annual report 2011

ST SPYRIDON COLLEGE ST SPYRIDON COLLEGE ST SPYRIDON COLLEGE ST SPYRIDON COLLEGE

Annual Report 2011

Educational & Financial Reporting

To The NSW Board of Studies

June 2012

ii Educational & Financial Reporting\BOS Annual Report 2011

Mission StatementMission StatementMission StatementMission Statement

“We promote educational excellence within a caring environment”

At St. Spyridon College we aim to educate our students to take their place in a rapidly changing world with confidence and success.

We endeavour to develop the whole person- strong in mind, healthy in body, endowed with love, faith and compassion, able to make a conscious and positive contribution to the well being of our Australian community.

In this process we strive to provide them with the firm foundations of the Greek Orthodox Faith and Hellenic Ideals.

Educational & Financial Reporting\BOS Annual Report 2011 iii

THE SEVEN STRATEGIC GOALS

2007 – 2011

Goal One: Our students will experience a dynamic, exciting learning culture that is firmly focused on the future.

Goal Two: Our students’ social, physical and spiritual well being will play a major part in everything we do.

Goal Three: We will initiate exemplary programs in Student Leadership, Community Action and Global Connections.

Goal Four: We will actively foster students’ appreciation of the beautiful things in life; art, music, literature, drama.

Goal Five: We will continue to support every initiative possible to further enrich our educators’ knowledge and practice of their profession and their continuing commitment to it.

Goal Six: We will reach out to the community and ensure the

financial future of our College is secure.

Goal Seven: We will add the new buildings necessary to support our continuing pursuit of excellence across all fronts.

iv Educational & Financial Reporting\BOS Annual Report 2011

Educational and Financial Reporting

Policy Statement St Spyridon College will meet the educational and financial reporting requirements as laid out in the

Registered and Accredited Individual non-Government Schools (NSW) manual.

The College will maintain the relevant data and will comply with reporting requirements of the New

South Wales Minister for Education, Science and Training. This reporting will include public disclosure

on the school’s website of the educational and financial performance measures and policies of the

school by the 30th June of the following year.

Procedures for Preparation of Annual Reports

The Head of College with the Executive Team is responsible for co-ordinating the final preparation

and distribution of the annual report to the Board of Studies and other stakeholders including parents

and the community as required.

The Parish President, with the Parish Executive Officer is responsible for the section on Financial

Reporting.

The Head of College will establish and chair the St. Spyridon College Educational and Financial

Reporting Committee. Its Terms of Reference will include:

• Identification of appropriate staff members who will be responsible for the collection,

analysis and storage of relevant data for each reporting area and for providing the relevant

information to the coordinator for inclusion in the report

• Determination of the specific content to be included in each section of the report and

reviewing this each year to ensure ongoing compliance, relevance and usefulness

• Preparation of the report in an appropriate form to send to the Board of Studies

• Setting the annual schedule for:

o Delivery of information for each reporting area to the Head of College

o Preparation of the report and presentation to the College Board of Governors

o Preparation and Publication of the Report

o Distribution of the report to the Board of Studies and other stakeholders.

Committee Membership:

Head of College (Chair)

Principal, Senior School

Principal, Junior School

Enrolments Officer

Other Executive staff may be co-opted to support the work of the Committee.

Educational & Financial Reporting\BOS Annual Report 2011 v

Requests for additional data from the NSW Minister for Education and Training

The Head of College is responsible for coordinating the school’s response to any requests from the

Minister for additional data. The Head of College is responsible for ensuring it is provided to the

Board of Studies in an appropriate electronic form.

DEST Annual Financial Return

The Parish Executive Officer is responsible for the collection of the relevant financial data and for

ensuring it is provided to DEST in an appropriate form.

vi Educational & Financial Reporting\BOS Annual Report 2011

Contents

Educational and Financial Reporting

SCHOOL POLICY ON EDUCATION AND FINANCIAL REPORTING

Annual Report 2011

SECTION 1: INTRODUCTION..................................................................................... 1

A message from the Chairman of the Board of Governors............................... 3

A message from our Head of College ........................................................ 4

From our Leadership Team.................................................................... 6

About our College............................................................................... 8

SECTION 2: ABOUT OUR STUDENTS.............................................................................................................13

Student Outcomes in Standardised National and Literacy Numeracy Testing ....... 15

Student Performance in State-wide Tests and Examinations ........................... 17

Senior Secondary Outcomes................................................................... 18

Student Attendance ............................................................................ 19

Student Retention of Year 10 to Year 12 ................................................... 19

Post School Destinations ....................................................................... 20

SECTION 3: OUR EDUCATORS.......................................................................................................................23

Professional Learning........................................................................... 25

Teacher Standards ............................................................................. 27

Teacher Attendance and Retention Rates K – 12.......................................... 27

SECTION 4: ENROLMENT POLICIES AND CHARACTERISTICS OF THE STUDENT BODY……………29

Enrolment Policies .............................................................................. 31

Characteristics of Student Body.............................................................. 32

SECTION 5: SCHOOL POLICIES ......................................................................................................................33

SECTION 6: SCHOOL DETERMINED IMPROVEMENT TARGETS ..................................................................39

The Seven Strategic Goals..................................................................... 41

Past Progress and Future Directions ......................................................... 42

SECTION 7: STUDENT, PARENT AND TEACHER VOICES ..............................................................................51

Student Voices................................................................................... 53

Parent Voices .................................................................................... 53

Teacher Voices .................................................................................. 54

Implications of the findings for future strategic planning ............................... 55

SECTION 8: SUMMARY FINANCIAL INFORMATION....................................................... 57

Educational & Financial Reporting\BOS Annual Report 2011 1

SECT ION 1 :

INTRODUCT ION

A message from the Chairman of the Board of Governors

A message from our Head of College

A message from the Student Leadership Team

About our College

2 Educational & Financial Reporting\BOS Annual Report 11


A message from the Chairman of the Board of Governors

On behalf of the Board of Governors, I extend to Mrs Stefanou, and to all of her teaching staff, warm

thanks for their efforts and their commitment to the good progress of St Spyridon College. I would also

like to thank the administration staff, for their hard work, since they are usually the first point of

contact for parents and community members.

The Board of Governors together with the Head of College, reviews the strategic goals and policies

during the course of the year. We are very pleased with the implementation of the strategic goals, the

NAPLAN result, the ranking of the College Statewide. The HSC results have been excellent, especially in

adding value to each child’s results. We need to remember that we are not a selective school and the

achievements are due to all our teachers’ caring and hard work. There have been some high achievers

over the years but fundamentally important, is that all our students find a career path that is fulfilling

for them.

The next strategic plan among other things, will lead to the introduction of that Honours Classes. In

addition Classical Greek will be offered as part of the curriculum. These initiatives, in combination with

the pursuit of the College Motto “Forever Excelling”, will further promote the good name College. We

have also seen that participating in the AIS, AHISA, IPSHA and the ISA, adds to the prestige of our

College. In the supplement to the Annual Report, the Board was pleased to see that each teacher is

attending sustained in-service training or undertaking formal studies. This is indicative of the will of

our educators, to update knowledge and skills in their chosen career in education. I am aware that a

significant number of our teachers are HSC markers and I would like to congratulate and thank them for

this effort. This further adds to the credibility of the College.

I wish to congratulate the College on introducing VET pathways program. The Pastoral Care program of

our College means that as a bottom line, the students are always courteous and friendly and represent

their College and families with pride. This, I especially noticed during the past two Parish trips to

Greece and at all the public events the College hosts.

We have seen that the new Sports and Performing Arts Centre (SPACe) has added a new dimension to our

College which is now used for all programs, from speech days, drama, music and sports. The new

Primary classrooms especially Doran House and in the future the Infants School, will further add new

modern facilities for our students. In time a Master plan from the Parish will be available at both

campuses and together we will all achieve fully, the building goals.

Finally, I thank you all again in keeping our College to “Forever Excelling”.

Mr James Phillips Chairman, Board of Governors


A message from the Head of College

The Year of 2011 was one of accomplishment and pride for the whole school community. The highlight

was that we had the good fortune to formally open the new SPACe-Sports and Performing Arts Centre,

partly funded by the Commonwealth Government’s Building Education Revolution (BER). From its

Opening by His Eminence Archbishop Stylianos in May, to the end of 2011, we used the SPACe to host our

ISA games, and the Sports Presentation Evening. The Alumni Players directed by Mrs Faletas, put on an

excellent performance of the comedy “A Wasted Youth”, which played to a full house. The Senior and

Junior School Showcases were both held here. Our Middle School Assemblies, which became highlight

events, now have a new home. We used this SPACe for the 4th Appreciating Culture Lecture, given by

the Hon Peter Garrett, Minister for School Education, together with an outstanding Arts Exhibition. We

acknowledge the curators of that event, Ms Marieclaire Pringle and Mr Peter Wennersten of Icon

Innovations and our visiting artists, Willi Michalski, Dr Thomas Savoulis and our past student Yiorgi

Papayiogiou. The HSC Drama and Music Examinations were hosted in the SPACe. We held the very

successful Parish Gala Dinner there. Indeed now that we have this SPACe we wonder how we ever did

without it.

