2017 Annual Report
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Table of Contents
Contextual Information about the School ……………………………………………………………………………………… 3
School Vision Statement ………………………………………………………………………………………………………………. 3
Message for Key Bodies ………………………………………………………………………………………….………………………
Report from the Chairman of the Board ……………………………………………………………………………… 4
Report from the Principal ………………………………………………………………………..……….……………….. 5
Information about Infants & Primary School ……………………………………………………..…………..……………….. 6
Information about Secondary School …………………………………………………………………..…..…………………….. 8
Initiative Promoting Respect & Responsibility ……………………………………………………..……….…………………… 10
School Determined Improvement Targets ……………………………………………………………………………………….. 13
School Policies ………………………………………………………………………………………………………………………………. 15
Overview of Policies …………………………………………………………………………………………………………… 20
Surveys ……………………………………………………………………………………………………………………………………………
Student ………………………………………………………………………………………………….………………..…….… 22
Parent …………………………………………………………………………………………..………………………….……… 23
Staff ………………………………………………………………………………………………………………………………… 24
Enrolments ………………………………………………………………………………………………………………………………….. 25
Professional Learning & Teacher Standards …………………………………………………………..………………………… 26
Student Performance in State-wide Tests & Examinations ……………………………………………………………………
NAPLAN …………………………………………………………………………………………………………………………… 28
HSC ……………………………………………………………………………………………………………..………………… 29
Summary Financial Information ……………………………………………………………………………………………………… 30
Expenditure ………………………………………………………………………………………………………………..……………….. 31
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Contextual Information about the School
Kuyper Christian School was established in the Hawkesbury in 1982 by people who desired Christian education
for their children. As a member school of Christian Education National, there is an emphasis on Biblically
grounded, culturally engaging, and academically rigorous education. Located in a rural setting in beautiful
Kurrajong, the quiet surroundings of Kuyper make it an ideal environment for peaceful and focused learning.
The school has students from Prep to Year 12, who enjoy leafy grounds, well equipped modern facilities,
camping programs, sporting activities at local and state levels, and involvement in various community-minded
activities. The educational programs are based on a solid grounding in primary school and a clear challenge to
apply a Biblical perspective to literature, the sciences, the arts and indeed, to every area of life in the secondary
school. Learning programs take into account that students between the ages of 12 and 18 progress through key
stages of adolescent development. Consequently, Kuyper acknowledges the crucial role of teachers as they
inspire and guide young minds; additionally, smaller class sizes allow for individual attention. Graduates are well
equipped to face the challenges of post-Kuyper education because they have been well equipped for the road
ahead.
School Vision Statement
Kuyper Christian School is a community of families, teachers and friends who
acknowledge Christ as the source of truth and life as revealed in the Bible and His
world.
We serve Christ by supporting parents in their God-given responsibility to nurture their
children.
We recognise the worth and uniqueness of each individual and provide a co-operative
environment that seeks to develop the whole child, so that each one may grow in their
relationship with God and serve Him.
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Chairman’s Report
It seems like only a month or so ago I was writing the President’s report for the 2016 year. Time has flown.
There have been many challenges and many, many blessings since last year. In all things though, our gracious
and merciful God has provided.
As a Board, we are constantly aware of God’s provision upon our school; and the prayers of our school
community. 2 Cor 1:10-11 (NASB) reminds us of this, “….and He will yet deliver us, you also joining in helping
us through your prayers, so that thanks may be given by many persons on our behalf for the favour bestowed
on us through the prayers of many.”
It is a pleasure to continue to work with our School Principal, Ian Shaw. Ian’s passion to serve Kuyper’s
students, parents and staff is evident in all that he does. Ian is constantly looking for new ways to improve our
school; and approaches challenges with patience and biblical wisdom. Ian is well supported by staff who all
share a passion for Christian education.
Please continue to pray for our staff as they not only teach the NSW Board of Studies Curriculum but teach it
through a biblical lens; revealing to Kuyper students God’s wonderful creation and plans for their lives as
revealed through His Word the Bible.
Our teachers also disciple our children through areas such as appropriate use of technology, social media and
proper relationships. At a time when abuse of social media is one of the biggest threats facing our youth today,
it is important that we pray for and support our staff in these areas; and take time to speak with and create
strategies with our children to help them deal with these areas in a Christ like way.
Excitingly 2017 saw our first full Year 12 cohort graduate from Kuyper. A great bunch of young people who
were a credit to themselves and the school. Feedback received is that they were largely pleased with their
results and we pray for God’s blessing on them as they take their next steps post Kuyper.
As our school grows, we need to look at accommodating an increasing number of students. To this end, we
have commissioned consultants to prepare a building master plan for Kuyper. We are seeking to provide new
learning areas across Primary and High School as well as increasing the size of several existing primary class
rooms. Please note this is a “work in progress” and timing of any future development will be dependent on
issues such as time for Council to assess a Development Application, availability of builders and our ongoing
student numbers. At this stage we are hopeful of submitting a Development Application to Council late 2018;
start construction of stage one in 2019 for additional primary school class rooms; and for occupation at the
beginning of 2020.
Please continue to pray for the spiritual and physical welfare of students and staff: continued steady growth in
enrolments; guidance for the school Board; maintaining focus on our school’s “Statement of Faith”; and
guidance for our Government in honouring parents right to choose how and by whom their children are
educated.
Wayne Speirs
Chairman
Abraham Kuyper Christian Education Association Ltd
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Principal’s Report
Kuyper Christian School celebrated the graduation and successful completion of its first Year 12 HSC class in
2017. We were blessed with a small but significant group of pioneering students of substance and character
known and cared for and now missed by staff. It was the wonderful culmination of many years of planning and
preparation by staff and Board members. We were excited with the maturity and Christian conviction of many
as they departed our care. Our first HSC results were also pleasing, leading to students taking up positions in
both tertiary studies at Sydney University, Western Sydney University and a range employment and vocational
training opportunities. 2017 also saw our inaugural Vanuatu camp for Year 12. This was the beginning of a
relationship with schools, church and community in Vanuatu that will hopefully have lasting effects for students
in both countries. We plan to make this an ongoing part of the Senior program each year.
