Newcastle Anglican Schools acknowledge with humility that we undertake our work on the lands of First Nations peoples We welcome the invitation to walk the journey of reconciliationand,throughout2025,havesoughttomakethiscommitmenttangiblewithin ourschoolcommunities.
WecelebratetherichdiversityofhumanityasagiftfromGodandplacegreatsignificance on the learning journeys of our students as they navigate the richness and complexity of Australiansociety.
Ourvisionisthateverystudentwillflourishbecauseoftheworkwedoinourschools Forus, flourishingisshapedbothbytheteachingsofJesusandbyevidence-informededucational practice. We want each student to become the best version of themselves - all that God callsthemtobe-andwestrivetomakethatvisionarealityeachday
Throughout 2025, our staff have continued to balance the essential elements of effective teachingandlearning.
We know that students benefit from explicit instructionwhilealsodevelopingtheskills,habits anddispositionsthatenablethemtobecome confident and independent learners. The Newcastle Anglican Schools Principals’ Network continuestoembraceitsroleasacommunityof educational leaders, always focused on advancingstudentlearningandwellbeing
Alongside our commitment to learning, we maintain a strong focus on student wellbeing. Working closely with the wider Newcastle Anglican community, the Principals’ Network has enabled us to review, strengthen and enhance important aspects of our wellbeing programs andpractices.
During 2025, students had two significant opportunities to visit Christ Church Cathedral, Newcastle.Year7studentsparticipatedinan orientation day that allowed them to explore the Cathedral from spiritual,architectural and historical perspectives while meeting students from other Newcastle Anglican schools Year 12 students returned at the beginning of their final academic year to be commissioned and prayed for as they prepared for the important year ahead
In closing, I thank my fellow Board members, the Chief Executive Officer, our Principals, staff and studentsfortheirdedicationandcommitment throughout the year. Together, they have enabled Newcastle Anglican Schools to continue providing outstanding educational opportunities fortheyoungpeopleentrustedtoourcare.
The Rt Rev Dr Peter Stuart
Anglican Bishop of Newcastle President, Manning Valley Anglican College
Messagefromthe ActingPrincipal
In 2025, Manning Valley Anglican College continued to flourish as a Christ-centred learning community, marked by strong student growth, high levels of participation and achievement, andadeepeningcommitmenttowellbeing,serviceandpartnership.
Student enrolments continued to increase across the College, with particularly encouraging growth projected again for Pre-Kindy and Year 7. This sustained confidence from families reflects the shared commitment of staff, students and parents to a learning environment that is both aspirational and supportive, and to a culture that values belonging, excellence and characterformation
AhighlightoftheyearwastheexceptionalperformanceoftheCollegerowingteam.Thesquad travelled to Tasmania and achieved outstanding results, representing the College with great skill,disciplineandsportsmanship Theirsuccessnotonlybroughtpridetoourcommunitybut also exemplified the habits of perseverance and teamwork that we seek to nurture in every student.
The senior academic and creative life of the College was showcased powerfully through the Year 12 Showcase Evening, which was a significant success and very well attended. Local politicians and members of the wider community joined families and staff to witness major works produced by Year 12 students The evening provided a tangible demonstration of the quality of learning at MVAC and the confidence with which our students communicate and presenttheirachievements.
OurGiftedandTalentedprogramalsohadastandoutyear,withtheNightofNotablesproving hugely successful. This event celebrated student curiosity, scholarship and creativity, and reinforced the value of providing rich extension opportunities that invite students to think deeplyandcontributemeaningfully
MVAC was proud to support the Waratah Project through on-Country learning at Saltwater. Staff engaged in valuable and tangible learning experiences guided by Elders of the Biripi Nation, strengthening understanding, respect and connection. These opportunities continue to shape our college as a community committed to listening, learning and walking together with humility.
Throughout 2025, we maintained a strong focus on student dispositions: collaboration, resilience, resourcefulness and engagement. These were explicitly taught and reinforced through the READY system and pastoral programs,includingTheMVACJourneyinthe SeniorSchoolandGrowYourMindinPrimary School. Together, these initiatives supported students to develop wellbeing skills, positive relationships, and the capacity to respond constructivelytochallengeandchange.