One of the most important things about this building is that it has also given the teachers that sense of

value. They have always done their best with very little. They deserve to have a space where they can

show their work with students to best advantage. Our students have always been proud of their school.

However, this facility has given us a place to showcase their talents, and to demonstrate to them that

we value them and want the best for them; the best that we can afford and the best that we can do.

We thank the Parish President, Mr. Economou and his Council and Mrs Christina Tsaconas for their hard

work on this wonderful facility. We also thank them for managing the construction of the beautiful new

facility, Doran House. Indeed, the Parish President and the Council are warmly thanked for their

exemplary leadership. Mr James Phillips, together with all members of the Board of Governors are

thanked for their work as guardians of the school’s ethos and the pursuit of excellence.

In 2011 Junior School underwent the five-year Registration Inspection by the Board of Studies. The

Inspectors were impressed with our policies and procedures; our strong curriculum base; the very

thorough scope and sequence; the meticulous attention to detail in planning and implementation; the

differentiation and integration and assessment of our programs. They praised our teachers’ creativity,

and their engagement with students. We received the maximum registration period of five years. Our

teachers, Kindergarten to Year 6, are commended for the outstanding work they do with students across

the learning areas. We were also pleased to be the only Australian school to feature in the Lions Club

International video promoting the Skills for Growing Program. This has been distributed to over three

million people worldwide.

We congratulate our Junior School Captains, George Raptis and Jacqueline Burleigh, and Vice Captains

Constantinos Kollias and Markella Roditis for their outstanding representation of our school at Community

and State levels.


We appreciate Mrs Hamer’s hard work, her strength of purpose and sustained commitment to the

education, care and welfare of our Junior School students, over many years. Mrs Synesios, is

acknowledged for the integrity, humility and professionalism with which she conducted herself as Deputy

Principal during 2011 and particularly for her outstanding work on preparations for the Board of Studies

Inspection.

Here at St Spyridon College we provide students with opportunities to develop character and

conscience; to take responsibility, to exercise initiative and to contribute to the good progress of their

school, their community and the world at large. In an increasingly connected world, this constitutes

awareness of global issues. We thank Ms Kokinelis, Dean of Middle School, the Year Advisers and Home

Room teachers for delivering an excellent community action – global connections program.

We commend our College Captain Ashli Bergman, Vice Captain Stamati Margelis, and Eleni Mavrolefterou,

Senior Prefect. Together with the Prefects, they provided outstanding leadership to the whole school

community. Our Sports Captains Deanna Constantinou, Nicole Kalofonos, and Ben Papadopoulos are also

acknowledged.

We thank the Principal of the Senior School, Mrs Amelia Katsogiannis, who as an outstanding educator, of

integrity and intelligence is an example and a challenge to each of us to excel.

Sincere good wishes are extended to Father Peter Mavrommatis, as he embarks on his life as Assistant

Priest and teacher at our sister Church and School of St Euphemia in 2012. Father Peter gave 14 years of

dedicated service to our students and community. We wish him a warm farewell, every success and

happiness in the future.

The P&F Committee, together with their President Mrs Anna Stamoulis, had a wonderful year. The Spring

Fair, the Palm Sunday Luncheon, the Mother’s Day Brunch, the stalls have led to a spectacular result

with $50,000 being raised for computers and Technology and for Greek Books and Awards. The P&F has

done an excellent job in promoting the good name of the College as outstanding College Ambassadors.

In 2012, more than 90 new students will join the St Spyridon College family for the first time. Indeed, I

thank every one of our parents as they are our strongest allies in their children’s academic and moral

learning journey.

In closing, we thank Father Steven Scoutas and Father Sotiri for the Grade Divine Liturgies and Byzantine

Chanting to all students Years 3-6. This has been a blessed initiative that deserves to be continued and

strengthened.

Mrs E. Stefanou-Haag

Head of College


From the Student Leadership Team

Kostandino Baratsas – College Captain It is said the average person influences about 10,000 people throughout their lifetime. That is why

we feel it is very important to be the best role models we can be for the younger students. So that

hopefully it will rub off on them in some way. Being a Greek Orthodox school it may, from an

outsider’s perspective, seem closed off to people of differing backgrounds and religions. In actual

fact we welcome other cultures and have students attending the College from a range of countries.

We embrace their customs and give them an insight into ours. Growing up at St Spyridon College has

helped me understand respect and I thank the school for teaching me this value. This is the main

focus I would like to address today. When I asked Google to define respect, it responded with:

Respect – A feeling of deep admiration for someone or something elicited by their abilities, qualities,

or achievements.

What this says to me is that you respect someone for what they can do (abilities). How they do it

(qualities) and what they have done (achievements). I thought this definition was incomplete. I

agree that there should be respect for the people who are exemplary in our minds but, at some level,

all people are worthy of our respect. Most of all you need to respect yourself; how can you respect

others without self-respect. I feel this is evidently present in the school environment. No matter

what year you’re in, you should have an equal amount of respect for your teachers and peers in your

year and the students that are in their first or final year at school. The most important things I will

definitely carry with me throughout my life are the moral and ethics I have inherited, collectively

from my parents and this school.

Demi Flokis – Vice Captain

Not only does our College educate us on these values and morals but we are also able to put them

into practice. St Spyridon College encompasses the Greek Orthodox faith by upholding the customs

and beliefs that it stands for.

I know as a fact that one of the major things I’ll miss and take away with me is the way the school

embraces our religion and culture. We have been instilled with values and morals that define who we

are. We have outside school events that we attend in school uniform , such as the 25th March

celebrations that start in our Church and conclude with a march at Martin Place.

Every year the boys of Year 11 are bestowed the honour of carrying the tomb of Christ on Good

Friday. For some of us that had the opportunity to travel to Corfu with the Parish Trip to Greece, we

had a very spiritual experience when we were so fortunate to see and pray to St Spyridon’s whole

body. To be there knowing that St Spyridon is our patron saint was quite remarkable and a highlight

of the trip.


OHI day services on the 28th October is another annual event that we are taught about the

significance of that day in WWII. Winston Churchill later said ‘Hence we will not say that Greeks fight

like heroes, but that heroes fight like Greeks.’

Attending these Church services and representing our school at outside events symbolizes our true

meaning of our faith and heritage. We are reminded of our beliefs every day whether saying the

Lords Prayer each morning in roll call, attending Divine Liturgy with the whole school community or

chanting the Easter hymns on Good Friday.

All these ultimately bring our school community closer as a family. We will take these away with us

forever and we will admire the next generation of students following in our footsteps.

Marielle Pizanis – Senior Prefect

Students at St Spyridon College feel a sense of community and embrace the school as a second home.

Due to the fact we are a small school it works to our advantage as we really feel like a family. One

of the school’s aspects that we focus on is building relationships with our teachers and peers. This is

how we essentially build this community spirit. Also, by working together we can achieve a school

community whose distinguishing characteristics are those of friendship, compassion, and decency. A

mutual respect between teachers and students is developed and students feel more comfortable to

approach their teachers.

Relationships between students are valued deeply in the school and because our school is not as big

as others we can really get to know our school community. This involves building long lasting

friendships or even just acknowledging students by their first names. The Student Representative

Council and Peer Support program help us form relationships with students and give us the

opportunity to interact with different year groups.

At the College, academics, sport and the arts are all important focuses in which the teacher-student

relationship is evident. We consider our studies to be our main goal and undertake to be active

participants in our own learning. In sport, academic and the arts, we set goals for our lives and strive

to achieve them with a positive state of mind.

The thing that I will personally miss is how St Spyridon College has taught me to respond to the

difficulties of life with patience, dignity and faith, and never fearing to start again, and this is

embodied in our school’s motto “Forever Excelling”.


About our College

We promote educational excelleWe promote educational excelleWe promote educational excelleWe promote educational excellence within a caring environmentnce within a caring environmentnce within a caring environmentnce within a caring environment

At St. Spyridon College, we educate our students to take their place in a rapidly changing world with

confidence and success. We endeavour to develop the whole person- strong in mind, healthy in

body, endowed with love, faith and compassion, able to make a conscious and positive contribution

to the well being of the whole community.

