Wycliffe Christian School Annual Report 2014 · Wycliffe Christian School Annual Report 2014 ABN 36...
Transcript of Wycliffe Christian School Annual Report 2014 · Wycliffe Christian School Annual Report 2014 ABN 36...
Wycliffe Christian School
Annual Report
2014
ABN 36 001 227 854
PO Box 78, Blaxland, NSW 2774
Ph: (02) 4753 6422
email: [email protected]
web: www.wycliffe.nsw.edu.au
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Theme 1- A message from Key School Bodies
Message from the Board President The Wycliffe Christian School Board (The Board) operates under the authority of The John Wycliffe
Christian Education Association (The Association). The Board is elected by the Association. In 2014
there were six members. In 2014 the Board met on thirteen occasions.
2014 proved a year of change for the School with a new Principal and a fresh vision for the next
generation of the School’s history. The School was fortunate to find a Principal with such depth of
experience, with Mr Peter Jamieson having served over 15 years as Principal of independent schools,
of both Anglican and Christian school persuasions.
Particular focus has been given to strengthening the home/school partnership. It is encouraging to
observe strengthening of relationships across the school community. Social events such as Café Under
the Stars have allowed parents, students and staff to get to know each other in a relaxed setting.
The School Board made some strategic capital investments over the twelve months that enhanced our
students’ learning environment. Late in the year new furniture was purchased for Preschool– Yr 2;
carpet renewed in some classrooms; preschool have appreciated the newly laid artificial turf; data
projectors were fitted in all primary classrooms, and B Block’s aging roof received a rejuvenating
touch.
An external review of the School’s business operations revealed some significant challenges. The
expertise of Resolve Consulting, a leader in providing financial advice to schools, were engaged and
they have worked with the School executive in producing a ten year business plan that ensures the
school’s ongoing viability, with focus on maintaining an affordable fees level for families.
For near on forty years Wycliffe has supported parents in their God given responsibility, the
upbringing and education of their children, in providing quality education founded on a distinctly
Christian biblical worldview. In doing so students are empowered in becoming all that God has
created them to be.
Stephen Jackson
Board President
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Message from the Principal
2014 proved a year of transition at Wycliffe Christian School. After nine years of faithful service to the
School, Principal, Mr Geoff Bowser, retired midyear. Under Mr Bowser’s leadership the School grew
in its standing as a centre for student wellbeing, with a reputation second to none for the care and
support offered to students.
In July 2014, I was honored to take up the role of the third Principal to lead Wycliffe. Having spent
fifteen years in educational leadership, both in the Anglican and Christian School movement. I looked
forward to serving Christ in the Blue Mountains where I grew up and resided for thirty-five years.
Wycliffe possesses a wonderful sense of community, which flows from the shared partnership with
parents in the education of their children. Each child is a unique individual, full of potential ready to
be unleashed. Our teachers work closely with families in identifying God given gifts, abilities and
interests, empowering students to become all that He has created them to be.
Starting mid year provided a useful window to objectively assess the School, its programs and
business performance, enabling adjustments to be made as in readiness for the new (2015) academic
year. Individual interviews with staff, students and parents, as well as attitudinal surveys,
consultative group meetings and engagement of external consultants provided great feedback to
assist the planning process.
The consultative processes led to the following initiatives:
Renewed focus on the partnership with home, with a number of community events planned for
2015 (eg. Café under the Stars).
Revamp of the school uniform to provide a consistent standard throughout the school.
Focus on building partnerships with local churches and Christian communities.
Improvement to/maintenance of facilities including data projectors to all primary school
classrooms, artificial turf in preschool playground, restoration of B Block roof, new classroom
furniture Preschool – Yr2, new carpet K-Yr1 rooms.
Increased time with core classroom teacher (K-6) improving pastoral support for students and
empowering teaching through integrated approach across Key Learning Areas.
Reduction of the number of committees across the school freeing teachers to focus on their core
task, excellence within the classroom.
Greater discipline in business practices to ensure ongoing affordability of fees.
