Theme 1 – Message from Head of School and Chairman

Theme 2 – Contextual information about the school

Theme 3 – Student outcomes in standardized national testing

Theme 4 – Senior secondary outcomes

Theme 5 – Teacher qualifications and professional learning

Theme 6 – Workforce composition

Theme 7 – Student attendance

Theme 8 – Post school destinations

Theme 9 – Enrolment policies and characteristics of the student body

Theme 10 – School policies

Theme 11 – School-determined priority areas for improvements

Theme 12 – Initiatives promoting respect and responsibility

Theme 13 – Parent, student and teacher satisfaction

Theme 14 – Summary financial information

Theme 1: From the Head of School and Council Chairman

At the end of the 2016 Academic year, we eagerly await the publication of our Year 12 Higher School Certificate and International Baccalaureate Diploma results, and university offers which are dependent on this. We very much hope (and are quietly confident) that our students will prosper as did our 2015 graduates, most (86 per cent) of whom were offered university positions, largely at one of the “Big Four” i.e. Sydney University, University of NSW, the University of Technology, Sydney (UTS) and Macquarie University. This is a result to celebrate, as the national average is a little over a third of this figure proceeding to university from Year 12. What of the other 14 per cent? Many young people of course do not wish to go to university, and so do not apply for an ATAR (Australian Tertiary Admissions Rank). Some proceed to TAFE Colleges for further education towards apprenticeships or non-degree roles, for instance in the hospitality industry. Others go to private colleges to pursue careers in the performing arts, entertainment industry, fashion and related areas. We are quite supportive of these destinations as they are clearly an excellent fit for some of our young people. Still others decide to ‘smell the roses’ for a while, waiting for an extra year of growth into adulthood before committing to their next forward direction. Whatever their destination, our aim has been to prepare our students, not just for university or college, but for life itself. We are deeply interested in the development of the whole person, as expressed in our mantra, Heart, Mind, Life. We resist the notion that 13 years of education can be reduced to a single digit, an ATAR, important though it be. We are deeply interested in the development of character and flourishing young adults, who will be excellent citizens. This is why our pastoral care is so strong and why we are committed to being an inclusive, caring school, which welcomes and celebrates diversity. Our product is our young people. They are the testimony to the value of what we do, ‘we’ being staff, students and parents working together. Two years ago one of our student executive, in his final remarks prior to the Year 12 graduation, summed up this school as “a place where we are loved”. I thought it very apt as a concise statement which captures so much of the school. We have seen a number of strategic developments during the course of 2016. One of these has been the decision to consolidate our Service Learning Programmes into two major charities, the TEAR Fund and Anglicare. The ethos of these funds, representing Christian service organisations, is an excellent match with our culture. The relationship enables us to expand our currently highly valued Rough Edges Café outreach to the homeless in connection with St John’s Anglican Church, Darlinghurst. The association extends the opportunity for our senior students in particular to actively serve, as distinct from an easier alternative of simply giving money without a large time commitment and sacrificial time consuming activity. It enables us to manifest the school’s Christian stance in action, which goes beyond and manifests our words. The school continues its cycle of property development, subject to availability of funds. The intention is to overhaul the infrastructure of the school, such that it is of contemporary relevance to 21st Century teaching and learning styles. At the beginning of the year, we were delighted to be able to officially open an entirely reconfigured and magnificent Music facility. During the year, nearly all of Level 6 of St Andrew’s House has been renewed. Over the forthcoming holidays we plan to renovate the Science Laboratories in the Bishop Barry Centre and to restructure our Reception area.

2016 has been a year of transition. Our long serving Chairman, the Rev Dr Colin Bale, retired from our School Council after 11½ years of distinguished service. In a seamless transition, our new Anglican Dean, the Very Rev Kanishka Raffel, was elected by the Council as Chair and since that time has been very visible to parents at school functions. Rev Raffel represents other aspects of changing society, particularly our increasingly multicultural nature. He is of Sri Lankan heritage and began university life as a Buddhist. His journey to Anglican Ordination as a Christian included working for some time as a lawyer in a major Sydney Law firm. Prior to his appointment as Dean, Rev Raffel was for 17 years the Senior Minister of the largest Anglican Church in Perth. Parents will enjoy meeting him. He is definitely a people person! This year has seen the largest enrolment surge in the school’s history. The strategic issue this has raised for Council is whether we have the desire to increase our footprint in our two buildings, in order to increase the size of the school. To do so would be expensive (Sydney real estate is not cheap!), but manageable in terms of cash flow through increased enrolment numbers, and the level of equity we hold in our buildings in order to manage loans. However, the other major issue is what size we wish to cap the school. Rest assured there is no intention to grow the school to a size that would lose our family feel or pastoral connectedness. Our Junior School, is absolutely thriving. During 2016, the school has continued to grow and develop.

We have 16 classrooms specific to the Junior School and have also expanded onto Level 5 with two

classrooms for Year 6 operating there. The enrolment numbers have climbed to over 280 students,

estimated to exceed 300 at the beginning of 2017. (Enrolment numbers have doubled in three

years). The NAPLAN results continue to impress, achieving pleasing and positive upward trends,

particularly in Mathematics, Reading, Writing and Grammar. Our focus has been on lifting the

standard of Numeracy across the Junior School, with particular attention on the process of learning

mathematics, allowing for consolidation of understanding and expanding opportunities to improve

literacy involved in mathematics. We are seeing clear evidence of continued improvement.

We continued with STEM classes, which is an acronym for Science Technology Engineering and

Mathematics. These STEM classes have involved all of our Year 5 and Year 6 students being taught.

We have continued to offer Science in the Science laboratories by the Secondary School Science

Teachers each week. This has challenged and extended our students and offers a programme that

cannot be matched in stand-alone primary schools.

The coeducational enrolment of students from Kindergarten through to Year 6 has continued in

2016 with the balance of girls and boys making some progress toward levelling, now particularly

from K - 4. We staged a huge production of Seussical the Musical at the Salvation Army Congress

Hall. All students in K – 6 were a part of this musical. It was a great success and a hugely successful

community event.

We have experienced a great deal of success with introducing a new language into the Junior School.

The Mandarin program continues to be at a high quality with both Sam Chan and Dominique Haynes

teaching this well. We competed at the National Chinese Eisteddfods with very strong results.

