Glenaeon...Glenaeon Rudolf Steiner School – 2019 Annual Report 1 The achievements reflect a year of solid and consistent service to our students, your children, as we deliver the

Glenaeon 2019 ANNUAL REPORT

1 Introduction2 Chairman of Glenaeon School Council Report 3 Head of School Report4 Preschool Report5 Playgroups Report6 Primary School Report8 High School Report10 School Musical11 Glenaeon School Concert12 Outdoor Education15 Waldorf 10016 Higher School Certificate Results17 Tertiary Destinations18 Literacy and Numeracy19 Student Attendance and Retention Rates20 Staff Arrivals and Departures, Workforce Composition21 Teaching Support and Professional Development22 Student and Teacher Satisfaction23 Parent Satisfaction24 Proposed School Determined Improvement Targets25 Alumni Reunions26 Glenaeon Foundation27 Acknowledgment of Donors 28 Glenaeon Parents Association Inc Treasurer’s Report 33 Glenaeon Rudolf Steiner School Policies38 Summary Financial Information

“Even the wisest can learn incalculably much from children.”Dr Rudolf Steiner

Contents

Our VisionTo realise a contemporary understanding of the wisdom of Dr Rudolf Steiner that will prepare students to take their place as young men and women of distinction in today’s world.

Our PurposeOur highest endeavour must be to develop independent human beings, who are able of themselves to impart purpose and direction to their lives.

Over the year we maintained our core task of educating our students using the creative pedagogy of Dr Rudolf Steiner and preparing them to be men and women of distinction in contemporary Australian and world society.

The growth and development of 2019 was very appropriate for the 100th anniversary of the education inaugurated by Dr Rudolf Steiner. A key task was re-articulating our core message for the coming century: Meaningful Lives emerged as the central defining essence of our education, a message embraced by all our teachers and staff, and lived out in the values that underlie our education.

Our pedagogy is:

• Developmental: we value the foundation that a healthy childhood gives to a successful life. We support the need for children to play, be part of nature and enjoy a time free from the stresses of premature, commercial age compression; we also value the developmental picture of human consciousness that has evolved through the ages of history;

• Balanced: we provide a balanced education to every child fostering the development of clear thinking, rich emotions and a strong will delivered through a high quality academic program, a flourishing creative and performing arts experience, and a practical training in traditional and contemporary technologies for every student;

• International: along with the other 1,000 Steiner schools around the world we promote an international understanding and tolerance of diversity;

• Compassionate: we value an approach that fosters collaboration over competition as the basis for both individual achievement and community harmony: we strive to make every classroom a learning community;

• Individual: we value the uniqueness of each individual student, recognising that each is on a meaningful path of biographical development unfolding his or her essential self;

• Sustainable: as Dr Steiner was a pioneer in sustainable agricultural practice in the early 20th Century, so we aim to continue this tradition through working in harmony with the forces of nature in a creative, collaborative manner;

• Mindful: we value the expressions of the ‘wisdom of humanity’ that have guided humanity through the great world religions and traditions, and strive to find the appropriate expressions that will nourish and support students, teachers and parents in creative, contemporary ways in harmony with Dr Steiner’s work.

Andrew Hill B.A. (Hons) Dip Arts, M Ed (USYD) MACE Head of School

Introduction

As I write this introduction to Glenaeon Rudolf Steiner School’s Annual Report for 2019, the unprecedented challenges of 2020 are unfolding around us. Last year seems to be a long time ago now, yet the learning our school community took from that year with its own challenges will stand us in good stead as we rise to new challenges presented by the global pandemic.

Andrew Hill Head of School

Glenaeon Rudolf Steiner School – 2019 Annual Report 1

The achievements reflect a year of solid and consistent service to our students, your children, as we deliver the unique Glenaeon program based on Rudolf Steiner education across our three campuses from Preschool to Year 12.

The school Executive, teachers and staff delivered an outstanding year of education and I thank them for their hard work dedicated to the service of our students.

Work on maintaining and improving the educational facilities across our three campuses continued to be a key focus for school leadership. Our commitment to sustainable practices across the school received a boost with the installation of 300 solar panels on the roofs of the Sylvia Brose Hall and the Technology block at Middle Cove. In conjunction with the solar panelling already in place at Castlecrag, we are well on the way to carbon neutrality across the school.

The Middle Cove Class 3-6 playground upgrade was installed based on the 2018 Foundation Annual Appeal, and work has commenced on the high school outdoor learning spaces. The major work of the year was the Middle Cove Masterplan review. We engaged Gresleyabas Architects to review our 1995 Masterplan, consulting with teachers, Council, parents and students. The results of their work provide an exciting vision for the future of the Middle Cove campus, and as the next step Council is focused on examining the planning issues that need to be addressed as we move to build this exciting vision. We look forward to further communication on the Masterplan in 2020.

I hope and trust the 2019 year was particularly fulfilling and engaging for your child and your family as we move another year closer to achieving our individual and collective destinies, and I thank you for your continuing support for Glenaeon over the past year.

Lee HillChair, Glenaeon Rudolf Steiner School Council

Chairman of School Council Report

2019 will be remembered in many different ways, as we look back on a year of achievements and challenges.

Lee Hill Chair, Glenaeon Rudolf Steiner School Council

Glenaeon Rudolf Steiner School – 2019 Annual Report2

Head of School Report

There were beautiful play performances in every year level from Kindergarten to Year 8’s Shakespeare festival. The Year 10 Musical The Pirates of Penzance was an impressive performance in every way, combining musical excellence, dramatic excitement and building the year group community in a powerful manner.

Outdoor education continued their outstanding work, delivering trips from Class 5 through to Year 12, to destinations as far afield as Tasmania in the south and Hinchinbrook in north Queensland. A Year 12 group even completed their ‘schoolies’ experience with three weeks in Nepal including a week as teachers’ aides in a rural school and ten days on a river running off the Himalayas. This year the peak body in outdoor education Outdoors NSW awarded Glenaeon the ‘most outstanding outdoor learning program’ of the year. This achievement is a credit to the outstanding work of Outdoor Education Coordinator Scottie Williams over the past nine years.

The school Concert was a magnificent event bringing together the musical forces of the school into a single evening, this year celebrating one hundred years of Rudolf Steiner education, known internationally as Waldorf 100. We marked this milestone with a public exhibition of student art work which ran for two weeks at The Concourse in Chatswood, and was opened by the Mayor of Willoughby on the night of the music concert.

At the start of Term 3 we launched a new logo Meaningful Lives, based on the statement attributed to Dr Rudolf Steiner, “Our highest endeavour is to produce young men and women who out of themselves are able to find meaning and direction in their own lives.” This remarkably contemporary sounding sentence has been a guiding vision for the school for its entire existence. The words take on particular significance in this post-modern 21st century where helping our students find an individual pathway is both a challenge and a necessity. As the statement says, Glenaeon’s highest endeavour is to do exactly this. The development and roll out of the new logo was the culmination of months of work by the school leadership team and provides a very contemporary focus for our whole community.

Our Glenaeon people fared well through the year: our annual staff survey reported an overall Employer of Choice rating. The key staffing development was the appointment of our first Deputy Heads of School: Elizabeth Nevieve for Years 7 to 12 (formerly Director of Studies), and Dani Finch for Kindergarten to Class 6 (formerly Director of Students). As the school has grown in complexity and the demands on school leadership have increased dramatically, this step has been an important evolution in our Educational Executive structure. Elizabeth and Dani stepped up magnificently through the year, and provided a more direct connection with parents and students in the primary and high school.

The final term of the year presented some specific challenges. The personal tragedy of one of our families has been felt deeply through the community, and it will be some time before this loss is in any way healed. Our campuses were severely affected by extreme weather events in November, leading to the totally unprecedented closure of the Middle Cove campus on two separate days, one for fire threat and one for storm damage. The School met these challenges with resolve, and I believe it is a testament to the unity and strength of our community that this was possible.

As the one hundredth year of Steiner education, 2019 brought a greater clarity to our task in the 21st century. We were not to know the challenges that would lie ahead in 2020, but the strength our community demonstrated through the year past laid a firm foundation for successfully meeting the challenges yet to come.

Andrew HillHead of School

As befits a holistic, age appropriate education, there are many and varied elements to our school’s experience over the year, from the creative play of Kindergarten to the intense academic focus of the HSC. There were many highlights which will be outlined in the pages that follow.


Preschool Report

Exceeding the National Standard in all Quality AreasThe Preschool underwent Assessment and Rating and received the Exceeding result in all 7 Quality Areas of the National Quality Standard.

Preschool was “…commended on its achievements in Exceeding the National Quality Standard. In particular, careful planning, reflective practice and willingness to collaborate with families and other community organisations to enhance children’s learning and wellbeing demonstrate the commitment to quality by educators at your service. Management and educators demonstrate a willingness to consistently reflect on service processes to ensure the best possible outcomes for children and families are present. Practices within service delivery are fostered around meaningful engagement with families and the wider community.”

A Child’s WorkA focus of 2019 at Preschool was the quality child-led creative play. The staff did weekly reflections on the children’s engagement and the way that they progressed through all the stages of growing social confidence and communication skills, making new friends and expressing their joy and trust in life. In play the children express their individual strivings in freedom as adults do in their work and careers. Children imitate this adult engagement. Play is a child’s work. Play for them is real life.

CommunityWe had a village atmosphere with craftspeople coming to make baskets and woodworkers to build wooden toys as well as a honey stall with the beehive trays visible to children brought by a local bee keeper parent.

Community is the centre of our work to support children.

Peggy DayPreschool Director

Working together Baskets made in our village


Playgroups Report

In the last term of 2019 we expanded to five mornings a week from our previous four mornings playgroup program.

