Annual Report 2013 All Saints Grammar

Annual Report 2013
All Saints Grammar
Directory
Website: www.allsaints.nsw.edu.au
E-mail: [email protected]
Postal Address: PO Box 5, Belmore, NSW, 2192.
Primary Campus
DEEWR School Code: 13416
13 – 17 Cecilia Street
BELMORE NSW 2192
Tel: (02) 9704 6400
Fax: (02) 9789 2260
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Secondary “Towers” Campus
DEEWR School Code: 77271
31 Forsyth Street
SOUTH BELMORE NSW 2192
Tel: (02) 9718 7715
Fax: (02) 9718 7392
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Head of School’s Message for 2013
This report reflects the efforts of the whole school - its students, teachers, parents and guardians and the
parish community. We take pride in presenting to you a comprehensive overview of the School’s effort
during 2013 and trust you will acknowledge the exceptional effort of our students and whole school
community in endeavouring to constantly and consistently improve our student’s learning environment.
All Saints Grammar is an Independent Orthodox Christian day school that caters for boys and girls from PreKindergarten – Year 12 on two campuses. The Primary Campus caters for PK – 6 in Belmore next to and
across from the All Saints Parish Church and the Secondary Campus in Belmore South houses Years 7 – 12
in picturesque heritage grounds. As a comprehensive school following the requirements of the NSW Board
of Studies, All Saints Grammar welcomes students from all ethnic and religious backgrounds who wish to be
educated and prepared for their future aspirations within a Greek Orthodox ethos and environment.
Our staff are committed to best educational practice and are dedicated to maintaining a caring and supportive
environment not only emphasizing the academic needs of the students - of equal importance and emphasis is
the School’s attention to their pastoral, physical, emotional and spiritual development. As well-prepared
individuals, our students will take their place as mature and productive citizens of Australia. All Saints
Grammar encourages students to become independent learners and leaders and to achieve their best.
At the end of 2013, I informed our School community that after twenty-five years from
inception to its current status, I will be withdrawing from the School at the end of Term 1,
2014. Having succeeded in establish the necessary foundations of this school and all that it
has achieved was an immense privilege and an exceptionally interesting and challenging
journey. It is now however time for a new set of eyes to take what has been achieved, and
to add fresh and new perspectives which I know will make this great school even greater! I
applaud and congratulate the Parish Board of Directors for appointing Mrs Elfa Lillis,
current and continuing Head of Primary Campus to the newly named role of Head of
School, effective from 2014.
I thank all our Staff for their work, their dedication and commitment towards the School and their students
throughout the years and know that with professional people such as these present, the future will indeed be
positive. My thanks to our Parish Priests, our Board of Directors and all Parish communities, Mrs Lillis, Mrs
Plant, Mrs Baillie, Mr Vomvellis, Mr Psomas and all our Admin Staff for their exceptional and much
appreciated assistance and support.
I certify that the information in this Report is the result of a rigorous school self-evaluation process and is a
balanced and genuine account of the School's achievements and areas for development. This Report has
been prepared with assistance from the School’s Head of Primary, Curriculum Administrator Secondary
Campus, Pastoral & Welfare Administrator Secondary Campus and our Business Manager from information
relating to 2013 financial, academic, School records and results. This Report is available on the School’s
website and also in hard copy at each of our Campus offices.
Anthony Tsoutsa, JP, Exec MBA, B Ed, Dip Teach, MACE
11 April 2014
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The School Crest
The School Motto and Crest symbolizes the School's ideals and provides
an insight into the School's Ethos, Aims and Goals.
Motto: “ΣΤΩΜΕΝ ΚΑΛΩΣ”
(Stomen Kallos)
“Let Us Stand Well”
A liturgical quote to be strong against sin and the world. Used here as an invitation to have the courage to
preserve, develop and pass on to future generations the ideals symbolized by the motifs on the Crest.
Open Book
Represents the values of education, learning and scholarship.
Ionian Column
Symbolizes our Hellenic tradition, language and culture.
Southern Cross
Symbolizes the Australian Nation.
" A " and " Ω "
A biblical quote. A and Ω are the first and last letters of the Greek alphabet.
Christ says by this, that He is the beginning and the end of all things
Cross
The Cross of Salvation binds these four symbols, as all we do and believe in,
are for our salvation and for the Glory of God.
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The School’s Mission
To cultivate and encourage each student to realise their full personal
and academic potential by developing with them a love for knowledge and learning,
and the confidence and diligence to meet the challenges of life.
To inspire a deep sense of responsibility in the students
who will contribute to the social, cultural and spiritual life
of the Australian Nation as enlightened citizens of the world.
To impart to the students of the School the eternal truth,
the real wisdom and the high ideals of our Orthodox Christian faith
and of Hellenic civilization and culture.
Η Αποστολη του Σχολειου
Να καλλιεργεί και να ενθαρρύνει τον κάθε μαθητή να πραγματοποιήσει πλήρως τις
προσωπικές και μαθησιακές του δυνατότητες με το να αναπτύσσει μέσα του την
αγάπη για γνώση και μάθηση, και την πεποίθηση και επιμέλεια να αντιμετωπίσει τις
προκλήσεις της ζωής.
Να εμπνεύσει βαθιά αίσθηση ευθύνης σε μαθητές που θα συμβάλλουν στη κοινωνική
πολιτιστική και πνευματική ζωή του Αυστραλιανού Έθνους ως φωτισμένοι πολίτες
του Κόσμου.
Να παραδώσει στους μαθητές του Σχολείου την αιώνια αλήθεια, την πραγματική
σοφία
και τα υψηλά ιδανικά της Ορθόδοξης Χριστιανικής μας πίστης και του Ελληνικού
ολιτισμού.
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ALL SAINTS GRAMMAR
FOCUS AREAS 2013
K-12
Student Welfare
Cyber Bullying & Social Media
National Curriculum
Outcomes
Developing Resilient Students
Reviewing of Anti-Bullying Policy
Behaviour Management Policies and Procedures
Yrs 7 & 10 Peer Support
Staff Appraisal & Evaluation
Developing independent students with leadership emphasis
Preparations and Professional Development sessions for staff regarding all National Curriculum
requirements.
Understanding, creating and initiating K-10 curriculum programmes based on National Curriculum
requirements
K-12 ONGOING
Cyber Bullying & Social Media
Review of Pastoral Policies
Developing Resilient Students
Staff Appraisal & Evaluation
Staff Professional Development 2013
During 2013, all employees - both teaching and administrative were encouraged to continue to
undertake professional development sessions during the year relevant to their area.
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In-service Expenditure
Secondary
Primary
Non Teaching
2011
$ 2,861
$14,710
$10,137
2012
$4,659
$10,874
$3,613
2013
$10,269
$15,815
$5,318
Total PK – 12
$27,708
$19,146
$31,402
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Pastoral Care
The Pastoral Care of the School is the primary responsibility of the individuals with the following
roles:
Years 7 – 12: Head of School, Pastoral & Welfare Administrator & Pastoral & Welfare
Coordinators
PreKindergarten - Year 6: Head of Primary Campus & Pastoral Coordinator
The Role of the Head of Campus, Administrators & Coordinators
The role of Head of Campus, Pastoral & Welfare Administrator and Year/Pastoral
Coordinators forms a vital part in strengthening the School's Pastoral Care system by engendering
a school culture that builds a relationship of trust between student/home and their teachers. If a
parent feels that they need to discuss a personal matter that affects their child's social or academic
progress then they need to contact the Year Coordinator/Class Teacher as their first option.
Student Representative Councils
At both the Primary and Secondary School Campuses the Student Representative Council and
School Leadership Teams encourages students to take ownership of specific issues that may arise
during the year. The Council is a vehicle for the student body to be heard collectively by the Head
of School and School Executive on matters of student interest or concern from the classroom,
playground or even issues outside of the school.
The SRC & Leadership Teams also support the Christian ethos of the School through its
involvement in world aid organizations, sponsoring needy children and fundraising. Elected
representatives are rewarded with recognition, honour and respect of being leaders. The
representatives’ tasks will be to liaise with students and to make suggestions under the guidance
and direction of staff. The staff member who is directly responsible for the student representative
councils at both campuses are:
Secondary Campus
Head of School & PWC Administrator
Primary Campus
Head of Primary Campus
Behaviour Management Policy & Procedures
The Behaviour Management Policy and Procedures for All Saints Grammar is the central part of
the Pastoral Policy. The Student Code of Conduct outlines the rules of the School. Every child is
expected to develop an understanding of the Code of Conduct and behave in accordance with each
Code.
A sense of social responsibility and respect for others should be the outcome for each of our
students. Teachers help students to develop an understanding of the Codes and how to maintain
their personal rights and responsibilities.
At All Saints Grammar, staff members and students follow daily routines so that students know
clearly what is expected of them. Rights can be protected by rules (Codes) which describe
appropriate and inappropriate behaviour. These Codes are formulated to ensure that rights and
responsibilities are observed. There are positive consequences and negative consequences for
every action.
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Award System
The achievements of the students deserve recognition through praise, encouragement, approval and
the presentation of awards. The need for teachers to focus on and recognize positive behaviour is
evident. The development of the Award System acknowledges and rewards those students whose
behaviour is consistently good. These students make up the vast majority of the students in our
School and their conduct deserves to be recognized. It is intended that this system will keep
students motivated towards displaying continually good behaviour.
Recognition of positive behaviour and attitudes must occur firstly at the classroom level and it is
the responsibility of teachers to be conscious of the need to focus on positive student behaviour.
Encouragement and praise to students can be conveyed both verbally and non-verbally.
The Award System aims to