There has continued to be an expansion for extra- curricular activities, with the Junior School staff

providing a wide range of after school co curricula opportunities. We also have commenced a

Saturday Rugby option and this has been extremely successful.

After School Care has continued under Camp Australia, an approved provider of Out of Hours Care.

Both Before School Care and After School Care have continued to grow. The Holiday Care is

attracting huge numbers including children from beyond the school. Our school has the biggest

Holiday Care program in Sydney from all of the schools who use Camp Australia.

Thank you very much to all our school community for your wonderful support during the year. Particular thanks to our volunteers in so many capacities: School Council, P&F (Parents & Friends Association), Foundation, reading volunteers, examination readers and writers, helpers at school events and the multiple other ways in which people serve the interests of children through the school. Thank you to our wonderful staff for your very diligent service. I wish you all a very happy Christmas and a restful holiday and look forward to renewing our partnership in 2017. Dr John Collier Head, St Andrew’s Cathedral School

From the Chair of the School Council It has been a pleasure to join the SACS community this year. They say that first impressions count for a lot. May I share a few of my experiences and observations as a newcomer? In April I was able to attend the Senior School’s dramatic production, Beautiful Words. The production was outstanding, a tribute to Mrs Josie Jones and the hardworking and talented students. The play wove together perspectives on the holocaust, the post-war and contemporary experience of refugees; questions of memory, identity and community. It was a moving experience and the student performers displayed a wonderful depth of emotional intelligence and creative joy. As Dean of St Andrew’s Cathedral (my day job) I have the great pleasure of hearing the St Andrew’s Cathedral School Choristers in the context of our weekly ministry. I am deeply grateful for the boys’ cheerful hard work and the unstinting and generous cooperation and support offered by the ‘Choir parents’. At the end Term 2, the Cathedral was taken over by the Houses for the annual Big City Bake Off. Houses construct elaborate settings – outer space, Paris, the Scottish Highlands – to display themed cupcakes before the whole batch is sold off to raise money for the work of Rough Edges, a ministry of St John’s Church Darlinghurst, assisting homeless people. This is just one of the service learning experiences in which SACS students participate throughout their schooling journey. The ‘investiture’ of the student leadership group was an opportunity to congratulate and commission the enthusiastic band of student leaders – both outgoing and incoming. I was struck by the clear articulation by the student leaders of the virtues of service in leadership, of promoting community that cares for individuals and fosters mutual responsibility. The music Showcase, Temps Perdu showcased not only the talent of students and ensembles but a passion for music-making, joy in creative expression and a deep sense of community. The Council of which I have the privilege to be Chair is a professionally diverse and exceptionally able group of women and men who share a commitment to Jesus Christ as Lord and an informed, critical and passionate concern for the welfare of the student body and wider school community. It is humbling to serve alongside them.

The Christian worldview lies at the heart of everything the school does. Christians understand life itself as a gift not a right, for which we will have to give an account; every person as precious and made in God’s image; individual talents and abilities not as a source of personal self-promotion but as an opportunity to serve others; the world as a place created by God and entrusted to human beings to explore, understand and discover; giving rise to wonder, joy and thanksgiving as much as problem solving, planning and production. Schooling within a Christian framework is not merely concerned with transmission of information, but transformation of character; not merely with the accumulation of knowledge but the gaining of wisdom. For Christians, the treasures of wisdom and knowledge are found in Jesus Christ. I count it an enormous privilege to have been welcomed into the role of Chair of the School Council. I look forward to meeting many of you in the months ahead. Rev Kanishka Raffel

Theme 2 Contextual information about the School and the Student

Body

St Andrew's Cathedral School is Sydney's quintessential city school. An independent Anglican school

that is fully coeducational from K-12, with an inclusive admission policy, we have an innovative and

global curriculum. We seek to develop an authentic and open approach to Christian learning, which

assists students to think critically and to develop a compassionate social conscience. Easily

accessible from Town Hall train station, St Andrew's students come from all over Sydney and beyond,

with international students increasingly drawn to our vibrant campus.

We are a comprehensive school with an inclusive community and a strong student wellbeing

programme that seeks to ensure all students feel valued and respected. St Andrew's is committed to

providing students with opportunities that enrich their education, helping them develop into well-

rounded global citizens.

Our curriculum is firmly anchored in the city surrounds, with classes making frequent use of

museums, galleries, government offices and the school's home sporting grounds at Sydney

University. With many many music ensembles and 20 co-curricular groups, as well as a strong

Outdoor Education programme both at home and overseas, the spectrum of options at St Andrew's

reinforces that there is no 'typical' mould for our students.

Our Junior School inspires true excellence through small class sizes, specialised teachers in music

and languages, and access to learning enrichment for gifted and talented students. The move to

Middle School (Years 7-9) is met with a supportive, expansive learning culture supported by Directors

of Learning for each stage, Year Coordinators and year based tutors, and a far-reaching student

wellbeing programme that underpins all aspects of the curriculum. The introduction of the Middle

Years Programme of the International Baccalaureate from 2016 further enriches and expands our

focus on global readiness, with language learning an essential element in Middle School education.

Finally, the step up to Senior College offers a unique, pre-tertiary experience with greater freedoms

and responsibilities. Students are offered flexible learning options, with both the Higher School

Certificate and International Baccalaureate Diploma taught.

St Andrew's is committed to educating the heart and mind for life.

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

Theme 3. Student Outcomes in National Literacy and Numeracy Testing Year 3 Reading

F IGURE 1- YEA R 3 S IM I LA R SC H OO LS VS S T ATE VS S AC S IN RE ADIN G

Year 3 St Andrew’s Cathedral School means are well above the State mean and just below

other Independent schools in Reading. Both the girls and the boys are well above the state

means in Reading. Both the boys and girls attained results close to Independent means, the

girls did better than the boys, as reflected in the State and all Independent Schools

415

420

425

430

435

440

445

450

455

460

Independent State School

Year 3 Reading 2016

Independent

State

School

This group of girls have outperformed the boys this year, a change from last year:

BOYS VS GIRLS IN READING YEAR 3

PERCENTAGES IN BANDS – READING

Year 3 Reading by Bands shows extremely pleasing achievements in Reading, well above

State means. A pleasing number of Band 6’s were achieved, 46% achieved a Band 6 this

year. 62.8% of students achieved the top two Bands 5 or 6.

Four students were below national minimum standards ; (Three are ESL students).