We also celebrated and strengthened our Christian and Anglican identity through ongoingconnectionwithourlocalparishand Newcastle Anglican. Looking ahead, we are committed to consolidating these partnerships further through shared initiatives and strategic goal alignment, so that our witness and service in the Manning Valleymaycontinuetogrow
We extend our sincere thanks to our staff, students, families and the wider community for a wonderfully busy, packed and fulfilling year We also offer our deepest gratitude to theNewcastleAnglicanBoardofDirectorsfor theirvisionandongoingsupport.
Our focus upon the explicit teaching of literacy and numeracy in the Junior School has seen improved NAPLAN results Our school provides a supportive wellbeing program where students are known as individuals and challengedtoachievesuccessintheirareasof interest In the Senior School, the wellbeing program is bespoke and developed by MVAC staff to support the learning, social and emotional needs of young adolescents. In the Junior School, a strengths-based approach to wellbeing is followed based upon the Bounce Back program. A varied extracurricular program promotes the development of students through involvement in service, sport, the arts, and other competitive activities such asdebating,publicspeakingandcattleteam.
The provision of a holistic education in the Anglican tradition is a driving factor in all decision making by the College’s executive team as they work together to plan for a vibrant and exciting future In 2025 several strategic and operational projects were continued. These projects included The Learning Power Approach to pedagogy, which wecallTheMVACWay TheSchoolboxLearning Management System (LMS) known as eMpower, and its associated communications, reporting and awards functionalities. These strategic projects will assist the students in being empowered as learners and prepared for the challenges that they will face beyond theschoolgates.
Manning Valley Anglican College is a distinctivelyAnglicanschoolthatprovidesan inclusive and welcoming environment for all students and staff. We have close ties with local parishes, aged care and the wider Newcastle Diocese Our students participate regularlyinchapelservices,ChristianStudies andcanengageinyouthgroup,worshipand confirmation programs. In 2025, MVAC continued to find practical ways to develop serviceskillsinitsstudents
The College has continued to grow its enrolment base in 2025 and is constantly striving to further explore ways of growing students academically, supporting their wellbeing and providing a contemporary education that develops the whole child As the school grows, the provision of appropriate professional development opportunities will be vital to ensure that the staff are able to respond to the diverse needs of 21st century learners We continue to target strategic areas of focus for staff professional development. We aim to continue to provide a learning environment that allows each child to fulfil the College’s mottoof‘LetYourLightShine’.
STUDENT BACKGROUND
Index of Community SocioEducational Advantage (ICSEA)
• School ICSEA value: 1005
• Average ICSEA value: 1000
• School ICSEA percentile: 49%
Distribution of Socio-Educational Advantage (SEA)
Students
Total enrolments: 758
Boys: 352
Girls: 406
Indigenous students: 8%
Language background other than English: 6%
Student
outcomes in Standardised National Literacy and Numeracy testing
School performance in state-wide tests and examinations
RecordofSchoolAchievement-ROSA
SeniorSecondaryOutcomes
2025 HSC RESULTS COMMENTARY
Five Subjects performed higher than the State Average was Music (+7.08% three band 6 and eightband5),EnglishExtension2(+4.33%),StudiesofReligion(+1.84%),ModernHistory(+1.51%) andIndustrialTechnology(+0.68%)
There were 4 subjects which performed between 0 to 3 percentage points below state versus school performance were Visual Arts (-034%), English Extension 1 (-23%), Mathematics Standard2(-238%)and(EnglishExtension1-238%)
Subjects which performed between 4 to 6 percentage points below state versus school performance were Business Studies (408%) English Standard (-461%) English Advanced (-472%) Geography (-526%) Ancient History (-541%) Mathematics Standard 1 (-649) Mathematics Advanced (-6.73%) Chemistry (-6.88) History Extension (-6.93%) Food Technology(-6.98%)
Subjects which performed between 7 to 9 percentage points below state versus school performance were Mathematics Extension 1 (-7.24%), Legal Studies (-8.53%). Subjects which performed between 10 to 12 percentage points below state versus school performance were PDHPE (-1068%) and Physics (-1045%) Subjects which performed greater than 12 percentage pointsbelowstateversusschoolperformancewereMathematicsExtension2(-2138%)
COMMENTARY REGARDING HSC RESULTS
OVER TIME 2023 - 2025
2023Results
In 2023, there were 111 HSC examination results (excluding external courses not taught at the College)
This represented a decrease from 31.37% in 2022. A small number of Band 5 results were close totheBand6threshold Atotalof39results(35%)wereinBand4 Approximatelyonequarterof thesewereclosetotheBand5threshold
Overall, 55.8% of results were in Band 4 or above, continuing a trend of stable performance acrossrecentyears(50%in2021and54%in2022)
228% of results were in Bands 5–6 combined, an increase of 21 percentage points from 2023 Band 4 results accounted for 60 results (264%) A portion of these were close to the Band 5 threshold.
