development, student assessment, pedagogy, innovation in teaching and learning, whole-school wellbeing and assistance for students with additional needs. Specialist staff also provide advice and assistance on workplace management, risk and compliance, school reviews, teacher accreditation, school registration, educational research, government policies and practices and a range of other services to assist member schools to meet state and federal government requirements.

Several councils and committees provide expert advice to AISNSW on many of the above matters including applications from schools for government funding for capital works projects. They also provide advice to the AISNSW Board and Chief Executive on the services provided to schools. A list of AISNSW councils and committees is in the Appendices and further detail is in other sections of this report.

AISNSW Annual Report 2019 11 NSW Independent Schools Sector

NSW independent schools, including independent Catholic schools, educated 208,855 students in 2019. This was an increase of 4,993 students from 2018. Over the past 20 years, NSW independent school enrolments have increased by 69,169 students. In these two decades from 1999 to 2019, the increase in the number of primary students (+34,790) and secondary students (+34,379) in NSW independent schools has been almost identical.

NSW independent schools are highly diverse in their histories, religious and educational philosophies, school type and size, geographical diversity and socio economics of the students and communities they support. This diversity continued to increase in 2019, with 50 per cent of the enrolment growth in schools with an SES score below 95. The largest enrolment increases were in non-denominational, Anglican and Islamic schools.

Types of NSW Independent Schools 2019

27,306 Combined Primary only workforce (full-time equivalent) 60% 16% 497 Schools

18% 14%

Special Secondary only 83 75

63 Types of NSW Independent Schools by Religious 57 52 or Pedagogical Philosophy 2019

27 22 19 18 14 13 12 11 9 7 6 5 4 Other Jewish Islamic Steiner Baptist Catholic Brethren Anglican Christian Lutheran Montessori Pentecostal Presbyterian Uniting Church Non-Denominational Inter-Denominational Seventh-day Adventist Seventh-day Greek & Other Orthodox Greek

12 AISNSW Annual Report 2019 AISNSW Member Schools

Membership of the Association of Independent Schools of NSW consisted of NSW Schools 468 member schools at the end of 2019, with another five schools in NSW having limited membership. In 2019, 198,322 students were educated in NSW and ACT member schools, which was an increase of 3,657 from 2018. A list of member schools is in the Appendices with new members in 2019 being highlighted.

AISNSW member schools are representative of the independent sector’s geographical, religious and pedagogical, and socio economic diversity. Thirty- nine per cent of NSW and ACT member schools are located outside of Sydney and Canberra. Sixty-eight per cent of members are faith-based schools. 450 Sixteen per cent of member schools are schools for students with specific needs – Special Schools, Special Assistance Schools, and Majority Aboriginal and Torres Strait Islander Schools. Fifty-five per cent of member schools ACT Schools that are not schools for specific needs have an Australian Government socio economic score (SES) of less than 105.

Number of NSW and ACT Member Schools by SES Range in 2019 130 11

Global Schools 78 79 77

48 49

7

Special <95 95 to 104 105 to 114 115 to 124 >124

AISNSW Annual Report 2019 13 Government Liaison and Representation

As the peak body for the independent schools sector, AISNSW represented the sector’s views and issues in a wide range of matters to state and federal governments.

AISNSW worked closely with the NSW Minister for Education, the Hon Rob Stokes MP until the state election. Post-election, AISNSW continued its positive relationship with Minister Stokes in his new portfolio of Planning and Public Spaces and quickly developed a strong relationship with the Hon Sarah Mitchell MP, NSW Minister for Education and Early Childhood. Relationships were also fostered with ministerial staff and senior officials from the NSW Department of Education.

AISNSW and Catholic Schools NSW continued to collaborate on issues of importance to non-government schools. This included working with the NSW Department of Education on the amendments to the Not For Profit Guidelines, the harmonisation of regulation and minimisation of ‘red tape’, NAPLAN Online and the NSW Literacy and Numeracy Strategy. In addition, ensuring that independent and Catholic schools continued to be assisted to address educational infrastructure required to meet future enrolment demands driven by the current and future population growth in NSW remained a critical issue. These areas are covered in more detail in other sections of the report.

AISNSW continued to work closely with the NSW Education Standards Authority (NESA) on the curriculum review interim report, review of school registration requirements, updating teacher accreditation policies, improving the effectiveness of eTAMS, implementing NAPLAN Online and the NSW HSC Literacy and Numeracy Minimum Standard.

At the national level, AISNSW continued to work with the Independent Schools Council of Australia (ISCA) with significant support being provided in the area of funding including recurrent funding, review of loadings and support for schools severely impacted by drought. AISNSW also provided support on a wide range of education policy matters, representing the sector on numerous national committees including national testing and assessment programs, wellbeing, interoperability and countering violent extremism.

The Nature School, Port Macquarie

14 AISNSW Annual Report 2019 Collaborations AISNSW and AISNSW fosters positive and enduring relationships with other key AHISA provided organisations within the independent school sector and across government. recommendations which The Independent Schools Consultative Committee, comprising representatives were incorporated into from many groups within the sector, was a source of insight on important the Mparntwe Education matters for independent schools. Declaration to ensure Mparntwe Education Declaration the goals remain AISNSW and the Association of Heads of Independent Schools of Australia aspirational and relevant (NSW/ACT) (AHISA) continued the strong cooperation and articulated the to school communities independent sector position on the Review of the Educational Goals for Young Australians. AISNSW and AHISA provided recommendations which were for the next decade. incorporated into the Mparntwe Education Declaration to ensure the goals remain aspirational and relevant to school communities for the next decade.

The submission placed emphasis on the continued acceleration of social and technological change. It also stated that:

“Schools need the capacity to be agile as an education ecosystem to respond. As a consequence, any national declaration needs to uphold diversity and recognise that every student, every school, every sector, every state is different, and allow for flexibility at each of those levels.”

AISNSW also continued to work with organisations representing management of independent schools. This critical relationship has enabled AISNSW to take informed positions on issues based on the contribution from these organisations. The organisations made up of heads and management provide valuable support and representation on a range of committees and working groups at state and national levels.

In supporting the sector, AISNSW was represented on key advisory groups and committees which report to the NSW Minister of Education. These included the Schools Advisory Council, Non-Government Schools Advisory Committee, NESA Board, the Curriculum Committee and the School Registration Committee.

AISNSW also worked closely with NSW Government agencies including the Department of Planning and Environment, Infrastructure NSW, Their Future Matters, StudyNSW, WorkCover NSW, Family and Community Services, NSW Health, NSW Ombudsman’s Office, Office of the Children’s Guardian and the Early Childhood Education and Care Directorate.

AISNSW Annual Report 2019 15 Knox Grammar School, Wahroonga

16 AISNSW Annual Report 2019 Services

Governance

Five years on from the introduction In 2019, 2,671 online governance of governance standards for the modules were completed, indicating registration of non-government this form of professional learning 2,671 schools in NSW, demand for serves the access needs of a large professional learning in governance cohort of member schools. Module online governance continues at record levels. To meet 7, entitled ‘School Board Survey’, modules completed the diverse needs of members, will be undergoing revision in 2020 AISNSW offered a range of training to improve the quality of data and modes. information for school boards. Delegates attending the 2019 School-based governance The 2019 AISNSW Governance Governance Symposium workshops remain a popular Symposium found a new home at form of training for individual the International Convention Centre, 14% 13% school boards. Seventy-three Darling Harbour, following four workshops were delivered – 36 in years at the Sydney Cricket Ground. 8% Sydney, 36 in regional NSW, and A record 726 delegates attended one internationally to a global the symposium. Audience ratings member. These workshops involved of ‘Satisfied’ to ‘Very Satisfied’ for 16% the participation of 578 board keynote speakers and the panel 49% directors. The workshops were session varied from mainly conducted after hours 78 per cent to 93 per cent. and at weekends, indicating the With assistance from the Non- commitment and time directors Chairs Government Reform Support Fund, bring to their role. Workshops Directors AISNSW conducted four day-long covered a comprehensive range of Principals masterclasses, Governing into the governance topics from finance, 2020s – Towards Effective School Business managers fiduciary duty, child protection, Boards. Facilitated by Emeritus Other strategy, risk, executive supervision, Professor Geoff Kiel, 96 people reputational risk and the school’s attended the masterclass, which legal structure. The content of examined contemporary challenges governance workshops continued facing school governance. to be revised and expanded in preparation for 2020. AISNSW conducted a broad range of school reviews in 2019. Reviews Online governance modules continue spanned governance and board to be the form of professional evaluations, curriculum, pastoral learning most in demand. care, management structures, faculty dynamics, finance and administrative structures.

AISNSW Annual Report 2019 17 Workplace Management

The AISNSW gives member schools access to the Workplace Management department. Through this team, schools receive timely and accurate advice and support in the areas of:

 employment relations

 industrial relations

 child protection

 family law

 enrolment

 privacy

 work health and safety

 reportable conduct

 workplace investigations.

In 2019, there were about 3,500 recorded occasions where member schools received advice and support in child protection, employment relations and work health and safety (WHS).

Employment Relations and Work Health and Safety

AISNSW represented more than 30 member schools in the Fair Work Commission and Federal Circuit Court in relation to alleged unfair dismissals, general protections, underpayment claims, disputes and discrimination claims. Member schools also received strategic guidance on restructures and redundancy. Advice and support were provided on WHS legislative compliance, risk assessment, risk management, safe work systems and strategies, and workers compensation matters. With significant insights into the operations and practices of independent schools, the objective for AISNSW was to achieve resolutions that were in the best interests of the schools, AISNSW members and the independent school sector.

AISNSW liaised with the NSW State Emergency Operations Centre, providing independent schools with timely information relating to fire danger, storm and flood warnings and evacuations, and represented independent schools at cross sectoral WHS Education Network meetings.

AISNSW made submissions to the Fair Work Commission in relation to amendments to the Education Services Teachers Modern Award 2010 and the Education Services (General Staff) Award 2010. The submission was made

MLC School, Burwood

18 AISNSW Annual Report 2019 jointly with Independent Schools Victoria, Independent Schools Tasmania, the Association of Independent Schools of South Australia and the Association of AISNSW liaised Independent Schools of Western Australia. with the NSW In 2019, professional learning targeted employment relations and WHS via webinars, seminars and workshops including: State Emergency

 Work Health and Safety Consultation Operations

 Effective Work Health and Safety Committees Centre, providing

 Bullying, Harassment and Discrimination Training for Staff independent

 Boarding Staff Provisions schools with timely

 Duty of Care (Risk Assessment) information relating

 Dealing with Difficult Conversations and Parental Complaints to fire danger, storm  Dealing with Difficult Parents and flood warnings  Performance Management and evacuations.  Agreement Interpretation Workshops

The Workplace Management department also held two briefings for human resource managers in independent schools, attracting more than 200 registered participants.

Multi Enterprise Agreements

During 2019, advice was provided to member schools on the interpretation and application of AISNSW Multi Enterprise Agreements (MEAs), the modern award, employment relations legislation, contracts, performance management and dispute resolution.

Multi Enterprise Agreements AISNSW administers for member schools

 Independent Schools NSW/ACT Standards Model (Teachers) MEA 2017

 Independent Schools NSW Hybrid Model (Teachers) MEA 2017

 Independent Schools NSW (Teachers) MEA 2017

 Independent Schools NSW (Support and Operational Staff) MEA 2017

 Independent Schools ACT (Support and Operational Staff) MEA 2017

 Independent Christian Schools NSW Teachers MEA 2018.

AISNSW staff liaise closely with the Fair Work Commission to ensure that member school agreement-making and approval processes meet the commission’s procedural requirements.

AISNSW Annual Report 2019 19 Child Protection

In 2019, AISNSW led 54 reportable conduct investigations for member 10,000+ schools. Investigations conducted by AISNSW were highly subsidised with no school staff took part in charge for supplementary advice and support. The AISNSW child protection professional learning on advisors/investigators also provided high-level support to member school child protection staff conducting in-house investigations for their school. AISNSW also assisted member schools managing complicated peer on peer abuse matters requiring a multi-disciplinary approach including liaison with lawyers engaged by parents, notification and liaison with statutory bodies, risk assessments, pastoral care and enrolment considerations.

An independent school must have an AISNSW-trained accredited investigator to access the provisions of the class or kind agreement. The class or kind agreement allows a school to investigate low-level physical matters without having to report the matter to the NSW Ombudsman (not the Office of the Children’s Guardian) as reportable conduct. Seventy-six employees of member schools were accredited in 2019. A further 73 employees renewed their accreditation through attendance at a one-day Enhancing Your Child Protection Investigation Skills course.

AISNSW conducted professional learning on child protection through delivery of the following courses:

 Creating Safer Independent Schools (Session 1 and Session 2)

 Investigators Training (modified version of NSW Investigators course)

 Professional Boundaries

 Child Protection Legislation and Reportable Conduct.

A total of 3,817 independent schools staff completed the online training module, Obligations in Identifying and Responding to Children and Young People at Risk.

A total of 6,393 independent school staff have completed the online training module Reportable Conduct and Allegations Against Employees (NSW and ACT).

