2017 Annual Report

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Table of Contents

Contextual Information about the School ……………………………………………………………………………………… 3

School Vision Statement ………………………………………………………………………………………………………………. 3

Message for Key Bodies ………………………………………………………………………………………….………………………

Report from the Chairman of the Board ……………………………………………………………………………… 4

Report from the Principal ………………………………………………………………………..……….……………….. 5

Information about Infants & Primary School ……………………………………………………..…………..……………….. 6

Information about Secondary School …………………………………………………………………..…..…………………….. 8

Initiative Promoting Respect & Responsibility ……………………………………………………..……….…………………… 10

School Determined Improvement Targets ……………………………………………………………………………………….. 13

School Policies ………………………………………………………………………………………………………………………………. 15

Overview of Policies …………………………………………………………………………………………………………… 20

Surveys ……………………………………………………………………………………………………………………………………………

Student ………………………………………………………………………………………………….………………..…….… 22

Parent …………………………………………………………………………………………..………………………….……… 23

Staff ………………………………………………………………………………………………………………………………… 24

Enrolments ………………………………………………………………………………………………………………………………….. 25

Professional Learning & Teacher Standards …………………………………………………………..………………………… 26

Student Performance in State-wide Tests & Examinations ……………………………………………………………………

NAPLAN …………………………………………………………………………………………………………………………… 28

HSC ……………………………………………………………………………………………………………..………………… 29

Summary Financial Information ……………………………………………………………………………………………………… 30

Expenditure ………………………………………………………………………………………………………………..……………….. 31

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Contextual Information about the School

Kuyper Christian School was established in the Hawkesbury in 1982 by people who desired Christian education

for their children. As a member school of Christian Education National, there is an emphasis on Biblically

grounded, culturally engaging, and academically rigorous education. Located in a rural setting in beautiful

Kurrajong, the quiet surroundings of Kuyper make it an ideal environment for peaceful and focused learning.

The school has students from Prep to Year 12, who enjoy leafy grounds, well equipped modern facilities,

camping programs, sporting activities at local and state levels, and involvement in various community-minded

activities. The educational programs are based on a solid grounding in primary school and a clear challenge to

apply a Biblical perspective to literature, the sciences, the arts and indeed, to every area of life in the secondary

school. Learning programs take into account that students between the ages of 12 and 18 progress through key

stages of adolescent development. Consequently, Kuyper acknowledges the crucial role of teachers as they

inspire and guide young minds; additionally, smaller class sizes allow for individual attention. Graduates are well

equipped to face the challenges of post-Kuyper education because they have been well equipped for the road

ahead.

School Vision Statement

Kuyper Christian School is a community of families, teachers and friends who

acknowledge Christ as the source of truth and life as revealed in the Bible and His

world.

We serve Christ by supporting parents in their God-given responsibility to nurture their

children.

We recognise the worth and uniqueness of each individual and provide a co-operative

environment that seeks to develop the whole child, so that each one may grow in their

relationship with God and serve Him.

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Chairman’s Report

It seems like only a month or so ago I was writing the President’s report for the 2016 year. Time has flown.

There have been many challenges and many, many blessings since last year. In all things though, our gracious

and merciful God has provided.

As a Board, we are constantly aware of God’s provision upon our school; and the prayers of our school

community. 2 Cor 1:10-11 (NASB) reminds us of this, “….and He will yet deliver us, you also joining in helping

us through your prayers, so that thanks may be given by many persons on our behalf for the favour bestowed

on us through the prayers of many.”

It is a pleasure to continue to work with our School Principal, Ian Shaw. Ian’s passion to serve Kuyper’s

students, parents and staff is evident in all that he does. Ian is constantly looking for new ways to improve our

school; and approaches challenges with patience and biblical wisdom. Ian is well supported by staff who all

share a passion for Christian education.

Please continue to pray for our staff as they not only teach the NSW Board of Studies Curriculum but teach it

through a biblical lens; revealing to Kuyper students God’s wonderful creation and plans for their lives as

revealed through His Word the Bible.

Our teachers also disciple our children through areas such as appropriate use of technology, social media and

proper relationships. At a time when abuse of social media is one of the biggest threats facing our youth today,

it is important that we pray for and support our staff in these areas; and take time to speak with and create

strategies with our children to help them deal with these areas in a Christ like way.

Excitingly 2017 saw our first full Year 12 cohort graduate from Kuyper. A great bunch of young people who

were a credit to themselves and the school. Feedback received is that they were largely pleased with their

results and we pray for God’s blessing on them as they take their next steps post Kuyper.

As our school grows, we need to look at accommodating an increasing number of students. To this end, we

have commissioned consultants to prepare a building master plan for Kuyper. We are seeking to provide new

learning areas across Primary and High School as well as increasing the size of several existing primary class

rooms. Please note this is a “work in progress” and timing of any future development will be dependent on

issues such as time for Council to assess a Development Application, availability of builders and our ongoing

student numbers. At this stage we are hopeful of submitting a Development Application to Council late 2018;

start construction of stage one in 2019 for additional primary school class rooms; and for occupation at the

beginning of 2020.

Please continue to pray for the spiritual and physical welfare of students and staff: continued steady growth in

enrolments; guidance for the school Board; maintaining focus on our school’s “Statement of Faith”; and

guidance for our Government in honouring parents right to choose how and by whom their children are

educated.

Wayne Speirs

Chairman

Abraham Kuyper Christian Education Association Ltd

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Principal’s Report

Kuyper Christian School celebrated the graduation and successful completion of its first Year 12 HSC class in

2017. We were blessed with a small but significant group of pioneering students of substance and character

known and cared for and now missed by staff. It was the wonderful culmination of many years of planning and

preparation by staff and Board members. We were excited with the maturity and Christian conviction of many

as they departed our care. Our first HSC results were also pleasing, leading to students taking up positions in

both tertiary studies at Sydney University, Western Sydney University and a range employment and vocational

training opportunities. 2017 also saw our inaugural Vanuatu camp for Year 12. This was the beginning of a

relationship with schools, church and community in Vanuatu that will hopefully have lasting effects for students

in both countries. We plan to make this an ongoing part of the Senior program each year.