Overall, 492% of results were in Band 4 or above, representing a decrease of 66 percentage pointsfrom2023
Band 4 results accounted for 76 results (37.6%). Overall, the proportion of results in Band 4 or aboveincreasedto59.8%,representingasignificantimprovementcomparedwith2024.
Resultsinlowerbandsincluded:
52Band3results(25.7%)
27Band2results(133%)
2Band1results
Summary
Across the three-year period, HSC outcomes reflect some year-to-year variation, with a notablerecoveryin2025followingadeclinein2024.TheincreaseinBand4andaboveresults in2025indicatesastrengtheningofoverallacademicperformanceattheCollege.
ProfessionalLearning
The academic year of 2025 was marked by significant advancements in professional development, curriculum reform, and innovative student engagement projects, reflecting our unwavering commitment to improvingeducationaloutcomes.
In semester two of 2025 and so far this year, our subscription with the Teacher Training Australia (TTA) has enabled teachers to enroll in a wide array of programs addressingdiverseeducationalneeds These programs include training on supporting students with dyslexia and autism spectrum disorder (ASD), enhancing classroom engagement, and integrating technology into teaching practices. Such initiatives underscore our staff’s dedication to continuous learning and their commitment tofosteringbetteroutcomesforstudents
In addition, a record number of teachers were selected to assess the Higher School Certificate examination in 2025, a milestone that signifies an encouraging trend in professional growth and expertise within our teaching body Staff further participated in teacher-led professional development sessionsatthestartoftheyear,contributing to an innovative teaching framework inspired by Guy Claxton’s Learning Power Approach These sessions promoted the exchange of best practices and strengthened collaborative professional efforts
Adding to this, a dedicated group of staff participatedinaninitiativemanagedbyThe AIS NSW Waratah Project, which focuses on promoting Indigenous education This initiative offers on-Country learning experiences, networking opportunities, and professionaldevelopmentsessionsaimedat improving educational outcomes for indigenous students. These experiences not only enrich cultural understanding but also strengthens the school's commitment to inclusivity and equity. In 2025 an all staff on Country PD learning opportunity was hosted throughtheWaratahProject
TeachingStandards
At our school we embrace all faiths and backgrounds for all our staff and students. We have three staff who identify as Aboriginal and Torres Strait Islander and encourage applications from Indigenous teachers and support staff.
ACCREDITATIONSTATUSOF
WORKFORCECOMPOSITION
T H E M E 7
Student attendance and retention rates and postschool destinations in secondary schools
The School monitors the daily attendance and absence of students in the School by maintainingadailyregisterusingTheAlpha Schools System (TASS) for each class of students Student absences from classes or from the School are identified and recorded in a consistent manner by the staff membersresponsible.
Unexplained absences from classes or school are followed up via sms to the parent/guardian on the morning of the absence If no explanation is given after seven days the absence is reported on the schoolacademicreportasunexplained
Consistent non-attendance is followed up via the AIS NSW Attendance Management process which involves parental contact, written communication and compulsory conferences if necessary The principal also supports attendance through regular newsletter articles and fact sheets around theimportanceofschoolattendance
87%percentofstudentsattendedschoolon average each school day in 2025. The daily attendancefigurein2024was88%.
DESTINATIONS
RetentionofYear10 toYear12Students
Students left the College for a variety of reasons including financial reasons, relocation, going to study at TAFE or taking upapprenticeships
PostSchoolDestination
The 2025 Year 12 student destinations involved a mixture of University/Tertiary courses and entry into full time employment Students went to university: 3 - University of New South Wales, 8University of Newcastle, 2 Charles Sturt University at Port Macquarie, 1 University of Technology Sydney Three students are entering the Defense Force Three students continuedtheireducationatTAFEtogaining vocational qualifications, six students went directly into full-time employment and the rest combined apprenticeships, part time workwithTAFE.
