1

2017 ANNUAL REPORT

2

The School’s Mission

To cultivate and encourage each student to realise their full personal and academic potential by developing

with them a love for knowledge and learning, and the confidence and diligence to meet the challenges of life.

To inspire a deep sense of responsibility in the students who will contribute to the social, cultural and

spiritual life of the Australian nation as enlightened citizens of the world.

To impart to the students of the School the eternal truth, the real wisdom and the high ideals of our Orthodox Christian faith and of Hellenic civilization and culture.

Reporting Area One

Messages from Key School Bodies 1-4

Message from the Chair of Board of Directors 1

Message from the Head of School 2-3

Message from ASPA 4

Reporting Area Two

Contextual Information about the School and

Characteristics of the Students Body 5

Reporting Area Three

Student Outcomes in Standarised National Literacy

and Numeracy Testing 6

Year 3 Results 7

Year 5 Results 7

Year 7 Results 8

Year 9 Results 8

Reporting Area Four

Senior Secondary Outcomes (Students Achievement)

Higher School Certificate Results 9

TVET Qualification Achievements 10

Reporting Area Five

Teacher Qualifications 11

Professional Learning 11-13

Reporting Area Six

Workforce Composition 14

Reporting Area Seven

Student Attendance, Retention Rates and

Post-School Destinations in Secondary School 15-16

Managing School Attendance 15

Post Destinations 16

Reporting Area Eight

Enrolment Policies 17

Reporting Area Nine

Other School Policies

Summary of Policies in Key Areas 18

Reporting Area Ten

School Determined Priority Areas for Improvement 19-21

Priority Areas for 2017 19

Achievements against 2016 Priority Areas 20-21

Reporting Area Eleven

Initiatives Promoting Respect and Responsibility 22

Assessment for Learning 22

Student Welfare and Wellbeing 22

Student Leadership 22

Reporting Area Twelve

Parent, Student and Teacher Satisfaction 23

Reporting Area Thirteen

Summary of Financial Information 24

Recurrent and Capital Income 24

Expenditure 24

ANNEXES

ANNEX 1 25-26

ANNEX 2 27-37

ANNEX 3 38

ANNEX 4 39-41

ANNEX 5 42-44

ANNEX 6 45

ANNEX 7 46

Messages from Key School Bodies

Message from the Chair of Board of Directors

All Saints Grammar is a

School where we share

common values, those of

respect and courtesy for

each other and the

community at large,

whilst upholding our

Orthodox morals and

values.

The 2017 school year has

once again seen All Saints

Grammar continue to provide distinctive quality education

to our children along with strong governance from the Board

of Directors together with the Head of School Mrs Elfa Lillis.

We must always be focused on our essential role in

encouraging and developing well rounded individuals who

will be responsible articulate and community minded citizens,

who can think for themselves, form their own opinions and

who will be empowered to take their place in leadership

roles in our ever changing society.

It is extremely pleasing to report on the exceptional results

our 2017 HSC students obtained as well as the very high

Naplan results achieved by All Saints Grammar. These results

are an indication of the quality of teaching and holistic

education that All Saints Grammar provides. I commend our

Head of School and all the teaching and administrative staff

for their dedication not only in the classroom but in so many

other aspects of school life.

The outstanding success of this school in so many areas is

due to their individual and collective skills, their commitment

and hard work in nurturing the multiplicity of talents which

our amazing students possess, and I thank them for their

devotion to the students of All Saints Grammar.

Also fundamental to our students’ success is the educational

partnership with our parents and caregivers. Research

studies have shown that a significant feature of maximising

student success at school is the participation and supportive

engagement of parents as partners in their children’s

education.

I thank our hard-working All Saints Parents Association

(ASPA) which has maintained such consistent and

constructive support for the school in so many ways.

It is no wonder that the strength of our educational

partnership between school, home and community produces

the beautiful people who are the students of All Saints

Grammar.

We should all be proud to be part of the All Saints Grammar

Community: proud, not in the sense of feeling superior to

others, but proud because we not only respect the past

but we also share in the joy of the extraordinary abilities,

accomplishments and admirable qualities of our multi-

talented students who are ready to embrace the future

with all its extraordinary opportunities.

Our children are the leaders of tomorrow and we, the All

Saints Family, should be extremely proud of each and every

one of them as they provide a special quality towards the

success of the school.

The Board understands that our school is constantly in need

of Capital Works in order for progression and comfort for

our students.

Rest assured “Green Space” for the infants and primary

students has commenced as well as a total refurbishment of

our Secondary Campus. Ongoing discussions with Council

regarding the road closure continue as a focal point for the

Board.

On behalf of the Board of Directors and the Head of School

I would like to acknowledge and thank the parents of our

students who entrust All Saints Grammar with their

children’s education.

Mrs Helleni Katsaros,

Chair of the Board of Directors

Message from the Head of School

As we reflect on another rewarding year at All Saints Grammar and celebrate the many and diverse

achievements of our students, not only are we proud of their achievements but more importantly, of

who they are becoming.

Last year I spoke about a focus on the formation of young people and, our commitment to educating

both hearts and minds. Today, I see our students who are globally and socially aware and full of hope

for the roles they will play for the better in changing the world.

It is always moving to see our students becoming more confident, persistent and resilient people through

the learning and growth experiences we share at All Saints Grammar. That is what it means to be a

member of this extraordinary community.

There is a lot to be proud of from 2017. We have celebrated many students’ achievements and acknowledged their notable

academic, artistic and sporting successes.

Our students will continue to be the focus of our innovation efforts, in learning and teaching and also in reshaping and forming

the strategic direction of our School. A new leadership organisational structure PK-12 will commence in 2018. This fresh vision

for All Saints Grammar invests principally in enhancing academic care and the development of student well-being – to educate and

develop both hearts and minds. The new leadership structure also makes better use of existing resources and adds capacity in

the creation of new and redefined leadership roles. This includes the appointment of an accomplished educational innovator, Mr

Jonathan Saurine, to the role of Head of Academic Innovation PK-12. Mr Saurine will join our Senior Leadership Team which will

see Mr Jaime Rodriguez take on the position of Deputy Head of School PK-12 and Mr Thomas Psomas to the position of Head of

Student Wellbeing PK-12.

The new organisational structure was developed through collaboration and consultation within the school community, as well as

professional bodies such as the Association of Independent Schools. It is student-centred and was thought out and implemented

to ensure that every dimension of its design would have a positive impact on students and the quality of learning and teaching that

takes place in our classrooms. In the same way we, as professional educators and role models to our students, as an organisation

we strive to be the best we can be. It is an exciting and opportune time for All Saints Grammar, and I know we will all come

together and move forward into 2018 to make our school a place of educational excellence.

As it is the case every year, our students have again made us proud, upholding our reputation for excellence in their commitment

to learning and the school community. I congratulate and commend our students for all that they have achieved this year. To our

parents too, who do so much to support the school and to ensure our students are loved and cared for. We are honoured that

you have entrusted us with the stewardship of your children’s education and we thank you for your ongoing commitment.

I must also thank Mr Jaime Rodriguez, Head of Secondary and Mr Thomas Psomas, Deputy Head of Primary. Your leadership,

support and professionalism have been invaluable assets to our community, and I am grateful for your continuous support and

guidance.

To my colleagues, your commitment to our school and our students is extraordinary. Teachers are always the most significant

in-school influence in improving student learning outcomes. I thank you for making a difference for the better in the life of our

students.

I must offer at this point a heartfelt thank you to the All Saints Parents Association (ASPA), for the tremendous financial support

you provide in fundraising initiatives and social activities. This commitment is such a critical element in the formation of an active

school community, and I thank you for your care, determination and support.

To the Very Reverend Father Apostolos and Father Chris, your wisdom, care and spiritual guidance are essential to our formation

and what makes us a proud and passionate community. I thank you for continuing to bring and keep our community together.

To the Chair Mrs Helleni Katsaros and Board of Directors who work tirelessly and selflessly to sustain our prosperity and

productivity, I offer you all my sincere appreciation, and heartfelt thank you for your support and leadership.

An All Saints Grammar education in its very context is one that is both innovative and transformative with a global outlook.

Once again, I congratulate and thank you all for your accomplishments, successes and contributions. I also challenge every member

of our community to be the best you can be in 2018. I congratulate our newly elected Student leaders on your appointments. I

know you will be fine ambassadors for our School. Remember true leadership is about serving the community you belong to.

With Gods’ grace and will, we will continue to build on our successes as we create the future of our wonderful school together.

Mrs. Elfa Lillis,

Head of School

Message from ASPA

The All Saints Grammar Parents Association (ASPA) is comprised of parent volunteers that actively support our school and community through

fundraising efforts and events.