Cross-sectoral Liaison

AISNSW engaged with the following working groups to represent the independent school sector:

 NSW Ombudsman Cross Sectoral Education Committee

 meetings with the Office of the Children’s Guardian to discuss the transfer of the Reportable Conduct Scheme.

20 AISNSW Annual Report 2019 Independent Schools Centre for Excellence

The Independent Schools Centre for which seeks to assist schools in Throughout 2019, there was Excellence (ISCE) was established building meaningful partnerships and substantial change to the membership to provide advice and support to supporting young people to identify of the ISCE. Additionally, following AISNSW on ways to influence the and access flexible pathways from the retirement of Vicki Waters from capacity building of school leaders school into further education, training Pymble Ladies’ College, Bill Low from and teachers across the independent and employment. Central Coast Grammar School was sector so they can continually and appointed as the new Chair. The work of the ISCE continued to successfully strive for excellence. reflect contemporary needs and In planning for 2020, the ISCE will In 2019, the ISCE provided advice experiences within the independent have an important role in the strategic across a broad range of AISNSW sector and harnessed the latest direction taken by AISNSW in relation programs and initiatives including education research and practice, to the provision of education services those relating to school improvement, locally, nationally and internationally. and support to the sector, particularly teacher capacity and professional As a direct result, the ISCE focusing on school improvement, growth. contributed to the development learning futures and partnerships. and implementation by AISNSW of The ISCE was also instrumental in effective approaches that are designed informing the direction of the AISNSW to benefit all independent schools. initiative Pathways and Partnerships,

Rosebank College, Five Dock

AISNSW Annual Report 2019 21 Teaching and Learning Professional Learning delivered to In 2019, the purpose of the former Professional Learning team was strengthened by creating two new teams: Teaching and Learning and 9,552 Professional Services. Through the Teaching and Learning team, school executive and leaders access participants support in K-12 curriculum, pedagogy, assessment and Vocational Education and Training. The Professional Services team provides support to schools around whole-school wellbeing and digital technology across the curriculum. 21 conferences Both teams also work in long-term initiatives where consultants are embedded in schools over one year or more. delivered to Courses and Conferences 2,204 The 2019 AISNSW Professional Learning Suite of Offerings included material participants planned and delivered by Teaching and Learning and Professional Services consultants, external presenters and volunteer convenors. The suite was completed in consultation with advisory groups, based on feedback and informed by AISNSW consultants.

The Teaching and Learning and Professional Services teams hosted 21 conferences for 2,204 participants across subject areas including Science, Mathematics, English, History, PDHPE, Creative Arts and Geography, as well as events for those working in non-discipline specific areas such as teacher librarians, heads of sport and school counsellors. Average conference attendance for 2019 was 104 participants with the largest Teaching and Learning event, the Education Leaders’ Conference, hosting more than 200 school leaders and principals.

In its 15th year, the ICT Management and Leadership Conference was relocated to the Gold Coast Convention Centre. This move strengthened its reputation as the premier national event for ICT professionals working in education. The event attracted a record number of delegates (307, compared to 257 in 2018) and 54 sponsors and exhibitors. Participants came from schools in NSW, interstate, New Zealand and Singapore.

The teams held 88 face to face courses for 1,809 participants and 38 online courses including 16 webinars for 5,539 participants. Long-term engagements including the Research to Practice Initiative and Designing for Deep Learning saw more than 330 consultancy visits across 27 schools.

NSW Government-funded programs enabled several courses, conferences and online learning events to be partially subsidised in 2019.

22 AISNSW Annual Report 2019 Designing for Deep Learning

The Designing for Deep Learning Initiative saw its first year of implementation with 14 schools joining the network. These schools committed to work with AISNSW over three years. The focus of the work is the development of global competencies, in particular the ‘six C’s’ as described by renowned educator, author and researcher, Michael Fullan. The latter half of 2019 saw five additional schools join the network starting in 2020 to 2023. The consultants conducted 168 in-school consultancy visits, as well as network-wide face- to-face and digital events throughout the year. Internationally acclaimed researcher Guy Claxton featured as a keynote presenter at the inaugural Igniting Learning Lab, which brought together this network of schools and others interested in pursuing the development of capabilities in their students.

Pathways and Partnerships

This year saw the establishment of the Pathways and Partnerships work within the Teaching and Learning team, augmenting the service provision of the Vocational Education and Training consultants. In October, AISNSW was re-registered with the Australian Skills Quality Authority for the next seven years, authorising continued service to 98 schools across the sector. The development of Pathways and Partnerships sees VET placed within a wider frame of service provision that explores ways for school to provide more flexible options through senior secondary years and beyond, including those in partnership with business, tertiary and industry.

Belmont Christian College, Belmont North

AISNSW Annual Report 2019 23 Wellbeing

AISNSW offers services in the area of whole-school wellbeing. The teams support independent schools to build teacher capacity to provide safe and supportive environments that incorporate positive mental health and wellbeing outcomes.

Proactive and Responsive Support

In 2019, wellbeing support was provided by the Professional Services, Student Services and Workplace Management teams through proactive initiatives for schools that wished to enhance their whole-school approach to wellbeing. The teams also provided support that assisted member schools to address the needs of vulnerable and at-risk students and worked with schools to plan responses to critical incidents and/or emerging complex situations.

The well-regarded online learning course What is Working Well in Wellbeing? designed to assist schools to enhance their wellbeing delivery through examining wellbeing approaches, frameworks and resources, was offered for the fifth year in 2019. Twenty-five participants completed this module consistent with numbers from previous years.

Collaboration between consultants from the Student Services and Professional Services teams saw the co-design and delivery of the course Exploring Proactive and Reactive Student Wellbeing Approaches in K-12 Schools. This professional learning event was oversubscribed and has generated a two-day offering for 2020.

The publication Student Wellbeing News was distributed termly in 2019 to more than 8,000 educators and leaders in independent schools. It provided resources, updates and current evidence-based research on contemporary wellbeing issues for students and schools.

Submissions

In 2019, AISNSW staff from the Professional Services, Student Services and Workplace Management teams worked in consultation with school principals to prepare an AISNSW Statement of Evidence for the NSW Government’s Special Commission of Inquiry into the drug ‘ice’. AISNSW also represented the sector at a Special Commission Hearing in relation to this Inquiry.

Royal Institute for Deaf and Blind Children, North Rocks

24 AISNSW Annual Report 2019 Cross-sectoral Liaison

AISNSW continued its strong cross-sectoral liaison and representation on wellbeing related committees and advisory groups in 2019 including: 8,000

 Beyond Blue Be You Reference Group (NSW and ACT) educators and leaders in independent schools  Black Dog Life Span Initiative Reference Group received quarterly  NSW Government Anti-Bullying Strategy Cross-sectoral Committee AISNSW Student  NSW Ministry of Health School Vaccinations Program Cross-sectoral Wellbeing News. Committee  NSW Ministry of Health, Healthy Children’s Initiative Reference Group The AISNSW Student  NSW Healthy School Canteen Strategy, Schools Reference Group Wellbeing Conference  NSW Skin Cancer Institute Schools Reference Group focused on the latest  Illawarra Shoalhaven Suicide Prevention Reference Group student and school AISNSW and headspace in Schools (known as Be You) worked collaboratively belonging research and in 2019 to assist schools to work through the required actions to prepare for, respond to or recover from issues related to student death by suicide. showcased good practice from member schools Conferences around student and staff In 2019, two major conferences relating to student wellbeing were held: wellbeing.  AISNSW Student Wellbeing Conference: Shining a Light on Wellbeing – this conference focused on the latest student and school belonging research and showcased good practice from member schools around student and staff wellbeing. The conference was fully subscribed with 113 participants and a waiting list.

 AISNSW Student Services Conference: Working Together: Multi-tiered Systems of Support for Student Success – this conference centred on understanding multi-tiered systems of support to address academic and behavioural needs for all students. This biennial event attracted 194 delegates.

AISNSW Annual Report 2019 25 AIS Leadership Centre

The National Flagship Program Evaluation: Middle Leaders Program join the International Educational Leadership Centre Network (IELCN) The National Flagship Program, Long-term evaluation data was and the Agile Leaders of Learning in its seventh year, registered 30 captured for the three-day Middle International Network (ALL IN). Both participants from NSW, Victoria, Leaders Program delivered at groups met in Washington DC and Tasmania, Western Australia AISNSW. Past participants conveyed Doha, Qatar, respectively, to discuss and Singapore. Many of these that the Middle Leaders Program impact evaluation. participants also benefited from had enhanced to a moderate or scholarships provided by a wide great extent their understanding International Learning range of sponsor organisations. of self and their impact on team- Opportunities for Principals and capacity building and student Senior Leaders The latest data show that since learning. Most of the responses 2013, a significant number of The AIS Leadership Centre has pointed to the learnings about participants have experienced career been collaborating with the London themselves as most influential progression. In the three years since Business School to extend and for practicing leadership more program implementation, 31 per support new learning opportunities effectively. cent of participants had moved for experienced NSW school to principalship, 14 per cent had International Presence principals via scholarships. The moved to deputy principalship proposal is for principals to study The AIS Leadership Centre and 20 per cent had moved to alongside an eclectic, widely was reviewed by Tony Mackay more senior directorships in and experienced group of leaders from (CEO, Centre for Strategic beyond their schools or to new across the world in both public and Education) and Jenny Lewis enterprises outside of schools. In private sectors, drawn from every (CEO Commonwealth Council for total, 65 per cent of participants had major industry. By acquiring personal, Educational Administration and achieved upward leadership role industry and cross-cultural insights, Management), with the final report mobility within NSW (metropolitan it is hoped the leadership learning released at an AISNSW Executive and regional), Western Australia, immersion will extend and stretch, meeting in August. Tony invited the Queensland, Victoria and uplift and inspire participants in their Dean of the Leadership Centre to internationally. leadership practices.

26 AISNSW Annual Report 2019 Negotiations with the University of Nottingham provided The National Flagship Program alumni 30 per cent credit towards a Master of Educational Sponsors Leadership and Management.

Through its ongoing work with academics in the discipline of education The AIS Leadership including Professor Christopher Day at the University of Nottingham, the AIS Centre is grateful for the Leadership Centre was approached by the University of Peking to deliver a middle leaders program for school leaders in Beijing. A proposal for two strong support provided iterations of this work was developed. by the following Preparing for the Future sponsors: Key to the future focus of the AIS Leadership Centre is a renewed strategic • NAB Education intent: ‘Courageous Navigators for the Emerging Future: Leading from Head and Heart’. This new iteration is underpinned by the values of curiosity, • AON Risk Services empathy and joy. The strategic intent conveys the AIS Leadership Centre’s work in developing leaders who are prepared to lead learning in the current • Nexia Australia and and emerging disruptive and complex future context. New Zealand

Programs Delivered in 2019 • Australian Public Career Stage programs for individuals across the full career trajectory, from Affairs early year teachers to experienced principals. Participant numbers continued to increase across all programs, particularly, middle leaders. • The Leadership

School-based consultancies Circle  Leading from the Middle • NGS Super  Next Level Leadership for Executive Teams

Specialist leadership development programs • Integroe Partners  Conversations that Work • Potential Project  Adaptive Leadership  Early Childhood Leaders Australia  ICT Leaders • Smart Teachers.  Leading with Presence

Services  Strategy Development  Coaching for middle to senior school leaders delivered by GROWTH Coaching accredited practitioners within the AIS Leadership Centre.

Advice and guidance from the AIS Leadership Centre Council and Academic Reference Group added significant value to our ongoing reflections, future research and development (please see appendices for a list of members).

The Chair of the AIS Leadership Centre Council, Stephen Kinsella, relinquished his position and council membership at the end of 2019. Stephen has been an inaugural member since 2007. The new chair, from 2020, is Rohan Deanshaw, Principal, Macquarie College.

AISNSW Annual Report 2019 27 The ISTAA Council Teacher Accreditation Authority supported the The Independent Schools Teacher Accreditation Authority (ISTAA) is development of a new responsible for the accreditation of teachers at the levels of Experienced pathway for Experienced Teacher and Professional Excellence. ISTAA works with NESA in the accreditation of NSW teachers at the levels of Proficient Teacher, Highly Teacher, The Inquiry Accomplished Teacher and Lead Teacher.

Method, to be piloted In 2019, ISTAA accredited 235 teachers at the level of Experienced Teacher with a group of teachers through the Standards-Based Pathway, while nine teachers who chose the from the 2021 cohort. Action Research Pathway were successfully accredited. By the end of 2019, the number of independent schools nominating ISTAA as their teacher accreditation authority (TAA) was at 102 schools. More than 170 teachers attended orientation sessions for accreditation at Proficient Teacher level with 57 successfully accredited in 2019.

The ISTAA Council supported the development of a new pathway for Experienced Teacher, The Inquiry Method, to be piloted with a group of teachers from the 2021 cohort. ISTAA staff worked with seven teachers from a range of schools to develop the accreditation process, requirements and support materials at a number of workshop meetings.