Academic performance is strong, with over 90% of Year 12 students continuing to Tertiary studies on

completion of the HSC. To maximise HSC and ATAR results, the College offers scholarships for

University Entrance, Junior School Dux, ACER scholarships for Year 7 and Year 10 entrance, as well as

special programs, such as the HSC Winter Elevate and the Preparing for the Preliminary and HSC

Courses. An excellent range of subjects provides access to three learning pathways: From school to

University, from school to TAFE, from school to work.

The Junior School has a strong Literacy focus, using the Spalding Multisensory Language and Literacy

program. The Preparatory Middle School, leads to successful transition to Senior School studies. As an

IPSHA and HICES member school, we participate in Music festivals, sporting competitions, leadership

and other state-wide cultural activities.

Extensive co-curricular programs incorporate sports, the performing, spoken and visual arts. As a

member of the Independent Sporting Association (ISA), St Spyridon offers students opportunities to

compete at an elite sporting level. We are proud that St Spyridon students have represented the ISA,

the State and Australia, in futsal, basketball, netball, gymnastics and swimming.

Building Leadership Capacity in every student is the aim of our Pastoral Care program. The four

pillars of 21st Education-learning to know, learning to do, learning to be, learning to live together,

are strengthened by the cornerstone of learning to love. Our students’ community action takes them

from hospices to soup-kitchens, where they develop sensitivity, conscience and a sense of

responsibility for others. They engage with global issues and contribute enthusiastically to

environmental and humanitarian aid programs. They participate in state, national and international

youth forums, where they learn from and contribute to debate on current issues.

Based on two campuses, the College offers technology-rich environments and purpose-built facilities

for Visual Arts, Hospitality, Information Communications and Technology (ICT), Woodwork, the

Sciences, Music, Drama and Sports. The new Sports and Performing Arts Centre is a wonderful

addition to our facilities.

The College is situated on the doorstep of the City of Sydney and its proximity to beaches,

universities, galleries, museums and the Harbour makes for a very rich learning environment.


St Spyridon College was established in 1983 and is the first Greek Orthodox College in New South

Wales. Our students come from 20 different cultural backgrounds. We also have an international

students program.

Education’s Higher Purpose

The purpose of schooling is to prepare students to manage futures that, due to rapid technological

and social advances, we can neither pre-empt nor predict. At St. Spyridon College, we do this by

encouraging students to excel in all that they attempt. We provide an education that is academically

rigorous and challenging. We believe that a strong sense of identity and self-worth are the basis for

managing the challenges of life with confidence and success. Our pastoral care instils values that

inspire our students to make a positive contribution to their school and the wider community.

The most distinctive aspect of Hellenic thought is the desire to solve the mysteries of the universe

through a logical and innovative search for knowledge. As a Greek Orthodox school, we believe that

we have a responsibility to promote the concept of a Thinking School. We give our students every

support to fulfil their potential in their Learning Journey K-12.

Our programs explicitly address the four pillars of education as identified by the UNESCO International

Report on Education for the 21st century, “Learning; the Treasure Within’:

Learning to Know;

Learning to Do;

Learning to Live Together;

and

Learning to Be.

It is these four pillars that in turn support what we believe is the essential platform for a fulfilling life

and the ultimate purpose of our endeavours here at St. Spyridon College – Learning to Love.

Students need to have a sense of belonging in order to embark on an “inner voyage” where they

develop faith, resilience, sense of purpose and responsibility. In partnership with parents, we

endeavour to make their journey both challenging and joyous.


Affiliations and Memberships 1. Independent Schools Council of Australia (ISCA) The Independent Schools Council of Australia (ISCA) represents the interests of the independent

school sector on a national basis such as in relation to Commonwealth funding and representation on

national policy making bodies. Its eight Member State and Territory Associations of Independent

Schools represent a sector with 1,007 schools and 441,455 full-time equivalent (FTE) students, 13

percent of all school enrolments in Australia. Mrs Stefanou-Haag, Head of College, and Mrs Christina

Tsaconas, Parish Executive Officer, are members of this prestigious National Council.

2. The Association of Independent Schools of New South Wales (AISNSW) The AIS is the umbrella organisation which serves the interests of all independent schools in the State.

It guards the rights of member schools to expound their particular philosophy and also protects the

rights of parents to choose the kind of education they want for their children. The Association

renders advice to member schools on all legal and administrative matters related to education, and

ensures that our school’s voice is heard on significant issues affecting the education of our students.

3. Association of Heads of Independent Schools in Australia (AHISA) Mrs Stefanou-Haag is a member of AHISA. This is the peak body of Independent Schools Heads in

Australia. The N.S.W. Branch meets four times per year. There is no contact between students of

AHISA Schools. The Association exists as a means by which Heads may meet for the exchange of

information.

4. Heads of Co-educational Independent Schools (HICES) Mrs Stefanou-Haag is a member of HICES. This body provides a medium for providing opportunities for

school participation in leadership training and the organisation of such events as athletics, swimming,

diving, cross-country, music and special ability events.

Mrs Hamer, Principal Junior School is a member of HICES Junior Schools. Mrs Katsogiannis, Principal

Senior School is a member of HICES Senior Schools. In 2011 Mrs Stefanou-Haag was also a member of

the Conference 2011 subcommittee.


5. Independent Primary Schools Heads Association of Australia (IPSHA)

Mrs Hamer is a member of IPSHA. This is a forum which avails the Junior School Heads with

opportunities to interact at the State and National levels. Benefits for our College include: access to

travelling art displays, participation in music festivals, sharing in sporting and cultural activities, and

development of professional fellowship. Mrs Synesios is a member of the IPSHA Deputies Group.

6. Independent Sporting Association (ISA) St Spyridon College is a full member of the ISA. Weekly competitive games are played on a Saturday.

The ISA is a highly reputable a sporting body, made up of the following member schools:

Full Member Schools:

St. Pius X College St. Paul’s Grammar Chevalier College

St. Stanislaus College Oxley College Blue Mountains Grammar

SCECGS Redlands St. Patrick’s College St. Andrew’s Cathedral School

St. Spyridon College Central Coast Grammar St Augustine’s School

Associate Member Schools:

All Saints Bathurst Barker College Kinross Wolaroi

Oakhill College Scots Bathurst Snowy Mountains Grammar

7. All Suburbs Independent Schools Sports Association (ASISSA) ASSISA is strictly a sporting body that includes Athletics, Swimming and Cross Country Carnivals as

well as competitive sport for the Year 6 students.

Member Schools include:

Arkana College

Emanuel School

International Grammar School

Macquarie Anglican Grammar School

Moriah College

Mt Sinai College

Redeemer Baptist School

St Andrew’s Cathedral School

St Mark’s Coptic Orthodox College.


The Junior School

The Junior School campus is located in Kingsford. It offers:

• Strong Literacy focus using Spalding Multi-Sensory Language Literacy Programme.

• Excellent programmes that promote personal development; study skills; community service;

and global connections.

• Highly qualified caring teachers committed to excellence.

• A rich Co-curricular Programme, offering a variety of competitive and House sports, creative

and performing arts and thinking skills development.

• Enterprise Education Programmes, incorporating critical thinking, problem-solving,

interpersonal and team skills.

• Prep Middle School programme for Years 5 and 6 preparing students for a successful

transition to Senior School.

• Qualified and specialist teachers in Gifted and Talented, Physical Education and Sports,

Information Technology, Greek Language, Greek Dance, Music, Special Education and

Student Welfare Officer.

• Interschool sporting competitions through ASISSA.

The Senior School

The Senior School is located in Maroubra. It offers:

• Exemplary Academic and Pastoral Care Programmes that promote academic achievement;

personal development; student leadership; community service; and global connections.

• Unique H.S.C. Academic Elevation programmes. Some of the many initiatives implemented to

support students to maximize their HSC results include: HSC Winter Academic Elevation

Courses; ACER, Dux and University Scholarships; Bursaries; Careers Advisory; and Preparing

for Preliminary Courses.

• Access to three different learning pathways – School to University; School to TAFE; and

School to Work.

• Saturday Sporting competition through membership of the Independent Sporting Association

(ISA) leading to elite State and National representation.

• Co-curricular Programmes, incorporating a variety of House sports, creative and performing

arts and thinking skills development.

• A new Sports and Performing Arts Centre (SPACe), incorporating Music suites, Drama spaces,

gymnasium, and sporting facilities for futsal, basketball and netball.

• Specialist facilities including Information and Communications Technology classrooms, Visual

and Creative Arts centres, Food Technology and Hospitality facilities, woodwork.

• Highly qualified caring teachers committed to excellence.

• Small class sizes.

For further information you may access http://www.myschool.edu.au.


