ANNUAL SCHOOL REPORT 2015

ANNUAL SCHOOL REPORT 2015

OXFORD FALLS GRAMMAR SCHOOL – ANNUAL SCHOOL REPORT 2015 1

SCHOOL OVERVIEW Oxford Falls Grammar School is an Independent Co-Educational Comprehensive K–12 Christian School located on the Northern Beaches of Sydney. Our Ethos For Greatness, For Excellence, For Christ Our Vision and Mission Vision: To develop in each child their unique qualities, equipping them to enjoy a successful Christ-centred life. Mission: Proclaiming the Gospel message and lifestyle through Christ-centred educational excellence, encompassing the spiritual, physical, emotional and academic development of each student. Our History Dr Phil and Pastor Christine Pringle came to Australia from New Zealand in 1980 with a vision to establish a church. In fact, their vision extended beyond establishing a church; because of their passion for Christian education, they also wanted to build a school. When the church, Christian City Church (now C3 Oxford Falls), was well under way, the Pringles turned their minds to starting a Christian school. After much prayer, preparation and planning, what is now Oxford Falls Grammar School opened its doors in 1984 as Northside Christian School, with 13 students and two teachers, one of these teachers being the inaugural Headmaster, Mr Andrew Egan. The school catered for students from Kindergarten to Year 6 in a rented hall at the back of the Church of Christ in Belrose. At the conclusion of the academic year of 1984, there were 24 students enrolled in the new school, two of whom were the children of Phil and Chris Pringle. After several moves around the Northern Beaches, the school settled on the Oxford Falls site in 1986. At this time the school had its first name change to Wakehurst Christian School. It was situated on an expanse of 11 acres of magnificent rural land with a stream flowing through the centre, to which a variety of wildlife was attracted. Originally, the land had been a pig farm owned by the Sutherland family. This family generously accepted a small deposit for their land, with the payment to be finalised within four years, all interest free. There is a plaque on site dedicated to the memory of this family. In 1985 a Senior School with one teacher began, with five students moving from Year 6 into Year 7. Students studied the Accelerated Christian Education system. This first Senior School operated for nearly two years. In 1990 the School Board and teachers consulted and the school’s name was changed to Oxford Falls Grammar School in order to reach out to the wider community, including those families that may not attend a church. This did not, however, change the fact that a Christian perspective would pervade the school and that Christ would remain its firm foundation. After over 13 years of service to the school, Mr Egan left and Mr Southwell became Acting Headmaster until Mr Korocz commenced as Headmaster in April 1998. Mr Korocz’s specific brief was to ensure that the flourishing Junior School develop into a thriving Senior School. This Senior School commenced in 1999 with about 45 Year 7 students, and this cohort of students progressed through each year, attaining the honour of being the school’s first Year 12. In 2004 28 students sat for the Higher School Certificate and gained some impressive results.


The school has had a strong emphasis on the Performing Arts from its very beginning, with choirs, bands and musicals all being a regular part of the school program. The vibrant co-curricular Performing Arts program that exists today is a credit to the pioneers of the past. The school has served, and continues to serve the community by sharing the skills and talents of the students in the Performing Arts. The school is also recognised for the high achievement of its students in the Creative Arts arena. In 2004 when the school celebrated 20 years, student numbers were almost 900 and there were just over 100 staff members. At the 30th Anniversary celebrations in 2014, student numbers were 1050, with 147 staff. After 17 years of dedicated leadership, Mr Korocz resigned and Mr Fouracre commenced as the next Headmaster of the school. There has been a real sense of God’s blessing upon the school throughout its growth. Those who form part of the school community are greatly indebted to all the pioneers who worked tirelessly to make Oxford Falls Grammar School the success it is today.


WHAT IS AN OXFORD FALLS GRAMMAR SCHOOL STUDENT? Being an Oxford Falls Grammar School student means encompassing the six qualities and attributes below. We aim to equip our students by training them in the following six qualities: Educated Diligence Informed - Committed Enquiring - Faithful Productive - Hardworking Lifelong learner - Disciplined Skilled - Servant hearted

- Motivated -Co-operative Knowledge, Faith and Love of God - Productive Forgiveness - Resilience Trust - Responsible Knowledge - Initiative Experience

Respectful – attitude of respect Hope filled Parents - Optimism Teachers - Sense of purpose Elderly - Sense of destiny Government/Authority - Confident Peers – awareness of others - Enjoyment God - Secure Environment/Property - Joyful Obedience - Faithful Empathy Courteous/well mannered Integrity

Serving Others - Servant Hearted Generous Humble Thankful Gracious Compassionate Practical

‘Train up a child in the way he should go, and when he is old he will not turn from it’ Proverbs 22:6