Since 2014 the committee’s key focus is to contribute to improve our children’s education and their school environment through fundraising

activities, whilst building a cohesive community spirit. ASPA is greatly supported by parents, grandparents, teachers and members of our

community.

In 2017, ASPA held their first Family Taverna Night – a sold out event, where families were able to enjoy a night filled with good food, music

and dancing. In addition, we continued to host our regular community events throughout the year, including our Mother’s Day breakfast, Gala

Dinner, and promoting the school to the broader community through the Bunnings BBQ events in Kingsgrove. Through these fundraising efforts,

we continue to raise funds to support the school’s capital works project.

We would like to thank the following core committee members for their support throughout 2017 - Ms. Essy Kaloudis, Ms. Sylvia Petriotis, Mr.

Chris Papademetriou, Ms. Poppy Anagnostou, Ms. Mary Rezk, Ms. Eleni Gerassis, Ms. Pat Ullman, Ms. Larni Kardoulias, Ms. Dimitra Bousgas, Ms

Terese Krallidis, Ms. Vicki Vellios, Ms Dion Terzis, Ms Penny Mavrommatis and Ms. Helen Karavitis.

ASPA

Contextual Information about the School and Characteristics of the Student Body

All Saints Grammar is a co-educational Greek Orthodox School from Pre-Kindergarten to Year 12, run under the auspices of the Greek

Orthodox Archdiocese of Australia.

Our pillars are Faith, Excellence and Respect, which guide our teaching and learning on a daily basis.

This vibrant, well-established school was founded in 1990.

The School’s Motto, ‘Let us Stand Well’, is a liturgical quote used here to represent strength against sin.

It implies an invitation to have the courage to preserve, develop and pass on ideals symbolized by the

motifs on the School Crest to future generations.

The symbol of the Open Book represents the values of education, learning and scholarship. The Ionian

Column symbolises our Hellenic Tradition, language and culture. The Southern Cross is a symbol of the

Australian Nation and our commitment to the Australian Community.

The letters A and Ω, the first and last letters of the Greek Alphabet make reference to the Greek Language. Christ says by this, that He is the beginning and end of all things. The School recognises that

a fuller appreciation of the Greek culture and civilization requires command of the Greek Language, and

for this reason it provides instruction in the language to all students. The Cross of Salvation binds these

four symbols, as all we do and believe in, are for our salvation and for the Glory of God.

The Reggio Emilia Philosophy inspires the program in Pre-Kindy. This innovative program for early childhood education emphasises

communication, social skills, early numeracy and literacy, gross and fine motor skills and scientific concepts.

The Primary Campus places tremendous emphasis on the individual needs of the developing child and provides for the necessary social and

educational skills that lead to a well-adjusted and well-prepared future citizen. In the Primary Campus our Learning Support Staff work with the

students either in the main classroom, small group withdrawal or on an individual basis. In the middle years of schooling which incorporate Years

5 and 6, the program is designed to provide independence and responsibility as well as engage students in their learning and develop greater self-

discipline. The curriculum in these years has been sequenced to ensure easy transfer from Primary to Secondary without loss of momentum or

focus.

The Secondary Campus situated on heritage grounds in Belmore South, has

wonderful facilities catering to the needs of our students. These include Science

Laboratories, fully equipped and functioning Library with computer access for all

students, Visual Arts workshop, a Digital Media room, Design and Technology

rooms, Food Technology and Music and Drama classrooms along with a Canteen

and beautiful open spaces provide a culture which stimulates and engenders learning.

At the Secondary Campus, emphasis is placed on preparing our students for tertiary

education or for the workforce. With this emphasis in mind, the school offers an

academically challenging curriculum to prepare students for their choice of study

path or the skills to enter the adult workforce.

All Saints Grammar is a school which encourages and nurtures success, and promotes a caring and safe environment that allows the students to

remain focused and on task. This is achieved with the assistance of a dedicated, experienced and friendly teaching staff whose prime goal is to

establish each child’s learning and personal potential.

As a comprehensive school following the requirements of the NESA, All Saints Grammar welcomes students from all ethnic and religious

backgrounds who wish to be educated and prepared for their future aspirations within a Greek Orthodox ethos and environment.

Student numbers in 2017 totalled 666 – of these 324 were girls and 342 were boys. 399 students were enrolled in Primary school and 267 in

Secondary school.

Student Outcomes in Standarised National Literacy and Numeracy Testing

In May 2017, National Literacy and Numeracy Assessments were administered to students in Years 3, 5, 7 and 9 throughout Australia. The

literacy assessments measured student achievement in reading, writing and language conventions. The numeracy assessments measured student

achievements across a number of strands. Questions in all assessments required students to apply knowledge, skills and understandings in a

variety of contexts. The results of all NAPLAN testing can be found at www.myschool.edu.au.

The chart below displays average NAPLAN scores for each domain. Our 2017 average scores are displayed and the coloured bars indicate

whether our scores are above, close to or below other schools with similar students.

READING WRITING SPELLING GRAMMAR NUMERACY

Year 3 478 480 467 480 458

Year 5 531 526 529 529 522

Year 7 544 554 582 553 568

Year 9 595 596 621 610 603

School average when compared with similar students is:

Substantially above

Above

Close to

Below

Substantially below

Year 3 Results

Scaled Scores for Year 3 2017 – Literacy

READING WRITING SPELLING GRAMMAR &

PUNCTUATION

STATE 437 421 426 444

AIS NSW 465 442 450 474

ASG 478 480 467 480

ASG – STATE

DIFFERENCE 41 59 41 36

Scaled Scores for Year 3 2017 – Numeracy

NUMERACY DATA, MEASUREMENT, SPACE &

GEOMETRY NUMBER, PATTERNS & ALGEBRA

STATE 416 412 418

AIS NSW 442 435 446

ASG 456 457 458

ASG – STATE

DIFFERENCE 40 45 40

Year 5 Results

Scaled Scores for Year 5 2017 – Literacy

READING WRITING SPELLING GRAMMAR &

PUNCTUATION

STATE 509 478 508 506

AIS NSW 537 497 528 537

ASG 531 526 529 529

ASG – STATE

DIFFERENCE 22 48 21 23

Scaled Scores for Year 5 2017 – Numeracy

NUMERACY DATA, MEASUREMENT, SPACE &

GEOMETRY NUMBER, PATTERNS & ALGEBRA

STATE 500 497 500

AIS NSW 524 520 526

ASG 522 521 521

ASG – STATE

DIFFERENCE 22 24 21

Year 7 Results

Scaled Scores for Year 7 2017 – Literacy

READING WRITING SPELLING GRAMMAR &

PUNCTUATION

STATE 549 517 558 547

AIS NSW 575 543 579 576

ASG 544 554 583 553

ASG – STATE DIFFERENCE

5 37 25 6

Scaled Scores for Year 7 2017 – Numeracy

NUMERACY DATA, MEASUREMENT, SPACE &

GEOMETRY NUMBER, PATTERNS & ALGEBRA

STATE 560 558 561

AIS NSW 589 582 593

ASG 568 558 574

ASG – STATE DIFFERENCE

8 0 13

Year 9 Results

Scaled Scores for Year 9 2017 – Literacy

READING WRITING SPELLING GRAMMAR &

PUNCTUATION

STATE 589 559 592 583

AIS NSW 615 592 612 609

ASG 595 596 621 610

ASG – STATE DIFFERENCE

6 37 29 27

Scaled Scores for Year 9 2017 – Numeracy

NUMERACY DATA, MEASUREMENT, SPACE &

GEOMETRY NUMBER, PATTERNS & ALGEBRA

STATE 603 603 602

AIS NSW 629 628 627

ASG 603 603 603

ASG – STATE

DIFFERENCE 0 0 1

Further details are available at www.myschool.edu.au

Senior Secondary Outcomes (Student Achievement)

In 2017, the 45 students in the Year 12 cohort participated in the HSC or vocational/trade training, with outcomes represented by the table

below:

YEAR 12 QUALIFICATION/CERTIFICATE PERCENTAGE OF STUDENTS

2017 HSC 100

Higher School Certificate Results

In 2017, there were 45 students sitting for the NSW Higher School Certificate across 26 courses. In total 78% of candidates across 2 Unit

courses achieved marks in Bands 4 or above. 22% students achieved a Band 5 or above in 2 Unit courses. In Extension subjects, 67% of students

achieved an E3 or above. In 2017, students were honoured as distinguished achievers in 20 courses with HSC results being 90 and above and

two students ranked first and second in the State for the Modern Greek Extension course. Of the 588 schools ranked by The Sydney Morning

Herald, All Saints Grammar School ranked 228.