Writing Percentages in Bands

390

400

410

420

430

440

450

460

470

Boys Girls

Year 3 Boys v Girls

Independent

St Andrew's

State

Year 3 Percentages in Bands in Writing

It can be noted that St Andrew’s Cathedral School did perform on par with the State at the

top Band; 50% in the top two bands. There was no question that this year’s Year 3 showed a

weakness in writing.

Year 3 Spelling

YEAR 3 SPELLING MEANS

Year 3 St Andrew’s Cathedral School students performed well in Spelling, well above the

State mean,

The boys achieved means well above the State and above the Region. The girls were below

the State mean and well below the Regional Mean.

415

420

425

430

435

440

445

450

455

Independent St Andrew's State

Year 3 Spelling

YEAR 3 SPELLING BOYS VS GIRLS

400

410

420

430

440

450

460

470

Boys Girls

Year 3 Spelling Boys v Girls

Independent St Andrew's State

Year 3 Grammar and Punctuation

YEAR 3 GRAMMAR AND PUNCTUATION

Year 3 students at St Andrew’s Cathedral School have performed well above the State mean

in Grammar and Punctuation, and for the second time they have also performed above the

average for similar schools. This is a huge improvement.

FIGURE 12 – BOYS VS GIRLS

410

420

430

440

450

460

470

480

490

Independent St Andrew's State

Year 3 Grammar & Punctuation

380

400

420

440

460

480

500

Boys Girls

Boys v GirlsYear 3 Grammar & Punctuation

Independent St Andrew's State

YEAR 3 NUMERACY

Year 3 students have performed well above the State mean in Numeracy, however, just

below the Region’s mean. Interestingly, the boys continue to perform better than the girls,

the girls have moved well above state level.

St Andrew’s Cathedral School Year 3 students have performed well in Numeracy compared

to the State. We have improved the number of top bands, SACS 50% gaining Band 5 or Band

6.

Year 5 Reading

The Year 5 cohort were well above State and other Independent school’s mean in

Reading, the third consecutive time we have been over the Independent Mean in Reading.

Both the boys and the girls were above the State means,

390

395

400

405

410

415

420

425

430

435

1

Year 3 Numeracy

State

Independent

St Andrew's

460

480

500

520

540

560

580

Boys Girls

Boys v Girls

State

Independent

St Andrew's

Student Growth from Year 3 – Year 5 in Reading

St Andrew’s Cathedral School Year 5 students were well above the State Mean in Writing and

above the similar schools’ mean. Of note is the high proportion of high bands.

Both the boys and girls were well above the State means, and both were above the similar

schools’ Independent mean as well.

Percentages in Bands

FIGURE 2 - YEAR 5 WRITING

13% of St Andrew’s Cathedral School Year 5 students achieved the top Band 8, 24% attaining

the top two Bands 7 & 8. A large percentage of Year 5 students are achieving a Band 6 in

Writing. The high percentage attaining Band 5 and 6 suggests more students could achieve

Band 7.

No one question showed as a particular weakness for writing at SACS.

OVERVIEW OF YEAR 7 DATA – TOP BANDS

Year 7

Percentage in

Band 9

2012 2013 2014 2015 2016

State SACS State SACS State SACS State SACS State SACS

Reading 12 25 11 24 13 25 12 30 12 29

Writing 8 10 6 3 5 8 5 4 5 8

Spelling 12 13 13 20 15 22 12 20 12 13

Grammar &

Punctuation

15 22 15

26 15 34 16 19 15 25

Numeracy 15 20 15 25 15 27 13 23 14 23

Data,

Measurement,

Geometry

12 17 17 32 15 29 - 16 31

Patterns &

Algebra

16 23 15 25 17 34 - 14 25

Year 7

Percentage in

Bands 8 & 9

2012 2013 2014 2015 2016

State SACS State SACS State SACS State SACS State SACS

Reading 34 53 31 50 27 53 32 52 30 60

Writing 23 31 21 19 19 30 19 20 18 28

Spelling 37 44 37 48 38 52 40 50 34 42

Grammar &

Punctuation

34 46 34 40 34 54 34 49 31 46

Numeracy 30 36 31 46 32 54 29 51 31 54

Data,

Measurement,

Geometry

28 37 32 49 32 55 - - 34 55

Patterns &

Algebra

30 42 29 42 34 56 - - 33 55

Percentages in Bands

Year 7 Reading by Bands shows pleasing achievements in Reading, well above State means. 29%

of students achieved a Band 9 which is a 1% decrease from previous years. 60% of students

achieved in the top two Bands 8 or 9 which is an 8% improvement from last year. There has been

a significant decrease in the tail with less than 1% of students achieving Band 4.

The modal band is Band 8 which has been an improvement by one band from 2015.

Trend in Reading over past years: Historically SACS students have performed well above the

state mean in Reading and above the performance of similar Independent schools.

Year 7 Writing

Percentages in Bands

Year 7 Writing by Bands shows that writing continues to be an area for growth. 8% of Year 7

SACS achieved a Band 9 in writing, which is a three percent above the State showing an

improvement against previous years. 19 % of SACS students achieved a Band 8 which is an

increase of 4%. The tail trend continues with 4% of students achieving a Band 4.

Trend in writing over recent years:

Historically Year 7 SACS students have performed above the State mean in writing. There

appeared to be a decline in writing against other Independent schools especially in 2013. There is

a trend towards improvement in writing with Year 7 SACS now above Independent schools this

year.

Numeracy

Year 7 numeracy by Bands shows pleasing achievements in numeracy, well above State means.

23% of students achieved a Band 9, which is the same as 2015. 52% of students achieved in the

top two Bands 8 or 9 which represents an increase of 1%. No students achieved results in Band 4.

The lowest results were 3% of students achieving Band 5 which is a decrease of 2%. The model

band is Band 8 which maintains last year’s improvement.

Year 7 Data, Measurement & Geometry

Year 7 data, measurement & geometry by Bands shows pleasing achievements in data well above

State means. 31% of students achieved a Band 9, which is a 10% increase nearly double the state

average. 55% of students achieved in the top two Bands 8 or 9 which represents an increase of

2%. Less than 1% of students achieved results in Band 4 The model band is Band 9 which is a one

band increase and the highest band possible.

Historically Year 7 SACS students have performed well above the State mean in data,

measurement & geometry. There also appears to be improvement in data, measurement &

geometry as Year 7 SACS students have performed above the Independent mean in the last three

years.