The Chair and two members of the ISTAA Council retired at the end of 2019. Membership of the ISTAA Council is detailed in the Appendices.

Al-Faisal College, Auburn

28 AISNSW Annual Report 2019 Communications

With new branding established Principal Engagement across the organisation, Communications at Member Bulletin was transitioned communications at AISNSW in 2019 AISNSW in 2019 focused on creating a seamless to an online newsroom and experience for member schools to principal engagement was refined focused on creating a access information and services. by separating critical information seamless experience for school principals into the New website publication Chief Executive Update. for member schools This communication was sent when to access information The online site aisnsw.edu.au 2.0 required rather than adhering to was launched in 2019. The next gen a set schedule. Member Bulletin and services. website was developed using continued to publish three times a best-practice standards. These term. It offered news and features include a resource centre for easy focusing on AISNSW and member Film and video work access to policy documents, a school staff expertise in areas such With the rise in popularity of newsroom and improved functional as curriculum, pedagogy and other video consumption, a small search. Another element is aspects of school operations. the feature pages section that video production company was showcases upcoming conferences Social Media contracted to produce high quality and events with details including videos to promote AISNSW and keynote speakers, programs and Social media expanded with to document professional learning videos. The section gives visitors a strategy underpinned by opportunities. Videos were also a greater understanding of the repurposing material published on created to celebrate the learnings professional learning opportunities the website. This efficient approach and successes of NSW independent available and the expertise AISNSW broadened the reach of AISNSW schools that had engaged with offers to member schools. offerings and expertise. Social AISNSW offerings. These videos engagement with member schools were shared across AISNSW Communication to principals became targeted and AISNSW communication digital platforms and member school staff shared on its channels the excellent and social channels and will continue practice and engaging moments of to be repurposed in 2020 to Correspondence sent to independent NSW independent schools in image further support AISNSW purposes schools was refreshed and simplified and text. This reinforced the diversity and values. using the electronic direct mailing of ethos of independent schools system. This enabled information and aligned with the organisation’s to be received in a clearer, cleaner purposes and values. Further work format for recipients while improving will be done on the social media its professional quality. space in 2020.

AISNSW Annual Report 2019 29 Technology and Online Learning Solutions 14,793 This year saw incredible gains for the organisation in the capacity to deliver technology and online learning solutions to staff and schools. online course completions Sustained Momentum for the Member Advisory Service AISNSW conducted several independent school ICT service reviews. The scope, negotiated between the school and AISNSW, assisted principals and school boards to identify areas of strength and potential growth in relation to their school’s ICT program.

Representation on Sector-wide ICT Strategic Directions

The Strategic Directions Consultative Group of senior ICT staff grew in membership and achievement. Meeting quarterly, the group assisted in setting the direction for independent schools’ Microsoft and Adobe licensing, and special offers including introducing Zoom video conferencing advantage pricing. The group also established a web presence to ensure more robust communication with independent schools.

Modern Workplace

Throughout 2019, staff were introduced to modern devices coupled with intelligent business systems. This included:

 new document repository: all business units were supported by the adoption of SharePoint Online to manage their documentation.

 tighter security: staff embraced the introduction of two-factor authentication for VPN (virtual private network) and Microsoft Office applications

 refined infrastructure: several improvements to AISNSW ICT infrastructure were made including core business application upgrades

 responsive support: new efficient processes to ensure technology services are well supported and managed.

Increased Literacy Assessment

In consultation with the Student Services team, AISNSW continued to refine the successful ESTA-L application that supports teachers to assess literacy for early years students. The app was coded to verify its compatibility with various mobile device operating systems and increased technical support was provided to schools.

30 AISNSW Annual Report 2019 Heightened Business Application Development

The introduction of two developers into the Technology team greatly increased efficiency in responding to business needs using Microsoft Dynamics CRM and SharePoint. These roles have significantly reduced reliance on external vendors.

Development of Online Learning

The demand from schools to access high quality self-paced online professional learning offered 73 online courses with 17,356 registrations and issued 14,793 certificates of completion. Significant effort was placed on reviewing the online learning ecosystem and successfully conducting a tender process for a Learning Management System.

The Online Learning team continued to reinvigorate online learning modules incorporating the new branding with the assistance of an intern. An investigation was conducted to inform the design of a modern learning ecosystem, tailored to the needs of school professionals with significant improvements made to 25 existing online courses and the migration of 23 modules to a new platform.

Georges River Grammar, Georges Hall

AISNSW Annual Report 2019 31 Mount Annan Christian College, Mount Annan

32 AISNSW Annual Report 2019 Peak Body

Policy and Compliance Support Services Keys Areas

In 2019, AISNSW continued to assist independent schools with the  Annual reporting development and implementation of state and federal education policies. requirements

Input into the development of these policies was led by the Policy and  Student enrolment and Compliance team with implementation support provided by the Regulations attendance and Programs team.  School registration and accreditation Supporting Schools to Meet Compliance Requirements  School-based teacher accreditation authorities AISNSW assisted independent schools to meet Australian and NSW government accountability and reporting requirements through the provision  Enrolment and education of of comprehensive advice and support in: overseas students  Early childhood education  school annual reporting requirements to meet Australian and NSW and out of school hours care government legislation and regulations

 compliance and reporting matters relating to student enrolment and attendance including: AISNSW also provided advice - supporting schools in the development of attendance improvement on regulatory areas and funded plans and conducting compulsory attendance conferences programs in 2019 including:

- the provision of a new professional learning course focusing on  visa categories relating to attendance requirements and intervention strategies the enrolment of overseas - publication of new and updated resources students and the eligibility of student visa classes for census  NESA requirements for registration and accreditation of schools reporting and government including: funding - facilitating briefings for schools by NESA officers and the provision  early childhood regulations of a comprehensive suite of professional learning courses with 397 including early childhood participants from 99 schools across 19 events education and care services - support to schools plus advice and assistance to organisations seeking such as preschools, long day to open new independent schools in NSW care, family day care and out of  NESA requirements for teacher accreditation authorities including school hours care (OSHC) detailed explanatory information, draft policies and procedures for  the availability of Before and school-based teacher accreditation authorities updated in 2019 to reflect After School Care Infrastructure regulatory changes Fund grants to support the  the enrolment of overseas students to meet the requirements of: establishment of new OSHC - the Education Services for Overseas Students (ESOS) Act 2000 services in independent schools that also offer places to - other related Australian Government and NESA regulations, and government school students. - the ESOS National Code.

AISNSW Annual Report 2019 33 Purpose The Evidence Institute In response to the rapid pace of change impacting education locally and To guide, share and internationally, the AISNSW Research and Data department took an important undertake research step in its evolution in 2019 to become The Evidence Institute. These broader challenges, and the need for independent schools to remain agile and that reveals high responsive, drives the The Evidence Institute’s vision and purpose. quality evidence In 2019, The Evidence Institute built on previous work in educational research to transform and data analysis, and continued to focus on providing member schools with educational futures for quality research, evidence and professional learning opportunities. independent school The Evidence Institute’s expanded remit includes: students, staff and  leading extensive research projects that will impact education now and in the future communities.  developing strong bodies of research in the areas of Wellbeing of Education Leaders, Effective Governance in Independent schools, and Social Media and Cybersafety

 focusing on targeted implementation support aimed at reducing the research to practice gap

 increasing publication outputs

 engaging in research partnerships and projects with external partners.

Member Services

The Evidence Institute designed and delivered a comprehensive school improvement survey tool, Perspectives: Your school in focus. This is available as a core service to member schools. Perspectives was developed and underpinned by a substantial school improvement and effectiveness evidence base with input from an expert advisory panel of independent school sector representatives. To support this robust measurement tool, interactive dashboards and comprehensive reports were developed.

The Perspectives: Your school in focus suite of surveys was launched in April, with the first member school administering the surveys in May. By the end of the year, 19 independent schools had successfully used the surveys in their communities, and seven school executive teams engaged with the data interpretation support offered. Engaging with The Evidence Institute’s personalised interpretation service, along with the dashboard and reports, helped support school teams to identify significant findings and develop recommendations for future school planning.

The range of survey tools and supports continue to be enhanced using sector feedback and an ongoing consultation process.

34 AISNSW Annual Report 2019 Events and Courses

Each year, The Evidence Institute offers a range of online learning Highlighted opportunities focusing on increasing educator research literacy, and data collection and analysis skills and capacities. More than 40 educators Publications completed at least one of the seven targeted data and research focused modules available in 2019. Some of the courses on offer included:  NSW Independent

 Designing surveys that work Schools at a glance 2018  Making your numerical data work

 What is educational data?  Undertaking school

Presentations at national and international events and forums were delivered. based research – four A number of targeted consultancies and support were provided, mainly part series focusing on demographic analyses and improving assessment and data  When reading PISA … literacy skills.  Current School Based Advocacy Research Project The Evidence Institute continues to support and advocate for independent updates – four part schools by providing schools and educators with opportunities to undertake series high-quality research, and access high-quality research evidence and publications.  AIS Education

The Evidence Institute’s publications and reports are shared widely, nationally Research Symposium and internationally, and are available through the AISNSW Resource Centre, – keynote series Newsroom and social media channels.

Advocacy for independent schools nationally and globally was a central aspect of The Evidence Institute’s work in 2019. The team participated in international and national advisory and reference groups, supported data analysis for work across AISNSW, and made connections with other education groups and specialists.

The Evidence Institute continues to be approached by universities to partner in applications for ARC Linkage Projects and Centres of Excellence applications. These opportunities seek to develop long-term strategic research alliances that apply advanced knowledge to problems, acquire new knowledge, and as a basis for securing commercial and other benefits of research. Only projects which align with the direction of The Evidence Institute and identified areas of focus are progressed.

Representation at the International Independent Schools Research and Data Network continued as with previous years. Participation in this growing network resulted in increased collaboration and sharing among independent school jurisdictions including those from the USA, UK, Canada, Europe and South Africa.

AISNSW Annual Report 2019 35 AISNSW actively Australian Government engaged with the Non Government Reform Support Fund Monash University AISNSW continued in the second year of the Non Government Reform project on assessing the Support Fund and implemented Australian Government priorities and consistency of teacher priorities under the Bilateral Agreement. AISNSW supported schools to judgements for the implement the Nationally Consistent Collection of Data (NCCD), transition to NAPLAN Online and enhanced governance and financial arrangements. Nationally Consistent Collection of Data and Religious Freedom the PwC Data Validation AISNSW, at the request of a number of heads of independent schools, engaged with the Attorney-General’s office on the matter of religious freedom. Project. Feedback on the draft bill emphasised the importance of schools maintaining preference of employment and student enrolment.

School Data Collections

In 2019, the Australian Government implemented quality assurance projects to support continuous improvement of the data collected on students with a disability. AISNSW actively engaged with the Monash University project on assessing the consistency of teacher judgements for the NCCD and the PwC Data Validation Project. In addition, AISNSW supported Education Services Australia through the development and refinement of resources for the NCCD website.

Significant support was also provided to ISCA through participation on the Australian Education and Senior Officials Joint Working Group, which had responsibility for the quality assurance for NCCD and input into the National School Resourcing Board’s review of the loading for students with disability. National Testing

AISNSW provided ongoing advice and support to Australian and NSW government agencies including ACARA and NESA on the implementation of the 2019 national testing program NAPLAN and trials for 2020 NAPLAN sample tests. It also supported the implementation of the international programs 2018 PISA, TIMSS and PIRLS. AISNSW also provided, and gave advice to schools on test protocols and a range of other related requirements.

Preparation for the national testing program of 2020 was also undertaken in 2019 including the completion of a School Readiness Test for NAPLAN Online. In addition, AISNSW provided significant support to ISCA through representation on the Australian Government Department of Education and Training’s International Assessments Joint National Advisory Committee, which reports to the Ministerial Education Council. This committee addresses issues related to all national tests including sample tests, trials and equating tests as well as Australia’s commitment to international tests such as PISA, TIMSS and PIRLS.