HEADMASTER REPORT Upon my arrival at Oxford Falls Grammar School some 17 months ago I was immediately struck by the friendliness and involvement of the parents and students of our School. Rarely have I seen such dedication and commitment to the purposes, ideals and values of a school by the members of its community. It has been so impressive to see how the different members of our School Community celebrate their common aspirations and values. These initial impressions have remained with me and it is with great pride that I am able to tell prospective parents and students about this special quality we have and to celebrate our ‘School Community’. It really is a quality we should protect, nurture and celebrate! ‘We live in the shadow of each other’ the old Irish proverb says, and what a splendid image this is. Our School Community is that shadow, where we learn to value and respect each other, even (and especially) if we don’t always get our own way or have our needs met. It is that place where we learn to understand and even honour those people with whom we might not always get along. It is that place where we learn the truth that life is about ‘us’, and not about ‘me’. Our School Community is, above all, that place where we learn that a real, full, authentic life is found in celebrating relationships and respecting our differences. All of this highlights that there must be a resonance of values between school and home if our children are to grow up hearing a consistent message about family values and ideals. Likewise, they must see parents enthusiastically participate in and celebrate our School Community if they are to value it for themselves. 2015 has been a year of many achievements for our School Community and we rightly celebrate them. As impressive and important as our individual and corporate academic achievements were (and I cite our terrific 2015 NAPLAN results as an example), the greatest cause for celebration is the growth I see every day in the lives of the students. This growth is evidence of what we call ‘OFGS Pride’, and I regularly receive letters, emails and calls from parents and members of the public congratulating our students on their behaviour and on the way in which they represent the School in public. Teachers regularly tell of their experience on excursions where the students have displayed outstanding attitudes and behaviour in representing their School, and of how our students have demonstrated great spirit in the way they have competed and represented at various sporting carnivals and events. We regularly ‘punch above our weight’ at such events and our ‘OFGS Pride’, coupled with a developing culture of participation, is exciting to see. Our School Community is blessed to have so many exciting activities and programs in which the students can participate. It is a joy for me to walk around the School after hours and see so many different sporting, music, dance and drama groups practising and honing their skills. In doing so, I am reminded that these activities are only made possible by the hard work and dedication of the many teachers, support staff and parent volunteers within our School Community. With this in mind, I deeply appreciate the support of our wonderful parents, who so faithfully give of their time and energy in support of their children and of the School. Whether it is helping at the canteen or uniform shop, on an excursion, as a reader in class, or manning a stall, we are so well served. Building a strong and healthy School Community is a tremendous challenge, and I trust that as we continue to grow from strength to strength our parents will see their hard work and support has been richly rewarded. A highlight this year has been the launch of the 2020 Strategic Plan, which charts an exciting course for the development of our School over the next five years. The Strategic Plan, put together with input from the School Board, parents, staff and students, recognises our desire to continually improve the quality of the service we are offering to our students and parents. Behind the scenes, working with energy and dedication is the School Board. Their work is largely unseen, but should not go unnoticed. On behalf of the School Community I thank Dr Phil Pringle for his incredible support, vision and energy, and our Chairman Mrs Pam O’Flaherty and the rest of the School Board for their countless hours of voluntary service.


Oxford Falls Grammar School has thrived in 2015 because we are blessed to have such a committed team of educators and support staff who approach their work each day with dedication, professionalism and care. They regularly go ‘above and beyond’ for the sake of the students. We should never underestimate the impact they have in the lives of our precious young people. Each year at the Year 12 Graduation & Thanksgiving Ceremony we hear the special stories of how students have been inspired by the School’s staff, and 2015 was no different. A school the size and complexity of ours cannot thrive without talented and committed leaders, and I would like to especially thank our senior leaders, Mrs Rae Doak, Head of Senior School, Mrs Roslyn Mahony, Head of Junior School and Mr Greg Morris, Head of Operations for their support, boundless energy and dedication throughout 2015. We will also remember 2015 for a very sad reason. It was with great anguish that we learnt of the passing of Lachlan Burleigh, our much-loved Year 12 student, who died so tragically in a car accident. Lachlan’s death deeply affected the entire School Community. However, even in the midst of this terrible tragedy, we saw our School at its best, and I was exceptionally proud of the way the School Community came together in moving expressions of support for the Burleigh family and for each other. In this year’s report I have extolled the value and virtue of community. May we all be truly thankful for the strength, vitality and richness of our School Community and never take it for granted. Our School will flourish on the basis of the value that we each place upon being a member of this great community. Thank you one and all for what we have achieved together in community throughout 2015. Geoffrey Fouracre HEADMASTER