HSC 2 Unit Subject Achievement Bands 2017

BAND PERCENTAGES

COURSE NAME 1 2 3 4 5 6

Ancient History 0 9 18 36 27 9

Biology 22 33 22 0 22 0

Business Studies 5 0 9 36 32 18

Chemistry 20 20 0 60 0 0

Classical Greek Continuers 0 0 100 0 0 0

Design and Technology 0 0 9 91 0 0

Economics 0 13 25 25 28 0

English (Advanced) 0 4 8 16 64 8

English (Standard) 0 10 20 50 20 0

Geography 0 13 0 13 50 25

Legal Studies 0 0 0 33 67 0

Mathematics 0 0 30 30 40 0

Mathematics General 2 11 6 11 61 6 6

Modern Greek Continuers 0 0 0 17 33 50

Modern History 0 8 0 62 31 0

Music 1 0 0 20 20 40 20

PDHPE 0 0 0 27 55 18

Physics 0 20 20 40 20 0

Studies of Religion I 0 8 8 85 0 0

Visual Arts 0 0 20 47 33 0

3% 6% 13% 40% 31% 7%

HSC 1 Unit Subject Achievement Bands 2017

Band Percentages

Course Name E1 E2 E3 E4

English Extension 1 0 100 0 0

English Extension 2 0 20 80 0

History Extension 0 80 20 0

Mathematics Extension 1 0 25 50 25

Mathematics Extension 2 0 0 100 0

Modern Greek Extension 0 0 40 60

0% 33% 48% 19%

TVET Qualification Achievements 2017

QUALIFICATION LEVEL

TVET COURSE

TOTAL

NUMBER OF

STUDENTS

CERT IV CERT III CERT II CERT I OTHER

Construction 2 Unit 1 1

Construction 2 Unit 3 3

Entertainment Industry 2 Unit 1 1

Human Services/Nursing 2 Unit 1 1

Informational and Digital Technology 2U 1 1

Plumbing 2Unit 2 2

Property 2 Unit 1 1

Tourism, Travel and Events 2 Unit 2 2

The School congratulates its students and teachers on their very successful academic performance in 2017.

Teacher Qualifications

In accordance with the NSW Educational Standards Authority (NESA) guidelines, all teachers at All Saints Grammar School of the NESA

curriculum, have teaching qualifications from a higher education institution within Australia or recognised within the National Office of Overseas

Skills recognition guidelines.

The table below indicates the proportion of teachers holding post-graduate qualifications as per the Australian Qualifications Framework in

addition to a teaching qualification:

QUALIFICATIONS

PERCENTAGE OF

ALL SAINTS

GRAMMAR

TEACHERS

Teaching qualification(s) 98%

+ Postgraduate qualification(s) 28%

+ Additional to Year 12 AQF qualification(s) 100%

Qualification Category of All Saints Grammar School teachers (including part-time teachers):

CATEGORY (AS DEFINED BY THE INSTITUTE OF TEACHERS ACT 2004)

NUMBER OF

TEACHERS

Teachers who have teaching qualifications from a higher

education institution within Australia or as recognized within

the National Office or Overseas Skills Recognition (AEI-

NOOSR) guidelines

53

Teachers who have Bachelor Degree from a higher

education institution within Australia or as recognized within

the AEI-NOOSR guidelines but lack formal Teacher

education qualifications

1

Only teachers who teach the NESA courses are included in the above table.

Professional Learning Staff are encouraged and supported to explore their professional knowledge through subject specific associations and by participating in local,

interstate, and international conferences. These experiences allow teachers to reflect upon their learning and teaching programs with

increased motivation and knowledge.

In 2017, the school invested heavily in professional development for staff. The following pie chart indicates the breakdown of expenditure,

followed by the list of activities undertaken:

55%38%

7%

Investment in Professional Development

Primary

Secondary

Non-teaching

Description of the Professional Learning Activity Number of Participating Staff

Staff Professional Development PK-12 54

IPPSO: Coordinators Meeting 1

IPSHA: Gifted & Talented 2

IPSHA: Learning Support 3

IPSHA: Performing Arts Festival 2

IPSHA: Innovative Learning & ICT 2

CIS Rugby League 4

IPSHA: Early Childhood 1

Staff Professional Development PK-12 – Formative Assessment 54

Modern Languages Teachers Association 3

IPSHA: Joint Deputies & Curriculum Coordinators 4

Clickview Academy for Primary Schools 1

CANVAS 5

Civica: Iwise Training 6

Get Reading Right 6

Staff Professional Development PK-12 – Formative Assessment 54

Literary Learning & Literacy Festival 1

The Children’s Book Council of Australia 1

Reggio Emilia Conference 1

Law-Sense: Law for School Counsellors 1

Kids Matter: Getting Started for Action Teams 3

Propsych: Mental Health in Schools 1

Sue Larkey Workshop 3

Birchtree Centre of Excellence 1

Staff Professional Development PK-12 – Formative Assessment 54

Hawker Brownlow – Thinking Learning Conference 3

Professional Learning Institute Proficient Teacher Workshop 1

ACER: Excellence in Professional Practice 2

Educational Dynamics Consultancy 10

IPSHA: K-12 Meeting 2

AIS: Counsellors Conference 1

IPSHA: Proficient Teacher Accreditation 1

Staff Professional Development PK-12 – Formative Assessment 54

Positive Schools Conference 1

AIS: Teaching Students to Design Science 1

Body Esteem Educator Training Butterfly Foundation 1

Abbotsleigh Teacher Librarians Conference 1

Pearson Academy Words Their Way 1

Staff Professional Development PK-12 -– Formative Assessment 54

Synthetic Phonics Training 5

IPSHA: Curriculum Coordinators Meeting 1

AIS: Wellbeing Conference 1

Staff Professional Development PK-12 – Formative Assessment 54

Kids Matter: Social & Emotional Learning for Students 3

CanvasCon 4

IPSHA: Deputies Meeting 1

AIS: Languages Conference 2

AIS: Bridging the Research to Practice Gap 4

Mackillop Family Services – Good Grief Program 1

Multilit 1

Staff Professional Development PK-12 – Formative Assessment 54

Professional Association Learning Support: Disability 1

Description of the Professional Learning Activity Number of Participating Staff

Herroch: Additional Learning Needs 1

ETA: Writing for NAPLAN 1

ARCHPER: PDHPE HSC Marking 1

ARCHPER: Stage 6 Conference 1

PD4Maths: Workshop 1

Staff Professional Development PK-12 – Formative Assessment 54

Clinical Insight Australia: Integrated Family Intervention 1

National Curriculum Services: EBE NSW 1

AIS: Exploring Learning through Fieldwork 1

AIS: Diving Into Sport 2

ACER: Research Conference 2

AIS: Planning & Programming Revised Year 11 English 1

Education Law 1

Body Esteem Educator Training Butterfly Foundation 1

AIS: Hop, Skip & Jump K-6 PDHPE 1

APACS NSW: Body Esteem Educator Training 1

Staff Professional Development PK-12 – Formative Assessment 54

AIS: Familiarisation: Revised Stage 6 History Syllabuses 1

AIS: Spring Into Wellbeing 4

AIS: Rocketing to New Horizons 1

AIS: Reading to Write Transition to Senior English 1

AIS: What Children find Challenging According to NAPLAN 2

AIS: Lifting Languages: A Focus on Quality Teaching 4

TTA: HSC Music 1

Online Safety 2

ACER: Excellence in Professional Practice 2

Research Project 4

AIS: What is Working Well in Wellbeing? 1

AIS: Symposium 2

AIS: Unlocking Learning and Broadening Practice 1

Practical PD: Stem Success 1

St John’s First Aid 40

Team Building Day 66

Educational Conference Finland 2

International Student Tour China 2

ACER: Research Conference 2

AIS: Educational Leaders 2

Workforce Composition

2017 SCHOOL STAFF

PERCENTAGE OF

ALL SAINTS GRAMMAR STAFF

Teaching Staff 69%

Full-time equivalent Teaching Staff 75%

Non-Teaching Staff 31%

Full-time equivalent Non-Teaching Staff 25%

All teachers are speakers of English, and our Greek and other language teachers are native speakers of their respective language.

The average teacher attendance rate across the 190 working days in 2017 was 95.2%.

Across 2017, one teacher took maternity leave and five teachers left for other positions. The School employed 38 female teachers and 16 male

teachers in 2017.

No Aboriginal and Torres Strait Islander teachers were employed throughout the year.

