ANNUAL REPORT
2022
We acknowledge and pay our respects to the Dharug and Gundungurra people, the traditional custodians of the land on which we work and learn, extending our respect to elders past, present and emerging.
1 KOROWAL SCHOOL ANNUAL REPORT 2022
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1. MESSAGES FROM KEY SCHOOL BODIES
TABLE OF CONTENTS
Korowal School Board Chair's Report on 2022
DELIVERED BY THE CHAIR AT THE AGM IN MAY, 2023 1. Messages from key school bodies....................................................................................................03 2. Contextual information and characteristics of the student body......................................................10 3. Student outcomes in standardised national literacy and numeracy testing.....................................14 4. Senior secondary outcomes.............................................................................................................15 5. Teacher professional learning, accreditation and qualifications .......................................................18 6. Workforce composition.....................................................................................................................20 7. Student attendance, retention rates and post-school destinations in secondary school.................22 8. Enrolment Policy...............................................................................................................................24 9. Other School Policies........................................................................................................................26 10. School determined priority areas for improvement.........................................................................30 11. Initiatives promoting respect and responsibility..............................................................................32 12. Parent, student and teacher satisfaction........................................................................................36 13. Summary financial information........................................................................................................40
I would like to acknowledge that we are here tonight on the traditional lands of the Darug and Gundungurra people. I would like to pay my respects to Elders, past, present and any indigenous people here tonight. I am pleased to deliver this year Chair’s report for Korowal School Limited for the year ended 31 December 2022, which is our 45th Annual General Meeting. 2022 has been a year of significant changing of the guard for Korowal as we experienced major personnel changes in our school leadership and a slowly returning school life back to normal after the disruptions of COVID over 2020 and 2021. Our school continues to prosper and we remain in a strong financial position with steady enrolment numbers.
BOARD Directors in office at the date of this report are David Wright (Deputy Chair), Greg Lucas, Louise Dungate, David Taylor, Andrea O'Doherty and Mat Spiteri. Korowal’s Business Manager, Melanie Williams continues in her role as Company Secretary. Our Directors reflect the broad community that makes up Korowal, the Directors serve in an honorary capacity and are parents of current students or teachers at Korowal. They bring extensive experience and knowledge from all walks of life to the governance and strategic oversight of the school. I am very pleased to work with them in this task. I would like to thank David Taylor for his contribution to the Board during his term of two years, I hope to see him again serve on the Board. Tonight we elect two new Directors
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and for the first time in many years are holding an election with three candidates for the two positions. The Board will see continued renewal as long serving Directors reach their maximum term limits in the next 12 months. As a Board we are working on a new Constitution that reflects current best practice governance and more importantly moves to allow greater allowance for a skills based Board that leverages the skills of our school and local community and ensures the Board is equipped with the skills it needs to manage the governance of a modern school in an increasingly complex external environment.
STAFFING RENEWAL 2022 brought big changes to our Executive staff at Korowal. In June our Deputy and long standing staff member Bec Finch took up a Principalship on the North Coast. We were very lucky to recruit Cindy Barnsley into the vacant Deputy Principal role. The changes continued as our long standing Principal Barb Fitzgerald announced her intention to resign at the end of 2022. We had a wonderful celebration reflecting on Barb’s leadership and her impact on the Korowal community in December. As Chair, and foremost as a parent of two children who have gone through Korowal (nearly there – 6 months left!) under her leadership, I want to thank her for her selfless dedication and leadership of Korowal. We have grown, fully established ourselves at KOROWAL SCHOOL ANNUAL REPORT 2022 3
our Hazelbrook site and built a strong school community and staff that sets us up for long term growth and sustainability. It is said that one of the biggest responsibilities a School Board can have is to recruit for a new Principal. In the end we didn’t have to look far and it was wonderful to appoint Cindy to the role and see her step into the position with ease. The Board is confident that Cindy can carry forward Korowal into the next phase of its life. The strong senior leadership team at Korowal has ensured we have been able to manage these changes with minimal impact and hold the values of the school. I extend my thanks to all the staff at Korowal who continued to place Korowal front and centre and ensure we continued to operate in a supportive environment for our children.
FINANCE As you will see in the Financial accounts presented at the AGM, Korowal finds itself in a very strong position heading into 2023. We have finished the year ended 31 December in a good position with a surplus of $137,507. This is a great result given the external environment we have faced. Our finance team is ably led by Melanie Williams and I want to thank her for her quiet dedication in ensuring we were able to get through a tough external environment.
STRATEGY AND LONG TERM BUILDING PLANS
We have applied the risk management lessons from COVID to ensure we can leverage strong financial risk management strategies. Our enrolment numbers continue to remain steady at 235-240 students and we have managed 2022 well, with little net change – due to strong new enrolments replacing those who had left. We continue to monitor closely as a key driver of our revenue – both fee and government grants.
In 2022 we continued to build on the completion of our 10 year Masterplan for our school site and were successful in being approved for an $800,000 BGA grant to fund the first phase of building. We hope to include a Covered Outdoor Learning Area and much needed refurbishment of primary. It is the first step in hopefully significant upgrades to our buildings and facilities.
Our other fundamentals remain strong, we are managing our mortgage with ANZ appropriately and paying down the Principal, we are maintaining excellent systems to manage debtors and we have further lowered our debtors to 4% of total fees invoiced – well below the independent school average of 9%. We have payment plans in place for debtors and have minimised our need to write off bad debts.
In 2022 we put on hold a refresh to our Strategy to allow for the new leadership team of Cindy and Matt to lead development and establish the core areas of focus for the coming 3 to 5 years. In 2023 community engagement will be ramped up to enable school community input. Expect evolution not revolution.
I would also like to thank our Finance and Resources Committee which comprises Directors (Greg Lucas and Mat Spiteri) and Exec Team (Barb Fitzgerald, Bec Finch and Mel Williams). Cindy and Matt now are key participants in these roles. They spend a significant amount of time providing advice and reviewing the financial management of our School.
The Board has continued to focus on supporting the Executive to build our capability in Strategic and Business Planning and assisting in the development of new systems and reporting to streamline budget processes, annual business planning and strategic reviews.