CHAIRMAN OF THE BOARD Many people make up a school community and the Oxford Falls Grammar School community consists of some of the very best I know: Our team truly are an amazing group of people who continually go above and beyond in all they do. Our Headmaster, Mr Geoffrey Fouracre, along with Mrs Rae Doak, Mrs Roslyn Mahony and Mr Greg Morris, has led our School ably. I thank each of you for your leadership, commitment and passion for our School. Under these leaders sits a Senior Leadership team which is made up of a most gifted group of people with many talents and great strengths. Under this Senior Leadership team you’ll find a ‘not so small’ army of educators, support staff, youth pastors, performing arts tutors, canteen staff, a barista, before and after school carers, uniform shop operators, etc, who work tirelessly to make a difference to the lives of so many and I thank you for the difference you are making. Our entire team are a remarkable group of people! I would like to sincerely thank a longstanding member of the team who left us this year, Mr Jaime Gibson. Jaime’s contribution to music and the performing arts at OFGS has been significant, to say the least and we wish him well in his new school in the UK. Our students are clearly an essential part of our community! We went into 2015 celebrating excellent HSC results from the graduating class of 2014 and went on to enjoy strong NAPLAN results as well. Our sporting and performing arts achievements continue to be impressive, and the many co-curricular activities that are offered at OFGS continue to add to our students’ school experience. Tragically, this year, we lost one of our very own…Lachlan Burleigh. A lovable and popular young man who will be so sadly missed but never forgotten. Our School community supported the Burleigh family and each other in such a beautiful way. We again extend our deepest sympathy to the Burleigh family. Our parents are yet another wonderful part of our School community. Without the support of parents for the School and for each other, and the injection of their time into all our activities it just wouldn’t be the school it is today. So to the myriad volunteers who give so willingly, I thank you! This year we have a new P&C President. Mr Paul O’Brien has been appointed to take over from Mrs Tina Taylor. Tina has been President for the last five years and has done an outstanding job and still continues to serve on the P&C team. Sincere thanks to Tina for her commitment, dedication and service to the OFGS community. We welcome Paul and thank him for his willingness and enthusiasm in taking up this most important role. Many thanks also to the P&C team for all you do to build community in our school. Our Board are a very dedicated part of our School community. I thank them sincerely for their insight, wisdom and commitment to OFGS. The time they give is invaluable and it’s a privilege to sit at that table with each one. Pastor Pat Antcliff stepped down from the Board this year and I thank him for the stellar contribution he made. The wisdom and vision of Pastors Phil and Christine Pringle and the community of the C3 Church continue to support the School and it is so appreciated. Collectively our whole community contributed to the formulation of our Strategic Plan which will be our road map for the next five years. It was wonderful to give everyone the opportunity to be involved in this significant and important project. We certainly have an impressive community for which I am most grateful. Finally, I wish you all a happy, successful and blessed 2016. Mrs Pam O’Flaherty CHAIRMAN OF THE SCHOOL BOARD


PARENTS AND COMMUNITY It is often said that it takes a whole community to raise a child. That is never truer in life than with a child’s education and development through a school community. Be they teachers, fellow students or parents, all work together to enrich the life-learning experience of our beautiful and precious children. In August this year I was appointed as the new P&C President for Oxford Falls Grammar School. It is a daunting prospect and very humbling to follow the incredible legacy left by Mrs Tina Taylor and her committed P&C team. I’d like to take this opportunity to pay homage to Tina and her team. I would also like to thank them on your behalf for the many years of continuous and unconditional love shown towards your children and to you as parents. They have truly demonstrated the Christ-like characteristics of service that underpin our School. It is during times of trial that the strength of a community of parents is fully demonstrated in the way it responds and supports its own. The seemingly inexplicable loss of our beautiful Lachlin Burleigh this year in such tragic circumstances brought the community of Oxford Falls Grammar School together like nothing else. Almost as a tribute to Lachlan, we rallied as one in an outpouring of the human spirit that matched his wonderful attitude to live a life full of hope and inspiration, one that Lachlan and his family would be immensely proud of. It is patently obvious and must be acknowledged that there exists a significant grassroots School Community that continues the practice of building relationships and organising activities at a class and year level right across the Junior and Senior Schools. That is all part of what is known as a ‘Parent Community’ and is a source of great strength and encouragement. The central P&C body seeks not to own this in any way but simply to foster and assist that process by providing additional resources and infrastructure. So where to from here for the P&C? The School has undergone some significant changes over the last twelve months as it adjusts to the new management. As the School Board and management continues a program of transformation, underpinned by a new strategy it is inevitable that further change will occur. The P&C body as a complementary grassroots organisation will also need to evolve as we adjust and adapt in the ways in which we operate. We look forward to working with the Board, the Headmaster and the school staff in 2016 to make the necessary changes a reality. Regardless of what changes occur, some basic tenets remain. The mission of ‘building community’ through practical acts of love and kindness continues to define what we as an organised parent body are about. As the School seeks to implement its Strategic Plan, so it makes sense that the P&C complements the strategy through what it does in seeking to be the glue that binds us together. The world engages and gives of its time in many different ways. There have been shifts in the way that societies operate and how communities of parents contribute to their school. As a P&C body we therefore need to harness simple methods of engaging the parent community to make collective outcomes achievable through the sharing of our talents and abilities. For this reason we are seeking creative, savvy and passionate community partnership builders who exist within our School community of parents. Individuals who can conceive of and offer practical ways that build community, and who are prepared to support a broad agenda not just within the School itself but into the wider community outside the school gates. If you are such an individual I would strongly encourage you to step forward, and to give whatever amount of time you can to serving the children and parents of your School. One of the practical ways in which the P&C builds community is in the staging of social events designed to deepen friendships and School spirit. Over the last twelve months these have included Welcome BBQs, Mothers and Fathers Day Breakfasts, a Bush Dance and of course the much-loved Skate and Scoot Night! I would like to thank in particular Tracy Ross, Korena Manzo and their teams who continue to


run these events which provide such fun for all. We appreciate the heartfelt input of all those who have contributed to the smooth operation of these events. Unfortunately there is not enough space to acknowledge you all here. A vital service provided under the auspices of the P&C is our fabulous Oxford Falls Grammar School Canteen, staffed by highly talented, creative and dedicated individuals who provide your children with healthy and nutritious choices day in, day out. Maria, Heidi, Jan, Judy and Belinda, assisted by our tireless volunteers, provide a fabulous and seamless service. If I’ve forgotten to thank anyone in particular for the year of 2015 I sincerely apologise. It is simply my ignorance at this stage as a new parent in 2015 and as I come to grips with the breadth of activities that the P&C body is involved in over a year which may surprise many of you. If you are curious as I was, could I ask you to simply come and find out. Speak to someone from the P&C, your Class Parent or attend any regular meeting of the P&C which are usually held on the first Tuesday of the month during school term. Whilst we have P&C Prayer Meetings each month graciously led by Bronte Waller, could I ask in conclusion for your prayers of support during 2016 for the P&C body and the wider parent community as we seek to grow in acts of love towards our fellow parents and for our beloved children. Mr Paul O’Brien PRESIDENT