Year 7 Number, Patterns & Algebra

Year 7 Number, Patterns & Algebra by Bands shows pleasing achievements well above State means. 25% of

students achieved a Band 9, which is substantially higher than the state average. 55% of students achieved in

the top two Bands 8 or 9 which maintains current trends. No students achieved results in Band 4.

OVERVIEW OF YEAR 9 DATA

Year 9

Percentage in

Band 10

2012 2013 2014 2015 2016

State SACS State SACS State SACS State SACS State SACS

Reading 8 16 6 11 8 16 8 15 8 17

Writing 9 7 8 8 7 12 6 6 4 8

Spelling 8 8 10 10 12 13 9 13 8 11

Grammar &

Punctuation

8 8 10 20 8 8 6 7 9 20

Numeracy 13 18 16 32 14 19 13 26 12 29

Data,

Measurement,

Geometry

12 19 16 32 13 21 - - 13 31

Student Improvement 7-9

Average Scaled Score Growth

AREA STATE AIS SACS

Reading 33.2 34.1 35.5

Writing N/A N/A N/A

Spelling 33.8 36.5 38.4

Grammar &

Punctuation

21.1 18.9 25.9

Numeracy 40.7 40.2 52.6

No data in writing due to change in text type.

Expected Growth

AREA STATE AIS SACS

Reading 33.2 34.1 35.5

Writing N/A N/A N/A

Spelling 33.8 36.5 38.4

Grammar &

Punctuation

21.1 18.9 25.9

Numeracy 40.7 40.2 52.6

No data in writing due to change in text type.

Results:

Overall some pleasing results our Year 7 students are above the state mean in all aspects of

literacy and numeracy. Year 7 SACS students are also above the mean for other Independent

schools in reading, grammar and punctuation and all aspects numeracy. They are an interesting

cohort, strong in Reading but like many SACS cohorts they need to work on Writing. They are

quite strong in grammar and punctuation but need work on spelling.

Year 9 SACS students are above the state means in all aspects of Numeracy and Literacy and

above other Independent schools in Reading, Writing, Grammar and Punctuation and all aspects

of numeracy of Numeracy. They appear to be a stronger cohort but like many at SACS need

development in Writing and Spelling in particular.

Looking at the growth data it is clear that the School has done well to grow our students in

achieving higher average scaled growth scores than either State or similar Independent schools.

Year 9 Numeracy Bands

Year 9 Numeracy by Bands shows pleasing achievements in numeracy, well above State means.

29% of students achieved a Band 10, which is a 3% increase from last year. 56% of students

achieved in Bands 9 or 10 which is an increase of 11%. There is virtually no tail with less than 1%

of students achieving Band 5.

The model band is Band 10 which is the highest band of achievement. This is in line with current

trends. Historically Year 9 SACS students have performed well above the State mean in

Numeracy. There also appears to be improvement in Numeracy as Year 9 SACS students have

performed above the Independent mean in the last three years.

To improve our NAPLAN results we need to think about developing a whole school approach to

NAPLAN. This would involve

Developing a culture that all teachers are responsible for the teaching of literacy and

numeracy

Educating staff how to read NAPLAN data

Educating staff how NAPLAN is assessed

Developing resources to explicitly teach technical writing skills

Developing resources to support the teaching of grammar and punctuation & spelling

Concentrating efforts in Year 9 to take into account the new minimum literacy & numeracy

standards

Theme 4 Senior Secondary Outcomes

HSC Results

In 2016, 124 students from St Andrew’s Cathedral School sat for the NSW Higher School

Certificate in 37 courses studied at the school and 8 courses studied externally. St Andrew’s

gained 77 mentions on the Distinguished Achievers’ List.

Outstanding Individual Results

Preston Davis scored the highest HSC ATAR with 98.15. Scott Clayton was listed in the

Board of Studies All Rounder List for achieving Band 6 results (marks above 90) in 10 or

more units. Scott was also listed as a Top Achiever for coming 8th in the state for Ancient

History. He was also our highest achiever in an individual subject, with a marks of 98/100 in

Ancient History There were also 10 HSC Showcase Nominations for Drama and Music. In

the 2016 HSC, we recorded: 1 nomination for a Drama Group performance – Sophie Giese,

Jordan Barnes and Jack Westbury Driscoll’s The M Word, and 7 nominations for Encore;

Alex Antoniou, Justin Dela Cruz, Grace Lee, Persia Littlewood, Marcus Milton, Mika

Rosewarne and James Tarbotton.

International Baccalaureate (IB)

Year 12 students of the International Baccalaureate Diploma Programme studied courses

from the following groups at either Higher Level (HL) or Standard Level (SL):

Group 1: Studies in Language and Literature:

English Literature HL, SL

Japanese Language and Literature SL

Language Acquisition:

English B HL

French B HL, SL

German B SL

Japanese B SL

French ab initio SL

Mandarin ab initio SL

Spanish ab initio SL

Individuals and Societies:

Business Management HL

History HL

Philosophy HL

Psychology HL

The Sciences:

Biology HL, SL

Chemistry HL, SL

Mathematics:

Mathematics SL

Mathematical Studies SL

The Arts:

Music HL

Theatre HL, SL

Visual Arts HL, SL

In addition to the six subjects, candidates for the IB Diploma undertake studies in the Theory

of Knowledge, complete the approved programme of CAS (Creativity, Activity and Service)

activities and submit an Extended Essay.

Philosophy HL was studied externally as part of our joint partnership with Newington and

MLC. Theatre was also included in this but was run at SACS. 2017’s Sports Exercise Health

Science and Theatre classes will be the final Year 12 IB cohort participate in this

partnership. Japanese A and English B were delivered via tutors, which were arranged by

the School. French ab initio, Mandarin ab initio and Business Management were studied

online via Pamoja Education.

International Baccalaureate Results

21 of our 22 IB Diploma students were awarded a Diploma. These 21 International

Baccalaureate Diploma students achieved a total of 21 Grade 7’s and 2 Grade A’s in Theory

of Knowledge or the Extended Essay. The IB Diploma scores have a direct and automatic

conversion, with no scaling, to an ATAR. 16 of our 21 IB Diploma students who were

awarded a Diploma achieved an ATAR over 90. The average IB ATAR was 93.45. Our top

student, who was also awarded the IB Diploma Dux Award, achieved an ATAR conversion

of 99.85, the highest ATAR in the combined cohort. The average obtained by students at

SACS was higher than the world average in the many courses. The subjects which were

approximately 1 whole grade point higher than the world average are: French B HL,

Business Management HL, History HL, Philosophy HL, Biology SL, Maths Studies SL, Music

HL, Theatre HL and SL, and Visual Arts SL. Subjects which scored high numbers of Grade

6’s and 7’s are English Literature HL, French B SL, Spanish ab initio SL, History HL,

Philosophy HL, Psychology HL, Maths Studies SL, and Theatre HL and SL.