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OUTLOOK Our values and strengths have enabled us to weather a global pandemic and emerge stronger. Our school community has proved its resilience in adversity and as we enter a new chapter with renewed school leadership I am very excited about our ability to grow and support our community and provide a solid foundation for our children.
KOROWAL SCHOOL ANNUAL REPORT 2022 5
Principal's Report on 2022
DELIVERED BY THE PRINCIPAL AT THE AGM IN MAY, 2023 In 2022 we experienced great joy in welcoming parents back on site after two years of restrictions, sharing experiences that are the mainstays of our school culture, but which were set aside for two years prior to this. We came together for the primary play, fun run, swimming carnivals, Gala Day, Open Day & Fair, junior Drama elective production, HSC Drama performance, parent information sessions, and graduation ceremonies. Through laughter and smiles we wove the fraying threads of community together once again, forging connectedness and a sense of belonging which newer families to the school had only heard about, but not yet internalised. How we had missed this! Many of our young people relaxed back into the school routines with aplomb, while for some, it has taken more time to settle. The students’ enjoyment and enthusiasm in engaging in performances was palpable and contagious. We are also impressed by the efforts and achievements of individuals and groups throughout our school as they embraced the learning challenges and progressed through the stages. There was intense focus brought to recreating the Fair, for our traditional crew of parents had graduated since last we had this event. The diligence and talents of Caroline Flack and Deb Robertson made this event possible and they worked around the clock, rallying parents to participate in both the preparations and running of stalls on the day. For the first time in decades, the Korowal Fairy Walk was resurrected by Tammy Hall and her team. Our graduates remember this event fondly from our days at Leura. They did a remarkable job of creating a fairy land that appealed to the child in us all.
STAFF 2022 was also a year of dynamic changes to staffing for Korowal. After a long period of stability, we encountered a number of significant adjustments, often attributed to the impact of COVID on individuals and their families. While we had hoped that it would be a year of recovery,
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further interruptions hindered the reprieve that we had craved. Staff absences due to illness continued to be high, as the impact of the additional stresses experienced across the prior two years took their toll. For many, it was a time of review and contemplation that prompted change. In June, our Deputy Principal Bec Finch was offered a Principalship in northern New South Wales, a great accolade to Bec and significant loss to us. Bec left at the end of Term 2, and while she was/is dearly missed, we celebrate that Tallowood Steiner School benefits from all that Bec takes with her from her experiences at Korowal. We were very fortunate that Cindy Barnsley was a candidate for the role of Deputy Principal, a standout amongst the many. We were doubly fortunate that Cindy was able to commence working with us from Term 3. Cindy brings a wealth of experience, having held this role in several international progressive schools prior to Korowal. It was imminently evident that Cindy’s understanding of our values and purpose, combined with her diverse and extensive experience in leading staff, was a good fit. Cindy quickly settled in and gained the trust of our students and staff. Then, after much consideration, I made the decision to relinquish my position as Principal, giving 6 months’ notice to the School Board. While this was a very difficult decision to make, it was the right decision. I have spent 26 rich years at Korowal, the final 13 as Principal. This has been a major part of my, and my family’s lives, and we are so much better for having been part of this community. It has been both a daunting and privileged position to hold; a roller coaster at times, and yet so remarkably unique. Thankfully Cindy Barnsley was also the successful applicant for the role of Principal! I have great confidence that she will build on all we have achieved, and take Korowal to the next level. The school is in very capable hands.
AMONGST OUR TEACHING STAFF
ADMINISTRATIVELY
Anna Summers, our Year 2 teacher, took maternity leave and gave birth to a healthy girl, Adeline. We extend our congratulations to Anna and Harry.
At the end of 2022 we were close to getting the parent portal up and running for early 2023. Caroline Flack, Deb Robertson and Naomi Tipper - thanks for all you do for us.
As he had planned, after 11 years at Korowal, Rick Morris retired from Mathematics teaching to enjoy a life in the garden, and playing piano. Kim Poole, who had taken 12 months leave from teaching Music to work in Central Australia, made the decision to move out of the Mountains permanently and away from fulltime teaching towards permaculture; as did Jes Somerville, my Personal Assistant. Lisa Taylor left us to take up a position in a smaller learning support environment. Then, later in the year, a further two of our dedicated team of teachers, Anne Mashal and Karen Arkley-Smith, announced that they were taking a break away from teaching. We extend our thanks to you all and wish you well in your new endeavours. The pattern of unrest and strain felt by teachers broadly is evident in this development at Korowal. Our society is requiring more of teachers than at any previous time, and the cracks are beginning to emerge. We hold our staff in the highest regard and applaud their professionalism, the care shown to their students, and the dedication and focus they bring to student learning and wellbeing. Talulah Vane continued to lead our primary team, and our Leadership Team of Advisors continues to grow in significance as we develop our distributed leadership model. Thank you all.
WELCOMES As with all exits there are entries and renewal, and to our delight Korowal attracted very accomplished and energetic staff to fill the vacancies. Matthew Whaley joins the Executive team as Deputy Principal from January 2023. At the same time, we welcome Emma-Joy Reardon and Ebony MacFarlane to our primary staff, and Cristin Quinnell to Mathematics, Steve Clark to Music, Georgina Khoo to HSIE and English, and Jeremy Cook to Business Studies and Work Education.
STRATEGICALLY Throughout 2022, we continued to develop our strategic priorities and at the end of 2022 we signed off on the achievements of the Strategic Plan. In spite of the interruptions through 2021 and 2022, in some areas we exceeded our original goals. The dialogic practices of Oracy and Open Dialogue are alive and thriving, prioritising student voice across the school. We have documented our 3 year plans to guide the layering of these practices throughout the school, K-12. Staff training resources have been developed and will continue to provide sound training and review. In January 2023, Korowal’s solar panels were finally fitted, a major development towards sustainable practices at Korowal. The parent group led by Ben Silverstone got our Food Forest underway and we raised $6594 at the Fair to assist with this development. Primary classes are now having hands-on experiences in maintaining the vegetable gardens in stage 1 of the plan. Furthering sustainable practice opportunities are to be brought into focus in 2023. With thanks for the fine work undertaken by Melanie Williams, in December 2022 we received notification that our application for a Building Grant was approved, meaning that we can now proceed to plan for the development of Phase 1 of our Master Plan - The refurbishment of the Primary school and installation of a Covered Outdoor Learning Area (COLA).