2017 was the beginning of an intensive 4-year program focusing on the development of Literacy and Numeracy

in Primary school. With the importance of learning in the early years from Kindergarten to Year 2 identified, it

became imperative to strategically focus on these areas at this young age with the hope to establish a firm

foundation for later schooling and life. Extensive professional learning and monitoring of staff practice and

student skills will continue over the next 4 years and into the future. Supplementary support programs were

implemented for students that were identified needing additional assistance. Students with existing competence

and those who excel in these areas were also identified.

We were also thrilled to see the Year 4 Band come to life in 2017 and look forward to them serving the School

and others through their performance. A range of brass, woodwind and percussion instruments are used by

students during the Year 4 Band program. It is hoped a life-long love of music will ensue creating School

Concert Band beginnings in 2018 and beyond.

Property development and maintenance continues with substantial upgrades and maintenance completed over

both the Primary and Secondary schools. This included renovations to classroom spaces, air conditioning

upgrades, planning for new kitchen facilities and equipment, painting and gardening. The school decided to

begin a Master Plan process planning for the future.

The Bible gives an account of when Jesus said to his followers in Matthew 5: “You are the salt of the earth. Salt

adds flavour and character. Salt gives substance. Just like our hope for our graduating students. The Bible

reminds us that our purpose in life is of value and substance. It has been brought at tremendous cost in Jesus’

work on the cross. Being the salt of the earth or bringing a seasoned flavour to life is staying true to our

Christian calling and conviction of heart from reading and understanding God’s word. This is what we desire

every year from our students and staff. People relying on and living with the knowledge of God’s grace giving

substance to their lives learning to faithfully serve.

Seeing students make sacrifices for the sake of others in need is part of the extra curriculum that is often

overlooked. Hearing that students love their learning and then live their learning, is what Christian education of

the heart is all about. Head, heart and hand. Communicating this message is paramount within the Hawkesbury

community to get the message out that Kuyper is growing; now a complete Preparatory to Year 12 Christian

School.

I commend the following reports from our capable coordinators and executive members of the school.

Mr Ian Shaw

Principal

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Living our Learning in the Infants and Primary School 2017 In 2017, Kuyper had the opportunity to be part of the Literacy and Numeracy Action Plan – LNAP. LNAP is a

joint venture of the Association of Independent Schools, NSW Education Department and Catholic Education

Organisation. It targets the specific skills needed for the effective teaching of literacy and numeracy in

Kindergarten to Year 2 and provides funding for training in these specific areas. Executive and teaching staff in

K-2 have had access to literacy and numeracy consultants who have provided professional development,

demonstration teaching sessions and observation and feedback of our staff. Students are required to be

assessed three times during the year and it was very encouraging to see the improvement students made and

provide reliable data for further intervention for students who may need educational support.

Making connections with other Christian schools is important collegially. Mountains Christian College at

Blackheath is a school similar in size to Kuyper and part of the CEN network of schools. Our staffs met during

Curriculum Week to not only unpack what it means to teach Christianly but to share ideas with those working in

the same Stage or subject areas. To further build these connections it was decided to host Gala Days for

students in Term 2 and 4 at both schools. Students from Year 3 to Year 12 were involved in both these days. K-

2 visited Mountains in Term 1.

Growth in enrolments in the middle Primary section at the end of 2016 enabled us to form a separate Year 3

and Year 4 class in 2017. Mr. Rob Weule joined our Primary staff at the beginning of 2017. Mr. Weule brought

to Kuyper not only a great deal of teaching experience but also a wealth of talent and creativity in Music. He

took on the responsibility for teaching Music from Kindergarten to Year 6 and set about forming the Kuyper

Band and a ukulele group affectionately known as the ’Kukecumbers’. Year 4 students and some staff members

formed the band and the Kukecumbers consisted of students from Year 3 – 6.

The Band participated in two workshop days with the band from Nepean Christian School. One was held at

Kuyper, the other was at Nepean. The Band did a tour day performing at local nursing homes.

The Kukecumbers performed at a fundraiser for the senior school mission trip to Vanuatu and did a tour day

also to local nursing homes. Both groups performed at Kuyper’s annual Limelight Festival at the end of the year.

Excursions and incursions are an integral component of learning. Students in K-6 had their learning experiences

greatly enriched by a variety of excursions and incursions.

Musica Viva for Schools continued to be part of the primary school music program. Students from Prep to Year

6 were introduced to jazz and blues with the smooth sounds of Adam Hall and the Velvet Players. Much to the

delight of our newly formed Primary band, Adam and his group took time at the end of their performance to

talk to these fledgling musicians.

Life Education visit with Healthy Harold and his caravan is always special for Prep - 6 students as they reflect on

healthy lifestyle choices from diet and exercise to choices about what to put into our bodies; whether it's what

we watch, listen to or the drugs or alcohol we may be offered.

Grandparents’ Day was combined with Book Week Celebrations in Term 3. K-6 students dressed in the themes

that class teachers selected relating to books. They performed a concert for visitors and participated in activities

organised in each classroom.

Students attended the World Championships Polo in November. K-6 was very excited that their entry into the

art competition were awarded first place. Many thanks to Mrs Belle Kean for her organisation and creative input

into the design.

Our Kindergarten, Year 1, Year 2 and Year 5/6 attended the Hawkesbury Show and were an appreciative

audience for our High School Band.

K/1 went to the Powerhouse Museum at Ultimo and their annex at Castle Hill while investigating the history of

transport. They explored God’s amazing abundance of life in the ocean at the Sydney Aquarium.

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Year 3 and Year 4 added to their understanding of aboriginal culture with a visit to Brewongle Field Centre and

their investigation of water ways at Long Neck Lagoon Study Centre. A slice of life saw them visit the Royal

Easter Show, enjoying the noise and smells of country life come to the city.

Year 4 further developed their competency as cyclists by participating in Bike Education at C.A.R.E.S. Centre at

St Marys.

