Wycliffe Christian School Annual Report 2014 · Wycliffe Christian School Annual Report 2014 ABN 36...

Wycliffe Christian School

Annual Report

2014

ABN 36 001 227 854

PO Box 78, Blaxland, NSW 2774

Ph: (02) 4753 6422

email: [email protected]

web: www.wycliffe.nsw.edu.au

mailto:[email protected]

http://www.wycliffe.nsw.edu.au/

Wycliffe Christian School: 2014 Annual Report

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Theme 1- A message from Key School Bodies

Message from the Board President The Wycliffe Christian School Board (The Board) operates under the authority of The John Wycliffe

Christian Education Association (The Association). The Board is elected by the Association. In 2014

there were six members. In 2014 the Board met on thirteen occasions.

2014 proved a year of change for the School with a new Principal and a fresh vision for the next

generation of the School’s history. The School was fortunate to find a Principal with such depth of

experience, with Mr Peter Jamieson having served over 15 years as Principal of independent schools,

of both Anglican and Christian school persuasions.

Particular focus has been given to strengthening the home/school partnership. It is encouraging to

observe strengthening of relationships across the school community. Social events such as Café Under

the Stars have allowed parents, students and staff to get to know each other in a relaxed setting.

The School Board made some strategic capital investments over the twelve months that enhanced our

students’ learning environment. Late in the year new furniture was purchased for Preschool– Yr 2;

carpet renewed in some classrooms; preschool have appreciated the newly laid artificial turf; data

projectors were fitted in all primary classrooms, and B Block’s aging roof received a rejuvenating

touch.

An external review of the School’s business operations revealed some significant challenges. The

expertise of Resolve Consulting, a leader in providing financial advice to schools, were engaged and

they have worked with the School executive in producing a ten year business plan that ensures the

school’s ongoing viability, with focus on maintaining an affordable fees level for families.

For near on forty years Wycliffe has supported parents in their God given responsibility, the

upbringing and education of their children, in providing quality education founded on a distinctly

Christian biblical worldview. In doing so students are empowered in becoming all that God has

created them to be.

Stephen Jackson

Board President


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Message from the Principal

2014 proved a year of transition at Wycliffe Christian School. After nine years of faithful service to the

School, Principal, Mr Geoff Bowser, retired midyear. Under Mr Bowser’s leadership the School grew

in its standing as a centre for student wellbeing, with a reputation second to none for the care and

support offered to students.

In July 2014, I was honored to take up the role of the third Principal to lead Wycliffe. Having spent

fifteen years in educational leadership, both in the Anglican and Christian School movement. I looked

forward to serving Christ in the Blue Mountains where I grew up and resided for thirty-five years.

Wycliffe possesses a wonderful sense of community, which flows from the shared partnership with

parents in the education of their children. Each child is a unique individual, full of potential ready to

be unleashed. Our teachers work closely with families in identifying God given gifts, abilities and

interests, empowering students to become all that He has created them to be.

Starting mid year provided a useful window to objectively assess the School, its programs and

business performance, enabling adjustments to be made as in readiness for the new (2015) academic

year. Individual interviews with staff, students and parents, as well as attitudinal surveys,

consultative group meetings and engagement of external consultants provided great feedback to

assist the planning process.

The consultative processes led to the following initiatives:

Renewed focus on the partnership with home, with a number of community events planned for

2015 (eg. Café under the Stars).

Revamp of the school uniform to provide a consistent standard throughout the school.

Focus on building partnerships with local churches and Christian communities.

Improvement to/maintenance of facilities including data projectors to all primary school

classrooms, artificial turf in preschool playground, restoration of B Block roof, new classroom

furniture Preschool – Yr2, new carpet K-Yr1 rooms.

Increased time with core classroom teacher (K-6) improving pastoral support for students and

empowering teaching through integrated approach across Key Learning Areas.

Reduction of the number of committees across the school freeing teachers to focus on their core

task, excellence within the classroom.

Greater discipline in business practices to ensure ongoing affordability of fees.