2017 was the beginning of an intensive 4-year program focusing on the development of Literacy and Numeracy
in Primary school. With the importance of learning in the early years from Kindergarten to Year 2 identified, it
became imperative to strategically focus on these areas at this young age with the hope to establish a firm
foundation for later schooling and life. Extensive professional learning and monitoring of staff practice and
student skills will continue over the next 4 years and into the future. Supplementary support programs were
implemented for students that were identified needing additional assistance. Students with existing competence
and those who excel in these areas were also identified.
We were also thrilled to see the Year 4 Band come to life in 2017 and look forward to them serving the School
and others through their performance. A range of brass, woodwind and percussion instruments are used by
students during the Year 4 Band program. It is hoped a life-long love of music will ensue creating School
Concert Band beginnings in 2018 and beyond.
Property development and maintenance continues with substantial upgrades and maintenance completed over
both the Primary and Secondary schools. This included renovations to classroom spaces, air conditioning
upgrades, planning for new kitchen facilities and equipment, painting and gardening. The school decided to
begin a Master Plan process planning for the future.
The Bible gives an account of when Jesus said to his followers in Matthew 5: “You are the salt of the earth. Salt
adds flavour and character. Salt gives substance. Just like our hope for our graduating students. The Bible
reminds us that our purpose in life is of value and substance. It has been brought at tremendous cost in Jesus’
work on the cross. Being the salt of the earth or bringing a seasoned flavour to life is staying true to our
Christian calling and conviction of heart from reading and understanding God’s word. This is what we desire
every year from our students and staff. People relying on and living with the knowledge of God’s grace giving
substance to their lives learning to faithfully serve.
Seeing students make sacrifices for the sake of others in need is part of the extra curriculum that is often
overlooked. Hearing that students love their learning and then live their learning, is what Christian education of
the heart is all about. Head, heart and hand. Communicating this message is paramount within the Hawkesbury
community to get the message out that Kuyper is growing; now a complete Preparatory to Year 12 Christian
School.
I commend the following reports from our capable coordinators and executive members of the school.
Mr Ian Shaw
Principal
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Living our Learning in the Infants and Primary School 2017 In 2017, Kuyper had the opportunity to be part of the Literacy and Numeracy Action Plan – LNAP. LNAP is a
joint venture of the Association of Independent Schools, NSW Education Department and Catholic Education
Organisation. It targets the specific skills needed for the effective teaching of literacy and numeracy in
Kindergarten to Year 2 and provides funding for training in these specific areas. Executive and teaching staff in
K-2 have had access to literacy and numeracy consultants who have provided professional development,
demonstration teaching sessions and observation and feedback of our staff. Students are required to be
assessed three times during the year and it was very encouraging to see the improvement students made and
provide reliable data for further intervention for students who may need educational support.
Making connections with other Christian schools is important collegially. Mountains Christian College at
Blackheath is a school similar in size to Kuyper and part of the CEN network of schools. Our staffs met during
Curriculum Week to not only unpack what it means to teach Christianly but to share ideas with those working in
the same Stage or subject areas. To further build these connections it was decided to host Gala Days for
students in Term 2 and 4 at both schools. Students from Year 3 to Year 12 were involved in both these days. K-
2 visited Mountains in Term 1.
Growth in enrolments in the middle Primary section at the end of 2016 enabled us to form a separate Year 3
and Year 4 class in 2017. Mr. Rob Weule joined our Primary staff at the beginning of 2017. Mr. Weule brought
to Kuyper not only a great deal of teaching experience but also a wealth of talent and creativity in Music. He
took on the responsibility for teaching Music from Kindergarten to Year 6 and set about forming the Kuyper
Band and a ukulele group affectionately known as the ’Kukecumbers’. Year 4 students and some staff members
formed the band and the Kukecumbers consisted of students from Year 3 – 6.
The Band participated in two workshop days with the band from Nepean Christian School. One was held at
Kuyper, the other was at Nepean. The Band did a tour day performing at local nursing homes.
The Kukecumbers performed at a fundraiser for the senior school mission trip to Vanuatu and did a tour day
also to local nursing homes. Both groups performed at Kuyper’s annual Limelight Festival at the end of the year.
Excursions and incursions are an integral component of learning. Students in K-6 had their learning experiences
greatly enriched by a variety of excursions and incursions.
Musica Viva for Schools continued to be part of the primary school music program. Students from Prep to Year
6 were introduced to jazz and blues with the smooth sounds of Adam Hall and the Velvet Players. Much to the
delight of our newly formed Primary band, Adam and his group took time at the end of their performance to
talk to these fledgling musicians.
Life Education visit with Healthy Harold and his caravan is always special for Prep - 6 students as they reflect on
healthy lifestyle choices from diet and exercise to choices about what to put into our bodies; whether it's what
we watch, listen to or the drugs or alcohol we may be offered.
Grandparents’ Day was combined with Book Week Celebrations in Term 3. K-6 students dressed in the themes
that class teachers selected relating to books. They performed a concert for visitors and participated in activities
organised in each classroom.
Students attended the World Championships Polo in November. K-6 was very excited that their entry into the
art competition were awarded first place. Many thanks to Mrs Belle Kean for her organisation and creative input
into the design.
Our Kindergarten, Year 1, Year 2 and Year 5/6 attended the Hawkesbury Show and were an appreciative
audience for our High School Band.
K/1 went to the Powerhouse Museum at Ultimo and their annex at Castle Hill while investigating the history of
transport. They explored God’s amazing abundance of life in the ocean at the Sydney Aquarium.
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Year 3 and Year 4 added to their understanding of aboriginal culture with a visit to Brewongle Field Centre and
their investigation of water ways at Long Neck Lagoon Study Centre. A slice of life saw them visit the Royal
Easter Show, enjoying the noise and smells of country life come to the city.
Year 4 further developed their competency as cyclists by participating in Bike Education at C.A.R.E.S. Centre at
St Marys.