36 AISNSW Annual Report 2019 NSW Government

Harmonising Regulatory profit queries. AISNSW hosted the Literacy and Numeracy Action Arrangements inaugural Section 83c Not for Profit Plan (Phase 2 Action Plan) and the Workshop. The Workshop provided Phase 2 Action Plan Evaluation. To progress the Bilateral Agreement an overview on the newly updated Furthermore, collaboration with on Quality Schools Reform, June 2019 Not for Profit Guidelines sectors and NESA has focused AISNSW worked closely with the for Non-Government Schools. It also on supporting the development NSW Department of Education provided an opportunity for schools of online tools and resources to to harmonise Commonwealth/ to hear from representatives of the provide guidance to teachers about State administrative arrangements NSW Department of Education, monitoring student progress as in 2019. This led to the removal the Chair of the Non-Government well as providing access to quality of the NSW Government Census, Schools Not for Profit Advisory professional learning focused on with independent schools now only Committee, Ms Elizabeth Crouch explicit and systematic instruction in required to provide Census figures and the independent auditors, literacy and numeracy. to the Australian Government. O’Connor Marsden. The workshop Additional work in 2019 included was attended by more than 140 NAPLAN Online considering the NSW Auditor- independent school principals, In 2019, AISNSW worked closely General’s recommendation to business managers and chairs of with NESA, the NSW Department strengthen accountability measures governing bodies. of Education and Catholic Schools for non-government schools, initially NSW on planning, training and through the development of a NSW Literacy and readiness for NAPLAN Online. This Memorandum of Understanding. Numeracy Strategy included participation in a cross- Not for Profit AISNSW has continued to sectoral steering group as well as be actively involved in the working groups focusing on training, AISNSW established the Not for implementation of the NSW Literacy communication, privacy, students Profit Support Unit to provide and Numeracy Strategy 2017-2020, with disability, reporting and project information and support to primarily through the Phase 2 NSW management. independent schools on not for

Central Coast Grammar School, Erina Heights

AISNSW Annual Report 2019 37 Student Services

Highlights The primary function of the Student Services team is to provide expert, professional support to schools to ensure that all students, including those  The biannual Student with additional needs related to disability and mental health needs, receive the Services Conference supportive structures and access to quality teaching they require to thrive in was attended by more the school setting.

than 190 executive, Throughout the year, the AISNSW Student Services team tailored support to teachers and specialist schools in responsive and proactive ways.

support staff. Consultants frequently assisted schools at a specific point of need for individual students, supporting schools to respond in effective, timely and  The Student Services appropriate ways. This often involved facilitating communications between team provided 844 parents, external support services and the school to develop coordinated and individual consultancies mutually agreed plans, as well as assisting school personnel to explore and focused on supporting refine their options and strategies. students with Proactive support to schools was also targeted at establishing school additional needs related structures and procedures to prevent and better respond to issues that may arise. Professional learning was focused around legislative responsibilities, to disability, mental whole-school mental health practices, classroom management, assessment health, behaviour and procedures and strategies relating to specific disabilities. Another active area attendance. directed to mitigating future learning and behavioural issues was around effective instruction in literacy and numeracy where professional learning included consultants and school leaders working together within classrooms.

The biannual Student Services Conference was attended by more than 190 executive, teachers and specialist support staff. Dr Shirlaee Poed from the University of Melbourne addressed multi-tiered systems of support, the focus of the conference. Professor Andrew Martin from the University of NSW focused on engaging and supporting students with mental health issues. Workshop presentations included schools sharing their experiences in catering to students’ academic, behavioural and mental health needs as well as their effective use of technology.

A masterclass focused on enrolling and supporting students with disability was attended by 130 principals and executive. Kate Eastman SC, a leading Australian human rights lawyer; Jennifer Patterson, Senior Partner at MinterEllison and Charles Alexander, AISNSW Legal Counsel, provided input about relevant anti-discrimination legislation. A panel discussion responded to progressive case studies focused on disability and gender matters that illustrated effective application of the legislation to the school context.

38 AISNSW Annual Report 2019 This masterclass also saw the release of the new AISNSW Guidelines for Enrolling and Supporting Students with Disability to assist member schools with the enrolment processes for students with disability. This comprehensive document includes additional planning fact sheets and proformas to support the consultation between schools and families when identifying reasonable adjustments within the enrolment process.

A Spelling Professional Learning package was developed and trialled in 2019 and will be implemented in schools in 2020. The AISNSW Primary Numeracy Project will also be piloted and refined with a small number of schools. The Student Services team is also excited to lead a new, three-pronged initiative, focused on student behaviour in 2020/21.

Members of the Student Services team represented AISNSW on cross sectoral bodies such as NESA’s Special Education Committee, Disability Advisory Group, and the Literacy and Numeracy Strategy Group.

Throughout 2019 Student Services continued its engagement in Commonwealth and State funded initiatives. Consultants were extensively involved in assisting schools to implement the Nationally Consistent Collection of Data on School Students with Disability, the Early Literacy Project and Phase 2 of the NSW Literacy and Numeracy Action Plan. Warrah School, Dural

AISNSW Annual Report 2019 39 In 2019, the Capital Funded Programs Grants funding were Capital Grants Program equally distributed between metropolitan In 2019, 41 schools applied for government funding to support capital grants projects (CGP) valued at $127.5m. Each application was assessed by the and regional schools. Capital Grants Assessment Team and reviewed by the Funding Allocation Ninety per cent of the Committee before the AISNSW Block Grant Authority Board endorsed recommendations for 26 projects to be submitted to the relevant governments funding was allocated to for approval. The board recommended grants totalling $16,660,000 to assist schools with an SES of those schools with construction projects valued at almost $74m. less than 105. In 2019, the grants were equally distributed between metropolitan and regional schools and 90 per cent of the funding was allocated to schools with an SES of less than 105. As in previous years, the primary focus of the CGP has been to increase learning spaces to absorb the continuing demand for independent school places in NSW. The funds provided by the Australian and NSW governments in the 2019 CGP round will cater for an additional 1,672 student spaces between 2020 and 2022.

Projects funded in this round included more flexible and collaborative learning spaces reflecting a shift in many schools’ approaches to pedagogy to embrace 21st century learning principles.

AISNSW Block Grant Authority approved projects

 General Learning Areas – 94

 Flexible learning spaces – 16

 Learning Support Rooms – 17

 Science labs – 5

 Outdoor Learning Areas – 8

 Art, music and drama facilities – 12

 Design and technology facilities – 5

40 AISNSW Annual Report 2019

Government Funding

During 2019, a combined total of $22,551,093 in capital grants was paid to independent schools from the Commonwealth (Capital Grants Program) and State (Building Grants Assistance Scheme) governments.

The Commonwealth’s funding support is indexed and project funds available increased by nine per cent from 2018 to 2019. In May 2019, the state government announced a significant increase in capital funding to non- government schools with an investment of $500m over the next four years. The independent sector’s share of this funding is $203m subject to changes in enrolment share. This funding boost is welcomed by the independent sector particularly in light of projections showing that up to $15 billion in capital expenditure will be spent by the NSW independent sector between 2020 and 2031 to absorb the additional 75,000 students expected in the sector over that period.

Education Infrastructure Fund

The AISNSW Education Infrastructure Fund (EIF) supports schools and their parent organisations to build new schools or embark on significant expansion projects by providing larger allocations of funding than is generally available under the annual Capital Grants Program.

In 2019, following recommendations from the BGA Board, a further 13 projects were approved by Commonwealth and state governments for funding under the EIF initiative, bringing the total number of projects approved to 15 with funding reaching $101.75 million. The first of these projects will be completed in early 2020. Four of the approved projects will support the establishment of new schools. The majority of projects are located in areas of high growth and high disadvantage in the north west and south west of Sydney, however other grants address growth in areas such as the Far North Coast, the Hunter region and Albury.

The increased state funding support announced in 2019 provided the AISNSW BGA with the financial support to extend the EIF for a second round in 2019. Of the 145 responses received from its Statement of Intent request, 33 schools which best met the criteria around high growth, high disadvantage, and low fees were invited to submit a comprehensive proposal for funding. Nineteen schools have presented proposals that incorporate capital expenditure projects worth more than $400m in the next three to six years and worth more than $800m through to 2032. St Philip’s Christian College – Cessnock, Nulkaba Round 1 and 2 EIF projects are expected to provide about 25,000 new student places. A third EIF round will be scheduled in the future.

AISNSW Annual Report 2019 41 Nationally Consistent Collection of Data

During Terms 1 and 2, 2019, Student Services conducted four full-day professional learning sessions on the NCCD. These sessions were offered to all independent schools across NSW and were attended by 197 participants. Two of the professional learning sessions were focused on legislation and consolidating an understanding of the process and practices that underpin the implementation of NCCD in schools. The other two sessions were designed for participants who already had a working knowledge of and/or experience with the NCCD, and were seeking to further refine their school processes.

As schools adopt a more whole-school focus on the NCCD, the range of staff engaging in this professional training expanded to include class teachers, department heads, leaders of learning, business managers and bursars, school counsellors, learning support coordinators, heads of junior/senior school, deputy principals and principals.

Additionally, Student Services facilitated 29 network meetings during the year with 375 participants. These meetings were hosted by schools across all regions of the state. The opportunity for staff within a regional school to collaborate was welcomed and resulted in greater consistency for the NCCD.

A specific focus area was the development of interschool moderation to improve teacher confidence and consistency of professional judgement about levels of adjustments.

NCCD professional learning was aimed at developing greater appreciation of the need to apply the process across the breadth of the school to meet the diversity of student need. A specific focus area was the development of interschool moderation to improve teacher confidence and consistency of professional judgement about levels of adjustments. Participants jointly examined de- identified school documents, evidence samples and student case studies.

Consequently, decisions about the categories of disabilities and students to include, as well as the definitions and descriptors pertaining to the levels of adjustments reveal an improved alignment within and between schools. Schools are more confidently undertaking the collaborative process of assessing need, implementing adjustments and monitoring and reviewing student progress.

Radford College, Bruce

42 AISNSW Annual Report 2019 Phase 2 NSW Literacy and Numeracy Action Plan

In 2019, the third year of the initiative, principals and school executive participated in a further four masterclasses. The content was developed and 2000+ implemented by AISNSW to reflect feedback from principals and the best lesson observations evidence-based practices around leadership and, in particular, instructional and demonstrations leadership. conducted by school Experts were engaged to supplement the presentations by AISNSW in leaders and consultants response to principals’ expressed desire for increased literacy and numeracy pedagogical knowledge. Presentations about effective literacy and numeracy teaching as well as developments in cognitive load research were positively received. At masterclasses, leaders were supported to evaluate their progress across the Phase 2 Action Plan priorities of instructional leadership, diagnostic assessment, differentiated teaching and tiered interventions. Opportunities 456 for the sharing of progress between participating schools were facilitated by NESA accredited AISNSW, with emphasis placed on how change has been implemented across professional learning the whole school and the emerging plans to sustain those improvements. hours in literacy and Instructional leadership was supported through eight school-based numeracy provided for professional learning sessions within each school setting. The literacy 606 teachers in NSW professional learning addressed the evidence base that identified the critical independent schools skills and understandings that must be taught for students to become competent spellers. Numeracy professional learning addressed explicit instruction of the strands and components of the NSW Mathematics K-6 Syllabus. A specific focus on planning and programming to teach the knowledge and skills K-2 students require was maintained.

During the year, schools’ instructional leadership activities were augmented 432 by 432 AISNSW literacy and numeracy consultancy visits. Across schools, the visits made role of the consultant in these visits varied depending upon the progress of by consultants instructional coaching within the particular school. to schools K-2 teachers have also used the AISNSW screening tools – ESTA-L®, an app for literacy, and the paper-based Numeracy Screening Tool. These were used early in Term 1 and then again towards the end of Term 2 and Term 4. School executive led the analysis of this data, identifying areas of strength and areas for improvement across K-2. The 2019 screening data shows fewer discrepancies within classes than there have been in past years. Most K-2 students are achieving the literacy and numeracy outcomes with fewer students requiring individualised support while small group support is increasingly occurring within the context of the regular classroom.

AISNSW Annual Report 2019 43 Vocational Education and Training

Through funding by the Federal and State governments, AISNSW supported 3,071 subject delivery in Vocational Education and Training (VET) through school- students accessed based funding programs, consultancy services and the provision of teacher Stage 6 VET courses training for delivery of VET in schools. through the AISNSW AISNSW is the Registered Training Organisation (RTO) for 98 schools in NSW, Registered Training one in the ACT and one in Singapore. These schools were eligible for funding Organisation to explore or extend the delivery of VET, to promote school, industry and tertiary partnerships and to facilitate training for students in school-based apprenticeships and traineeships (SBATs).

In 2019, 3,071 students accessed Stage 6 VET courses through the AISNSW RTO, an increase of 207 students on the previous year. There were also 77 1,725 Stage 5 VET students with the number of SBATs increasing annually. The teachers took part in most popular VET courses in 2019 were Hospitality, Business Services and AISNSW road safety Construction. education Independent schools also obtained funding support through AISNSW to assist students to access externally delivered VET programs, for example at TAFE. AISNSW communicated with government and relevant departments at state and Commonwealth level to advocate for increased VET funding and inclusion of multi-year funding periods for agreements with the sector.

Significant in 2019 was the introduction of Axcelerate, a new cloud-based system to comprehensively manage the RTO via a digital platform. Axcelerate was rolled out to the 98 schools.

Road Safety Education

The long-standing funding agreement between Transport for NSW and AISNSW to deliver the School Road Safety Education program was renewed in 2019 for a further three years. This funding supports the provision of quality professional learning, resources and advice to build the capacity of teachers and leaders.

In 2019, 1,725 teachers from 135 independent schools participated in AISNSW road safety education activities including professional learning courses and conferences, two online learning modules, curriculum projects and bespoke in-school consultancies. Consultancies were held in 83 schools focusing on familiarising teachers with the new K-10 PDHPE syllabus. Additionally, a road safety education website is hosted by AISNSW as a component of this funding. AISNSW continued to participate in a cross-sectoral joint planning committee providing expert advice to Transport for NSW and collaborating on strategic directions and delivery of the School Road Safety Education Program.