The change over the past nine months, and accompanying cultural shift, has laid a firm foundation
for the future of the School, ensuring that Christ will continue to be glorified through all that is
Wycliffe, and that relationships shared across our school community will continue to reflect His
Lordship.
“Let the peace of Christ rule in your hearts, since as members of one body you were called to peace. And be
thankful. Let the message of Christ dwell among you richly as you teach and admonish one another with all
wisdom through psalms, hymns, and songs from the Spirit, singing to God with gratitude in your hearts. And
whatever you do, whether in word or deed, do it all in the name of the Lord Jesus, giving thanks to God the
Father through him.”
Colossians 3:15-17 (NIV)
Peter Jamieson
Principal
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Theme 2 – Contextual information about the School and
characteristics of the student body
Wycliffe Christian School enjoys a fine heritage in Christian education. Nestled amidst natural bush
land in the Lower Blue Mountains the School provides a wonderful setting for Preschool to Year 12
education. In 2014 the School had 527 students enrolled from Kindergarten to Yr 12, with 300 in the
secondary school and 227 in the primary.
Independent and non-denominational, the School provides quality and engaging education delivered
through a distinctly Christian biblical worldview. The School is non selective and accepts students of
varying abilities and socio economic backgrounds.
Wycliffe seeks to empower parents in their God given responsibility for the upbringing and
education of their children. Thus the School recognises the vital role of parents to the educative
process, and prides itself on the strength of its partnership with home.
Students are prepared as agents of hope and change in a fragmented world. Grounded on a biblical
worldview, the school seeks to Nurture Faith, Unwrap Truth, Encourage Discernment and Enable
Thoughtful Action. Teaching inspires intellectual curiosity, develops critical thinking skills, promotes
creativity, through a collaborative and inspiring learning environment.
From early childhood, through the turbulence of adolescence, and into young adulthood faith in
Christ is nurtured. Unwrapping truth faces the complexities of working out a Christian worldview,
giving students firm bases in a relativistic world that struggles to accept absolute values. This
requires integrity, clarity and approachability as God’s truth is explored together.
Discernment is encouraged in the exploration of ideas and the evaluation of human endeavour. The
School does not shy away from confronting tough questions, celebrating the mystery of God’s grace,
recognizing his justice and love. Students learn to assess their relationships, their values, their choices
and their behavior against the Biblical worldview. They also discover that their faith gives direction,
purpose and significance to both life and learning.
Wycliffe encourages students to take seriously the claims of Christ, celebrating His lordship over all
life. Further the school’s desire is to empower young people in becoming all that God has created
them to be.
Theme 3 – Student outcomes in standardized national literacy and
numeracy testing
Naplan (Years 3,5,7,9)
Wycliffe Christian School 2014 NAPLAN Results
2014 NAPLAN performances were similar to the previous year. Wycliffe is a non-selective school
with a reputation for the care and support it provides for students. The fine reputation of the School’s
learning support department attracts enrolment of students who experience difficulties at school. The
School values these children as precious in the sight of God, even if their enrolment impacts overall
NAPLAN results.
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Reading Writing Spelling Grammar and
Punctuation
Numeracy
Yr 3 Wycliffe 421 385 382 385 399
State SIM
444
ALL
418
SIM
418
ALL
402
SIM
428
ALL
412
SIM
451
ALL
426
SIM
423
ALL
402
Year
5
Wycliffe 541 517 511 558 516
State SIM
523
ALL
501
SIM
484
ALL
468
SIM
511
ALL
498
SIM
524
ALL
504
SIM
506
ALL
488
Year
7
Wycliffe 552 524 532 545 542
State SIM
565
ALL
546
SIM
530
ALL
512
SIM
558
ALL
545
SIM
564
ALL
543
SIM
566
ALL
546
Year
9
Wycliffe 597 578 591 586 604
State SIM
603
ALL
580
SIM
577
ALL
550
SIM
600
ALL
582
SIM
597
ALL
574
SIM
609
ALL
588
How to interpret this chart
The bold number centre top for each year group provides Wycliffe’s average student performance in NAPLAN
testing for the 4 strands of literacy, and general numeracy testing. The scores directly below represent average
performance in similar (SIM) and all (ALL) schools. The larger the number the higher the performance of the
cohort.