This was initiated because of our extensive waiting lists for playgroup programs. At year end we had three playgroups at Castlecrag campus and two at the Willoughby Preschool campus.

A historic moment at year’s end was to farewell iconic Ebba Bodame as a Playgroup Leader. After decades of superbly leading the Early Childhood Department at Glenaeon, Ebba retired to teach adults at Rudolf Steiner College and Glenaeon’s Parent Education program.

We are delighted that veteran Glenaeon Preschool Teacher Nancy Amini has joined our Glenaeon Playgroup community. Nancy’s playgroup program as offered at Term 4 of 2019 was full to capacity very quickly when the word got out that she was the educator.

We had a strong ending to 2019 which has carried into 2020.

Families appreciate our nutritious, socially vibrant mornings. They are grateful for the respect and care we give to their children and families. We have expanded our age range from birth to five years of age. We welcome siblings. This has sent a strong message of our Playgroups being ‘family oriented’.

Sandra Frain Playgroup Coordinator


Primary School Report

KindergartenThe Castlecrag Campus, our very own ‘National Park of Childhood’ saw some significant shifts.

Our much loved Little Kindergarten teacher Junko Nicholas took maternity leave after the birth of her beautiful daughter Rima in January. Julie Torrisi taught Little Kindergarten while Junko was away and wrapped her loving mantle around the children. We were all impressed by the commitment, care and dedication she brought to her work.

The children in Kindergarten enjoyed another rich and full year of work and play with their teachers Catherine Pilko and Sarah David. They enjoyed seasonal circles and festivals, listening to stories, singing songs, creative arts, craft, bushwalking and more. Their confidence and competence grew as the year progressed and by the end of Term 4 they were all excited and ready to embark on the new adventure of Class 1 with their teacher Rodney Dean in 2020.

Perhaps the most exciting and most talked about event in Term 4 was the day the wild whirlwind visited the playground in the second last week of school. At the end of lunchtime play, the lightning flashed, the thunder rolled, and a whistling wind began to funnel through Grandfather Gum. Led by their teachers, Kindergarten quickly sang the songs that led them from tidying up to the garden gate. As the rain came and the hail began to pelt down, they ran out of the playground and up the stairs to the robust and safe hold of the bathrooms where they huddled together and bravely sang their rainy day songs. Although it seemed much longer, it was all over in five minutes, and they could not believe what had happened to the playground. Many of Grandfather Gum’s branches were strewn across the playground and sandpit. They have since become balance beams, seats and cubbies in the playground, a daily reminder that we need always to be ready no matter what the weather brings!

The end of 2019, saw us bid a sad farewell to two long term and much-loved staff members. Ebba Bodame retired in December, bringing to an end a 25-year career with Glenaeon. Ebba established Playgroups and was a central figure in the establishment of the Preschool in 2006. She was an inspiration, even an icon, to a generation of parents and many of

our students have been in her care since their early years. Similarly, we farewelled Mary Heard who, together with daughter Bronte, embarked on a ‘tree-change’ when they moved to Maitland. Mary’s contribution to Glenaeon, particularly the Castlecrag campus was monumental over ten years. Amongst her many achievements, her passionate devotion to sustainable waste management has seen a remarkable drop in waste going to landfill, and her advocacy of solar power for the campus drove the installation of panels with the result that the campus is often off the grid.

Class 1The journey from Kindergarten into Class 1 is traditionally marked by a walk across the ‘rainbow bridge’ towards the new Class Teacher. In 2019, Lucy Armstrong greeted each child with a smile and a handshake and began the wonder of formal learning. Lucy quickly became known by the children, parents and staff for her warm, caring manner, beautiful singing voice and meticulous attention to detail in class. Together, the class discovered each consonant in the pictures they drew from the fairy tales, performed a magical play (The Apple Tree Fairy) and, at the end of the year, sewed together individual main lesson books containing all the memories of their first year.

2019 in Primary School at Glenaeon was a year of familiar routines and traditions, punctuated by some exciting events and new beginnings!

Dani Finch Deputy Head of School Classes K–6

Rainbow bridge


Class 2Class 2 and their Teacher Roger Richards sojourned into the sphere of Celtic wonder. They unlocked secrets within number patterns and from drawings within the context of Indigenous Dreamtime stories and enjoyed extensive bushwalks and science studies of the local environment. They sang sweeping ballads and poems progressing from animal tales to stories of beasts and saints. The year culminated in a drama presentation of the ‘Mystery of St. Brigit’.

Class 3Katherine Arconati’s Class 3 made the move to the Middle Cove Campus in 2019, beginning the year as the smallest’ fish’ in a much bigger pond! Class 3 is the year for building and farming. The traditional Class 3 House Projects did not fail to delight with the children creating models of dwellings from around the world. Later in the year, the children and their families enjoyed a farm stay at Mowbray Park. The Class 3 Play in Term 4 was a real highlight. ‘By the Waters of Babylon’, featured a student-developed orchestral accompaniment. Learning about money was brought to life through barter days in the classroom, followed by a stall at the Twilight market stall, which raised over $2,000 through selling student-made products.

Class 4Class 4, guided by Tamara Da Silva, immersed themselves in the wondrous tales of Norse Mythology, the practical skills of local geography and the fun of fractions. The class’s first experience of Outdoor Education was a highlight of the year. Ably assisted by their wonderful parents, the students enjoyed camping and a bonfire on the oval followed by a day of walking in the local area.

Class 5Having farewelled Alisa Southton who moved back ‘over the ditch’ to begin a family of her own, Class 5 welcomed two new teachers to guide them. Cathy Bower and Michele Bosman led the class through the tales of the ancient world and accompanied the students on several engaging experiences outside the classroom. Of note were; Outdoor Education in The Blue Mountains, an excursion to Ku-ring-gai Wildflower Garden for the Botany Main Lesson and the First Nations Workshops with Matthew Doyle held over two days.

Class 6As the senior class in the primary school, Rodney Dean’s Class 6 became renowned for their weekly chronicle ‘The Class Gazette’. Featuring stories, poems, tall tales and true, the Gazette was a long-lived, and much enjoyed part of our year. The Class enjoyed their most challenging Outdoor Education experience to date when they headed out to the Warrumbungles. The year came to an end with the enchanting Alice in Wonderland play – performed on the oval and a celebratory dinner on the café deck to farewell Rodney before his move back to Class 1 in 2020.


High School Report

Glenaeon’s High School Years 7 to 12 enjoyed another rich year of learning and doing, which included many highlights.

With 100 years of Steiner Education being celebrated in Australia and around the globe, deepening our understanding of Glenaeon’s core values and refining practices and methodologies at the heart of Steiner Education, was our focus for 2019.

Teachers in the high school researched, pondered and debated the question,

“What do adolescents need today, and what are the elements of Steiner Education that have stood the test of time and are of particular relevance for high school students now and into the future?” Their questioning led to action-research in the classroom that remains ongoing and they worked to present students with learning experiences that, through investigation, reflection and the canvassing of ‘big picture’ concepts, enabled both academic skills and subtle inner revelations of soul to develop.

Deepening student engagement and capacity, by designing learning that allowed students to encounter phenomena arose as a key aspect that Glenaeon teachers wanted to further explore, and learning in a real-world context was therefore emphasised, with the ‘classroom’ regularly being taken out into the field.

Excursions and activities that connected students with concrete examples were undertaken broadly with the aim to enhance the potential for deep understanding and mitigate abstract learning. New programs which emphasised this approach to learning were initiated in the areas of wellbeing, science and technology and the arts in particular, and highlight initiatives are outlined below:

The Cove Balancing on the three pillars of community, achievement and autonomy, Glenaeon was pleased to introduce a new, school-developed program designed for young men and women at the critical Year 9 stage of development. It provided opportunities for students to develop skills, resilience, a sense of belonging and an attitude of service, strong foundations on which to base their final years of schooling. The program had its official launch in February when the Year 9 students arrived for the first of their early morning sessions with PDHPE teachers, Jonas Stoebe and Donna Miller. Throughout the year, students were led to engage in physically challenging activities, academic goal setting, wellbeing related reflections and discussions, and service initiatives. While the name of the program was originally a working title, it quickly

became apparent that from both a literal and metaphorical perspective the name was apt. The bushland setting around Middle Cove and the waters extending from Sugarloaf Bay at our doorstep became the safe harbour, physically and psychologically, from where the students went forth. From the protective embrace of The Cove, the students further explored their own being and wider Sydney. The program was a success, notably supporting the Year 9 cohort socially, emotionally and physically, and it will continue throughout 2020.

The SciencesA scientific, investigative approach is at the core of Steiner Education and Glenaeon’s emphasis on ‘deep learning through doing’ has long been the focus in the classroom across all disciplines. In 2019, excitement arose around Glenaeon’s capacity to extend this approach into new areas, particularly in the upper years where the study of a topic has the tendency to remain abstract. Additional field work was built into the Year 10, 11 and 12 science programs with, for example, Glenaeon students undertaking night walks to view creatures in their natural habitat and working with academics on research projects. A new and exciting elective research trip to Fiji was also launched, spearheaded

Elizabeth Nevieve Deputy Head of School Years 7–12

The Cove


by Dani Finch and guided academically by science teacher, Dr Stanley Tang. Participation was open to ten students from Years 10 and 11 and those who attended worked with marine biologist, Dr Victor Bonito, at Votua Village and Reef Explorer’s Marine Research Facility. They engaged with a range of marine and coastal conservation activities alongside local villagers, conduct surveys of local flora and fauna, and conducted several service-learning projects in the village itself. Year 11 were keen to build on their experience and a number of students went on to enrol in the newly created HSC Science Extension course in Term 4.