Promote positive student behaviour

Develop a positive School culture

Recognize and reward student achievement
Teacher Aims
Kindergarten to Year 12
The overall objective of the classroom teacher is to enhance student learning outcomes and to
provide an environment that focuses on the spiritual, physical, emotional and social needs of
his/her students.
Some teacher specific aims are to:
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
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make learning an enjoyable experience.
initiate learning by discovery.
recognize that each student is an individual with his or her own needs and learning ability.
encourage pride in one's self and work.
develop a positive attitude towards learning.
encourage students to accept responsibility for their own learning.
cater for different levels of maturity and ability.
engender an atmosphere within the classroom which is interesting and challenging.
develop their confidence in their ability to complete tasks and activities individually.
stimulate student’s thinking.
help students to relate and work well with one another.
provide a safe and secure environment.
make them young responsible students.
accept their individuality.
recognize when learning occurs, and praise accordingly.
keep ongoing evaluation of student progress.
encourage students to respect what is theirs and the property of others.
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Secondary Campus
Courses and Activities Undertaken
YEAR 7
YEAR 8
YEAR 9
YEAR 10
Mandatory Courses
Mandatory Courses
Mandatory Courses
Mandatory Courses
English
English
English
English
Mathematics
Mathematics
Advanced
Intermediate
Mathematics
Advanced
Intermediate
Mathematics
Advanced
Intermediate
Standard
Science
Science
Science
Science
Science
Science
Science
Science
Religion
Orthodoxy
Religion
Orthodoxy
Religion
Orthodoxy
Religion
Orthodoxy
Modern Greek
Advanced
Intermediate
Modern Greek
Advanced
Intermediate
Modern Greek
Advanced
Intermediate
Beginners
Modern Greek
Advanced
Intermediate
Beginners
HSIE
History
Geography
HSIE
History
Geography
Commercial &
Financial Literacy
HSIE
History
Geography
Australian History,
Geography & Civics
and Citizenship
HSIE
History
Geography
Australian History,
Geography & Civics
and Citizenship
PDHPE
Personal
Development Health
and Physical
Education
CAT
Design &
Technology
Music
Visual Arts
PDHPE
Personal
Development Health
and Physical
Education
CAT
Design &
Technology
PDHPE
Personal
Development Health
and Physical
Education
PDHPE
Personal
Development Health
and Physical
Education
YEAR 11
YEAR 12
Courses
Courses
English
Advanced
Standard
ESL
Extension 1
Mathematics
Mathematics
General
Mathematics
Extension 1
Science
Biology
Chemistry
Physics
Religion
Orthodoxy
Studies of Religion
Modern Greek
Continuers
Classical Greek
HSIE
Ancient History
Modern History
History Extension
Business Studies
Geography
Legal Studies
Economics
English
Advanced
Standard
ESL
Extension 1 & 2
Mathematics
Mathematics
General
Mathematics
Extension 1 & 2
Science
Biology
Chemistry
Physics
Religion
Orthodoxy
Studies of Religion
Modern Greek
Continuers
Extension 1
Classical Greek
Extension 1
HSIE
Ancient History
Modern History
History Extension
Business Studies
Geography
Legal Studies
Economics
PDHPE
Personal
Development Health
and Physical
Education
CAT
Visual Arts
Design &
Technology
Food Technology /
Textiles
Information and
Software Technology
PDHPE
Personal
Development Health
and Physical
Education
CAT
Visual Arts
Design &
Technology
Information and
Software Technology
Food Technology /
Textiles
Years 8 to 10 Electives
Classical Greek
Student
Representative
Council
Environment Club
Music
Music
Commerce
Commerce
Design &
History /
Technology
Geography (World)
Photography and
Visual Arts/ Visual
Digital Media
Design
History /
Photography and
Geography (World)
Digital Media
Years 7 to 12 Extra Curricular Activities
Debating
Chess
S.C.R.A.M.
Computing Club
Bouzouki Group
Note:
Subjects are offered
according to student
numbers
Tournament of
Minds
Solar Car
Tutorial Maths
Student Newspaper
Year 10 only - Work Experience
Years 7 to 12 Competition Sports
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SWISSA Junior, Intermediate and Senior Levels
Boys Basketball and Soccer
SWISSA Junior, Intermediate and Senior Levels
Girls Basketball and Netball
SWISSA Junior and Senior Levels
Boys Touch Football
SWISSA Junior and Senior Levels
Girls Softball
Representative Athletics Team
Representative Swimming Team
Bill Turner Cup Soccer Competition
(Under 15 Boys)
Bill Turner Trophy Soccer Competition
(Under 15 Girls)
Independent Soccer Cup
(Open Boys)
Futsal Indoor Soccer Competition
(Girls and Boys)
National Greek Orthodox Archdiocese Schools Event (May)
Girls
Basketball, Netball, Indoor Soccer and Volleyball
Boys
Basketball, Soccer, Indoor Soccer and Volleyball
Primary Campus
Co-curricular Activities Undertaken
Years 1 to 6
Chess
Debating
Science Club
Choir
Robotics
Solar Car
Tournament of
Minds
Ensemble
Orchestra
Please Note: All Key Learning Areas are undertaken by each class for every year level
Kindergarten – Year 6.
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Reporting Times
At the Primary Campus, parents will receive Formal Reports at the end of Semesters 1 and 2
plus two Parent-Teacher Interviews at the end of Terms 1 and 3.
At the Secondary Campus, parents will receive Formal Reports at the end of Term 2 Semester 1
and Term 4 Semester 2, plus one Parent-Teacher Interview in Term s 1 & 3.
The written Formal Report details your child's academic progress, conduct and diligence towards
his or her work in each semester. The Parent-Teacher Interview is conducted mid-semester so
parents may be provided with information prior to the next formal assessment period.
Pastoral Guidelines
School Aim
All Saints Grammar aims to provide a safe, caring and spiritually enriched culture in which each
individual can excel academically to the best of his or her ability and achieve personal growth.
The Pastoral Policy incorporates a system of rewards, rules and sanctions designed progressively
to develop self-discipline within the student, a positive relationship within the School community
and to support and maintain the School's expectations as stated in the first paragraph.
It also assists to provide a stable, safe and ordered environment where each student can learn
effectively and behave responsibly.
Each student is expected to abide by the Pastoral Policy and will clearly understand the system of
consistent rewards and sanctions for his or her behaviour.
This policy will operate successfully with continued support from the parents. Parents will be kept
informed of the progress of their child.
School Culture
If every student in our School abides by the five attitudes listed below and makes them a part of
their general behaviour, then the School culture will continue to be a warm and caring one. All will
have the opportunity to cultivate their special talents and fulfill their needs. All Saints Grammar has
a warm caring Christian environment where everyone is considered and treated as God's special
creation.
All students must be:
1.
Safe
2.
Considerate
3.
Respectful
4.
Aware Of Their Personal Appearance and Attitude
5.
Aware of and Conform to School and Classroom Rules
Responsibility for the discipline of the School devolves from the Head of School to the Head of
Primary Campus, to the Administrators at the Secondary Campus, Co-Ordinators, Teachers, School
Captains, House Captains, Monitors and Students. All staff are responsible to ensure the above
five points are occurring.
Policy Concerning Bullying
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School Expectation of Student Rights
Each and every student at All Saints Grammar has the right to learn, play, socialize and develop in
an environment where he/she is treated with fairness and respect, feels safe, content, happy and
senses that he/she is an important and unique individual who belongs within the All Saints
Grammar community.
Any student who is hindered in experiencing these expectations due to ongoing harassment is being
bullied.
What Actions are Classified as Bullying?
This occurs when a person receives repeated threats or actions which are unwanted from an
individual (or group) who is more powerful than he/she is. Bullying is unacceptable anti-social
behaviour because the victim is intentionally and frequently caused either physical or emotional
pain or misery by the bully.
Possible signs of bullying for carers/parents and/or teachers:
Children may:
Be frightened of walking to and from school.
Beg you to drive them to school.
Be unwilling to go to school.
Feel sick in the mornings.
Start truanting school.
Begin getting low marks.
Come home with books or clothes damaged or missing.
Become withdrawn, start stuttering, and suffer lack of confidence.
Ask for money or start stealing (to pay the bully).
Cry themselves to sleep.
Refuse to talk about what's wrong.
Become aggressive or unreasonable.
Give unlikely excuses for any of the above.
Lose their appetite.
Bullying can happen anywhere:
1.
At School
2.
On public transport
3.
In public
4.
At home.
Often bullies justify their behaviour by saying they were only teasing another or having fun. If the
person being teased does not like it, or want it, and yet others persist with it, then it is a clear case
of bullying. It is cruel and unfair behaviour. Once a person makes it clear that they do not like
what is happening to them, whether it is physical or verbal, or interference with his/her property,
then bullying is occurring.
The Effects of Bullying
A person who experiences these deliberate, persistent threats or actions from an individual or a
group can become lonely, isolated, very depressed and in extreme cases emotionally scarred. Their
schoolwork and health can suffer serious consequences, as well as loss of confidence and selfrespect.
Bullies who are allowed to go unchallenged in their anti-social way of relating to others are also at
risk because cowardice, cruelty and selfishness are allowed to flourish in them. This can lead to
unhappiness and anti-social behaviour in the future.
Both the bully and the person being bullied need counseling, but the bully has violated the rights of
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another and must change his/her behaviour.
Some Procedures
Students, staff and parents at All Saints Grammar seek to create an environment that totally rejects
all forms of bullying behaviour. The following procedures will help bring this about:
1.
If a student is being bullied he/she should be encouraged to indicate to the person(s)
involved that he/she objects to their behaviour. Through a mediator, they should say how they feel,
describe the other person's behaviour, describe the effect of their behaviour and say what would
make the situation better for you.
2.
Keep a personal record of such actions or words that were offensive. Note anyone who has
witnessed the incident. This is a student's "Bullying Diary".
3.
Who Can A Student Approach?
Parents;
Class Teacher, House Tutor, House Patron, Year or Faculty Co-Ordinator or a Sports
Coach;
Student Counselor or School Chaplain;
Friends, Peer Support student, Prefects or any Senior Student;
The Head of School; Head of Primary Campus or Secondary Campus.
4.
Disciplinary Procedures to be Undertaken.
Any report of bullying will be treated seriously and followed up. Once the facts are evident, the
following action may be undertaken to resolve the incident:
All parties involved will be counseled as to how to deal with the situation;
All parties involved will meet in a safe environment in the presence of a teacher. This
allows the bully to reflect on his/her actions and change his/her behaviour;
Both sets of parents will be contacted to discuss the issue. The appropriate disciplinary
action will be taken;
Depending on the severity of the next offence the bully may be counseled or perhaps
suspended if the behaviour cannot be rectified;
Disciplinary action may be necessary and where a bully refuses to change his/her antisocial behaviour of relating to others he/she may be expelled in extreme or repeated cases. These
serious incidents are to be kept in a central register, kept by the Year Co-Ordinators.
Student Code of Conduct
PERSONAL ENDEAVOUR
Students are expected to strive for excellence in whatever task they undertake. Whether it is
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academic, physical or spiritual.
STAY ON TASK
Come to class with appropriate materials to keep you working and concentrate on the work at hand.
STAY IN SEAT
Students are to remain seated unless teacher permission is given.
RAISE HAND TO SPEAK
Raise your hand when asking a question.
SPEAK POLITELY AND WITH RESPECT
Swearing, arguing, denigrating fellow students, name calling, negative comments is unacceptable
behaviour.
RESPECT OTHER PEOPLE'S PERSONAL SPACE AND SELF
Physical and verbal bullying between student(s) and others' objects, e.g. poking, grabbing, hitting,
taking others' property, hitting walls or furniture, throwing, teasing , etc is inexcusable and
unacceptable behaviour.
RESPECT PERSONAL AND SCHOOL PROPERTY
Support the School by looking after all property within the boundaries whether it be the School's,
yours or others.
FOLLOW INSTRUCTIONS
Students are to accept directions from ALL staff or prefects or house captains.
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2013 STUDENT RETENTION REPORT
Student Numbers – Primary
Actual – Dec
K
Y1
Y2
Y3
Y4
Y5
Y6
Total
59
64
52
45
50
35
59
364
Student Numbers – Secondary
Actual – Dec
7
8
9
10
11
12
Total
40
43
51
60
45
43
282
2005 Total School Enrolment: 669 (J/S = 368; S/S = 301)
2006 Total School Enrolment: 675 (J/S = 364; S/S = 311)
2007 Total School Enrolment: 667 (J/S = 362; S/S = 305)
2008 Total School Enrolment: 659 (J/S = 361; S/S = 298)
2009 Total School Enrolment: 662 (J/S = 356; S/S = 306)
2010 Total School Enrolment: 670 (J/S = 346; S/S = 324)
2011 Total School Enrolment: 657 (J/S = 344; S/S = 314)
2012 Total School Enrolment: 652 (J/S = 358; S/S = 294)
2013 Total School Enrolment: 642 (PR = 364; SEC = 282)
As at 7 Dec 2013
Student Retention Rate 2013
YEAR
GROUP
BEGINNING 2013
END 2013
PERCENTAGE
STUDENTS ENROLLED
STUDENTS ENROLLED
RETAINED
Kinder
58
59
Gained%
1
62
64
Gained%
2
51
52
Gained%
3
46
45
97.8%
4
50
50
0%
5
38
35
92.1%
6
59
59
0%
7
40
40
0%
8
41
43
Gained%
9
50
51
Gained%
10
58
60
Gained%
11
45
45
0%
12
43
43
0%
The following table indicates the reasons forwarded during exit interviews for student withdrawal
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from Kindergarten – Year 11. It does not include Year 12 exits at end of year.
Students that did not return
for year
Special Needs
Financial Needs
Family Situation
Scholarship Offer
Relocation/Overseas
Friendship Related
Subject Choices
Single Sex Choice
Facilities
Relationships, Concerns
Work, Apprenticeships
Requested to leave
TOTAL
20
2006
14
7
4
1
1
7
1
5
40
2007
3
16
10
2
2
1
2008
1
25
6
1
2009
4
9
5
1
5
7
4
6
1
8
4
6
3
5
1
53
46
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2010
10
2
1
4
5
2
9
4
6
5
3
51
2011
3
15
3
2
9
6
7
8
4
6
5
2012
2
26
4
2
3
6
5
6
3
3
4
2
2013
68
66
67
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3
7
13
2
7
2
3
10
3
Description of Parent, Student and Teacher Satisfaction
Based on the School’s K - 12 student and staff retention rates, it is evident that the majority of
individuals have received satisfaction from All Saints Grammar from their respective capacity as a
student, a parent or staff.
The School consciously requests feedback from all parties during the course of each year through
the following methods:
1. Annual compulsory parent teacher interviews Kindergarten – Year 12;
2. Twice annual written school Reports with Parent feedback required Kindergarten – Year 12;
3. Heads of Campus undertake formal and informal sessions with each of their staff to gauge
environment and possible concerns that may arise;
4. All Year 11 and Year 12 students are interviewed twice compulsorily by the Head of School with a
third opportunity offered to these students covering academic, social and behavioural aspects to
assist students in better meeting their requirements and responsibilities;
5. All Staff K – 12 are invited to meet with the Head of School to discuss aspects of their position,
likes, dislikes, future prospects, possible improvements within school/faculty environments – in
short anything that may be of interest to either party. This session is NOT a performance appraisal
session. This is not a compulsory element and staff has progressively chosen to attend realizing
that their views and thoughts are welcomed and appreciated.
6. Parents are interviewed or communicated on a regular basis via the Student Diary which must be
signed off weekly (Secondary) and daily (Primary). More often than not, this tool overcomes
concerns from parents that could have escalated if left untouched.
7. Parents are also communicated by classroom teachers, Coordinators and Heads of Campus as
standard for either positive or negative feedback as the case may be. On exceptional (positive or
negative) and after processes have been undertaken, the Head of School will also communicate
with parents on relevant issues.
8. All parents applying for, or taking up enrolment for their child/ren at the school must be
interviewed by the Head of School/Campus. This central point therefore allows a consistent
outline towards all incoming parents on what expectations they should receive and what
expectation is required of them. By undertaking this approach, it also allows for a continuation of
the personal, yet community based approach across the school maintaining the ethos across K – 12.
Heads of Campus are always invited to attend interviews and to take parents on tour of their
facilities.
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Post School Destinations (Secondary Campus)
2013 HSC & ATAR Results
Congratulations to the class of 2013 on the wonderful results they achieved following their school and HSC
exams late last year. Each of the 2013 Yr 12 students did themselves, their families and their School proud.
Due to their diligence and the exceptional support and guidance of their teachers and home, each student
improved substantially from their Yr 11 results and even their early Year 12 semester results. There were
43 students sitting the HSC last year, from those there were eight (8) students that had prearranged
Apprenticeships or travel or secured full time employment for 2014. Thirty-seven (37) students were
successful to go onto further tertiary studies through first and second round offers!
The universities and courses offered include (some courses shown are for multiple students):
22
Macquarie Uni:
B. Arts
B. Arts Psychology
B. Education
Sydney Uni:
B. Education
B. Science
B. Liberal Arts and
Science
B. Education (Human
Movement)
Uni of NSW:
B. Commerce
B. Medical Science
B. Engineering (Photo &
Renewable Energy)
B. Ed
UTS:
B. Medical Science
B. Business
B. Science (Information
Technology)
B.
Management
&
Tourism
B. Biological Science
B. Construction & Project
Management
B. Management & Events
Uni of Western Sydney:
B. Psychology
B.
Arts/Commerce/Sociology
B. Laws
Australian Catholic Uni:
B. Exercise and Health
Notre Dam University:
B. Teaching
B. Commerce
B.
Early
Childhood
Education
Australian
Maritime
College:
B. Aquaculture
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Actions to Promote Respect and Responsibility at
ALL SAINTS GRAMMAR
The Values We Share elements are incorporated throughout our School’s curriculum and are
reinforced regularly during classes, assemblies, pastoral periods, ‘circle time’ highlighting:
fair go,
care and compassion,
responsibility,
honesty and trustworthiness,
integrity,
respect,
freedom,
doing your best and
understanding tolerance and inclusion.
All students PK - 12 receive the School diary. As normal elements within our school’s culture,
promoting Respect and Responsibility has always held significant standing within our effort in
fulfilling our School’s Mission that includes (in part)
“To inspire a deep sense of responsibility in the students
who will contribute to the social, cultural and spiritual life
of the Australian Nation as enlightened citizens of the world.
Within the School diary, Respect and Responsibility is clearly outlined within the section ‘School
Culture’:
Furthermore, the School diary also clearly states behavioural policies in the areas of a Student Code
of Conduct as well as a Code of Conduct for School Students on Buses. These policies are all PK12.
Within the school, students and staff are encouraged to have an open and respectful relationship.
Students that persist in disrespectful behaviour are spoken to individually by the Year Coordinators
and the Heads of Campus. For serious misdemeanors, parents are informed and penalties apply
with the matter forwarded to the Head of School.
Respect and responsibility are handmaidens. Students are actively encouraged to assume