Our thanks go to Heidi and Michael Jaggard who hosted Year 5/6 at their restaurant, Bilpin Afire. Students

sampled and observed the preparation and cooking of excellent Chinese cuisine. They travelled to Canberra and

the Snowy Mountains for camp in Term 3. Highlights of the trip were touring Parliament House and

tobogganing in the snow fields.

Years 5/6 and Years 3 and 4 were able to attend week long swimming schools in Terms 1 and 4 respectively.

Funding was obtained through a program of grants to schools for sport.

Mrs. Sue Huxley Head of Infants and Primary School

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Secondary School 2017 Summary In 2017, the Secondary school celebrated the first Year 12 graduates with 9 students attaining the HSC award.

This culminated in the first Year 12 class graduation dinner that was well attended by senior students, families

and staff.

Additional subjects offered in 2017 in compressed format included 2 Unit Modern History, 2 Unit Chemistry, 2

Unit Drama and 2 Unit PDHPE. Students also completed HSC studies in 2 Unit Standard and Advanced English,

Extension 1 and 2 English, 2 Unit Mathematics and 2 Unit General Mathematics. A number of students

completed VET courses through the Key Alliance Trade Training Centre, attaining industry certificates as well as

HSC completion in: Certificate II or a Statement of Attainment towards the AUR20716 Certificate II in

Automotive Vocational Preparation, Certificate II or a Statement of Attainment towards the CPC20211

Certificate II in Construction Pathways, Statement of Attainment towards the CUA30415 Certificate III in Live

Production and Services, Statement of Attainment towards SIT20416 Certificate II in Kitchen Operations and

Statement of Attainment towards the ICT30115 Certificate III in Information, Digital Media and Technology.

Overall, the HSC results were strong with students achieving results as high as Band 6 and completion of these

courses was considered very successful. The compressed model for Stage 6 courses has been a positive

outcome for senior students.

Kuyper Christian School’s first international experience was successfully undertaken by the Year 12 cohort in

2017. Students travelled to Vanuatu to build relationships with Scripture Union and local schools. The

experience involved staying at the Scripture Union campsite in Pango Point on the island of Efate and

volunteering time to improve the facilities by cleaning, painting and building bunk beds. Other highlights

included visiting local primary schools to share in lessons and singing. The Year 12 students actively fundraised

for communities in Vanuatu and this culminated in a fundraising auction at the Year 12 Graduation. The

graduation charitable auction was very well supported by local community members and businesses.

Stage 4 and Stage 5 were also involved in school camps. Years 7 and 8 travelled to Galston Gorge to be

involved in abseiling, rock climbing and leadership activities. Years 9 and 10 camped on Cockatoo Island in

Sydney Harbour and experienced the history of Cockatoo Island and sites of the CBD. Highlights of this trip

included an electric bicycle tour of the city, meeting with an inner-city church to gain a deeper understanding of

the issues of homelessness and drug addiction and exploration of Sydney Observatory.

Our Year 11 students were also involved in leadership opportunities in 2017. Representatives attended

Government House along with other schools from across NSW. Seniors also represented Kuyper Christian

School at the local Anzac Day ceremony at Kurrajong.

The Hawkesbury show was well attended by student representatives from Years 7-12. Students participated in

musical acts and preparing food items. Approximately 17 students attended the show and the experience was

part of building on already strong community relationships. Secondary students also travelled to attend the

Christian Schools Music Festival at Orange Christian School for a 3-day experience involving solo and group

musical performances from several Christian Schools in the CEN network.

In 2017 there were several improvements made to existing buildings and resources in the high school. The

Food Technology room upgrade was initiated with new tables, stools and custom benchtops and cupboards.

Additional ovens and a dishwasher were also planned for installation in late 2017 – early 2018. Additional

musical equipment was also purchased to support the growing interest in Stage 5 Music, Performance Band and

in preparation for the delivery of Stage 6 Music in the coming years.

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Several technology upgrades were implemented in 2017. Acquisition of 30 laptops enabled a second open

learning space within the resource centre to be completed. This multidimensional learning space was heavily

used by Primary and Secondary classes requiring accessing to computers, grouped desks, and wider library

resources. Purchase of Secondary iPads also enhanced the access to technology for classes based in traditional

classrooms. The computer lab was also equipped with newer desktop PCs to replace ageing hardware and a 3D

printer to complete projects in Stage 5 IST and other subjects relying on newer or emerging technologies.

2017 was a successful year in the Secondary School with increased student enrolments, improved infrastructure

and resources, improved technological resources, broader curriculum delivery in Stage 4, Stage 5 and Stage 6

and a number of new cultural and service initiatives.

Jason Shadie

Secondary Coordinator

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Initiatives Promoting Respect & Responsibility

Through our ethos, practice and beliefs we exercise and teach the importance of student respect and

responsibility in and beyond the school environment. Our school community is committed to producing students that belong to and represent a civil, caring and just society. This includes the contribution to a socially cohesive

and culturally rich society.

Respect and responsibility are important values at Kuyper Christian School. The school is guided by a distinct

set of values centred on a Christian Worldview. Accordingly, it does not limit itself to current NSW State and Australian Commonwealth Government programs for values education. Kuyper acknowledges that these

government sponsored values programs provide a useful tool in building social cohesion. NSW Government expectations for promotion of rights and responsibilities are met within the school’s overall values framework

that forms the basis for a number of school programs and initiatives. A 'whole-school' approach impacts on

student learning through a collaborative approach of staff, parents and students. Home-school partnerships promote respect and responsibility. Student leaders have a great impact on other students across the school.

Using the Kuyper Christian School Values as a guide:

1. Care and Compassion

Students at Kuyper are encouraged to look out for the needs of other students. Students are expected

to be inclusive of one another in the playground and in class activities. Buddies continues to be an integral part of the primary school, with Year 6 students teaming up with a

Kindergarten student to support and encourage their start to school. Students in the Secondary school are each assigned to a core class where they meet with a teacher

each morning for a time of devotions and pastoral care.