Theme 4: Senior secondary outcomes (student achievement)
Higher School Certificate
Wycliffe Christian School celebrated its strongest HSC performance for a number of years. Ranked in
the top 200 schools (187), the School was well placed in the top third of schools across the state.
Locally the School was placed 3rd among schools from the lower Mountains and Penrith region.
The top performing student received an ATAR of 95.45 and was placed 3rd in the state in Spanish
Beginners. Over 10% of the cohort received an ATAR over 90. Over 25% of students achieved top
band performances (Band 6) in at least one of their subjects, with three students achieving Band 6 in
three of their subjects.
In 2014 44 students sat for the NSW Higher School Certificate in 27 courses (including 3 extension
courses, 4 studied through distance education and 4 through TVET). In total, 97.72% of candidates
across all courses achieved marks of 60 or more (Band 3 or higher). The following tables provide data
in relation to Wycliffe’s students’ performance as per performance bands, with comparison to state-
wide data, and comparison to the previous academic year. (Note: Care must be taken in making
comparisons from year to year as small cohorts may skew results)
SIM = Schools serving students from statistically similar backgrounds
ALL = Australian schools' average
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Subjects with 6 performance bands : 6 being the highest
Subject Year No. of
Students Bands 4-6 Bands 1-3
School
%
State-wide
%
School
%
State-wide
%
Ancient History 2014 13 100 61 0 39
2013 6 83 61 17 39
Biology 2014 8 63 62 37 38
2013 12 100 67 0 33
Business Studies 2014 9 100 67 0 33
2013 8 50 65 50 35
Chemistry 2014 12 100 76 0 24
2013 11 64 73 36 27
Community & Family Stud. 2014 6 100 70 0 30
2013 9 78 66 22 33
Design & Technology 2014 4 100 75 0 25
2013 5 40 78 60 22
Drama 2014 4 100 86 0 14
2013 7 100 83 0 17
English (Standard) 2014 12 33 43 67 57
2013 12 42 34 58 66
English (Advanced) 2014 28 86 91 14 9
2013 30 70 84 30 16
Industrial Technology 2014 5 80 57 20 43
Mathematics (General) 2014 28 79 50 21 50
2013 23 52 42 48 58
Mathematics 2014 8 88 81 12 19
2013 13 77 76 23 24
Modern History 2014 7 86 75 14 25
2013 2 50 77 50 23
Music 1 2014 1 100 60 0 40
2013 9 89 89 11 11
Music 2 2014 1 100 87 0 13
PD/H/PE 2014 5 60 63 40 37
2013 12 58 59 42 41
Physics 2014 13 62 66 38 34
2013 9 56 66 44 34
Spanish Beginners 2014 1 100 68 0 32
2013 5 80 66 20 34
Textiles & Design 2014 3 100 72 0 28
2013 4 50 66 50 34
Visual Arts 2014 5 100 85 0 15
2013 10 90 88 10 12
Hospitality (VET) 2014 3 100 63 0 37
2013 4 50 65 50 35
Construction (VET) 2014 4 100 56 0 44
2013 4 100 40 0 60
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Extension subjects (4 performance bands E4 – E1 : E4 being the highest)
Subject Academic
Year
No. of
Students Bands E3-E4 Bands E1-E2
School
%
State-wide
%
School
%
State-wide
%
English Extension 1 2014 7 86 93 14 7
2013 7 71 88 29 12
English Extension 2 2014 5 20 78 80 22
2013 4 75 78 25 23
Mathematics Extension1 2014 4 50 84 50 16
2013 6 83 84 17 16
Mathematics Extension2 2014 3 33 86 66 14
2013 2 50 87 50 13
History Extension 1 2014 2 100 78 0 22
Note: Care must be taken in interpreting these results given the small number of candidates in the total cohort,
and particularly the small number in particular subjects.