responsibility for their behaviour and their learning. Staff is always available to assist students in
developing a sense of responsibility and the skills that one needs to be more responsible as an
individual within the closer community, as well as within the context of the wider community.
A student can also take on additional responsibility through leadership roles and through assisting
in projects throughout the school.
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Head of Primary Campus (PK – 6)
Mrs Elfa Lillis
M Ed, B Ed, Dip Ed.
It is with a profound sense of pride that I reflect on some of the more important and memorable events of 2013; to
consider the academic and sporting achievements, co-curricular and leadership initiatives and communicate the
journey that our students, our children, undertook this year.
There are many facets to our school which deserve to be celebrated. I highlight a few aspects which merit special
mention as well as some of the most notable successes of the year.
Once again, Years 3 and 5 achieved outstanding results in the 2012 NAPLAN Assessments. In both Years 3 and 5,
over 50% of our students placed in the top 2 bands in Literacy and Numeracy. Special mention must be made, that
88% of our students in Year 3 placed in the top 2 bands in the area of Writing.
The magnitude of high academic achievement is evident, not just in NAPLAN - but also in the number of students
who received certificates of merit in the International Competitions and Assessments for Schools across the areas of
English, Writing, Spelling, Mathematics, Science and Computer Skills.
The All Saints Grammar band has continued grow this year under the guidance of Mr Daniel Moore and our music
teacher Miss Fiona Sullivan. The Year One violin program has also continued with many performances throughout
the year. The annual Infants Concert and Christmas Carols were both wonderful events, allowing all children to
showcase their many individual talents. The newly establish Music and Movement group were well received at the
Infants Concert and annual School Book Week parade as well. It is our school’s love of reading which sees so many
characters from books come to life in our parade that celebrates and promotes the importance of reading.
Our School’s involvement in the Independent Primary School Heads of Australia (IPSHA) allowed our students the
opportunity to participate and compete in events such as seasonal sporting events and co-curricular activities such as
Debating. We also participated in other external events including Robotics, Tournament of Minds and Chess.
The students’ performance talents were proudly demonstrated at the IPSHA Performing Arts Festival which was
held at the Sydney Town Hall. Our students were given the wonderful opportunity to perform with other schools in
the joint IPSHA choir, with some of them singing solo on the evening in front of the capacity crowd. Our School’s
individual act “Happy Feet” was well received reflecting the high level of preparation and dedication from both staff
and students.
Our school was proud of the sporting achievements both on the field and in the pool. Mariah Moshovis and William
Hatzis represented our school at the NSW Combined Independent Schools events in swimming, tennis and athletics
respectively.
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It is very pleasing to see all children from 3 – 6 participating in our Swimming and Athletics Carnivals as well as our
ongoing House Competition. The healthy element of competition and sportsmanship is always evident and our
students always represent the school with pride at both the Greek Orthodox Carnivals and the IPSHA level.
The students of K – 2 always enjoy their mini Athletics Carnival and this year was no exception. The Year 6 Buddy
program comes into its own on this day with the Year 6 students supporting and cheering on their Kindergarten
buddies
By reinforcing and nurturing a love of reading, we raised funds for important causes and again demonstrated our
strong commitment to the MS Read-a-thon. Our School once again was one of the top performing schools across
NSW, raising the third highest amount in the state. We humbly pride ourselves on the media attention we received
and the funds that were raised for such a needy cause.
The Staff continued to strive for academic excellence and this was well supported through our ongoing commitment
to professional learning, which will continue to ensure our students are engaged in quality and best practice
methodologies.
Reporting Area 1:
School performance in State-wide tests and examinations
NAPLAN
This is a National Assessment Program focusing on Literacy and Numeracy skills in Year 3 and Year
5.
In 2013 all Year 3 and Year 5 students participated in the NAPLAN Assessment.
Percentage in Bands for Reading
Percentage in Bands for Writing
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Percentage in Bands for Spelling
Percentage in Bands for Grammar & Punctuation
Percentage in Bands for Numeracy
Percentage in Bands for Data, Measurement, Space & Geometry
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Percentage in Bands for Number, Patterns & Algebra
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Pastoral Coordinator Primary Campus
Mr Thomas Psomas
Cert Gifted Ed, M Ed, Dip Teach
Reporting Areas 5, 6 and 7: Student Welfare Policies, Discipline Policies, Reporting
Complaints and Resolving Grievances Policies
To ensure that all aspects of the school’s mission for providing a student’s welfare are
implemented, the following policies and procedures were in place (or developed) during 2013:
POLICY
CHANGES IN 2013
ACCESS TO FULL
TEXT
Supervision
Playground Supervision
1. A review of the existing playground
supervision was undertaken - extra staff were
added to the Wet Weather Duty Roster.
2. Kiss and Drop commenced in the mornings
3. Risk Management / Assessment proformas
were further reviewed and consolidated for all
internal and external excursions taking into
consideration the new expectations for
conducting Risk Assessments for students
with anaphylaxis on excursions.
School Intranet
Welfare Policy
1. Annual reviewing of the Professional Code of
Conduct policy.
2. Anti-bullying policy continues to be reviewed
to ensure its correct implementation.
3. Further consolidation of school’s social skills
“Bounce Back” program.
School Intranet
Code of Conduct
Staff Handbook
Staff Handbook
Student Leadership System
1. Current guidelines of the selection process
continue to be reviewed annually.
2. A student/parent handbook with clear
guidelines and processes provided to all Year
5 students.
3. Workshops for selected leaders are run at the
beginning of each year to support and develop
their skills.
Pastoral Care
Encompassing:
- The Award system
- Disciplinary procedures
- Availability and access to
special
services such as counselling
-Health care procedures
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Award/Disciplinary Guidelines
Academic and Behavioural
Code of Conduct –behaviour and
academia disciplinary steps
reviewed.
School Intranet
Student Diary
Staff Handbook
Counselling
School counsellor continued
working closely with students at
risk with their parents and sourcing
specialist services outside of school.
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-Critical incident Guidelines
-Child Protection Policy
Health Care procedures
Staff continuing to be up-to-date
with training in regards to Asthma,
Anaphylaxis, First Aid
Critical incident policy
Critical incident policy which
includes Lockdown and Evacuation
procedures was reviewed and Drills
practised.
Child Protection policy
Child Protection guidelines were
reviewed and the New Working
with Children Check incorporated.
Reporting Complaints and
Resolving Grievances
Policies
Communication policy
Parents regularly informed of
channels of communication for
academic/pastoral concerns
School diary
Newsletters
Pastoral & Welfare Administrator Secondary Campus
Mrs Helene Baillie
B Arts, Dip Ed (Secondary)
Introduction:
In 2013, the Secondary Campus provided a year-long series of initiatives which assisted our
students achieve the most benefit from their secondary school studies.
Ultimately, the many and varied educational, pastoral, artistic, sporting and spiritual
experiences offered to our students have allowed them to prize the gift of education, respect
themselves and others, gain knowledge, explore their Orthodox faith and understand their
Hellenism.
Educational goals were met via a number of initiatives. In February, the school invited Ms
Denise Wright, our Board of Studies Liaison Officer (BOSLO) to speak to our Stage 6 (Years
11 and 12) students and their parents about the Preliminary HSC and the HSC. Topics covered
included ranking, assessments, ATAR and scaling.
Year 12 students participated in Year 12 Study Days in Ancient History, Legal Studies, Modern
History, Society and Culture, Extension 1 English and Extension 2 English, Advanced English,
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Business Studies and Economics organised by the various Teachers' Associations. In addition,
there were a number of free presentations at Canterbury Library and Hurstville Library, which
our students were encouraged to attend.
In 2013, our Year 10 and Year 12 students attended the annual Careers Expo, where students
could seek advice from various tertiary institutions. The school made every effort to assist our
senior-most students in reaching their academic and career goals, and, as a result, we were all
rewarded with exceptionally strong HSC ATARs in 2013.
Year 10 students underwent an ACER PAT-R testing which provided diagnostic information
on the comprehension skills of the students. This information allowed teachers to adapt their
classroom methodology to better suit the needs of the students. It also allowed students to
change their study and learning methods so they could better comprehend reading material.
Students of Years 7 and 8 were placed in streamed and gender-based classes, in order to trial
these educational concepts. Evaluation from all parties, Staff, students and their parents,
seemed to indicate that streaming based on merit was well-accepted, but not streaming based
on gender, as they preferred the social mix offered in a co-educational context.
Years 7 and 8 were also offered the opportunity to undertake after-school specialized courses in
speed reading, essay writing and study skills.
All academic (indeed sporting, pastoral and spiritual achievements too) are recognised and