The change over the past nine months, and accompanying cultural shift, has laid a firm foundation

for the future of the School, ensuring that Christ will continue to be glorified through all that is

Wycliffe, and that relationships shared across our school community will continue to reflect His

Lordship.

“Let the peace of Christ rule in your hearts, since as members of one body you were called to peace. And be

thankful. Let the message of Christ dwell among you richly as you teach and admonish one another with all

wisdom through psalms, hymns, and songs from the Spirit, singing to God with gratitude in your hearts. And

whatever you do, whether in word or deed, do it all in the name of the Lord Jesus, giving thanks to God the

Father through him.”

Colossians 3:15-17 (NIV)

Peter Jamieson

Principal


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Theme 2 – Contextual information about the School and

characteristics of the student body

Wycliffe Christian School enjoys a fine heritage in Christian education. Nestled amidst natural bush

land in the Lower Blue Mountains the School provides a wonderful setting for Preschool to Year 12

education. In 2014 the School had 527 students enrolled from Kindergarten to Yr 12, with 300 in the

secondary school and 227 in the primary.

Independent and non-denominational, the School provides quality and engaging education delivered

through a distinctly Christian biblical worldview. The School is non selective and accepts students of

varying abilities and socio economic backgrounds.

Wycliffe seeks to empower parents in their God given responsibility for the upbringing and

education of their children. Thus the School recognises the vital role of parents to the educative

process, and prides itself on the strength of its partnership with home.

Students are prepared as agents of hope and change in a fragmented world. Grounded on a biblical

worldview, the school seeks to Nurture Faith, Unwrap Truth, Encourage Discernment and Enable

Thoughtful Action. Teaching inspires intellectual curiosity, develops critical thinking skills, promotes

creativity, through a collaborative and inspiring learning environment.

From early childhood, through the turbulence of adolescence, and into young adulthood faith in

Christ is nurtured. Unwrapping truth faces the complexities of working out a Christian worldview,

giving students firm bases in a relativistic world that struggles to accept absolute values. This

requires integrity, clarity and approachability as God’s truth is explored together.

Discernment is encouraged in the exploration of ideas and the evaluation of human endeavour. The

School does not shy away from confronting tough questions, celebrating the mystery of God’s grace,

recognizing his justice and love. Students learn to assess their relationships, their values, their choices

and their behavior against the Biblical worldview. They also discover that their faith gives direction,

purpose and significance to both life and learning.

Wycliffe encourages students to take seriously the claims of Christ, celebrating His lordship over all

life. Further the school’s desire is to empower young people in becoming all that God has created

them to be.

Theme 3 – Student outcomes in standardized national literacy and

numeracy testing

Naplan (Years 3,5,7,9)

Wycliffe Christian School 2014 NAPLAN Results

2014 NAPLAN performances were similar to the previous year. Wycliffe is a non-selective school

with a reputation for the care and support it provides for students. The fine reputation of the School’s

learning support department attracts enrolment of students who experience difficulties at school. The

School values these children as precious in the sight of God, even if their enrolment impacts overall

NAPLAN results.


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Reading Writing Spelling Grammar and

Punctuation

Numeracy

Yr 3 Wycliffe 421 385 382 385 399

State SIM

444

ALL

418

SIM

418

ALL

402

SIM

428

ALL

412

SIM

451

ALL

426

SIM

423

ALL

402

Year

5

Wycliffe 541 517 511 558 516

State SIM

523

ALL

501

SIM

484

ALL

468

SIM

511

ALL

498

SIM

524

ALL

504

SIM

506

ALL

488

Year

7

Wycliffe 552 524 532 545 542

State SIM

565

ALL

546

SIM

530

ALL

512

SIM

558

ALL

545

SIM

564

ALL

543

SIM

566

ALL

546

Year

9

Wycliffe 597 578 591 586 604

State SIM

603

ALL

580

SIM

577

ALL

550

SIM

600

ALL

582

SIM

597

ALL

574

SIM

609

ALL

588

How to interpret this chart

The bold number centre top for each year group provides Wycliffe’s average student performance in NAPLAN

testing for the 4 strands of literacy, and general numeracy testing. The scores directly below represent average

performance in similar (SIM) and all (ALL) schools. The larger the number the higher the performance of the

cohort.