Of the 43 students who sat the HSC in 2014, 100% attained the Higher School Certificate. 9 students
representing 21% of the 2014 cohort undertook a TVET course through a recognized provider.
Theme 5: Teacher qualifications and professional learning
Teacher Standards
In 2014 there were 51 teachers at the school (43.6FTE) all of which had teaching qualifications from a
higher institution within Australia.
Professional learning
The following table summarises the Professional Learning undertaken by staff at the School
throughout 2014.
Description of professional learning activity No. of staff
participating
Christian World View
Crusaders: Teacher and Chaplains’ Day
1
Leadership
AIS Annual Briefing
Leaders use of Evidence to Improve Student Outcomes
A Schools Odyssey: Demographic and Economic Trends
2
1
1
Administration
National Conference for Executive Assistants
1
Preschool
Assessment Visit: Preparation for Educators
Relationships with Children and Families
The Learning Framework
1
1
1
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Description of professional learning activity No. of staff
participating
K-6
English Syllabus Familiarisation
Planning and Programming for New Mathematics Syllabus
Grammar Online
K-6 Physical Activity and Health
ICT – What does it mean in the classroom?
Beyond Dreaming Stories
Improving Outcomes for Children
Music K-6
Educating and Managing Boys
ICT General Capability – What Does it Mean in English K-2
Literacy Block Time: So Little Time, So Much to Do
Writing K-6: Teaching Beyond Text Types
15
1
15
1
1
1
1
1
1
1
1
1
English
AIS English Conference 2014
1
Mathematics
Maths: Focus Studies from General Mathematics Syllabus
1
Science
Australian Science Teaching Association Conference
Biology Earth and Environmental Science Conference
NSW Uni: Biology - Recent Developments in Biology
Sydney Uni: Biology – Genetics the Code Broken
1
1
1
1
HSIE
Community and Family Studies: HSC Syllabus Workshop
1
Creative and Performing Arts
Masterclass in Characterisation
HSC Multi-Disciplinary Theatre
1
1
TAS
Inventors Workshop
VET: Certificate 1 & 2 Training
White Card Construction Instructor Training
1
2
1
Learning Support
Nationally Consistent Data Collection Briefing
Nationally Consistent Collection of Data
Understanding Autism Spectrum
Teaching and Supporting Students with Special Needs
Improving Outcomes for Students with hearing Impairments
4
All
2
1
1
Library
Christian Schools’ Library Conference
2
Student and Staff Welfare
Mind Matters Briefing
Mind Matters
AIS School Counselors’ gathering
Childhood Trauma Training
Wesley Service Prevention
Headspace: Suicide Prevention
Your Mental Health First Aid
NSW Anaphylaxis Program
2
All
1
3
1
1
1
1
Careers
Employment Market: Today and Tomorrow
Career Development and Trends: Innovations and Theories
1
1
Information Technology
Chromebooks and Google Apps for Education
2
General
Action Teams for Partnership Workshops
2
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The average expenditure per teacher on professional learning in 2014 was $301. This was slightly less
than in the previous year.
Theme 6: Workforce composition
In 2014 the School had 51 (43.6 full time equivalent) teaching staff, and 29 (16 full time equivalent)
non teaching staff. No staff identified as being from Aboriginal or Torres Strait Islander descent.
Theme 7: Student attendance, and retention rates and post school
destinations in secondary schools
Student Attendance
Year K Yr 1 Yr 2 Yr 3 Yr 4 Yr 5 Yr 6 Yr 7 Yr 8 Yr 9 Yr
10
Yr
11
Yr
12
Attendance
Rate
95% 93% 96% 94% 95% 92% 91% 92% 88% 89% 88% 98% 93%
On average 93% of students attended school each day in 2014. This was slightly below attendance
rates in the previous academic year.