STUDENT REPRESENTATIVE COUNCIL The SRC is a student led forum where student leaders meet to discuss important issues pertinent to their respective year groups. The SRC is all about student voice and learning appropriate channels to work through to achieve positive project outcomes. All Year 12 Leaders have worked on their portfolio projects with input from Year 11 Deputy Leaders. The Year 7-10 year Captains contributed grade reports to the SRC each meeting and were brilliant in brainstorming ideas to improve the Senior School. I sincerely commend the efforts of the SRC and the wonderful ways in which the students lived their leadership in action. Mrs Juliette Siemsen STUDENT REPRESENTATIVE COUNCIL COORDINATOR


PARENT, STUDENT AND TEACHER SATISFACTION MISSION ‘Proclaiming the Gospel message and lifestyle through Christ-centred educational excellence, encompassing the spiritual, physical, emotional and academic development of the student’

Parents, students and teachers were asked to comment, in an informal way, on their satisfaction with Oxford Falls Grammar School.

PARENT SATISFACTION – JUNIOR SCHOOL Throughout 2015 the Head of Junior School maintained an open door policy for parents to gain an interview. Cards, letters and/or gifts of appreciation to the School had been received by Mrs Roslyn Mahony and her staff. As these Junior School parents commented:

“The Junior School is an amazing place - the staff, teachers and community all love and care for the children and that has come from the leadership and what you have passed on. You have all done amazing things with the school.” “Also just wanted to say a huge thank you for your help with the Graduation Dinner. You were so supportive and approachable. We really enjoyed working with you and all the staff at OFGS.” “I would like to sincerely thank the staff for their calmness and professionalism with dealing with this situation…While I am still grappling with an idea to truly show my thanks I didn't want more time to pass before I let you know. With heartfelt thanks beyond what words can express.” “What a wonderful year it has been! Duncan has had a blessed time at Oxford Falls Grammar School and couldn’t have had a better end to his Primary education. Thank you for the time and effort put into helping him achieve his best this year.” STUDENT SATISFACTION – JUNIOR SCHOOL “Thank you for making Year 6 the best year ever! We had so many fun activities and I learnt so much about my subjects but also about how to be kind to others and think of those less fortunate than us.” - Year 6 Student “I wanted to say how thankful I am for you. Being in your class is a privilege, you are the reason I am excited to go to school. You’re always there for me no matter what happens. The teachers are such great role models to me and I have learnt so much. We have great relationships that will stay with me forever” - Year 6 Student

PARENT SATISFACTION – SENIOR SCHOOL Throughout the year, the Head of Senior School received complimentary emails, phone calls and letters expressing appreciation for the manner in which matters were resolved, the thoughtfulness and extra work of teachers with their students and the overall pastoral care of students.


As these Senior School parents commented: “A huge thank you to your incredible team for the most extraordinary Sports Carnival OFGS events never cease to amaze me. The atmosphere and teacher involvement is way off the scale” “So lovely to see such a large group of happy kids taking part in the Dance Spectacular. As a parent, it is also wonderful to see such enthusiasm from staff and tutors. Your support and encouragement is contagious” “For the past 14 years we have considered OFGS as an extension of our home and you have played such a vital role in the upbringing of our boys. The partnership is something we value so highly and we thank you so very much. OFGS is an amazing community and you all deserve so much recognition and thanks for all you do” STUDENT SATISFACTION – SENIOR SCHOOL “The care that the school provides. I know that when I need something or ask for something, they will try their best to deliver” “The warm and inviting environment and the strong academic and motivational culture - everything is pushed toward a higher quality” “Great learning environment, teachers are 100% supportive, great friends” “Everyone is kind and considerate, they can all help in tough times and everyone is respectful. I love being at a Christian School because I feel very safe in this environment, and I feel like everyone can talk to everyone” “Everyone seems nice and accepting of each other I feel like that is due to the belief and culture of the school” “The atmosphere and vibe of the school is super welcoming, warm, friendly and joyful”

TEACHER SATISFACTION Teaching Staff were informally requested to indicate their level of satisfaction working at Oxford Falls Grammar School. Responses were: “I thought I knew I had come in to a pretty amazing group of people to work with. Now I am certain. The staff here are such a blessing” “As always I am blown away with the generosity and love that fills this place. I am so blessed to have all of you creating this wonderful workplace” “I walk into every one of my classes and 99.9% of the students genuinely, sincerely and honestly want to learn! It’s a real privilege to be their teacher and I am humbled by their good grace and love of learning – learning for learning’s sake. (Not to please their teacher and or parents, but to learn for themselves).”