Additionally, Glenaeon became a partner school with the University of Sydney (USYD) by successfully gaining entrance into the STEM Academy. Mentored by USYD professors and collaborating with teams from other NSW schools, our science and technology teachers began the development of a cross-disciplinary program that is to be rolled out to Year 8 students in 2020. We look forward to seeing the results of their labours and the fruits of this collaboration.

The Arts 2019 was a year in which Glenaeon’s arts programs further expanded into the community.

Through Visual Arts, we enhanced our profile in the Willoughby/Chatswood area as the annual Year 9 Shoalhaven Visual Arts Exhibition was taken off campus and into the Ewart Gallery at the Workshop Arts Centre for the first time. A vibrant opening night was attended by Year 9 students, their parents, representatives from Willoughby Council and guests. Student work was on display for two weeks and was open to the public. Glenaeon’s representation in the Smart Expressions exhibition held at the Chatswood Concourse continued, as did our art display during the weeks either side of Glenaeon’s Music concert.

The highly successful Glenaeon Music Concert aside, our music program was also further invigorated with the launching of ‘Ensembles on Tour’ and the

‘Glenaeon Concert Series’, including both lunchtime and evening performances with repertoire covering a great variety of genres. The events augmented Glenaeon’s already successful program and provided students, teachers, parents and friends with further opportunity to forget the hard work that rehearsal requires and to enjoy music making for

what it is meant to be, namely an activity that builds community and wellbeing by bringing people together socially for artistic enjoyment. The evening concerts, in particular, were a great success and very well attended, and consideration continues into how daytime music making around campus can become more readily accessible and enjoyable for students.

Student Representative Council (SRC)The SRC, led by senior students Jasper Brown and Ruby Vella, was actively involved in events that promoted both social cohesion and environmental awareness and protection. They initiated second-hand clothing and book swaps, fundraising events, and cultural and social gatherings. The group of students from Years 7 to 12 also debated and designed recycling and waste collection systems that they hope to embed throughout the high school 2020.


Pirates of Penzance: Year 10 Musical Theatre Production

School Musical

The show was sheer joy from beginning to end. No matter how well you knew the Gilbert and Sullivan show and its inspired silliness set to sumptuous music, you would have been swept away by the Year 10 production. The brilliant quality of the voices, the laugh-out-loud funny scenes, the wonderful dancing, not to mention the incredible intensity of the stage movements, all made for a perfect entertainment of a show.

There were many teachers who brought this remarkable production to life, working over many months. Special mention has to be given to Christian Lillicrap, Musical Director, and Jacqui Wan and Clair Cisterne as Directors, Clair Cisterne taking an extra credit for Choreography. Evan Sanders worked his usual magic on Lighting and Sets, as did Alisan Smotlak, and Jacqueline Rees on costumes. There were many others!

The Year 10 parents who supported, fed, and transported the students did a magnificent job. While it may be invidious to name names, Robin Borrud and Dani Finch deserve some special mention for enormous service to the whole year group.

And of course our glorious performers, our Year 10, did themselves proud with their universal commitment and sustained performances over four wonderful shows. It was a memorable gift to the whole community.


In 2019 the school concert at The Concourse in Chatswood was once again an epic showcase of the musical talents of our students, the skill and dedication of our music teachers and tutors and the strength of the Music program at Glenaeon.

Almost every student from Class 5 to Year 12 performed at the concert, from those just starting their musical journey at Glenaeon in the Beginners’ Ensemble, to our senior elective Music students, who ably demonstrated the confidence and expertise they’ve acquired in their years of studying music.

The concert showcased the school’s in-class music program through choir items from each class and year group; performances from our Class 5-8 String, Percussion, Wind, Brass and Beginners’ Ensembles and the Year 10, 11 and 12 Ensembles.

Glenaeon’s growing set of extra-curricular music groups also had their chance to shine with wonderful performances from the Senior Percussion Group, Jazz Combo, Chamber Strings Group, Glenaeon Big Band and Glenaeon Orchestra.

The evening culminated with a truly impressive, whole school performance of the final chorus from Symphony No 1, Op. 26 by Alexander Scriabin, appropriately subtitled “Praise be to Art! Forever, praise!”

A concert like this is only possible with the help and support of the entire school community, and we thank all the teaching and administrative staff for their contributions to the success of the evening which was dedicated to the spirit of Waldorf 100.

Particular thanks go to the music teachers: Phil Arnold, Sallyanne Barker, Magdalena Koehlen, Peter Jacob and Adriaan Mees and especially to Head of Music and Conductor, Christian Lillicrap for such a high quality and enjoyable musical evening.

School Concert


With the extra hands we were able to offer extra programs developing our community connections that little bit more. An elective trip in the September holidays for students in Year 10 and 11, a parent trip to a tropical sea kayaking location and the first Year 12 Enrichment program to Nepal!

Our students had the opportunity to show us just how competent they are in the outdoors. Difficult weather conditions were persistent while our Year 10 students were in Tasmania but they displayed their resilience and finished with smiles on their faces. The Year 9 students saw snow in the Wolgan Valley for the first time ever on program and our Year 7 students’ tarpology skills were tested with a deluge of rain. We’re proud at the way our students thrived in these testing times and can only look forward to having them outside with us again soon!

The newest addition to the outdoor and environmental education program, the enrichment program in Nepal, was more fulfilling than we could have ever hoped. Seven students embarked on this life-changing journey, working with children from the poorest families within the community of Chaughada, and exploring the remote reaches of the Sun Kosi River. Chaughada Progressive English School welcomed us with the warmest of smiles and open hearts as we

worked together sharing our knowledge with one another and having a lot of fun doing it. A tough goodbye preceded the next adventure: winding through the villages of Nepal on the Sun Kosi River for nine days. Stunning vistas and invigorating rapids set the scene for reflection and contemplation as to what the next chapter of these students’ lives would encompass.

In amongst the rain, planning and snow we won the NSW Outdoor Education Award for the most outstanding Outdoor Education program conducted in a NSW school. This win enters Glenaeon as the NSW nominee in the National competition held at the Outdoor Education conference in August 2020. What an exciting time to be inspiring meaningful lives.

We’re thoroughly enjoying the fruitful harvest of our growing connections within the beautiful Glenaeon community and can only look forward to sharing around more of our adventures with everyone.

Outdoor Education

2019 was an incredible year for the outdoor education crew here at Glenaeon. Kristen Gardner was back on board in full capacity this year working with Outdoor Education Coordinator Scottie Williams. We also put Frank, our new logistics vehicle, through his paces, supporting all our programs and keeping things ticking along smoothly.

Glenaeon 2019 Outdoor ProgramYear Location Activities Duration4 Harold Reid Reserve and Explosives Reserve, Middle Cove, NSW Bushwalking 4 Days 5 Blue Mountains National Park, NSW Bushwalking 3 Days 6 Warrumbungles National Park, NSW Bushwalking 5 Days 7 Gardens of Stone National Park, NSW Bushwalking, Abseiling 4 Days 8 Gloucester and Barrington, NSW Bushwalking, Kayaking,

Mountain Biking, Abseiling5 Days

9 Wollemi / Gardens of Stone National Parks, Blue Mountains, NSW Bushwalking, Canyoning, Climbing 8 Days 9 Shoalhaven River, NSW Canoeing 5 Days 10 South Coast Track, Overland Track, Walls of Jerusalem, TAS Bushwalking 10 -12 Days10/11 Elective – Hinchinbrook Island, QLD Sea Kayaking 9 Days 10/11 Elective – Herbert River, QLD White Water Rafting 10 Days 11 Katherine / Kakadu National Park, NT Bushwalking 11 Days 12 Warrumbungle National Park, NSW 48 Hour Solo 5 Days 12 Elective – Nepal Enrichment Program Bushwalking/ Rafting 15 Days



In 2019 Glenaeon Rudolf Steiner School was awarded the NSW Outdoor Education Award for the most outstanding Outdoor Education program conducted in a NSW school.

14 Glenaeon Rudolf Steiner School – 2019 Annual Report

Glenaeon participated in Waldorf 100 celebrations held at Samford Valley Steiner School in Queensland, Australia.

The Australian Youth conference was held in the first week of September, 2019 at Samford Valley Steiner School and brought together 230 students from Year 10, 11 and 12 from Australian and New Zealand Steiner schools plus a contingent of teachers and presenters. Glenaeon was represented by two Year 10 students, Lara Taylor and Lone Bromley who were accompanied by Glenaeon teacher, Lynne Collett.

The Youth Conference explored social renewal as its major theme, focussing on issues of our times including the environment and sustainability, racism and prejudice and imagining the future.

Each day began with keynote presentations from a diverse group of speakers including Joan Sleigh from the Goetheanum executive, followed by conversation groups and workshops on a diverse range of topics. The workshops and conversation groups created a very positive mood as students became acquainted with students from other schools and found venues to discuss the issues they were interested in. Two Glenaeon alumni, Brianna Harris and Paulo Apostolides enthusiastically hosted two conversation groups on the role of the arts in society and imagining a sustainable future.

Many new initiatives began and students were keen to ensure that future Youth Conferences would be held every two years to keep up and sustain the positive momentum.

Waldorf 100


The 2019 cohort attained pleasing results in the Higher School Certificate that demonstrate the committed manner in which the students approached their studies and the personal achievements they saw realised.