KOROWAL SCHOOL ANNUAL REPORT 2022 7
THE KOROWAL SCHOOL BOARD We are experiencing a changing of the guard, with teachers who have held the story of Korowal close now moving into retirement. The role of our School Board has never been more significant. Our Directors are responsible for sound governance and they do so graciously, and with little recognition. It is no small feat that the evolution of this small, comprehensive independent school continues as innovative and humanist, remaining true to its foundations. As we evolve, developments at Korowal align with our Constitution, and the Chair, Directors and Principal are responsible for ensuring that this continues into the future. The Board is also responsible for the overview of the Business and Finances and we continue to be proud of our achievements in this area. I extend our thanks to our Business Manager Melanie Williams, as she continues to provide us with very fine services as a key member of the school Executive Team, and to Greg Lucas and Mat Spiteri as members of the Finance and Resources Committee. Thanks are extended to all of our Directors for your willingness to engage at this level of responsibility for the benefit of us all. On behalf of the School community, I extend our thanks to Chris Lee, our Chair. It has been a busy year for Chris in this role, especially with the planning that we have undertaken. On a personal level also, I thank you for your support, Chris. 2022 was a significant year, signalling a changing of the guard. Korowal will continue to go from strength to strength and navigate new and exciting waters. As I pass the captaincy of our ‘tugboat’ to Cindy Barnsley, I celebrate that Korowal is not only unique, but also significant. There is power in being small as we respond to the ever changing educational landscape. Uniquely at Korowal we recognise the individual within the group and our practices are intentional and focussed. This is second to none. It’s a beautiful school! Thank you for your trust in me. Barb Fitzgerald, 2022.
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2. CONTEXTUAL INFORMATION ABOUT THE SCHOOL AND CHARACTERISTICS OF THE STUDENT BODY About Korowal Korowal is an independent, Kindergarten to Year 12, secular School. We are a small school with small classes, situated on seven beautiful hectares in the Blue Mountains town of Hazelbrook. We offer a learning and social environment that is integrated, nurturing, inspiring, and creative. Korowal is governed by a single school council, the Korowal School Board (KSB), made up of teachers and parents/carers. This allows for the consensual and efficient operation of the school, both administratively and educationally, and encourages a constructive partnership between parents/carers and teachers. The daily running of the school is in the hands of the School Principal and the Executive. The Principal is the school’s Chief Executive Officer and reports to the Board. Our current Principal is Cindy Barnsley.
Education Education at Korowal is informed by the following principles: Creativity can be seen across all subjects. It is ‘how’ we approach learning that encourages lateral, creative, expansive thinking. We value process over product. Play is seen as a child’s right. To be creative while surrounded by beauty, to develop in their own time. Education is not seen as a race.
Critical Thinking is embedded throughout our classes. We encourage questioning. We analyse, apply logic and reasoning by asking how and why to further understanding. Self-Expression is held as important for each individual within the community. There is no school uniform. Sustainability in all things is a goal. Treading lightly and being responsible for our footprint is how we become sustainable. Access and Equity is our aim, as we work to keep our fees as low as possible. We offer several scholarships in High School. We provide significant discounts for third and subsequent children. As an inclusive community, we support the integration of students with additional needs and are richer for this.
Features PATHWAYS HSC Our compressed delivery HSC program offers a flexible alternative that equalises workload across the senior years. Each subject is studied intensively for one year and examined at the end of that year. We offer part time study (up to five years) in a senior college environment. We support and inspire students towards their potential and goals. Our program has a consistent record of success across the curriculum.
Relationships are at the heart of the educational experience. Relationship to self, to others, to learning and to the environment. Students are on first name terms with staff in honour of our equality as human beings.
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KOROWAL SCHOOL ANNUAL REPORT 2022 11
Facilities SHARED FACILITIES Korowal School has a large hall, library, ball court, meadow, mini-oval, outdoor gym circuit, and canteen which are all shared from Kindergarten to Year 12. Students are given access to facilities according to the timetable.
PRIMARY We have eight classrooms in the Primary School and a Library Reading Room for Primary Students attached to the main library. Each cohort has their own classroom and depending on the timetable, classes move in and out of teaching spaces to allow for Japanese, Art and PE.
HIGH SCHOOL We have 11 High School teaching spaces that include two Visual Arts/DT rooms, two Science Labs, a Learning Resource Centre, Music rooms, a dedicated Drama space and the Learning Hub. Students have access to computers in the library and workspace for study.
PATHWAYS Pathways classes are held in the High School teaching spaces listed above. In addition, Pathways students have a common room in which they can study, prepare food, and relax between classes.
Transport Korowal is accessible by train and bus from Penrith and most Mountain towns. Korowal buses transport students to and from school between Emu Plains and Katoomba.
Korowal Studios The Korowal Studios also operate from our school facilities and offer individual and group tuition in the creative and performing arts, provided by a team of talented and experienced artists. Tuition is available within and outside of school hours.
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Sport, Outdoor Education and Co-curricular Our curriculum rotates students through a wide variety of sports, dance, fitness programs and physical challenges. Students in the upper Primary years and Junior High School have the opportunity to participate in inter-school sporting events as well as in Korowal’s annual events, Primary and High School Swimming Carnivals, the Fun Run and the Huff n Puff Gala Day. High School students undertake a structured series of outdoor adventures in our Outdoor Education Program, with our annual school camps. Primary students regularly take advantage of bushwalking in the Blue Mountains National Park, which is on our doorstep. Years 7-10 students engage in a co-curricular program once each week and choose a new activity each semester.
While Korowal is a comprehensive K-12 school there is a strong focus brought to creativity in learning and imaginative play. A creative approach to education is known to assist in developing neural pathways that enhance learning. Many of our alumni are pursuing careers in science, information technology, design, psychology, music engineering, architecture, law, medicine, performing and visual arts and social sciences. They bring a strong ethical framework to decision making. Index of Community Socio-Educational Advantage (ICSEA): 1106
Each class, from Year 2 through to Year 12, participates in an annual camp ranging from in-school sleepovers for Year 2 students, to outdoor education adventures for the remainder of primary through to senior years. Korowal students also attend a variety of cultural activities, and have represented the school in sporting events.