Theme 4: Senior secondary outcomes (student achievement)

Higher School Certificate

Wycliffe Christian School celebrated its strongest HSC performance for a number of years. Ranked in

the top 200 schools (187), the School was well placed in the top third of schools across the state.

Locally the School was placed 3rd among schools from the lower Mountains and Penrith region.

The top performing student received an ATAR of 95.45 and was placed 3rd in the state in Spanish

Beginners. Over 10% of the cohort received an ATAR over 90. Over 25% of students achieved top

band performances (Band 6) in at least one of their subjects, with three students achieving Band 6 in

three of their subjects.

In 2014 44 students sat for the NSW Higher School Certificate in 27 courses (including 3 extension

courses, 4 studied through distance education and 4 through TVET). In total, 97.72% of candidates

across all courses achieved marks of 60 or more (Band 3 or higher). The following tables provide data

in relation to Wycliffe’s students’ performance as per performance bands, with comparison to state-

wide data, and comparison to the previous academic year. (Note: Care must be taken in making

comparisons from year to year as small cohorts may skew results)

SIM = Schools serving students from statistically similar backgrounds

ALL = Australian schools' average


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Subjects with 6 performance bands : 6 being the highest

Subject Year No. of

Students Bands 4-6 Bands 1-3

School

%

State-wide

%

School

%

State-wide

%

Ancient History 2014 13 100 61 0 39

2013 6 83 61 17 39

Biology 2014 8 63 62 37 38

2013 12 100 67 0 33

Business Studies 2014 9 100 67 0 33

2013 8 50 65 50 35

Chemistry 2014 12 100 76 0 24

2013 11 64 73 36 27

Community & Family Stud. 2014 6 100 70 0 30

2013 9 78 66 22 33

Design & Technology 2014 4 100 75 0 25

2013 5 40 78 60 22

Drama 2014 4 100 86 0 14

2013 7 100 83 0 17

English (Standard) 2014 12 33 43 67 57

2013 12 42 34 58 66

English (Advanced) 2014 28 86 91 14 9

2013 30 70 84 30 16

Industrial Technology 2014 5 80 57 20 43

Mathematics (General) 2014 28 79 50 21 50

2013 23 52 42 48 58

Mathematics 2014 8 88 81 12 19

2013 13 77 76 23 24

Modern History 2014 7 86 75 14 25

2013 2 50 77 50 23

Music 1 2014 1 100 60 0 40

2013 9 89 89 11 11

Music 2 2014 1 100 87 0 13

PD/H/PE 2014 5 60 63 40 37

2013 12 58 59 42 41

Physics 2014 13 62 66 38 34

2013 9 56 66 44 34

Spanish Beginners 2014 1 100 68 0 32

2013 5 80 66 20 34

Textiles & Design 2014 3 100 72 0 28

2013 4 50 66 50 34

Visual Arts 2014 5 100 85 0 15

2013 10 90 88 10 12

Hospitality (VET) 2014 3 100 63 0 37

2013 4 50 65 50 35

Construction (VET) 2014 4 100 56 0 44

2013 4 100 40 0 60


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Extension subjects (4 performance bands E4 – E1 : E4 being the highest)

Subject Academic

Year

No. of

Students Bands E3-E4 Bands E1-E2

School

%

State-wide

%

School

%

State-wide

%

English Extension 1 2014 7 86 93 14 7

2013 7 71 88 29 12

English Extension 2 2014 5 20 78 80 22

2013 4 75 78 25 23

Mathematics Extension1 2014 4 50 84 50 16

2013 6 83 84 17 16

Mathematics Extension2 2014 3 33 86 66 14

2013 2 50 87 50 13

History Extension 1 2014 2 100 78 0 22

Note: Care must be taken in interpreting these results given the small number of candidates in the total cohort,

and particularly the small number in particular subjects.