Higher School Certificate Results

HSC Results by Course 2019

CourseNumber of

StudentsPerformance Band

AchievementBands

5-6 or E3-E4Bands

3-4 or E2Bands

1-2 or E1

Ancient History 5 80% 20% 0%Biology 5 60% 40% 0%Business Studies* 1 0% 100% 0%Chemistry 3 66.66% 33.33% 0%Community & Family Studies 2 50% 50%Design & Technology 6 50% 50% 0%Drama 9 56% 44% 0%English (Standard) 10 40% 50% 10%English (Advanced) 13 84.6% 15.4% 0%English (EAL/D) 2 100% 0% 0%English Extension 1 3 100% 0% 0%English Extension 2 3 100% 0% 0%French Extension* 1 100% 0% 0%German Continuers 4 50% 50% 0%German Extension 3 100% 0% 0%History Extension 3 100% 0% 0%Japanese Continuers* 1 100% 0% 0%Mathematics Standard 2 7 71.5% 28.5% 0%Mathematics 16 81.25% 18.75% 0%Mathematics Extension 1 5 100% 0% 0%Mathematics Extension 2 3 66.66% 33.33% 0%Modern History 4 100% 0% 0%Music 1 1 100% 0% 0%Music 2 3 100% 0% 0%Music Extension 3 66.66% 33.33% 0%PDHPE* 2 0% 100% 0%Physics 8 25% 75% 0%Society & Culture 7 85.7% 14.3% 0%Visual Arts 6 83.34% 16.66% 0%

* denotes courses studied externally

Top-band (Band 6/E4) results Particular congratulations must go to students who achieved outstanding, top-band (Band 6/E4) results in the following courses:

• Bryn Arnold – Mathematics Standard 2, Music 2, Music Extension (achieving a perfect score)

• Jeremy Bacon – Mathematics (accelerated Year 11 student)

• Zak Bettman – Mathematics Extension 1, Mathematics Extension 2 (E3 – notional Band 6 in Mathematics), Modern History

• Schuyler Boe – Music 1• Chiara Candotti – Mathematics

(accelerated Year 11 student) • Charlotte Gorman – Ancient History,

English Advanced • Naomi Hicks – English Advanced,

Mathematics, Music 2• Alina Hutton – Design and Technology• Joseph McCormick – Mathematics

(accelerated Year 11 student)• Nicholas Peters – Mathematics • Natasha Petit – English Advanced,

Visual Arts (previously attained in 2018: Music 2, Music Extension)

• Minghui Sun – Design and Technology, Mathematics

• Justin Takayasu – Mathematics (accelerated Year 11 student)

• Taro Tomishima – Mathematics (accelerated Year 11 student)

• Keaun Wild – Mathematics (accelerated Year 11 student)

• Thomas Williams – Ancient History, Modern History

• Yuhao Zhang – Mathematics Extension 2 (E3 – notional Band 6 in Mathematics)

The students, their families and our dedicated teachers can be proud of the 2019 cohort’s serious application and are to be congratulated.

Of the 134 examinations sat, 20% of examinations resulted in top band (B6 or E4) achievement and 72% of examinations resulted in Band 5/E3 or Band 6/E4 achievement. Based on merit results, Glenaeon is well within the top 100 schools in the state, coming equivalent to 72nd.


Tertiary Destinations

Glenaeon 2019 Graduates – Tertiary DestinationsAustralian College of Applied Psychology• Bachelor of Psychological Science

Australian National University• Bachelor of Archaeological Practice /

Bachelor of Business

International College of Management• Bachelor of Sports Management

University of New South Wales• Bachelor of Engineering • Bachelor of Medical Science • Bachelor of Science

University of Sydney • Bachelor of Arts • Bachelor of Education (Secondary

Education: Mathematics) / Bachelor of Science

• Bachelor of Music (Performance) – Sydney Conservatorium of Music

• Bachelor of Science • Bachelor of Science / Bachelor of

Advance Studies (Animal and Veterinary Bioscience)

• Bachelor of Social Science • Bachelor of Medical Science

University of Technology, Sydney• Bachelor of Landscape Architecture

University of Wollongong• Bachelor of Arts in Western Civilisation

Western Sydney University• Bachelor of Sports Development

ATAR Results 2019 HSC results are used by the University Admission Centre to calculate the Australian Tertiary Admission Rank or ATAR for students applying for a university place. These ranks are used for entry into university courses.

Particular congratulations to Zak Bettman who was Dux of the year, achieving Band 6 or E4 results in three of his courses and an ATAR of 96.05

ATAR over 95• One student received an ATAR over 95

(4% of the eligible cohort)

ATAR over 90• 30.45% of eligible students received

an ATAR over 90


0

5

10

15

20

0

5

10

15

20

0

5

10

15

20

Literacy and Numeracy

Extensive Thorough Sound Developing Elementary

Class 3 Numeracy

Class 5 Numeracy

Handwriting

Handwriting

Spelling

Spelling

Visual Literacy

Number and Processes

Class 3 Literacy

Reading

Reading

Number and Processes

Measurement

Measurement and Geometry

Geometry

Working Mathematically

Fractions and Decimals

Working Mathematically

Grammar

Written Expression

Listening

Listening

Speaking

Speaking

Class 5 Literacy


Attendance The average daily student attendance rate in 2019 was 93.03%.

The school implements policy and procedures for the management of student non-attendance. A phone call is made, or a text message sent, to parents of students who are absent. The school follows up where written explanation of absence is not received from the parents.

Absences are monitored and parent and student meetings are held to resolve the non-attendance. Mandatory reporting procedures apply where absences are extended or the student may be at risk of significant harm through school absence.

Retention Rates

YearStart Year

Finish Year

Out during

Year

In during

Year

Exit’s vs Starts as

%

Net change in Year

%

Net change across Year

%

2010 362 356 29 23 8.0% -1.6% -3.9%2011 394 383 35 24 9.0% -2.8% 7.5%2012 394 375 37 18 9.4% -4.8% -2.1%2013 391 388 29 26 7.4% -0.8% 3.5%2014 419 413 41 35 9.8% -1.4% 6.4%2015 423 408 34 19 8.0% -3.5% -1.2%2016 423 422 27 26 6.4% -0.2% 3.4%2017 455 443 35 23 7.7% -2.6% 5.0%2018 442 437 21 16 4.8% -1.1% -1.4%2019 424 425 35 36 8.3% 0.2% -2.8%

Student AttendanceAverage Daily Attendance Percentage of Current Students per Year

Year PercentageKindy 89.07%Year 1 94.07%Year 2 94.66%Year 3 94.68%Year 4 94.04%Year 5 93.93%Year 6 92.80%Year 7 91.44%Year 8 93.92%Year 9 91.60%Year 10 90.75%Year 11 95.47%Year 12 95.54%Total average 93.03%

Student Attendance and Retention Rates

92.98% 92.34% 93.03%

2017 2018 2019


Staff Arrivals and Departures Workforce Composition

Workforce Composition

School Staff 2019

Number of Staff

Number Aboriginal

and/or Torres Strait

Islanders

Teaching Staff 54 0Full Time Equivalent 46.46 0Support Staff 48 0Support Staff Full Time Equivalent 30.74 0

Teacher AccreditationLevel of Accreditation

Number of Teachers

Conditional 1Provisional 12Proficient Teacher 39Non accredited Teachers 2Highly Accomplished Teacher (voluntary accreditation) 0Lead Teacher (voluntary accreditation) 0Total number of teachers 54

Teacher Qualifications

CategoryNumber of

Teachers

Teachers having teacher education qualifications from a higher education institution within Australia or as recognised within the National Office of Overseas Skills Recognition guidelines 54Teachers having a bachelor degree but lack formal teacher education qualifications 0

Staff Arrivals During 2019 we welcomed the following new members:

• Catherine Bower, Teacher• Melony Browell, Administrator/Class

Assistant• Hernan Carol-Garis, Teacher Science• Brooke Hillsdon, Administrator• Sallyanne Barker, Music Teacher• Kath Kissell, Marketing and

Communications Manager• Jamie Loftus, Teacher• Daiana Pepe, Preschool Assistant• Karen Canton, Workplace Health and

Safety Coordinator• Elizabeth Pritchard, Teacher, Learning

Support • Chris Scrogie, Operations and

Facilities Manager• Carly Solomon, Teacher Preschool• Andrey Tregubov, Laboratory

Technician

Staff DeparturesWe bid farewell to a number of staff during the year, and thank them for their dedicated and loyal service to Glenaeon:

• Dimity Allchin, Teacher Music• Sallyanne Kerr, Teacher Music• Ann Jacobson, Teacher/Mentor• Deborah Lloyd, Teacher, Learning

Support• Jing Li, Learning Support Assistant• Emily Watts, Teacher• Julie Torrisi, Teacher /Class Assistant• Daniella Cooper, Class Assistant• Jacqueline Wan, Teacher Drama• Lucia Langen, Class Assistant• Melissa Blain-Woodley, Class Assistant• Robyn Porcheron, Human Resources• Wilfred Lam, Health Safety and

Environmental Coordinator• Julie Skuja, Operations Manager• Nicole Crabb, Director of Development• Karen Canton, Workplace Health and

Safety Coordinator• Mary Heard, Campus Administrator• Ebba Bodame, Playgroup Leader

2019 Classes and TeachersKindergartenCatherine PilkoSarah DavidElizabeth CooperJulie Torrisi

Classes 1-6Class 1 Lucy ArmstrongClass 2 Roger RichardsClass 3 Katherine ArconatiClass 4 Tamara Da SilvaClass 5 Cathy Bower, Michele BosmanClass 6 Rodney Dean

Middle SchoolYear 7 Elena Rowan, Jamie Loftus Year 8 Ella Pooley, Brendan Strobl

Year 9–11 MentorsDavid CordinerRobyn KinkeadLiza LillicrapDonna Miller Jacqueline ReesEvan SandersYura TotsukaRene van den Tol

Year 12 GuardiansElizabeth NevieveBrigitte Tietge-Rollans


Glenaeon continues to provide a rich program of professional development that aims to:• Deepen the ethos of a Rudolf Steiner

school to enable each teacher to present his or her work out of a Steiner pedagogy appropriate to the age level of the student;

• Enhance professional development of all teachers in terms of current professional practice, Work Health and Safety, NESA syllabus requirements and teacher standards;

• Build a collegial atmosphere of collaboration among all staff;

• Maintain a cohesive Glenaeon identity among the teaching staff that supports each teacher in delivering teaching practice consistent with the school’s expectations.