SCHOOL STRATEGIES ACHIEVEMENT OF PRIORITIES

The achievement of 2015 school-determined improvement targets is set out in the table below. Specific goals for 2015 included:

OBJECTIVE STATUS

JUNIOR SCHOOL

Focus on Writing

Implementation of iPads into K-4 classrooms

Implementation of new Australian Curriculum Science syllabus

Upgrading Junior School classrooms and furnishings

Achieved

Achieved

Achieved

Ongoing

SENIOR SCHOOL

Additional Year 11 stream

Increased size and makeover of Year 12 Common Room

Installed extra Bubblers on the school oval

Achieved

Achieved

Achieved

GENERAL

Strategic planning process involving Staff, Parents and Students completed and the 2020 OFGS Strategic Plan was launched in November 2015.

Introduction of SaLT Teams K-12 (Quality Teaching Program)

Achieved

Achieved


SCHOOL‐DETERMINED IMPROVEMENT TARGETS Assessment and review of management structure to better accommodate growth and development of the School in both the areas of administration and education.

Specific goals for 2015 include:

OBJECTIVE STATUS

JUNIOR SCHOOL

Focus on Feedback

Familiarisation implementation of Australian History

iPads

Bring your own Device (BYOD)

Active

Completed

Active

Active

SENIOR SCHOOL

Additional Year 11 stream

Student Wellbeing Program piloted

Further integration of ICT into the curriculum

New Leadership program

Achieved

Achieved

Achieved

Achieved

GENERAL

E Block Extension incorporating a 5th Science Laboratory and additional GPLA. Also boardwalk improving and the pedestrian access throughout the school.

BYOD planning for 2016 implementation.

Active

Active


INITIATIVES PROMOTING RESPECT AND RESPONSIBILITY Oxford Falls Grammar School has undertaken several initiatives to promote respect and responsibility within the student body.

These initiatives include the promotion of respectful behaviour, involvement in community service and whole school and classroom activities.

The table below indicates these initiatives in both the Junior and Senior School.

JUNIOR SCHOOL SENIOR SCHOOL

Promotion of Respectful Behaviour

Welfare, discipline and anti-bullying policies ‘What is an OFGS Student?’ initiative Banners and boards outlining the

key attributes are in every classroom in Junior school

Respect explicitly taught at Assembly Mentoring ‘at risk’ students

Promotion of Respectful Behaviour

Welfare, discipline and anti-bullying policies printed in the Student Diary and on the School network.

‘What is an OFGS Student?‘ initiative An printed in the Student Diary and

actioned through Senior Leaders, Banners and boards outlining the key

attributes are in every classroom in Senior school

Teachers using the ‘language’ of these attributes to recognise excellence in each of the areas. Attributes regularly addressed in Assembly

Whole School Activities

Connect Groups Parenting Seminar Leadership Program incorporating Years 2 and 6 Captains and Prefects Buddy System including Year 6 buddy assigned to new Kindy students and ‘Buddy Classes’ K-Year 6 Girl Power Cyber-safety Seminar ANZAC Day Commemoration Class Helpers/ Leaders Grandparents Day Father’s Day Breakfast Mother’s Day Stalls Canteen Focus on Healthy Eating Live Life Well Program Seminars for K-6 on Friendship and Sportsmanship Year 6 leaders hosting weekly Junior School Assemblies

Whole School Activities

‘The Gathering’ – Christian Groups and Prayer Meetings Chapel services Christian Studies Program Senior School Leadership program including School Captains, Prefects, Deputy Leaders and Year Captains 7-10 Leadership Training Program Christian Leadership Scholarships Chapel with speakers promoting respect and responsibility Student Representative Council Father’s Day Breakfast Mother’s Day Stalls Year 12 student led initiative ‘The Last Stand’ Orientation Buddy Program: House Based ANZAC Day Commemoration


JUNIOR SCHOOL SENIOR SCHOOL Year 5 Students involvement in Elections for Year 6 Leadership Team Honouring of School leaders by standing when they enter classrooms Honouring of God and parents is a strong whole school priority Forgiving others forms a major component of interpersonal relations Kamoochi Puppets for children with special needs to express feelings

Classroom Activities

Kindy Friendly Kids program Christian Studies Program K-6 Bounce Back Christian Connect Groups led by Senior Primary students Basis of classroom rules strongly emphasises respect for others Daily class prayer time maintains a strong focus on displaying a sense of empathy for others Grade Chapels targeting issues and needs specific to the grade Year 6 Buddy Program Sports Captains monitoring K-6 lunch and recess games

Year Activities

Focus for each year with seminars to complement specific focuses – Example Anti-Bullying, Cyber-Safety, Study Skills and Healthy Relationships

Year 7 Building relationships and anti-bullying

Year 8 Gender Issues and Relationships and Cyber Safety

Year 9 Leadership Training Year 10 Goal setting and personal

development – Day of Hope Year 11 Leadership Year 12 Study Skills, Retreat and

post school options SRC

Year leaders – 7-10 Deputy leaders Year 11 Senior Leadership team – Year 12

Community Service

OFGS Outreach Program K-6 Charity Club

OFGS Outreach Program Missions Trip – Philippines, Years 10-11


STAFF INFORMATION During 2015 the Staff was made up of a Senior Leadership Team: Headmaster, Head of Senior School, Head of Junior School, Head of Operations, HR Manager, Director of Curriculum, Director of Logistics, Director of Teaching and Learning K-12, Director of Welfare and Dean of Learning Support K-7. During 2015 the Staff was made up of a Junior Leadership Team: Head of Junior School, Dean of Early Stage 1 and Stage 1, Dean of Stage 2, Dean of Stage 3, Dean of Learning Support K-7. The Junior School had 25 full-time and 7 part-time teaching staff. Two specific roles; Dean of Learning Support K-7 and Christian Studies Teacher / Junior School Chaplain. The total FTE for Junior School is 32. Senior School Leadership Team Head of Senior School, Director of Curriculum, Director of Welfare, Director of Logistics and Director of Teaching and Learning K-12. The Senior School has eight Heads of Departments and five Department Coordinators. The Senior School had 47 full-time and 7 part-time teaching staff. The Senior School also has a Learning Support Coordinator 6 – 12. The total FTE for Senior School is 54. K-12 roles are as follows: Director of Teaching and Learning K-12, Head of Gifted and Talented K-12 and eLearning Leader. This makes a total of 86 teachers employed at OFGS in 2015.