Non-attendance at school is managed by an electronic attendance roll, from which activates letters to
parents seeking explanation of non-explained absences. If after two requests for a satisfactory
explanation, none is received, the roll is marked with a code for unexplained absence. Senior staff
members are alerted to determine the appropriate follow-up, including consideration of potential
student welfare issues. Where attendance patterns may affect the ability of a student to achieve
educational outcomes for an external credential, formal warning letters are provided to student and
parent. Applications for extended student leave are submitted on a formal application form, with
approval or otherwise granted by the Principal.
Student Retention Rates
68% of the 2012 Year 10 cohort completed Year 12 at the School in 2014. This was a slight decrease on
the previous year’s figures.
Post school destinations
Based on information provided when students left the School, 67% of the Year 12 cohort was offered
first round university placements, 16% of students took a GAP year, 12% of students entered
apprenticeships/TAFE courses and 14% entered directly into the workforce.
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Theme 8: Enrolment policies
Enrolment Policy
Rationale for the Policy:
This policy is grounded in Wycliffe Christian School values:
We value the uniqueness of each individual created in God’s image, and therefore worthy of
understanding and respect.
We value a sense of belonging in and contributing to the community of the school.
We value an organization that acts ethically and with integrity in all its relationships.
We value clarity in our communications.
We value acting in service to others.
Policy:
Wycliffe Christian School offers a program that involves ‚Learning Founded on God’s Word‛. We
will enrol students according to the Policy described below. Selection criteria and ethosOur
selection criteria are established to reflect the ethos of our School. Consequently, we seek to enrol
those children we judge to be best able to benefit from the academic and co-curricula program we
offer, who demonstrate a willingness to participate in the full range of activities we offer, and whose
families understand and are supportive of the Christian aims and objectives of the School.
We will assess all applications to enrol against these criteria and the enrolment priorities detailed
below. Our enrolment prioritiesWhen considering applications for the following year’s intake or
placing children’s names on a waiting list, priority will be given according to the following criteria:
1. A child of a Member of the John Wycliffe Christian Education Association where that Member
has children already enrolled at Wycliffe Christian School.
2. Children of Members of the John Wycliffe Christian Education Association.
3. A child from a family with children already enrolled at Wycliffe Christian School.
4. Children from a family with an active involvement in a Christian church or community.
5. Transfer from another Christian school
6. All other children.
Enrolment Contract
Parents may accept a place for their child by signing the Enrolment Confirmation and paying the
Enrolment Fee. This will establish the parents’ agreement to support the school rules and policies, to
pay the School Fees, to accept the Enrolment Terms and the consequences of suspension or
termination.
Parents’ declaration
In completing the Application to Enrol form we will ask the Parents to declare that to the best of their
knowledge they have:
disclosed any special needs of their child
provided a copy of any Parenting or Restraint Order that applies to the prospective student
and parent(s) and
completed fully the Application to Enrol form. If a parent withholds information relevant to the
registration and enrolment process then we will reserve the right to refuse, or terminate the
enrolment process on these grounds.
Obligation to attend all school activities
When a place at the school is accepted the student will be expected to attend all the activities of the
school, including classes, sports training and matches on weekdays, extra curricular activities,
including camps, and special school functions.
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School Fees School Fees must be paid according to the schedule published each year by the School.
The current School Fees will be set out in the Fee Schedule which will be included in the enrolment
pack. All fees and charges are reviewed annually. When guardians or carers are enrolling
childrenIn this Policy we have referred to ‘parents’ to indicate those people responsible for enrolling
students.
Most of our enrolments involve the natural parents of children so we have chosen to use this
terminology to simplify our documents. However, we readily accommodate applications to enrol in
which guardians or carers have responsibility for a child’s application. Our Enrolment Policy may
changeThe School reserves the right to alter its Enrolment Policy. Parents are encouraged to contact
the School to find out if there have been any changes.
Characteristics of the student body Students of Wycliffe are drawn from the wider Blue Mountains Region, From Lapstone in the East to
Katoomba in the West. A significant number of enrolments also come from the Nepean/Penrith
region.
There are slightly more boys enrolled than girls, 55% as compared to 45%. 2% of the student
population identifies themselves as of Indigenous or Torres Strait Islander descent. 6% identify
themselves as having a language background other than English.