Our thanks go to Heidi and Michael Jaggard who hosted Year 5/6 at their restaurant, Bilpin Afire. Students
sampled and observed the preparation and cooking of excellent Chinese cuisine. They travelled to Canberra and
the Snowy Mountains for camp in Term 3. Highlights of the trip were touring Parliament House and
tobogganing in the snow fields.
Years 5/6 and Years 3 and 4 were able to attend week long swimming schools in Terms 1 and 4 respectively.
Funding was obtained through a program of grants to schools for sport.
Mrs. Sue Huxley Head of Infants and Primary School
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Secondary School 2017 Summary In 2017, the Secondary school celebrated the first Year 12 graduates with 9 students attaining the HSC award.
This culminated in the first Year 12 class graduation dinner that was well attended by senior students, families
and staff.
Additional subjects offered in 2017 in compressed format included 2 Unit Modern History, 2 Unit Chemistry, 2
Unit Drama and 2 Unit PDHPE. Students also completed HSC studies in 2 Unit Standard and Advanced English,
Extension 1 and 2 English, 2 Unit Mathematics and 2 Unit General Mathematics. A number of students
completed VET courses through the Key Alliance Trade Training Centre, attaining industry certificates as well as
HSC completion in: Certificate II or a Statement of Attainment towards the AUR20716 Certificate II in
Automotive Vocational Preparation, Certificate II or a Statement of Attainment towards the CPC20211
Certificate II in Construction Pathways, Statement of Attainment towards the CUA30415 Certificate III in Live
Production and Services, Statement of Attainment towards SIT20416 Certificate II in Kitchen Operations and
Statement of Attainment towards the ICT30115 Certificate III in Information, Digital Media and Technology.
Overall, the HSC results were strong with students achieving results as high as Band 6 and completion of these
courses was considered very successful. The compressed model for Stage 6 courses has been a positive
outcome for senior students.
Kuyper Christian School’s first international experience was successfully undertaken by the Year 12 cohort in
2017. Students travelled to Vanuatu to build relationships with Scripture Union and local schools. The
experience involved staying at the Scripture Union campsite in Pango Point on the island of Efate and
volunteering time to improve the facilities by cleaning, painting and building bunk beds. Other highlights
included visiting local primary schools to share in lessons and singing. The Year 12 students actively fundraised
for communities in Vanuatu and this culminated in a fundraising auction at the Year 12 Graduation. The
graduation charitable auction was very well supported by local community members and businesses.
Stage 4 and Stage 5 were also involved in school camps. Years 7 and 8 travelled to Galston Gorge to be
involved in abseiling, rock climbing and leadership activities. Years 9 and 10 camped on Cockatoo Island in
Sydney Harbour and experienced the history of Cockatoo Island and sites of the CBD. Highlights of this trip
included an electric bicycle tour of the city, meeting with an inner-city church to gain a deeper understanding of
the issues of homelessness and drug addiction and exploration of Sydney Observatory.
Our Year 11 students were also involved in leadership opportunities in 2017. Representatives attended
Government House along with other schools from across NSW. Seniors also represented Kuyper Christian
School at the local Anzac Day ceremony at Kurrajong.
The Hawkesbury show was well attended by student representatives from Years 7-12. Students participated in
musical acts and preparing food items. Approximately 17 students attended the show and the experience was
part of building on already strong community relationships. Secondary students also travelled to attend the
Christian Schools Music Festival at Orange Christian School for a 3-day experience involving solo and group
musical performances from several Christian Schools in the CEN network.
In 2017 there were several improvements made to existing buildings and resources in the high school. The
Food Technology room upgrade was initiated with new tables, stools and custom benchtops and cupboards.
Additional ovens and a dishwasher were also planned for installation in late 2017 – early 2018. Additional
musical equipment was also purchased to support the growing interest in Stage 5 Music, Performance Band and
in preparation for the delivery of Stage 6 Music in the coming years.
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Several technology upgrades were implemented in 2017. Acquisition of 30 laptops enabled a second open
learning space within the resource centre to be completed. This multidimensional learning space was heavily
used by Primary and Secondary classes requiring accessing to computers, grouped desks, and wider library
resources. Purchase of Secondary iPads also enhanced the access to technology for classes based in traditional
classrooms. The computer lab was also equipped with newer desktop PCs to replace ageing hardware and a 3D
printer to complete projects in Stage 5 IST and other subjects relying on newer or emerging technologies.
2017 was a successful year in the Secondary School with increased student enrolments, improved infrastructure
and resources, improved technological resources, broader curriculum delivery in Stage 4, Stage 5 and Stage 6
and a number of new cultural and service initiatives.
Jason Shadie
Secondary Coordinator
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Initiatives Promoting Respect & Responsibility
Through our ethos, practice and beliefs we exercise and teach the importance of student respect and
responsibility in and beyond the school environment. Our school community is committed to producing students that belong to and represent a civil, caring and just society. This includes the contribution to a socially cohesive
and culturally rich society.
Respect and responsibility are important values at Kuyper Christian School. The school is guided by a distinct
set of values centred on a Christian Worldview. Accordingly, it does not limit itself to current NSW State and Australian Commonwealth Government programs for values education. Kuyper acknowledges that these
government sponsored values programs provide a useful tool in building social cohesion. NSW Government expectations for promotion of rights and responsibilities are met within the school’s overall values framework
that forms the basis for a number of school programs and initiatives. A 'whole-school' approach impacts on
student learning through a collaborative approach of staff, parents and students. Home-school partnerships promote respect and responsibility. Student leaders have a great impact on other students across the school.
Using the Kuyper Christian School Values as a guide:
1. Care and Compassion
Students at Kuyper are encouraged to look out for the needs of other students. Students are expected
to be inclusive of one another in the playground and in class activities. Buddies continues to be an integral part of the primary school, with Year 6 students teaming up with a
Kindergarten student to support and encourage their start to school. Students in the Secondary school are each assigned to a core class where they meet with a teacher
each morning for a time of devotions and pastoral care.