celebrated at our end of year Speech Day, where recipients are awarded with prizes of value, in
acknowledgement of their year-round efforts.
Gifted and Talented activities sought to extend high achieving students. Students took part in
the UNSW Solar Car competition. Our school has a long history of involvement and indeed
success in this competition and 2013 was no exception, with team 'Caro' achieving national
entry to the national finals.
The International Mythology Competition, organised by the University of Miami, was again
highly regarded in 2013, evident by our students' participation. Areas of focus included Greek
and Roman mythology as well as a literary text for examination. This event is a way of
promoting excellence through the Classics for students from Years 7, 8 and 9.
The Gifted and Talented students in Years 7 and
Knox Grammar and did remarkably well against
schools. Areas of competition included Problem
Code Breaking. The experience of working as a
common purpose.
8 participated in the Da Vinci Challenge at
much larger, well-established and selective
Solving, Mathematics, Poetry Writing and
team bound these students with a sense of
The 2013 Science Fair resulted in excellent research and experimentation. It was an
oopportunity for our scientifically-minded students in Years 8 and 9 to present their original,
independent research to a visiting scientist. The visiting scientist at the 2013 Science Fair was
Dr. Erik van Sebille, an oceanographer from the University of New South Wales. Indeed, Dr
Van Sebille found the work of our students so impressive; she commented “I really enjoyed the
hospitality and the engagement from the students. I think they were some of the most inquisitive
classes I've ever spoken to.”
Special Needs students were also accommodated in 2013, by enrolling in T-Vet courses at
TAFE. These were in Child Care, Automotive Mechanics, Community Services, Fashion
Visualisation and Visual Arts/Intensive Studio Practice. T-Vet courses allow for those students
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who are not considering a University Course another means of gaining qualifications and a
career path. Exemption from certain school activities is given so students can attend these
courses.
Other educational opportunities saw student skills developed through participation in the
UNSW academic competitions in Computing, Science, English and Mathematics. Students in
Year 10 also took part in the History Teachers' Association Competition and the Geography
Teachers' Association Geography Competition.
Pastoral Care is a key focus at our Senior Campus. Year 7 students engaged in a number of
Anti-Cyber-Bullying and Team Building workshops, as part of their Transition Program. This
program unites our Year 7 students, those from our Junior School, as well as other feeder
schools. The activities are led by external professionals as well as by Year 10 Peer Support
Leaders, who also benefit and develop leadership skills from the responsibilities of guiding our
youngest students.
Year 7 was offered the opportunity to participate in the Department of Health vaccination
program - HPV, Hepatitis B, Chicken Pox. Year 10 was also encouraged to take part in the
BOOSTRIX vaccination program which covers Diphtheria, Tetanus and Whooping Cough as
well as the HPV vaccination, now targeted at males, in an attempt to eradicate the virus.
In order to extend our students as responsible leaders within our school and the wider
community, School Captains took part in the AIS Leadership Day at Parliament House as well
as receiving honours from the Hon. Tony Burke and featuring in the local press. For the first
time, they led the Speech Day ceremony by acting as hosts, speaking impressively in English
and Greek. Our Student Representative Council members and Peer Support Leaders took part
in the RSL/AIS ANZAC Commemorative service in Hyde Park, as well as visiting the folk at
St. Basil's Homes at Lakemba, to interact and assist with the elderly residents.
Special pastoral activities are cultural, historical or simply entertaining in nature. Year 7 learn
about the armaments of the ancient Greeks, Egyptians and the Medieval Knights, Year 8
enjoyed Sydney Harbour on a Cruise, Years 9 and 10 visited the Greek Orthodox Monastery at
Mangrove Mountain and Years 11 and 12 experienced safe driving instruction from our local
Police Area Command as well as a Youth and Road Trauma workshop in an attempt to educate
them as responsible drivers.
The broad artistic program offered by the Creative Arts and Technology Faculty allowed
students many opportunities to be creative in the Arts. The highlight is the annual CAT Night,
showcasing the photography, art, music and technology successes and the HSC Major Works
of our students. Year after year, this evening allows the entire campus to shine in a positive
display of teaching and learning. It attracts families from the Senior Campus, the Primary
Campus as well as members of the general public.
Sports featured highly again in 2013 in the school's attempt to provide students with a range of
areas in which to excel. All Saints Grammar played a key role in organizing, hosting and
participating in the many sports offered by the South West Independent Schools Sports
Association (SWISSA). Sports included Swimming, Athletics, Basketball, Volleyball, Soccer
and Netball. All Saints Grammar saw many of its student’s progress to be part of the Combined
Independent Schools (CIS) and the Australian Combined Independent School Association
(ACIS). These two organizations provide possible pathways for students who may become elite
athletes in the future. As a result of the exceptionally high standards consistently attained by
our students in sports, a new award was created. The 'Exceptional Sporting Service and
Achievement Award' is presented at our annual Speech Day ceremony, in order to reward this
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note-worthy student and provide a role-model for younger students to aspire to.
Throughout the year, the opportunity arose for our students to participate in other sporting
competitions, organised by various associations. Futsal Australia organised a knock-out
competition and both our Boys' and Girls' U16 teams progressed in to the State Futsal finals, an
honour again achieved by All Saints Grammar.
Our girls and boys also had a measure of success in the Bill Turner Shield and the Bill Turner
Cup Soccer Competitions, respectively. Not only has the school has achieved outstanding
sporting successes, but great friendships have also been forged.
Without a doubt, the highlight in the All Saints Grammar sporting calendar was the annual
National Schools Event. In 2013, a squad of over 50 students and Staff travelled to Melbourne.
The National Schools Event also included a Spoken Arts Festival and All Saints Grammar
students contributed in Classical and Modern Greek presentations, as well as musical items.
The tour was a success, measured in terms of excellent behaviour and good sportsmanship.
Spirituality is the prime quality underlying all other activities and areas of learning at our
orthodox school. Students are guided to learn that giving to others has great rewards. The
annual Christmas Hamper saw a great response from both Staff and students, who brought in
canned food for the less fortunate. These were distributed via the Greek Welfare Centre. In
2013, students also engaged in a Christmas visit to the elderly at St Basil's Home in Lakemba.
The students of All Saints Grammar contributed generously to a variety of charities. Recipients
included the Thalassaemia Association, Guide Dogs Association and the Estia Foundation. In
this way students learn it is important to give, not just to receive. This is the basis of our
Philotimo Day session, a key part of our school's annual Lenten celebrations.
Each year, Year 7 students are visited by a representative of Gideon's International, who
discusses with them importance of referring regularly to one's Bible as a source of inspiration at
various times in life. Students are also presented with their own copy.
The final day of the school year is marked with a Divine Liturgy, a Liturgy of Thanksgiving.
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1. Policies for Student Welfare
All Saints Grammar takes a strong stance against discrimination and bullying and supports its
students through a range of welfare and pastoral policies listed below. Our school is a place
which fosters learning and positive social interaction in the context of its commitment to the
principles of Orthodoxy.
POLICY
CHANGES IN 2013
ACCESS TO FULL TEXT
Child Protection Policy.
ASG follows any changes that are
prescribed
by
the
relevant
authorities.
The manual is kept in the Head of School’s
Office and is easily accessible.
In 2013 the Staff Handbook was
further updated from 2012. All
School
policies
were
fully
incorporated into the handbook.
Staff Handbook
The Risk Assessment form is
available to all staff online.
Copies of policies and
follow-up memos are issued
at the start of the year and
throughout the year.
The student code of conduct is
stated in the School diary. The staff
code of conduct is stated in the Staff
handbook.
Staff annually signs a new contract
to uphold the Staff Code of
Conduct.
Staff Handbook
Student Diary
Memos to staff during the
course of the year.
The policy used at ASG is the AIS Child Protection
Manual (April 1999) and the Child Protection in
the Workplace Manual developed by the NSW
Ombudsman (July 2004).
This manual encompasses the following:
Definitions and concepts
Legislative requirements
Preventative strategies
Reporting
and
investigating
‘reportable conduct’ procedures
Investigation processes
Documentation of investigation.
Supervision Policy.
At ASG all staff members are given a copy of the
supervision policy and practices at the start of each
academic year, and a copy is sent via e-mail or
through memo to all staff at mid-year.
Supervision Policy encompasses the following:
Duty of care and risk management
Levels of supervision for on-site and
off-site activities
Guidelines for supervisors.
Codes of Conduct.
At ASG there are codes of conduct for all members of
the School community.
Codes of Conduct Policy encompasses the following:
Code of conduct for staff and students
Behaviour management
The role of the student leadership
system.
The Senior Student Leadership
positions were decided upon after
students presented themselves for
consideration to the Head of School.
The positions include School
Captains, School Vice-Captains,
Sports