Student Attendance, Retention Rates and Post-School Destinations in Secondary Schools

Student attendance is recorded according to the requirements of the Education Act. Average student attendance for 2017 has been calculated

as follows:

YEAR LEVEL ATTENDANCE RATE %

Kindergarten 93.9

Year 1 94.8

Year 2 95.1

Year 3 95.7

Year 4 92.6

Year 5 91.2

Year 6 94.4

Year 7 94.8

Year 8 92.7

Year 9 89.9

Year 10 91.3

Year 11 89.7

Year 12 91.0

Whole School 92.85

Indigenous Students 0

Non-Indigenous Students 92.85

Managing School Attendance

The school’s Student Attendance Policy offers Procedures and Guidelines for K-12 and was last updated in 2016. The policy is attached as

ANNEX 1.

In summary, the School Student diary states under the section “What to do at ASG”, that a note of explanation from a parent or a Doctor’s

Certificate is to be given to the Homeroom Teacher or Wellbeing for Learning Coordinator on the day the student returns to school.

Furthermore, at the start of each academic year, Wellbeing for Learning Coordinators go through the procedure for attendance and absences,

as does the Head of Campus at assemblies throughout the year.

An SMS is sent to parents of students who are absent. The school follows up where an SMS response or written explanation of absence is not

received from the parents. If a note or message is not received within 3 days, the Wellbeing for Learning Coordinators telephone parents for

an explanation.

If there is a regular pattern of absence, then the Wellbeing for Learning Coordinator or the Head of Campus may ring the parents to discuss

this pattern. A ‘Letter of Absenteeism’ may also be sent. In many instances, either the Wellbeing for Learning Coordinator or the Head of

Campus will discuss the absences with the student and parent concerned.

All absences are recorded electronically as either an explained or an unexplained absence. If a student is suspected of truanting, then the parent

is contacted immediately. Parents are asked to discuss this truanting with their child. The Head of Campus will also discuss this with the student

on his/her return to school. A student who regularly truants may jeopardise his/her enrolment. An afternoon detention is issued to all students

who truant.

Students that arrive late to school are required to go to the School Office and obtain a late note. All late attendance is recorded. Students who

engage in regularly arriving late may be required to make up this time after school.

Parents are required to contact the School in writing for students that will be absent for an extended period of time due to travel. The last day

of attendance at school and the date of return are to be included in the note. It is the student’s responsibility to ensure that assessments

missed are covered either before departure or upon their return.

Post Destinations

In 2017, 38 of the 45 students completing the HSC were offered university placement based on their ATAR scores. Of the students that applied

for a university placement, 100% of those students received an offer. The remaining students chose to attend a private college, enter a family

business or commence a trade.

Fields of study that were chosen were as diverse as:

10%

21%

8%

2%3%

8%3%3%

16%

5%

3%

3%

5%

10% Arts - 4

Business - 8

Commerce - 3

Creative & Performance Arts - 1

Economics - 1

Education - 3

Engineering - 1

Finance - 1

Health Science - 6

Information Technology - 2

Law - 1

Management - 1

Medical Science - 2

Science - 4

Enrolment Policies

At All Saints Grammar our enrolment procedures are focused on providing guidance to parents wishing to enrol students of all year levels.

To ensure that the schools’ enrolment policies are upheld, enrolment procedures are followed to help maintain a smooth transition into both

our Primary and Secondary School.

The Head of School is responsible for the all offers of enrolment. Responsibility may be delegated to the Head of Campus if required. The

Director of Enrolments is responsible for the management of enrolments in consultation with the Head of School or her delegate.

The main entry points are Pre-Kindergarten (turning 3yr by the end of May in their year of admission); Kindergarten (turning 5 by the end of

May in their year of admission); and Years 5, 7 and 11. However under certain circumstances and providing places are available, intakes may

be accepted in other years.

Applications

Parents interested in enrolling students into either the Pre-Kindergarten program or for Kindergarten entry are encouraged to submit applications as early as possible, following the birth of their child.

Parents wishing to gain entry into Year 7 should submit an application prior to their child entering Year 5.

All applications must be in writing. An Application for Enrolment form can be downloaded from our website.

Applications must address the criteria listed on the application form, including payment of the appropriate Application Fee.

All applications must be accompanied by a copy of the child’s Birth (essential) and Baptism certificates and Immunisation History

Statement must be provided prior to commencement.

Waiting Lists

Submission of an Application for Enrolment form does not guarantee a position. The application form is a registration of interest in attending

the school and will be processed in the order that it is received relative to other applications and in accordance with the School Enrolment

Policy.

If a place is not available for the year requested, with the approval of parents, the school will maintain the application on its active waiting list for future years until a suitable place may become available.

Existing Families

All Saints warmly welcomes enrolment applications from existing families at the school. Siblings of existing families will have preference of place

in the waiting list. Parents are to lodge an Application for Enrolment form as soon as possible to assist the school in maintaining an accurate

waiting list particularly for Pre-Kindergarten and Kindergarten entry.

If an application is not received prior to conducting its annual enrolment offers (usually at the beginning of the year before entry) the school cannot guarantee that a place will still exist.

The Enrolment Process

All applications submitted for inclusion in the waiting list are acknowledged by provision of a receipt for the Application Fee.

Parents/guardians will be invited to attend an interview with the Head of School or Head of Campus (New Families) or the Director of Enrolments (Existing Families) prior to joining the School.

Students applying for Year 7 entry will also be invited to attend an interview. The interview helps to establish that parent expectations and

student needs are clearly compatible with the philosophy and offerings of the school and that the school has the capacity to meet those

expectations and needs.

An offer of enrolment is based on a variety of factors such as, but not limited to:

Availability of a suitable place in the requested year of entry

Date of application

Siblings attending the school

A Parent or sibling who is an ex-student of the school

The student’s ability to benefit from the programs provided by the School

Parents who are Christian Clergy

On receipt of a formal Letter of Acceptance, families have 30 days to accept the place. Acceptance is acknowledged by returning the Letter of Acceptance form with the required Enrolment Fee. This fee is non-refundable and is made in accordance with the school’s guidelines relating to

payment of the enrolment fee.

Parents who wish their child’s application to remain on the waiting list will be contacted approximately 12 months prior to the entry date

requested if a position is available with an offer to secure the position as detailed above.

Students and parents are invited to attend various orientation events prior to commencement.

Parents who submit applications will be placed on a mailing list to receive publications and updates about the school.

Students wishing to gain entry at Year 7 or Year 11 level are also able to apply to ACER to sit the CSTP Scholarship Examination which is usually

held in the February of the year prior to entry. Notification of the examination and how to register will be forwarded to parents who have

lodged an Application for Enrolment at the school. Information on how to register for the ACER exam can also be found on our website.

The following Annexes to this report cover the school’s enrolment policy and the requirements for a student to be allowed to transition from

Year 10-11:

ANNEX 2: Application for Enrolment K-12, 2017

ANNEX 3: Year 10-11 Transition Process, 2016

Other School Policies

All Saints Grammar School has policies, which address all the Standards of the National Code 2007, the ESOS (Education Services for Overseas

Students) Act 2000, and the NESA requirements.

All staff are required to sign that they have read the policies as part of their staff induction.

The full text of the School’s policies and procedures is available on the School’s intranet portal and many policies and procedures are included

in the Student Handbook, Staff Handbook, School Notice Boards and the School’s website.

Parents may obtain policies by asking for copies from the Head of School.

Policies and procedures are reviewed, updated and added as required to the School’s QMS (Quality Management System) Folder.

During 2014, all policies and procedures were formally reviewed or developed as part of the School’s continuous improvement process and

more particularly as part of our successful registration and accreditation submission.

All actions and processes are based on the principles of procedural fairness. Throughout any investigation, and subsequent actions, care is taken

to maintain confidentiality as far as possible. No one is victimised in reporting incidences or for acting as a witness in an investigation. Dishonesty

in reporting an incident is viewed seriously and leads to disciplinary action.

Summary of Policies in Key Areas The following policies are attached:

ANNEX 4: Student Welfare – Anti Bullying Guidelines, 2016

ANNEX 5: Student Behaviour Management Guidelines, 2016

ANNEX 6: Pastoral Guidelines & Procedures, 2016

School Determined Priority Areas for Improvement

Priority Areas for 2016-2021

Achievements against 2016 Priority Areas

AREA PRIORITIES ACHIEVEMENTS

QUALITY

TEACHING AND

LEARNING

Continuing the

implementation of

NESA’s syllabuses for

the Australian

Curriculum

Implementation of Australian Curriculum for Science, History, Maths and English through

the development of new teaching units.

Maths programs have been adjusted to fit within our framework of Assessment for

Learning.