PROFESSIONAL LEARNING UNDERTAKEN BY TEACHERS All teachers at Oxford Falls Grammar participated in Professional Development in the 2015 year for an average of eight days per teacher. 44 teaching staff are New Scheme Teachers. Of those, 21 teachers were working towards Accreditation to Professional Competence and 23 teachers are already accredited to Professional Competence. School policy expects all New Scheme Teachers to maintain their accreditation to Professional Competence by completing the mandatory ‘100 hours over 5 years program’ for professional development. During 2015 all teachers were in-serviced in both in-school and BOSTES-endorsed Professional Development. Junior School staff in-school Professional Development included Writing Workshops, Child Protection and WH&S Compliance Training as well as Staff, Stage and Grade Meetings. A literacy review was held which was led by an external consultant. Senior School staff in-school Professional Development included ICT, Child Protection and WH&S Compliance Training as well as Staff, Heads of Department, Welfare and Department Meetings. Most Senior School teachers belong to Professional Association where they receive PD related to their specific KLA. All new staff members attended our New Staff Orientation Day which was held in the January In-service week. Topics presented included the School Vision, History of the School, IT, Maintenance and WH&S matters as well as a School tour. All teachers attend regular Staff, Stage, Department and Grade meetings throughout the school year. All 86 teachers at Oxford Falls Grammar School have teaching qualifications from a Higher Education Institution within Australia or as recognised within the National Office of Overseas Skills.


SCHOOL POLICIES

STUDENT NON‐ATTENDANCE POLICY

The School manages student non-attendance through its Attendance Policy (2015) and Certificate of Exemption Policy and Procedures (2015)

The School will:

Expect that in the case of illness, parents will inform the School by phone, written note or email including an explanation of the reasons for the absence.

Expect that in the case of family leave, including family holidays during term time, parents will apply in writing at least two weeks prior and include the dates of absence and an explanation of the reasons for the request. In an emergency situation, a written explanation is to be provided on the first day of the student’s return to school.

Expect that parents will apply for an Exemption from Attendance in cases such as elite sporting events and participation in the entertainment industry and exceptional family circumstances.

Both applications for Exemption from Attendance and Leave are made to the appropriate Heads of School who will make recommendations to the Headmaster for final approval. Requests are considered in the light of what is best for the child.

Follow up in an appropriate manner all unexplained absences from classes or school with the student and/or parents or guardians.

Notify parents/guardians in an appropriate manner when a student has an accumulation of unexplained absences from school.

Because there is currently no prescriptive number of days, as a duty of care, if staff are concerned that the educational progress of a student is being hindered by continued unexplained absences and parents have been notified of these continual unexplained absences, the School will seek legal advice on how to proceed.

Record in the student’s files any attendance issues and the action taken to resolve those issues.


ENROLMENT POLICY The 2015 student population was a total of 1074 students. 477 students were enrolled in the Junior School and 597 students were enrolled in the Senior School.

ENROLMENT POLICY 2015 Oxford Falls Grammar School is a school that seeks to be of service to families wanting a Christian school/education for their children. The Headmaster will have ultimate discretion in accepting or declining an application for enrolment based on the criteria agreed by the Board of Oxford Falls Grammar as outlined below.

ENROLMENT CRITERIA

SIBLINGS Due regard to applications of siblings already enrolled.

WAITING LIST The School is co-educational, so in addition to considering the date of application and the length of time on the waiting list, we will take into account the ratio of male and female students in offering enrolment.

ACADEMIC ABILITY

Level of academic ability and special needs. The school will monitor the number of remedial or behaviourally challenging students wanting to enrol. We will continue to meet the needs of such students but will exclude the enrolments of such students where the Headmaster determines, after consultation with the parents, that to properly meet their needs would result in unjustifiable hardship to the School.

PERCEIVED CONTRIBUTION

Likely contribution of family to the School’s activities and vision.

CLASS SIZE The school aims at a level of no more than 23 students per class in Infants and no more than 30 students per class in later years.

AGE REQUIREMENTS

School readiness for Kindergarten entry is age five years on or before 28th February. However, younger children with birthdays March – May, may be considered for enrolment after screening and consultation between parents and the School.

PREREQUISITES FOR CONTINUING ENROLMENT

Prerequisites for continuing enrolment are:

Payment of School fees

Continued support of the School’s ethos, policies and procedures

CHRISTIAN COMMITMENT

Level of family Christian commitment. In order to most effectively support the families within the School community and to ensure that the Christian character of the School is preserved the School will:

Favour applications from Christian families holding compatible faith beliefs;

Maintain an appropriate balance of students from Christian and non-Christian families, generally seeking to ensure that at least 30% of students are from Christian homes;

Reserve the right to reject applications from individuals or families hostile to Christianity, holding strong doctrinal positions in conflict with those generally held within the School or otherwise having beliefs that the School cannot support when educating the children of those families.