The number of SACS students choosing to undertake the IB Diploma Programme is steadily

increasing. In 2017 we have 45 students working towards their Diploma in Year 12, and 60

students in Year 12.

Theme 5: Teacher Qualifications and Professional Learning

Category

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.

Number of Teachers incl p/t 128

Category

Teachers who have a bachelor degree or higher from a higher education institution within Australia or one recognised within the AEI-NOOSR guidelines but lack formal teacher education qualifications.

Number of Teachers: 0

Summary of Professional Learning for all staff 2016

In 2016, teachers were all involved in two Collaborative Learning Design Projects. Teachers worked

collaboratively with members of their Faculty and alongside teachers from other Faculties who

shared an interest in their professional learning area.

Teachers were all involved in five Professional Learning Days throughout the year. All teachers

learned about Indigenous Education, Service Learning and Creativity. Secondary teachers were

equipped to have growth coaching conversations with students and colleagues. Junior School

teachers were trained in using THRASS.

To support teachers in the introduction of the International Baccalaureate Middle Years Program, six

Wednesday Afternoon Professional Learning Sessions were devoted to the MYP. In addition to this,

MYP Workshops were held for English, Science and Mathematics Faculties along with a workshop for

Leaders of Learning.

All teachers were involved in setting Individual Professional Learning Goals. Goals were set with their

relevant leader and formed the basis for a series of professional learning conversations throughout

the year. Goals were linked to the Teacher Standards and the School Learning Model.

Leaders of Learning engaged in leadership learning that focused on creating high performing teams

and open to learning conversations. Staff Scholarships were awarded to six teachers to support them

to embark on overseas study tours focused on Neuroscience, Gifted Education and Learning

Technologies. The School also successfully applied to become a NESA Endorsed Provider of

Professional Development for Standards 2 and 6.

Theme 6. Workforce Composition School Staff 2016

Number FTE

Teaching Staff: 128 116.1

Non-Teaching Staff: 71 (83) 69 (63)

One of the Non-Teaching Staff is indigenous

Theme 7. Student Attendance, Retention Rates and Post-School Destinations

Student attendance in each Grade is shown. The schools policy requires attendance being

recorded for each lesson each day and anomalies dealt with forthwith.

Retention rate: The percentage of students who completed Year 10 and remained at the School to

Attendance Rate (%) complete the Higher School Certificate was 95%.

Year 1 95

Year 2 96

Year 3 95

Year 4 94

Year 5 93

Year 6 91

Year 7 91

Year 8 89

Year 9 88

Year 10 87

Year 11 90

Year 12 91

Post School Destinations 2016

The various tertiary sectors (university, college and TAFE), have attracted over 95% of the 2016 Year 12 cohort (HSC and IB). 88% are enrolled at universities, a figure which reflects 1-2 % growth in this sector. Reported enrolments were at 19 Australian universities. College and TAFE enrolments constituted approximately 7-8% of enrolments. A small number of students applied to more than one sector across a range of course options. This included apprenticeships. Some students received more than one offer with a number electing to defer their studies after accepting place offers. There is a growing trend of students electing to study at regional and interstate universities to best suit their further study and career interest areas. Alumni currently engaged with tertiary study within 3-4 year degree programs are enrolled at least 28 of the 40 Australian universities and a number at universities in the USA, Canada, the UK, Europe and Asia. An increasing number of students are studying within double-degree, combined-degree and vertical degree frameworks, broadening their career options. There is a growing interest in foreign language study as well as international studies across a range of degree areas.

Areas of interest for these alumni are Education (increasing), Business, Law, Engineering, Design (Architecture, Planning), Allied Health Sciences, Medicine, Nursing, Arts, Science, Information Technology, Creative and Performing Arts (Visual Arts, Drama and Music), Social Sciences as well as Management programs in Hospitality, Events, Tourism, Sports and Retail. International & Global Studies programs are gaining in popularity as double-degree options. A number of students are engaged in apprenticeship and other trade-related training programs connected to work. A small number of students could not be contacted.

Theme 8. Enrolment Policies

St Andrew’s Cathedral School is a comprehensive school with students coming from a wide range of

backgrounds, including language backgrounds other than English. There is also a number of students

with special needs. The School enrols a limited number of Full Fee Paying Overseas Students from

Year 3 upwards (in 2016 the number was 23). In 2016 total enrolment was 1183 with 280 in the

Junior School and 903 in the Secondary School. This included 18 Aboriginal or Torres Strait

Islanders

St Andrew’s Cathedral School is a comprehensive K – 12 school providing an education

underpinned by religious values and operating within the policies of the NSW Board of Studies.

The objective of this policy is to maintain a consistent strategy for enrolment that ensures that all

students have equal opportunity to a place at St Andrew’s Cathedral School while endeavouring

to maintain the academic, musical and cultural standards of the School.

This policy gives guidance to those within the School community and to those who would join it

concerning enrolment criteria and procedures. While the policy is as comprehensive as possible,

there will inevitably be some situations which are not specifically covered. In such instances, it is

the Head of School’s responsibility to decide the appropriate course to take in the circumstances.

The main entry points into the School are Kindergarten, Year 3, Year 5, Year 7 and Year 10.

Places may be offered at all other levels if vacancies exist. Due to the increasing demand for

places, parents are advised to send application forms in as early as possible.

Relevant Legislation

Disability, Discrimination Act, Sex Discrimination Act, Race Discrimination Act, Anti-

Discrimination Act

These Acts make it unlawful to discriminate against a person on the grounds of their

disability, sex, pregnancy, potential pregnancy, or race by refusing to enrol them at the

School. The School is committed to fulfilling its obligations under the law in this

Enrolment Policy.

Definitions

Throughout this policy, unless the context requires otherwise:

Parents includes guardians or any other person who has applied to have a child entered on the waiting list or enrolled at the School and, where the child has only one parent, means that parent.