Professional Development in 2019 took the form of:• The annual five-day Class Teachers

Glenaeon Curriculum Intensive in January.

• The Glenaeon Teachers’ Seminar with which we traditionally begin the year: a two day balanced program aimed at deepening the teachers’ understanding of Rudolf Steiner pedagogy and inspiring best professional practice. This year’s seminar focussed on developmental challenges for children and adolescents presented by Dr Rob Gordon, a psychologist from Melbourne, who is both an international consultant in dealing with trauma and also has a long anthroposophical background.

• Weekly staff and PD meetings that encompass business matters within the school (communication) and a program of professional development: meetings in 2019 totalled six days outside of term time.

• Planning mornings before term and Reflection mornings at the end of term to review and evaluate.

In addition:The school supported individual teachers, Executive members and Council members to attend Conferences, InService courses and other appropriate trainings to enhance their individual professional practice such as:

• SEA 2019 National Teachers’ Conference at Cape Byron Steiner School: 20 teachers were supported to attend this conference

• Waldorf 100 International Celebration Berlin, Germany

• Waldorf 100 Asia Conference, Bangkok Thailand

• Waldorf 100 Youth Conference at Samford Valley Steiner School

• First Aid » Cardiopulmonary resuscitation » Provide basic emergency life support » Analphylaxia and Asthma

• PD4 Maths Workshop• Diabetes in Education• EducatePlus – professional

development for Enrolments, Marketing and Alumni programs in Independent Schools

• HSC Physics Exam Preparation• HSC Biology Exam Preparation• GLAM Conference: Leadership and

Management in Steiner schools• Non Violent Communication Foundation• Obligations in identifying and

responding to Children and Young People at Risk

• Modern History HSC – Core – Power & Authority in the Modern World 1919-1946

• Sydney Rudolf Steiner College – Positive Discipline, Understand the Four Temperaments

• Mental Health & Wellbeing of Young People

• Developing the Self Developing the World – Singing and Speech

• Educational Leadership Training• Exceeding the National Quality

Standard Masterclass: Preschool• Understanding the Early Years

Learning Framework

• Cultural Celebrations, Natural Experiences Reflecting the EYLF

• Educator Wellbeing - You Come First• Mentor Teachers While Gardening

with Children• The Aboriginal Early Childhood

Conference• Teacher training workshop on topics

of attachment, separation, emotional competence, behaviour

• Darug Language and Culture Workshop• Community Early Learning Aust:

How Children’s Brains Grow & Develop• Understanding the Temperaments –

A Teacher’s Tool• Working with Teachers and Children

at PS Gardens

Association of Independent Schools Professional Development Courses• Proficient Teacher Accreditations• Obligations in identifying and

responding to Children and Young People at Risk

• On Track with PDHPE K-10• NSW Enhancing your Child Protection

Investigation Skills • After the Fact – The Search for

Historical Truth • Managing School Construction Projects • Professional companion services • Familiarisation: Stage 6 History

Syllabuses • The AIS Governance Symposium 2019

Professional development expenditure was $50,542 in 2019 which equates to $530 per full time staff member.

Teaching Support and Professional Development


Student and Teacher Satisfaction

Student SatisfactionGlenaeon has a long tradition of being a friendly, cooperative school, welcoming students into a non-adversarial environment. Dr Steiner’s simple admonition was that “there should always be an inner unity between teacher and student”.

In the primary school, Class Teachers get to know and support their students over a number of years, and build significant relationships with both students and their families. This relationship continues into high school with Year Guardians in Years 7 and 8. In Years 9 to 11 students are in vertical Mentor pastoral care groups. Students meet their Mentor each morning as a group, and Mentors meet with students individually and with families for pastoral care issues. All students have direct access to the Deputy Heads of School for both primary and high school and may organise individual meetings at any time to discuss any issues or concerns they may have.

In the high school a significant number of students participate in the SRC and become involved in fundraising and community support activities. Fortnightly meetings between the SRC and the Deputy Head of School provide a forum for feedback and suggestions to the school. At each meeting students raise issues of interest and concern which are then taken to the Educational Executive for consideration.

In the senior school students regularly provide feedback to teachers after each Main Lesson regarding content, pace of work and expectations, either through in class surveys or discussion.

High school staff meet regularly with senior students to discuss matters of importance to them. Meetings take place in class groups, in small groups or individually as appropriate. Year 12 students provide feedback on quality of teaching which is used for future planning.

Teacher SatisfactionGlenaeon has built over decades an inclusive culture of teacher collaboration: one of our core values is collaboration as a foundation of community harmony. One indication of teacher satisfaction is the retention of staff at Glenaeon, as we enjoy a very high retention rate.

Staff participation in professional development and education-related study is also significant (see Professional Development). In addition to these activities, several staff are involved in the professional development of teachers from other schools especially during the January Teachers Intensive and many staff willingly participate in providing development opportunities for their colleagues within Glenaeon.

In 2019 our Staff Survey covered all staff at the school. The results demonstrated an exceptionally positive work culture: Excellent in 12 areas and Good in three. The overall measure of 4.11 puts Glenaeon in the Employer of Choice category. Issues requiring further attention were also highlighted and follow up will take place in 2020.

SatisfactionKey Area 2019 2018Work/Life Balance 4.50 4.41Staff Engagement 4.28 4.16Recognition 4.24 4.03Equality 4.21 4.21Procedures 4.21 3.85Organisation 4.21 4.24Teamwork 4.13 4.26Empowerment 4.08 4.24School Leadership 4.05 4.06WH&S 4.05 3.91Team Leadership 4.03 3.88Resources 4.03 3.68Training/PD 3.82 3.79Communication 3.58 3.44Career 3.37 3.16Average Score 4.11 3.98


Parent Satisfaction

Parent SatisfactionThe results were based on responses to affirming statements about the school that ranged from scores of 1 for Strongly Disagree, 2 for Disagree, 3 for Neutral, 4 for Agree and 5 for Strongly Agree. Averaging the scores of all responses gives an overall measure: 4 and above is Excellent, while 3 to 4 is Good, and below 3 requires attention.

Overall Glenaeon was rated Good in all categories and Excellent in four. Each area is considered for the learning it provides our teachers and administration, and the school uses these response rates to highlight areas for improvement in the coming year. Key learnings from this survey will be embedded in new initiatives for 2020:

• Learning support and Extension continue to be areas to be addressed. The approval rating for our general learning environment reached an all-time high, well above other schools. Our task is to deepen our understanding and practice so we can ensure that same quality is consistent throughout the school

• We will appoint a part time psychologist to support wellbeing initiatives in high school.

A summary of the total responses grouped by key area. Results are ranked from highest to lowest.

SatisfactionKey Area 2019 2018Learning Environment 4.34 4.31Resources + Facilities 4.03 4.02Values + Culture 4.00 4.00Parent Engagement 3.99 3.99Student Engagement 3.90 3.87Teaching Standards 3.89 3.84School Communication 3.84 3.85Co-curriculum 3.84 3.73Reporting 3.76 3.72Homework 3.75 3.70Curriculum 3.72 3.68Leadership + Direction 3.70 3.84Student Transition 3.58 3.56Pastoral Care/Wellbeing 3.37 3.47Learning + Extension 3.25 3.27Average Score 3.83 3.83


2019 Targets 2019 Targets Achieved 2020 Proposed TargetsStudents: Students:Review current Social Justice program ascertaining potential initiatives at specific year levels in the high school.

Social justice initiatives for each year group in place. Final future step is the preparation of an overarching curriculum document.

Review of the current Year 12 credential and program as a step to developing options for the future.

Teachers: Teachers:Build plans for a Steiner Teacher training program implemented in readily accessible manner within the school.

Annual Class Teacher Intensive provides a sustainable base for internal primary teacher training. High school equivalent beyond our resources at present and linkages sought with variety of external providers.

Identify strategies to build a culture of coaching for improvement in teaching practice.

Community: Community:Use the Waldorf 100 centenary of Steiner Education as focal point for Parent Education.

A range of events held culminating in a Waldorf 100 day in September celebrating Steiner education’s contribution to Early Childhood understanding and practice.

Build Glenaeon’s profile as a thought leader in innovative education by presenting a public Seminar on Nature play and education.

Environment: Environment:Review the Middle Cove campus Masterplan to ensure the optimal use of the school’s unique bushland setting in delivering a preeminent Rudolf Steiner Education in a contemporary 21st century context.

Review of the Masterplan was successfully completed and presented to the community by Gresleyabas Architects.

Optimise the environmental value of our campuses by completing the design and construction of a new high school recreation space.

Proposed School Determined Improvement Targets


Glenaeon Alumni Reunions

In 2019 Glenaeon held four reunions at our Middle Cove campus, on the new deck outside the Gentle Café overlooking the beautiful bushland setting.

Class of 1999The first reunion was held on Saturday 24 August for the Class of 1999. 20 years on, Glenaeon was delighted to welcome these students back and hear their stories and the memories they have of the school. Andrew Hill took them on a tour of the school and it was wonderful to hear them reminisce with laughter filling the campus.