Students are expected to behave in a way which reflects well on the College, and to take an active role in all aspects of college life, from academic and sporting pursuits to socialandspiritualactivities.Weaskthatour parents support and uphold the Anglican ethosoftheCollege,respectandenforceour policies regarding attendance, uniform and discipline at school and in their home lives and commit themselves to being involved in theCollegecommunity
2. Consider each applicant’s supporting statement / interview responses regarding their ability and willingness to support the school’sethos
3. Consider each applicant’s educational needs To do this, the school will need to gather information and consult with the parents/familyandotherrelevantpersons.
4 Identify any strategies which need to be put into place to accommodate the applicant before a decision regarding the enrolmentismade.
5 Informtheapplicantoftheoutcome
Subjecttoavailability,offersofaplacewillbe made according to whether there are siblings of the student already at the school and the order of application. Continuing enrolment is subject to the adherence to school’s Principles of Enrolment guidelines andpaymentofallschoolfees
To view the current Enrolment Policy please viewonlineat:
There was an extra layer of policy review and approval which took place by the Anglican Diocese of Newcastle Policy Officer who reviewed and harmonised school policies for approval by the Bishop of Newcastle and the Boardduring2025.
In 2025 the College Executive Team undertook a focused, targeted and strategically planned approach to school improvement via the successful implementation of several strategies and initiatives These initiatives are outlined below:
Development of the capacity of educational leaders of the Executive team through professional development opportunity planning and leadership of 2025 strategic projects Each member of the Executive team to lead one strategic project each and report to Principal on milestones for each initiative. These strategic projects were as follows:
Learning Power Approach to pedagogy planning and implementation
Schoolbox Learning Management and communications system planning and implementation programs. Junior School Wellbeing program implementation.
2.Strategiestoimproveteaching,welfare, communicationandadministrative proceduresandprocessestosupportthe effectiveandefficientoperationofthe College
Introduction of 3 learning modes for students to gain a greater understanding of how they learn best Review of school policies by a policy specialist from the Anglican Diocese of Newcastle
Introduction of an Outdoor Education Week in the Senior School
Introduction of Study Skills workshops and programs in the Senior School. The movement of reporting systems across from TASS to Schoolbox Appointment of a student counsellor to support student wellbeing.
Introductory programs in Senior School Wellbeing, Learning Power Approach to pedagogy and Schoolbox Learning Management System. Improved subject selection information platforms and selection processes for Year 8 into Year 9 electives and Year 10 into Year 11 subject selection
Introduction of the Waratah Project to improved educational outcomes for Indigenous students.
3. Strategies to gather greater understanding of student wellbeing needs across different developmental phases of schooling through analysis of behaviour management and wellbeing data.
4. Continuing to update the College Masterplan to support increased enrolmentsacrosstheschool.
5. Rigorous data analysis and review of HSC and NAPLAN results to promote further initiatives in improving exam preparation, literacy and numeracy across the school and an increased focus on academic achievement and effortintheSeniorSchool.
6. Small group literacy and numeracy tutoringaspartofthestategovernment funded COVID Independent Learning SupportProgram.
7. Refurbishment of classrooms in the senior school and a planned maintenance and painting program acrosstheschool.
Initiatives promoting respect and responsibility
RESPECTAND RESPONSIBILITY
The College wants all students to recognise that they are valued and integral parts of the school community, with parents and staff providing the care and support that engender self-esteem, mutual respect and responsibility.