ENROLMENT OF STUDENTS WITH SPECIAL NEEDS POLICY There are special procedures governing enrolment of children with Special Needs which are intended to ensure that an appropriate educational program can be provided for the individual child. This may include the provision of Specialist medical and educational reports by the parents at the time of application to help the School ascertain what programs are required to meet the specific needs of the applicant.

In these circumstances parents will be consulted regarding the needs of the individual child and will be regularly updated through the assessment process. External specialist advice may also be sought as appropriate. The aim is to properly assess the needs of the child and to ensure that the School can realistically meet those needs. The School is committed to meeting its obligations in relation to the Disability Discrimination Act 1992 (Cth) and the Disability Standards for Education 2005 where applicable.

Parents may be able to request that special arrangements be made for students with special learning needs and may offer to financially contribute to the provision of extra educational services to support their child’s learning over and above the standard school fees. Any such arrangements proposed by parents will be considered in the assessment of the applications on a case by case basis.

SUMMARY OF STUDENT WELFARE AND DISCIPLINE POLICIES

Oxford Falls Grammar School seeks to graduate students who have had the opportunity to develop:

An understanding of Christian Faith

A sense of hope

A sense of vocation and vision A recognition and commitment

A concern for others

Discipline is something that is done for the student not to him/her. It means guiding the student

toward maturity and to the development of character. Discipline is to instruct, educate, guide and train with faithful consistency. It is more than giving orders and rules or punishing misbehaviour. It is the making of a disciple, the development of Christ-like behaviour. There are two elements to discipline: constructive and corrective.

Constructive measures (the encouragement of Christ-like behaviour) seek to build self-discipline

in students Corrective measures (or rather the discouragement of un-Christ-like behaviour) are also

necessary at times. The desired goal of discipline is for students to take responsibility for their own behaviour. Students are encouraged to live in community, sensitive to the needs of others and willing to serve others. Students are encouraged to develop their own internal restraints on behaviour, i.e. self-discipline. Being well behaved is not merely a matter of obeying a set of rules but derives from a personal discernment of what is appropriate and Christ-like behaviour. The policies were reviewed in November 2013. Changes were made to misconduct management procedures, application of procedural fairness, suspensions, long suspensions and expulsions. There was also a review of the Behaviour Modification Program, highlighting communication of matters of concern, welfare strategy which included commendations. A comprehensive review and implementation of disciplinary levels including actions and consequences.


SUMMARY OF COMPLAINTS AND GRIEVANCES RESOLUTION POLICY All personal matters such as concerns regarding student, parent or staff relationships should be raised directly with the School through the class teacher (Junior School), PC teacher (Senior School) or Executive Member in a confidential matter.

Issues or concerns that parents may have regarding their child’s education are most effectively dealt with if the appropriate grievance process is followed.

The policy was reviewed in April 2014.

SUMMARY OF ANTI‐BULLYING POLICIES Oxford Falls Grammar School recognises that the learning process is best achieved in the context of a positive, safe and supportive school community. Students are encouraged to be respectful and tolerant of individual differences. We seek to provide a safe environment. This requires both clear guidelines for students and a commitment from families to work together with the school to achieve this aim. If the school is notified of an incident involving the harassment or intimidation of other people, either at school or when travelling to and from school, the school will investigate the incident. If the incident is validated, the school will take action. It is our intention to follow-up any notified concerns and to bring matters to a point of resolution. Issues in relation to bullying are invariably subjective as bullying is about ‘power plays’. The school’s policy allows for staff to make a determination about an incident based on their gathered impressions. School staff will then institute a process to address bullying behaviour.

The policies were reviewed in March 2010 (Junior School) and May 2013 (Senior School).

Changes were made in regards to anti-bullying strategies and the school’s three stage process of dealing with unacceptable behaviour.


STUDENT OUTCOMES AND PERFORMANCE The following examinations are covered in this section: National Assessment Program Literacy and Numeracy (NAPLAN), Record of School Achievement RoSA, and Higher School Certificate (HSC). NAPLAN

In May 2015, national literacy and numeracy assessments were conducted with students in Years 3, 5, 7 and 9. The literacy assessments measured achievement in reading, writing and language conventions. Student achievement is reported on a scale from Band 1 to Band 10, representing increasing levels of skill and understanding demonstrated in the assessments. The proportion of students that achieved a result in the top 3 Bands for each of the NAPLAN strands are detailed below along with State data.

Year 3 (Bands 4-6) School State

Reading 81% 71%

Writing 90% 78%

Spelling 81% 68%

Grammar 89% 76%

Numeracy 82% 62%

Year 5 (Bands 6-8)

Reading 82% 60%

Writing 74% 53%

Spelling 75% 65%

Grammar 84% 60%

Numeracy 77% 56%

Year 7 (Bands 7-9)

Reading 76% 58%

Writing 60% 41%

Spelling 78% 67%

Grammar 75% 57%

Numeracy 76% 55%

Year 9 (Bands 8-10)

Reading 73% 50%

Writing 59% 38%

Spelling 76% 59%

Grammar 69% 46%

Numeracy 79% 55%


RECORD OF SCHOOL ACHIEVEMENT The Record of School Achievement (RoSA) is a credential for students who leave school after Year 10 or Year 11 for employment or other training opportunities and do not proceed to the Higher School Certificate (HSC). Six students were awarded a Record of School Achievement in 2015.