2. Doing Your Best
At Kuyper, we believe that God has called us to use our gifts and abilities to His glory. Students are
encouraged to produce work of a high standard for the purpose of glorifying their Creator. At Kuyper, we run Celebrations assemblies to celebrate and acknowledge the work students have done. Staff give regular and meaningful feedback to students to encourage them to take responsibility in their
learning.
3. Fair Go
Students and staff at Kuyper are expected to include each other in all activities regardless of ability or
background. The school’s support department encourages an inclusive approach towards support, working alongside
children so that they can access the curriculum along with their classmates.
4. Freedom
Students are given the opportunity to express the freedom they have in Christ through opportunities
they have to make choices in their learning. Student assessment tasks give students opportunities to make choices about how they present
materials based upon their learning styles. Students are given a wide range of choice through electives in Stage 5, including the opportunity to
study via distance education. Students have the opportunity to enter local Art competitions. A variety of camps are offered to students at Kuyper, giving them the chance to explore and learn in
new parts of the world.
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5. Honesty and Trustworthiness
Students are expected to respect the property of the school and others. Students are taught from a young age to take act with honesty and trustworthiness through collecting
class role, raising the school flag each morning, emptying class bins, running a recycling program, planting and growing gardens, looking after the school Hall’s sound system, monitoring the goal post
pads etc.
6. Integrity
Students are expected to act with integrity in their relationships and in their work. Students are taught to reference and cite information accurately in secondary school and to
acknowledge all sources used.
7. Respect
Students are taught to respect their teachers and other adults. It is expected that students will speak
appropriately to teachers without arguing or complaining. Students are expected to wear uniform correctly and adhere to the guidelines outlines in the school
policies. Students are taught to respect one another through speaking one at a time and listening to each other
8. Responsibility
Primary students have the opportunity to take responsibility through the school buddies program,
where they care for and help younger students entering the school. They also monitor class roles, sport equipment, flag raising and emptying of school bins. Primary students have begun growing a garden in
the school and running a recycling program. In Secondary school, students have opportunities to be a part of the school band, to attend and assist
in running Bible Studies, attend the Bible Society Masterclass, run the 40 hour famine and Run4Bibles fundraising activities, speak and run assemblies and many other opportunities each year.
Physical Activities and Sports Studies Elective students organise Sports carnivals and events across the
entire school Our Band students also serve by performing to and greeting residents at local nursing homes.
9. Understanding, Tolerance, Inclusion
We are developing interschool programs for Secondary students, already existing in Sport. We are also involved in exchange programs, hosting visits from Japanese students. We celebrate diversity and self-awareness, whilst taking a stand against bullying, gender inequity,
discrimination and harassment. The school takes a no tolerance stance towards bullying.
10. Wisdom and Discernment
Our school runs a Bring Your Own Device Program in the Senior Secondary School where students are
learning to use communication technology appropriately and in service to others. The Secondary and Primary School students are exploring ethical use of technology. Careers guidance, assessment, careers markets, “Try-a-Trade” and advice on further education is
provided to Years 10 - 12. Year 10 students attend the Western Sydney Career’s Expo, which is a valuable time for them to
explore options for their future. Visits from School Liaison Police, local ministers, Members of Parliament and others challenge the
students to understand the importance of right choices and the consequences of actions.
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11. Faithfulness to God
The Biblical Studies program, from Kindergarten to Year 10, encourages every student to base their
spiritual growth on God’s Word and to live it out. The Drama Group prepare a Christmas play and perform this several times in public schools in our area,
working with local Scripture teachers and ministers. Students in Year 10 run Bible Study and Prayer groups for younger students. ‘Crusaders’ and members of the local churches are involved in developing leadership skills in our older
students for the benefit of younger ones.
12. Family
Included in Kuyper’s academic program, is a balance of active and practical subjects, including Agriculture, Food Technology, Industrial Technology, Drama, and Physical Activity and Sports Studies.
The school recognises that we are whole people and seeks to foster and encourage growth in all areas. Homework programs are often individualised in consultation with families to account for the many
facets of life. We believe in and promote consistent communication between families and school. Education is a
partnership.
13. Hope
Kuyper is committed to providing learning that gives students a sense of hope that the world can be a
better place and that it is possible to have an impact. Students in the school have opportunities to learn about people less fortunate than ourselves and act to
raise awareness. In Years 9 and 10, students have a Compassion sponsor child who they support through organising and
running fundraising activities.
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School Determined Improvement Targets
2017 – Targeted Areas for Improvement that were identified from the 2016 Report and achieved:
Ongoing professional development and accreditation of existing teachers into the new
NESA accreditation standards commencing in 2018.
Staff were kept up to date with the relevant briefs and reports concerning the changes that were
pending as we approach 2018. Opportunities were made for staff to attend professional learning
sessions covering the changes.
School Profile. Continuing to raise the awareness of the work being done and the story
unfolding of growth into the senior years of schooling at Kuyper in the community.
Kuyper continued to market the Senior School to the Hawkesbury region largely through postal
letterbox drops, publications, social media and word of mouth.
Literacy and Numeracy. We commenced a joint venture with the Association of Independent Schools
to focus on our K-2 students seeking to monitor and improve literacy and numeracy skills. The benefits
from this program will lead to a further roll out across the primary school. We have been thrilled with
the support the AIS consultants have given us in professional learning for staff and look forward to the
future improvements we’ll see in our students at a significant foundational time of their schooling.
Develop a Master Plan of the school. Processes commenced in this important phase of the school’s
growth and sustainability into the future. This will continue into 2018 and beyond. With nearby housing
growth in new subdivisions, future pressure for enrolment growth is expected on the school.
Submission of application for registration for K-12 with NESA. The school submitted its
application and was duly inspected by the NSW Education Standards Authority (NESA) achieving the
maximum registration period possible for Schools (5 years). We were thrilled with the response from
NESA, with Kuyper having recently commenced teaching towards the HSC. A new and promising phase
for our school.