Classes of 1989 and 2009In September we had two reunions on consecutive weekends for the Class of 1989 returning after 30 years and the Class of 2009, celebrating their 10 year reunion. A similar format was followed with drinks on the deck followed by a tour of the school, again and enjoyable time together looking back and remembering old school days.

Class of 1979A request was made by Anne Marie Jonas from the Class of 1979 to host a 40-year reunion which happened on 9 November. 40 years on, the school has changed considerably and it was wonderful to see so many people attend and to revisit memories of the school and the infamous bamboo patch.

So many students returned and reminisced about their time at Glenaeon. It is a credit to the school community to see how many people came back to the school and how many people have stayed in contact with each other throughout the years.

2020 ReunionsIn 2020 the reunions will be hosted in a single gathering which will be open to all GlenXs but will have a special focus on the 10, 20, 30, 40 & 50 year reunions.

Class of 1999

Class of 1989Class of 1979

Class of 2009


Glenaeon Foundation

Our first Director of Development Nicole Crabb left during 2019 after six years establishing and building the Foundation, and we are grateful for the legacy of philanthropy she has left behind. Our 2019 Annual Appeal raised funds towards sustainability projects throughout the school. One of those projects took place during the July break when over 300 solar panels were installed on the roofs of the Sylvia Brose Hall and the D&T Building, providing a huge contribution to lowering power consumption on the campus.

Class 3-6 playground The main Foundation-funded construction in the first half of 2019 was completing the Class 3-6 playground upgrade on the Middle Cove campus, with funds raised from the 2018 Foundation Annual Appeal. Award-winning landscape architect Fiona Robbe was engaged to design the structure. After extensive collaboration with the class teachers of these classes, she produced an innovative design, which fits the landscape, terrain and play practices of the children. Constructed by a natural playground specialist carpenter, the structure was enthusiastically embraced by the children and is now used every day as a central part of the playground.

Outdoor learning space Later in the year we engaged the outdoor design company, Realm, as we commenced planning the high school outdoor learning space which was a further commitment of the 2018 Appeal. That work continues in 2020 as a detailed survey is completed.

Middle Cove Masterplan The major work of the year was the Middle Cove Masterplan review. After a rigorous selection process, the School engaged Gresleyabas Architects to review our 1995 Masterplan, consulting with teachers, Council, parents and students. The review was a valuable community engagement as the extensive consultation brought many points of view to the table, and resulted in a universally approved fresh look at the future potential of the Middle Cove campus as a unique school campus. The results of their work provide an overall vision for the future of the Middle Cove campus, and as the next step Council is focused on examining the planning issues that need to be addressed as we move to build this vision.

Gentle Café A happy moment in March was the official naming of the Gentle Café, honouring the long and productive contribution to Glenaeon by Stuart and Rosemary Gentle. With the deck and walkway complete, and the café in full swing, it was an appropriate moment to celebrate the huge contribution made to Glenaeon by Rosemary Gentle OAM as teacher, College and Council member, and then Executive Officer of SEA (then the RSSA), and her husband the late Stuart Gentle who was a long term Council member and President of the GPA (then the P&F).

Gentle Café opening


Acknowledgment of Donors

2019 Donors• Anonymous• Abbott• Aboud• Ackling Jones• Ai• Amos• Aung Thein• Bacon• Banyard• Beck• Bennett• Boys• Bradbury• Bromley• Brown• Brown• Buckley• Chang• Cooke• Curtin• Daddo• De Boos-Smith• Dunn• Elliot• Farley• Farrell• Fell• Fisher• Fordham• Franklyn• Frost

• Gladstone• Gilmore• Graham• Grimshaw• Hardwick• Hillsdon• Harrison• Hartigan• Hearder• Hibbard Heads• Hicks• Hill• Hill• Hill• Howell• Hu• Hutton• Kenny• Kensey Galvin• Kersch• Laerksesen• Lagana• Leahy• Low• Maguire• Martin• Mavris• McCormick• Miles• Mo• Mohrmann• Monnet-Demarbre• Moore• Morgan• Mueller• Mundie• Ouyong• Pannell

• Perry• Petit• Rensilli• Reynolds• Rissman• Roberts• Rowan• Sample• Scharf• Schweitzer• Schuback• Seymour Smith• Sidiropoulos• Simmon• Sims• Sproule• Stoebe• Sun• Swanepoel• Takayasu• Tanner• Vandenberg• Ward• Watson• West• Wichmann• Wicker• Wong• Xue• Zhang• Zhang• Zong• Glenaeon Parents Association


Glenaeon Parents Association Inc 2019 Treasurer’s Report

I am pleased to present this Report of the Glenaeon Parents Association (GPA) for the year ended 31 December 2019.

Through discussion with the School management and consistent with the School Strategy 2018- 2021, in 2019, the GPA Steering Group joined its meetings with those of the 2019 Class Parents. This continued the practice from 2018 and proved to be valuable in enhancing the parent collective. Given the success of this new model, it has been agreed to carry this forward through 2020. The Class Parents and existing GPA Steering Group members held the first meeting of 2020 in February 2020.

The AGM was scheduled for 1 April, 2020, but due to NSW social distancing rules in place this has been postponed until the rules permit. At this AGM new Steering Group members will be nominated and elected and from within this broader group, the GPA is able to elect and fill each of the vacant office bearer roles. The GPA is looking for a new Secretary to replace Melony Browell, who has accepted a role within the school administration.

The GPA had another wonderful year, aided by countless hours of hard, but enjoyable and rewarding volunteer work from hundreds of members of the parent community. The Mid Winter Ball, was held at an external venue in 2019. It was hosted at the Treehouse Restaurant in North Sydney. A key part of the evening was a band consisting of parents performing hits from many genres. It was fabulous to see such parent involvement in the entertainment.

The Family Fair & Art Show once again was a huge success in the glorious weather and delivered traditional fun and entertainment to all who attended. The GPA was also involved in assisting with the Centenary of Steiner Education celebration at the Castlecrag Campus. The Castlecrag campus also the host of two (2) delightful end of term Twilight Markets.

The GPA agreed to fund the renewal of the school’s pianos to the total of $79,000. This has resulted in 10 pianos that were between 30 and 50 years old being replaced by new Kawai Models. The GPA remains in a strong financial position to continue to support our children’s education both financially and by representation within the School council, management and teachers.

The GPA was also able to secure from a book dealer over 100 Rudolf Steiner, Waldorf Education and Anthroposophical books which will be sorted and added to the Parent and Teacher Libraries.

A special thanks to Sabine Simmonds who took on the role of Co-Chair during 2019, providing the GPA with significant assistance during this year of transition, as I only assumed the commenced the role of Co-Chair and Treasurer at the AGM in March 2019.

Please review the attached Financial Statements and should there be any questions please do not hesitate to contact us through [email protected] or discuss at the forthcoming AGM.

Thank you to all for your time, effort and other contributions during the year.

Warwick BrownGPA Co-Chair 7 August 2020

Financial ReportThe unaudited financial statements are attached at the end of this report and will be audited in line with the School’s audit. This process has been similar in recent years and I note that no material amendments to the financial statements were required in those years.

Assets of the GPAAs at 31 December 2019, the GPA held net assets of $56,878 after an operating deficit of $31,365. This deficit was primarily because of the timing of the School’s payment to the GPA of parent payments, which were paid in February 2020. The asset base comprises mainly cash and receivables totalling $127,397. The balance of “free” cash available to the GPA is $56,878. This is higher than budget and provides for a strong base to operate in 2020 and fund new School projects.

Liabilities of the GPAAs at 31 December 2019, the GPA had total liabilities of $70,519, being:

• Outstanding cheques drawn but not presented at year-end of $4,507.

• Monies held in trust on behalf of classes of $18,853.

• $28,900 for School Pianos second payment.


Monies being held on behalf of parents for use within their Classes

2019Kindergarten & Little Kindy $300Class 1 $300Class 2 $1,744Class 3 $3,172Class 4 $1,528Class 5 $2,852Class 6 $1,905Class 7 $528Class 8 $300Class 9 $3,931Class 10 $859Class 11 $1,274Class 12 $328Total $19,021

Monies spent from Class funds totalled $2,647 and included expenditure on class trips, class materials for plays and teacher/guardian end of year gifts.

Income and Fundraising activities The financial success of the GPA is always dependent on the efforts of parents and friends, as volunteers, working groups or GPA members, providing their time to and financial support of the various events throughout the year.

In the last year, the combined effort of all parents and friends resulted in total revenue and income of $96,194. This represents approximately $250 per student at the School. The revenue by source is broken down as follows:

Summary of income raised by source

2018 2019Family Fair & Art Show income (includes artwork sales) $86,586 $70,065Parent levies* $30,257 0*MidWinter Ball Fundraiser $17,164 $20,349Twilight markets and craft activities $5,653 $6,117Other $2,371 $137Total income from all sources $143,047 $96,668

* Parent Levies Paid in February 2020

The Family Fair & Art show (Fair) The Family Fair & Art show (Fair) represents the key fundraising activity for the year. After deduction of total expenses of $44,683 the net funds earned from the Fair was $41,903. It was a lovely weekend, a wonderful showcase for the School and a better than budgeted financial result.