SECT ION 2 :

ABOUT OUR STUDENTS

i. Student Outcomes in Standardised National and Literacy

Numeracy Testing

ii. Student Performance in State-wide Tests and Examinations

iii. Senior Secondary Outcomes

iv. Student Attendance

v. Student Retention of Year 10 to Year 12

vi. Post School Destinations


i. Student Outcomes in Standardised National and Literacy Numeracy Testing

NAPLAN Results 2011

Proportion of students in Years 3 and 5 achieving at or above the National Minimum Standard

Percentage of students at or above the National minimum standard

2011 NAPLAN Test

Year 3 (46 students) Year 5 (48 students)

School Statewide School Statewide

Literacy (Overall)

o Reading

o Writing

o Spelling

o Grammar & Punctuation

99

98

100

100

100

96

96

98

96

95

97

94

100

96

96

91

89

93

91

91

Numeracy (Overall)

o Number, P&A

o Measurement, Data, Space &

Geometry

94

94

94

96

95

97

95

100

90

87

88

86

Year 3:

o 99% of Students in Year 3 achieved at or above the National minimum standard in Literacy.

o 94% of Students in Year 3 achieved at or above the National minimum standard in Numeracy

Year 5

o 97% of Students in Year 5 achieved at or above the National minimum standard in Literacy.

o 95% of Students in Year 5 achieved at or above the National minimum standard in Numeracy.


Proportion of students in Years 7 and 9 achieving at or above the National Minimum Standard

Percentage of students at or above the National minimum

standard

2011 NAPLAN Test

Year 7

Year 9

School State-wide School State-wide

Literacy

o Reading

o Writing

o Spelling

o Grammar & Punctuation

100%

100%

100%

98%

97%

93%

95%

93%

98%

93%

98%

98%

94%

84%

94%

90%

Numeracy

o Number Patterns and Algebra

o Measurement, Data, Space &

Geometry

100%

100%

96%

95%

93%

100%

94%

93%

Year 7:

We are pleased that 100% of Students in Year 7 achieved at or above the National minimum standard

in Literacy and that as individuals students showed significant growth in their achievement.


in Numeracy and that as individuals students showed significant growth in their achievement.

Year 9


in Literacy and that as individuals students showed significant growth in their achievement.

We are very pleased that 97% of Students in Year 9 achieved at or above the National minimum

standard in Numeracy and that as individuals students showed significant growth in their

achievement.

Further comparative information on these tests can be found on http://www.myschool.edu.au.


ii. Student Performance in State-wide Tests and Examinations

Performance Band achievement by number and % HSC 2011

Total Number

of Students

Band 3-6

Band 1-2


Ancient History 18 16 (89%) (85%) 2 (11%) (15%)

Biology 12 7 (58%) (87%) 5 (42%) (13%)

Business Studies 29 25 (86%) (87%) 4 (14%) (13%)

Chemistry 4 100% (90%) 0 (10%)

Drama 10 100% (97%) 0 (3%)

Economics 13 10 (77%) (87%) 3 (23%) (13%)

English (Standard) 29 25 (87%) (73%) 4 (13%) (27%)

English (Advanced) 25 100% (98%) 0 (2%)

English as a Second Language 2 100% (91%) 0 (9%)

Food Technology 10 9 (90%) (87%) 1 (10%) (13%)

Information Processes and Technology

4 100% (81%) 0 (19%)

Legal Studies 14 13 (93%) (88%) 1 (7%) (12%)

General Mathematics 27 20 (74%) (80%) 7 (26%) (20%)

Mathematics 11 10 (91%) (91%) 1 (9%) (9%)

Modern History 6 100% (90%) 0 (10%)

Music 2 100% (97%) 0 (3%)

Personal Dev. Health & P.E. 27 24 (89%) (90%) 3 (11%) (10%)

Physics 7 5 (72%) (92%) 2 (28%) (8%)

Visual Arts 11 100% (97%) 0 (3%)

Modern Greek Continuers 10 100% (97%) 0 (3%)

Serbian Continuers 4 100% 100% 0 0

Hospitality Operations (VET) 8 100% (87%) 0 (13%)

Please note: Band 6 is the highest band and Band 1 the lowest

Performance Band achievement % HSC

Total Number of Students

Band 3 - 6

Band 1 - 2


2011 56 91% 89% 9% 11%

2010 47 96% 89% 4% 11%

2009 44 95% 87% 5% 13%

2008 61 96% 86% 4% 14%


Performance Band achievement by number and %

HSC 2011

Total Number of Students

Band E4-E3

Band E1-E2

School Statewide School Statewide

English Extension 1 8 5 (63%) (85%) 3 (37%) (15%)

English Extension 2 3 1 (33%) (84%) 2 (67%) (16%)

Mathematics Extension 1 8 6 (75%) (84%) 2 (25%) (16%)

Mathematics Extension 2 4 2 (50%) (92%) 2 (50%) (8%)

History Extension 1 6 3 (50%) (74%) 3 (50%) (26%)

Modern Greek Extension 1 4 100% (93%) 0 (7%)

Please note: E4 is the highest band and E1 the lowest

Performance band achievement by % School Certificate

No. of Students

Bands 3 – 6 Bands 1 – 2

School State wide School State wide

English – Literacy 2011 43 100% 93% 0 7%

2010 43 95% 95% 5% 5%

2009 54 100% 96% 0 4%

Science 2011 43 100% 92% 0 8%

2010 43 95% 92% 5% 8%

2009 54 96% 90% 4% 10%

Mathematics 2011 43 91% 75% 9% 25%

2010 43 95% 83% 5% 17%

2009 54 91% 81% 9% 19%

Australian Geography. Civics and

Citizenship 2011

43

98%

84%

2%

16%

2010 43 95% 84% 5% 16%

2009 54 93% 87% 7% 13%

Australian History, Civics and

Citizenship 2011

43

98%

87%

2%

13%

2010 43 95% 80% 5% 20%

2009 54 93% 86% 7% 14%

Computing Skills: 100% of students Competent or Highly Competent Please note: Band 6 is the highest band and Band 1 the lowest

iii. Senior Secondary Outcomes

100% of students attained their HSC.

Hospitality VET was offered at school. 8 out of 56 students (14%) studied this course.

In addition students were supported to undertake the following courses externally:

Two students studied Chinese Background Speakers and one student studied Portuguese Continuers.


iv. Student Attendance

The school implements policy and procedures for the management of student non attendance.

Attendance checking procedures enable the identification and provision of assistance to students with

unsatisfactory attendance. An SMS notification is sent to parents of students who are absent. The

school follows up where written explanation of absence is not received from the parents.

We are pleased to report that the daily attendance rate for students in 2011 was 95%. This was similar

to the daily attendance rate in 2010. All absences have been explained.

Year Level Annual Attendance

Rate %

Kindergarten 97%

Year 1 96%

Year 2 95%

Year 3 97%

Year 4 95%

Year 5 96%

Year 6 97%

Year 7

94%

Year 8 93%

Year 9 92%

Year 10 92%

Year 11 95%

Year 12 92%

v. Student Retention of Year 10 to Year 12

At St Spyridon College in 2011 there was a retention rate from Years 10 to 12 of 91%. This is

consistent with previous years.


vi. Post School Destinations

In 2011, 56 students sat for the Higher School Certificate Examinations (HSC) across 31 courses. There were also 7 accelerant students from Year 11. They studied Modern Greek Continuers, Modern Greek Extension 1, Music 1. Highlights include:

� Renee Hatzistergos highest ATAR 98.35 (Top all-rounder) .

� Ashli Bergmann, UNSW AAA Scholarship winner.

� Stamati Margelis 2012 UNSW Science Achievement Award.

� Maya Krvavac, First in NSW in Serbian Continuers

� Renee Hatzistergos (98.35), Stamati Margelis (98.25), Ashli Bergmann (97.25) and Michael

Lantis (97.20) University Scholarship recipients.

� 98% of students have now begun Tertiary studies.

� 80% of students now studying Undergraduate courses.

� Out of 56 students 128 (40%) results 80% and above in a given course.