Of the 43 students who sat the HSC in 2014, 100% attained the Higher School Certificate. 9 students

representing 21% of the 2014 cohort undertook a TVET course through a recognized provider.

Theme 5: Teacher qualifications and professional learning

Teacher Standards

In 2014 there were 51 teachers at the school (43.6FTE) all of which had teaching qualifications from a

higher institution within Australia.

Professional learning

The following table summarises the Professional Learning undertaken by staff at the School

throughout 2014.

Description of professional learning activity No. of staff

participating

Christian World View

Crusaders: Teacher and Chaplains’ Day

1

Leadership

AIS Annual Briefing

Leaders use of Evidence to Improve Student Outcomes

A Schools Odyssey: Demographic and Economic Trends

2

1

1

Administration

National Conference for Executive Assistants

1

Preschool

Assessment Visit: Preparation for Educators

Relationships with Children and Families

The Learning Framework

1

1

1


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Description of professional learning activity No. of staff

participating

K-6

English Syllabus Familiarisation

Planning and Programming for New Mathematics Syllabus

Grammar Online

K-6 Physical Activity and Health

ICT – What does it mean in the classroom?

Beyond Dreaming Stories

Improving Outcomes for Children

Music K-6

Educating and Managing Boys

ICT General Capability – What Does it Mean in English K-2

Literacy Block Time: So Little Time, So Much to Do

Writing K-6: Teaching Beyond Text Types

15

1

15

1

1

1

1

1

1

1

1

1

English

AIS English Conference 2014

1

Mathematics

Maths: Focus Studies from General Mathematics Syllabus

1

Science

Australian Science Teaching Association Conference

Biology Earth and Environmental Science Conference

NSW Uni: Biology - Recent Developments in Biology

Sydney Uni: Biology – Genetics the Code Broken

1

1

1

1

HSIE

Community and Family Studies: HSC Syllabus Workshop

1

Creative and Performing Arts

Masterclass in Characterisation

HSC Multi-Disciplinary Theatre

1

1

TAS

Inventors Workshop

VET: Certificate 1 & 2 Training

White Card Construction Instructor Training

1

2

1

Learning Support

Nationally Consistent Data Collection Briefing

Nationally Consistent Collection of Data

Understanding Autism Spectrum

Teaching and Supporting Students with Special Needs

Improving Outcomes for Students with hearing Impairments

4

All

2

1

1

Library

Christian Schools’ Library Conference

2

Student and Staff Welfare

Mind Matters Briefing

Mind Matters

AIS School Counselors’ gathering

Childhood Trauma Training

Wesley Service Prevention

Headspace: Suicide Prevention

Your Mental Health First Aid

NSW Anaphylaxis Program

2

All

1

3

1

1

1

1

Careers

Employment Market: Today and Tomorrow

Career Development and Trends: Innovations and Theories

1

1

Information Technology

Chromebooks and Google Apps for Education

2

General

Action Teams for Partnership Workshops

2


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The average expenditure per teacher on professional learning in 2014 was $301. This was slightly less

than in the previous year.

Theme 6: Workforce composition

In 2014 the School had 51 (43.6 full time equivalent) teaching staff, and 29 (16 full time equivalent)

non teaching staff. No staff identified as being from Aboriginal or Torres Strait Islander descent.

Theme 7: Student attendance, and retention rates and post school

destinations in secondary schools

Student Attendance

Year K Yr 1 Yr 2 Yr 3 Yr 4 Yr 5 Yr 6 Yr 7 Yr 8 Yr 9 Yr

10

Yr

11

Yr

12

Attendance

Rate

95% 93% 96% 94% 95% 92% 91% 92% 88% 89% 88% 98% 93%

On average 93% of students attended school each day in 2014. This was slightly below attendance

rates in the previous academic year.