44 AISNSW Annual Report 2019 Live Life Well @ School In 2019, 1,815 staff from

The Live Life Well @ School (LLW@S) initiative is supported in NSW 194 metropolitan and independent schools through the funding agreement between the NSW regional independent Ministry of Health and AISNSW. schools took part in LLW@S advocates for a whole-school approach to the promotion of physical activities relating to activity and healthy eating to align with school practices and classroom teachings as well as encourage community partnerships. the LLW@S initiative.

In 2019, 1,815 staff from 194 metropolitan and regional independent schools took part in activities relating to the LLW@S initiative. This was more than double the number of schools from the previous year. These funded activities included customised in-school consultancies, courses and conferences, two online learning modules and five school-based projects.

AISNSW consultants were also part of an advisory group established by the NSW Ministry of Health in the later part of 2019. This group, comprised of stakeholders from education and health, worked on the co-design of a rebranding of the LLW@S initiative.

Redeemer Baptist School, North Parramatta

AISNSW Annual Report 2019 45 Mater Dei, Camden

46 AISNSW Annual Report 2019 Partnerships in Education

The Australian Independent Schools Fund The Australian The Australian Independent Schools Fund (AISF) completed its second full Independent Schools year of operations since inauguration in 2017. The purpose of the fund is to receive donations which are allocated to independent schools, philanthropic Fund supports organisations and to service providers. The funds are used to support the the improvement improvement of education of children and young people who may be of education of disadvantaged by poverty, unemployment, drought, bushfires, domestic abuse, discrimination, illness or other distress. children and young

In 2019, the AISF completed two projects. The first project supported the people who may participation of nine schools in the Early Literacy Project, the goal of which be disadvantaged was to improve the literacy outcomes of young children by using ESTA-L®, a technology tool (app) developed by AISNSW. The app assists teachers to gauge by poverty, the early phonological awareness and phonics skills their students demonstrate. unemployment, In using the tool, teachers gain clear evidence of the student’s reading progress drought, bushfires, which they can then share with parents. The successful outcome of the project validates the important work AISNSW does in this critical area. AISNSW is domestic abuse, grateful to the Thyne Reid Foundation for providing $212,500, which supported discrimination, illness five of the nine schools to engage in the project. or other distress. The second focus supported the AISNSW Improving Outcomes for Aboriginal and Torres Strait Islander Students Pilot Project. The project’s primary aim is to improve literacy and numeracy outcomes for Aboriginal and Torres Strait Islander students. Phase 1 of the project developed evidence-based strategies to improve wellbeing and academic outcomes for Indigenous students by focusing on whole-school cultural change through community engagement in four AISNSW member schools. From the evaluations by Jumbunna Institute for Indigenous Education and Research based out of the University of Technology, Sydney, a collaborative model was built to share the findings with other schools. Funding of $966,300 supported Phase 2 of the project, which was completed in 2019. The Phase 2 funding was allocated to the four hub schools to mentor 12 additional schools across NSW and the ACT.

AISNSW Annual Report 2019 47 Supporting Aboriginal and Torres Strait Islander Education

The AISNSW Aboriginal and Torres  increase the skills and  in partnership with Culture Strait Islander Education Program knowledge of schools to College, an East Arnhem Land links to the National Aboriginal and lead the development and Cultural Immersion opportunity Torres Strait Islander Education implementation of Personalised was held for school and student Strategy 2015 and the Australian Learning Processes to meet leaders. Government’s ongoing commitment the Aboriginal and Torres Strait In April 2019, an event was held to closing the achievement and Islander students’ educational to disseminate external evaluation attendance gap between Aboriginal engagement, pathways and findings of the Improving Outcomes and Torres Strait Islander students wellbeing outcomes for Aboriginal and Torres Strait and non-Indigenous students.  enable classroom teachers Islander Students pilot project The AISNSW Aboriginal education to demonstrate a greater Phase 1 and to launch Phase 2 of the consultant advises and supports awareness of culturally inclusive project. The event previewed a film NSW independent schools on approaches to inform the about the project and was attended developing understanding and development of quality learning by the Hon Tony Abbott MP and the partnerships with their Aboriginal of Aboriginal and Torres Strait Hon Tanya Plibersek MP along with and Torres Strait Islander students, Islander students. more than 150 guests. families and communities. The aim is In 2019, the theme of the annual This ongoing project aims to to produce and implement school- AISNSW Aboriginal and Torres Strait improve literacy, numeracy and other wide individual learning strategies, Islander Education Conference academic outcomes for Aboriginal cultural responsive structures and was Creating a Community of and Torres Strait Islander students high expectation relationships based Empowerment. Ninety participants through focusing on the key priority on the local context of the school attended the conference including of providing quality teaching and and the background of students. classroom teachers (K-12), Aboriginal supporting quality learning. Sixteen In 2019, schools accessed support workers/mentors, school schools, including one government AISNSW consultancy support and leaders and representatives from school, participated in Phase 2 professional learning to: community organisations. throughout 2019. The Jumbunna Institute continued to act as an  enhance school leaders’ skills Two new programs ran for the first academic partner and external and understanding of culturally time in 2019: evaluator for the project. responsive structures to better  an Aboriginal and Torres Strait meet the individual needs of Islander Student Leadership their Aboriginal and Torres Networking Dinner in Strait Islander students and partnership with Jumbunna families Institute for Indigenous  better equip schools to Education Research at the authentically engage parent/ University of Technology, carers and community in Sydney, which was attended Aboriginal and Torres Strait by more than 100 students in Islander students’ education Years 9-12

48 AISNSW Annual Report 2019 School Improvement Service

Throughout 2019, the School Improvement Service supported 66 schools. In addition, the service provided accredited professional learning across NSW for 95 teachers and school leaders from 26 regional, remote and metropolitan schools. During the year participating schools were supported to network and share their learning about school improvement initiatives.

Feedback from participants included the recognition of a greater purpose in the school’s strategies, and a building of staff camaraderie leading to greater staff retention. Understanding that School Improvement was a change process and journey rather than a point in time solution was also acknowledged.

A suite of case study videos and accompanying reports were created to share the unique journeys of independent schools and to inspire other independent schools to begin their own process of school improvement. The series, which can be accessed on the AISNSW website, presents the school improvement process of five NSW independent schools.

St Joseph’s College, Hunters Hill

AISNSW Annual Report 2019 49 As in past years, the The Early Literacy Project Early Literacy Project During 2019, the Early Literacy Project continued to strengthen whole had a significant positive school expertise in applying evidence-based teaching strategies to ensure all impact on schools, students learn to read. but 2019 outcomes For the first time, schools in the Early Literacy Project represented all three were enhanced by the sectors of NSW education; independent, government and Catholic. Across these schools, 254 classroom and specialist teachers, school executive and generous support from teaching assistants fully engaged with the face to face and online professional Thyne Reid Foundation learning and consultancy support components. and the Australian ESTA-L®, the early literacy screening tool developed by AISNSW, was used to assess 1,200 K-2 students. It provided teachers with effective feedback and a Independent Schools strategy to monitor the progress of all students in literacy, focusing on specific Fund. phonological awareness and phonics skills. Teachers used the data to inform their teaching and the end of year results showed considerable growth. For Kindergarten students, only 14 per cent had the necessary skills in phonemic awareness at the start of the school year; at the end of the year, 84 per cent displayed those skills. The proportion of students with phonological awareness deficiencies declined during the year from 73 per cent to only 3 per cent.

AISNSW Bookmarks were introduced with the presentation of the professional learning modules. These bookmarks support the five keys of reading and assist in communicating to parents the different purposes of the various books sent for home reading. Feedback from the parent workshops was extremely positive, affirming the value of supporting parents to understand the approach being taken by the school. Parents indicated they had a deeper understanding of the importance of reading to and with their children to develop vocabulary, comprehension and fluency. It also revealed parents’ renewed awareness of the pleasure of bonding with their children over an appreciation of literature.

As in past years, the Early Literacy Project had a significant positive impact on schools, but 2019 outcomes were enhanced by the generous support from Thyne Reid Foundation and the Australian Independent Schools Fund.

Based on the interest generated from the Early Literacy Project, a Primary Numeracy Project was developed. The project will have a K-6 focus and, similar to the Early Literacy Project, will include components of professional learning and consultancy support. In addition, participating schools will have access to an Early Numeracy Screening Tool, along with a whole class screener for Years 3-6. The project will be piloted in 2020.

50 AISNSW Annual Report 2019 Financial Management and Financial Governance

In 2019, the Financial Management operational data, analyse financial The first event was a three-day and Financial Governance project statements and properly assess workshop where participating school assisted principals, directors and school performance, to make teams discussed the intersection of school business managers to informed decisions, relevant to an pedagogy and contemporary school improve their competencies in independent school context. design, with a view to integrating financial management. 21st century learning concepts into Independent Schools Finance the design of new flexible learning This project comprised the following The finance manual was Manual: spaces. elements: updated with assistance from the RSF through the addition The second two-day workshop Finance for Directors and of proforma policies and other dealt with the practical application Principals: AISNSW recognises guidelines to improve the internal of school construction including the joint responsibility of school controls and procurement procedures delivery methods, town planning, directors and school executive team critical for the effective financial building contracts and contract members to deliver and oversee management of independent schools. performance management, modular a school’s financial management. buildings, furniture choice, the In 2019, with assistance from the School Learning Space Design State Environmental Planning Commonwealth Non-government and Construction: In 2019, AISNSW Policy, as well as environmental and Reform Support Fund (RSF), held two events to assist schools sustainability considerations such as courses and online course address the risks around increasing energy usage, lighting, ventilation modules were provided to equip enrolment capacity brought about and temperature control. participants with the basic financial by population growth and the literacy skills required to interpret demand for independent schooling.

AISNSW Annual Report 2019 51 Each School Based School Based Research Projects Research Project Grounding education in evidence-informed practice is an essential feature of has contributed to assuring and enhancing educational excellence. the existing body of School Based Research Projects are supported by AISNSW for two years knowledge that relates to and are carried out by teams of practising teachers and/or school leaders. independent schools in They focus on areas of education that impact student outcomes and make significant contributions to, and beyond, the individual schools in which they NSW, and the education take place. Each project team has an academic mentor and/or expert critical sector more broadly. friend who specialise in aspects relevant to the research project. In addition to ongoing support provided by The Evidence Institute team, academic mentors also help the school teams to produce high-quality, rigorous research while paying close attention to practitioner experience and perspective.

These projects provide great value to participating schools beyond their specific research topics which have focused on school/student improvement. Each project has contributed to the existing body of research knowledge that relates to independent schools in NSW, and the education sector more broadly. The provision of AISNSW funding, capacity building, and research support makes these projects possible.

In 2019, 10 research projects were at various stages of engagement, with four being completed by the end of the year. The variety of projects undertaken showcases the spectrum of valued research interests, not only of these schools but of the independent school sector generally.

Round 4: The following projects were completed at the end of 2019:

1. Engineering for All – Mater Dei School

2. The Impact of Faith Development Activities on Self-Reported Measures of School Climate – Avondale School

3. Raising Reading Standards through Targeted Music Tuition – Carinya Christian School.

52 AISNSW Annual Report 2019 Round 5: The following projects were at the mid-point:

1. Valuing, Measuring and Tracking the Development of Learning Dispositions within a K-12 School – Roseville College

2. Not Just ‘Cherry-picking’ Aspiration: Implementing CPS for Students with Special Needs – St Philips Christian College DALE (Dynamic Alternative Learning Environment).

Round 6: The following projects commenced in November of 2019, with implementation to occur in 2020:

1. The Effectiveness of Exercise, Resilience Training and Occupational Therapy on Whole-school Mental Health – Skillset Senior College

2. Building Readers for Life: A Sustained Silent Reading (SSR) Program – Queenwood School for Girls.

Further details about each of these research projects, as well as those completed in previous years, are available on the School Based Research website.

Education Research Symposium

The AIS Education Research Symposium was held in October 2019, providing an environment for independent school educators to share and showcase their research while connecting with other researchers in the field. More than 130 participants attended. Keynotes focused on themes including: the value of school based research (Dr Phil Lambert, OECD); pedagogical leadership (Dr Christine Grice, University of Sydney); research as professional learning (Professor Mary Ryan, Macquarie University), and; leader wellbeing (Dr Anna Dabrowski, NESLI). The current School Based Research Project teams presented findings by poster presentation and interactive workshops. Schools engaging in the Research to Practice initiative and Designing for Deep Learning also shared their stories of evidence driven impact.