2. Doing Your Best

At Kuyper, we believe that God has called us to use our gifts and abilities to His glory. Students are

encouraged to produce work of a high standard for the purpose of glorifying their Creator. At Kuyper, we run Celebrations assemblies to celebrate and acknowledge the work students have done. Staff give regular and meaningful feedback to students to encourage them to take responsibility in their

learning.

3. Fair Go

Students and staff at Kuyper are expected to include each other in all activities regardless of ability or

background. The school’s support department encourages an inclusive approach towards support, working alongside

children so that they can access the curriculum along with their classmates.

4. Freedom

Students are given the opportunity to express the freedom they have in Christ through opportunities

they have to make choices in their learning. Student assessment tasks give students opportunities to make choices about how they present

materials based upon their learning styles. Students are given a wide range of choice through electives in Stage 5, including the opportunity to

study via distance education. Students have the opportunity to enter local Art competitions. A variety of camps are offered to students at Kuyper, giving them the chance to explore and learn in

new parts of the world.

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5. Honesty and Trustworthiness

Students are expected to respect the property of the school and others. Students are taught from a young age to take act with honesty and trustworthiness through collecting

class role, raising the school flag each morning, emptying class bins, running a recycling program, planting and growing gardens, looking after the school Hall’s sound system, monitoring the goal post

pads etc.

6. Integrity

Students are expected to act with integrity in their relationships and in their work. Students are taught to reference and cite information accurately in secondary school and to

acknowledge all sources used.

7. Respect

Students are taught to respect their teachers and other adults. It is expected that students will speak

appropriately to teachers without arguing or complaining. Students are expected to wear uniform correctly and adhere to the guidelines outlines in the school

policies. Students are taught to respect one another through speaking one at a time and listening to each other

8. Responsibility

Primary students have the opportunity to take responsibility through the school buddies program,

where they care for and help younger students entering the school. They also monitor class roles, sport equipment, flag raising and emptying of school bins. Primary students have begun growing a garden in

the school and running a recycling program. In Secondary school, students have opportunities to be a part of the school band, to attend and assist

in running Bible Studies, attend the Bible Society Masterclass, run the 40 hour famine and Run4Bibles fundraising activities, speak and run assemblies and many other opportunities each year.

Physical Activities and Sports Studies Elective students organise Sports carnivals and events across the

entire school Our Band students also serve by performing to and greeting residents at local nursing homes.

9. Understanding, Tolerance, Inclusion

We are developing interschool programs for Secondary students, already existing in Sport. We are also involved in exchange programs, hosting visits from Japanese students. We celebrate diversity and self-awareness, whilst taking a stand against bullying, gender inequity,

discrimination and harassment. The school takes a no tolerance stance towards bullying.

10. Wisdom and Discernment

Our school runs a Bring Your Own Device Program in the Senior Secondary School where students are

learning to use communication technology appropriately and in service to others. The Secondary and Primary School students are exploring ethical use of technology. Careers guidance, assessment, careers markets, “Try-a-Trade” and advice on further education is

provided to Years 10 - 12. Year 10 students attend the Western Sydney Career’s Expo, which is a valuable time for them to

explore options for their future. Visits from School Liaison Police, local ministers, Members of Parliament and others challenge the

students to understand the importance of right choices and the consequences of actions.

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11. Faithfulness to God

The Biblical Studies program, from Kindergarten to Year 10, encourages every student to base their

spiritual growth on God’s Word and to live it out. The Drama Group prepare a Christmas play and perform this several times in public schools in our area,

working with local Scripture teachers and ministers. Students in Year 10 run Bible Study and Prayer groups for younger students. ‘Crusaders’ and members of the local churches are involved in developing leadership skills in our older

students for the benefit of younger ones.

12. Family

Included in Kuyper’s academic program, is a balance of active and practical subjects, including Agriculture, Food Technology, Industrial Technology, Drama, and Physical Activity and Sports Studies.

The school recognises that we are whole people and seeks to foster and encourage growth in all areas. Homework programs are often individualised in consultation with families to account for the many

facets of life. We believe in and promote consistent communication between families and school. Education is a

partnership.

13. Hope

Kuyper is committed to providing learning that gives students a sense of hope that the world can be a

better place and that it is possible to have an impact. Students in the school have opportunities to learn about people less fortunate than ourselves and act to

raise awareness. In Years 9 and 10, students have a Compassion sponsor child who they support through organising and

running fundraising activities.

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School Determined Improvement Targets

2017 – Targeted Areas for Improvement that were identified from the 2016 Report and achieved:

Ongoing professional development and accreditation of existing teachers into the new

NESA accreditation standards commencing in 2018.

Staff were kept up to date with the relevant briefs and reports concerning the changes that were

pending as we approach 2018. Opportunities were made for staff to attend professional learning

sessions covering the changes.

School Profile. Continuing to raise the awareness of the work being done and the story

unfolding of growth into the senior years of schooling at Kuyper in the community.

Kuyper continued to market the Senior School to the Hawkesbury region largely through postal

letterbox drops, publications, social media and word of mouth.

Literacy and Numeracy. We commenced a joint venture with the Association of Independent Schools

to focus on our K-2 students seeking to monitor and improve literacy and numeracy skills. The benefits

from this program will lead to a further roll out across the primary school. We have been thrilled with

the support the AIS consultants have given us in professional learning for staff and look forward to the

future improvements we’ll see in our students at a significant foundational time of their schooling.

Develop a Master Plan of the school. Processes commenced in this important phase of the school’s

growth and sustainability into the future. This will continue into 2018 and beyond. With nearby housing

growth in new subdivisions, future pressure for enrolment growth is expected on the school.

Submission of application for registration for K-12 with NESA. The school submitted its

application and was duly inspected by the NSW Education Standards Authority (NESA) achieving the

maximum registration period possible for Schools (5 years). We were thrilled with the response from

NESA, with Kuyper having recently commenced teaching towards the HSC. A new and promising phase

for our school.