Non-attendance at school is managed by an electronic attendance roll, from which activates letters to

parents seeking explanation of non-explained absences. If after two requests for a satisfactory

explanation, none is received, the roll is marked with a code for unexplained absence. Senior staff

members are alerted to determine the appropriate follow-up, including consideration of potential

student welfare issues. Where attendance patterns may affect the ability of a student to achieve

educational outcomes for an external credential, formal warning letters are provided to student and

parent. Applications for extended student leave are submitted on a formal application form, with

approval or otherwise granted by the Principal.

Student Retention Rates

68% of the 2012 Year 10 cohort completed Year 12 at the School in 2014. This was a slight decrease on

the previous year’s figures.

Post school destinations

Based on information provided when students left the School, 67% of the Year 12 cohort was offered

first round university placements, 16% of students took a GAP year, 12% of students entered

apprenticeships/TAFE courses and 14% entered directly into the workforce.


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Theme 8: Enrolment policies

Enrolment Policy

Rationale for the Policy:

This policy is grounded in Wycliffe Christian School values:

We value the uniqueness of each individual created in God’s image, and therefore worthy of

understanding and respect.

We value a sense of belonging in and contributing to the community of the school.

We value an organization that acts ethically and with integrity in all its relationships.

We value clarity in our communications.

We value acting in service to others.

Policy:

Wycliffe Christian School offers a program that involves ‚Learning Founded on God’s Word‛. We

will enrol students according to the Policy described below. Selection criteria and ethosOur

selection criteria are established to reflect the ethos of our School. Consequently, we seek to enrol

those children we judge to be best able to benefit from the academic and co-curricula program we

offer, who demonstrate a willingness to participate in the full range of activities we offer, and whose

families understand and are supportive of the Christian aims and objectives of the School.

We will assess all applications to enrol against these criteria and the enrolment priorities detailed

below. Our enrolment prioritiesWhen considering applications for the following year’s intake or

placing children’s names on a waiting list, priority will be given according to the following criteria:

1. A child of a Member of the John Wycliffe Christian Education Association where that Member

has children already enrolled at Wycliffe Christian School.

2. Children of Members of the John Wycliffe Christian Education Association.

3. A child from a family with children already enrolled at Wycliffe Christian School.

4. Children from a family with an active involvement in a Christian church or community.

5. Transfer from another Christian school

6. All other children.

Enrolment Contract

Parents may accept a place for their child by signing the Enrolment Confirmation and paying the

Enrolment Fee. This will establish the parents’ agreement to support the school rules and policies, to

pay the School Fees, to accept the Enrolment Terms and the consequences of suspension or

termination.

Parents’ declaration

In completing the Application to Enrol form we will ask the Parents to declare that to the best of their

knowledge they have:

disclosed any special needs of their child

provided a copy of any Parenting or Restraint Order that applies to the prospective student

and parent(s) and

completed fully the Application to Enrol form. If a parent withholds information relevant to the

registration and enrolment process then we will reserve the right to refuse, or terminate the

enrolment process on these grounds.

Obligation to attend all school activities

When a place at the school is accepted the student will be expected to attend all the activities of the

school, including classes, sports training and matches on weekdays, extra curricular activities,

including camps, and special school functions.


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School Fees School Fees must be paid according to the schedule published each year by the School.

The current School Fees will be set out in the Fee Schedule which will be included in the enrolment

pack. All fees and charges are reviewed annually. When guardians or carers are enrolling

childrenIn this Policy we have referred to ‘parents’ to indicate those people responsible for enrolling

students.

Most of our enrolments involve the natural parents of children so we have chosen to use this

terminology to simplify our documents. However, we readily accommodate applications to enrol in

which guardians or carers have responsibility for a child’s application. Our Enrolment Policy may

changeThe School reserves the right to alter its Enrolment Policy. Parents are encouraged to contact

the School to find out if there have been any changes.

Characteristics of the student body Students of Wycliffe are drawn from the wider Blue Mountains Region, From Lapstone in the East to

Katoomba in the West. A significant number of enrolments also come from the Nepean/Penrith

region.

There are slightly more boys enrolled than girls, 55% as compared to 45%. 2% of the student

population identifies themselves as of Indigenous or Torres Strait Islander descent. 6% identify

themselves as having a language background other than English.