Destinations of Year 12 Class of 20Destinations of Year 12 Class of 20Destinations of Year 12 Class of 20Destinations of Year 12 Class of 2011111111

Undergraduate

Degrees

75% TAFE Courses

23%

Working

2%


Undergraduate Degree DestiUndergraduate Degree DestiUndergraduate Degree DestiUndergraduate Degree Destinations of Year 12 Class of 2011nations of Year 12 Class of 2011nations of Year 12 Class of 2011nations of Year 12 Class of 2011

UTS

10%

Other 16%( W OLL, A CU , AC PE)

UWS

13%

UNSW

33%

USYD

5%

UMAC

13%

UND

10%

U SY D - U niversit y o f Syd ney

U N SW - Universit y o f N SW

U W S - U niversit y o f W est ern Sydney

U TS - U niversit y o f Techno lo gy

Sydney

U M A C- M acquarie Universit y

U N D - No t re D ame

W OLL - W o llo ngo ng U niversit y

A C U - Aust ral ian C at ho lic U niversit y

Destination by Course TypeDestination by Course TypeDestination by Course TypeDestination by Course Type

Medical

Science/Science

Law/ Criminology

Education

Commerce/

Business

Arts


SECT ION 3 :

OUR EDUCATORS

i. Professional Learning

ii. Teaching Standards iii. Teacher Attendance and Retention Rates K – 12


Reporting Area 4: Details of all teaching staff

i. Professional Learning

Summary of Professional Learning No of staff

participating

Strategic Planning Targets 2010 All K-12 Staff

Mandated Policies and Teacher Responsibilities All K-12 Staff

Goal 1 Action 4 – Metacognition and Literacy All K-12 Staff

CPR K – 6 Staff

Occupational Health and Safety All Staff K – 12

Child Protection Training All Staff 7 - 12

Board of Studies Registration requirements All Staff K - 6

Executive Leadership 4

Australian Curriculum (ACARA) 9

HSC, SC Marker, Judge, Examiner in Modern Greek, Serbian, PDHPE, Chemistry, English, Mathematics, IPT, Music 9

Information Computers & Technology (ICT) 3

Teacher / Librarian 2

Teaching and Learning 30

Student with Special Needs 30

Mathematics & Technology 5

Music and Performing Arts 3

Science and Technology 3

Human Society in its Environment 5

Gifted & Talented and Differentiation Update 2

Literacy, Literature & Technology 4

New Scheme Teachers 7

Languages other than English 3

Pastoral Care & Student Leadership 3

Sports 4

Orthodox Studies 4

The average expenditure on professional learning in 2011 was $1100 per Teacher.


PROFESSIONAL ORGANISATIONS TO WHICH EDUCATORS BELONG

AHISA Australian Head of Independent Schools in Australia

ASCD Association of Supervision and Curriculum Development

ASR Association of Studies of Religion

ATESOL Teachers of English as a Second Language

ACHPER (Aust. Council of Health, PE & Recreation)

Art Gallery of NSW

CAANSW Careers Advisers Association NSW

Children’s Book Council

Drama Teachers NSW

EBE Economics Business Education Assoc

English Teachers’ Association

Food Facts Nutrition Australia Nutridate

History Teachers’ Association

HICES Heads of Independent Coeducational Schools

HICES Junior School Heads of Independent Co-educational Schools

ICTENSW Information Communication Technology Educators of NSW

ISTE International Society of Technology in Education

ISA Independent Sporting Association

ISCA Independent Schools Council of Australia

IPSHA Independent Primary Schools Heads of Australia

IPSHA Deputies’ Umbrella Group

IPSHA Curriculum Co-ordinators’ Umbrella Group

IPSHA Umbrella Groups; Infants Co-ordinator, G&T, ICT, Learning Support Teachers, Librarians,

Debating , Music Teachers, Art Teachers, PDHPE Teachers, New Scheme Teachers, Sports Convenors

and IPSHA Early Childhood Education Teachers Umbrella Group

LTA Legal Teacher Association

MANSW Mathematics Association of NSW

Australian Hellenic Educator’s Association

NSW Institute of Teachers

Peer Support Foundation

Primary English Teacher’s Association

SPELD Specific Learning Difficulties

STANSW Science Teachers Association

VADEA Visual Arts and Design Educators Association

Australian Association of Special Education Inc.


ii. Teaching Standards

Category Number of Teachers

Junior School

Senior School

Total K – 12

Teachers who have teaching qualifications from a higher education

institution within Australia or as recognised within the National Office

of Overseas Skills Recognition (AEI-NOOSR) guidelines.

26

31

57

Teachers who have qualifications as a graduate from a higher

education institution within Australia or one recognised within the

AEI-NOOSR guidelines but lack formal teacher education

qualifications.

0

3

3

Teachers who do not have qualifications as described in (i) and/or (ii)

above but have relevant successful teaching experience or

appropriate knowledge relevant to the teaching context.

0

0

0

iii. Teacher Attendance and Retention Rates K – 12

• In 2011 the average daily staff attendance rate was 97%

• The proportion of staff retained from 2010 is approximately 95% The high level of attendance and retention is one indication of educators’ commitment to the College,

its ethos and organisational culture.

The school’s workforce presents a rich diversity of qualifications, experience and expertise. Educators

are united in their professionalism and commitment to quality outcomes for students and the provision

of a safe, pleasant, teaching, learning and working environment. The high level of teacher attendance

and retention is one indication of this.


SECT ION 4 :

ENROLMENT POL IC IES

AND

CHARACTER IST ICS OF THE STUDENT BODY


Enrolment Policies Enrolment Policy and Procedures

All applications for enrolment are accompanied by:

� Birth Certificate

� Baptismal Certificate (where applicable)

� Reference by priest (where applicable)

� Report / Profile from School, Preschool or Child Care Centre (as applicable).

All other things being equal, priority is given to siblings, children of Alumni, of clergy of canonical

Orthodox Churches, of Parish Executive, members of staff, as well as benefactors’ children &

grandchildren (identified by a confirmation letter from the Parish).

Entry into St Spyridon College is based on an assessment or academic entrance examination and

interview with the Principal. A student’s track record including academic performance, attendance,

behaviour and general conduct will also be considered.

1. Kindergarten to Year 12 Entry

A Kindergarten school entry assessment is conducted, to attest to the child’s readiness to commence

formal schooling includes:

� Oral communication skills

� Literacy (print concepts, letter identification, phonemic awareness, sight words)

� Fine motor skills / physical development

� Social behaviours, interaction skills and emotional maturity

� Information from Reports/Portfolio profiles from pre-entry institutions

� Information from reports from other professionals, for example Psychologists/

therapists.

In making a decision to accept a student, their academic ability, behaviour and the welfare and safety

of other students, and whether the student can be provided with an appropriate education program will

be major factors. Information will be sought from previous education institutions, including child care

centres, preschools, schools and past reports and specialist practitioners.

2. Kindergarten Cut-off dates

At the Kindergarten level, the cut-off date for the year of entry is the 31st May. Enrolments are

processed in order of receipt, and maintaining a balance of boys and girls. For priority to be given at

the Kindergarten level, applications must be received in the first year after birth.


3. Acceptance Agreement

Placement offers are made to parents in writing. To accept a placement, parents must return a signed

Acceptance Agreement, which outlines their commitment to paying all fees and charges, and their

agreement to support the school’s policies, ethos and culture. The Acceptance Agreement must be

accompanied by the requisite enrolment fees.

4. Progression to Upper School

During Year 10 and to progress to the next level of schooling for Years 11 and 12 students will need to

formally submit an Expression of Interest in continuing their education at St Spyridon College. The

application should be made after giving consideration to the commitment that this entails.

All students who meet the following criteria will be invited to continue their Years 11 and 12 studies at

St. Spyridon College:

• Apply diligence and sustained effort to their studies.

• Complete set assignments in the set time, and to a standard that:

- meets course requirements

- reflects a student’s best effort

• Attend all classes unless able to provide relevant documentation to explain absence.

• Abide by the Student Principles and follow the school’s Code of Conduct.

• Support activities and programs that enhance the school’s ethos and culture.

Students who accept the invitation to continue their studies at the College will sign an Acceptance

Agreement that is co-signed by parents.

Characteristics of Student Body St Spyridon students come from 20 different cultural backgrounds. Over 40% of St Spyridon families live

further than 10 kilometres away from the school. International students add to this rich tapestry.

The most interesting fact about the characteristics of our student body is that 25% of our families are

polyglot-in other words, they speak three languages at home-English and two others. Another 49%

are bilingual-or use English and another language at home. This presents a rich linguistic environment

for our school, and it is therefore not surprising that our students do well in languages, offered at

school or supported by the school and offered through the Open College. Students who predominantly

use a language other than English at home make up the minority, and include the International

students. The range of languages spoken by St Spyridon families is: Afrikaan, Arabic, Assyrian,

Chinese, Croatian, Fijia, French, German, Greek, Hindi, Indonesian, Italian, Korean, Portuguese,

Russian, Serbian, Spanish, Thai, Turkish and Vietnamese.

In terms of religious backgrounds, 89% are from Orthodox backgrounds-Greek, Russian, Serbian and

Assyrian. 11% of our students are from a variety of other faith backgrounds including Catholic, other

Christian faiths, Muslim, Buddhist and Jewish.