Vanuatu Camp for Senior Students. This inaugural event received excellent feedback returning

from students and staff. The cultural experience enhanced students understanding of the world in

which they live and gave them an opportunity to serve and learn from the Vanuatu people.

Information Technology. Ongoing development of resources to best meet educational needs of the

community. New IT spaces were created to accommodate classes. An ability to manage expectations of

NAPLAN testing online has also been trialled in 2017. Additional access and updates to computers was

completed in 2017.

Adopting a new school management program (Edumate) for the management of all school

records and reports. This new system has been adopted and will be part of a staged roll out over

the next few years as we transition from one system to another. Initial benefits in managing records

and reporting have proved positive. The system promises greater parent interaction with the school

records, calendar, events and progress.

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2018 Targeted Areas for Improvement:

Ongoing improvements in the teaching of literacy and numeracy to K-2 and beyond.

Preparing for the delivery of NAPLAN Online on a regular basis.

Ongoing development of the Vanuatu Camp for Senior students including stronger ties between

School and Vanuatu.

Masterplan. Ongoing development of the Masterplan documentation and staging process for future

development.

Curriculum development for new syllabus releases.

Increased facilities for the Food Technology classroom.

Expansion of compressed delivery and subjects for Year 11 & 12.

Revision of Elective choices for Stage 5.

Reestablishment of Agriculture experience and possible elective resources.

Primary classroom makeover with increased space and new storage.

Increased capacity for student transport for excursions, camps and VET courses.

Increased grounds and maintenance allocation for School property.

Improvement in IT facilities including a server upgrade and improved Wi-Fi.

School website development and improvement.

Online parent access to School administration system.

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School Policies

Welfare

Kuyper Christian School is committed to:

providing a safe environment for students; preventing harm to a student in any form within the school; dealing seriously with any reports that a student is at risk of harm in a prompt and appropriate manner. educating students concerning their rights and equipping them with appropriate skills for avoiding and

reporting uncomfortable or abusive situations. training staff to recognise, appropriately deal with and report situations where a student may be at risk

of harm. Specific requirements are set out in our Child Protection and Anti-bullying policies and

procedures, among others. These include: o ensuring that staff appointed are fit and proper people to occupy those positions through

interviews and employment screening; o requiring staff to abide by a Staff Code of Conduct, which is actively monitored; o training staff procedures to identify when a child is at risk of harm and to notify the appropriate

authorities; o procedures to notify and investigate complaints of improper conduct by staff and report to

appropriate authorities

Bullying is repeated intimidation over time, by negative actions of a physical, verbal or psychological nature, by

one or more persons. Bullying is never acceptable behaviour and our school will, strive to identify and eliminate all forms of this kind of behaviour.

Discipline

As mature Christian teachers and parents, we have the responsibility to ‘make disciples’ of the children in our care. Our goal is that students might willingly cooperate with our God, who desires them, like us, to become

more like Him. This process involves modelling, encouraging, teaching and at times correcting.

Kuyper’s Managing Student Behaviour Policy and procedures is based on the following principles, which

are drawn from Scripture.

Discipline should:

Be founded on love and concern for the child and those around him/her. Contribute towards a student's growth in Christ. Thus, it may involve repentance, reconciliation and

restitution and include positive and negative elements - confirming, commending, encouraging, as well as correcting, reproving, punishing.

Be clearly defined as to the expectations and wherever possible, be exercised promptly. Be consistent and administered fairly. Reflect on the action or attitude not the person, so that it is clear we love the child. Consider the maturity of the child. Seek to develop self-discipline and thus does not depend on external motivation, such as structured

rewards and punishments.

Specific structures include positive comments, both verbal and written and different levels of recognition for commending students.

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Grievance

When dealing with any complaint, grievance or concern in relation to another person we need to consider biblical principles. Specifically, all parties need to:

first speak directly about the issue to the person most concerned, treat the matter seriously, act fairly towards each other, expect that they will be treated in the same way, treat others involved in the situation with respect act discreetly and maintain confidentiality.

If a person feels they cannot speak to the person concerned directly (e.g. in a case of bullying or fear) they should speak with another more senior person. In the case of a student, this may be the class or core teacher

or some other person they trust.

If a resolution is not achieved then the matter should be taken to the Secondary or Primary Coordinator, then to the Principal for a decision. Any parent who is unhappy about a decision of the Principal, or who for other reasons would like to take a matter further, may take it in writing to the Board.

Enrolment

Kuyper Christian School is open to all children whose parents are seeking to give them an education

which is consistent with the basis and aims of the school, provided the school has the resources to meet the child’s particular needs, and subject to the availability of places.

Rules of eligibility shall be determined by the Board of Directors from time to time.

Priority of enrolment is on the basis of commitment to the basis and aims of the school, existing

attendance of siblings, and date of application.

Initial priority will be determined on the basis of answers to questions on the enrolment application and

a letter of reference from the pastor of the church currently attended. This will be later confirmed

through an interview with the parents.

Order of priority for enrolments in Prep and Kindergarten is as follows:

o Sibling of current family; o Child of a member of the School Association of at least 12 months standing; o First child in a Christian family OR a child from Christian family who have applied to transfer all

children into Kuyper; o Prep or Kindergarten child in a Christian family with all children waiting for places at Kuyper; o Christian family where some children attend another school; o Non-Christian family, supportive of the ethos of the school

Order of priority for enrolments in Years 1 – 12 is as follows:

o Sibling of current family; o Child of a member of the School Association of at least 12 months standing; o Family transferring from another Christian school; o Christian family who have applied to enrol all children at Kuyper; o Christian family where some children attend another school; o Non-Christian family, supportive of ethos of the school.

Within each category, priority will be on the basis of time order of application.

A Christian family is defined as one which regularly attends and is involved in a local church.

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The aim of the school is that no more than two thirds of any Grade shall be made up of any one

gender. The number of children to be accepted into any Class is a maximum of 30. Any increase will be

at the Board’s discretion and temporary.

Normally children will be accepted into Kindergarten only if they have turned five before the April 30

that year. However, in exceptional circumstances, after careful testing, the Principal may admit younger

children if they are considered socially, physically and intellectually mature enough to benefit from full time schooling.