Characteristics of the Student Body At the time of the 2022 census, Korowal had 245 enrolled students from Kindergarten to Year 12, with a close to even split of male and female students and a small group of students identifying as non-binary. Each year group has a single class with many opportunities through both Primary and High for classes to be organised vertically. Of these 245 students, 2% identified as Aboriginal or Torres Strait Islander and 3% were from a language background other than English. We encourage students to explore, accept and support one another's cultural backgrounds, beliefs and values. Our community is built on the relationships that students, teachers, staff, parents and carers foster. This provides the foundation for learning within a nurturing environment, thus supporting the journey towards becoming engaged young adults.
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3. STUDENT OUTCOMES IN STANDARDISED NATIONAL LITERACY & NUMERACY TESTING Student performance on NAPLAN has previously been provided to ACARA for uploading to the My School website and is available for viewing at the following website: www.myschool.edu.au
4. SENIOR SECONDARY OUTCOMES Records of Student Achievement Four students applied for, and were granted, a Record of Student Achievement (RoSA) through the NSW Education Standards Authority (NESA) in 2022.
In 2022, 31 students in Year 11 and 12 sat for the NSW Higher School Certificate in 10 courses. In total, 100% of Year 12 students achieved a mark of 50 or more (Band 2 or higher) with 93.5% of students achieving at least one Band 3-6.
Higher School Certificate
It’s always challenging to analyse data with a small cohort of students, but in general, of the subjects on offer in 2022, (remembering that these results make up 50% of the cohort’s HSC credentials), the students continued to track above the state average in Drama, English Advanced, Industrial Technology, Mathematics Extension I, Physics, Studies of Religion II, and Visual Arts.
At Korowal School, the HSC is delivered using the Pathways Model which provides a sustainable alternative to the typical HSC program, in which all subjects are examined together in one period at the end of Year 12. Pathways is a compressed model in which Year 11 and 12 students study together, and each subject is taught intensively for one year, with students sitting exams at the end of each year. This pattern of study and assessment is similar to that used at universities. This model also provides a greater range of HSC subjects to be offered in our small yet significant school. Students here choose a subject because they want to study it. They are not required to demonstrate a high level of competency in the subject at entry, post Year 10. For this reason, we see some slight variations within subjects and candidate numbers between subjects fluctuate. The largest number of students in any course in 2022 was 18, and the lowest had 1 candidate. Of our graduating Year 12 cohort, no students in
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Year 12 undertook vocational or trade training.
Students ranked highest overall in Drama with four students receiving a Band 5 or 6, followed closely by English Advanced with three students receiving a Band 5 or 6. In 2022, the students participating in Drama doubled from 2020 when it was last offered. A similar trend was observed in Industrial Technology where we saw a 66% increase in students. In total, 14 students graduated from Korowal School in 2022. Three students attained HSC Life Skills, ten students completed the HSC course and one student is yet to complete the Minimum Standards Requirements.
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Combined Bands 3-6 HSC Results in comparison to the State Subject
Biology
Business Studies
Chemistry
Drama
English Advanced
English Extension I
English Extension II
English Standard
History Extension
Industrial Technology
Subject
Year
Korowal
State
2022
88%
94%
2021
55%
78%
2020
77%
95%
2022
100%
73%
2020
0%
74%
2018
100%
95%
2021
100%
83%
2019
87.5%
86%
2017
86%
86%
2021
88%
98%
2019
100%
98%
2017
100%
98%
2022
100%
86%
2020
100%
85%
2018
56%
87%
2021
100%
94%
2019
100%
94%
2017
92%
93%
2022
100%
93%
2020
100%
92%
Year
Korowal
State
2022
78%
79%
2020
94%
86%
2018
89%
90%
2021
80%
86%
2019
100%
83%
2017
92%
86%
2021
100%
88%
2019
100%
88%
2017
89%
90%
2022
100%
98%
2020
100%
97%
2018
100%
97%
2022
100%
99%
2021
100%
99%
2020
100%
99%
2021
100%
99%
2020
100%
99%
2019
100%
99%
2021
100%
82%
2017
67%
77%
2016
100%
78%
2018
81%
90%
2022
73%
88%
2022
100%
98%
2020
91%
89%
2020
100%
98%
2018
86%
84%
2019
100%
98%
2021
0%
77%
2019
0%
77%
2017
100%
80%
2022
90%
86%
2020
100%
80%
2019
100%
79%
16 KOROWAL SCHOOL ANNUAL REPORT 2022
Mathematics Advanced
Bands E3 – E4 Mathematics Extension I
Modern History
Music I
Physics
Society and Culture
Studies of Religion II
Visual Arts
KOROWAL SCHOOL ANNUAL REPORT 2022 17
5. TEACHER PROFESSIONAL LEARNING, ACCREDITATION AND QUALIFICATIONS
Governance Symposium - School Wellbeing: AISNSW Investigations Masterclass | Reportable Conduct: AISNSW Investigations Masterclass | Workplace Investigations: AISNSW Project Management for the NFP sector Test & Tag training Musica Viva - Strike a Chord
Professional Learning
Analysis to Action HSC Maths & Science Masterclass - Tom Sheerington: Intensive session on coaching dialogic strategies
Dialogue Training - Open Dialogue in a School context
ACHPER (The Australian Council for Health, Physical Education and Recreation) Conference
Senior Leaders Online: AISNSW
Body Image training: Butterfly Foundation
Regional Tour: A whole-school approach to health and respectful relationships: AISNSW
Governance Symposium - AIS Directors training
Refresh: Reconnecting and Rebuilding Music in Schools: AISNSW
Transgender and Gender Fluidity Webinar: LawSense
Executive Personal Assistant course: AISNSW
Employment Law NSW: LawSense
Set Design & Model making
Jolly Grammar 1 & 2: Jolly Phonics
PDHPE Planning and Programming
Apple Distinguished Educators: Apple
Live Life Well @ School: Taking the Next Step: AISNSW
Reportable Conduct & Allegations Against Employees: AISNSW
‘TENs’ (Teach Expert Network) English and Maths K-2 new syllabus: NESA
Provide First Aid in An Education and Care Setting: Pulse First Aid
The AISNSW Annual Briefing: AISNSW
CPR Training: Pulse First Aid
Risk, Business Management & Governance: LawSense
Body Esteem Educator Training
Economic updates, enrolment contract updates, AISNSW updates: ASBA
Oracy residency: Oracy Cambridge
Directors of Studies Conference: AHISA
Human Resource Professionals’ Breakfast Briefing Webinar: AISNSW
Group Performance Devising Day: Drama NSW
Anti-Discrimination Legislation Executive Masterclass: AISNSW
MEA Interpretation Workshop: AISNSW
K-10 Road Safety Education Resource Exploration Webinar
HSC Chemistry Research Project: NESA
School Governance - Strategic Thinking in Schools: AISNSW
Growing Green Libraries Conference: AISNSW
Virtual Privacy Briefing: AISNSW
Commercial Negotiation and Contracts: AISNSW
Moving Beyond Numbers: Using Qualitative Data: AISNSW
Autism in Schools Conference: Attwood Events
Supporting Students With Challenging Behaviour: AISNSW
The Series - Primary Mathematics Seminar: WSU
Autism Spectrum: Universal Supports: AISNSW
NSW Child Protection - Crossing Professional Boundaries: AISNSW
Autism Spectrum Disorder: Targeted Supports: AISNSW
Commerce Inservice: AISNSW
Disability Legislation
Leadership in Aboriginal Education Conference: USyd
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Teacher Accreditation Level of Accreditation
No. of Teachers
Conditional
0
Provisional
2
Proficient Teacher
26
Total number of teachers
28
All teachers have teacher education qualifications from a higher education institution within Australia or as recognised within the National Office of Overseas Skills Recognition (AEI-NOOSR) guidelines.