Programs for all these subject areas were reviewed, updated and adjusted to fit within

our pedagogical framework.

Units of work incorporate teaching which is reflective of the School’s Assessment for

Learning Framework.

Steps have been taken to consolidate the implementation of CANVAS to our school.

Initial steps were taken to equip teachers with the knowledge and skills to start using

this new Learning Management System.

Student centered

learning

Implementation of Assessment for Learning Framework across all Key Learning Areas

with focus on child centered learning.

DEVELOPMENT OF

PEDAGOGICAL

FRAMEWORK

Formative and

Summative Assessment

As part of our school’s implementation of a pedagogical framework we have engaged in

an Action Research project with the support of NSW Association of Independent

Schools. The Action Research project focus on implementing Assessment For Learning

as a framework to develop teacher professional capital and enhance student engagement

in learning.

Project Design

Significant time and effort has been spent on conducting thorough literature review on

Assessment For Learning, and on Inquiry-Based approached to professional learning. In

response to that review, it was decided that the project would utilise a mixed methods

approach while working within an Action Research methodology throughout.

Qualitative and quantitative data has been collected and analysed by the research team.

Data has also been used as a source for professional learning with all staff invited to

contribute their insights into the information gathered.

Data is gathered through:

• Observations

• Staff surveys

• Analysis of in-school assessment design and student results

• Teacher Self-Reflection surveys based on the Assessment For Learning Teacher

Competence Framework (Alonzo & Davison, 2013)

• Open to Learning Conversations

Throughout the project’s first year, every effort has been made to ensure that teachers

see the research project as part of the normal operation of the school. With this in

mind, we have made the implementation of Assessment For Learning a key goal in our

strategic improvement plan. In this way, our meeting times at the various levels, faculties, stages, ICT, etc., are guided by our Assessment For Learning principles, and geared

towards continuous evaluation of our approaches.

Progress to Date

The initial stage of our research project has involved spending significant efforts in

clarifying our research aim and research questions and methods. Situating our project’s

direction in the context of the school’s strategic improvement plan has been achieved

by adopting Michael Fullan’s (2016) Coherence framework. It was important for our

school to ensure that our actions would make sense to our school community, specially

our teachers. Coherence provided us with a strategic path onto which to pin our

research. Through a focussing of our direction we began the process of cultivating a

collaborative culture amongst our teachers, aimed at deepening our learning on effective

ways implementing the focus of our project. Securing accountability at all levels could be

best achieved by developing this coherent approach to our work. As such Assessment

For Learning was placed at the core of our school’s focus for the year.

AREA PRIORITIES ACHIEVEMENTS

DEVELOPMENT

OF

PEDAGOGICAL

FRAMEWORK

Formative and

Summative Assessment

Considerable investment of time has been made on training and developing the skills and

knowledge of our research team members. Research team members would be taking a

major role in leading teachers’ professional learning throughout the year.

Professional Learning sessions were introduced across the school, with teachers from PK-

12 taking part in workshops four times a Term. The workshops are organised and

delivered by members of the research team and they are focused on leading learning

discussions and activities about the principles of Assessment For Learning. Reviewing

understanding about assessment in light of the NESA documents has been a useful starting point.

Once the initial stage of familiarisation with Assessment For Learning was completed the

research team introduced the Assessment For learning Teacher Competence Framework

to all staff. The competence framework is an evaluation tool developed by Alonzo and

Davison, 2013. Permission was sought from the authors to adapt and use the survey to the

needs of our school and the research project. The instrument has been used with all

teachers in 2016 as a self-evaluation tool to ascertain teacher impression of their

competence in the domains of the framework. So far, three of the six domains of the

competence framework have been introduced to teachers and surveys collected. The data

from these self-evaluation surveys has been analysed by the research team and then by all

teachers during a professional learning session.

In response to the information gathered from the stage of familiarisation with Assessment

For Learning and the evaluations from the teacher competence framework the research

team began discussions about developing a process of evaluation of lesson designs and

assessment tasks design. For this purpose, and after a continuous review of the literature,

a series of Formative questions have been formulated in order to guide the improvement

of our classroom and assessment practice. While these questions have been introduced to

teachers at a professional learning session, this process will be implemented formally in the

next stage of the project.

Year 1 of our research project has not been without challenges. Even though Assessment

For Learning strategies are not new to teaching practice we have found it necessary to

revisit the key concepts of our framework to ensure all our teachers gain a shared

understanding.

WELLBEING FOR LEARNING

Student Welfare &

Wellbeing

Programs which have been successful in terms of student welfare and wellbeing continue

to flourish

a) Year 4-6 attendance at camp

b) K&6 Buddy program

c) Incursions with themes relating to friendships, resilience, cyber-bullying

d) K-6 Social Skills Program-Bounce Back

e) PreKindy and Kindergarten PALS Social Skills program run by Breakthru

Personal Development/ Health units reviewed.

Review of Wellbeing for Learning structures commenced at the secondary campus.

Students, staff and parents were surveyed about their experience at All Saints Grammar.

Development of Wellbeing

PARENT AND COMMUNITY

ENGAGEMENT

Building community

partnerships

ASPA (All Saints Parents Association) proactive group to promote parent involvement.

- Member school of SchoolAid/KidsGive with our Kids Ambassadors promoting projects

within our school community

- Community events such as Mother’s Day morning tea

- Students assisted with fundraising events supporting The Children’s Hospital and The

Christmas Hamper Appeal

Initiatives Promoting Respect and Responsibility

Assessment for Learning At All Saints Grammar, we are committed to creating and sustaining an education environment where:

Teachers and students are engaged in meaningful, relevant student centered learning guided by the principles and strategies of Assessment for

Learning. These are best described in William’s (2011) schema below.

Student Welfare and Wellbeing The school has undergone a review of its wellbeing for learning approaches. As a result of this review, various changes have taken place that

have been received positively by the school community. These changes include:

• Grouping of students into a vertical system for the purpose of promoting better relationships amongst students from the various

year groups,

• Homeroom groups have been organised in vertical arrangements for the purpose of running a supportive Pastoral Care program,

• The Pastoral Care program has been based on the introduction of the MindMatters programs emphasising the importance of positive

relationships, belonging and mental health issues.

Student Leadership In addition to this organisation changes, the role of Student Leaders has been reviewed to promote a more proactive student involvement of

students in the life of the school and broader community. For this purpose Student Leaders participated in,

• A Leadership Training Day,

• Visited Nursing Homes,

• Participated in a Peer Support and Year 7 Camp

• Organised fundraising events in support of charity organisations.

Parent, Student and Teacher Satisfaction

The School’s student and staff retention rates are evidence of high levels of satisfaction with All Saints Grammar School.

The School consciously requests feedback from all parties across the year through the following methods:

• Annual compulsory parent teacher interviews K-12,

• Twice annual written school reports with parent feedback required for K-12,

• Heads of Campus undertake formal and informal sessions with each of their staff to gauge environment and possible concerns,

• All Year 11 and 12 students undertake two mandatory interviews and one optional interview with the Head of School covering academic,

social, and behavioural aspects to assist students in better meeting their requirements and responsibilities,

• All staff K-12 are invited to meet with the Head of School to discuss aspects of their position, future prospects, and possible improvements

within the school/faculty environments. This is not a performance appraisal session and is not compulsory.

• Parents are interviewed or communicated with on a regular basis via the Student Diary, which must be signed off weekly (secondary), and

daily (primary).

• Parents are also communicated with by classroom teachers, coordinators and heads of campus as standard practice.

• All parents applying for, or taking up enrolment for their children at the School must be interviewed by the Head of School/Campus.

Summary of Financial Information

12%

38%

50%

Reccurent and Capital Income

State Recurrent Grants

Commonwealth Recurrent Grants

Fees & Private Income

56%31%

13%

Expenditure

Salaries & Related Expenditure

Non-Salary Expenses

Capital Expenditure

STUDENT ATTENDANCE POLICY

Regular attendance at school is essential if students are to maximise their potential. All Saints Grammar, in partnership with parents, is responsible

for promoting the regular attendance of students. While parents are legally responsible for the regular attendance of their children, school staff,

as a part of their duty of care, monitor part or whole day absences.

TEACHERS RESPONSIBILITY

Teachers are responsible for supporting the regular attendance of students by:

• Providing a caring teaching and learning environment, which fosters students’ sense of belonging to the school community.

• Maintaining accurate records of student attendance.

• Providing clear information to students and parents regarding attendance requirements and the consequences of unsatisfactory attendance.