Captains
and
House
Captains. Only Year 12 students of
repute are considered for School
leadership positions.
The SRC draws from Years 7-12. It
organizes student activities for
Paschal Day, Philotimo Day,
fundraising for Cancer Research and
community work in visiting the
elderly at St. Bails' Home, Lakemba.
Year 10 Peer Support Leaders assist
with the transition of Year 7 into the
Senior Campus, with sporting events
K-12 and represent the School at
ANZAC Day celebrations at the
War Memorial, along with members
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of the SRC.
Pastoral Care Policy.
At ASG the importance of Pastoral Care is evident
through a number of practices. Pastoral care permeates
all levels of the school teaching and learning
environment and is not just the responsibility of the
Pastoral Care team. The team’s responsibility is to
facilitate the various pastoral care practices among the
staff and the students.
The Pastoral Care Policy encompasses the following:
A Pastoral Care system.
Availability of and access to special
services such as counseling and youth
workers/ community health as
appropriate counseling
Critical incident policy
Homework policy
Enrichment policies
Public Education Policies (for students
and parents e.g. Anti-Bullying
strategies, Internet hazards).
The
Pastoral Schedule
7-12
encompasses areas relevant to each
year group. This period takes place
once each fortnight. Topics include
Cyber-Bullying,
Grooming,
Stalking,
Study
Skills
and
Examination
Preparation.
Professional advice was presented to
Years 11 and 12 via 'Oxygen
Factory' on topics such as setting
goals, recreation and study balance,
healthy eating and sports to create a
well-rounded teenager.
Staff Handbook
Student diary
Intranet
Teachers
Year Coordinators
Head of Campus
A special session took place with the
Police Youth Liaison Officer spoke
to students about the legal
consequences of cyber-bullying.
This flexibility is needed in response
to incidents, as need dictates.
Philotimo Day allowed students to
focus on the work of philanthropic
groups in the community. They
made contribution to charities, as
part of Lent.
On Paschal Day, our school
celebrated our Greek Orthodox
Easter. with a lunch hosted by the
Parish.
The Honour Students' Luncheon
rewards exemplary students who
uphold the high expectations of the
school.
Medical Concerns Policies
Health care procedures are a vital part of legal and
moral obligations we, as a Staff, have to our students.
The number of cases of students with severe medical
conditions is, unfortunately, increasing.
All staff underwent Anaphylaxis,
Asthma and Diabetes training in
2012. Staff St. John's First Aid skills
are still current. These skills are
vital in order to attend to our
students of medical concern.
Indeed, some of the individuals out-grow their medical
problems, as sometimes happens with teenagers.
However, we do have cases where the condition
becomes more acute.
34
These are discussed at the Pastoral level at
meetings.
Notification is placed in Head of School's
Newsletter each semester to warn all
members of the school community that nut
products are not to be brought to school.
This 'Anaphylaxis Alert' is an attempt to
'educate' all students, parents and Staff.
The conditions for which policies have been created
are Anaphylaxis, and Diabetes. Consequently, special
risk assessments have also been created which are
additional to any regular excursion risk assessment.
'Protocol for Students at Risk of Suicide' is a policy
which takes a precautionary approach to
vulnerabilities experienced by teenagers. Often feeling
isolated, the policy offers them 'Useful Contacts For
Young People', including the Orthodox perspective.
Based on advice from Professor
Michael-Carr Gregg, this policy
must exist in every school
community.
Communication Policy.
The Staff are encouraged to have
regular contact with parents.
The Communication Policy encompasses the
following:
Formal and informal mechanisms in
place for facilitating communication
between the school and those with an
Policies are written in full and are available
for Staff to read through Staff Handbook and
Intranet.
Formal communication between
parents and teachers took place at
the annual Parent/ Teacher Night for
Years 11 and 12, and Parent/
S:Policies/Handbooks/BOS Annual Reports
This document appears in the school diary,
thus accessible to all students.
A proactive approach is needed in all these
medical cases.
E-mail to staff.
Staff Weekly Bulletin.
Daily bulletin for students and staff
Head of School’s Newsletter
Intranet and Internet
Memos.
18/08/2014
interest in any student’s education and
well-being.
Teacher Day for Years 7-10.
Interview sessions between the Head
of Campus and parents of students
in Year 10 going into Year 11 on
subject selection and expectations
for Stage 6. Information nights with
the BOS Liaison Officer for Years
10-12.
Mid-year letter was sent to all
parents by the Head of Campus with
information on behaviour in relation
to detentions, uniform and general
approach to studies.
Many Staff had regular e-mail
communication with the parents of
their students, informing them of
topics currently being studied and
assessment notification. This has
proven to be a very successful
means of communication between
the parents and the teacher.
Board of Directors fortnightly meeting
Faculty Meetings each term
Pastoral Meetings each term
Two Staff meetings a term
Two Coordinators meeting a term
Year Coordinators Meetings as
required.
One SRC meeting a term.
Fortnightly School Assemblies
1Year Meeting a term between the
Year Coordinator and the cohort.
1 Parent/ Teacher night.
1Parent/ Teacher Day
Meetings with parents as required.
Special Meetings as required.
2. DISCIPLINE
The School Discipline policy is clear and concise, allowing students to become familiar with
the steps that would be undertaken to correct inappropriate conduct.
Parents are informed of afternoon detentions through the issuing of the detention notice. A
missed Afternoon Detention resulted in more serious consequences, as per the Discipline
Policy. The Head of Secondary Campus and Year Coordinator meet with parents of students
who continued to misbehave, with the aim of the school and the policy to correct behavior.
The policy places importance on teacher based penalties for initial misbehaviours or
infringement of School rules. Discipline is the responsibility of all staff. Staff and Year
Coordinators are encouraged to contact parents as early as possible where ongoing
misbehaviour occurs. The School actively encourages staff and parents to meet and to work
together to help the student correct his/her behaviour.
The systems of Merit and Demerit were applied to all students. Merits and demerits are
recorded in the student’s diary. Three demerits within a seven day period resulted in a
detention. All detentions are recorded by the Pastoral & Welfare Administrator. A record is
kept for each year. Parents were informed in writing if their child had two or more
detentions in a term and are asked to work with the school in improving the child’s
behaviour and work ethic. Assisting a child to improve in behaviour or work is viewed by
the School as working in partnership with the parents. Three demerits in a 7 day cycle
continued to be the main reason for an Afternoon Detention.
The highest award in the Secondary Campus is the Head of School’s Award. Students who
reach this level are invited to Morning Tea with the Head of School and are included in the
Head of School’s Newsletter. During 2013, these were held on three occasions.
Suspension is the most serious penalty a student can be given apart from exclusion from the
School. Suspensions remain a valuable opportunity for offending students to take time out
and reflect on improving their behaviour, as part of a working group. There were no
exclusions during 2013, but there were 3 suspensions, two of which were lengthy as
misbehaviour continued despite all strategies and interventions which were to no avail.
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The full text of the School's Discipline Policy can be found in many documents such as the
Staff Handbook, Students Handbooks, the Student Diary and on the School's intranet.
MANAGEMENT OF NON-ATTENDANCE
Within the School Student diary, under the section “What to do at ASG”, it is stated that a
note of explanation from a parent or a Doctor’s Certificate is to be given to the Roll Call
Teacher or Year Coordinator on the day the student returns to school. Furthermore, at the
start of each academic year, Year Coordinators go through the procedure for attendance and
absences, as does the Head of Campus at assemblies throughout the year.
Parents may also e-mail a note or telephone the school explaining the absence.
If a note or message is not received within 3 days, then Year Coordinators ring parents for
an explanation.
If there is a regular pattern of absence then the Year Coordinator or the Head of Campus
may ring the parents to discuss this pattern. A ‘Letter of Absenteeism’ may also be sent. In
many instances, either the Year Coordinator or the Head of Campus will discuss the
absences with the student and parent concerned.
All absences are recorded electronically as either an explained or unexplained absence. If a
student is suspected of truanting, then the parent is rung immediately. Parents are asked to
discuss this truanting with their child. The Head of Campus will also discuss this with the
student on his/ her return to school. A student who regularly truants may jeopardize his/her
enrolment. An afternoon detention is issued to all students who truant.
Students that arrive late to school are required to go to the School Office and obtain a late
note. All late attendance is recorded. Students that engage in regularly arriving late may be
required to make up this time after school.
Parents are required to contact the School in writing for students that will be absent for an
extended period of time due to travel. The last day of attendance at school and the date of
return are to be included in the note. It is the student’s responsibility to ensure that
assessments missed are covered either before or on their return.
3. POLICIES FOR COMPLAINTS AND GRIEVANCE RESOLUTION
The School has a number of practices for dealing with complaints and grievances that arise.
Students are free to approach their Year Coordinator or the Head of Campus when they wish
to bring forward a complaint or grievance. Parents may also approach any staff member with