Application for enrolment must be made on the appropriate form and accompanied by copies of the last

two academic reports and most recent NAPLAN results for the child/ren.

Interviews are generally conducted by the Principal, the appropriate co-ordinator and a Board Member.

When these are not available, the Principal will nominate interviewers. Before offering a place to a student, the parents and student(s) will be asked to attend an enrolment interview to determine or

confirm:

o Their commitment to or support for the Christian ethos of the school; o Their support for the policies and practices of the school; o Any special educational or other needs of the student and how these will be met.

If it is clear that the parents do not support the ethos and/or policies of the school, the school will not

offer a place.

Testing of all new students according to the School’s testing or readiness policy after the enrolment

interview will be organised by the school office.

If the readiness testing for Kindergarten indicates that a child does not meet the school’s readiness

criteria, the school will consult with the parents and determine whether to offer a place in the following Year. If a child is not offered a place for that year a place will be offered for the following year provided

the family meets other enrolment criteria.

Whenever the documentation from the parents or the school’s testing indicates that a student has

special needs these are to be discussed with the parents to determine whether the school is able to

meet the student’s needs. Where the school could not provide the resources needed to meet the needs of the student without causing unjustifiable hardship the school will not offer a place.

The final decision about any offer of a place rests with the interviewing committee.

Attendance

Daily Attendance procedures

Absences will be recorded by the symbol a on the electronic roll keeping system

A written explanation from a parent/guardian giving reasons for a student’s absence is required the day following the last day of a student’s absence. The explanation must contain

o child’s name and class

o date of absence

o reason for absence

o signature of parent/guardian unless emailed

If an explanation is received from the parent/guardian within seven days of the last day of absence one of the following symbols will be used on the electronic role to identify the reason for the absence.

A- The student’s absence is unexplained or unjustified. This symbol is used if no explanation has been provided by parents within seven (7) days of the occurrence of an absence or the explanation is not accepted by the Principal or the Principal says that the explanation for the absence is not satisfactory.

S- absence due to sickness or as a result of medical or paramedical appointment. Principal may request a medical certificate in addition to explanations if the explanation is doubted, or the students has a history of unsatisfactory attendance.

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L- An explanation of the absence is provided which has been accepted by the Principal. This may be due to: misadventure or unforeseen event, participation in special events not related to the school, domestic necessity such as serious illness of an immediate family member, attendance at funerals, recognised religious festival or ceremonial occasions. (Up to 15 days)

E- Absence due to suspension

B- Absence from school on official school business. Excursions and school sport events & special events.

F- Student participating in HSC Pathway, Trial / HSC exams, VET courses

H – Attending 2 or more education centres - Shared enrolment

M - Student is exempt from attending school (Up to 50 days)

If an explanation is not received from the parent/guardian within 1 day of the last day of absence a letter requesting an explanation will be sent home.

If an explanation is not received from the parent/guardian within seven days of the last day of absence the Symbol A – no explanation for the absence, will be recorded on the days that the student was

absent.

Documentation for absences and attendance will be archived by class, then by term, then by year. The

school will keep these archives for a period of seven years.

Partial absences

Students arriving after 8:55 am or leaving before 3:25 pm will report to the school office. Office personnel will administer a partial absence note system.

Partial absences will be recorded on the electronic roll in the following way

Apa- No explanation for the absence

Spa- Late arrival/Early departure due to sickness

Lpa- Late arrival/Early departure with leave (approved by Principal)

Epa- Late arrival/Early departure due to suspension

Fpa – Late arrival/ Early departure due to participating in HSC Pathway, Trial / HSC exams, VET courses

Hpa- Late arrival/Early departure due to shared enrolment

Documentation for Partial absences will be archived by class, then by term, then by year. The school will keep these archives for a period of seven years.

Absences at Special events

At special events such as sporting carnivals, excursions and off-site activities a roll will be kept and the information transcribed onto the electronic roll.

Monthly Attendance procedures

The office will print out a student attendance report to Core Teachers monthly that show students who

have an absence rate of greater than 15% for the year to date. Core teachers in conjunction with Secondary or Primary coordinators are to follow up students that

have an absence rate of greater than 15% but no more than 20% by writing to parents. Parents

(guardians) who have already had a note sent home regarding absences, or students who have than

20% or greater absences will be referred to the principal, who may write to families Principal will request an interview with parents / guardians. If, following interview(s) with the parents (guardian), the student continues to not attend school

regularly the following procedure shall apply. Discussions may focus on the reasons for the absences

and what strategies could assist eg: health care, transport, waking up on time etc. Strategies could

include what the parent will do, or the student will do to attend and what the school will do to support the student.

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Where a student is not attending school regularly the principal shall consider whether there is

educational neglect on the part of the parents (guardian). The principal should complete the checklist

on the Keep Them Safe website to determine whether a report to Community Services is required. Where a student is not attending school regularly the school will, in consultation with the parents (or

guardian) and the student, develop a plan to support the student’s return to school This plan should document contact with the parents (guardian) and strategies involved in the attempt

to get the student to return to school.

Students departing the school for another school or for full-time employment

Where a student is leaving Kuyper before they have completed Year 12, the parents or guardians of that student must inform the school of the student’s intended place of schooling. In the event that this does not occur the school will notify the local Home School Liaison Officer.

Where a student is of compulsory school age (i.e. below 17 years of age) and is leaving Kuyper after completing Year 10, the parents or guardians of that student must inform the school of the student’s intended

place of education or education and training, or full-time work position or the combination of education/ training and employment. In the event that this does not occur the school will notify the local Home School Liaison

Officer.

Retention rates: We had 9 students in Year 10, with 3 students leaving for apprenticeships and the remaining 6

continuing on to Year 11.