ATTENDANCE REGISTERS

The Education Act 1990 (Section 24) requires that attendance registers (rolls) be maintained in a form approved by the Minister. These may be

manual (interim and transferrable in cases of system failure), while ultimate storage is done as electronic rolls (permanent records).

• Attendance registers must be maintained on all days on which the school is open for instruction, including school sports days, swimming

carnivals, excursions and similar events.

• The exception method (marking absences only) is to be followed by all teachers.

• School attendance must be electronically recorded daily at the beginning of the school day.

• Students involved in off-site activities organised by the school must not be marked as absent.

• By 10:30am names of students absent will appear on ‘Daily Absentees’, a printout, pinned up in Staffroom Common Area and placed in

pigeon holes of Pastoral Welfare Coordinators and Head of Secondary. • An SMS alert will be sent to parents’ mobile phones to notify of absence, with provision for return message to act as explanation.

SPECIAL CIRCUMSTANCES

Attendance registers must be maintained each day the school is open with the exception of:

• Days on which there is part or full day industrial action involving teachers

• Approved school development days

• Days on which the school is inaccessible due to natural occurrences such as fire or flood.

• Electronic attendance registers will automatically display a ‘school development day’ message on school development days. A similar notation

must be made on hard copies of electronic attendance registers regarding other reasons for maintaining a special circumstance register (e.g.

industrial action or school closure due to fire or flood).

• Absences on these days are not to be recorded on student record cards or counted as absences for statistical purposes.

• Due to emergencies (fire) or severe natural occurrences (flooding)

SECURITY OF ATTENDANCE REGISTERS

• Registers must be stored in a secure location within the school.

• They must not be removed from the school premises unless removal is warranted by exceptional circumstances such as fire, flood or court

order.

• Teachers must not take attendance registers home.

• At the end of each school year the Head of School must ensure that the attendance register and attached special circumstance registers are

preserved as a complete record of students’ absences for that year.

• Attendance registers are achievable material, stored in the Boardroom.

SCHOOL SPORT ROLLS

• School sport is an integral part of the curriculum. Head of Campus must ensure adequate attendance monitoring practices at school sport

to ensure the safety of students.

• Sports rolls must be marked at the beginning and conclusion of each sports session.

STUDENTS WHO ARE SUSPENDED FROM SCHOOL

• The appropriate symbol for suspension is to be used to denote the absences of students whilst on suspension. This symbol is to be used

only for the duration of the suspension and must not be applied to students who fail to return to school following the suspension period.

• The absences of students who are suspended are counted as absences for statistical purposes.

• Suspension is regarded as an explained absence, with a note made to indicate the nature of the concern.

ELECTRONIC ATTENDANCE USING IWISE AND ROLL CALL PROCEDURES

The school’s computerised administration system (IWISE) will be used to record student attendance.

• There will be one teacher assigned for each roll group with a back-up in the event of absence.

• Teacher will be required to log-on the school Intranet. Absences are required to be entered electronically after signing in to IWISE.

• Teacher may use a hard copy of the student roll for personal use. This can be stored in the teacher’s respective roll tray.

• Students who arrive late during roll call will have a late note from the Front Office. The student is to be recorded as absent. The Admin Staff

will amend any student lateness in IWISE.

• Teachers will be required to collect any student absent notes (or signed late notes) and place them in their respective roll tray.

• The Wellbeing Coordinator will be required to check their respective roll trays for student absent notes and make the necessary changes

in IWISE.

• In the event of a teacher being absent, the teacher who shares the roll group will submit the roll in IWISE.

• In the event both teachers who share the roll are absent, the Wellbeing Coordinator, whom the teachers belong to, will submit the roll in

IWISE.

• In the event both teachers who share the roll and the Wellbeing Coordinator of that year group are absent, then the Wellbeing Coordinator,

of a different year group, will submit the roll in IWISE.

• In the event both teachers who share the roll and all Wellbeing Coordinators are absent, then the roll will be submitted in IWISE by any

one of the Faculty Coordinators.

• The Admin Staff will provide a hard copy of student absences for any given day. Teachers can view the student absences as these will be

posted on the notice board in the Staff Area.

• The Admin Staff will store all attendance/absent records of students required by the Department of Education.

• Where an alteration is necessary in IWISE the Admin Staff and Wellbeing Coordinator will rule a line through the existing hard copy entry

and the correct entry will be made above. The electronic record must then also be amended in IWISE.

• Homeroom Teachers are to undertake weekly roll checks to monitor unexplained absences and encourage explanations. Methods available

include:

Response to SMS alert

‘Absentee Note’ proforma

Hand-written letter from parents

Email from parents

• In the event the network or computer is inoperable, teachers will use a hard copy of the student roll and return it to the Front Office. In this

instance, the administration staff will be responsible for entering the attendance data electronically.

CLASS ROLLS

Teachers have two responsibilities when checking class rolls.

Firstly, you should ensure that your class roll and the IWise class roll are accurate. IWise class rolls contain the information from school

administration records. This is used for reports and Board of Studies entries. Student names, especially spelling is accurate in Maze records.

Should there be additional or missing students in your class list they should be checked with the Curriculum Coordinator.

Secondly, you must keep an accurate roll of student attendance for each period.

Note:

No student should be changed from one class to another or one subject to another until the official ‘Change of Class’ form has been completed

by all staff responsible, signed off by the Curriculum Administrator and the final approval given by the Head of School.

MONITORING TRUANTING STUDENTS

During Period 1 & 2 a copy of absent students for the day will be placed on the Staff Notice Board. If a student is absent from your class and

not listed on the Absentee Sheet you should check for obvious reasons for absence such as attendance at excursions. Truanting students should

be recorded on a Truanting Form and forwarded to the Wellbeing Coordinator immediately. Completion of Movement Log will eliminate any

suspicion of truancy and communicate clearly student whereabouts at all times.

Effective: 2006

Reviewed: Feb 2014, 2016

All Saints Grammar – Year 10 to Year 11 Transition

At All Saints Grammar all Year 10 students are expected to transition into Stage 6 education provided they meet the academic standards of the

end of Stage 5 descriptors. The exception to this are students whom, of their own accord, may wish to pursue other avenues such as Vocational

Education, TAFE, or employment opportunities.

The main purpose of the process outlined below is to assist students of concern to improve their performance during Semester 2 of Year 10 so

as to ensure their readiness for Stage 6.

Check Year 10 Semester 1 reports, (Wellbeing Coordinator, Head of Secondary)

Identify low performance students, (Wellbeing Coordinator, Head of Secondary)

Interview with students, (Wellbeing Coordinator, Head of Secondary)

At this interview students will be asked about their plans for Stage 6,

The point will be made that transition to Y11 and Y12 at All Saints Grammar is dependent on meeting the academic standards

of prescribed for end of Stage 5,

Application to studies, overall behaviour, and academic performance would need to be satisfactory to ensure readiness for

Y11 & 12,

Some support and advice can be provided to students to find alternative educational paths where there may be a need for

this.

Letter to go home outlining these same points to parents, (Head of School)

Students’ progress is monitored during Term 3, (Wellbeing Coordinator, Head of Secondary)

This includes receiving feedback from teachers about behaviour and application,

HODs will provide results from assessment tasks,

A meeting with parents will be held after collection of results from assessment tasks towards the end of Term 3,

If satisfactory performance is demonstrated in all the required areas, the student will be offered entry into Stage 6 (in writing) provided

continuous sustained effort, application and performance in Term 4 and into Term 1 of Year 11 is sustained. (Head of School)

If no improvement is evident, the student will be counselled on possible strategies to take, or alternative educational or training path,

if necessary. (Wellbeing Coordinator, Head of Secondary)

A review will be conducted at the end of each Term, (Wellbeing Coordinator, Head of Secondary)

If a student’s performance is unsatisfactory, the students and their family will be counselled on and assisted to find an alternative

educational or training path if necessary. (Wellbeing Coordinator, Head of Secondary)

Effective: 2009

Reviewed: Feb 2014, 2016

Student Welfare – Anti bullying Guidelines

School Expectation of Student Rights

Each and every student at All Saints Grammar has the right to learn, play, socialise and develop in an environment where he/she is treated with

fairness and respect, feels safe, content, happy and senses that he/she is an important and unique individual who belongs within the All Saints

Grammar community.

Any student who is hindered in experiencing these expectations due to ongoing harassment is being bullied.

What Actions are classified as Bullying

This occurs when a person receives repeated threats or actions which are unwanted from an individual (or group) who is more powerful than

he/she is. Bullying is unacceptable anti-social behaviour because the victim is intentionally and frequently caused either physical or emotional

pain and misery by the bully.

Possible signs of bullying for carers/parents and/or teachers:

Children may:

Be frightened of walking to and from school.