6. WORKFORCE COMPOSITION This description of the Korowal School workforce is extracted from the information published on the ACARA website from the August 2022 census.
Workforce
Total
Teaching staff
27
Full-time equivalent teaching staff
22.3
Non-teaching staff
19
Full-time equivalent non-teaching staff
11
Korowal School had no Aboriginal or Torres Strait Islander staff in 2022.
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KOROWAL SCHOOL ANNUAL REPORT 2022 21
7. STUDENT ATTENDANCE, RETENTION RATES AND POST-SCHOOL DESTINATIONS IN SECONDARY SCHOOL Attendance As a registered non-government school in accordance with the Education Act 1990, we are required to keep a register of enrolments and daily attendances of all students at the school using the ministers common code of recording. At Korowal, these registers are maintained in electronic form which has been approved by the Minister for Education. Korowal School complies with all regulatory bodies and keeps all necessary documentation on student attendance, including participating in student attendance audits. In New South Wales, all children from six years of age are legally required to attend school or be registered for home schooling. After they complete Year 10 and until they turn 17 years of age, students then have the following options:
• Enrol in full-time further education and training (eg. TAFE, traineeship, apprenticeship)
• Undertake full-time, paid employment of an average of 25 hours per week; or
• A combination of the above.
Children are expected to attend all school activities, on time. Absences are required to be explained in one of the following methods:
• A note or email to the school
• A form via Sentral Parent Portal • A telephone call to the school
• A verbal explanation to the school • A Doctor's certificate
• Application for Exemption From School
are formally submitted to the Principal for consideration and approval.
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Attendance Data The attendance information below is calculated for the entire school year for each grade. The whole school attendance rate for students for the 2022 school year was 86%, and is broken down according to the year group in the graph below. Leave can consist of sick leave, extended sick leave and other approved leave. Year Level
Attendance Rate %
Kindergarten
85%
Year 1
88%
Year 2
84%
Year 3
83%
Year 4
86%
Year 5
86%
Year 6
89%
Year 7
82%
Year 8
82%
Year 9
83%
Year 10
86%
Year 11
93%
Year 12
96%
Whole School
86%
Exemptions In 2010 the Minister, under section 25 of the Education Act 1990, delegated the power to Principals of non-government schools to grant and cancel a Certificate of Exemption from being enrolled and attending school, in certain prescribed circumstances. Where the parent of a student of compulsory school age seeks an Exemption from Attendance at school or an Exemption from Enrolment, Korowal will process the parent’s application in accordance with the NSW Department of Education’s guidelines.
Management of Non Attendance Students are required to attend school. Parents/ Carers are responsible to advise the school of their child’s absence by either phoning the school office on the day of the absence, emailing the school, submitting a form via the Sentral Parent Portal or sending a note with the child on their return to school. Students who arrive at school after the start of the school day must present to the office and sign in, advising the office of their reason for being late. This needs to be verified by their parent/carer. Attendance is registered in the school’s administrative database, Sentral, which automatically generates an email to families for each absence or unexplained late sign in. Families going on extended leave must complete an Application for Leave form (in accordance with legislation) and submit to the school office for authorisation from the Principal. The parent is notified of the outcome via authorised certificate or directly from the Principal.
In the event of extended periods of absence or ongoing patterns of non-attendance, Year Mentors or Class Teachers will make contact with the family to discuss the educational support needs of the student in returning to school. The school works closely with families and students who may require assistance managing school work and priorities in the event of medical illness, anxiety, school refusal and other identified needs. Where necessary, an attendance plan is developed and put into place in consultation with the student and their parent/carer.
Retention Rates and Post-School Destinations Of the 19 students enrolled at the end of Year 10 - 2020, 63% went on to graduate from Korowal in Year 12 in 2022. The COVID-19 pandemic saw some students move to home schooling or relocate interstate. Each year it is an absolute pleasure to hear the stories of our recently graduated students. As is often the case, Korowal 2022 graduating students have made important life decisions based on their whole selves, taking into account their wellbeing, strengths, capacity, purpose and their passions. Numerous students have taken a gap year to build life skills, travel and experience new places, and undertake paid work and save. Those students who moved into study are working towards qualifications in a diverse range of areas including Politics, International Relations, Psychology, Baking and Hospitality, and Automotive Technology.