Vanuatu Camp for Senior Students. This inaugural event received excellent feedback returning
from students and staff. The cultural experience enhanced students understanding of the world in
which they live and gave them an opportunity to serve and learn from the Vanuatu people.
Information Technology. Ongoing development of resources to best meet educational needs of the
community. New IT spaces were created to accommodate classes. An ability to manage expectations of
NAPLAN testing online has also been trialled in 2017. Additional access and updates to computers was
completed in 2017.
Adopting a new school management program (Edumate) for the management of all school
records and reports. This new system has been adopted and will be part of a staged roll out over
the next few years as we transition from one system to another. Initial benefits in managing records
and reporting have proved positive. The system promises greater parent interaction with the school
records, calendar, events and progress.
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2018 Targeted Areas for Improvement:
Ongoing improvements in the teaching of literacy and numeracy to K-2 and beyond.
Preparing for the delivery of NAPLAN Online on a regular basis.
Ongoing development of the Vanuatu Camp for Senior students including stronger ties between
School and Vanuatu.
Masterplan. Ongoing development of the Masterplan documentation and staging process for future
development.
Curriculum development for new syllabus releases.
Increased facilities for the Food Technology classroom.
Expansion of compressed delivery and subjects for Year 11 & 12.
Revision of Elective choices for Stage 5.
Reestablishment of Agriculture experience and possible elective resources.
Primary classroom makeover with increased space and new storage.
Increased capacity for student transport for excursions, camps and VET courses.
Increased grounds and maintenance allocation for School property.
Improvement in IT facilities including a server upgrade and improved Wi-Fi.
School website development and improvement.
Online parent access to School administration system.
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School Policies
Welfare
Kuyper Christian School is committed to:
providing a safe environment for students; preventing harm to a student in any form within the school; dealing seriously with any reports that a student is at risk of harm in a prompt and appropriate manner. educating students concerning their rights and equipping them with appropriate skills for avoiding and
reporting uncomfortable or abusive situations. training staff to recognise, appropriately deal with and report situations where a student may be at risk
of harm. Specific requirements are set out in our Child Protection and Anti-bullying policies and
procedures, among others. These include: o ensuring that staff appointed are fit and proper people to occupy those positions through
interviews and employment screening; o requiring staff to abide by a Staff Code of Conduct, which is actively monitored; o training staff procedures to identify when a child is at risk of harm and to notify the appropriate
authorities; o procedures to notify and investigate complaints of improper conduct by staff and report to
appropriate authorities
Bullying is repeated intimidation over time, by negative actions of a physical, verbal or psychological nature, by
one or more persons. Bullying is never acceptable behaviour and our school will, strive to identify and eliminate all forms of this kind of behaviour.
Discipline
As mature Christian teachers and parents, we have the responsibility to ‘make disciples’ of the children in our care. Our goal is that students might willingly cooperate with our God, who desires them, like us, to become
more like Him. This process involves modelling, encouraging, teaching and at times correcting.
Kuyper’s Managing Student Behaviour Policy and procedures is based on the following principles, which
are drawn from Scripture.
Discipline should:
Be founded on love and concern for the child and those around him/her. Contribute towards a student's growth in Christ. Thus, it may involve repentance, reconciliation and
restitution and include positive and negative elements - confirming, commending, encouraging, as well as correcting, reproving, punishing.
Be clearly defined as to the expectations and wherever possible, be exercised promptly. Be consistent and administered fairly. Reflect on the action or attitude not the person, so that it is clear we love the child. Consider the maturity of the child. Seek to develop self-discipline and thus does not depend on external motivation, such as structured
rewards and punishments.
Specific structures include positive comments, both verbal and written and different levels of recognition for commending students.
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Grievance
When dealing with any complaint, grievance or concern in relation to another person we need to consider biblical principles. Specifically, all parties need to:
first speak directly about the issue to the person most concerned, treat the matter seriously, act fairly towards each other, expect that they will be treated in the same way, treat others involved in the situation with respect act discreetly and maintain confidentiality.
If a person feels they cannot speak to the person concerned directly (e.g. in a case of bullying or fear) they should speak with another more senior person. In the case of a student, this may be the class or core teacher
or some other person they trust.
If a resolution is not achieved then the matter should be taken to the Secondary or Primary Coordinator, then to the Principal for a decision. Any parent who is unhappy about a decision of the Principal, or who for other reasons would like to take a matter further, may take it in writing to the Board.
Enrolment
Kuyper Christian School is open to all children whose parents are seeking to give them an education
which is consistent with the basis and aims of the school, provided the school has the resources to meet the child’s particular needs, and subject to the availability of places.
Rules of eligibility shall be determined by the Board of Directors from time to time.
Priority of enrolment is on the basis of commitment to the basis and aims of the school, existing
attendance of siblings, and date of application.
Initial priority will be determined on the basis of answers to questions on the enrolment application and
a letter of reference from the pastor of the church currently attended. This will be later confirmed
through an interview with the parents.
Order of priority for enrolments in Prep and Kindergarten is as follows:
o Sibling of current family; o Child of a member of the School Association of at least 12 months standing; o First child in a Christian family OR a child from Christian family who have applied to transfer all
children into Kuyper; o Prep or Kindergarten child in a Christian family with all children waiting for places at Kuyper; o Christian family where some children attend another school; o Non-Christian family, supportive of the ethos of the school
Order of priority for enrolments in Years 1 – 12 is as follows:
o Sibling of current family; o Child of a member of the School Association of at least 12 months standing; o Family transferring from another Christian school; o Christian family who have applied to enrol all children at Kuyper; o Christian family where some children attend another school; o Non-Christian family, supportive of ethos of the school.
Within each category, priority will be on the basis of time order of application.
A Christian family is defined as one which regularly attends and is involved in a local church.
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The aim of the school is that no more than two thirds of any Grade shall be made up of any one
gender. The number of children to be accepted into any Class is a maximum of 30. Any increase will be
at the Board’s discretion and temporary.
Normally children will be accepted into Kindergarten only if they have turned five before the April 30
that year. However, in exceptional circumstances, after careful testing, the Principal may admit younger
children if they are considered socially, physically and intellectually mature enough to benefit from full time schooling.