Disability, in relation to a child, means:

a) total or partial loss of the child’s bodily or mental functions; or

b) total or partial loss of a part of the body; or

c) the presence in the body of organisms causing disease or illness; or

d) the presence in the body of organisms capable of causing disease or illness; or

e) the malfunction, malformation or disfigurement of a part of the child’s body; or

f) a disorder or malfunction that results in the child learning

differently from a child without the disorder or malfunction; or

g) a disorder, illness or disease that affects a child=s thought

processes, perception of reality, emotions or judgment or that

results in disturbed behaviour.

h) and includes a disability that:

i) presently exists; or

j) previously existed but no longer exists; or

k) may exist in the future (including because of a genetic predisposition to that

disability); or

l) is imputed to a person.

To avoid doubt, a disability that is otherwise covered by this definition includes behaviour that is

a symptom or manifestation of the disability.

Enrolment Process

New Enquiries The Registrar will send everyone enquiring about enrolment details of the procedure for enrolment at the School including:

a) A Prospectus

b) A statement about the School Fees

c) An Enrolment Application Form

Waiting Lists

The Head of School through the Registrar is responsible for the maintenance of waiting lists for entry to the School, including future kindergarten classes. Availability of places can vary depending on the

year of entrance. Entrance may be accommodated at any time throughout the school year depending on circumstances.

Names of children will be entered on the appropriate waiting list when their parents or a parent return:

a) the Enrolment Application Form;

b) a non-refundable Application Fee as set out in the fee statement;

c) a copy of the child’s birth certificate;

d) copies of the child’s last three school reports, if the child is to commence within

two years.

Overseas students must provide:

a) the Enrolment Application Form;

b) a non-refundable Application Fee as set out in the fee statement;

c) details of the child’s Medibank Private card;

d) copies of Passport and Visa;

e) the child’s last three school reports together with an English

translation (if applicable) and a validation of the translation.

Failure to provide all required information may result in the School declining to enter the child’s

name on the appropriate waiting list or delaying such entry, and may also result in the School

declining or delaying the child’s enrolment.

After receiving the Application and documentation, the School will confirm the status of the

Application with the parents.

Interview

Approximately six to 24 months prior to the desired commencement date, if places are available,

parents will be contacted to arrange a formal interview with the Registrar or other member of the

School’s Executive, who will outline the School's facilities and subjects, discuss educational

matters with the child, and provide a brief tour of the School. During the interview process, the

Registrar will assess the child’s suitability to the school.

Prior to this interview, all Overseas Students must meet the School's minimum standard for

English. This is achieved by sitting for a special test either in Australia or in the country of

origin.

Inappropriate Behaviour

Where information obtained by the School suggests a profile of wilful misconduct, illegal

activities or strong anti-social behaviours that indicate that the child’s enrolment at the School is

likely to be detrimental to other students, the staff or the School, notwithstanding that the child

be the sibling of a current student, the Head of School may decline to proceed any further with

the enrolment process.

Disability

Where a child has declared education support needs or a disability or other information has come

to light indicating a possible need for education support services or for some measures or actions

to assist the child to participate in the School’s courses or programs or to use the School’s

facilities or services, the School will make an initial assessment of the child’s needs. This will

include consultation with the child or the child’s parents. In addition, the Head of School may:

a) require the parents to provide medical, psychological or other

reports from specialists outside the School.

b) obtain an independent assessment of the child.

Where information obtained by the School indicates that the child has a disability, the Head of

School will seek to identify the exact nature of the child’s needs and the strategies required to

address them. Having obtained this information, the Head of School will determine whether the

child, if enrolled, would require some measures or actions to assist the child to participate in the

School’s courses or programs or to use the School’s facilities or services that are not required by

students who do not have the child’s disability. Where the Head of School determines that the

child would require some such measures or actions, the Head of School will seek to identify

whether those measures or actions required are reasonable in that they balance the interests of all

parties affected. In assessing whether a particular measure or action for a particular child is

reasonable, the Head of School will have regard to all the relevant circumstances and interests,

including:

a) the child’s disability;

b) the views of the child or the child’s parents about

Whether the particular measure or action is reasonable;

the extent to which the particular measure or action would ensure that the child was able to

participate in the School’s courses or programs or to use the School’s facilities or services on the

same basis as a child without the disability;

• the effect of the adjustment on the child, including the effect on the child’s: ability to

achieve learning outcomes; and

• ability to participate in courses or programs; and independence;

• the effect of the particular measure or action on anyone else affected, including the

School, its staff and other students;

• the costs and benefits of taking the particular measure or action.

The School will take measures and actions that are reasonable but will not necessarily take

measures or actions that are unreasonable or that would impose unjustifiable hardship on the

School. In determining whether taking the required measures or actions, even though they are

reasonable, would impose unjustifiable hardship on the School, the Head of School will take into

account all relevant circumstances of the case, including:

• the nature of the benefit or detriment likely to accrue or be suffered by any persons and

the School community); and

• the effect of the disability of the child; and

• the School’s financial circumstances and the estimated amount of expenditure required to

be made by the School; and

• the availability of financial and other assistance to the School.

Where the Head of School determines that the enrolment of the child would require the

School to take unreasonable measures or actions to ensure that the child is able to

participate in the School’s courses or programs, or to use the School’s facilities and

services, on the same basis as a student without a disability, or would cause unjustifiable

hardship, the Head of School may decline the offer of a position or defer the offer.

School Reserves Rights

The School reserves the right not to offer any child a place at the School or to defer the offer of a

place to any child in its discretion but particularly when the parents, having been aware of their

child’s specific educational needs, decline to declare those needs or to withhold relevant

information pertaining to their child. The School also reserves the right to terminate an

enrolment where the parents have not declared or have withheld known information pertaining to

their child’s needs.

Selection Criteria

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

enrol those children we judge to be best able to benefit from the academic program we offer, who

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

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

We will assess all applications to enrol against these criteria.

When considering making offers of a place at the School, the School takes the following into

consideration:

a) Coeducational mix

b) Business Plan targets for Primary, Middle and Senior School;

c) Selection criteria such as: Length of time on the Waiting List;

d) Affiliation with the School (former student, sibling of a current or former student or child

or grandchild of a former student, child of a current member of staff);

e) Academic, musical or sporting ability;

Child of an ordained member of the Anglican clergy; Church involvement;

Special needs of the child;

a) Class size and ability;

b) Overseas Student mix;

c) Pastoral considerations; and

d) Best fit for the child.