Theme 9: Other school policies

Policy Summary 2014 changes Access to text

Safe and Supportive Environment Policy (Welfare)

This policy is grounded in Wycliffe Christian School values:

We value a right relationship with Jesus Christ, with people and

with the rest of His creation;

We value the uniqueness of each individual created in God’s

image, and therefore worthy of understanding and respect

We value a caring, supportive, challenging and encouraging

environment in which to learn and teach.

We value clarity in our communications.

We value an organisation that acts ethically and with integrity

in all its relationships.

The policy also seeks to fulfil the Wycliffe Statements of Intent:

be a caring, safe and supportive community in which students

can grow and develop.

ensure operational excellence.

Nil Available online to

staff

Available to

parents through

Administration

Discipline Policy

Discipline is an act of love and as such is associated with pastoral

care. Discipline within the school occurs within the framework of a

Biblical ethos of care and a desire to restore damaged relationships.

The policy seeks to fulfill Wycliffe Christian School statement of intent:

be a community that models mercy, justice, interdependence

and service.

be a caring, safe and supportive community in which students

can grow and develop.

ensure operational excellence.

Embedded within these Biblically grounded values is the


staff

Available to

parents through

Administration


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understanding that our relationships with, and behavior towards,

God and each other are inevitably flawed. It is the responsibility of

parents and teachers to guide and direct students to develop self-

control and ultimately self-discipline, in order to improve these

relationships and behaviours.

The School expressly prohibits corporal punishment and does not

explicitly or implicitly sanction the administering of corporal

punishment by non-school persons, including parents, to enforce

discipline at the School.

All behaviour management actions are based on procedural

fairness. Parents are involved in the processes of procedural

fairness when sanctions result in suspension and expulsion of a

student.

Anti Bullying Policy (Policy for Responding to Harrasment,

Victimisation and Bullying)

This policy recognises that in circumstances where behaviours,

attitudes and comments between students have unexpected and

unwelcome consequences, staff have a responsibility to all students

(victims and perpetrators):

to demonstrate understanding of the circumstances and the

dynamics of the incident

to seek to educate both parties as to why things went wrong

to seek to build bridges between the parties and to see them

fully reconciled

to ensure that both parties have skills for the future to avoid

repeat occurrences

to establish monitoring procedures to help the parties to keep

their commitments.


staff

Available to

parents through

Administration

Grievance Procedures

In any community, it is possible from time to time that members of

the community will find themselves in deep personal conflict with

others within the community. When this occurs, it is difficult to

function within community until there is some sort or resolution to

the conflict.

Wycliffe’s Grievance Procedures are built on the following

premises:

Given their shared Christian heritage being in a state of conflict

is not desirable for Christians.

To be in personal agreement may not always be possible, but

personal antagonism is not an appropriate state to be in.

Christians are not called to like (feel affectionate, be drawn to)

other Christians (i.e. their personalities, styles, temperaments),

but they are called to love, serve, be sacrificial and be selfless

towards one another.

If a fellow Christian wrongs another, the one wronged should

approach the former and seek to resolve the matter. Failing a

resolution being reached, the wronged person should take a

respected mature Christian to seek to reach a resolution.

It is desirable for Christians to live at peace with all people.

Not all parties to a conflict may be Christians. It is therefore

appropriate for any Christian involved in such a conflict to

attempt to use Christian principles as far as possible, guiding

but not imposing specifically Christian processes or

expectations on any non-Christian party. In such matters the

advice of the Principal or delegate should be sought to

determine extent to which such processes should be followed.


staff

Available to

parents through

Administration


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All grievance procedures are based on procedural fairness.

Theme 10: School determined priority areas for improvement

Achievement of the priorities for 2014 (identified in the School’s 2013 Annual Report)

Area Priorities Achievements Curriculum

Implementation of K-10 National

Curriculum as per BOSTES schedule

for 2014.

Engage all teaching staff in

implementation of the Wycliffe

Christian School Christian Curriculum

Philosophy. Whole staff, faculty and

individual review and implementation.