SECTION 5: SCHOOL POLICIES


School Policies

The following policies and procedures were in place (or developed) during 2011 to manage a Safe and

Supportive Environment:

Policy

Changes in 2011

Access to Full Text

STUDENT WELFARE

Child Protection Policy

encompassing:

• Policy statement

• Protocols than enhance ethos and

culture

• Professional conduct in relation to

Child Protection

• Definitions and concepts

• Legislative requirements

• Child Protection Legislation

Amendment Bill 2003 (Provided by

the AIS)

• Child Protection Procedures

• Investigation process

• Reporting and investigating

“reportable conduct”

• Procedural fairness

• Documentation

• Appendices

Revised Child Protection

Policy statement in line

with Board of Studies

advice.

Full text in:

Teacher and other Staff

Personnel Policy and Procedure

Handbook Part 1.

Policy in:

Parent Handbook 2011

and Study Planner 2011.

STUDENT WELFARE

Security Policy encompassing:

• Occupational Health and Safety

Policy including:

Rationale

Code of Practice

Policy statement

Management procedure

for each of the 12 systems

specified by the AIS guidelines.

• Students Acceptable Use of

Information and Communications

Policy.

Revised in lead-up to BOS

Registration Inspection of

the Junior School,

And to include the new

SPACe facilties at the

Senior School

Full text in:

Teacher Handbook Part 3.

Occupational Health and Safety

2011

Occupation Health and Safety Policy

Statement in:

Parent Handbook 2011.

Teacher Handbook Part 2.

Managing Positive Learning

Environments 2011


Policy

Changes in 2011

Access to Full Text

Disability Policy


STUDENT WELFARE

Supervision Policy encompassing:

• Roles and responsibilities of

Teacher

• Attendance

• Punctuality

• Staff absence

• Duty of care

• Duty of care and student

attendance

• Duty of care and supervision

• Negligence

• Yard Duty

• Keys and security

Full text in:

Teacher Personnel Policy Handbook

1.

Summary of main points in:

Parent Handbook 2011 and Study

Planner 2011.

STUDENT WELFARE

Pastoral Care Policy encompassing:

• Attendance

• Managing a positive learning

environment

• Rewarding the good

• The pastoral care system

• Availability of and access to special

services such as counselling

• Health care procedures

• Home study policy

• Progression through schooling

• Leadership

New Sections in Managing

a Positive Learning

Environment Handbook-

Building Leadership

Capacity.

Full text in:

Teacher Handbook 2 – Managing A

Positive Learning Environment

Excerpts in:

Study Planner 2011


STUDENT WELFARE

Discipline & Resolving Grievances

Codes of Conduct Policy

encompassing:

• Our principles as St Spyridon

Revised in lead-up to

Full text in:

Teacher Handbook 2

Managing A Positive Learning

Environment


Policy

Changes in 2011

Access to Full Text

Education Professionals

• Our principles as St Spyridon

College students

• Code of conduct for students

• Statement on student harassment

• Classroom behaviour management

• Consideration for ethical behaviour

management

• Statement on Procedural fairness,

on Serious Disciplinary Matters

2011 Junior School Board

of Studies Inspection.

Study Planner 2011

School web page and


Communication Policy encompassing:

• Formal and informal mechanisms

that facilitate communication

between the school and those with

an interest in the students’

education and well-being.

• Communication with parents

section in Student Planner and

Parent Handbook

• Newsletter (fortnightly)

• Flyers, Bulletins and notes to

parents

• Direct correspondence

• Parent/Teacher interviews

• Study Planner for two way notes

• Parent/Teacher meeting

• Communication within the school:

• Staffroom whiteboards

• Study Planner – key dates and major

events

• Pigeon holes

• Telephone messages

• Email

• Staff and team meetings

Communication section in:

Teacher Policy and Procedure

Handbook 2


Study Planner 2011

School’s Web page.


SECTION 6:

SCHOOL DETERMINED IMPROVEMENT

TARGETS

The Seven Strategic Goals

Past Progress and Future Directions


THE SEVEN STRATEGIC GOALS

2007 – 2011

Goal One: Our students will experience a dynamic, exciting learning culture that is firmly focused on the future.

Goal Two: Our students’ social, physical and spiritual well being will play a major part in everything we do.

Goal Three: We will initiate exemplary programs in Student Leadership, Community Action and Global Connections.

Goal Four: We will actively foster students’ appreciation of the beautiful things in life; art, music, literature, drama.

Goal Five: We will continue to support every initiative possible to further enrich our educators’ knowledge and practice of their profession and their continuing commitment to it.

Goal Six: We will reach out to the community and ensure the

financial future of our College is secure.

Goal Seven: We will add the new buildings necessary to support our continuing pursuit of excellence across all fronts.


Past Progress and Future Directions

Review of Past Progress 2001 – 2011

The 2011 school year, was one of review in the lead –up to the development of the Strategic plan 2012-

2016. All stakeholders participated in this process, which was facilitated by the work of Dr Robert

Carbines, (AIS NSW) who was the external consultant to the process.

1. CURRICULUM -CHOICE AND CONTENT

Over the last decade of its development the College built on its past successes to make

significant progress on all aspects of development through strong relationships of trust and

commitment between all stakeholders-the Parish, Board, Head, Principals, staff and students, as

well as the P & F Committee, the parent body and the wider community.

The Parish and the Board of Governors endorsed an emphasis on quality of programs and

invested in the development of buildings and facilities, specialist teachers and greater access to

computers. This together with partnerships with external providers such as TAFE and Distance

Education has broadened students’ subject choice and co-curricular experiences, including

Vocational Education courses. As a result our students now have access to three learning

pathways-from school to work, from school to TAFE and from school to university. In New

South Wales around 30% of students go on to University studies. While 65%-85% of St Spyridon

students go on to university courses, TAFE and private colleges provide a strong alternative for

students. Over its last 18 year history as a K-12 school, there have always been the top achievers

at the HSC level at our school. Access to diverse pathways and a range of subjects has meant

that we are achieving depth in the results. Our success has been in moving students up from

bands 1-3 to band 4 and from band 4 to 5 and even from band 5 to 6. Other indicators of this

value added component are the results of the Primary Indicators of Performance (PIP) test and

NAPLAN.

We have significantly increased access to computers and were one of the first schools to

complete the Computing Skills School Certificate examination online with the completion of the

Technology Wing. Together with the installation of Interactive Whiteboards in each Junior School

classroom these have been important in enhancing our teachers’ work with students. Digital

Education Revolution funding and the P&F contribution to resources in this important area have

been invaluable. The Joint Board and Parish ICT Reference Group, with membership from the

Parents and Friends Committee have enabled us to tick all the boxes in terms of implementing

our ICT Plan 2007-2012, to the satisfaction of the Federal Government (DEEWR).


Focus on literacy across the curriculum at the Senior School, and the implementation of the

Spalding program at the Junior School, have been invaluable in enhancing students’ learning

outcomes. We are adding value to students’ learning by providing them with rich learning

experiences in subjects in which they can succeed.

Board of Studies Inspectors at both campuses congratulated and commended our College on its

very strong curriculum, the meticulously calibrated links between scope and sequence,

programming teaching and learning tasks, assessment and reporting. Special mention was made

of the differentiation, the use of Bloom’s taxonomy and other multiple intelligences in setting

rich tasks that cater for the variety of learning styles and the integration of Information

technology across the subjects.

We have also made significant progress in fostering students’ appreciation of the beautiful things

in life; art, music, literature, drama”. Board of Studies Inspectors made comment on the quality

and variety of experiences provided to our students in these important areas.

We have developed and implemented a Five-Year Calendar of high calibre, rich and varied

Creative and Performing Arts events; Incorporated Artist in Residence programmes that

maximise students’ access experience of best models of the creative and performing arts;

Expanded our spoken Arts, Drama and Music programmes at the Senior and Junior School;

Entered students in external arts shows, writing competitions, HICES Spoken Arts and Music

festivals and established Creative and Performing Arts links with the wider community, including

the University of NSW, the Bell Shakespeare Company, NIDA.

2. PASTORAL CARE AND STUDENT LEADERSHIP

A major strength of our College is our Pastoral Care and Student Leadership Program. Ground

breaking work has been done on developing a “Values – Continuum for the Years 7 to 12”. Its

aim is to build leadership capacity in each student. We are pleased that in the context of a

Greek Orthodox School, we can speak with clarity and confidence about how we endeavour to

develop people of character, confidence and compassion. We have put considerable energy into

this program and it is one in which we can be justly proud. As has been seen in Parent Voices

Surveys, the Program is valued by the parent community and prospective parents.