whom they wish to discuss matters of concern.
Matters of concern regarding assessment can be raised with the Faculty Coordinator or the
Head of Campus. Students may lodge an Assessment Appeal form if they wish to contest a
result. Grounds for Appeal are listed in the Student Assessment booklets.
Matters relating to student well being and behaviour can be raised with the Year
Coordinators or the Head of Campus. Students can also raise issues through the Student
Representative Council (SRC).
The policies for Complaints and Grievance Resolution are to be found in the Staff
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handbook. Student grievances and parental grievances are to be found in the Student Diary.
In relation to Staff grievances and complaints, staff were encouraged to approach the Head
of School or Head of Campus. AIS procedures are followed in the case of serious
complaints and grievances of an industrial nature.
Staff development remains the key to professional growth. During 2012, there were a wide
range of courses attended. Topics included digital resources, Diabetes, Asthma, Blade
Runner and Frankenstein, I-Pad Usage in the Classroom, WHS, Education According to the
Orthodox Ethos, Digital Technology in the Classroom, Teacher Librarian Workshop and
Literary Festival, Certificate IV in Assessing First Aid and Good Health in Adolescents.
In Conclusion:
Overall, 2013 was a memorable and rewarding year with and all students should be
congratulated on achieving milestones and personal bests, with exceptionally strong Higher
School Certificate results. Parents should be thanked for their ultimate compliment in
entrusting their precious children to us. The professionalism and enthusiasm, hard work and
commitment of the Staff towards the students should be applauded. Finally, a heart-felt
thank you to our Head of School, Mr Tsoutsa, for his leadership to all within the school
community and especially for his calming and patient nature.
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Curriculum Administrator Secondary Campus
Mr Harry Vomvellis
B. Education (Maths & Computing)
REPORTING AREA 3
STUDENT OUTCOMES IN STANDARDISED NATIONAL LITERACY AND
NUMERACY TESTING NAPLAN TESTS
In 2013, Years 7 and 9 participated in the National Assessment Programme Literacy and
Numeracy (NAPLAN) tests mandated by the Australian Government. NAPLAN is made
up of tests in the four areas (or domains) of:
Reading
Writing
Language (spelling, grammar and punctuation)
Numeracy
The following table compares the mean result of students at All Saints Grammar with the
mean result of students across the state of NSW. The higher the band, the higher the level
of performance (i.e. Band 10 is the highest, Band 1 is the lowest). Only 6 performance
bands are available to each of the year group.
Year 7 - Band 4 to Band 9
Year 9 - Band 5 to Band 10
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&
Year 7
State
Region
School
544.5
570.1
557.1
516.9
545.1
544.4
559.4
577.5
578.7
542.0
571.4
559.0
549.5
576.5
560.6
550.7
579.1
560.6
548.0
573.7
561.8
Year 9
State
Region
School
585.6
611.6
600.6
554.2
592.2
588.5
591.8
609.8
592.4
579.3
612.0
595.8
596.0
629.8
619.6
595.1
627.2
611.4
596.8
632.1
625.6
In Year 7,
2 students were absent from Reading, Writing, Spelling, Grammar & Punctuation and Numeracy
1 student scored below the minimum standard in Writing
1 student scored below the minimum standard in Spelling
1 student scored below the minimum standard in Grammar & Punctuation
In Literacy for Year 7,
97.8% of all results achieved met the national minimum standards or higher
93.9% of all results achieved were above the national minimum standard
4.1% of all results achieved were at the national minimum standard
39
Number,
Patterns
Algebra
Numeracy
Grammar
Punctuation
Spelling
Writing
Reading
&
Data,
Measurement,
&
Space
Geometry
NAPLAN Mean Results 2013
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Year 7 NAPLAN Literacy Achievement Bands 2010 - 2013
40%
35%
30%
25%
2013
20%
2012
2011
15%
2010
10%
5%
0%
Band 9
Band 8
Band 7
Band 6
Band 5
Band 4
Absent
In Numeracy for Year 7,
100% of all results achieved met the national minimum standards or higher
87.4% of all results achieved were above the national minimum standard
12.6% of all results achieved were at the national minimum standard
Year 7 NAPLAN Numeracy Achievement Bands 2010 - 2013
50%
45%
40%
35%
30%
2013
25%
2012
20%
2011
15%
2010
10%
5%
0%
Band 9
Band 8
Band 7
Band 6
Band 5
Band 4
Absent
Student Growth Table 2013/2011
NAPLAN Area
Positive Difference
Reading
91.9%
Writing
67.6%
Spelling
94.6%
Punctuation & Grammar
70.3%
Numeracy
81.1%
Data,
Measurement,
Geometry
Space
78.4%
&
78.4%
Number, Patterns & Algebra
In Year 9,
3 students were absent from Reading, Writing, Spelling and Grammar & Punctuation
5 students were absent from Numeracy
2 students scored below the minimum standard in Writing
4 students scored below the minimum standard in Spelling
1 student scored below the minimum standard in Grammar & Punctuation
1 student scored below the minimum standard in Numeracy
In Literacy for Year 9,
96.2% of all results achieved met the national minimum standards or higher
85.9% of all results achieved were above the national minimum standard
10.3% of all results achieved were at the national minimum standard
Year 9 NAPLAN Literacy Achievement Bands 2010 - 2013
40%
35%
30%
25%
2013
20%
2012
2011
15%
2010
10%
5%
0%
Band 10 Band 9
Band 8
Band 7
Band 6
Band 5
Absent
In Numeracy for Year 9,
97.0% of all results achieved met the national minimum standards or higher
84.9% of all results achieved were above the national minimum standard
12.1% of all results achieved were at the national minimum standard
Year 9 NAPLAN Numeracy Achievement Bands 2010 - 2013
40%
35%
30%
25%
2013
20%
2012
2011
15%
2010
10%
5%
0%
Band 10 Band 9
Band 8
Band 7
Band 6
Band 5
Absent
Student Growth Table 2013/2011
NAPLAN Area
Positive Difference
Reading
97.8%
Writing
76.1%
Spelling
91.3%
Punctuation & Grammar
93.5%
Numeracy
91.0%
Data, Measurement, Space
& Geometry
81.8%
Number, Patterns & Algebra
88.6%
REPORTING AREA 4
STUDENT PERFORMANCE IN STATEWIDE TESTS
HIGHER SCHOOL CERTIFICATE
In 2013,
45 students sat for the NSW Higher School Certificate in 27 courses. This
included 2 students who sat for accelerated Modern Greek Continuers, Modern Greek
Extension and Information Processes and Technology.
success rate 10.50%, rank 144
the highest ATAR was 96.85
4.4% of the year group scored ATARs of 95 and above
11.1% of the year group scored ATARs of 90 and above
26.7% of the year group scored ATARs of 80 and above
28 students qualified for University entrance
3 students undertook vocational courses and/or other study:
- Automotive
- Retail Services
In 2 unit courses,
95.37% of all results achieved marks of 50 or above (Band 2 or higher)
8.80% of all results were Band 6 (90 or above)
23.61% of all results were Band 5 (80 - 90)
32.41% of all results were in Bands 5 or 6 (80 - 100)
HSC 2 unit subject achievement bands 2008 - 2013
45%
40%
35%
2013
30%
2012
25%
2011
20%
2010
15%
2009
10%
2008
5%
0%
Band 6 Band 5 Band 4 Band 3
Band 2 Band 1
None
In 1 unit extension courses,
100% of all results achieved marks of 25 or above (E2 or higher)
27.27% of all results were in Band E4 (45 or above)
54.55% of all results were in Band E3 (35 - 44)
81.82% of all results were in Bands E3 or E4 (35 - 50)
HSC 1 unit Ext subject achievement bands 2008-2013
80%
70%
60%
2013
50%
2012
40%
2011
30%
2010
20%
2009
2008
10%
0%
Band E4
Band E3
Course
Band E2
Band E1
Number of Students
None
Median Mark (%)
Ancient History
8
78.0
Biology
14
66.66
Business Studies
16
74.0
Chemistry
7
73.63
Design & Technology
16
67.70
Economics
5
86.0
English Standard
22
62.92
English Advanced
20
81.69
1
76.40
English Extension 1
6
37.42/50
English Extension 2
3
29.43/50
Geography
8
77.88
Information Processes &
Technology
8
76.35
Legal Studies
5
77.76
Mathematics General
24
62.66
Mathematics
9
71.73
Mathematics Extension 1
3
44.3/50
Mathematics Extension 2
2
81.20
Modern History
6
80.40
Modern History Extension
1
31.50/50
PD/Health/PE
14
59.70
Physics
6
76.43
Studies of Religion
6
37.98/50
English as
Language
a
Second
Textiles & Design
1
79.20
Visual Arts
8
75.88
Modern Greek Continuers
12
81.05
Modern Greek Extension
7
43.64/50
Improvement in 2 unit course medians compared with 2012 were achieved in
Ancient History, Business Studies, Economics, English Advanced, Information Processes
& Technology, Legal Studies and Physics
Improvement in 1 unit extension course medians compared with 2012 were
achieved in Mathematics Extension 1 and Mathematics Extension 2
Business Manager
Mrs Lorraine Plant
B Bus, CPA
Financial Information 2013
Income for year
State recurrent
grants
Commonwealt
h recurrent
grants
Capital Income
Expenditure for Year
Capital expenditure
13%
Non-salary
expenses
15%
Salaries & Related
Expenditure
Non-salary expenses
Capital expenditure
Salaries & Related
Expenditure
72%
Staffing 2013
The following information relates to AUG 13 Census details:
Staffing FTE
Deputy
Principal
1%
Principal
2%
Administrative
23%
Principal
Other
1%
Deputy
Principal
Teachers
Teachers
73%
Other
Teaching Staff Withdrawals 2013
Staff Movement
Family /Study
School/Employment
Promotion
Retirement/Health
Own Business
Withdrawn (Requested to Leave)
Interstate/Relocation
TOTAL
Junior School
Senior School
% of total teaching staff
2006
2
2
2007
3
2
2008
2
1
3
2009
2
3
1
1
2
1
2
8
1
6
6
7
2
6
10.90%
4
2
8.30%
4
2
8.30%
4
3
9.20%
2010
3
1
2011
2
2
2012
2
1
2
3
2
2013
1
1
5
7
6
10
1
3
5
2
10.20%
5
1
8.1%
3
7
14%
2
1
5.2%
2013 Sick Leave Taken
Teachers
Sick/Carer Leave Summary by Month
35
30
Days
25
20
Senior Teachers 2013
15
Senior Teachers 2012
10
Junior Teachers 2013
Junior Teachers 2012
5
0
Teachers -Year to Date
2013 v/s 2012
200
180
160
140
120
100
80
60
40
20
0
Senior Teachers 2013
Senior Teachers 2012
Junior Teachers 2013
Junior Teachers 2012
1
Support
Sick/carer Leave Summary by Month
40
35
30
Senior Support 2013
Days
25
Senior Support 2012
20
Junior Support 2013
15
Junior Support 2012
10
5
0
180
Support - Year to Date
2013 v/s 2012
160
140
120
Senior Support 2013
100
Senior Support 2012
Junior Support 2013
80
Junior Support 2012
60
40
20
0
1
Students K – 12 2013
The following information relates to AUG 13 Census details:
Students by School 2013
Senior School
43%
Junior School
57%
Junior School
Senior School
Students by gender 2013
Girls
46%
Boys
54%
Boys
Girls
PRIMARY CAMPUS EVACUATION PROCEDURES
SPECIFIC ROLES
ROLES & RESPONSIBILITIES
ADMINISTRATION STAFF call 000, do not presume they have been notified.