Manning Valley Anglican College within its Christian caring environment strives to assist everyone to become effective in learning, relationships, work, leisure, community activities and worship. Practical demonstration of Christian values such as truth, honesty, compassion, respect for others and the environment and a high standard of morality and behaviour is considered by the College to be an important factor in each student’s growth and development
This is clearly articulated in the College Rules and permeates throughout every aspect of the College life
Junior School pastoral care follows the Bounce Back program which is a positive psychology and strengths based program. Central to this program is respect and personal responsibility along with the building of resilience and a sense of positive self-worth Year 6 students have the opportunity for leadership positions which include development of responsibility and leadership skills in a supportive environment with guidance from the Head of Junior School. Each Year 6 student receives the opportunity to lead Junior School assemblies, chapel services and events as well as support younger students
Peer support links students in Year 6 with those in other year levels through formal activities and informal interaction outside of the classroom The program teaches values such as caring for others, friendliness, respect, accepting difference, including others and responsibility. This program provides opportunities for students to work together in a multi-age setting, promoting respect and cooperative learning For Year 6 students, this program also provides opportunities to develop leadership skills and responsibility for the well-being of younger students.
There are also other wellbeing programs such as Life Education, Young Leaders training days, drug and alcohol education and cyber safety programs that support student wellbeing and promote respect and responsibility. The use of external guest speakers supplements our wellbeing programs
The Senior School pastoral care program promotes respect and responsibility through the exploration of themes such as bullying, stress management, healthy relationships, study skills and goal setting Each student has targeted pastoral care lessons based on student needs as decided by consultation between Head of Senior School and the relevant Year Coordinator This program includes activities that are responsive to emerging issues in the Senior School and is supplemented by guest speakers along with university visits and careers education.
The Student Representative Council is made up of elected members from Year 7 to Year 11. The program develops initiative, independence, skill development and citizenship The student diversity group is a subcommittee of the SRC and supports LGBTIQA+ students which promotes an inclusive and safe environment for all students The SRC has expanded its activities to include community service opportunities and the organisation of themed activities around Harmony Day
All students in Years 7-12 were planned to be involved in an outdoor education experience. Each of these focused on a range of themes including selfidentity, journey, leadership, building relationships and contributing to the community. Students in Years 11 and 12 participate in religious retreat style reflection days as part of their transition program out of Year 11 and out of Year 12. The Year 10 students are also involved in a retreat process as part of their transition week at the conclusion of Year 10 examinations Year 10 students are also involved in work experience as part of their transition to Year 11 program
Year 11 students can apply for leadership positions as School Captains, Vice Captains and SRC
President These positions are seen as the pinnacle of student leadership in the school and these students lead whole school events, chapel services, assemblies and represent the college at external events. In 2024, we have planned for new leadership positions around service learning, chapel leadership and sports leadership to provide greater leadership opportunities for Year 12 students.
TheCollegeprovidesavarietyof
avenues for parents, students and staff to provide feedback about their satisfaction with the educational
offerings being provided.
The MVAC Parents and Friends Association meets regularly at the College. The involvement of the P & F in school activities is appreciated. The P and F is not a vehicle for the lodging of grievances about school operations as its key role is friend raising andfundraising
TheCollegeAdvisoryCouncilmeetsatleast four times per year and has parent and community representatives on it along with a member of local clergy The Advisory Councildoesnotperformagovernancerole rather it supports the principal around vision,missionandAnglicanvaluesandisa conduit regarding parent concerns. Advisory Council applications are called for by the principal via a direct letter to the schoolcommunityearlyeachyear
Overall parent, student and teacher satisfaction is measured every second year through the administration of the ISNSW Perspectives survey. The Principal, ISNSW Consultant and the College Executive team work together to unpack the Perspectives survey around key areas of strengths and areasforimprovement
The Complaints Handling Policy is located ontheCollegeWebsiteasistheopportunity to provide feedback both positive and negative
Students can also voice ideas about improving the school and their overall satisfactionviatheCollegeLeadersandthe SRC representatives who take ideas to meetings with staff. Parents can make an appointment to discuss any concerns with the principal or another appropriate memberofstaff
StaffretentionattheCollegeishighandthis reflects the satisfaction that staff have with the school and their roles. Teaching staff have regular staff meetings and can meet with their line manager, or the principal shouldtheyhaveaconcern.Allstaffhadthe opportunity to complete the People at Work surveyfacilitatedbyNewcastleAnglican.
Staff wellbeing week in the middle week of eachterm.Staffhavealsobeenencouraged to promote their own wellbeing by switching off from email late at night and over holiday periods.
Staff wellbeing is also promoted through access to a confidential Employee Assistance Program, Fitness Passport and strong professional development opportunities