Theme 9: Other school policies
Policy Summary 2014 changes Access to text
Safe and Supportive Environment Policy (Welfare)
This policy is grounded in Wycliffe Christian School values:
We value a right relationship with Jesus Christ, with people and
with the rest of His creation;
We value the uniqueness of each individual created in God’s
image, and therefore worthy of understanding and respect
We value a caring, supportive, challenging and encouraging
environment in which to learn and teach.
We value clarity in our communications.
We value an organisation that acts ethically and with integrity
in all its relationships.
The policy also seeks to fulfil the Wycliffe Statements of Intent:
be a caring, safe and supportive community in which students
can grow and develop.
ensure operational excellence.
Nil Available online to
staff
Available to
parents through
Administration
Discipline Policy
Discipline is an act of love and as such is associated with pastoral
care. Discipline within the school occurs within the framework of a
Biblical ethos of care and a desire to restore damaged relationships.
The policy seeks to fulfill Wycliffe Christian School statement of intent:
be a community that models mercy, justice, interdependence
and service.
be a caring, safe and supportive community in which students
can grow and develop.
ensure operational excellence.
Embedded within these Biblically grounded values is the
Nil Available online to
staff
Available to
parents through
Administration
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understanding that our relationships with, and behavior towards,
God and each other are inevitably flawed. It is the responsibility of
parents and teachers to guide and direct students to develop self-
control and ultimately self-discipline, in order to improve these
relationships and behaviours.
The School expressly prohibits corporal punishment and does not
explicitly or implicitly sanction the administering of corporal
punishment by non-school persons, including parents, to enforce
discipline at the School.
All behaviour management actions are based on procedural
fairness. Parents are involved in the processes of procedural
fairness when sanctions result in suspension and expulsion of a
student.
Anti Bullying Policy (Policy for Responding to Harrasment,
Victimisation and Bullying)
This policy recognises that in circumstances where behaviours,
attitudes and comments between students have unexpected and
unwelcome consequences, staff have a responsibility to all students
(victims and perpetrators):
to demonstrate understanding of the circumstances and the
dynamics of the incident
to seek to educate both parties as to why things went wrong
to seek to build bridges between the parties and to see them
fully reconciled
to ensure that both parties have skills for the future to avoid
repeat occurrences
to establish monitoring procedures to help the parties to keep
their commitments.
Nil Available online to
staff
Available to
parents through
Administration
Grievance Procedures
In any community, it is possible from time to time that members of
the community will find themselves in deep personal conflict with
others within the community. When this occurs, it is difficult to
function within community until there is some sort or resolution to
the conflict.
Wycliffe’s Grievance Procedures are built on the following
premises:
Given their shared Christian heritage being in a state of conflict
is not desirable for Christians.
To be in personal agreement may not always be possible, but
personal antagonism is not an appropriate state to be in.
Christians are not called to like (feel affectionate, be drawn to)
other Christians (i.e. their personalities, styles, temperaments),
but they are called to love, serve, be sacrificial and be selfless
towards one another.
If a fellow Christian wrongs another, the one wronged should
approach the former and seek to resolve the matter. Failing a
resolution being reached, the wronged person should take a
respected mature Christian to seek to reach a resolution.
It is desirable for Christians to live at peace with all people.
Not all parties to a conflict may be Christians. It is therefore
appropriate for any Christian involved in such a conflict to
attempt to use Christian principles as far as possible, guiding
but not imposing specifically Christian processes or
expectations on any non-Christian party. In such matters the
advice of the Principal or delegate should be sought to
determine extent to which such processes should be followed.
Nil Available online to
staff
Available to
parents through
Administration
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All grievance procedures are based on procedural fairness.
Theme 10: School determined priority areas for improvement
Achievement of the priorities for 2014 (identified in the School’s 2013 Annual Report)
Area Priorities Achievements Curriculum
Implementation of K-10 National
Curriculum as per BOSTES schedule
for 2014.