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Overview of Policies

Policy/Procedure Available on website

Assessment Procedures X

Cash Handling Policy

Child Protection Policy X

Code of Conduct for staff

Communication Policy X

Complaints and Grievances Policy X

Critical Incident Policy

Drugs Policy X

Educational Support Procedures X

Educational and Financial Reporting Policy & Procedures

Emergency Procedures

Enrolment Policy X

Excursion Policy

External Providers Procedures

Facilities Management Policy and Procedures

Fund Raising Policy X

Governance – Board Charter

Governance – Compliance Framework

Governance – Board Conflict of Interest Policy

Governance – Delegation Policy

Governance – Independent Audit Policy

Governance – Related Party Transaction Policy Governance – Responsible Persons Policy

Governance – Risk Management Framework

Health Care Policy & Procedures

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Homework Policy X

Information & Communication Technology Policy

Library Book selection Policy

Managing Student Behaviour Policy X

Managing Student Behaviour Procedures

Non-school use of premises Policy and Procedures X

Work Health & Safety Policy & Procedures

Pastoral Care X

Prevention of Discrimination Policy X

Privacy Policy X

Programming Policy

Recruitment Policy

Risk assessment Policy

Student Leadership Policy X

Student Welfare Policy X

Volunteer Procedures and Guidelines X

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Satisfaction Surveys

The surveys below were conducted anonymously amongst all school staff students and families at the end of

2017

Student Survey Strongly

Agree Agree Neutral Disagree Strongly

Disagree

My school encourages me to develop a Christian

worldview 28.57% 42.86% 14.29% 0.00% 14.29%

I feel safe when I am at school 28.57% 14.29% 21.43% 21.43% 14.29%

I am confident that the teachers are helping me to achieve high standards in all that I do

7.14% 42.86% 28.57% 7.14% 14.29%

I think teachers treat students fairly and with respect

0.00% 28.57% 42.86% 7.14% 21.43%

Teachers at my school are a good example of

the beliefs and values of the school 7.14% 50.00% 14.29% 7.14% 21.43%

The teachers’ discipline is fair and consistent 14.29% 0.00% 21.43% 28.57% 35.71%

I enjoy the facilities provided by my school 0.00% 28.57% 57.14% 0.00% 14.29%

I am satisfied with my school and the quality of

education I receive 7.14% 50.00% 14.29% 0.00% 28.57%

Survey results were based on 14 respondents

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Parent Survey Strongly

Agree Agree Neutral Disagree Strongly

Disagree

Vision:

Kuyper Christian School is committed to being a

caring community providing quality Christ centred Education

70.00% 25.00% 0.00% 0.00% 0.00%

Standards:

The school sets and maintains high standards

for students

43.75% 31.25% 18.75% 6.25% 0.00%

Staffing:

The staff is competent and committed to the

vision of the school

62.50% 31.25% 6.25% 0.00% 0.00%

Student Culture:

The school culture encourages students to thrive 50.00% 18.75% 25.% 6.25% 0.00%

Satisfaction:

I am satisfied with the outcomes of the

education offered by this school

33.33% 33.33% 20.00% 13.33% 0.00%

Survey results were based on 16 respondents

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Staff Survey Strongly Agree

Agree Neutral Disagree Strongly Disagree

Vision:

Staff understand and are committed to the

“Christ-centred” vision of the school

75.00% 25.00% 0.00% 0.00% 0.00%

Resonance:

The practices of the school resonate with its

stated beliefs and values

75.00% 25.00% 0.00% 0.00% 0.00%

Standards:

The school sets and maintains high standards for both students and staff

33.33% 33.33% 16.67% 16.67% 0.00%

Curricula:

Curricula are thorough, engaging and provide a strong basis for teaching

33.33% 50.00% 16.67% 0.00% 0.00%

Leadership:

Leadership in the school is strong, coherent

and effective

50.00% 41.67% 8.33% 0.00% 0.00%

Board Leadership:

The board gives strong and coherent vision

that supports the operation of the school

58.33% 33.33% 8.33% 0.00% 0.00%

Respect for students:

Staff treat students with respect 83.33% 16.67% 0.00% 0.00% 0.00%

Facilities:

Facilities are adequate, comfortable and well

appointed

8.33% 33.33% 33.33% 16.67% 8.33%

Professional Development:

Staff are well supported in their professional development

33.33% 41.67% 25.00% 0.00% 0.00%

Workload:

Workloads for staff are reasonable and adequately monitored

8.33% 50.00% 41.67% 0.00 0.00

Survey results were based on 12 respondents

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Enrolments

Kuyper Christian School offers positions to children whose parents seek a Christian education, which is

consistent with the school’s aims and vision. This is of course subject to position availability and appropriate

resources to meet each child’s needs.

Applications are made to the school on an enrolment form along with a commitment to the creedal statement of

the school.

Following the submission of the enrolment form an interview is conducted with the parent(s) and student(s).

After review, positions are offered based on existing siblings in the school, commitment to the aims and vision

and expected benefits to the family and school.

Children are generally accepted into Kindergarten if they have turned 5 by 30 April. In some circumstances

younger children may be accepted if the school considers them physically, socially and academically mature

enough.

Student attendance

Whole School 95.4%

Year 12 95.6%

Year 11 92.5%

Year 10 95.6%

Year 9 95.8%

Year 8 95.4%

Year 7 95.4%

Year 6 96.4%

Year 5 94.3%

Year 4 94.8%

Year 3 96.1%

Year 2 97.7%

Year 1 94.2%

Kindergarten 96.5%

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Professional Learning & Teacher Standards

In 2017 the school had 24 permanent and permanent part-time staff. There were 7 full time and 13 part-time

teachers, which amounted to 8.2 full time equivalent (FTE) teachers at the completion of the year. In addition

there were 4 part-time support staff employed and 6 part-time staff involved with administration, cleaning,

maintenance and bus driving. The school also has a pool of 9 casual teachers to replace absent staff throughout

the year.

Of the teaching staff:

18 had a Bachelor of Education or a Bachelor Degree plus Diploma of Education or equivalent;

2 had a Diploma of Education / Teaching;

Teaching experience ranged from 2-44 years

The attendance rate of teaching staff is calculated as 96%.