Beg you to drive them to school.

Be unwilling to go to school.

Feel sick in the mornings.

Start truanting school.

Begin getting low marks.

Come home with books or clothes damaged or missing.

Become withdrawn, start stuttering, suffer lack of confidence.

Ask for money or start stealing (to pay the bully).

Cry themselves to sleep.

Refuse to talk about what's wrong.

Become aggressive or unreasonable.

Give unlikely excuses for any of the above.

Lose their appetite.

Bullying can happen anywhere:

1. At School

2. On public transport

3. In public

4. At home.

Often bullies justify their behaviour by saying they were only teasing another or having fun. If the person being teased does not like it, or want

it, and yet others persist with it, then it is a clear case of bullying. It is cruel and unfair behaviour. Once a person makes it clear that they do

not like what is happening to them, whether it is physical or verbal, or interference with his/her property, then bullying is occurring.

The Effects of Bullying

A person who experiences these deliberate, persistent threats or actions from an individual or a group can become lonely, isolated, very

depressed and in extreme cases emotionally scarred. Their schoolwork and health can suffer serious consequences, as well as loss of confidence

and self-respect.

Bullies who are allowed to go unchallenged in their anti-social way of relating to others are also at risk because cowardice, cruelty and selfishness

are allowed to flourish in them. This can lead to unhappiness and anti-social behaviour in the future.

Both the bully and the person being bullied need counselling, but the bully has violated the rights of another and must change his/her behaviour.

Some Procedures

Students, staff and parents at All Saints' Grammar seek to create an environment that totally rejects all forms of bullying behaviour. The following

procedures will help bring this about:

1. If a student is being bullied he/she should be encouraged to indicate to the person(s) involved that he/she objects to their behaviour. Through a mediator, they should say how they feel, describe the other person's behaviour, describe the effect of their behaviour and

say what would make the situation better for you.

2. Keep a personal record of such actions or words that were offensive. Note anyone who has witnessed the incident. This is a student's

"Bullying Diary".

3. Who Can A Student Approach?

Parents;

Class Teacher, Roll Teacher, Wellbeing Coordinators (WC), Co-ordinator/Head of Department or a Sports Coach;

Wellbeing Co-ordinator, Student Counsellor or Chaplain;

Friends, Peer Support student, Prefects or any senior student;

The Head of School or Head of Campus.

4. Disciplinary Procedures to be Undertaken.

Any report of bullying will be treated seriously and followed up. Once the facts are evident, the following action may be undertaken

to resolve the incident:

All parties involved will be counselled as to how to deal with the situation;

All parties involved will meet in a safe environment in the presence of a teacher. This allows the bully to reflect on his/her actions

and change his/her behaviour;

Both sets of parents will be contacted to discuss the issue. The appropriate disciplinary action will be taken;

Depending on the severity of the next offence the bully may be counselled or perhaps suspended if the behaviour cannot be rectified;

Disciplinary action may be necessary and where a bully refuses to change his/her anti-social behaviour of relating to others he/she

may be expelled in extreme or repeated cases. These serious incidents are to be kept in a central register, kept by the Wellbeing

Coordinators.

Teachers' Suggested Guidelines for Bullying.

Steps to follow:

1. Initial incidents dealt with by teacher present and diary entry made.

2. Staff member reports any further incidents and students involved to the appropriate member of staff (WC)

3. WC investigates.

4. The appropriate course of action will be taken to compensate for their negative behaviour.

5. WC must be notified of incident and disciplinary action taken via an Incident Notification Form, which must be signed by the teacher

involved and counter signed by the WC. This must be placed in student's file and parents to be notified by the WC.

6. Upon notification of ongoing incidents, the WC will report the misbehaviour to the Head of Campus who will notify the parents and

perhaps request an interview.

7. Following this, the WC and Head of Campus will take the appropriate action.

8. Steps 6 and 7 are repeated involving the Head of Campus and Head of School.

The Students' Responsibility

If bullying is to be eradicated all students have a responsibility to work towards this.

You can do this by not encouraging the bully. Often a bully's actions or words are supported by a group in which he/she has some popularity.

You should state to the bully how unfair his/her actions or words are.

You should report incidents of bullying to those mentioned above who can assist you in dealing with the incident. If you observe a friend being bullied and know that your friend is unlikely to report it then you should do so. This is an act of friendship.

If you are a more senior student, and especially a prefect, then you have a duty to report cases of bullying.

School authorities will ensure that confidentiality is respected and when action is implemented it is only after consultation has been undertaken

with all parties concerned.

Student Reflection

1. What do you think a bully is?

2. What have you done wrong?

3. How did you make the other person feel?

4. What can you do to improve your behaviour?

"STOP" doing and what you should "START" doing.

TO STOP DOING TO START DOING

1. 1.

2. 2.

3. 3.

4. 4.

5. 5.

5. What will happen to me if I do this again?

6. Write an apology to the person you hurt.

Student's Signature Wellbeing Coordinator Signature Date

Effective: 2006

Reviewed: Nov 2013, Feb 2014, 2016

Student behaviour management guidelines

The Behaviour Management Policy and Procedures for All Saints Grammar is the central part of the Pastoral Policy. The Student Code of

Conduct outlines the rules of the School. Every child is expected to develop an understanding of the Code of Conduct and behave in accordance

with each Code.

A sense of social responsibility and respect for others should be the outcome for each of our students. Teachers help students to develop an

understanding of the Codes and how to maintain their personal rights and responsibilities.

At All Saints Grammar, staff members and students follow daily routines so that students know clearly what is expected of them. Rights can be

protected by rules (Codes) which describe appropriate and inappropriate behaviour. These Codes are formulated to ensure that rights and

responsibilities are observed. There are positive consequences and negative consequences for every action.

The School Discipline policy is clear and concise, allowing students to become familiar with the steps that would be undertaken to correct

inappropriate conduct.

Parents are informed of afternoon detentions through the issuing of the detention notice. A missed Afternoon Detention resulted in more

serious consequences, as per the Discipline Policy. The Head of Secondary Campus and Wellbeing For Learning Coordinator meet with parents

of students who continue to misbehave, with the aim of the school and the policy to correct behaviour.

The policy places importance on teacher based penalties for initial misbehaviours or infringement of School rules. Discipline is the responsibility

of all staff. Staff and Wellbeing Coordinators are encouraged to contact parents as early as possible where ongoing misbehaviour occurs. The

School actively encourages staff and parents to meet and to work together to help the student correct his/her behaviour.

The systems of Merit and Demerit was applied to all students. Merits and demerits are recorded in the student’s diary. Three demerits within a

seven-day period resulted in a detention. All detentions are recorded by the Wellbeing Coordinators.

Suspension is the most serious penalty a student can be given apart from exclusion from the School. Suspensions remain a valuable opportunity

for offending students to take time out and reflect on improving their behaviour, as part of a working group.

The full text of the School’s Discipline Policy can be found in many documents such as the Staff Handbook, Student Handbooks, the Student

Diary and on the School’s intranet.

Management of non-attendance

Within the School Student diary, under the section “what to do at ASG”, it is stated that a note of explanation from a parent or a Doctor’s

certificate is to be given to the Homeroom Teacher or Wellbeing Coordinator on the day the student returns to school. Furthermore, at the

start of each academic year, Wellbeing Coordinators go through the procedure for attendance and absences, as does the Head of Campus at

assemblies throughout the year.

Parents may also e-mail a note or telephone the school explaining the absence.

If a note or message is not received within 3 days, then Wellbeing Coordinators ring parents for an explanation.

If there is a regular pattern of absence, then the Wellbeing Coordinator or the Head of Campus may ring the parents to discuss this pattern. A

‘Letter of Absenteeism’ may also be sent. In many instances, either the Wellbeing Coordinator or the Head of Campus will discuss the absences

with the student and parent concerned.

All absences are recorded electronically as either an explained or unexplained absence. If a student is suspected of truanting, then the parent is

rung immediately. Parents are asked to discuss this truanting with their child. The Head of Campus will also discuss this with the student on

his/her return to school. A student who regularly truants may jeopardise his/her enrolment. An afternoon detention is issued to all students

who truant.

Students that arrive late to school are required to go to the School Office and obtain a late note. All late attendance is recorded. Students that

engage in regularly arriving late may be required to make up this time after school.

Parents are required to contact the School in writing for students that will be absent for an extended period of time due to travel. The last day

of attendance at school and the date of return are to be included in the note. It is the student’s responsibility to ensure that assessments missed

are covered either before or on their return.

Consequences

Consequences should be administered respecting the dignity of the student and the dignity of the teacher.