Engage all teaching staff in
implementation of the Wycliffe
Christian School Christian Curriculum
Philosophy. Whole staff, faculty and
individual review and implementation.
All K-6 documents based on current
National Curriculum. 7-10 implemented as
per the specified schedule.
Programs consistent with Wycliffe
Christian School Christian Curriculum
Philosophy.
Professional
Development
Enhance ICT competencies of staff,
with ongoing emphasis on support of
K-6 staff in the implementation of a
pilot iPad program
Final stage of 4 year implementation of
strengths-based leadership workshops
for staff in partnership with New River
Leadership.
Further training to support
implementation of national curriculum.
iPads are used regularly and their inclusion
is programed for group work, research,
practice.
Program completed with exception of one
group who could not complete due to
timing issues.
K-6 workshops etc, in house training.
Facilities Achieve final local government
approval for, and commence
construction of, sports courts and
sports field upgrade.
Further modifications to improve
disability access.
DA approved by Blue Mountains City
Council in December 2014.
Tender documents finalized June 2015.
Grant received for disability access upgrade
to D Block surrounds.
Communications
Launch next generation WCS website
Further implementation of electronic
roll marking
Further implementation of SMS
messaging.
Design upgrade in first half 2015. Launch
delayed until Term 3, 2015
Roll now electronically marked at
beginning of day and in growth groups.
Has been used but proves quite expensive.
Less expensive alternatives being explored.
School Culture
Ongoing review of implications for
school programs of adoption of JWCEA
Christian Curriculum Philosophy
statement.
Ongoing review of impact of
technology on daily life, learning and
well-being.
Continuing and being driven by middle
management.
Parent Q&A session held regarding
technology. IT committee is continuing to
explore educational options.
Student &
Community
Welfare
Full implementation of K-6 Kid’s
Matter program, with exploration of
Mind Matters program for Years 7-12.
Conduct parent seminars to support
student well-being and to support
Staff professional development for all
modules completed.
Q&A sessions conducted by school in
relation to technology and conflict
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parents in their parenting role. resolution.
Area (cont) Priorities (cont) Achievements (cont)
Governance,
Leadership and
Policy
Development:
School Board to achieve appointment of
next Principal of Wycliffe Christian
School.
Further implementation of processes to
support ongoing development of a
school environmental sustainability
policy and a program.
Senior staff to be engaged in
professional development regarding
new Commonwealth processes for
funding of programs for students with
a disability and review WCS policies,
procedures and parameters as
necessary.
Ongoing revision of Policies and
Procedures Manual to maintain
currency and relevance following major
2013 update.
Board appointed new Principal with over
15 years of experience as Principal in
Anglican and Christian schooling.
‘White nights’ collect discarded paper for
recycling. Environmental committee
meeting.
Senior staff received relevant professional
development and teaching staff briefed for
collection of data mid 2015.
The following policy documentation was
reviewed in the second half of 2014.
Staff Code of Conduct
Staff Dress Code
Overseas Excursion Policy
Community
Continue to promote Association
membership to engage the next
generation of Christian school parents
in supporting the ethos and sustainable
governance of the school.
Implement first stages of proposed P&F
organisation as a series of support
teams for school programs.
Rolled over into 2015.
Implementation under review.
2015 priority areas for improvement
Area Priorities
Christian Foundation Develop weekly (K-6), fortnightly (7-12) assembly with a distinctly
Christian focus.
Forge partnerships in mission with local churches and organisations.
Teaching and Learning Improve school’s literacy and numeracy performances in NAPLAN
testing.
Improved tracking of individual student performance.
Promote integrated learning programs K-6, encompassing varying Key
Learning Areas.
Improve the academic performance at HSC level for very capable
students.
Increase use of Information Technology in students’ learning
experiences.
Staff Development Encourage staff to undertake Masters Level Postgraduate study through
the National Institute for Christian Education.
Empower staff in the incorporation of IT in general lesson delivery.
Pastoral Care Heighten students’ enjoyment of, and motivation toward, their schooling
experience.
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Strengthen personal resilience within students.