Application for enrolment must be made on the appropriate form and accompanied by copies of the last
two academic reports and most recent NAPLAN results for the child/ren.
Interviews are generally conducted by the Principal, the appropriate co-ordinator and a Board Member.
When these are not available, the Principal will nominate interviewers. Before offering a place to a student, the parents and student(s) will be asked to attend an enrolment interview to determine or
confirm:
o Their commitment to or support for the Christian ethos of the school; o Their support for the policies and practices of the school; o Any special educational or other needs of the student and how these will be met.
If it is clear that the parents do not support the ethos and/or policies of the school, the school will not
offer a place.
Testing of all new students according to the School’s testing or readiness policy after the enrolment
interview will be organised by the school office.
If the readiness testing for Kindergarten indicates that a child does not meet the school’s readiness
criteria, the school will consult with the parents and determine whether to offer a place in the following Year. If a child is not offered a place for that year a place will be offered for the following year provided
the family meets other enrolment criteria.
Whenever the documentation from the parents or the school’s testing indicates that a student has
special needs these are to be discussed with the parents to determine whether the school is able to
meet the student’s needs. Where the school could not provide the resources needed to meet the needs of the student without causing unjustifiable hardship the school will not offer a place.
The final decision about any offer of a place rests with the interviewing committee.
Attendance
Daily Attendance procedures
Absences will be recorded by the symbol a on the electronic roll keeping system
A written explanation from a parent/guardian giving reasons for a student’s absence is required the day following the last day of a student’s absence. The explanation must contain
o child’s name and class
o date of absence
o reason for absence
o signature of parent/guardian unless emailed
If an explanation is received from the parent/guardian within seven days of the last day of absence one of the following symbols will be used on the electronic role to identify the reason for the absence.
A- The student’s absence is unexplained or unjustified. This symbol is used if no explanation has been provided by parents within seven (7) days of the occurrence of an absence or the explanation is not accepted by the Principal or the Principal says that the explanation for the absence is not satisfactory.
S- absence due to sickness or as a result of medical or paramedical appointment. Principal may request a medical certificate in addition to explanations if the explanation is doubted, or the students has a history of unsatisfactory attendance.
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L- An explanation of the absence is provided which has been accepted by the Principal. This may be due to: misadventure or unforeseen event, participation in special events not related to the school, domestic necessity such as serious illness of an immediate family member, attendance at funerals, recognised religious festival or ceremonial occasions. (Up to 15 days)
E- Absence due to suspension
B- Absence from school on official school business. Excursions and school sport events & special events.
F- Student participating in HSC Pathway, Trial / HSC exams, VET courses
H – Attending 2 or more education centres - Shared enrolment
M - Student is exempt from attending school (Up to 50 days)
If an explanation is not received from the parent/guardian within 1 day of the last day of absence a letter requesting an explanation will be sent home.
If an explanation is not received from the parent/guardian within seven days of the last day of absence the Symbol A – no explanation for the absence, will be recorded on the days that the student was
absent.
Documentation for absences and attendance will be archived by class, then by term, then by year. The
school will keep these archives for a period of seven years.
Partial absences
Students arriving after 8:55 am or leaving before 3:25 pm will report to the school office. Office personnel will administer a partial absence note system.
Partial absences will be recorded on the electronic roll in the following way
Apa- No explanation for the absence
Spa- Late arrival/Early departure due to sickness
Lpa- Late arrival/Early departure with leave (approved by Principal)
Epa- Late arrival/Early departure due to suspension
Fpa – Late arrival/ Early departure due to participating in HSC Pathway, Trial / HSC exams, VET courses
Hpa- Late arrival/Early departure due to shared enrolment
Documentation for Partial absences will be archived by class, then by term, then by year. The school will keep these archives for a period of seven years.
Absences at Special events
At special events such as sporting carnivals, excursions and off-site activities a roll will be kept and the information transcribed onto the electronic roll.
Monthly Attendance procedures
The office will print out a student attendance report to Core Teachers monthly that show students who
have an absence rate of greater than 15% for the year to date. Core teachers in conjunction with Secondary or Primary coordinators are to follow up students that
have an absence rate of greater than 15% but no more than 20% by writing to parents. Parents
(guardians) who have already had a note sent home regarding absences, or students who have than
20% or greater absences will be referred to the principal, who may write to families Principal will request an interview with parents / guardians. If, following interview(s) with the parents (guardian), the student continues to not attend school
regularly the following procedure shall apply. Discussions may focus on the reasons for the absences
and what strategies could assist eg: health care, transport, waking up on time etc. Strategies could
include what the parent will do, or the student will do to attend and what the school will do to support the student.
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Where a student is not attending school regularly the principal shall consider whether there is
educational neglect on the part of the parents (guardian). The principal should complete the checklist
on the Keep Them Safe website to determine whether a report to Community Services is required. Where a student is not attending school regularly the school will, in consultation with the parents (or
guardian) and the student, develop a plan to support the student’s return to school This plan should document contact with the parents (guardian) and strategies involved in the attempt
to get the student to return to school.
Students departing the school for another school or for full-time employment
Where a student is leaving Kuyper before they have completed Year 12, the parents or guardians of that student must inform the school of the student’s intended place of schooling. In the event that this does not occur the school will notify the local Home School Liaison Officer.
Where a student is of compulsory school age (i.e. below 17 years of age) and is leaving Kuyper after completing Year 10, the parents or guardians of that student must inform the school of the student’s intended
place of education or education and training, or full-time work position or the combination of education/ training and employment. In the event that this does not occur the school will notify the local Home School Liaison
Officer.
Retention rates: We had 9 students in Year 10, with 3 students leaving for apprenticeships and the remaining 6
continuing on to Year 11.