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8. ENROLMENT POLICY Enquiries for enrolment to Korowal School can be made by completing the Expression of Interest Form on the school’s website. Once an initial enquiry is made, contact is made to offer a tour, and an e-version of the Primary Student Parent Handbook and/or High School Student Parent Handbook, an Application Form and Fee Schedule are sent to the enquirer. Upon receipt of an application form, the pre-enrolment process begins and can include the following:
• Interview with the Class Teacher and/or Leadership Team
• Contact with previous school
• Contact with medical professionals as identified
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• Interview with specialist teachers/counsellors as identified
Enrolment to Korowal School is in accordance with the Disabilities Discrimination Act 1992 and the Disability Standard for Education 2005. Parents and students are required to read and sign documents applicable to enrolment prior to commencing at Korowal School. Once enrolled, students and parents are expected to support the school’s ethos and comply with the school policies and guidelines to maintain the enrolment. Our Enrolment Policy can be found on our website: https://www.korowal.nsw.edu.au/whowe-are/policies/ or via a direct link: Enrolment Policy
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Policy
Access to full text
Changes in 2022
Anti-bullying Policy
9. OTHER SCHOOL POLICIES The School is committed to the achievement of the highest standards of education in which the security, protection and comfort of students and staff retains the highest priority. Policies and guidelines are issued for all staff, responsible in any way for the conduct of educational activities at Korowal School. Korowal School strictly prohibits any form of corporal punishment. Furthermore, the School does not encourage or condone the use of corporal punishment by any other persons, including family members. Korowal School implements policies and procedural guidelines to support students, parents/caregivers, staff, Executive staff and the Board of Directors to guide decisions, achieve positive outcomes and create boundaries for acceptable behaviour. The policies and procedural guidelines are developed in accordance with the educational goals, purpose, and values of the school and in accordance with legislation. All policies are regularly reviewed by the Executive Team.
Korowal School does not tolerate bullying in any form. In a school that values relationships, we require all stakeholders to support our proactive and responsive anti-bullying processes. Our goal when dealing with matters relating to bullying is to restore a respectful relationship between those involved. To this end we: • support the person who is the target of the bullying behaviour
All guidelines remain subject to all current Child Protection Legislation.
• support the person who is the perpetrator of the bullying behaviour
Policies are available on request from the Korowal School Office, via the school intranet (Google Drive) and a selection of policies are available on the Korowal School website: https://www.korowal.nsw.edu.au/who-we-are/policies/
• provide appropriate skill building for all those people impacted by this behaviour
Following is an overview of key policies: Student Welfare, Anti-bullying, Discipline, and Complaints & Grievances. Policy
Changes in 2022
Access to full text
Whole of School Wellbeing Policy Whole of School Wellbeing Policy One of Korowal School’s aims is to create a safe and supportive environment in which students, teachers and families feel valued. The School seeks to promote a learning environment where we: • minimise risk of harm • support the physical, social, academic, spiritual and emotional development of students • provide policies and programs that develop a sense of self-worth and foster personal development • are mutually supportive • respect each other, the values and ethos of the school • provide equal opportunity for all. We believe that it is essential to an individual's personal growth to flourish in connection with other human beings. One of our roles as educators is to assist students who behave in ways that are inappropriate or unacceptable within the context of the school's values. We are interested in changing these behaviours in such a way that students feel they belong to our community. What remains important is that unacceptable or inappropriate behaviour is dealt with and change is achieved.
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Nil
The full text of the Whole of School Wellbeing Policy is available on request from the Korowal School Office, via the school intranet (Google Drive) and on the Korowal School website: https://www.korowal. nsw.edu.au/who-weare/policies/
The School’s response to bullying is built on an evidence-based framework that is informed by current research and includes the Method of Shared Concern and Restorative Practices.
In January 2022, the school’s Antibullying Policy was reviewed. Changes included: • The reference to the Child Protection Policy Suite in the Related Policies section. • Employment of the Child Safe Standards when implementing a safe and supportive environment. • The employment of Leadership, Inclusion, Student Voice, Community and Family Partnerships, Support for Wellbeing and Positive Behaviours to promote student safety and effectively address bullying behaviour.
The full text of the Anti-bullying Policy is available on request from the Korowal School Office, via the school intranet (Google Drive) and on the Korowal School website: https://www. korowal.nsw.edu. au/who-we-are/ policies/
• Updating of methods to teach about appropriate, respectful behaviours in order to prevent bullying behaviour. • Clarification of the definition of bullying behaviour. • Distribution of Anti-bullying Policy and Procedure to be emailed to any families involved in bullying allegations. • Modeling of Restorative Practice as a response to inappropriate or unacceptable behaviour.
Student Discipline Policy We are interested in changing inappropriate behaviour in such a way that the student continues to feel that they belong to the school community. It is when a student's behaviour does not change, despite our best efforts, that discussion and flexibility of approach become necessary. For a successful outcome, it is important that there is a willingness on behalf of both the student and carers to participate in the process.
Nil
The full text of the Student Discipline Policy is available on request from the Korowal School Office, via the school intranet (Google Drive) and on the Korowal School website: https://www. korowal.nsw.edu. au/who-we-are/ policies/ KOROWAL SCHOOL ANNUAL REPORT 2022 27
Policy
Changes in 2022
Access to full text
Complaints Handling Policy Korowal School provides the opportunity for parents and students to raise issues of concern directly with the person/s involved. Staff are able to meet with parents or students face to face to discuss any issue and will only respond to emails to set up meetings. If preferred, a meeting with a member of the School Executive can be made.
Nil
It is important that time is given to deal with concerns and that matters are dealt with according to any relevant policies.
The full text of the Complaints Handling Policy is available on request from the Korowal School Office, via the school intranet (Google Drive) and on the Korowal School website: https://www.korowal. nsw.edu.au/who-weare/policies/
It is required that matters being dealt with by the School on behalf of students and/or parents be kept confidential. Korowal School invites feedback from its parent and student body and endeavours to provide a harmonious environment where dissatisfaction can be heard in a mutually respectful environment, with the common goal being to find the best way to restore that harmony.
Procedural Fairness As stated in all relevant policies, policies are based on principles of procedural fairness. Korowal School acts on the following definition of procedural fairness: Procedural fairness is a basic right of all when dealing with authorities. Procedural fairness refers to what is sometimes described as the ‘hearing rule’ and ‘right to an unbiased decision’. The ‘hearing rule’ includes the right of the person against whom an allegation has been made to:
• Know the allegation related to a specific
matter and any other information which will be taken into account in considering the matter.