A breakdown of the Fair income based on the management report prepared by the organisers is as follows:

Breakdown of Fair income

2018 2019Food & beverage $15,712 $19,570Children's activities $12,617 $10,962School stalls $7,226 $8,859External stall holder rents $3,545 $3,805Raffle $12,290 $8,100Silent auction $8,700 $4,515Artist sales and art show stall holder sales $20,113 $13,868Art show fees, donations and sponsorships $3,536 $0General donations, miscellaneous, third party transactions $2,847 $386Total income from all sources $86,586 $70,065

The Mid-Winter Ball (MWB) and Silent Auction fundraiser held in June 2019 was again successful and achieved income of $20,039. While this was not as high as in previous years, the MWB still represents a key social and fundraising event on the GPA calendar.



Payments and Expense activitiesDuring 2019, total payments and expenses (including depreciation and write-downs of $1,046) but excluding Special Projects support to the School, were $62,859, which is summarised below:

Summary of actual payments and expenses

2018 2019Family Fair & art show expenses (includes artist payments) $44,683 $38,215Mid-Winter Ball expenses $8,116 $6,032Operational expenses (includes parent class funds paid) $21,650 $18,612Fixed asset purchases $955 $0Total payments and expenses $75,404 $62,859

All payments are authorised by at least two committee members and are predominately paid via cheque. A detailed cashbook is maintained and reviewed at each GPA meeting and forms part of the documentation sent to the Auditor.

GPA support to the SchoolThe GPA’s contribution to the School during 2019 was significant, at $93,900. The GPA is delighted with the financial support it was able to provide.

Historical special project and bursary contributions to School

2019 2018 2017 2016Bursary contribution $15,000 $15,000 $10,000 $10,000Scholarship fund $Nil $Nil $5,000 $5,000Special Projects $78,900 $61,804 $90,052 $12,440Total contributions $93,900 $76,804 $105,052 $27,440

The Special Projects completed or committed to during 2019 was:

• $78,900 for replacing 10 pianos for the music department, performances and brightening the mood of the school.

The GPA expects to be able to fund some key important projects during 2020 identified as priorities from the School’s management and Council. This will be a very trying year for all of the Glenaeon community and the GPA will be lending support with all the resources we have available from within the parent community.



Income and fundraising Actual 2019 Actual 2018 Budget

Other incomeParent Levies * Levies were paid in Feb 2020 – $27,396 $0 $30,257 $31,000Interest & other received $130 $2,731 $2,000Twilight markets, parent education, craft & miscellaneous $6,117 $5,653 $6,000Total other income $6,246 $38,281 $39,000MidWinter Ball fundraiserIncome $20,399 $17,1640 $22,500Expenses $6,032 $8,116 $10,000Net MidWinter Ball fundraiser income $14,367 $9,048 $12,500Family Fair & art show incomeGross Income $69,549 $86,586 $75,000Expenses $38,215 $44,683 $40,000Net Family Fair & art show income $31,334 $41,903 $35,000

TOTAL ALL INCOME & FUNDRAISING $96,194 $142,031 $136,500TOTAL ALL NET INCOME & FUNDRAISING $51,947 $89,233 $86,500

Operational expenses & project expenses Actual 2019 Actual 2018 Budget

Operational Expenses Bank charges & other fees $1,442 $964 $4,000Class Parent allocations $0 $539 $500Parent class funds spent $2,647 $6,375 $8,000Parent Craft $632 $578 $1,000Depreciation & write downs $1,046 $2,300 $3,000NSW Parents Council $0 $3,145 $1,500Parent Education $4,960 $5,839 $5,000Year 12 Formal & Class 6 graduation $2,000 $1,462 $2,500Other expenses/reconciliation $2,885 $449 $4,500Total Operational Expenses $18,612 $21,650 $31,000Project ExpensesBursary Fund 2018 $15,000 $15,000 $15,000School Projects (Pianos) $50,000 $54,501 $50,000Special GPA Projects (2018) $0 $7,303 $15,000Total Project Expenses $65,000 $76,804 $80,000TOTAL ALL OPERATIONAL & PROJECT EXPENSES $83,612 $98,454 $111,000NET SURPLUS/(DEFICIT) ($31,665) ($9,221) ($24,500)FREE CASH and CASH EQUIVALENTS AVAILABLE $56,878 $87,209 $65,709

Unaudited Statement of Financial PerformanceFor the Year Ended 31 December 2019



Unaudited Statement of Financial PositionFor the Year Ended 31 December 2019

ASSETS Actual 2019 Actual 2018Cheque Account $40,483 $80,534Cash Management at Call Account $56,814 $56,772Floats and cash on hand $100 $213Total Cash Assets $97,397 $137,519Accounts Receivable & outstanding deposits $30,000 $0Other Stock $0 $0Total Other Current Assets $30,000 $0Plant & Equipment $50,542 $50,542Plant & Equipment Accumulated Depreciation ($50,542) ($49,496)Total Plant & Equipment $0 -$299TOTAL ASSETS $127,397 $137,220LIABILITIESOutstanding cheques from 2017 and accruals $4,507 $20,202School Projects approved by GPA – funds committed but unpaid $47,159 $15,000Funds held in trust for classes $18,853 $15,108Other Current Liabilities $0 $0TOTAL LIABILITIES $70,519 $50,310NET ASSETS $56,878 $88,255

MEMBERS FUNDS Actual 2019 Actual 2018Prior Year’s Surplus $88,255 $95,803Transfer (to)/from class funds held on their behalf $289 $1,673Current Year Surplus/(Deficit) ($31,665) ($9,221)TOTAL MEMBERS FUNDS $56,878 $88,255



Glenaeon Rudolf Steiner School Policies

Student Enrolments Glenaeon Rudolf Steiner School welcomes enrolment applications from all children regardless of religion, race, ability or disability. Glenaeon is a co-educational school providing an education underpinned by the Australian Steiner Curriculum Framework and its philosophy.

Intakes Kindergarten and Year 7 are the intake years. Students may also be admitted into other years if vacancies occur.

Applications Applications for enrolment may be made at any time by the parent/carer(s) of students.

Kindergarten Entry Age Students enrolling at school for the first time will be five years of age on or before December 31 of the year before Kindergarten entry.

Enrolment Offers The School will base any decision about offering a place to a student on:

Family relationship with the school:• sibling of current or ex-student• either of the parents attended the

school• the family hold attitudes, values and

priorities that are compatible with the School’s ethos

The student:• the contribution that the student may

make to the school, including the co-curricular activities

• the student’s reports from previous schools or reports written by health or educational specialists

• the ability of the student to benefit from the educational offering of the school

The school:• ability to meet the special needs or

abilities of the student and, • the educational needs of the existing

students in the class.

None of the above by itself is a determining factor. Enrolment decisions taken are the responsibility of the Head or School or his/her delegate. The reasons for declining to offer enrolment will not necessarily be given.

The School will meet with parent/carer(s) and the student before offering a place. The interview is one step in the application process and does not guarantee an offer will be made.

The School has absolute discretion in determining the weight of each of the factors it takes into account in determining whether to offer a place to the student.

Continued Enrolment Continued enrolment at the School is dependent upon the student making satisfactory academic progress, attending consistently, and the student and the parent/carer(s) observing all behavioural codes of conduct and other requirements of the School which are applicable from time to time.

Student Enrolment Policy


This is a summary of Glenaeon’s policies for Student Welfare, Anti-Bullying and Grievance Resolution.

Student WelfareCreating a Positive Learning EnvironmentWe recognise the implications of the stages of development as given by Dr Rudolf Steiner. Thus appropriate forms and rhythms are set in place so that the individual spirit of each child is nurtured on his/her journey from the outer enfolding discipline of the Kindergarten teacher to the seeds of inner discipline encouraged in the senior years. In the healthy child, there is a steady movement of authority from the outer to the inner.

Set out below are the three cornerstones of our relationships with each other, our Values, our Community Code and our Conduct Agreements. With a strong foundation and clear principles, our cultural and community life can flourish.

ValuesWe strive to maintain a culture of respect, cooperation and individual achievement in harmony with community understanding. These values are important for the healthy development of the students. Core community values and how they ‘live’ in the school:

Respect: listening to others Cooperation: following instructions Self-discipline: not disturbing the learning of others Self-achievement: attention (on task behaviour)

The School Community CodeThis Community Code has been created to improve the collective wellbeing of the Glenaeon community. In embracing these principles we aim to provide a moral framework that will guide our behaviour towards each other. Our growth as individuals depends greatly upon caring and responsible relationships with others. The teachers will do their utmost to implement actions that will ensure the rights of the students are protected and their responsibilities maintained.

Responsibilities• I have the responsibility to treat others

with understanding and empathy; not to laugh at others, tease others or hurt the feelings of others.

• I have the responsibility to treat all other students, teachers and non-teaching staff, school community and the general public politely and with respect. I have the responsibility to respect the position of teachers and respond to their instructions politely.

• I have the responsibility to help others feel safe at school by not threatening, hurting or harming anyone in any way, and by accepting the consequences that may arise from my actions.

• I have the responsibility not to steal, damage or destroy the property of other students and excursion venues, and to protect and to care for our school equipment and grounds.

• I have the responsibility to attend classes on time and am prepared to learn, with my work up to date and homework completed. I have the responsibility to ensure that my behaviour does not interfere with other students’ right to learn.

• I have the responsibility to support Glenaeon’s policy about smoking, drugs and alcohol and not encourage others to partake of any of these.

• I have the responsibility to care for the school grounds, buildings and equipment: to keep them clean, safe and well presented.

• I have the responsibility to wear Glenaeon’s uniform appropriately, and behave in public in a way that maintains the school’s good reputation.

Rights• I have the right to be treated with

understanding, empathy and equality, free from pre-conceived notions.

• I have the right to be listened to and treated with respect and politeness,

• I have the right to be safe and to feel secure at school, knowing that these rights and responsibilities will be enforced.

• I have the right to expect my property to be safe.