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Overview of Policies
Policy/Procedure Available on website
Assessment Procedures X
Cash Handling Policy
Child Protection Policy X
Code of Conduct for staff
Communication Policy X
Complaints and Grievances Policy X
Critical Incident Policy
Drugs Policy X
Educational Support Procedures X
Educational and Financial Reporting Policy & Procedures
Emergency Procedures
Enrolment Policy X
Excursion Policy
External Providers Procedures
Facilities Management Policy and Procedures
Fund Raising Policy X
Governance – Board Charter
Governance – Compliance Framework
Governance – Board Conflict of Interest Policy
Governance – Delegation Policy
Governance – Independent Audit Policy
Governance – Related Party Transaction Policy Governance – Responsible Persons Policy
Governance – Risk Management Framework
Health Care Policy & Procedures
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Homework Policy X
Information & Communication Technology Policy
Library Book selection Policy
Managing Student Behaviour Policy X
Managing Student Behaviour Procedures
Non-school use of premises Policy and Procedures X
Work Health & Safety Policy & Procedures
Pastoral Care X
Prevention of Discrimination Policy X
Privacy Policy X
Programming Policy
Recruitment Policy
Risk assessment Policy
Student Leadership Policy X
Student Welfare Policy X
Volunteer Procedures and Guidelines X
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Satisfaction Surveys
The surveys below were conducted anonymously amongst all school staff students and families at the end of
2017
Student Survey Strongly
Agree Agree Neutral Disagree Strongly
Disagree
My school encourages me to develop a Christian
worldview 28.57% 42.86% 14.29% 0.00% 14.29%
I feel safe when I am at school 28.57% 14.29% 21.43% 21.43% 14.29%
I am confident that the teachers are helping me to achieve high standards in all that I do
7.14% 42.86% 28.57% 7.14% 14.29%
I think teachers treat students fairly and with respect
0.00% 28.57% 42.86% 7.14% 21.43%
Teachers at my school are a good example of
the beliefs and values of the school 7.14% 50.00% 14.29% 7.14% 21.43%
The teachers’ discipline is fair and consistent 14.29% 0.00% 21.43% 28.57% 35.71%
I enjoy the facilities provided by my school 0.00% 28.57% 57.14% 0.00% 14.29%
I am satisfied with my school and the quality of
education I receive 7.14% 50.00% 14.29% 0.00% 28.57%
Survey results were based on 14 respondents
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Parent Survey Strongly
Agree Agree Neutral Disagree Strongly
Disagree
Vision:
Kuyper Christian School is committed to being a
caring community providing quality Christ centred Education
70.00% 25.00% 0.00% 0.00% 0.00%
Standards:
The school sets and maintains high standards
for students
43.75% 31.25% 18.75% 6.25% 0.00%
Staffing:
The staff is competent and committed to the
vision of the school
62.50% 31.25% 6.25% 0.00% 0.00%
Student Culture:
The school culture encourages students to thrive 50.00% 18.75% 25.% 6.25% 0.00%
Satisfaction:
I am satisfied with the outcomes of the
education offered by this school
33.33% 33.33% 20.00% 13.33% 0.00%
Survey results were based on 16 respondents
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Staff Survey Strongly Agree
Agree Neutral Disagree Strongly Disagree
Vision:
Staff understand and are committed to the
“Christ-centred” vision of the school
75.00% 25.00% 0.00% 0.00% 0.00%
Resonance:
The practices of the school resonate with its
stated beliefs and values
75.00% 25.00% 0.00% 0.00% 0.00%
Standards:
The school sets and maintains high standards for both students and staff
33.33% 33.33% 16.67% 16.67% 0.00%
Curricula:
Curricula are thorough, engaging and provide a strong basis for teaching
33.33% 50.00% 16.67% 0.00% 0.00%
Leadership:
Leadership in the school is strong, coherent
and effective
50.00% 41.67% 8.33% 0.00% 0.00%
Board Leadership:
The board gives strong and coherent vision
that supports the operation of the school
58.33% 33.33% 8.33% 0.00% 0.00%
Respect for students:
Staff treat students with respect 83.33% 16.67% 0.00% 0.00% 0.00%
Facilities:
Facilities are adequate, comfortable and well
appointed
8.33% 33.33% 33.33% 16.67% 8.33%
Professional Development:
Staff are well supported in their professional development
33.33% 41.67% 25.00% 0.00% 0.00%
Workload:
Workloads for staff are reasonable and adequately monitored
8.33% 50.00% 41.67% 0.00 0.00
Survey results were based on 12 respondents
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Enrolments
Kuyper Christian School offers positions to children whose parents seek a Christian education, which is
consistent with the school’s aims and vision. This is of course subject to position availability and appropriate
resources to meet each child’s needs.
Applications are made to the school on an enrolment form along with a commitment to the creedal statement of
the school.
Following the submission of the enrolment form an interview is conducted with the parent(s) and student(s).
After review, positions are offered based on existing siblings in the school, commitment to the aims and vision
and expected benefits to the family and school.
Children are generally accepted into Kindergarten if they have turned 5 by 30 April. In some circumstances
younger children may be accepted if the school considers them physically, socially and academically mature
enough.
Student attendance
Whole School 95.4%
Year 12 95.6%
Year 11 92.5%
Year 10 95.6%
Year 9 95.8%
Year 8 95.4%
Year 7 95.4%
Year 6 96.4%
Year 5 94.3%
Year 4 94.8%
Year 3 96.1%
Year 2 97.7%
Year 1 94.2%
Kindergarten 96.5%
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Professional Learning & Teacher Standards
In 2017 the school had 24 permanent and permanent part-time staff. There were 7 full time and 13 part-time
teachers, which amounted to 8.2 full time equivalent (FTE) teachers at the completion of the year. In addition
there were 4 part-time support staff employed and 6 part-time staff involved with administration, cleaning,
maintenance and bus driving. The school also has a pool of 9 casual teachers to replace absent staff throughout
the year.
Of the teaching staff:
18 had a Bachelor of Education or a Bachelor Degree plus Diploma of Education or equivalent;
2 had a Diploma of Education / Teaching;
Teaching experience ranged from 2-44 years
The attendance rate of teaching staff is calculated as 96%.