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• Know the process by which the matter will be considered.
• Respond to the allegation.
• Know how to seek a review of the decision made in response to the allegations.
The ‘right to an unbiased decision’ includes the right to:
• Impartiality in an investigation and decision making.
• An absence of bias by a decision-maker. To support procedural fairness, it is required that confidentiality is held around matters being dealt with between the School and the parents and students involved.
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10. SCHOOL DETERMINED PRIORITY AREAS FOR IMPROVEMENT Strategic Priorities The initiatives outlined in our 2018 - 2022 Strategic Plan were Oracy, Project-Based Learning, Sustainability Projects, Communal Dining, and Partnerships. We reference our Strategic Plan alongside our C.A.R.E model, using the framework of Community, Academics, Relationships and Emotional Intelligence to guide the delivery of a quality educational program. The Strategic Plan was reviewed in Term 4, 2022. COVID-19 restrictions and pressures resulted in the Communal Dining initiative, Project-Based Learning, and specific projects within the Sustainability and Partnership initiatives, being placed on hold.
ORACY
SUSTAINABILITY
The residency of Alan Howe, from Oracy Cambridge, brought a whole school focus to embedding and developing the Oracy programme across the school. Alan, along with the Leadership Team, worked with every teacher in the school to evaluate the most effective ways to embed dialogic practice in classrooms and to provide support and resources that met each teacher where they were in their journey. This included sharing exemplary practice, providing an evidence base, developing an Oracy continuum with benchmarks for continued program evaluation and improvement. This work culminated in an Oracy Handbook designed to specifically meet the needs of Korowal and our staff and students. Parent workshops were also held to engage the community in why this work supports learning and students developing their voice in ways that enhance their lives as learners and young people. The synergy between Open Dialogue and Oracy also became more evident as we collaborated to design further ways that student voice and agency could be activated and promoted in Korowal in 2023.
We continue our focus on environmental sustainability including optimising grant opportunities, with particular focus on sustainability education and efficiency. The Food Forest at the front of the school was established with Primary students being engaged in learning about the principles of permaculture and growing food.
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OPEN DIALOGUE Open Dialogue Network Meetings have become our unique way of working with students, particularly following our whole staff training in 2021 and 2022. At Korowal, we place the student’s voice in the centre of their network. In a school context, those participating in the network meeting may include the student, their parent/s, carer/s, teacher/s and others within their network of support as needed. This form aligns with our inherent values, as maintaining healthy and honest relationships sits at the core of our school’s philosophy. Within any community setting we exist in relationship to one another. When participating in Open Dialogue we experience compassion, equity, respect for all participants, empathy and gratitude for the honesty and commitment to the student. We
require resilience to persevere, and a willingness to listen and respond to what is presented at that time in that space.
•
CO-CURRICULAR
Year 1 students, closely followed by Kindergarten students, are the most active borrowers in the school.
In 2022, we significantly expanded our cocurricular programme to complement the academic programme and offer students opportunities to learn in different contexts, to both develop existing interests and develop new ones, and to expand social opportunities. This is a significant programme in terms of its involvement from staff and we expanded from four to 12 staff offering co-curricular activities. These include Sustainability, Chess, Cabaret (Music, Drama, Set, Lighting and Sound Design, Costuming), Science Extension, STEM, Craft (Knitting, Crochet & Felting), Fitness and Tournament Games. This provides enrichment opportunities for students along with the opportunity to develop social connections with like-minded peers across Years 7-10.
CURRICULUM DESIGN AND DEVELOPMENT A schoolwide focus on curriculum design and development and creating greater quality and consistency in our written and assessed curriculum was extended throughout 2022. We evaluated our current practices, determined strengths and areas for growth, and created a new system to support our K-12 learning continuum and our ability to evaluate the quality of our programs and assessment practices. This was a step towards creating quality maps of our curriculum from K-12.
IN THE LIBRARY Borrowing In 2022, 7,069 books were borrowed from the library across the school. This was a significant rise from 5,558 in 2021. Most Popular Circulated Books
• •
Minecraft : Redstone Handbook
•
Wings of Fire : The Hidden Kingdom – Graphic Novel by Tui Sutherland
LEGO Ninjago, Masters of Spinjitzu. Official Guide by Greg Farshtey
•
Wings of Fire : The Brightest Night – Graphic Novel by Tui Sutherland Do Not Open This Book by Andy Lee
Purchases 447 new books were purchased in 2022. Weeding – Write Offs 2,667 books were written off from our non-fiction collection. The criteria for weeding these were: Usage (never borrowed) Age (over twenty years old) These books were then offered to the community during the school’s Open Day. Britannica School This subscription has continued as it has been a popular tool for research both at home during remote learning and at school. It is suited to K-12 students and staff. Renaissance Reading – High School This accelerated reading program has encouraged and supported High School students to read more widely. Many students are regularly visiting the library to browse and pick up reserved books. Premier’s Reading Challenge – Primary School In 2022, a total of 75 primary students completed the challenge, compared to 66 students in 2021. CBCA Book Week The theme for Book Week 2022 was ‘Dreaming with Eyes Open’. We held a Book Week character parade in August which was warmly welcomed by our community following COVID-19 restrictions the year before. K.O.A.L.A.s (Kids Own Australian Literature Awards) Korowal School continues to be a proud member of the KOALAs. Our Primary Students look forward to nominating their favourite Australian books (no older than ten years old) and then voting later in the year. Philip Bunting continues to be one of our most popular authors.
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11. INITIATIVES PROMOTING RESPECT AND RESPONSIBILITY In the Primary School Respect and responsibility continue to underpin so much of what we do in our Primary School. This starts with the foundational ‘school rules’, which are regularly referred to as we solve problems and work together:
• Look after yourself
• Look after other people • Look after your things
• Look after other people’s things • Look after the environment • Above all, be kind
These are displayed throughout the Primary School in the hallways and learning spaces. They are woven into our Restorative Practice work and feature in our Personal Development programmes. Teachers also use these to identify the relationships and dynamics within stories that form part of our Focus Studies.