Summary of Professional Learning Staff

attending

AIS: Phase 2 Action Plan: School based Instructional Leadership Module 1 2

Epilepsy Action Australia: Epilepsy Essentials 10

0018 Institute: STEM in Home Economics 1

TTA: Ancient History for new subject 1

TTA: Unlocking Musical Potential 1

TTA: The Tools for Superb Essays 1

PREMIUM HEALTH: Senior First Aid Course & CPR update 20

AIS: Leadership Masterclass 4: Supporting Effective Pedagogy 1

MULTILIT: MiniLit 2 day Workshop 1

NESA: Standard Setting Workshop 1

AIS: The Business of Social Media in Schools 1

AIS: Action Plan Masterclass 2: Framework for Effective Instruction 2

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CEN: Innovative Pedagogy 1

CEN: Leadership Workshop 1

CEN: Differentiation Workshop 6

CEN: Certificate in Christian Practice 5

CEN: Certificate in Christian Education (Design) 1

CEN: STEM Workshop 1

CEN: Enrichment Workshop 1

CEN: Pastoral Care & Welfare 1

Solar Etching Workshop 1

CEN: Teachers New to Christian Education 2

CEN: Developing Leaders 1

CEN: Equipped to Lead 2

NAPLAN online training 3

AIS: Literacy & Numeracy 3

AIS: Numeracy 2

AIS: Phase 2 NSW Literacy & Numeracy Action Plan 1

HOBSON: Edumate school data base training 2

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Student Performance in State-wide or Equivalent Tests

& Examinations

National Assessment Program - Literacy and Numeracy Our NAPLAN results although pleasing in many areas do not reflect the broader areas of the curriculum and can

be misinterpreted with the small year groups and class sizes Kuyper enjoys. As a non-selective school, we

share the joys and challenges that each individual brings to our community and seek to acknowledge their

strengths and gifts whatever they might be. From students who excel academically to students who struggle

and everything in between, we foster a value and sense of worth in all as people made by God in His image.

The table shows the mean results of Kuyper students compared to all Australian students. Performances in

these examinations reflect the diverse range of students attending Kuyper. It is important to note that Kuyper

has small numbers of students in each Year group so the mean of the scores can be dramatically affected by

one or two students.

Mean scores

Reading Writing Spelling Grammar & Punctuation

Numeracy

KCS Yr 3 410 382 387 402 394

Yr 3 431 414 416 439 409

KCS Yr 5 551 470 510 520 513

Yr 5 506 473 501 499 494

KCS Yr 7 540 506 537 508 515

Yr 7 545 513 550 542 554

KCS Yr 9 591 540 587 576 585

Yr 9 581 552 581 574 592

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2017 Test

Year 3 Year 5

Percentage of students achieving above the benchmark

Percentage of students achieving above the benchmark

School State School State

Reading 90% 94% 100% 94%

Writing 90% 97% 100% 92%

Spelling 95% 95% 100% 93%

Grammar & Punctuation 85% 92% 89% 92%

Numeracy 95% 95% 89% 95%

2017 Test

Year 7 Year 9

Percentage of students achieving

above the benchmark

Percentage of students achieving

above the benchmark

School State School State

Reading 87% 93% 100% 93%

Writing 94% 90% 73% 82%

Spelling 94% 94% 91% 92%

Grammar & Punctuation 88% 91% 95% 90%

Numeracy 94% 96% 100% 97%

HSC Results

Our school offers both a traditional and compressed model of HSC studies meaning that students complete up

to two of their HSC subjects in Year 11 and the remainder in Year 12. In 2016-17, students completed studies

in Ancient History, Biology, Chemistry, Design & Technology, Drama, English, Mathematics, Modern History, PDHPE and Visual Arts. 2017 was our first Year 12 group to complete their HSC; therefore, limited comparative

performance data over time is available. Many students were successful in attaining ATAR results enabling them to enter the university course of their choosing.

Subject School Mean State Mean

Chemistry 87.6 75.2

Design & Technology 82.5 76.4

Drama 72.5 77.6

English Advanced 75.0 80.9

English Standard 66.5 69.1

English Extension 1 41.2 41.2

English Extension 2 43.6 38.7

Mathematics (General) 62.9 68.5

Modern History 66.1 73.7

PDHPE 57.7 71.0

Visual Arts 79.0 79.5

Post school destinations based on information provided when students left the School, 34% entered University,

11% of students took a GAP year, 22% of students entered apprenticeships/TAFE courses and 33% entered directly into the workforce.

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Summary Financial Information

Overview Accounts 2017

The Audited Financial Accounts for 2017 show a net operating surplus of $213,678. Spending on capital,

inclusive of bank loan repayments amounted to $88,062.

Fees

The basic fee structure for 2017 remained unchanged from the previous year. Fees rose by an average 5% for

parents from 2016. In 2017 our uncollected fees at year end was $169,815, an increase of $13,324 from the

prior year. Nevertheless, the school community is grateful to the many families who continue to make prompt

payment of fees and encourage others to partner with us in this way in 2018.

The school has a provision for doubtful debts of $68,330. The Finance Committee is vigilant on the payment of

fees. This is a very difficult and time-consuming area, so again thank you to those who pay on time.

Income

Income from families equates to around 27% of total income and government grants equate to approximately

72%. This is consistent with the prior year. We need to prayerfully support our governments and ensure they

realise we are appreciative of their financial input.

The pie chart below shows the above percentages. Each school is allocated a score dependent on the

socio-economic surveys of the families in the school. The score then determines the wealth of the area. The

Commonwealth funding is based on this score. Unfortunately, our school is in the middle range SES although

many of our parents struggle to pay their fees. Nevertheless, we are thankful for the steadfast commitment

many of our parents have to Christian education.

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Expenditure

As is the case of all schools the major recurrent expense is salaries. In 2017 our salaries were 73% of our total

expenditure.

The year ahead

The 2017 has seen a significant resurgence of enrolments, with above-budget student numbers throughout the

whole year. 2018 looks likely to reflect more modest growth.

Alan McCartin Business Manager