Kingdom Culture Christian School, Arncliffe

AISNSW Annual Report 2019 53 St Philip’s Christian College, Newcastle

54 AISNSW Annual Report 2019 Appendices

Committees Anne Empson, Uniting Church Mission and Education Martin Hanscamp, Australian Association of Christian Schools AISNSW Board of Directors (to April 2019) * Elected Members Len Hain, Australian Council of Jewish Schools (in accordance with Rule 32 of the AISNSW Constitution) Sheik Shafiq Khan, Al-Faisal College Stephen Kinsella, Anglican Education Commission John Ralston OAM, Wenona School (Chair) Rachel McClure, Christian Education National (NSW/ACT) Michael Jones OAM, Snowy Mountains Grammar School and Patrick McGing, OneSchool Global Redlands (Deputy Chair) Virginia Moller, Steiner Education Australia Tracey Cain, Knox Grammar School Cassandra Pendlebury, Christian Schools Australia Patricia Cotterell, Central Coast Grammar School Rowena Perritt, National Independent Special Schools Association Dr Justin Garrick, Canberra Grammar School (NSW)

Safia Khan Hassanein, Al-Faisal College Frances Reed, Montessori Australia Foundation Ross Smith, Anglican Schools Corporation Rev Martin Robinson, The King’s School Craig Wattam, St Patricks College, Strathfield(from August 2019) Barbara Stone AM, Royal Institute for Deaf and Blind Children / Newington College Alithea Westerman, Australian Association of Christian Schools (from April 2019) Kerrie Walshaw, Our Lady of Mercy College Parramatta AIS Leadership Centre Council John Wilcox OAM, Saint Ignatius’ College Riverview (to July 2019) Stephen Kinsella, The Illawarra Grammar School (Chair) Appointed Members Rohan Deanshaw, Kempsey Adventist School Les Dell OAM (Honorary Treasurer) Dr Justin Garrick, Canberra Grammar School Alan Baker Holly Gyton, SCEGGS Darlinghurst Julie Gillick, Frensham Dr Maree Herrett, Santa Sabina College Justice Stephen Rothman AM David Jennings, William Clarke College Invited Observers Anne Johnstone, Ravenswood School for Girls Kristy Ahearn, ASBA (NSW) (from April 2019) Denise McDonough, Central Coast Grammar School Jenny Allum, Education Research Council Sally Ruston, Abbotsleigh Anna Dickinson, ISTAA Council Dr Geoff Newcombe AM, AISNSW Peter Fowler, AHISA (NSW/ACT) Jennifer Davies, AIS Leadership Centre Stephen Kinsella, AIS Leadership Centre Council Jenni-Lee Williams, AIS Leadership Centre Bill Low, Independent Schools Centre for Excellence Council (from Robyn Edwards, AIS Leadership Centre June 2019) Penelope Brown, AIS Leadership Centre Susan Middlebrook, AHIGS Don O’Connor, Chair, Heads of Independent Co-Educational AIS Leadership Centre – Academic Reference Group Schools (HICES) Professor Brian Caldwell (AUS) Michelle Scott, ASBA (NSW) (to April 2019) Professor Christopher Day (UK) Paul Teys, AHISA (NSW/ACT) (to June 2019) Professor Andy Hargreaves (USA) Vicki Waters, Independent Schools Centre for Excellence Council Professor Karen Seashore Louis (USA) (to June 2019) Professor James Spillane (USA) * Elected members must be governors of their school board. Professor Louise Stoll (UK)

Independent Schools Consultative Committee Independent Schools Centre for Excellence Council Dr Geoff Newcombe AM, AISNSW (Chair) William Low (Chair from June 2019) Dean Bennetts, Seventh-day Adventist Schools (North NSW Darren Cox – St Philip’s Christian College, Cessnock Conference) Maryanne Davis, Danebank – An Anglican School for Girls Dr Rose Cantali, NSW Parents Council (from May 2019) Murray Guest, The Armidale School Dr Jean Carter, Seventh-day Adventist Schools (Greater Sydney) Julia Heise, Mountain View Adventist College Julian Denholm, Lutheran Education (Vic, NSW, Tas)

AISNSW Annual Report 2019 55 Scott James, Knox Grammar School Pam O’Dea, St Philip’s Christian College Sue Lennox, St Patrick’s College Campbelltown Phil Roberts, Mount Sinai College Gaynor MacKinnon, Trades Norwest Anglican Senior College Sally Ruston, Abbotsleigh (to June 2019) AISNSW Advisory Council Stuart Marquardt, Lindisfarne Anglican Grammar School Paul Teys, Hunter Valley Grammar School (Chair until June 2019) Deb McGill, Roseville College Jenny Allum, SCEGGS Darlinghurst (Chair from June 2019) Sue Middlebrook, Tara Anglican School for Girls Graham Anderson, Arden Anglican School (from October 2019) Mark Morrison, Macleay Vocational College Dean Bennetts, Seventh-day Adventist Schools (North NSW Elizabeth Stone, Queenwood School Conference) Mark Tannock, St Aloysius’ College Tim Bowden, Trinity Grammar School Marina Ugonotti, Loreto Normanhurst Dr Ted Boyce, Pacific Hills Christian School Andrew Watt, The Emmanuel School Nicole Christensen, Monte Sant’ Angelo Mercy College Darryl Buchanan – AISNSW Darren Cox, St Philip’s Christian College - Cessnock Sharon Cheers – AISNSW Anna Dickinson, Loreto Kirribilli Peter Fowler, Rouse Hill Anglican College Education Research Council Tom Galea, Rosebank College Jenny Allum, SCEGGS Darlinghurst (Chair) Andrew Hill, Gleneaon Rudolf Steiner School Tim Bowden, Trinity Grammar School Safia Khan-Hassanein, Al-Faisal College Phillip Heath, Barker College Bill Low, Central Coast Grammar School Simon Herd, Medowie Christian School Mark Morrison OAM, Macleay Vocational College (from October Megan Krimmer, Abbotsleigh 2019) Richard Malpass, Sydney Grammar School Kerrie Nelson, Giant Steps Sydney Scott Marsh, William Clarke College Justice Stephen Rothman AM (from October 2019) Rosemary Michalowski, Central Coast Rudolf Steiner School Nicholas Sampson, Cranbrook School (from October 2019) David Nockles, Macarthur Anglican School Adam Scotney, Northside Montessori Kate O’Donnell, SEDA College Efrosini Stefanou-Haag, St Spyridon College Elizabeth Stone, Queenwood School Elizabeth Stone, Queenwood (from October 2019) Doug Thomas, Claremont College Erica Thomas, Newcastle Grammar School (from October 2019) Ian Wake, St Paul’s Grammar School (from October 2019) Tiffany Roos, AISNSW Vicki Waters, Pymble Ladies’ College (until June 2019) Lesley Wright, AISNSW Dr Timothy Wright, SHORE (to December 2019) Independent Schools Teacher Accreditation Authority Council Secondary Professional Learning Convenors Anna Dickinson, Loreto Kirribilli (Chair) Linda Busetto, Rosebank College – Economics Mohammed Adra, Al-Faisal College Melissa Cash, Trinity Catholic College, Goulburn – Society and Culture Grace Bergan, Barker College Joseph Degeling, International Grammar School – School Steven Bowers, Burgmann Anglican School Counsellors Kate Chauncy, Frensham Ian Finn, The King’s School – History Magdy Habib, St Joseph’s College Bronwyn Foxall, Abbotsleigh – Teacher Librarians (to March 2019) Jodie Hoenig, Sydney Japanese International School Benjamen Haeusler, MLC School – English Estelle Lewis, AISNSW Janet Hunter, Ascham School – Mathematics William Low, Central Coast Grammar School Kai Ikeuchi, Trinity Grammar School – Business Studies Peggy Mahy, The Scots School Albury Lisa Kemmis, OLMC, Parramatta – Studies of Religion Kerrie Nelson, Giant Steps Sydney Jessica Lonard, Saint Ignatius’ College, Riverview – Teacher Ben Newton, Rouse Hill Anglican College Librarians (from March 2019) David Nockles, Macarthur Anglican School

56 AISNSW Annual Report 2019 *Royna McNamara – Music (to July 2019) Executive Elizabeth Oakley, Wenona – Student Wellbeing Charles Alexander, Legal Consultant Amy Robertson, Barker College – Drama Kelly Borg, Head of Teaching and Learning Bow Robertson, St Andrew’s Cathedral School – PDHPE David Buley, Chief Financial Officer Tanya Schneider, St Vincent’s College, Potts Point – Visual Arts Sharon Cheers, Head of Policy and International Relations Rhiannon Scutt, Queenwood – Geography (to December 2019) Matthew Stephens, Arden Anglican School – Technologies Maurice Cummins, Head of Technology and Online Learning Solutions Mark Sullivan, Redfield College – ICT Management Jennifer Davies, Dean: Leadership Centre *Not currently attached to a school Chris Duncan, Head of Governance Australian Independent Schools Fund Jim Hanna, Manager, Media & Government Relations (from September 2019) Directors / Responsible Persons Pamela Hatfield, Head of Communications Brian Croke, former CEO, Catholic Education Commission NSW Malcolm Hunt, Manager: Public Affairs(to March 2019) Les Dell OAM, Treasurer AISNSW Board Estelle Lewis, Head of Teacher Accreditation Elena Douglas, CEO, Knowledge Society Jo McLean, Head of Professional Services Michael Jones, Deputy Chairman AISNSW Board Douglas Melrose-Rae, Head of Regulations and Programs Jenny Lewis, CEO, Commonwealth Council for Educational Administration and Management Lisa Ridings, Head of Student Services

John Ralston OAM, Chairman AISNSW Board Education Consultants Vicki Waters, Principal, Pymble Ladies’ College (to June 2019) Professional Services Secretary John Clear, Professional Services Dr Geoff Newcombe AM, Secretary Chief Executive, AISNSW Kartrina Mostyn, Professional Services Nicky Sloss, Professional Services

Funded Programs Committees Teaching and Learning Architect Panel Susan Boye, Teaching and Learning Andrew Pender, PMDL Architecture and Design John Clear, Teaching and Learning Peter Reed, Gran Associates Heather Chand, Teaching and Learning (to April 2019) Deborah De Ridder, Teaching and Learning (to December 2019) Funding Allocation Committee Jorga Marrum, School Innovation Michael Jones (Chair) Philippa Miller, Teaching and Learning David Buley, AISNSW Katrina Mostyn, Teaching and Learning Michael Carr, AISNSW Sue Pike, Teaching and Learning Geoff Newcombe AM, AISNSW Nicky Sloss, Teaching and Learning John Ralston OAM, AISNSW Chair Karen Stapleton, Teaching and Learning AIS Staff List – 2019 Carlo Tuttocuore, Teaching and Learning Merryl Wahlin, Teaching and Learning (to December 2019) Senior Executive Biljana Trkulja, School Innovation Dr Geoff Newcombe AM, Chief Executive Michael Carr, Chief Operating Officer; Deputy Chief Executive AIS Leadership Centre Robyn Yates OAM, Associate Chief Executive Penelope Brown, AIS Leadership Centre Darryl Buchanan, Associate Chief Executive: Operations Robyn Edwards, AIS Leadership Centre Cathy Lovell, Senior Director: School Services Jenni-Lee Williams, Associate Dean: AIS Leadership Centre Melissa Old, Executive Assistant to the Chief Executive; Director: Administration and Office Management Tiffany Roos, Director: The Evidence Institute

AISNSW Annual Report 2019 57 Policy and Compliance Wade McKechnie, Consultant: Teacher Accreditation (from November 2019) Sarah Egan, Consultant: Policy and Compliance (from April 2019) Adele Girdlestone, Consultant: Policy and Compliance (to April 2019) Workplace Management Margaret Molloy, Manager: Human Resources & Compliance Claire Bailey, Acting Assistant Head of Workplace Management (to December 2019) Ashleigh Winduss, Administrative Assistant: Human Resources (to July 2019) Michelle Becroft, Child Protection Advisor/Investigator Regulations and Programs Michael Carter, Employment Relations Advisor Shellie Chapman, Adult Learning Designer Ben Arber, NAPLAN Consultant Maria Costa, Senior Child Protection Advisor/Investigator Michael Bignill, Assistant Head of Regulations and Programs Robyn Eldridge, Employment Relations Advisor (to October 2019) Colleen Catford, School Improvement (to April 2019) Kathryn Element, Child Protection Advisor/Investigator Nick Clarke, School Improvement (to May 2019) Sydney Fanous, Employment Relations/Work Health and Safety Caraline Cloke, Assistant Head of Regulations and Programs Advisor Sandra Duggan, School Improvement Damiana Faris, Child Protection Investigator/Advisor Britt Fuller, National Assessment Program Coordinator Jacob Henkel, Child Protection Advisor/Investigator Joanne Geary, School Improvement Ricky Kakwani, Acting Senior Advisor: Employment Relations/ Gina Grant, Education Regulations (to November 2019) Work Health and Safety Vanessa Lahoud, Education Regulations Evelyn Langton, Assistant Head of Workplace Management Anne Mayers, Education Regulations (to November 2019) Megan Lewis, Child Protection Advisor/Investigator Peter Osland, Education Regulations (to November 2019) Lana Martin, Child Protection Advisor/Investigator Steven Stretton, School Improvement Richard Taylor, Employment Relations Advisor (to January 2019) Rosalyn Thomas, Aboriginal and Torres Strait Islander Education Adam Wilding, Employment Relations Advisor Dr Frances Whalan, School Improvement Research and Data Susan Wright, Education Regulations Clara Cheung, Liaison Officer(from February 2019) Student Services Rachel Perry, Research Specialist Sue Cairns, Student Services Crichton Smith, Senior Researcher and Analyst Troy Douglas, Student Services Lesley Wright, Assistant Head of Research and Data Fiona Elliott, Student Services Finance and Grants Administration Pat Hodges, Student Services Wendy Godden, Manager: Grants Administration Dianne Hooke, Education Consultant: Student Services Michelle Hayman, Grants Administrator Adele Lockman, Adult Learning Designer Ava Luo, Assistant Accountant Dr Elizabeth Maher, Student Services Monica Rouel, Finance Manager (maternity leave) Henrietta Miller, Student Services Bora Son, Financial Accountant Michelle O’Brien, Education Consultant: Student Services Nina Radice, Student Services (to October 2019) Information and Online Learning Solutions Jacqui Rainey, Education Consultant & Clinical Psychologist Pradeep Elengickal, Infrastructure Manager (to June 2019) Jill Ryman, Student Services Tal Greengard, Online Learning Designer Fiona Walker, Student Services Mark Hahn, Systems Administrator Renae Watkins, Student Services Mohammed Abdul Junaid Khan, Business Application Support Leanne Woodley, Student Services Gurpreet Lubana, Systems Administrator (to September 2019) Aditi Sarkar, SharePoint Developer Teacher Accreditation Raymond Silva, Microsoft Dynamics CRM Developer Susan Byers, Senior Consultant: Teacher Accreditation Matthew Simpson, Service Delivery Coordinator Glenda Chidrawi, Teacher Accreditation Giovanni Trono, Assistant Head of Technology and Online Hadley Johnston, Teacher Accreditation (to November 2019) Learning Solutions Catherine Manalili, Consultant: Teacher Accreditation (from Daniel Valastro, IT Helpdesk Analyst November 2019) Stanley Yip, Online Learning Designer