We continued to embed respect and responsibility into our circle gatherings as we stepped away from the traditional Morning Circle towards Afternoon Circles. The words of our songs and poems iterate these values, as does the practice of meeting in equality across the circle. Our Year 6 students undertook their work as Kindergarten buddies with great care and consideration again this year, a great opportunity to put our values into practice and form respectful relationships across the school.
In the High School
Across the School
MORNING MEETINGS
CLASS MEETINGS
Morning Meeting in High School gives voice to students and fosters respectful communication and relationships. The Morning Meeting routine was altered to minimise physical contact, yet respectfully greet each other with eye contact and elbow or foot taps. Morning Meetings take place outside, increasing student connection to the natural environment.
Term 1 Class Meetings for parents provide the opportunity for sharing information that directly relates to a student’s class, and for us to receive questions and feedback from parents. We place such a value on this that we have the Class Teachers, Mentors, Stage Advisors, Deputy Principal and Principal at the meetings. This is where the Korowal story for the new year is told. It is the collective voice that is heard. There is an exchange of ideas and questions and it generates a sense of being in a learning community for the year ahead.
ENVIRONMENTAL STEWARDSHIP Students from Kindy through to Year 12 have participated in environmental awareness actions, developing their respect for our dependence on a healthy environment and a sense of responsibility as stewards of the planet.
ORACY IN HIGH SCHOOL Year 7 participated in an Oracy course that centers around a series of Harkness discussions around current world and community issues with our focus on how carefully we listen to each other and encourage all voices at the table to be heard. Oracy skills were threaded throughout the curriculum in Years 7-12 as teachers continued to collaborate with one another to further embed dialogic pedagogy throughout the school.
CODES OF CONDUCT The Employee Code of Conduct and the Code of Conduct for Parents and Students hold firm the expectation that all members of the school behave in a manner consistent with our values and ethos. Respect and Responsibility continue to be at the core of our approach to relationships.
One facet of our responsibility to respectful relationships evolved last year with restorative discussions highlighting that we are all ‘contributors to kindness at Korowal’. The kindness and respect that we experience at the school is the work of each of us, children and adults, every day. A highlight for the Primary School was a visit to our final Bush School by iconic Australian artists and fashion designer, Linda Jackson AO. Jackson showed samples of her textiles and art works as she spoke about her creative career to 6 x mixed-age groups across the day, and then led a collage activity. It was heartening to see the respect that we actively teach and practise each day with the children on display as they responded to Jackson with deep reverence and cooperation.
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OUR WORLD Sustainability, Equity, Freedom, Peace
INSPIRING LEARNING
We value questions towards understanding.
Quality, Curiosity, Play, Rigour, Intrinsic, Diversity We value a love of learning as a lifetime pursuit towards knowledge and understanding.
SCHOOL COMMUNITY
KOROWAL VALUES
Inclusion, Care, Support, Participation We value the significance of belonging.
RELATIONSHIPS Open, Kind, Respectful, Empathetic, Inclusive We value our commitment to respectful relationships.
INDIVIDUALITY Uniqueness, Complexity, Connection, Balance, Resilience We value the uniqueness, complexity and humanity of each individual as part of the whole.
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12. PARENT, STUDENT AND TEACHER SATISFACTION The School aims to work in partnership with students and families to support the best educational outcome for each learner.
Staff Staff are able to ask questions, give feedback and express concerns via Morning Meeting, weekly cluster meetings and directly to the Executive, the School’s Wellbeing Coordinator and the Leadership Team. Staff are often given the option to express their feelings in surveys following Staff Development Days and Professional Learning. Given that a comprehensive survey was conducted in 2021 using AIS Perspectives, no further survey was conducted in 2022.
"The support at Korowal for our son during his Pathway years was first class. Feedback and assistance from his teachers made the HSC journey so much easier. As parents we felt reassured that he was so supported and that there was such individual interest in his progress and wellbeing."
“My last child graduated from Korowal in 2022, along with a peer group of wonderful young men and women. A common character trait amongst Korowal graduates is a self confidence that is centred in acceptance of divergent opinions and kindness.” “Peopled with genuinely dedicated and supportive teaching staff, Korowal granted all my wishes regarding the education of my child.”
Parents Parents continue to give feedback and raise concerns with class teachers, administrative staff, Executive staff and when necessary, the Korowal School Board. Families have access to the School’s Complaints Handling Policy and Protected Disclosure Service, which are both available on the Korowal School website. A member of the Executive team strives to greet parents each day in the turning circle at drop-off and pick up to form relationships and field any questions or concerns parents may have. The above recounts are from parents of our 2022 Year 12 graduating class.
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Students Students are supported to ask questions, raise concerns and seek help from their Year Mentor, Stage Advisor and the Wellbeing Coordinator. The Executive Team is also available and readily hears proposals, feedback and concerns raised by students. Graduating students were invited to reflect on their time at Korowal. Below are some of the comments received:
“Korowal has supported me in every aspect of my life, not only my education. I am extremely grateful to the school for the opportunities they provide.
“Prior to coming to Korowal, I was always quiet and kept to myself, attending Korowal, I found my voice. Korowal gave me the confidence to do things I never would have previously done.”
“I wasn't a number in the crowd at Korowal. The staff and teachers knew me, they cared about my education and what I was going to do with my life. I didn't start at Korowal but I'm so glad that I graduated there.”
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13. SUMMARY OF FINANCIAL INFORMATION The following graphs and tables display the dissection of income and expenditure for Korowal School Limited for year ended 31.12.22
2022 Recurrent and Capital Income
54% Commonwealth Recurrent Grants - $3,155,000 28% Tuition Fees Income - $1,675,000 15% State Recurrent Grants - $885,000 2% Capital Income - $132,000 1% Private Income - $38,000
2022 Recurrent and Capital Expenditure
77% Staff Costs - $4,541,000 15% Non Staff Operating Costs - $898,000 5% Capital Expenditure - $319,000 2% Financial Costs - $120,000
Above figures are derived from Korowal School’s audited 2022 financial statements and 2023 (2022 data) Financial Questionnaire lodged with Australian Government Department of Education & Training.
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4758 7466 info@korowal.nsw.edu.au 54 Hall Pde, Hazelbrook
www.korowal.nsw.edu.au