Offer

At the satisfactory conclusion of the assessment process, the School may make an offer to the

parents to enrol the child. To accept the offer, the parents must within fourteen days of receiving

it (or on an agreed time frame with the Registrar) deliver to the School:

-the Acceptance Form which includes acceptance by the parents of the then current Conditions of

Enrolment, Code of Behaviour and Email and Social Media Guidelines and policies.

-the non-refundable Enrolment Fee. Failure to reply within the required time may result in the

position being re-offered where other children are waiting for entry to the School.

The Enrolment Fee is additional to tuition and other fees.

Overseas Students will also receive an Electronic Confirmation of Enrolment (ECoE), which is

used to obtain or extend student visas.

Offers for Provisional Enrolment Where circumstances give rise to uncertainty on the part of the Head of School, a provisional enrolment may be offered for a child for a set period of time. Conditions applying to such provisional enrolment will be set out in writing. In these cases, either the parents or the Head of School may terminate the enrolment. In such circumstances, fees will be adjusted to cover the period of enrolment only. No penalties will apply. This provision may not be applied in the case of children with a disability.

Entry at the start of Kindergarten Normal Entry

Both 5 year-olds, and 4 year-olds, whose 5th birthday falls on or before 30thMay of the proposed

year of entry, are eligible to commence kindergarten. All children must undertake a “readiness

for school” assessment. If parents have already indicated specific learning needs, an alternative

and/or additional assessment process may be required for those who do not turn 6 until after

the end of the fourth term of the proposed year of entry, and who are assessed as being not yet

ready for school, the Head of School may require an additional assessment process to be

undertaken to determine whether or not the child has specific learning needs. Unless specific

learning needs are identified, the Head of School reserves the right to defer the enrolment to

the following year.

In respect of any prospective enrolment, the School reserves the right to have members of its

staff visit the child’s preschool, early intervention centre or (with the parents’ agreement) the

home, to more accurately assess the learning needs of the child.

Early entry

Early entry to Kindergarten for a 4 year-old, whose 5th

birthday falls after 30th

April of the

proposed year of entry, may be accepted, subject to:

a) a written application being addressed to the Head of School;

b) there being vacancies after all other children, who will have attained the age of

five years before 30th

April, have been offered places;

c) the Infants Coordinator’s assessment of the child concerned confirming that he

or she is ready for admission to Kindergarten.

Holding of Class Places

Places at the School may be held for students who are withdrawn from the School for longer than

one term, subject to a Rollover Fee (being the equivalent to one quarter the enrolment fee per

school term to a maximum of four terms) being paid for the period of absence and the enrolment

continuing to be eligible to attract Government subsidies. Normal tuition fees will not be

charged. Extended periods of absence or special conditions should be discussed with the Head of

School. After an offer is made, parents may wish to defer their child’s placement to a subsequent

year. This would be subject to the payment of a rollover fee (being the equivalent to one quarter

the enrolment fee per school term to a maximum of four terms) and a further interview when

appropriate.

Continued Enrolment

While it is the Schools’ objective to encourage all students to continue their enrolment through to

graduation, we realise that this is sometimes not possible. The Conditions of Enrolment requires

all families to give ten school weeks’ notice of withdrawal. To ensure continued enrolment,

students are expected to support the school’s ethos and comply with the school rules and attend

all the activities of the school, including classes, co-curricular activities including some weekend

sport, chapels and assemblies, speech night, and other special school functions.

Theme 9. Other School Policies

POLICIES FOR STUDENT WELFARE

In accord with its foundation as the School at the heart of the Diocese, closely identified with the

Anglican Church Diocese of Sydney, the School takes very seriously its role in caring for its

personnel and particularly its young people. Because we are a large community, structures have

been developed in order that every member may be nurtured and strengthened. We aim to have a

holistic, cohesive and systematic approach to student well-being which will be reflected in

curriculum, teaching and learning strategies, school organisation, policy, and culture and service

provision. We also seek to build strong, positive community links and partnerships.

The policies relating to the physical safety of all personnel are cognizant of the unique CBD

environment in which the School operates.

Safety at School: Policy including the Workplace Health & Safety Policy

St Andrew's Cathedral School recognises its obligation to take all reasonable precautions to provide

and maintain, so far as practical, an environment that is without risks for employees, students and

visitors. To give this policy effect, responsibilities are shared by Council, Head of School and the

Executive Staff Team; all teaching and support and operational staff and by the WHS and

Rehabilitation committees. All members of the Workplace Health and Safety Committee have

undergone training.

Appropriate signage is in place and regular training of all the above persons together with the

students of the School is conducted. A condition of employment is the participation in mandatory

workshops and training.

The School WHS practice is professionally audited in detail regularly and the reports considered

closely by the WHS committee and School Executive.

Pastoral Care

The School takes very seriously its Whole School approach to Pastoral Care, seeking “to provide

a comprehensive Christian approach to the health and well-being of community members

reflected in the curriculum, teaching and learning strategies, school organisations, policy culture

and service provision”.

Child Protection Policies

The School ensures that all staff are trained at commencement of employment with regular

refreshment of that training. Procedures are in place to ensure that the requirements of the four

Acts that relate to Child Protection in NSW are effectively achieved.

As appropriate, policies and supporting procedures and checklists appear in the School Yearbook,

the Handbook for parents, on the School website, via the Parent Portal and the full text is required

reference on the Staff intranet.

As indicated above, the School’s Policies Committee (the School Executive plus appropriate

specialist advisers) continued its work of monitoring and appropriate revisions of policies.

POLICIES FOR STUDENT DISCIPLINE

At St Andrew’s Cathedral School, there are clear guidelines for behaviour set down for student conduct especially where the safety and welfare of members of the community could be at risk. Beyond that, all students are taught to act in a way that shows respect for the School Community and staff and student leaders seek to enhance a School culture that gives effect to Christian precepts of care and concern for one another.

The full text of the School’s discipline policy and associated procedures is provided to all members of the School community through:

a) Staff Professional Development and new staff induction

b) The Student Diary

c) The Parent Information booklet

d) The Whole-School Assemblies and Year Group meetings

e) By request to the Deputy Head of School or the Head of School’s Office

Breaches of the codes of behaviour will involve consequences which if a serious breach

will require the involvement of a senior member of staff. Processes have been designed

to incorporate, as appropriate, principles of procedural fairness. Expressly excluded is

any corporal punishment of students.