All K-6 documents based on current

National Curriculum. 7-10 implemented as

per the specified schedule.

Programs consistent with Wycliffe

Christian School Christian Curriculum

Philosophy.

Professional

Development

Enhance ICT competencies of staff,

with ongoing emphasis on support of

K-6 staff in the implementation of a

pilot iPad program

Final stage of 4 year implementation of

strengths-based leadership workshops

for staff in partnership with New River

Leadership.

Further training to support

implementation of national curriculum.

iPads are used regularly and their inclusion

is programed for group work, research,

practice.

Program completed with exception of one

group who could not complete due to

timing issues.

K-6 workshops etc, in house training.

Facilities Achieve final local government

approval for, and commence

construction of, sports courts and

sports field upgrade.

Further modifications to improve

disability access.

DA approved by Blue Mountains City

Council in December 2014.

Tender documents finalized June 2015.

Grant received for disability access upgrade

to D Block surrounds.

Communications

Launch next generation WCS website

Further implementation of electronic

roll marking

Further implementation of SMS

messaging.

Design upgrade in first half 2015. Launch

delayed until Term 3, 2015

Roll now electronically marked at

beginning of day and in growth groups.

Has been used but proves quite expensive.

Less expensive alternatives being explored.

School Culture

Ongoing review of implications for

school programs of adoption of JWCEA

Christian Curriculum Philosophy

statement.

Ongoing review of impact of

technology on daily life, learning and

well-being.

Continuing and being driven by middle

management.

Parent Q&A session held regarding

technology. IT committee is continuing to

explore educational options.

Student &

Community

Welfare

Full implementation of K-6 Kid’s

Matter program, with exploration of

Mind Matters program for Years 7-12.

Conduct parent seminars to support

student well-being and to support

Staff professional development for all

modules completed.

Q&A sessions conducted by school in

relation to technology and conflict


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parents in their parenting role. resolution.

Area (cont) Priorities (cont) Achievements (cont)

Governance,

Leadership and

Policy

Development:

School Board to achieve appointment of

next Principal of Wycliffe Christian

School.

Further implementation of processes to

support ongoing development of a

school environmental sustainability

policy and a program.

Senior staff to be engaged in

professional development regarding

new Commonwealth processes for

funding of programs for students with

a disability and review WCS policies,

procedures and parameters as

necessary.

Ongoing revision of Policies and

Procedures Manual to maintain

currency and relevance following major

2013 update.

Board appointed new Principal with over

15 years of experience as Principal in

Anglican and Christian schooling.

‘White nights’ collect discarded paper for

recycling. Environmental committee

meeting.

Senior staff received relevant professional

development and teaching staff briefed for

collection of data mid 2015.

The following policy documentation was

reviewed in the second half of 2014.

Staff Code of Conduct

Staff Dress Code

Overseas Excursion Policy

Community

Continue to promote Association

membership to engage the next

generation of Christian school parents

in supporting the ethos and sustainable

governance of the school.

Implement first stages of proposed P&F

organisation as a series of support

teams for school programs.

Rolled over into 2015.

Implementation under review.

2015 priority areas for improvement

Area Priorities

Christian Foundation Develop weekly (K-6), fortnightly (7-12) assembly with a distinctly

Christian focus.

Forge partnerships in mission with local churches and organisations.

Teaching and Learning Improve school’s literacy and numeracy performances in NAPLAN

testing.

Improved tracking of individual student performance.

Promote integrated learning programs K-6, encompassing varying Key

Learning Areas.

Improve the academic performance at HSC level for very capable

students.

Increase use of Information Technology in students’ learning

experiences.

Staff Development Encourage staff to undertake Masters Level Postgraduate study through

the National Institute for Christian Education.

Empower staff in the incorporation of IT in general lesson delivery.

Pastoral Care Heighten students’ enjoyment of, and motivation toward, their schooling

experience.


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Strengthen personal resilience within students.

Area (cont) Priorities (cont)

Community Strengthen the shared learning partnership between home and school.

Establish regular, community-based events throughout the year.