Area (cont) Priorities (cont)
Community Strengthen the shared learning partnership between home and school.
Establish regular, community-based events throughout the year.
Improve channels of communication between school and home.
Facilities and Resources Upgrade school’s internet link bandwidth to achieve a minimum of
20/20mb download/upload rate.
Data projectors to all classrooms as budget permits.
Improve aesthetics of school facilities and grounds.
Complete school’s oval upgrade.
Theme 11: Initiatives promoting respect and responsibility
At the School all students have the right to feel valued and to be treated as unique persons made in
the image of God. Further God created humans as relational beings to share relationship with Him,
and each other, as is expressed through community.
The School has the responsibility to ensure while at school all students are given opportunities to
develop positive attitudes and appropriate values. All students need to develop tolerance and
understanding of others and their needs.
Throughout 2014 the following programs and activities of the School fostered respect and
responsibility within and between students:
Buddy system across the Junior School
Support of Destiny Rescue Charity, worldwide effort to free children around the globe from
slavery.
Weekly (K-6) / Fortnightly(7-12) assemblies promoting positive and inclusive relations within
the School community.
Guest speakers from a range of organisations that support the needy both locally and abroad.
Staff inserviced in ‘Mind Matters’ – incorporated into K-6 PDHPE.
Cultural and Faith exchanges with Living Spirit and China Holiness Colleges, Hong Kong; and
Taufa áhau Pilolevu College, Tonga
Theme 12: Parent, teacher, student satisfaction
The School recognizes and places high priority on strong and effective partnerships between staff,
parents and their children. The newly appointed Principal conducted attitudinal surveys directed at
the varying stakeholders within the School community.
The parent survey had 252 responses, an impressive response rate given there are 287 families in the
School. Attitudinal surveys reveal high levels of satisfaction among families. Parents overwhelmingly
affirmed the Christian distinctive of the School. A strong Christian worldview is believed evident in
the teaching and general life of the School, and parents declared this Christian worldview to be
genuinely lived out in the relationships between staff and students/families, and the general life of the
School. In particular parents appreciate the levels of care and support their children receive from
teachers at the School. Parents believe their children to be happy at school. The School is deemed to
be a welcoming place, and positive friendships have evolved throughout the community. A majority
of parents feel involved in their children’s education, and appreciate the learning partnership shared
with the School.
Students feel safe at school and enjoy supportive relationships. Caring, Christian staff take a personal
interest in students. Pastoral programs such as Growth Groups (3-12) and Buddies (K-6) connect
students forging strong, caring relationships. Students enjoy co-curricular opportunities through the
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Duke of Edinburgh program, competitive sporting opportunities, music ensembles and vocal groups
just to name a few.
For many students the highlight of the year comes through the Cultural and Faith Exchange (CAFÉ)
overseas experiences. Unfortunately due to the Pacific cyclones the visit to Taufa áhau Pilolevu
College, Tonga, was not possible in 2014. Students, staff and members of the Tongan College
community visited the school in December and continued to share their musical expertise throughout
Western Sydney over the Christmas break, raising $25,000 to support the rebuild of their community
in Tonga. The School was also visited by students from Heijo High School, Japan. Students of
Wycliffe visited our sister schools Living Spirit and China Holiness Colleges, Hong Kong.
Staff affirmed they enjoy working at Wycliffe, empowering students in becoming all that God has
created them to be. They feel well equipped for the task at hand, believing Christian worldview
firmly underpinned teaching practice across the School, and was also reflected through shared
relationships within the community. A strong sense of collegiality exists among staff of the School.
Wycliffe Christian School is a happy and productive learning community, truly a great place to ‘live’
and learn.
Theme 13: Summary financial information
Concluding comment We give God thanks for the work He is doing in the lives of His children at Wycliffe Christian
School.
Income
Fees and private income
State recurrent grants
Commonwealth recurrentgrants
Expenditure
Salaries and relatedexpenses
Non salary expenses
Capital Expenditure
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“It is the LORD who gives wisdom; from him comes knowledge and understanding.” (Proverbs 2:6)