Notify executive at Primary Campus.

Open gates.

Take First Aid kit and supervise First Aid treatment as necessary.

Take Staff sign on/sign off book, Visitors sign on/off book and Student
Information folders to assembly area.

Check off all classes for completed class rolls.

Ascertain that all buildings have been checked and cleared of students, parents,
visitors and teachers.

Liaise with emergency coordinators.

If possible, one person to stay in the office to answer phone calls. Phone lines are
often congested during emergencies, use phone only as necessary.

No one is to return to the buildings until the Police/Fire Brigade have stated that it
is safe to do so.

The emergency coordinator identified by GREEN HAT ONLY will notify staff
when it is safe to return to classrooms.

ADMINISTRATION STAFF
Upon being informed of the emergency, obtain the following:1. The type of emergency
2. Location of emergency
3. What is involved in the emergency
4. Who is reporting the emergency
5. What action is being taken
6. Immediately alert the Head of School, Heads of Campus.
7. Open Gate.
Secondary Campus Emergency
Evacuation Procedure
FIRE - INTERNAL FIRE/EVACUATION
All staff should ensure they are familiar with evacuation procedures and emergency exits.
Be aware of the location of fire equipment and immediately report any missing or faulty
equipment to admin and the Head of School.
ALARM
Alarm Bell will be rung CONTINUOUSLY.
EVACUATION PROCEDURES

STUDENTS will be instructed by teachers to take everything out of their hands and stand
quietly.

Use the buddy procedure for transition from classroom to safe area.

Students are to file out of classrooms under the supervision of the teacher.

No running or pushing.

Classes are to gather near the exit gate.

The teacher will then check the class roll. The teacher must stay with the class he/she has
evacuated, keeping students calm, and await further instruction.

If the emergency occurs at lunch time students are to assemble with their class teacher near
the exit gate.

When the emergency is declared over, you will be told to return to your classroom with your
teacher.

TEACHERS must take class rolls of the class they are in. Rolls are located on the pin board
of each classroom. Check toilets between classrooms and close all doors and windows as
they leave the classroom. If the emergency is in their room, the class should be removed
from the immediate danger.

Upon hearing the alarm follow instruction procedures for teachers.

Give clear instructions on the route to be taken, check ahead and use your discretion to find
the nearest safe exit.

Instruct students to remain calm and move without panic.

Staff that do not have students with them at the time are to report to the front office for
further instruction.
NOTIFY ANY PERSON WEARING A RED HARD HAT OF ANY MISSING STUDENTS OR DIFFICULTIES,
DO NOT LEAVE YOUR CLASS.
About this Report
In preparing this report, School has gathered information from standardized evaluations/Reports, as
well as school based assessments that were undertaken during the year.
Members contributing information to this Report included:
Mr A. Tsoutsa
Head of School
Mrs E. Lillis
Head of Primary School
Mr T. Psomas
Pastoral Care Coordinator Primary School
Mr H. Vomvellis
Curriculum Administrator Secondary School
Mrs H. Baillie
Pastoral & Welfare Administrator Secondary School
Mrs L. Plant
Business Manager
The School is governed by the Parish & Community of Belmore & Districts “All Saints” Ltd
through its elected Board of Directors. Each year the four directors that have been the longest in
the Board have to relinquish their position. In essence every year there is a minimum of four
positions filled. Additionally there may be a need to fill any positions that may become vacant
during the course of the year. Dependant on the number on the Board, Directors may serve terms
of two, three or four years as required.
Through the Board of Directors, subcommittees exist to oversee the School’s operations including
administration, financial and capital projects through the School’s Head of School. All members of
the Board of Directors have read, understood and signed the respective “Persons of Responsibility”
document Along with Roles, Responsibilities and Confidentiality Requirements of Directors.
Monthly reports are produced and presented by the Head of School to the Board of Directors
keeping them informed of all aspects of the school’s operation. Through the Head of School, the
School’s ethos is monitored and continually developed.
Information included in this Report is endorsed by the Board of Directors.
Mr Polycarpos Kouroushis
Chair
Board of Directors
Parish & Community of Belmore & Districts “All Saints” Ltd
April 2014

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