58 AISNSW Annual Report 2019 Communications AISNSW Member Schools Edward Barry, Digital Content and Communications Officer Schools that became members during 2019 are in bold type Kim Cotton, Manager, Communications A.G.B.U. Alexander Primary School DUFFYS FOREST Corwin Hooper, Information Services Analyst Abbotsleigh WAHROONGA Administrative Staff Abbotsleigh Junior School WAHROONGA Shalindar Adams, Personal Assistant to the Deputy Chief Executive Aetaomah School TERRAGON and Chief Operating Officer Al Amanah College – Liverpool Campus LIVERPOOL Lisa Ball, Travel Coordinator Al Amanah College – Bankstown Campus BANKSTOWN Tracey Bullock, Personal Assistant to AIS Leadership Centre Dean Al Hikma College LAKEMBA and Administrative Assistant Al Noori Muslim School – Primary Campus GREENACRE Michelle Carter, Administrative Assistant/Project Officer (to November 2019) Al Noori Muslim School – Senior Campus GREENACRE Coral-Lee Cassidy, Personal Assistant to Head of Regulations and Al Sadiq College GREENACRE Programs Al Sadiq College – Primary Campus YAGOONA Jacqui Childs, Professional Assistant to the Deputy Chief Executive Al Zahra College ARNCLIFFE and Chief Operating Officer (maternity leave) Alesco Illawarra WOLLONGONG Sonia de Sousa, Personal Assistant Alesco Illawarra – Bowral Campus BOWRAL Amelia Drury, Receptionist and Conference Centre Assistant Alesco Illawarra – Nowra Campus NOWRA Tania Gibbons, Personal Assistant to the Head of Teacher Alesco Illawarra – Vincentia Campus VINCENTIA Accreditation Alesco Senior College COOKS HILL Emma Grubisa, Administration Assistant (to December 2019) Alesco Senior College – Cessnock Campus CESSNOCK Arianne Hizo, Personal Assistant to the Heads of Professional Services and Teaching and Learning (from June 2019) Alesco Senior College – Coast Campus TUNCURRY Sarah Judd, Desktop Publisher Alesco Senior College – Raymond Terrace Campus RAYMOND TERRACE Tanya Krywulycz, Personal Assistant to the Senior Director: School Services Alesco Senior College – Tomaree Campus NELSON BAY Abbie McFadden, Receptionist and Conference Centre Assistant Al-Faisal College AUBURN Sabine Mueller, Desktop Publisher Al-Faisal College – Campbelltown Campus MINTO Van Nguyen, Administrative Assistant Al-Faisal College – Liverpool Campus AUSTRAL Suzanne Palmer, Personal Assistant to the Associate Chief Executive All Saints Greek Orthodox Grammar School BELMORE Amy Partridge, Personal Assistant to the Heads of Professional All Saints Greek Orthodox Grammar School – Primary Campus BELMORE Learning and Teaching and Learning (maternity leave) Alpha Omega Senior College AUBURN Debbie Rich, Personal Assistant to the Head of Student Services (to November 2019) Alpha Omega Senior College – Queen Street Campus AUBURN Noreen Sayers, Personal Assistant to Head of Regulations and Amity College – Auburn Campus AUBURN program (to January 2019) Amity College – Illawarra Campus SHELLHARBOUR Kelly Sinclair, Personal Assistant to Leadership Dean and Amity College – Prestons Campus PRESTONS Administrative Assistant (to January 2019) Arden Anglican School BEECROFT Kate Smith, Administrative Assistant Arden Anglican School – Epping Campus EPPING Brittney Unicomb, Personal Assistant to the Director: The Evidence Arkana College KINGSGROVE Institute Arndell Anglican College OAKVILLE Annelies Vanhout, Personal Assistant to the Head of Student Services Ascham School EDGECLIFF Karen Veness, Desktop Publisher Aspect Central Coast School TERRIGAL Cecilia Waites, Course Administrator Aspect Hunter School THORNTON Emilia Wigstrom, Manager: Reception and Conference Centre Aspect Macarthur School COBBITTY Mark Williamson, Administrative Assistant Aspect Riverina School ALBURY Annabel Watson, Administrative Assistant/Project Officer Aspect South Coast School CORRIMAL (to June 2019) Aspect South East Sydney School PEAKHURST HEIGHTS

AISNSW Annual Report 2019 59 Aspect Vern Barnett School FORESTVILLE Cameragal Montessori School NEUTRAL BAY Aspect Western Sydney School WETHERILL PARK Cameragal Montessori School Aurora Southern Highlands Steiner School BOWRAL – Lavender Bay Campus LAVENDER BAY Australian Christian College – Marsden Park RIVERSTONE Cameragal Montessori School – North Sydney Campus NORTH SYDNEY Australian Christian College – Singleton SINGLETON Canberra Girls Grammar School DEAKIN Australian International Academy NORTH KELLYVILLE Canberra Girls Grammar School – Primary Campus DEAKIN Australian International Academy – Strathfield Campus STRATHFIELD Canberra Grammar School RED HILL Australian International School Pte Ltd SINGAPORE Canberra Grammar School – Campbell Primary Campus CAMPBELL Australian International School Hong Kong KOWLOON TONG Canberra Grammar School – Red Hill Primary Campus RED HILL Australian International School Malaysia SELAMGOR Canberra Montessori School HOLDER Australian International School Phnom Penh PHNOM PENH Cape Byron Rudolf Steiner School BYRON BAY Australian Islamic College of Sydney MOUNT DRUITT Carinya Christian School Gunnedah GUNNEDAH Australian Performing Arts Grammar School GLEBE Carinya Christian School Tamworth TAMWORTH Avondale School COORANBONG Casino Christian School CASINO Barker College HORNSBY Castlecrag Montessori School CASTLECRAG Barker College – Waitara Campus WAITARA Casuarina Steiner School COFFS HARBOUR Barrenjoey Montessori School AVALON Cedars Christian College FARMBOROUGH HEIGHTS Bellfield College ROSSMORE Central Coast Adventist School ERINA Belmont Christian College BELMONT NORTH Central Coast Grammar School ERINA HEIGHTS Berowra Christian School BEROWRA Central Coast Sports College KARIONG Bethel Christian School MOUNT DRUITT Central Coast Steiner School FOUNTAINDALE Bhaktivedanta Swami Gurukula School EUNGELLA Central West Leadership Academy DUBBO Biala Special School BALLINA Charlton Christian College FASSIFERN Bishop Druitt College COFFS HARBOUR Chevalier College BURRADOO Bishop Tyrrell Anglican College FLETCHER Christadelphian Heritage College Sydney KEMPS CREEK Blacktown Youth College Incorporated HEBERSHAM Chrysalis Steiner School THORA Blacktown Youth College – Lawson Campus LAWSON Chrysalis School for Rudolf Steiner Education Blue Gum Community School HACKETT – Bellingen Campus BELLINGEN Blue Hills College GOONELLABAH Claremont College RANDWICK Blue Mountains Grammar School WENTWORTH FALLS Clarence Valley Anglican School CLARENZA Blue Mountains Grammar Preparatory School VALLEY HEIGHTS Clarence Valley Anglican School – Grafton Campus GRAFTON Blue Mountains Steiner School HAZELBROOK Coffs Harbour Christian Community Border Christian College THURGOONA Junior School COFFS HARBOUR Brightwaters Christian College BRIGHTWATERS Coffs Harbour Christian Community Secondary School BONVILLE Brigidine College ST IVES Coffs Harbour Christian Community School – Broughton Anglican College MENANGLE PARK Sherwood Cliffs Campus GLENREAGH Burgmann Anglican School GUNGAHLIN Condell Park Christian School CONDELL PARK Burgmann Anglican School – Forde Campus FORDE Coogee Boys’ Preparatory School RANDWICK Burrabadine Christian Community School DUBBO Craig Davis College CORDEAUX HEIGHTS Byron Community Primary School BYRON BAY Cranbrook School BELLEVUE HILL Calderwood Christian School ALBION PARK Cranbrook Junior School ROSE BAY Calrossy Anglican School Currambena Primary School and Preschool LANE COVE – Brisbane Street Campus EAST TAMWORTH Danebank – An Anglican School For Girls HURSTVILLE Calrossy Anglican School – William Cowper Campus NORTH TAMWORTH Darkinjung Barker College YARRAMALONG

60 AISNSW Annual Report 2019 Deniliquin Christian School DENILIQUIN Italian Bilingual School MEADOWBANK Dubbo Christian School DUBBO John Colet School BELROSE Dunlea Centre ENGADINE Kamaroi Rudolf Steiner School BELROSE Ebenezer Christian College PROSPECT Kambala ROSE BAY Eden College MACQUARIE FIELDS Karuna Montessori School NARRAWEENA Elonera Montessori School MOUNT OUSLEY Kempsey Adventist School SOUTH KEMPSEY Elouera Special School COOTAMUNDRA Kesser Torah College DOVER HEIGHTS Emanuel School RANDWICK Key College REDFERN Emmanuel Anglican College WEST BALLINA Key College – Merrylands Campus MERRYLANDS ET Australia Secondary College GOSFORD Kincoppal – Rose Bay School ROSE BAY Farmhouse Montessori Primary School MANLY Kindlehill School WENTWORTH FALLS Farmhouse Montessori School NORTH BALGOWLAH Kingdom Culture Christian School ARNCLIFFE Forestville Montessori School FORESTVILLE Kinma School TERREY HILLS Frensham MITTAGONG Kinross Wolaroi School ORANGE Galstaun College INGLESIDE Kinross Wolaroi School – PLC Site ORANGE Georges River Grammar GEORGES HALL Knox Grammar School WAHROONGA German International School Sydney TERREY HILLS Knox Grammar Preparatory School WAHROONGA Giant Steps Sydney Limited GLADESVILLE Knox Grammar School – Gib Gate School MITTAGONG Wahroonga Preparatory Campus WAHROONGA Glenaeon Rudolf Steiner School MIDDLE COVE Koinonia Christian Academy BOURKE Glenaeon Rudolf Steiner School Korowal School HAZELBROOK – Castlecrag Campus CASTLECRAG Lakes Grammar – An Anglican School WARNERVALE Green Point Christian College GREEN POINT Lindfield Montessori Preschool LINDFIELD Green Valley Islamic College GREEN VALLEY Lindisfarne Anglican Grammar School TERRANORA Greenacre Baptist Christian Community School GREENACRE Lindisfarne Anglican Grammar School Hawkesbury Independent School KURRAJONG – Junior Campus TWEED HEADS SOUTH Heritage College Lake Macquarie MORISSET Linuwel School EAST MAITLAND Higutura Oil Palm International School POPONDETTA Loreto Kirribilli KIRRIBILLI Highfields Preparatory and Kindergarten School LINDFIELD Loreto Normanhurst NORMANHURST Hills Adventist College – Castle Hill Campus CASTLE HILL Lorien Novalis School DURAL Hills Adventist College – Kellyville Campus NORTH KELLYVILLE Lutheran School Wagga Wagga WAGGA WAGGA Hills Montessori School WEST PENNANT HILLS Lycée Condorcet The International French School of Sydney MAROUBRA Holy Saviour School GREENACRE Macarthur Adventist College MACQUARIE FIELDS Hunter Christian School MAYFIELD Macarthur Anglican School COBBITTY Hunter Trade College TELARAH Macksville Adventist School MACKSVILLE Hunter Valley Grammar School ASHTONFIELD Macleay Vocational College SOUTH KEMPSEY Hurstville Adventist School HURSTVILLE Macquarie Anglican Grammar School DUBBO Illawarra Christian School CORDEAUX HEIGHTS Macquarie College WALLSEND Inaburra School BANGOR Macquarie University Indie School Albury SOUTH ALBURY Special Education Centre MACQUARIE UNIVERSITY Indie School Wagga WAGGA WAGGA Maitland Christian School METFORD Inner Sydney Montessori School BALMAIN Malek Fahd Islamic School GREENACRE Inner Sydney Montessori School – Lilyfield Campus LILYFIELD Malek Fahd Islamic School Beaumont Hills BEAUMONT HILLS International Chinese School CHATSWOOD Malek Fahd Islamic School Hoxton Park HOXTON PARK International Grammar School ULTIMO Mamre Anglican School KEMPS CREEK Irfan College CECIL PARK Manning Adventist School TINONEE