Consequences are more effective when:

• They are used by the teacher to own and manage classroom problems;

• They are applied from least intrusive to most intrusive;

• They escalate with the seriousness of irresponsibility, and persistence;

• They are applied as a part of a decisive plan aimed at rectifying the inappropriate behaviour;

• Consistent application and follow up is assured;

• They are applied with immediacy for specific behaviours;

• They are related to the behaviour, not the person;

• Certainty, rather than severity is emphasized;

• They make sense to students and staff;

• They are discussed publicly and accepted as fair;

• They involve restitution of positive relationships;

• A common language is used by all staff. This language should be the language of restoration.

I remind you of the Child Protection guidelines when dealing with students. Teachers must:

• NEVER physically handle a student; • NEVER take action that can be perceived as intimidating, or may lead to psychological harm to the student;

• NEVER use inappropriate language towards a student or in reference to a student.

Teachers need to be aware that “any behaviour that cause psychological harm to a child” can be considered “reportable conduct”.

• NEVER discipline a child in a manner that can be perceived as ill-treatment.

Consider the Ombudsman guidelines:

Ill treatment can include disciplining or correcting a child in an unreasonable and seriously inappropriate or improper manner;

making excessive and/or degrading demands of a child; hostile use of force towards a child; and/or a pattern of hostile or

unreasonable and seriously inappropriate, degrading comments or behaviour towards a child.

Moreover:

The focus is on the alleged conduct rather than the actual effect of the conduct on the child or young person. NSW Ombudsman,

July 2013

As we manage student behaviour on a daily basis please follow the procedures and processes in place:

Teachers can:

• Use the student diary to communicate misbehaviour, lack of application, etc. to parents - highly recommended.

• Have students on detention at recess, half of lunch, after-school. All detentions must be supervised by the teacher and the detention

time must be used to restore the relationship, discuss issue with student, complete unfinished work, etc.

• Make a phone call home to inform parents of concerns. Teachers should check with Homeroom Teacher, Wellbeing Coordinator,

Head of Department if it is safe to make a phone call home.

At all times teachers should inform and consult with the Wellbeing Coordinator and/or Heads of Department of actions taken. If student

behaviour does not change despite all your actions, the teacher should:

Refer student to Wellbeing Coordinator or Head of Department so that further action can be taken, such as: student can be put on a Daily Monitoring Sheet the coordinator send home a letter of concern arrange an interview with parents agree on a contract with student/parent

Written records of all actions taken must be kept in the students’ files with the Wellbeing Coordinator. If these actions do not change the

behaviour of the student, the coordinator should:

Refer student to the Head of Secondary so that further action can be taken, such as:

student internally suspended (proposed)

interview with parents

student externally suspended (in consultation with Head of School). Suspensions will lead to questioning student enrolment

interview with parents for possible conditional enrolment

If these actions fail to change the behaviour of the student the Head of Secondary organises/requests student file and report from Wellbeing

Coordinator and refers student to the Head of School to discuss possible alternatives to follow up with parents.

Remember to be restorative in your practice. Keep in mind the following:

Students must wear their full school uniform and bag to and from school;

Inappropriate body piercing is not allowed. Small ear rings are allowed for girls;

Inappropriate hair cut are not allowed

Mobile phones are not allowed during school hours;

Chewing gum is not allowed during school hours, please keep asking students to put it in a rubbish bin;

Inappropriate footwear is not acceptable.

Homeroom Teachers, being the first point of contact on a daily basis, must deal with these issues as soon as they appear. Write in student’s

diary every time something needs to be rectified. Homeroom Teachers must report students to Wellbeing Coordinators when students do not

respond positively or don’t rectify the situation.

I reiterate the need to keep records of actions taken every time you deal with a student. Write in their diary to keep evidence of what you have

done.

Always consult with other teachers, Wellbeing Coordinators, Heads of Department, or the Head of Secondary if you are unsure about what

actions to take.

Effective: 2009

Reviewed: Feb 2014, 2016

Pastoral Guidelines & Procedures

Introduction

The Pastoral Guidelines at All Saints Grammar have been developed to meet the personal and social needs of the students Kindergarten – Year

12, with relevance to Primary Campus procedures as required. The Student Code of Conduct provides a framework, which enables all students

to gain a better understanding of the school’s rules. It involves recognising, valuing and developing each student as a total and unique person in

the context of society.

Aims

Through the Pastoral Guidelines, All Saints Grammar aims to help the students develop:

• a sense of social responsibility and respect for others

• an understanding of their personal rights and responsibilities

• a sense of enjoyment and satisfaction from learning

• an ability to communicate effectively

• a set of values to guide behaviour

• a sense of personal dignity and worth

• self-reliance

• a sense of religious, cultural and linguistic identity

• an ability to form satisfying and stable relationships

Student Code of Conduct

• Personal excellence: Students are expected to strive for excellence in whatever task they undertake – whether it be academic, physical or spiritual.

• Stay on Task: Students are to come to class prepared and stay on task.

• Stay in seat: Students are to remain seated unless teacher permission is given.

• Raise hand to speak: Students need to raise their hand when asking a question.

• Speak politely and with respect: Swearing, arguing, denigrating fellow students, name calling, negative comments are examples of

unacceptable behaviour.

• Respect other people: Physical and verbal bullying between students is inexcusable and unacceptable behaviour.

• Respect personal and social property: Students support the School by looking after all property within the boundaries whether it

belongs to the School or others.

At All Saints Grammar, staff members and students follow daily routines so that students know clearly what is expected of them. Rights can be

protected by rules, which describe appropriate and inappropriate behaviour. The Code of Conduct is formulated to ensure that rights and

responsibilities are observed. There are positive consequences and negative consequences for every action.

The following Behaviour Management Procedures and Guidelines outline the steps and actions/consequences taken by the School if a student is

not conforming to the School’s Code of Conduct.

Effective: 2009

Reviewed: Feb 2014, 2016

Concerns Register

Teacher/Parent/Pupil Concerns Register

Rationale

Our school has both a desire and a responsibility to ensure that high standards of conduct are maintained by staff and students at all times, and

that complaints are managed and resolved fairly, efficiently, promptly and in accordance with relative legislation.

Aims

• To provide a harmonious, positive and productive school environment.

• To resolve complaints fairly, efficiently, promptly and in accordance with relative legislation.

Implementation

• Our school seeks to provide a positive, harmonious and productive environment.

• It is the Head of School’s responsibility to provide a healthy and positive school environment that is free from discrimination and

harassment. In doing so, the Head of School, with delegated authority to Heads of Campus must ensure that all staff and students are

aware of their rights and responsibilities.

• The Head of School is required to use local complaints resolution procedures, where appropriate, for resolving complaints in relation

to issues that fall within the school’s area of responsibility. All cases of serious misconduct – sexual offences, criminal charges, or other

serious incidents – must instead be referred by the Head of School to the Board.

• It is incumbent upon the Head of School to act where unacceptable conduct is observed or brought to his or her attention.

• It is important that all complaints, ensuing procedures and outcomes are fully documented.

• The Head of School may choose to respond to a complaint through an informal process in cases where the complaint is minor, the complainant wishes the matter to be dealt with informally, or the complaint has arisen from lack of or unclear communication. This

could take the form of telephone conversations, meeting or email.

• Formal processes (forwarding of written complain including completion of Concerns Register Form attached) will be used when

informal processes haven’t been successful, a complainant seeks a formal process, or the Head of School believes the complaint

warrants formal investigation.

• Formal complaint resolution procedures contain the following steps.

The formal process involves: -

1. Investigating the complaint including formal interviews, written statements, conveying the details of the complaint to the respondent

in writing providing the opportunity for a written response.

2. Dismissing or accepting the complaint. Acceptance may involve the complaint being forwarded to the Board if of a serious nature, or

verbal or written warnings, conciliation, or counselling etc.

3. Preparation of a detailed confidential report.

4. Monitoring of the situation.

• Parties dissatisfied with the process can appeal

• All matters must be treated with utmost confidentiality, and professional respect at all times.

• The Board Chairman will be kept informed of all complaints.

Effective: 2009

Reviewed: Nov 2013, Feb 2014, 2016

Primary Campus

13-17 Cecilia Street

BELMORE NSW 2192

P: 9704 6400 | F: 9789 2260

Secondary Campus

31 Forsyth Street BELMORE STH NSW 2192

P: 9704 6400 | F: 9718 7392

All Correspondence To:

PO BOX 5

BELMORE NSW 2192

Email: admin@allsaints.nsw.edu.au

www.allsaints.nsw.edu.au

ABN 93 395 598 891

CRICOS Provider No: 03285B