Since 2001, the Pillars of International Education – Learning to Know, Learning to do, Learning to be

and Learning to live together have been our inspiration in formulating this program. We note with

interest that in 2010, the AHISA Conference a speaker from Ravenswood referred to this document as the

guide for their new pastoral care program. At St Spyridon, the Pillars are strengthened by the

Cornerstone -Learning to Love. In other words, we endeavour to develop sensitivity, compassion and a

sense of responsibility towards others. Four Building Blocks have been identified in our program as

follows:


1. Skills for Academic Study

2. Personal Development

3. Community Awareness and Action

4. Global Connections.

The knowledge, skills and activities of each Building Block have been clearly articulated for each year

level Yr 7 – 12. These are addressed in the Pastoral Care program delivered by the Year Adviser and

Home Room teachers and supervised by the Dean of Middle School; in the Orthodox Studies Program and

in PDHPE.

At the heart of everything we do is our faith. At St Spyridon College the study of religion is not

isolated within the confines of a lesson or classroom but permeates all aspects of student and

community life. The development of the whole child requires that we are deliberate about the

values and beliefs of their school environment. To this end, Saint Spyridon College provides for

students, together with an integrated and structured curriculum, many opportunities for

spiritual growth and reflection, incorporating:

Class Divine Liturgies; Easter Focus Week Program; Community Action and Fundraising; Soup

Kitchen Duty; Church Choirs; Special Assemblies and Monastery and Nursing Home visits.

Importantly we have developed a Scope and Sequence for Orthodox Studies K-6 and 7-12,

incorporating Board of Studies Accredited Courses and Sacramental Experiences.

We are mindful that each person will ultimately choose their own path according to their “inner world”.

We also recognise therefore, that there are limits to how any one person or organisation– teacher or

school, parent or home, priest or Church may impact on personal choice. What we can do, in partnership

with parents and Church is to provide a strong values basis as well as opportunities to develop inner

qualities that we believe will hold students in good stead, during their learning and life journey.

Focus on developing and implementing enterprise education programmes and practices has been

successfully integrated at both the Junior and Senior School with fundraising for community

action, and in the Senior School, in Commerce and Drama. We now consider this as an inherent

aspect of our programs.

In terms of Global Connections, we can say that have made a start. We have adopted China as

our cultural enrichment country, and Asia as our cultural enrichment continent. The presence of

international students from China, Korea, Vietnam and Thailand, has certainly provided us with

an impetus to strengthen our global connections. However, we need to strengthen our Global

Connections through: Cultural Exchange programs, sister school relationships, principal

partnerships, and other opportunities that arise.

In recent years we have enhanced the Sports, Personal Development, Health and Physical

Education programme at the Junior School, to the point that the PDHPE scope and sequence was


identified by the Board of Studies Inspector as the most comprehensive he has seen. As a result

of the joint efforts of the Senior and Junior Schools, new and exciting opportunities in Futsal

competition have been opened up for both girls and boys at the Junior School. The SPACe has

already created new opportunities in this area. As part of their Food and technology lessons,

students periodically review school canteen.

In partnership with the Greek Welfare Centre, we have established a thriving Out of School

Hours Care Centre (OSHC) at the Junior School that also offers vacation care service.

We have expanded relations with Greece and Cyprus with regards to teacher professional

development. Five of our teachers have undertaken in-country training in Greece over the last 5

years. The Parish Trip to Greece continues to be a highlight. We have also enhanced linguistic

and cultural connections with the Serbian community in New South Wales. We are proud that in

terms of the HSC, the College has had a three Firsts in State for Serbian in the last four years.

3. PROFESSIONAL TEACHERS- TEACHER QUALITY AND REPUTATION

Our greatest asset in adding value to students’ learning has been our capacity to attract and

retain well-qualified, passionate and committed educators. Our capacity to do this has been

strongly influenced by our deliberate steps to grow the reputation of our staff and College within

the education sector.

Dr Robert Carbines in his report confirms the Board of Studies Inspectors’ feedback to us. To

quote, our teachers are “highly professional, with deep professional experience and their

approach is strongly underpinned by an ongoing commitment to students’ wellbeing and

learning success”.

Other comments focused on our teachers’ care and attention to individual students’ learning

outcomes.

The College has a strong teacher appraisal system based on the Institute of Teachers

Professional Standards and the mandates of the MEA (Multi enterprise Agreement) which adds

value to teachers work, builds morale and enhances teams and team outcomes is evident in

results.

Beyond fostering a high teacher reputation in our own community, we have systematically

encouraged, monitored and supported our teachers’ active involvement in professional

development, in University initiatives, subject specific associations, Board of Studies HSC and

School Certificate marking, publishing and delivering papers in professional publications and

forums. The Head’s membership to prestigious offices and Committees-such as the AISNSW

Industrial Relations Group, HICES National Conference Committee, ISA Secretary and HICES

Treasurer, our Principal’s involvement in similar groups, are significant milestones in the

school’s wider reputation in the education world.


We are pleased that: “We will continue to support every initiative possible to further enrich

our educators’ knowledge and practice of their profession and their continuing commitment

to it.”

4. PARENT PERCEPTIONS

As stated above teacher reputation among the parents has changed dramatically over time. The

Carbines Report 2011, found that teacher quality and professionalism are first in the parents’

identification of what they value most highly about their College-followed closely by the school’s

Greek Orthodox ethos and values.

Recurring themes in parent’s individual comments are caring teachers, who go beyond the call of

duty, who see students as individuals and not just numbers, who treat them as family, and who

keep parents in the loop.

Parents’ perceptions of student results have been boosted by NAPLAN, and our offer of

Scholarships. Both parents and students perceive the HSC results much more positively, with the

Upper School high achievers now openly discussing their intention to win the University Entrance

Scholarship.

The changed role of the Parents and Friends committee has been a powerful catalyst in

transforming parents’ perceptions. The P&F in the last 4 years in particular has a strong and

healthy relationship with the Parish President and Parish Executive Officer, the Head, Principals

and staff. They have embraced their role as Ambassadors for the college and fill this role with

considerable skill and success.

Parents’ contact with the College is much more focused on their children’s learning, through the

year level Parent Forums, the strong follow through of the Year Advisers with individual parents,

and the ongoing relationships established at all levels at the Junior School between parents and

teachers. Much hard work and concerted effort by everyone has gone into changing the culture

to one of mutual respect for everyone’s roles and special responsibilities. We are in a good place

in relation to our parent body.

We can confidently say that we have developed partnerships with parents that enhance the

physical, academic and moral edification of each child.

5. PUBLIC RELATIONS AND MARKETING


Linked to reputation are our many coherent efforts in public relations and marketing. Much

progress has been made in this area. The Promoting our School Joint Parish and Board Working

Group endorses a full calendar schedule of activities, which it then monitors, evaluates and

improves upon. This has enabled us to consistently and systematically market our school to the

existing parents, the Greek community, the wider community and to the international

community as well. We have been agile in incorporating new opportunities that arise-for

example the Sydney Morning Herald’s special feature on student leadership, the cinema

advertising with the Ritz and Hoyts and the Radio 2GB initiative.

The Stylus is a highlight publication in our strategy to project a true image of who and what we

are-a College of strong values that promotes students’ development as integral persons, in a

dynamic and rich learning environment.

Just as important are the informal conversations between parents, teachers, Board and Parish

members and the wider community. Sometimes these are even more powerful, because they are

more intimate. Certainly the parent voice is the single, most significant factor in the recruitment

of students.

The high caliber of all public events and performances, have helped to build parents’ and

students’ confidence and pride in their College. The Appreciating Culture Lectures have brought

into our College high-level experts and members of the intelligentsia in a setting that has

boosted our school’s profile as a prominent centre of learning, of interest to the whole of New

South Wales. For example hosting the Attorney General and Justices gave our students

opportunities to make connections in the wider community, and resulted in a personal invitation

to the Attorney General’s offices by our student leaders as well as an invitation to our College

Captain to Prince William’s reception at Government House. The Parish Gala Dinners of 2008 and

2011, highlight events that build pride and a sense of belonging.

The College has developed reputation by hosting prestigious professional forums such as the

AISNSW AGM, HICES Heads Meetings, the AHISA Curriculum Directors Conference, the ISA

Meetings, the IPSHA Music festival Committee, the HICES Junior School Principals’ meetings, the

Bursars Association and many more.

Since 2007, we focused on recruitment of overseas students, and in particular to make links with

China through International Expos, agency visits and agreements. This has been an invaluable

strategy that has also boosted our profile as a culturally plural school.

6. MANDATED POLICIES, PUBLIC ACCOUNTABILITY AND

COMPLIANCE


Over the last five years, the public accountability measures for independent schools have grown

exponentially. The number of bodies and committees that have been established by Government

has positively mushroomed. This was clearly enunciated by Dr Geoff Newcombe in his address to

the AIS NSW Boards and Governors MasterClass as well as to the Parish and Board meeting in

March 2011. The demands for reports, reviews, mandated training, have placed new burdens on

all schools, public and private.