Improve channels of communication between school and home.

Facilities and Resources Upgrade school’s internet link bandwidth to achieve a minimum of

20/20mb download/upload rate.

Data projectors to all classrooms as budget permits.

Improve aesthetics of school facilities and grounds.

Complete school’s oval upgrade.

Theme 11: Initiatives promoting respect and responsibility

At the School all students have the right to feel valued and to be treated as unique persons made in

the image of God. Further God created humans as relational beings to share relationship with Him,

and each other, as is expressed through community.

The School has the responsibility to ensure while at school all students are given opportunities to

develop positive attitudes and appropriate values. All students need to develop tolerance and

understanding of others and their needs.

Throughout 2014 the following programs and activities of the School fostered respect and

responsibility within and between students:

Buddy system across the Junior School

Support of Destiny Rescue Charity, worldwide effort to free children around the globe from

slavery.

Weekly (K-6) / Fortnightly(7-12) assemblies promoting positive and inclusive relations within

the School community.

Guest speakers from a range of organisations that support the needy both locally and abroad.

Staff inserviced in ‘Mind Matters’ – incorporated into K-6 PDHPE.

Cultural and Faith exchanges with Living Spirit and China Holiness Colleges, Hong Kong; and

Taufa áhau Pilolevu College, Tonga

Theme 12: Parent, teacher, student satisfaction

The School recognizes and places high priority on strong and effective partnerships between staff,

parents and their children. The newly appointed Principal conducted attitudinal surveys directed at

the varying stakeholders within the School community.

The parent survey had 252 responses, an impressive response rate given there are 287 families in the

School. Attitudinal surveys reveal high levels of satisfaction among families. Parents overwhelmingly

affirmed the Christian distinctive of the School. A strong Christian worldview is believed evident in

the teaching and general life of the School, and parents declared this Christian worldview to be

genuinely lived out in the relationships between staff and students/families, and the general life of the

School. In particular parents appreciate the levels of care and support their children receive from

teachers at the School. Parents believe their children to be happy at school. The School is deemed to

be a welcoming place, and positive friendships have evolved throughout the community. A majority

of parents feel involved in their children’s education, and appreciate the learning partnership shared

with the School.

Students feel safe at school and enjoy supportive relationships. Caring, Christian staff take a personal

interest in students. Pastoral programs such as Growth Groups (3-12) and Buddies (K-6) connect

students forging strong, caring relationships. Students enjoy co-curricular opportunities through the


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Duke of Edinburgh program, competitive sporting opportunities, music ensembles and vocal groups

just to name a few.

For many students the highlight of the year comes through the Cultural and Faith Exchange (CAFÉ)

overseas experiences. Unfortunately due to the Pacific cyclones the visit to Taufa áhau Pilolevu

College, Tonga, was not possible in 2014. Students, staff and members of the Tongan College

community visited the school in December and continued to share their musical expertise throughout

Western Sydney over the Christmas break, raising $25,000 to support the rebuild of their community

in Tonga. The School was also visited by students from Heijo High School, Japan. Students of

Wycliffe visited our sister schools Living Spirit and China Holiness Colleges, Hong Kong.

Staff affirmed they enjoy working at Wycliffe, empowering students in becoming all that God has

created them to be. They feel well equipped for the task at hand, believing Christian worldview

firmly underpinned teaching practice across the School, and was also reflected through shared

relationships within the community. A strong sense of collegiality exists among staff of the School.

Wycliffe Christian School is a happy and productive learning community, truly a great place to ‘live’

and learn.

Theme 13: Summary financial information

Concluding comment We give God thanks for the work He is doing in the lives of His children at Wycliffe Christian

School.

Income

Fees and private income

State recurrent grants

Commonwealth recurrentgrants

Expenditure

Salaries and relatedexpenses

Non salary expenses

Capital Expenditure


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“It is the LORD who gives wisdom; from him comes knowledge and understanding.” (Proverbs 2:6)

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Wycliffe Christian School Annual Report 2014 · Wycliffe Christian School Annual Report 2014 ABN 36...

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