Summary of Professional Learning Staff
attending
AIS: Phase 2 Action Plan: School based Instructional Leadership Module 1 2
Epilepsy Action Australia: Epilepsy Essentials 10
0018 Institute: STEM in Home Economics 1
TTA: Ancient History for new subject 1
TTA: Unlocking Musical Potential 1
TTA: The Tools for Superb Essays 1
PREMIUM HEALTH: Senior First Aid Course & CPR update 20
AIS: Leadership Masterclass 4: Supporting Effective Pedagogy 1
MULTILIT: MiniLit 2 day Workshop 1
NESA: Standard Setting Workshop 1
AIS: The Business of Social Media in Schools 1
AIS: Action Plan Masterclass 2: Framework for Effective Instruction 2
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CEN: Innovative Pedagogy 1
CEN: Leadership Workshop 1
CEN: Differentiation Workshop 6
CEN: Certificate in Christian Practice 5
CEN: Certificate in Christian Education (Design) 1
CEN: STEM Workshop 1
CEN: Enrichment Workshop 1
CEN: Pastoral Care & Welfare 1
Solar Etching Workshop 1
CEN: Teachers New to Christian Education 2
CEN: Developing Leaders 1
CEN: Equipped to Lead 2
NAPLAN online training 3
AIS: Literacy & Numeracy 3
AIS: Numeracy 2
AIS: Phase 2 NSW Literacy & Numeracy Action Plan 1
HOBSON: Edumate school data base training 2
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Student Performance in State-wide or Equivalent Tests
& Examinations
National Assessment Program - Literacy and Numeracy Our NAPLAN results although pleasing in many areas do not reflect the broader areas of the curriculum and can
be misinterpreted with the small year groups and class sizes Kuyper enjoys. As a non-selective school, we
share the joys and challenges that each individual brings to our community and seek to acknowledge their
strengths and gifts whatever they might be. From students who excel academically to students who struggle
and everything in between, we foster a value and sense of worth in all as people made by God in His image.
The table shows the mean results of Kuyper students compared to all Australian students. Performances in
these examinations reflect the diverse range of students attending Kuyper. It is important to note that Kuyper
has small numbers of students in each Year group so the mean of the scores can be dramatically affected by
one or two students.
Mean scores
Reading Writing Spelling Grammar & Punctuation
Numeracy
KCS Yr 3 410 382 387 402 394
Yr 3 431 414 416 439 409
KCS Yr 5 551 470 510 520 513
Yr 5 506 473 501 499 494
KCS Yr 7 540 506 537 508 515
Yr 7 545 513 550 542 554
KCS Yr 9 591 540 587 576 585
Yr 9 581 552 581 574 592
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2017 Test
Year 3 Year 5
Percentage of students achieving above the benchmark
Percentage of students achieving above the benchmark
School State School State
Reading 90% 94% 100% 94%
Writing 90% 97% 100% 92%
Spelling 95% 95% 100% 93%
Grammar & Punctuation 85% 92% 89% 92%
Numeracy 95% 95% 89% 95%
2017 Test
Year 7 Year 9
Percentage of students achieving
above the benchmark
Percentage of students achieving
above the benchmark
School State School State
Reading 87% 93% 100% 93%
Writing 94% 90% 73% 82%
Spelling 94% 94% 91% 92%
Grammar & Punctuation 88% 91% 95% 90%
Numeracy 94% 96% 100% 97%
HSC Results
Our school offers both a traditional and compressed model of HSC studies meaning that students complete up
to two of their HSC subjects in Year 11 and the remainder in Year 12. In 2016-17, students completed studies
in Ancient History, Biology, Chemistry, Design & Technology, Drama, English, Mathematics, Modern History, PDHPE and Visual Arts. 2017 was our first Year 12 group to complete their HSC; therefore, limited comparative
performance data over time is available. Many students were successful in attaining ATAR results enabling them to enter the university course of their choosing.
Subject School Mean State Mean
Chemistry 87.6 75.2
Design & Technology 82.5 76.4
Drama 72.5 77.6
English Advanced 75.0 80.9
English Standard 66.5 69.1
English Extension 1 41.2 41.2
English Extension 2 43.6 38.7
Mathematics (General) 62.9 68.5
Modern History 66.1 73.7
PDHPE 57.7 71.0
Visual Arts 79.0 79.5
Post school destinations based on information provided when students left the School, 34% entered University,
11% of students took a GAP year, 22% of students entered apprenticeships/TAFE courses and 33% entered directly into the workforce.
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Summary Financial Information
Overview Accounts 2017
The Audited Financial Accounts for 2017 show a net operating surplus of $213,678. Spending on capital,
inclusive of bank loan repayments amounted to $88,062.
Fees
The basic fee structure for 2017 remained unchanged from the previous year. Fees rose by an average 5% for
parents from 2016. In 2017 our uncollected fees at year end was $169,815, an increase of $13,324 from the
prior year. Nevertheless, the school community is grateful to the many families who continue to make prompt
payment of fees and encourage others to partner with us in this way in 2018.
The school has a provision for doubtful debts of $68,330. The Finance Committee is vigilant on the payment of
fees. This is a very difficult and time-consuming area, so again thank you to those who pay on time.
Income
Income from families equates to around 27% of total income and government grants equate to approximately
72%. This is consistent with the prior year. We need to prayerfully support our governments and ensure they
realise we are appreciative of their financial input.
The pie chart below shows the above percentages. Each school is allocated a score dependent on the
socio-economic surveys of the families in the school. The score then determines the wealth of the area. The
Commonwealth funding is based on this score. Unfortunately, our school is in the middle range SES although
many of our parents struggle to pay their fees. Nevertheless, we are thankful for the steadfast commitment
many of our parents have to Christian education.
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Expenditure
As is the case of all schools the major recurrent expense is salaries. In 2017 our salaries were 73% of our total
expenditure.
The year ahead
The 2017 has seen a significant resurgence of enrolments, with above-budget student numbers throughout the
whole year. 2018 looks likely to reflect more modest growth.
Alan McCartin Business Manager