HIGHER SCHOOL CERTIFICATE

In 2015, 60 students were eligible for the Higher School Certificate.

Highlights include:

• 30% of students named “Distinguished Achievers” for results of 90 or more in at least one course • 5th in the state for Food Technology • 8th in the state for Industrial Technology Multimedia • Two nominations for inclusion in Encore, Music Showcase • Two nominations for InTech and one nomination for Shape, exhibitions of outstanding Industrial

Technology Major Design Projects

The following courses achieved results above the state average:

• Business Studies • Chemistry • Design & Technology • English (Standard) • Food Technology • Geography • Industrial Technology Multimedia • Legal Studies • Mathematics General • Modern History • Music 1

HSC results comparing student performance to state wide performance:

Course

Proportion of students achieving the top Performance Bands (Bands 4-6)

School State

Ancient History 57% 61%

Biology 56% 60%

Business Studies 79% 66%

Chemistry 80% 73%

Dance 80% 78%

Design and Technology 100% 78%

Drama 86% 82%

Economics 50% 75%


Course

Proportion of students achieving the top Performance Bands (Bands 4-6)

School State

English (Standard) 62% 42%

English (Advanced) 88% 91%

English Extension 1 0% (E4/E3) 94%

Food Technology 100% 55%

Geography 93% 66%

Industrial Technology 78% 55%

Legal Studies 83% 68%

General Mathematics 78% 50%

Mathematics 85% 81%

Mathematics Extension 1 50% (E4/E3) 84% (E4/E3)

Modern History 100% 72%

Music 1 100% 88%

PDHPE 69% 62%

Physics 40% 66%

Visual Arts 100% 88%


STUDENT INFORMATION CHARACTERISTICS OF THE STUDENT BODY

In 2015 Oxford Falls Grammar School had a student population of 1074. This comprised of 579 males and 495 females, K–12.

477 students were enrolled in the Junior School which was made up of 256 males and 221 females.

597 students were enrolled in the Senior School which was made up of 323 males and 274 females.

The Junior School Leaders include two School Captains, two Vice Captains and four Prefects as well as House Captains from each of the four Sports Houses. Each semester the Infants Department (K-2) also elected 4 Infants prefects from Year 2 who serve for that semester. The Senior School Leadership team was made up of two Captains, two Vice Captains and six Prefects who were given specific portfolios throughout their senior year. These included SRC, Environment, Community, Sports, Ministry, Performing Arts and Welfare. The Senior School also had Year 7–12 student representatives making up the Student Representative Council (SRC) who contributed to the School through a variety of initiatives. STUDENT ATTENDANCE RATE 2015

JUNIOR SCHOOL Kindergarten 96.83%

Year 1 95.39%

Year 2 94.9%

Year 3 95.02%

Year 4 94.32%

Year 5 94.67%

Year 6 95.46%

SENIOR SCHOOL Year 7 96.01%

Year 8 94.26%

Year 9 94.53%

Year 10 91.55%

Year 11 92.19%

Year 12 95.06%


STUDENT YEAR 10 TO YEAR 12 RETENTION Total no. of Year 10 students enrolled at OFGS in 2013

82

Total leavers from Year 10, 2013

15

Year 10 students from 2013 retained & graduated in Year 12, 2015

55

73.01%

Total Number of Year 12 Students who graduated in 2015

60

SENIOR SECONDARY OUTCOMES YEAR 12 ACADEMIC AND NON ACADEMIC PATHWAYS 2015 23 HSC subjects were offered 60 Students obtained the HSC 14 students undertook VET courses

Hospitality Tourism, Travel & Events Sport and Recreation Screen and Media Retail Services Information and Digital Technology NB: Two students undertook languages via Open High School POST‐SCHOOL DESTINATIONS In 2015, 60 students at Oxford Falls Grammar School completed Year 12. 100% of Year 12 attained the HSC. 23% of Year 12 students completed VET Courses. STATISTICS RECEIVED FROM THE UNIVERSITY ADMISSION CENTRE 44 offers made into degree programs 35 students received offers (sometimes to more than 1 university) 3 students received pre-exam early offers to Macquarie University via the Global Leadership Program and Schools Recommended Scheme. 1 x Bond University 50% Collegiate Excellence Scholarship 1 x Academy of Music and Performing Arts scholarship recipient - Bachelor of Dance *Many students spoke of having a gap year to work and travel. *Private colleges for Hotel or Sports or Property Management, Sound Production, Multimedia, Music

and C3 College courses were also discussed.


SUMMARY OF FINANCIAL INFORMATION

Income from all sources including, Commonwealth and State grants, subsidies, private income, fees and donations

63.90%

24.10%

12.00%

SOURCE OF INCOME 2015

Fees & other income 63.90%

Commonwealth Grants 24.10%

State Grants 12.00%


SUMMARY OF FINANCIAL INFORMATION Expenditure on all purposes – recurrent and capital expenditure

71.05%

22.80%

6.14%

EXPENDITURE 2015

Salaries & related expenses 71.05%

Non salary expenses 22.80%

Capital expenditure 6.14%

ANNUAL SCHOOL REPORT 2015

Documents