• I have the right to work in a positive work environment that promotes learning and recognises achievement.

• I have the right to expect that my school has an excellent reputation in the community.

Glenaeon’s Student Conduct Agreement requires that:1. Students are to enter the room

according to the procedure expected by the teacher. If the teacher is late, students are to wait without disrupting others. If the teacher has not arrived after five minutes, a student is to report to the staffroom. Feet are not to be put on desks or chairs.

2. Students are to show respect at all times to staff, other adults, students and themselves. This includes all forms of verbal and non-verbal communication.

3. Students are to be on task at all times. If they finish a task they should ask the teacher for further instructions.

4. Chewing gum is not allowed at all at any time nor any eating or drinking during lesson times or in classrooms unless specific permission is granted by a teacher. Electronic equipment, including ipods, is not allowed to be used or seen in or out of the classroom, or any supervised areas, before or after

School Policies (continued)

Student Welfare, Anti-Bullying and Grievance Resolution


school unless specific permission is granted by a teacher.

5. Students are to be on time for lessons and ready to work.

6. Students are to be prepared for class work with all necessary equipment (including homework). Students are not to ask the teacher for equipment before or during the lesson.

7. A student must raise his or her hand to get permission to speak. Students must not leave his or her seat without permission

8. Students are to comply with teacher directions at once. If the student believes that the request is unreasonable then he or she can talk to the teacher at the end of the lesson or refer the matter to someone else in his or her own time.

9. Students are to wait to be dismissed by the teacher. They are to clear all rubbish from their desk and around their desk, even if it is not theirs.

10. At all times outside the classroom, students will follow instructions given by teachers without argument. If a student believes an instruction to be inappropriate the student may take up the matter directly with ah Deputy Head of School.

Procedural FairnessGlenaeon supports the right of all students to be afforded ‘Procedural Fairness’ in any matter involving behaviour and conduct management including the investigation of any incidents which may occur. Procedural Fairness refers to the following two core principles:

The ‘hearing rule’ which defines the right of a person against who an allegation has been made to:

• Know the allegations related to a specific matter and any other information which will be taken into account in considering the matter;

• Know the process by which the matter will be considered;

• Respond to the allegations;• Know how to seek a review of the

decision made in response to the allegations.

The ‘right to an unbiased decision’ which includes the right to:

• Impartiality in an investigation and decision-making;

• An absence of bias by a decision maker.

Prohibition of Corporal PunishmentGlenaeon expressly prohibits the use of any form of corporal punishment at school. In addition Glenaeon promotes the use of ‘creative discipline’ and ‘non-violent communication’ generally within the school community. Parent education is provided every year about working and living with children and teenagers in the home.

Positive Support and EncouragementWe encourage and acknowledge student effort and achievement in a range of ways. Concerts, public performances of plays, presentations at Open Days, Festivals and Assemblies including presentation of prizes or certificates acknowledge students for their work. Within the classroom, careful displays of student work, presentations to the class, comments by teachers and other students, teachers’ annotations of student work, the awarding of marks and grades (at the appropriate developmental stages) are all used to support and encourage students’ learning endeavours.

The School’s Policy and procedures for Student Welfare is provided in the School’s policy manual, the staff intranet, and the school website. Copies of the policy are available to parents in hard or soft copy on request.

Anti-BullyingGlenaeon recognises that every individual has both rights and responsibilities. Everyone has the right to be treated with understanding, courtesy and kindness, to feel safe and secure at school, and to work in a positive environment that promotes learning and recognises achievement. Everyone also has the responsibility to treat others in a respectful and caring way, never threatening or harming a fellow-student, teacher or other member of the community. Glenaeon is committed to encouraging the growth of positive relationships, to providing a safe and caring environment, to educating students about issues related to bullying, and to identifying and dealing with bullying behaviours. Glenaeon does not tolerate bullying. Bullying can lead to emotional and/or physical pain and stress for the victim of bullying.

If we remain passive onlookers we can unintentionally encourage bullying behaviour. Any student who is a witness to, or a victim of bullying must not remain silent, but must report it to a member of staff.

What is Bullying?Bullying is the repeated abuse of power of one person or group of persons over another person. It may include:

• Verbal harassment – eg swearing, name-calling, threatening, repeated episodes of teasing, references to a person’s appearance, racial or social background, spreading rumours.

• Physical harm – eg hitting, punching, spitting, pushing, hair-pulling.

• Psychological non-verbal harassment – eg exclusion, offensive body language, hurtful gossip, insulting notes, stealing or damaging personal belongings.

• Sexual harassment – eg behaviour that is construed as unwelcome, use of words or actions of a sexual nature.

• Cyberbullying (see below).



What isn’t Bullying?Bullying should not be confused with one-off incidents of aggression, nastiness, mutual conflict or social difficulty that occur from time to time in the life of every child. Incidents of this type will generally be dealt with by the Class Teacher or Mentor as they arise.

Consequences of BullyingShould the behaviour continue, consequences may include:

• Time out from class, play, bus, etc. or wherever incident has occurred

• Referral to a Deputy Head of School• Consultation with parents• A formal warning in writing to student

and parent• Reparations for damage caused,

formal apologies• Detentions• Community service• File of behaviour in student record• Suspension from school, resuming only

with a clear undertaking that he/she will demonstrate a change in attitude/behaviour on returning

• Expulsion

CyberbullyingCyber bulling is when one student is targeted by another through the use of digital technology, mobile communication devices or through the internet. The aim of this targeting may be harassment, stalking, threats or other forms of harmful behaviour.

Cyber bullying takes many forms and may involve the use of websites, mobile phones, chat rooms, email, SMS and the uploading of pictures or video. It could involve the sending of threatening messages, communicating false pretences, forwarding of other students private communication, establishment of websites designed to humiliate or the posting of humiliating messages or pictures.

In general the school views cyberbullying in the same way it views other types of bullying and students and parents who are aware of, or have been victims of cyberbullying are encouraged to report the incidents to teachers. Glenaeon’s electronic equipment policy forbids the use of phones at school and in school supervised areas. Adherence to this rule helps to limit opportunities for cyberbullying.

Advice for students and parentsCyberbullying can have traumatic effects on students and it can occur in or out of school time. Students who are targeted in this way often feel powerless and isolated. Listed below are some strategies to help protect students from cyberbullying.

Strategies for Students• Talk to a parent, friend, teacher or

class guardian about the cyberbullying.• Keep and save as evidence any bullying

emails, text messages or images.• Do not reply to bullying or threatening

text messages or emails – do not engage in any communication with the sender(s) as this could make matters worse.

• Do not give out your personal details online – if you are in a chatroom, watch what you say about where you live, the school you go to, your email address etc.

• Remember the tone and meaning of written messages can be misinterpreted.

• Check that your messages are clear and respectful.

• Use blocking software to block messages from certain senders or use mail filters to block emails from specific email addresses.

• Remember that sending/forwarding abusive or threatening messages is inappropriate and could be deemed unlawful under State and/or Federal legislation depending on the circumstances.

Strategies for ParentsThere are a number of things you can do to help ensure your children stay safe when using internet or phone services:

• Talk to your child about bullying and harassment.

• Talk to your child’s Class Teacher or Mentor about your concerns.

• Educate your child about Internet safety and the proper etiquette when using Internet or phone services.

• Be alert to behavioural changes that may indicate your child is being bullied, harassed, victimized or vilified as you may be able to intervene.

• Encourage your child to report any incidents of cyberbullying to you.

• Limit computer use.• Stay involved – have the home computer

in a public space (not in the child’s bedroom) and monitor your child’s Internet habits.

• Make sure your home computer is protected with security software.

The School’s Policy and procedures for Anti-Bullying is provided in the Schools policy manual, in the Parent’s Handbook, the staff intranet, and the school website. Copies of the policy are available to parents in hard or soft copy on request.



Policies for Complaints and Grievance ResolutionGlenaeon Rudolf Steiner School is committed to the efficient and fair resolution of grievances and complaints. The school acknowledges the right of teachers, parents and students to make complaints and to have their complaints handled by the school. The school understands that complainants can provide useful feedback about a ‘product’ or ‘service’ experience and will endeavour to resolve genuine complaints in a positive and constructive manner.

The School’s policy for dealing with complaints and grievances includes processes for raising and responding to matters of concern identified by parents, teachers and/or students. These processes incorporate principles of procedural fairness. The School’s Grievance Resolution Policy is in accordance with AS4269 (Australian Standard for Complaints Handling).

Under the policy all complaints must be handled as follows:

• Confidentially;• Thoroughly;• Impartially;• Fairly; and• In a timely manner

The School’s Policy and processes for complaints and grievances resolution is provided in the School’s policy manual, in the Parent’s Handbook, the staff intranet, and the school website. Copies of the policy are available to parents in hard or soft copy on request.



Recurrent/Capital Income2019 2018

Fees and private income 80% 78% State recurrent grants 7% 7% Commonwealth recurrent grants 12% 12% Other capital income 1% 3%

Recurrent/Capital Expenditure2019 2018

Salaries, allowances and related expenses 69% 62% Non salary expenses 24% 27% Capital expenditure 7% 11%

80%

1%

7%

12%

Summary Financial Information

69%

24%

7%


Glenaeon Rudolf Steiner School Ltd ABN 94 000 385 768

5a Glenroy Avenue, Middle Cove NSW 2068, Australia

Phone: +61 2 9417 3193

glenaeon.nsw.edu.au

CRICOS Provider Number: 02282B

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Photo: Nicholas Covelli

Glenaeon...Glenaeon Rudolf Steiner School – 2019 Annual Report 1 The achievements reflect a year of solid and consistent service to our students, your children, as we deliver the

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