AISNSW Annual Report 2019 61 Manning Valley Anglican College CUNDLETOWN Odyssey House EAGLE VALE Margaret Jurd College SHORTLAND Odyssey House Progressive Learning Centre INGLEBURN Maronite College of the Holy Family HARRIS PARK OneSchool Global NSW OATLANDS Masada College ST IVES OneSchool Global, Albury Campus LAVINGTON Mater Dei School CAMDEN OneSchool Global, Armidale Campus ARMIDALE Medowie Christian School MEDOWIE OneSchool Global, Condobolin Campus CONDOBOLIN Meriden School STRATHFIELD OneSchool Global, Cowra Campus COWRA Meriden School – Junior Campus STRATHFIELD OneSchool Global, Goulburn Campus GOULBURN Minimbah Aboriginal Primary School ARMIDALE OneSchool Global, Illawarra Campus MADDENS PLAINS MLC School BURWOOD OneSchool Global, Leeton Campus LEETON Moama Anglican Grammar School MOAMA OneSchool Global, Maitland Campus EAST MAITLAND Monte Sant’ Angelo Mercy College NORTH SYDNEY OneSchool Global, Mount Victoria Campus MOUNT VICTORIA Montessori East BONDI OneSchool Global, Orange Campus ORANGE Montgrove College ORCHARD HILLS OneSchool Global, Wagga Wagga Campus TOLLAND Montgrove College – Werrington Campus WERRINGTON Oran Park Anglican College ORAN PARK Moree Christian School MOREE Orana School WESTON Moriah College QUEENS PARK Orange Anglican Grammar School ORANGE Mosman Church of England Preparatory School MOSMAN Our Lady of Mercy College PARRAMATTA Mount Annan Christian College MOUNT ANNAN Oxford Falls Grammar School OXFORD FALLS Mount Sinai College MAROUBRA Oxley College BURRADOO Mount St Benedict College PENNANT HILLS Pacific Brook Christian School MUSWELLBROOK Mountain View Adventist College DOONSIDE Pacific Coast Christian School TWEED HEADS SOUTH Mountains Christian College BLACKHEATH Pacific Hills Christian School DURAL Mumbulla School for Rudolf Steiner Education BEGA Pacific Hope School TWEED HEADS SOUTH Nambucca Valley Christian Community Pacific Valley Christian School TOWNSEND School NAMBUCCA HEADS Parkes Christian School PARKES Namoi Valley Christian School WEE WAA Penrith Anglican College ORCHARD HILLS Narromine Christian School NARROMINE Pete’s Place BLACKTOWN Nepean Christian School MULGOA Pittwater House Schools COLLAROY New Britain International School MOSA PLC Armidale ARMIDALE New England Girls’ School ARMIDALE Port Macquarie Adventist Primary School PORT MACQUARIE New Hope School DURAL Presbyterian Ladies College Sydney CROYDON Newcastle Grammar School THE HILL Pymble Ladies’ College PYMBLE Newcastle Grammar – Park School Campus COOKS HILL Queenwood MOSMAN Newcastle Waldorf School GLENDALE Queenwood – Junior Campus MOSMAN Newington College STANMORE Radford College BRUCE Newington College – Lindfield Preparatory School LINDFIELD Rainbow Ridge School for Steiner Education LILLIAN ROCK Newington College – Wyvern House STANMORE Ramu International Primary School MOROBE Ngaruki Gulgul Limited KARIONG Ravenswood School for Girls GORDON Northcross Christian School RYDE Redeemer Baptist School NORTH PARRAMATTA Northern Beaches Christian School TERREY HILLS Redeemer Baptist School – Castle Hill Campus CASTLE HILL Northholm Grammar School FIDDLETOWN Redfern Jarjum College REDFERN Northside Montessori School PYMBLE Redfield College DURAL Norwest Christian College RIVERSTONE Redlands CREMORNE Nowra Anglican College BOMADERRY Redlands – Murdoch Street Campus CREMORNE Oakhill College CASTLE HILL

62 AISNSW Annual Report 2019 Regents Park Christian School REGENTS PARK St Andrew’s Christian School CLARENZA Richard Johnson Anglican School St Augustine’s College BROOKVALE – Marsden Park Campus MARSDEN PARK St Bishoy Coptic Orthodox College MOUNT DRUITT Richard Johnson Anglican School St Catherine’s School WAVERLEY – Oakhurst Campus OAKHURST St Charbel’s College PUNCHBOWL RIDBC Alice Betteridge School NORTH ROCKS St Columba Anglican School PORT MACQUARIE RIDBC Garfield Barwick School NORTH ROCKS St Dominic Savio School ROCKDALE RIDBC Thomas Pattison School NORTH ROCKS St Edmund’s College WAHROONGA Rissalah College LAKEMBA St Euphemia College BANKSTOWN Rosebank College FIVE DOCK St Gabriel’s School CASTLE HILL Roseville College ROSEVILLE St Hurmizd Assyrian Primary School GREENFIELD PARK Rouse Hill Anglican College ROUSE HILL St John’s Lutheran Primary School JINDERA Saint Ignatius’ College LANE COVE St Joseph’s College HUNTERS HILL Saint Ignatius’ College – The Regis Campus LANE COVE St Lucy’s School WAHROONGA Saint Mary MacKillop College Albury JINDERA St Luke’s Grammar School DEE WHY Saint Mary MacKillop College WAGGA WAGGA St Luke’s Grammar School – Bayview Campus BAYVIEW Salamah College CHESTER HILL St Mark’s Coptic Orthodox College WATTLE GROVE Santa Sabina College STRATHFIELD St Maroun’s College DULWICH HILL Santa Sabina College – Santa Maria del Monte School STRATHFIELD St Mary and St Mina’s Coptic Orthodox College – Bexley Campus BEXLEY Sapphire Coast Anglican College – Bega Campus BEGA St Mary and St Mina’s Coptic Orthodox College – Sathya Sai College MURWILLUMBAH Rockdale Campus ROCKDALE Sathya Sai College – Secondary Campus DUNGAY St Mary Star of the Sea College WOLLONGONG SCEGGS Darlinghurst DARLINGHURST St Mary’s Flexible Learning Centre ST MARY’S Scone Grammar School SCONE St Narsai Assyrian Christian College HORSLEY PARK Scots All Saints College BATHURST St Patrick’s College CAMPBELLTOWN Scots All Saints College – All Saints Campus BATHURST St Patrick’s College STRATHFIELD Scots All Saints College – Lithgow Campus LITHGOW St Paul’s College WALLA WALLA SEDA College REDFERN St Paul’s Grammar School CRANEBROOK SEDA College – Holker Street Campus NEWINGTON St Paul’s Lutheran School HENTY Shearwater Steiner School MULLUMBIMBY St Peter’s Anglican College BROULEE Shellharbour Anglican College DUNMORE St Peter’s Anglican Primary School CAMPBELLTOWN Sherwood Hills Christian School BRADBURY St Philip’s Christian College – Cessnock NULKABA Shire Christian School BARDEN RIDGE St Philip’s Christian College – Gosford NARARA Shoalhaven River College BOMADERRY St Philip’s Christian College – Newcastle WARATAH SHORE NORTH SYDNEY St Philip’s Christian College – SHORE Preparatory School NORTH SYDNEY Port Stephens SALAMANDER BAY SHORE – Sydney Church of England St Philip’s Christian College DALE WARATAH Preparatory School Northbridge Campus NORTHBRIDGE St Philip’s Christian College DALE – Cessnock NULKABA Skillset Senior College BATHURST St Philip’s Christian College DALE – Gosford NARARA Skillset Senior College – Dubbo Campus DUBBO St Philip’s Christian College DALE – Young Parents WARATAH Snowy Mountains Grammar School JINDABYNE St Philip’s Christian College Southside Montessori School RIVERWOOD DALE Young Parents – Wyong NORTH WYONG St Aloysius’ College MILSONS POINT St Spyridon College MAROUBRA St Aloysius’ College Junior School MILSONS POINT St Spyridon College – Junior School Campus KINGSFORD St Andrew’s Cathedral School SYDNEY St Stanislaus’ College BATHURST St Andrew’s Cathedral Gawura School SYDNEY St Vincent’s College POTTS POINT

AISNSW Annual Report 2019 63 Stella Maris College MANLY Trades Norwest Anglican Senior College GLENWOOD Stella Maris College – Benedict Campus MANLY Trinity Anglican College, Albury THURGOONA Sydney Adventist School Auburn AUBURN Trinity Grammar Preparatory School STRATHFIELD Sydney Grammar School DARLINGHURST Trinity Grammar School SUMMER HILL Sydney Grammar Edgecliff Preparatory School PADDINGTON Tuntable Falls Community School NIMBIN Sydney Grammar St Ives Preparatory School ST IVES Tweed Valley Adventist College MURWILLUMBAH Sydney Japanese International School TERREY HILLS Tyndale Christian School BLACKTOWN Sydney Montessori School GYMEA Unity Grammar College AUSTRAL Tallowood Steiner School BOWRAVILLE Valley Hope School TOWNSEND Tambelin Independent School GOULBURN Verity Christian College GRIFFITH Tangara Anglican School for Girls NORTH PARRAMATTA Vistara Primary School LISMORE Tangara School for Girls CHERRYBROOK Wahroonga Adventist School WAHROONGA

Tangara School for Girls – Belfield Campus BELFIELD Warakirri College FAIRFIELD Tangara School for Girls – Retaval Annex WAHROONGA Warakirri College – Blacktown Campus BLACKTOWN Taree Christian College TAREE Warakirri College The Anglican School Googong GOOGONG – Campbelltown South Campus CAMPBELLTOWN The Armidale School ARMIDALE Warrah School DURAL The Armidale Waldorf School ARMIDALE Waverley College WAVERLEY The Athena School NEWTOWN Waverley College – Waterford Campus WAVERLEY The Bowen College MAROUBRA WAYS Secondary NORTH BONDI The Central Coast Montessori Primary School BATEAU BAY Wellington Christian School MONTEFIORES The Children’s House Montessori NORTH RYDE The Hills Grammar School KENTHURST Wenona School NORTH SYDNEY The Illawarra Grammar School MANGERTON Western Grammar School PLUMPTON The John Berne School LEWISHAM Western Riverina Community College GRIFFITH EAST The Joseph Varga School RANDWICK Westmead Christian Grammar School WESTMEAD The King’s School NORTH PARRAMATTA William Carey Christian School PRESTONS The King’s School – Tudor House MOSS VALE William Clarke College KELLYVILLE The Lakes Christian College CASTLEREAGH Wollemi College WERRINGTON The Lakes College BLUE HAVEN Wollondilly Anglican College BARGO The McDonald College NORTH STRATHFIELD Wollongong Flexible Learning Centre TOWRADGI The Nature School Primary PORT MACQUARIE Woodbury Autism Education and Research BAULKHAM HILLS The Riverina Anglican College WAGGA WAGGA Wycliffe Christian School WARRIMOO The Scots College BELLEVUE HILL Yanginanook School BELROSE The Scots College – Brighton Preparatory School DOLLS POINT Yeshiva College BONDI The Scots College – Ginahgulla Centre Campus BELLEVUE HILL The Scots College – Glengarry Campus KANGAROO VALLEY The Scots College Preparatory School BELLEVUE HILL The Scots School Albury ALBURY The Waranara Centre MARRICKVILLE The Waranara Centre – South Street Campus MARRICKVILLE Thomas Hassall Anglican College MIDDLETON GRANGE Thomas More Christian Montessori School BEGA TLK Alesco School BERKELEY VALE Toongabbie Christian College TOONGABBIE Toronto Adventist School TORONTO

64 AISNSW Annual Report 2019 Toongabbie Christian College, Toongabbie Level 12, 99 York Street, Sydney NSW 2000 (02) 9299 2845 [email protected] www.aisnsw.edu.au

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ANNUAL REPORT 2019 The Association of Independent Schools of New South Wales