POLICIES FOR COMPLAINTS AND GRIEVANCE RESOLUTION

The School’s policy for dealing with complaints and grievances includes processes for raising

and responding to matters of concern identified by parents and/or students. These processes

incorporate, as appropriate, principles of procedural fairness.

All staff are well aware that the school forbids corporal punishment of students, and does not

sanction such punishment of students by non-school persons

The full text of the School’s policy and processes for complaints and grievances resolution is

provided in the Staff Policies & Procedures. An appropriate outline of the policy and processes is

also provided via the Parent Information booklet and the student diary; on the School’s intranet

and via the Parent Portal of the school’s website.

Theme 10: School Determined Priority Areas for Improvement

2016 saw the commencement of a new cycle of targets, building on the

successful completion of the Strategic Plan 2011 – 2015. The priorities for

2016 – 2018 are summarised as follows:

Connected

1. A school connected to and serving the world. Year 7 2016 is marked by the introduction of the International Baccalaurate Middle Years program (MYP) which will progress to Year 9 in 2018. The MYP functions as a unifying approach in conjunction with the Australian National Curriculum.

2. Expand and strengthen the culture of second language learning in the SACS community

3. Establish an international City School coalition of schools to explore opportunities for online collaborative learning and sharing

4. Establish and nurture city learning partnerships, taking advantage of our location for relevant learning opportunities.

5. Expand and strengthen service-learning within and beyond the curriculum

Engaged

1. A school where the community is engaged and growing every day. Investigate and embed best practice student wellbeing programmes that support the growth of students.

2. Grow programmes that support and promote staff development and well being. 3. Prioritise opportunities across the school to explore and engage with the Christian

Gospel 4. Ensure that learning challenges students of all ability levels 5. Nurture and engaged and supportive school community

Creative

1. A school that inspires and nurtures creativity in all aspects of life. Embed and celebrate creativity across the curriculum and with staff

2. Integrate and enhance the Creative and Performing Arts programme 3. Enhance the use of technology for learning across the curriculum

Sustainable

1. A school that is growing and promotes sustainability. Build financial strength 2. Develop innovative learning spaces 3. Manage risks tightly 4. Strengthen environmental stewardship 5. Ensure that the school’s IT infrastructure and use of learning technologies supports

new learning initiatives

Theme 11. Initiatives promoting Respect and Responsibility

St Andrew’s offers several programs that will impact on the students in a way that will make them gain a sense of worth and wellbeing, give them an appreciation for others and allow them to learn about themselves.

All students for a variety of reasons will benefit from working with others in a service situation – they are able to look outside themselves and gain a sense of purpose.

There are three components to this:

• Service Commitments

• Resilience Building

• Student Leadership

Samaritan’s Purse – Operation Christmas Child

Each year, Year 7s and Hereford and Salisbury Houses are involved in Operation Christmas Child, through the contribution of Christmas boxes. Students visit the packing area and help pack the boxes. This year it was one of the activities during Year 10 community Service Week.

SACS has visited Cambodia twice in the past 5 years and actively participated in different projects associated with Samaritan’s Purse. Funds continue to be raised despite no trip being taken until January 2017. Funds were raised by many different groups within the School community, including activities by students (Year 12 7 Bridges Walk, cupcake days, Hereford’s Valentine Day (Roses), the P&F barbecue at Gala Day, staff and parents.

Anglicare

One of the Senior College House groups has created a relationship with Anglicare around the use of their shopfronts.

Students held a clothes drive during 2016. During Year 10 Community Service Week students attended and worked in the warehouse and in the shops, observing the process of supporting those in need.

In 2016 St Paul’s House supported the opening ceremony for the new Villawood warehouse and our Music department provided the accompaniment for the event.

7 Bridges Walk

All Year 12 students participate in this annual walk. It is an event where ALL the year group come together and challenge themselves just prior to leaving school. Students form teams, gain sponsorship and have a lot of fun walking the 25 kms around the harbour. The money raised in 2016 went towards Samaritan’s Purse.

Rough Edges Café

A number of Year 10 students from Westminster and York Houses are trained to help in this café supported by St John’s Anglican Church, Darlinghurst. The café was started for the homeless in the area. The students learn about homelessness and the problems associated with it. The trained students work in teams on Friday nights throughout the year.

During year 10 community service week there is 3 days of training and workshopping on homelessness.

The School’s annual Big City Bake Off raised several thousand dollars for The Rough Edges Café.

Girls and Boys Brigade

Year 11 and 12 students help at the ‘after-school care’ facility at the Girls and Boys Brigade in Surry Hills. This centre caters for the less privileged families living in the area by offering free child care after school, whilst giving the students tutoring and help with homework.

Other annual CommunityService projects

Red Cross Blood Bank – students donate each term. Houses have taken this on as a House event.

UNIFEM International Women’s Day

Each year a group of Year 10-12 students help pack the presentation bags for the UNIFEM International Women’s Day Breakfast. Students also attend the breakfast.

Year 12 ‘Thank you’ to the public

The School Leadership Team organise the distribution of flowers to the passing public on their final day at school. A ‘thank you’ message is attached to each flower.

40 Hour Famine

This whole School fundraiser is held each year. Money goes to specific projects run by World Vision.

House Charities

In the Senior College there are a variety of other fundraisers that students from each of the Houses operate throughout the year.

Outdoor Education and Sport

The sporting program (compulsory to Year 11 ) and outdoor education program (compulsory

to year 10) are both significant in the development of responsibility, respect and teamwork.

Theme 12 Parent, Student, Teacher satisfaction

Parent and Student satisfaction. 1. The enrolment enquiry rate in 2015 was high but was exceeded in 2016. The new

referrals overwhelmingly were driven by word-of-mouth recommendations from present or recent parents and/or their off-spring. The number at parent tours has continued to grow.

2. Waiting lists have existed in all Year groups throughout the latter parts of 2016, which led to

3. The largest enrolment in 2017 in the school’s history.

Teaching Staff Satisfaction.

In August 2016 a detailed analysis was conducted for the School by the Voice Project to provide

numerical data describing Staff satisfaction across a whole range of benchmarks. Teachers are often

demanding; the SACS staff included but there is measureable evidence of a staff that understands

and appreciates the school’s ethos, endorses its mission and values, and derives personal

satisfaction as they are committed to the cause.

Theme 13: Summary Financial Information