Together with the Parish Executive Officer, the College has been successful in managing these

new complexities. The Board of Studies Inspector Anita Yates, specifically highlighted policy

management as a strength in our College. We were congratulated on the quality of our Policies

and Procedures, on our handbooks, on the child protection and occupational health and safety

provisions. They were described as “great set of handbooks, fantastic, well-thought through

documentation including the Parent Handbook. There is evidence of strong understanding of

Policy implementation.”

Evidently the structural organization of our College has served us well in Policy terms, with the

Executive managing Policy with advice from teachers.

7. BUILDINGS AND FINANCIAL RESOURCES

Perhaps one of the most visible and easily identifiable areas of change in the school’s 28 year

history, has been the tremendous progress in our building programs.

In 2001, the Junior School building was opened offering purpose-built classrooms for primary

students as well as a new library and ICT Centre.

The Technology Wing at the Senior School was opened in 2005, providing new and excellent

facilities for Food Technology, Hospitality, Woodwork, Fine Arts, two technology centers and a

pod, a Year 12 common room, a Senior Study Centre, and an indoor cafeteria.

One of the most exciting projects, was the construction of the Sports & Performing Arts Centre

(SPACe) made possible by the BER funding as well as the contributions of parents to the Building

Fund means that our children K – 12 now have access to:

1. Indoor Sports facilities for Basketball, Netball and Futsal.

2. Music facilities for instrumental, vocal instruction and performance.

3. Drama spaces and stage performances.

4. Gymnasium equipment for physical activities.


The new Sports & Performing Arts Centre represents our best intentions for our students’ future

and we very much appreciate the Commonwealth and State Government’s financial support for

this important project.

In addition, the BER National Pride program has meant the reconstruction of the colonnades and

roofing of our quadrangle corridors. Together with the inclusion of a flower-bed, the new

colonnade has transformed the quad into a pleasant and conducive space for students and

teachers.

Through the Secure Schools program, we were able to construct a Senior School fence. This

project enhanced security and the aesthetic quality of the whole campus and helped to build

reputation and pride amongst students and neighbouring community.

The expansion to a third stream in the Kindergarten and Year 1 Classes meant that we

constructed a new facility at our Junior School Campus. This new facility, named Doran House,

includes two new classrooms, a kitchen, storage space and a multipurpose area to be used

(amongst others) for dance, year level assemblies and other group activities.

The Parish Council and Parish Executive Office managed these three wonderful projects with

skill, collaboration and enthusiasm that enhanced the teachers’ involvement and appreciation

for these projects, as well as their functionality for learning.

In this process it is proposed that we take the opportunity to establish pre-entry classes. In

addition, we need to improve our facilities for special education, sports, the arts and music. We

may also have the opportunity to rethink our library and ICT facilities as well as the teacher

preparation areas and teacher facilities generally.

We have established a Scholarships Foundation, and have continued to attract Greek Australian

students as well as students across 20 cultural backgrounds.

Strategic Plan 2012 – 2017


Following the review process, the Strategic Plan 2012-2016 was developed and approved by the Board of

Governors. In summary the new Strategic Plan will pursue “Excellence in All Things”. The College will

provide students with a culture of high expectations driven by best effort from everyone-from students,

teachers, parents, the Board and Parish.

A focus on programs for students with a high intellectual potential, will enrich the educational practices

of differentiation and innovation.

Students will experience an education with a moral purpose. As Global citizens, they will work together

and alone to make a difference –to make the world better by their presence, thoughts and actions.

Students will have faith in God and in themselves because they learn in a culture of confidence and

trust, that upholds the dignity and worth of every person.

Strong and effective operations will ensure a safe and secure environment where students learn in

beautiful buildings with functional facilities and up to date technologies.


Goal 1 - Rich and diverse educational experiences that aim for

excellence and demand best effort.

Goal 2 - A Passport to Global Citizenship for students.

Goal 3 - Teachers of excellence.

Goal 4 - Strong and dynamic parent partnerships.

Goal 5 - College Reputation as a Centre of Excellence

Goal 6 - A safe environment based on sound policies and procedures.

Goal 7 - A secure financial future with functional and conducive

Buildings and facilities.

The Seven Goals of the Strategic Plan 2012 - 2017

The Pursuit of Excellence in all things


SECTION 7:

STUDENT VOICES

PARENT VOICES

TEACHER VOICES

IMPLICATIONS OF THE FINDINGS FOR

FUTURE STRATEGIC PLANNING


Student, Teacher, and Parent Voices

Dr Robert Carbines

Students’ Voices

In identifying their school’s strengths students K-12 concurred on the following:

• Co-educational nature of student population ensures that learning is a social experience

• Students take the opportunity to learn from each other due to the collaborative rather than

competitive nature of the school’s culture

• Strong family atmosphere among students

• Small number of students means great student/teacher ratio

• All students generally know each other and look out for each other

• Academic achievement and learning about students’ cultural heritage rank equal and as the

most important reasons for coming to the school

• Students consider that many of their friendships made at the school will be for life (s)

• The school enables students to get closer to their faith

• The school enables students to understand how they can live the GO values

• Students are very proud of the results that their colleagues achieve in the HSC and many

aspire to do the same

• Students appear to be highly motivated to learn (5-12)

• Students appreciate the facilities for learning and are especially proud of the new Hall

facility

All students value the strong ‘family atmosphere” however they do feel the need for exposure to

other cultures. Despite this, they are very satisfied with their school experience.

Students equally value cultural heritage and academic achievement. They value the high

academic qualifications of staff and the willingness of staff “to go the extra mile”.

Parents’ Voices

Parents from K-12 are unanimous in their support for the school and the capacity of the

leadership and staff to deliver high level outcomes for their children (K-12), built on strong

Greek Orthodox values. Other features noted by parents:

• Very high parent aspirations experienced by staff

• High level of interest by most parents in school operations and activities


• Staff are very supportive of school leadership and the quality of teaching in the school from

Kindergarten to Year 12

• Parents strongly value the emphasis on Greek Orthodox values

• Parents operate as a large school family having concern for all students who are members of

the school community.

Teachers’ Voices

All teachers take pride in performance, focussing on children’s achievement. Other features

highlighted include:

• Student mistakes are permitted. You can take some risks with your learning

• Teachers are also seen as learners and therefore part of a learning community

• Pastoral care program provides a strong foundation for student learning

• Strong encouragement by school executive for staff to participate in professional

development activities

• An extensive co-curricular program exists for students

• Continuing growth in the Creative Arts opportunities is enhancing the range of learning for

students

•

• The new Hall/Sports facility is seen as cutting edge and takes the school into the 21st

century

• Where Smart Boards and IWB’s have been installed, teachers regularly comment on how it

engages students and facilitates their learning

• Staff see the transition to computer based reporting to parents as a very positive step

Implications of the findings for future strategic planning

In light of the above findings, the following areas were identified as the basis of priorities in the

2012-2016 School Strategic Plan:

• Increasing focus on students with high intellectual potential

• Increasing use of information and related technologies to facilitate student learning

• Continuing emphasis on the link between student assessment, teacher planning and

accountability and student learning

• Maximising teacher effectiveness in the application of the emerging Australian Curriculum

and related demands

• Ongoing awareness in building a sense of “global awareness” among all students


• Increase provision for students with special needs

• Strong sense of “family” in the school is an outstanding attribute that must continue to be

nurtured.

Quotations

“When the teachers instil in us their motivation to teach us, we need to reward them with good

marks” (senior student)

“The teachers always keep us going, even when we are down” (Year 7 student)

“You’ll fit right in here” (Year 9 student)

“Our cultural heritage is at the heart of everything we do in the school. We must work together

to ensure that it remains our life blood” (teacher)

“Staff want to make a difference” (teacher)

“Warm, loving children come first” (teacher).


SECTION 8:

SUMMARY FINANCIAL INFORMATION


INCOME 2011

COLLEGE

tuition fees and other income

48%

State grant- per capital

13%

State- interest subsidy

2%

Commonwealth-general

recurrent

32%

Building Fund contribution

2%

Commonwealth & other

3%

tuition fees and other

income

State grant- per capital

State- interest subsidy

Commonwealth-general

recurrent

Commonwealth & other

Building Fund contribution


COLLEGE EXPENSES 2011

teaching general

64%

subjects, resources,

students' stationery

10%

administration expenses

13%

building and operation

expenses

10%

loans interest

3%

teaching general

subjects, resources,

students' stationery

administration expenses

building and operation

expenses

loans interest

annual report 2011

Documents

spyridon college educational

head of college

financial reporting

financial future

educational excellence

reporting area

financial performance

report determination